Sentences with phrase «student learning matter»

Setting aside for the moment the amount, form, etc. of pay, do you mean to say that activities of teachers besides increasing student learning matter equally?

«Only what students learn matters,» Beatty insists, «and formative assessment is the only way to measure and optimize that.»

New York Daily News — The mayor and Chancellor Fariña are missing the crucial point that student learning matters most.

Not exact matches

They call it project - based learning, which begins with engaging the student on something that matters to them in their life.

And, no matter how young or old you are, learning how to pay off student loans can seem difficult or even near impossible.

The Flipped Learning Network defines flipped learning as a «pedagogical approach in which direct instruction moves from the group learning space to the individual learning space, and the resulting group space is transformed into a dynamic, interactive learning environment where the educator guides students as they apply concepts and engage creatively in the subject matter» (Flipped Learning NetworkLearning Network defines flipped learning as a «pedagogical approach in which direct instruction moves from the group learning space to the individual learning space, and the resulting group space is transformed into a dynamic, interactive learning environment where the educator guides students as they apply concepts and engage creatively in the subject matter» (Flipped Learning Networklearning as a «pedagogical approach in which direct instruction moves from the group learning space to the individual learning space, and the resulting group space is transformed into a dynamic, interactive learning environment where the educator guides students as they apply concepts and engage creatively in the subject matter» (Flipped Learning Networklearning space to the individual learning space, and the resulting group space is transformed into a dynamic, interactive learning environment where the educator guides students as they apply concepts and engage creatively in the subject matter» (Flipped Learning Networklearning space, and the resulting group space is transformed into a dynamic, interactive learning environment where the educator guides students as they apply concepts and engage creatively in the subject matter» (Flipped Learning Networklearning environment where the educator guides students as they apply concepts and engage creatively in the subject matter» (Flipped Learning NetworkLearning Network, 2014).

NCSCM's experience reveals that seminary professors are often profoundly shaken by what they learn of ministry from interacting with our students, while many of our adjunct faculty, both clergy and lay, display superior teaching skills and understanding of their subject matter and contemporary ministry.

It is within the province of public schools not only to see that students are correctly informed about religious matters, but also to provide a setting in which older young people may learn to recognize and sift out irreligious and idolatrous tendencies and perversions in the various religious systems of mankind.

To exalt him as a great thinker, as though he could take delight in being praised for having honed his mental tools very sharp, no matter what they cut; to speak admiringly of him as an excellent orator, as though adeptness in the use of images were an enviable thing, no matter what they imaged; to do him reverence as a great student who learned from Newton and Locke and the Platonists, from nature itself, no matter what he learned — to honor him thus is to do him no honor that he could accept — or which, accepting, he would not thereafter bitterly rue.

A quick and somewhat obvious example of the fundamental interrelatedness of reason and emotion is the excitement a student may feel about a particular subject matter that impels her / him to learn more.

As the current Student Union president at Stuyvesant, and the Manhattan Borough Student President, he's learned about compromise — but also sticking to the issues that matter, he said.

In our Focus on Education report, WBFO's Eileen Buckley reports there's not an unwillingness to learn, but it's a matter of some students learning a new language.

«No matter how much we do for our schools, if our students aren't well - fed, they won't be able to learn.

«Students across our city deserve a safe learning environment, no matter what community they come from or where they attend school,» said Mark - Viverito, but like all her colleagues she refused to clarify what has suddenly changed that mandates the government now stepping in where it never has before.

As a student at Columbia she learned to perfect her voice and to express herself in matters that mattered to her.

He found that even escapist fantasy games are embedded with one of the core principles of learning — students prosper when the subject matter challenges them right at the edge of their abilities.

In the process, the students learned how chemical reactions in humans and other animals result in matter and energy changes.

This competition also offered me the chance to learn a lot about what other Ph.D. students work on, no matter their disciplinary domain.

Here, students learn subject matter alongside key instructional processes and teaching strategies.

«With smart phones the students can, for instance, write scripts and make videos that illustrate the matters to be learnt.»

The third annual Safety Day filled Berkner Hall June 6 with Lab staff, summer students, subject matter experts, and outside safety product vendors for a fun and useful learning experience.

In one study in the Journal of Cognitive Neuroscience, students who learned a new language grew more complex white matter, aka the communications network.

Students of mine who have done Kinetic Chain Enhancement all report increased income from learning this technique as they can get the client in the right position in matter of minutes.

It was through getting to know these students and some of the overlapping subject matter that I first learned about naturopathic medicine.»

Learning changes dramatically when students have opportunities to produce work that matters to them.

The public release of these ratings — which attempt to isolate a teacher's contribution to his or her students» growth in math and English achievement, as measured by state tests — is one important piece of a much bigger attempt to focus school policy on what really matters: classroom learning.

Students still have not had enough time to learn the subject matter on the test, the board said.

No matter what you teach, always consider that students question whether what they learn in the classroom has transferable, real - world applications.

Thus, while roaming the virtual world, students can linger in places that catch their attention and learn more about what they see and how it is related to the subject matter being studied (for example, the chemical processes local rock is subjected to and their consequences).

Kate Copping - Westgarth Primary School, Victoria Using Data to Develop Collaborative Practice and Improve Student Learning Outcomes Dr Bronte Nicholls and Jason Loke, Australian Science and Mathematics School, South Australia Using New Technology for Classroom Assessment: An iPad app to measure learning in dance education Sue Mullane - Sunshine Special Developmental School, Victoria Dr Kim Dunphy - Making Dance Matter, Victoria Effective Differentiation: Changing outcomes in a multi-campus school Yvonne Reilly and Jodie Parsons - Sunshine College, Victoria Improving Numeracy Outcomes: Findings from an intervention program Michaela Epstein - Chaffey Secondary College, Victoria Workshop: Developing Rubrics and Guttman Charts to Target All Students» Zones of Proximal Development Holly Bishop - Westgarth Primary School, Victoria Bree Bishop - Carwatha College P - 12, Victoria Raising the Bar: School Improvement in action Beth Gilligan, Selina Kinne, Andrew Pritchard, Kate Longey and Fred O'Leary - Dominic College, Tasmania Teacher Feedback: Creating a positive culture for reform Peta Ranieri - John Wollaston Anglican Community School, Western ALearning Outcomes Dr Bronte Nicholls and Jason Loke, Australian Science and Mathematics School, South Australia Using New Technology for Classroom Assessment: An iPad app to measure learning in dance education Sue Mullane - Sunshine Special Developmental School, Victoria Dr Kim Dunphy - Making Dance Matter, Victoria Effective Differentiation: Changing outcomes in a multi-campus school Yvonne Reilly and Jodie Parsons - Sunshine College, Victoria Improving Numeracy Outcomes: Findings from an intervention program Michaela Epstein - Chaffey Secondary College, Victoria Workshop: Developing Rubrics and Guttman Charts to Target All Students» Zones of Proximal Development Holly Bishop - Westgarth Primary School, Victoria Bree Bishop - Carwatha College P - 12, Victoria Raising the Bar: School Improvement in action Beth Gilligan, Selina Kinne, Andrew Pritchard, Kate Longey and Fred O'Leary - Dominic College, Tasmania Teacher Feedback: Creating a positive culture for reform Peta Ranieri - John Wollaston Anglican Community School, Western Alearning in dance education Sue Mullane - Sunshine Special Developmental School, Victoria Dr Kim Dunphy - Making Dance Matter, Victoria Effective Differentiation: Changing outcomes in a multi-campus school Yvonne Reilly and Jodie Parsons - Sunshine College, Victoria Improving Numeracy Outcomes: Findings from an intervention program Michaela Epstein - Chaffey Secondary College, Victoria Workshop: Developing Rubrics and Guttman Charts to Target All Students» Zones of Proximal Development Holly Bishop - Westgarth Primary School, Victoria Bree Bishop - Carwatha College P - 12, Victoria Raising the Bar: School Improvement in action Beth Gilligan, Selina Kinne, Andrew Pritchard, Kate Longey and Fred O'Leary - Dominic College, Tasmania Teacher Feedback: Creating a positive culture for reform Peta Ranieri - John Wollaston Anglican Community School, Western Australia

«It matters more on who is in that space and the kinds of decisions that educators make to set students up to make positive choices for their learning.»

Learning that incorporates student choice provides a pathway for students to fully, genuinely invest themselves in quality work that matters.

Allow students to apply their learned skills as they relate to sorting and classifying matter based on physical properties.

PBL, on the other hand, offers students what they can not find or arrange as readily elsewhere — opportunities to collaborate with peers and subject - matter experts on interesting projects, on making a difference in one's community, on learning valuable and transferable skills.

Most importantly, the best, highest standards in the world won't matter if we don't accurately measure whether students are truly learning, and hold schools accountable for the results.

Service learning can have positive effects on students» performance on subject - matter examinations and assessments and creates opportunities known to improve academic achievement, such as giving students the chance to act autonomously, develop good relationships with adults and peers, and increase personal self - esteem and feelings of self - efficacy.

Teachers all across the country are finding that judiciously chosen videos help students engage more deeply with the subject matter, and recall the information they've learned longer.

Students matter greatly in the equation of teaching and learning.

In my experience, I've discovered that students want their learning to matter, to count for something.

Regardless of the scenario, maintaining a focus on student choice helps to create learning environments of meaning where student voices matter.

Two leading educators have told Education Matters that the key to engaging high school students with STEM (science, technology, engineering and maths) is through teachers, and have called for a greater focus on professional learning.

Murphy imagines a hypothetical model program called Administrative Leaders for Learning — ALL for short — that would be organized to spotlight and connect three overlapping domains of knowledge: instructional practice and learning theory, with a particular focus on high achievement for all students; the education sector, with a particular focus on schooling in context; and matters of leadership and manLearning — ALL for short — that would be organized to spotlight and connect three overlapping domains of knowledge: instructional practice and learning theory, with a particular focus on high achievement for all students; the education sector, with a particular focus on schooling in context; and matters of leadership and manlearning theory, with a particular focus on high achievement for all students; the education sector, with a particular focus on schooling in context; and matters of leadership and management.

Among the findings: (1) art activities can be integrated into classroom content and used to encourage rehearsal - type activities (such as songs) that incorporate relevant subject matter, (2) incorporating information into story, poem, song, or art form may place the knowledge in context, which can help students remember it, especially if the students are creating art that relates subject matter to themselves, (3) through artistic activities like writing a story or creating a drawing, students generate information they might otherwise have simply read, which will very likely lead to better long - term retention of that information, (4) physically acting out material, such as in a play, helps learners recall information, (5) speaking words aloud results in better retention than reading words in silence, (6) increasing the amount of effort involved in learning new information (such as being asked to discern meaning from an ambiguous sentence or to interpret a work of art) is positively associated with its retention, (7) emotionally charged content is easier to remember than content linked to events that are emotionally neutral, and (8) information presented as pictures is retained better than the same information presented as words.

Our students feel in charge of their learning, know where the learning resources are, and can do what they need no matter which adult is in the room.

Those who work in schools know that the many human variables at play matter a lot when it comes to student learning.

Cognitive psychology provides evidence of specific learning strategies that are wonderfully applicable and adaptable to most classrooms, no matter students» abilities or grade level.

«Continuing Debate: What Matters to Student Learning?»

A curriculum that prepares students for life and work in the 21st Century is likely to be one that includes an emphasis on: — deep understandings of subject matter and the ability to apply what is learnt; — the ability to communicate and solve problems in teams; — the ability to think critically and to create novel solutions; and — flexibility, openness to change and a willingness to learn continually.

«However, it does matter, because of the problems and harm that can be caused by the categorisation, labelling and limiting of learning experiences of students through the continued belief in and application of so - called learning styles.

Matters such as charges, sentencing and bail conditions are determined by police and the courts while education authorities — public and private — have a responsibility to provide safe learning environments for students and staff.»