Sentences with phrase «reflect on their learning rather»

Rick Wormelli (ASCD / Learning Forward) reminds us that student learning is enhanced when teachers set aside the last 5 — 7 minutes of class time for students to reflect on their learning rather than trying to teach more information up to the very last minute.

Not exact matches

The songs on this two - cd set are arranged thematically rather than chronologically and reflect many of the recurring themes of Cash's oeuvre: love, sin, redemption, life, death... Adding to the intimacy level, many of the songs feature spoken introductions by Cash, as if he were introducing the songs to an audience, in which he talks about his history with the song, how he learned it, or wrote it and, more personally, why he feels such a deep connection with the composition.

«It's important to emphasize that the changes in scores do not mean that schools have taught less or that students have learned less, but rather reflect this new standard, the Common Core adopted by 46 states because these standards represent the trajectory to college and career success,» King said, on a conference call.

You will learn how to take pictures of your outfits, and to reflect on what works for you, rather than just relying on the mirror.

Shawn Cornally provided wonderful suggestions on how teachers should change their gradebooks (and their instructional perspective) to logbooks, reflecting mastery of learning objectives rather than mere assignment completion.

Similarly, in a case study of four middle school math teachers who participated in a yearlong series of ten video club meetings to reflect on their classrooms, teachers in the video club «came to use video not as a resource for evaluating each other's practices, but rather as a resource for trying to better understand the process of teaching and learning» in a supportive, nonthreatening setting (Sherin and Han, 2004).

(Ed Week) Robert Schwartz shares perspective on how we approach assessment in the United States, thinking of them as academic rather than reflecting on what they have learned by doing.

Assign weekly questions that help students reflect on how rather than what they learned.

This will require you to reflect on and evaluate the learning undertaken and the impact on your practice, rather than simply record it.

The purpose in asking these questions was twofold: First, to give people an opportunity to reflect on what they already know to be true about powerful learning and teaching — rather than tell them what some «expert» thinks it is; and second, to use the insights of these stories to help people see more clearly what a powerful learning environment actually looks like — and what it requires.

The cognitive principles of learning are based on reports from (a) the National Academy of Sciences, 1 (b) a practice guide for teachers by the Institute of Education Sciences in the U.S. Department of Education on Organizing Instruction and Study to Improve Student Learning, 2 (c) and a joint initiative between the Association of Psychological Sciences and the American Psychological Association on Lifelong Learning at Work and at Home.3 The recommendations here reflect the wisdom of these reports, which are based on scientific evidence, rather than being consensus opinions of learning are based on reports from (a) the National Academy of Sciences, 1 (b) a practice guide for teachers by the Institute of Education Sciences in the U.S. Department of Education on Organizing Instruction and Study to Improve Student Learning, 2 (c) and a joint initiative between the Association of Psychological Sciences and the American Psychological Association on Lifelong Learning at Work and at Home.3 The recommendations here reflect the wisdom of these reports, which are based on scientific evidence, rather than being consensus opinions of Learning, 2 (c) and a joint initiative between the Association of Psychological Sciences and the American Psychological Association on Lifelong Learning at Work and at Home.3 The recommendations here reflect the wisdom of these reports, which are based on scientific evidence, rather than being consensus opinions of Learning at Work and at Home.3 The recommendations here reflect the wisdom of these reports, which are based on scientific evidence, rather than being consensus opinions of experts.

Practicing quality differentiation is much more about knowing what matters to teach, realizing that learning happens in us rather than to us, continually reflecting on the «particularness» of each of our students, and pondering how to develop both the commonalities students share as humans and the singularities students bring as individuals.

It would seem that the point of reflecting on how mediation is portrayed in popular culture may not be to discern a coherent representation of mediation, but rather to see what can be learned from the conflicting nature of these portrayals.