Sentences with phrase «real needs of students»

However, coordination and communication between different players in these education systems was limited, and the real needs of students were wholly ignored.

In fact, the real needs of students ought to be addressed by figuring out the right instructional models that best meet each student's needs first, then purchasing devices that support that instructional model second.

(1) The student's discovering for himself in the process of learning what he really wants out of that course and (2) the skill with which the instructor utilizes and meets the real needs of the student... What takes place between instructor and student provides the dynamic conditions which will be used by the student in his own way.

Not exact matches

Eleven entrepreneurs, all from founding teams including women or people of color, made their cases for innovations that would help bring more real - world experience into classrooms, help teachers track the progress of special - needs students, or help underserved people find jobs, among others.

But for all the big talk, Ivey has a lot of walk.MBA graduates, according to the school's owndata, can expect an average starting salaryof over $ 98,000 a year upon graduation.Every class evolves from students tacklingreal - world problems on their own, to doing so in groups, then as an entire class.Outside the classroom, the school offersscores of special projects, internationalinternships and one - of - a-kind programs, like the Ivey Consulting Project, the largestand longest - running Canadian programpairing MBA students with real - world businessesin need of help.

In order to mitigate that, students will learn how to get out of the building and search for the real pain points and unmet needs of customers.

Moser brings to the subject matter a unique background: As a clinician who has treated hundreds if not thousands of concussed student - athletes at the Sports Concussion Center of New Jersey, she brings real world experience to the subject, not just as a neuropsychologist with specialized expertise on baseline and post-concussion neurocognitive testing but in the management and treatment of concussions, including the academic accommodations that are often needed during the sometimes long road to recovery.

If we try to fix the schools in a low - income neighborhood without addressing the other needs of students there, it's not a real solution to the neighborhood's problems.

«If we want to fix childhood obesity, chocolate milk is just one of the things we need to get rid of,» said Jeff Anderson, a parent of three students at Wolftrap Elementary in Vienna and a member of Real Food for Kids, a Fairfax area advocacy group.

«This federal funding for Mohawk Valley Community Action Agency, Inc will bring real results to young students across the Mohawk Valley by providing them with the resources they need to succeed both in and out of the classroom.

The state's systemic failure to provide enough resources for all of its students and to do so equitably — while giving all teachers the tools and support they need — is the real crisis and the one our governor is trying to sweep under the rug,» NYSUT President Karen Magee said.

«Now,» he said, «we have to focus on providing the resources these struggling schools need to make a real difference in the lives of their students.»

Since 1985, Project 2061 has led the way in science education reform by first defining adult science literacy in its influential publication Science for All Americans and then specifying what K - 12 students need to know in Benchmarks for Science Literacy, which helps educators implement science literacy goals in the classroom; the AAAS Science Assessment website with more than 700 middle school test items; and WeatherSchool @ AAAS, an online resource where students can use real - world data to learn about the fundamental principles of weather and climate.

Andrea Korte / AAAS Students in science, technology, mathematics, and engineering need to take an active role in shaping their coursework and exploring ways to address real - world problems, said the president of the AAAS Pacific...

Koopman's study, «Physician Information Needs and Electronic Health Records: Time to Reengineer the Clinic Note,» was published by the Journal of the American Board of Family Medicine and was funded by Mizzou Advantage, an initiative that fosters interdisciplinary collaboration among faculty, staff, students and external partners to solve real - world problems.

Stay tuned to the grant winners: Academy 21 at Franklin Central Supervisory Union in Vermont, which is focused on a high - need, predominantly rural community; Cornerstone Charter Schools in Michigan, which seeks to prepare Detroit students for college and health - focused careers; Da Vinci Schools in California, which will integrate blended learning, early college, and real - world experiences with its existing project - based learning approach; Education Achievement Authority in Michigan, which, as part of the statewide turnaround authority is trying to create a student - centric system for students in Detroit; Match Education in Massachusetts, which already operates high - performing schools in Boston and will now focus on using technology to increase the effectiveness of its one - on - one tutoring; Schools for the Future in Michigan, which will serve students significantly below grade level; Summit Public Schools in California, which aims to build off its experiments in blended - learning models to launch a competency - based school; and Venture Academies in Minnesota, which is a new charter organization that will focus on accelerated college credit attainment and cultivation of entrepreneurial leadership.

By stepping back and letting her students have some control of their learning, Beale is able to step forward in her own practice and give her students the purpose they needed in the experimental work for real learning to take place.

By the end of this process, we began to see themes emerge: it should give students feedback about where they are lacking and where they need to go; it should also be student - centered, longitudinal, with real time feedback.

First, it was a waste of time (over five years) and money — both the government's and WGU's — which distracted from the real need: making progress in higher education to better serve students, such as low - income ones, of whom only 8 percent graduate four - year college programs in six years.

According to NYLC, service - learning is defined as student programs organized in relation to a specific academic course or curriculum, with clearly stated learning objectives that address real community needs in a sustained manner over a period of time.

The Linked Learning initiative is building a half - dozen or more career pathways in each of nine school districts, on the theory that students can get all the math, English, science, and social studies they need for a university, along with technical and job skills, but do it in a way that makes learning more fun and gives them real, relevant work experience.

To prepare students for life and work of this kind, the school curriculum needs to include a greater focus on the collaborative solution of real, complex problems.

Encourage use of text - to - speech: In later grades, students with dyslexia will need to access text that is above their academic ability in order to complete class assignments, and text - to - speech can be a real game changer.

Big Data is being leveraged in the enterprise to identify who needs training, determine the frequency of the training, assess how the students are interacting with the course and providing an opportunity to solicit real - time feedback from these students.

«This needs - based funding is making a real difference to the outcomes of students at the local level,» Ms Berejiklian said

We teach and explain to the students that as a mathematician you need to build knowledge, specific sets of knowledge as a mathematician, you need to problem solve real mathematical life problems, and you need to be able to do those two things independently.

When working in teams, on real life examples, preferably their own ideas, students deepened not only formal knowledge of a subject but developed those softer skills employers said they needed.

These classes also frequently involve a real (if bounded) element of choice; students need to produce an essay or documentary film that accomplishes certain academic objectives, but they can choose the topic that interests them.

It makes it easier to reimagine schools in ways that make better use of today's talent and technology in order to meet the need of real students.

The real pressures on such schools and their staffs are to meet student needs that are often ubiquitous and acute in such communities (e.g., health, nutrition, remediation, attendance, language, discipline) rather than to maximize the learning of their high achievers.

«I'm getting data in real time about each student instead of assuming the entire class needs intervention,» she explained afterward.

I think Reich makes a good point about the potential misalignment between the tests we use to measure education and the real learning needs of today's students.

Now, I am a huge believer in distance learning and the power of online tools, but I deeply believe that by sending the message that real - time teachers are only needed as a luxurious plug - in and not a fundamental fixture of this next educational chapter, we are doing a disservice to our students and the quality of these growing programs.

The University of Washington's John Bransford and Andreas Schleicher, head of the Indicators and Analysis Division at the Organisation for Economic Cooperation and Development (OECD), maker of the PISA exam, believe students need dynamic problems to solve, ones that require real - world research and allow them to learn on the spot, not just apply prior knowledge.

Having a real - life problem to coach students through will help them understand the skills they need to survive and thrive in the real world of collaborative online and off - line spaces.»

«We wanted assessment that... provided real evidence that we could use for effectively teaching students at their exact point of need.»

So I think that there's a lot of really actionable steps that teachers, real life teachers like myself, can really do in their classrooms that are gonna respond to students» needs and really impact their learning.

Once their prototypes have gone through multiple interactions, our students are hooked on the idea of building an app, and they've often made contact with people in the community who have a real need for an app that will solve an existing problem.

Instructors start each unit by throwing students into a real - world or realistic project that engages interest and generates a list of things they need to know.

Schools should regularly look to invest in training courses for its teachers, however, to really reap the benefits and gain real value, a school must first identify the specific developmental needs of its staff to ensure that the proposed training sessions will positively impact student outcomes.

With the current educational journals consumed with such topics as Differentiated Education, Meeting the Needs of All Learners, Maximizing the Disconnect Between the Real World and the Classroom, etc., it is important that you, too, focus on each student.

Service learning is student programming organized in relation to a specific academic course or curriculum, with clearly stated learning objectives that address real community needs in a sustained manner over a period of time.

«Real «choice» in schooling must include a decent, well - funded public school in every community in Australia that can meet the needs of every student.»

«I also needed to learn how to design instruction to meet the needs of all the different students in my classroom and develop more real assessments — not just pen - and - paper tests — for my students that capture what they know but also how they know it.»

You will get: • a Teacher's Pack that tells you all you need to know about the topic, step by step instructions for delivering the lesson and ideas for fun extra activities • a Powerpoint presentation for you to use, with plenty of examples of good or services that might cost real money, charged to their phone bill • a Students» Pack with worksheets and information card, with a special extra: a Test an adult quiz and diploma.

The real culprit is not a lack of academic preparation, but instead the actions of state legislatures, colleges, and universities that hike up the costs of attendance, underinvest in need - based financial grant aid, and spend the least on support services at the schools where students possess the greatest economic and academic needs.

The videos for students illustrate the real life context for the experiments that they are working on, for example a visit to the Thorntons factory in Derby links to the experiment investigating the melting point of chocolate and a look inside an urban hydroponics farm that grows lettuces reveals that plants don't always need to grow in soil.

They were having real issues coping with Windows 7 and I knew we needed to increase the capacity of printers around the school as it just wasn't appropriate to have students wandering around looking for an available printer.

The dysfunctional nature of how urban schools teach students to relate to authority begins in kindergarten and continues through the primary grades.With young children, authoritarian, directive teaching that relies on simplistic external rewards still works to control students.But as children mature and grow in size they become more aware that the school's coercive measures are not really hurtful (as compared to what they deal with outside of school) and the directive, behavior modification methods practiced in primary grades lose their power to control.Indeed, school authority becomes counterproductive.From upper elementary grades upward students know very well that it is beyond the power of school authorities to inflict any real hurt.External controls do not teach students to want to learn; they teach the reverse.The net effect of this situation is that urban schools teach poverty students that relating to authority is a kind of game.And the deepest, most pervasive learnings that result from this game are that school authority is toothless and out of touch with their lives.What school authority represents to urban youth is «what they think they need to do to keep their school running.»

Middle and high school students need rigorous academics, real - world applications of what they are learning, and opportunities to envision their future in college and a career.