Sentences with phrase «skills are taught rather»

Not exact matches

«Cognitive exercises are an attempt to improve brain function by harnessing our brain's inherent plasticity, rather than by explicitly teaching a strategy or a skill.

But here is the greatest misunderstanding: «Imagine a world where people could contribute the skills that inspire them - teaching, tutoring, urban farming, cleaning up the environment, painting murals - rather than telemarketing or whatever other stupid tasks bosses need done to supplement their millions.»

The approach applies to both teaching and learning and is often more focused on learning concrete skills rather than solving abstract problems.

At the youth level of the sport in Northern California, the emphasis is placed on participation and the teaching of life skills and lessons rather than winning and losing.

Rather than trying to «teach» skills like grit and self - control, he argues, we should focus instead on creating the kinds of environments, both at home and at school, in which those qualities are most likely to flourish.

As a parent, you'll be more effective if you focus on teaching your child the skills to process anger appropriately, and avoiding power struggles rather than trying to make your child feel a certain way.

She says she's supportive of sleep training in general, but discourages the Pick Up, Put Down method because, «the purpose of sleep training a baby is to teach them the skills to soothe themselves, rather than depending on constant parental prompting.»

Sounds to me that you are taking the easy way out rather than teaching your children good etiquette skills and manners.

For example, rather than teach a child anger management skills during a weekly therapy sessions, it's often more effective to teach the parents how to coach the child.

I think rather than forcing them never to have disagreements, arguments or fights, I'll be better served to teach them to deal with their issues in a gentle, peaceful way, helping form life skills, and bonds of sisterhood.

Paul Tough grew to recognize that the qualities that help children succeed are not «skills» that are «taught» but rather qualities that develop in early relationships

His premise is that character, or «noncognitive» traits, are not skills as such, and thus can't be taught directly, but rather traits that are formed by environment and being engaged in relevant and rigorous tasks.

More new - generation pilots need to take a glider course, where they will learn some stick and rudder skills, rather than being taught solely on computers.

Obviously one can make the argument that top athletes must be able to execute skills under fatigue, though my personal belief is that this type of activity teaches athletes to F up less, rather than become better.

The following article isn't meant to teach you this skill, but rather share insights with you on the process and its benefits.

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.

Too often, these skills are taught «too little and too late,» according to the Campaign for the Civic Mission of Schools, and too often as lectures rather than through investigating issues and advocating for solutions.

Education is a broader term, more associated with the act of learning having been facilitated rather than skills which have been taught.

The report notes although some countries are now including collaboration in their curricula, it's not a skill that's taught explicitly, rather through the teaching of other subjects.

Implicit in the prior discussion and Figure 1 are strong reasons for schools to focus on skills rather than dispositions: Skills can be taught, are typically publicly observable and specific, lend themselves readily to selection based on what the school or teacher intends students to learn, and aren't heavily constrained by genskills rather than dispositions: Skills can be taught, are typically publicly observable and specific, lend themselves readily to selection based on what the school or teacher intends students to learn, and aren't heavily constrained by genSkills can be taught, are typically publicly observable and specific, lend themselves readily to selection based on what the school or teacher intends students to learn, and aren't heavily constrained by genetics.

(research, Spring 2007) says there is a growing «approach to teacher education and certification based on ideology rather than teaching skills or mastery of content knowledge.»

By targeting specific performance outcomes, rather than teaching broadly applicable skills and knowledge that the participant must then figure out how to apply on the job, the training will be more cost - effective and have a greater return on investment.

With subjects which may be perceived to be «hard» or «boring» by students, it can be tempting to infantilise the teaching using animations, or simple videos, rather than challenging the students to develop critical thinking skills.

So, you teach them a skill and you know that's what's coming next, rather than a piece of writing where they're not entirely sure what we're looking for.»

Some schools, especially in low socioeconomic areas, consider themselves «welfare» rather than «academic» schools and believe that the best thing they can do for their disadvantaged clientele is to teach them social and life skills, give them a grounding in the «basics» and make them feel better about themselves.

Typically, students view learning as remembering facts, terms and definitions, but it's actually the case that problem - based learning builds their skills in doing that because it teaches students to develop thinking skills such as the ability to evaluate, generalise, hypothesise, synthesise and analyse information rather than simply recall it.

Plans that rely solely on student test scores have the most opponents, including many parents, who scorn «teaching to the test,» in which students are drilled to increase their test scores rather than taught to understand the underlying material and learning skills to last a lifetime.

Last but not least, its teaching approach is designed to work with both advanced and struggling students, and intended to foster abstract skills like creativity, depth of thought, and problem solving, rather than focusing on remediation and basic reading and math skills.

While many people blame standardized testing for narrowing the elementary school curriculum to reading and math, the real culprit is «a longstanding pedagogical notion that the best way to teach kids reading comprehension is by giving them skills — strategies like «finding the main idea — rather than instilling knowledge about things like the Civil War or human biology.»

According to Bhagat, one of the difficulties in implementing an inquiry - based teaching approach is that there is substantial variation in what educators mean by inquiry - based teaching, and a lack of understanding of the skills required to help students generate their own inquiries and guide, rather than direct the investigation that follows.

Nor are we intending to imply that teaching is based on innate talent rather than developed skill.

The children are taught to be intuitive users of technology; rather than learning the intricacies of one particular operating system, software style, user interface or piece of hardware, they are given the skills to «find their way around» a wide variety of systems.

I started the day rather nervous about what was going to happen but left with new skills after teaching the teachers.

In the very best practice seen, significant, rigorous efforts have been made to ensure that when technology is used in teaching and learning, it is progressive, building on prior learning experience rather than «ad hoc» in respect of the repetition and / or duplication of skills to be acquired or to be utilised.

Expressing care for another is not an innate ability present more naturally in some people than others, but rather a skill that can be taught and nurtured through a supportive educational environment.

Believe it or not, you can teach skills, be explicit about them but also integrate and personalise learning so children can think rather than learn by rote and mindlessly repeat what they are told.

It's a longstanding pedagogical notion that the best way to teach kids reading comprehension is by giving them skills — strategies like «finding the main idea» — rather than instilling knowledge about things like the Civil War or human biology.

This kind of flexible / adaptable knowledge and skills, rather than models of leadership that all too often prepare teaches to deliver canned workshops or facilitate very specific strategies, is critical.

«The Covey - infused curriculum teaches students skills such as how to be proactive rather than reactive, how to participate in crafting your own pathway, and what it means to be a leader,» says principal Rachael O'Dea, who began incorporating the Leader in Me program three years ago.

«We're really being pressured to teach test - taking skills rather than higher - level thinking.

Rather than overwhelming you with training that is a mile wide but an inch deep, we focus first on mastery of four foundational teaching skills before shifting to more advanced practices.

Rather, it is important to systematically teach phonics skills to mastery.

Schools are failing to equip pupils for an «uncertain world» and should teach problem - solving skills rather than simply training children to follow instructions, a former government adviser has recommended in a new report today.

For example, when teaching soft skills, it is more effective to give the learner practice using real - life scenarios and simulations rather than simply presenting text on a screen.

She concludes that if students are to achieve at higher levels, educators must emphasize ownership; push for biliteracy rather than using the home language only as a vehicle for English literacy; have students read multicultural literature; and teach skills explicitly, within the context of authentic literacy activities.

By teaching thinking skills to all children we will help them live the lives they want to live, rather than simply teaching them to pass exams, important though they are.

They believe these trends stem from five myths that policymakers and teachers alike buy into: that curriculum enrichments are «frills»; that all students should follow the same standardized curriculum; that teaching for basic skills rather than critical thinking is «politically neutral» teaching; that low achievement reflects deficiencies in a student, not the system; and that tracking by ability promotes achievement.

Katarina Brito, a bilingual program developer for D.C. Public Schools, said some would rather see schools ensuring students are proficient in reading and writing in English before teaching those skills in another language.

This means that children need to be helped to catch up as quickly as possible, he says, which, rather than learning formal lessons, might be about being taught to use a knife and fork or to improve very poor language skills.

One is that high value - added scores in the initial year reflect teacher efforts to «teach to the test» rather than to produce meaningful skills.