Sentences with phrase «see the content knowledge»

Not exact matches

We will see a lot more innovation around consumption for content, consumption for knowledge, and consumption for entertainment happening much more quickly than we will see in the U.S.

«Xfinity Mobile could be seen as «testing the waters» as Comcast will use the knowledge gained, and level of success (or lack of success), in determining next steps in the inevitable convergence of content and wireless distribution,» he writes.

However, when it comes to the Internet, generating great online content is now seen as one of the best indicators of your knowledge and expertise.

What religion offers: — The opportunity to avoid eternal punishment for not worshiping / believing in my god (not worried enough to care)-- An explanation for the universe and why we are here (I'll take the knowledge gained from the application of the scientific method, but thanks)-- Living forever in heavenly bliss (I am content with this life)-- The opportunity to divide humanity based upon different belief systems (There is enough dividing us already)-- Purpose, a code of ethics, and fulfillment (I have that already, without religion)-- Develop a personal relationship with god (I've never seen or heard from any gods nor have I seen any independantly verified scientifically collected peer reviewed proof.

I asked you guys what kinds of content you want to see more of and plant based nutrition was a really popular topic and one that I feel really passionate about sharing with you, because I know that knowledge is powerful.

Critics see the combination of program accreditation standards, revised by the National Council for Accreditation of Teacher Education (NCATE) in 2000; a growing curricular emphasis on «social justice» issues; and a left - leaning education professoriate as yielding a one - sided approach to teacher education and the certification of teachers based on ideology, rather than teaching skills or mastery of content knowledge.

Both saw learning as a social act, where teachers and students dialogued and all created knowledge together, rather than teachers filling the students with content and information as if they were empty vessels.

Hirsch, Willingham, and others believe that's because we continue to teach reading comprehension as a skill to be mastered rather than seeing it as explicitly linked to content knowledge.

For teamworking, for the implementation of projects, for problem solving, for the implementation of tasks of research and design of strategies... Our students, based on the content they have seen before, are ready to get down to work and generate something unique and tangible from these theoretical knowledge.

You typically will not see teachers lecturing students about content knowledge at Summit schools.

To Klein's credit, he eventually came to see the errors of his ways, and in his last years as chancellor he embraced the Core Knowledge program — a coherent, content - rich curriculum that is a model for what kids in New York, and nationwide, need if they are going to become strong readers.

«All that the student does is leaving a mark: The teacher knows what the student is seeing; editors can see what works or not in content; that information is very valuable to publishers and companies that generate the content, because it allows more and more content to be presented to our students to meet that huge demand for which they are made: Teaching, generating knowledge».

At BASIS, teachers are first reviewed for their content knowledge; PhDs are not uncommon (see «High Scores at BASIS Charter Schools,» features, Winter 2014).

Wexler goes on to explain why reading comprehension tests are really «knowledge tests in disguise,» why the new Common Core - aligned tests are shining a brighter light on gaps in knowledge, and why we may see continued growth in schools embracing «content - rich» curricula like E.D. Hirsch's Core Kknowledge tests in disguise,» why the new Common Core - aligned tests are shining a brighter light on gaps in knowledge, and why we may see continued growth in schools embracing «content - rich» curricula like E.D. Hirsch's Core Kknowledge, and why we may see continued growth in schools embracing «content - rich» curricula like E.D. Hirsch's Core KnowledgeKnowledge.

Du Bois saw teaching as an intellectual vocation and advocated for teachers who were top university students with strong and broad content knowledge.

So there was no way to really spread pedagogical content knowledge or routinely see the practice of colleagues.

These data points help online learners see the value of the eLearning content and improve knowledge retention.

In blended learning, we often see a flipped classroom in which eLearning prework includes knowledge - based content and the classroom portions focus on skills and practice.

(We'd also love to see schools adopt a content - rich curriculum like Core Knowledge.)

Indeed, I've seen scant evidence that the powers - that - be at NBPTS even care much about such mundane stuff as content knowledge.

What we want to see is more rigorous ITT content with a greater focus on evidence based practice and subject knowledge.

Pedagogical content knowledge, in its classic conception, might involve knowing the kinds of mistakes that students are prone to make when engaging with new concepts, or being able to see and draw connections between two students» different representations of an idea that at first glance seem unrelated.

A disconnect appeared between the teachers» knowledge of what the board can do, as seen in other content areas, and their ability to translate that knowledge to the social studies.

The teacher candidates noted that they also benefited from seeing how such a learning environment could be structured so that student learners are allowed control over their learning (technological content knowledge), the use of acronyms to guide procedural knowledge development (technological pedagogical knowledge), and the level of technical skills required to teach with technology (technological knowledge)-- all of which increased their own teacher knowledge about teaching with technology (Figg & Burson, 2009).

Rubrics or feedback tools (see Chapter 7) are essential for assessing both students» content knowledge and their creative thinking skills.

Moving from seeing students as being deficient to seeing students as having a wealth of individual experiences and informal knowledge that can be used to accelerate the mastery of rigorous content.

Snow said she'd like to see more meaningful measures of how schools are closing the achievement gap for English learners, such as how quickly a student is able to move out of English - learner status, or finding a way to measure content knowledge without their language limitation being a factor in the score.

So far, I see them seeming to test content that would be common knowledge if one had the benefit of a rigorous education focused on building academic knowledge and skill.

... then we will see measurable growth in students» Habits of Success, which will lead to greater student success on other measurements of skill and knowledge, including their cognitive skills and content knowledge.

So, you know continuing on the theme here that Kate has started with regards to equity and the need to perhaps have greater content knowledge in order to close those gaps and help those students to get on the trajectory to college and career, I'm wondering if we can hear from other panelists about things that you're seeing that teachers want as a part of the personalized professional development that you all are offering in Maryland at the state and school level.

This continuum was developed by a heavyweight team (see Chapter 3) composed of individuals who represented a range of expertise in curriculum content, knowledge of diversity of learners, and expectations for postsecondary success.

In one instance, a teacher may see some students who have already mastered the content, others who are fine with computations but not word problems, still others who know how to tackle the word problems but are making careless errors, and another group that is struggling with prerequisite knowledge or skills.

When asked if the failure rates are a reflection of an outdate college curriculum, Dr. Allsopp responded, «The content your seeing on the General Knowledge Test (GKT) is not college level content, it's what you see in high school.»

This creates opportunities for deeper or more authentic learning than traditional «skill and drill» instruction, because community - based learning draws on students» prior knowledge and experiences, engages them in problem - or project - based instruction, and helps them see the connections between academic content and real - world contexts.

In keeping with the current trajectories of TPACK research, Doering and Veletsianos (2007b) identified geography technological pedagogical content knowledge (see Figure 2) as a necessary component for teacher education programs to focus on in order to facilitate increased integration of geospatial technologies (e.g., Google Earth) into K - 12 classrooms.

Technological pedagogical content knowledge (Mishra & Koehler, 2006) Since its formal introduction in 2006, TPACK as a theoretical concept has been embraced by technology integration communities (e.g., Society for Information Technology and Teacher Education; see http://site.aace.org/conf/) who have long struggled to define, explain, and stress the role of technology within the field of education (Doering, Veletsianos, & Scharber, 2007; Thompson & Mishra, 2007).

As long as your content is not posted elsewhere online and shares knowledge relevant to writing, publishing, selling, or marketing books, we would love to see your proposed content!

Seeing all of the mission content Morrowind has to offer requires multiple playthroughs, varied character builds, and deep knowledge of the game's systems and branching points.

It turns out that I am not the only one to want a more fundamental explanation as seen in this post by FrostyCat: Holding tutorial content accountable to novice aptitude on the GMC where it is described that instead of learning why you would use a function or snippet of GML it is instead just a quick «copy and paste this code» with no deeper explanations given; you can not reapply that knowledge in other situations if it is not explained why you are using it in the first place.

zk - SNARK (Zero - Knowledge Succinct Non-Interactive Argument of Knowledge) is a proof structure where sender and receiver both can see the content of the transaction, while the network validates it without the need to reveal information.

It'll be exciting to see users contribute content and witness the knowledge base grow increasingly valuable over time.

Our team has are fully aware of all the latest recruitment trends and expectation of hiring managers in order to stay up to date with the content they expect to see in a professional resume and will make full use of this knowledge when crafting your unique CV for you.