Sentences with phrase «students create their content»

In the article, Student Created Content is an Exciting and Inspiring Learning Tool that Teaches Many Skills, we look at student uses of iBooks and iMovie.

I've written a few times about the inspiring nature of student created content.

Not exact matches

This feature is extremely needed for students but content writers and managers may use it too once in a while to create plagiarism - free texts.

Cloud was a pen name used to publish content on The Student Loan Report and created by the for - profit student loan refinancing company, LStudent Loan Report and created by the for - profit student loan refinancing company, Lstudent loan refinancing company, LendEDU.

On the one hand, Chicago - area school systems are following the national trend of creating healthier menus, primarily by reducing the fat content of entrees; on the other, borderline junk food entrees - pizza and chicken patties - remain the most popular items among students.

In addition, grant dollars will promote the abilities of people with disabilities in the workforce through televised educational content, expand transportation options, connect artists with disabilities to potential art buyers and create professional workplace coursework and internships for college students with disabilities.

BASIC SYLLABUS SESSION 1 Yin Yoga Teacher Certification Learning the foundation of Yin yoga principles and postures Alchemy fundamentals Group discussion on practice Birthing and yielding cycles Basics of teaching philosophy Student practice teaching Primary Yin yoga postures SESSION 2 Yin Yoga Teacher Certification Review Teaching techniques Flow and transition movement Reading assignment discussion Adapting teaching philosophy for specific audiences and student needs Taoist philosophy Power yoga Student practice teaching Yin yoga posture variations SESSION 3 Yin Yoga Teacher Certification ADVANCED TRAINING - open only to students who have completed session 1 or 2 How to become attuned with your own flow How to create flow sequences of postures for students Practice teaching with specific evaluation and guidance Yin yoga postures - Participants must demonstrate proficiency in content from sessions 1 and 2 Advanced alchemy using birthing and yielding cycles with accompanying postures Medical chi kung, standing forms of exercises (Aura Palm) Alchemical meditations for cultivating elemental energetic properties Relationship of the organs, emotions, and the five eStudent practice teaching Primary Yin yoga postures SESSION 2 Yin Yoga Teacher Certification Review Teaching techniques Flow and transition movement Reading assignment discussion Adapting teaching philosophy for specific audiences and student needs Taoist philosophy Power yoga Student practice teaching Yin yoga posture variations SESSION 3 Yin Yoga Teacher Certification ADVANCED TRAINING - open only to students who have completed session 1 or 2 How to become attuned with your own flow How to create flow sequences of postures for students Practice teaching with specific evaluation and guidance Yin yoga postures - Participants must demonstrate proficiency in content from sessions 1 and 2 Advanced alchemy using birthing and yielding cycles with accompanying postures Medical chi kung, standing forms of exercises (Aura Palm) Alchemical meditations for cultivating elemental energetic properties Relationship of the organs, emotions, and the five estudent needs Taoist philosophy Power yoga Student practice teaching Yin yoga posture variations SESSION 3 Yin Yoga Teacher Certification ADVANCED TRAINING - open only to students who have completed session 1 or 2 How to become attuned with your own flow How to create flow sequences of postures for students Practice teaching with specific evaluation and guidance Yin yoga postures - Participants must demonstrate proficiency in content from sessions 1 and 2 Advanced alchemy using birthing and yielding cycles with accompanying postures Medical chi kung, standing forms of exercises (Aura Palm) Alchemical meditations for cultivating elemental energetic properties Relationship of the organs, emotions, and the five eStudent practice teaching Yin yoga posture variations SESSION 3 Yin Yoga Teacher Certification ADVANCED TRAINING - open only to students who have completed session 1 or 2 How to become attuned with your own flow How to create flow sequences of postures for students Practice teaching with specific evaluation and guidance Yin yoga postures - Participants must demonstrate proficiency in content from sessions 1 and 2 Advanced alchemy using birthing and yielding cycles with accompanying postures Medical chi kung, standing forms of exercises (Aura Palm) Alchemical meditations for cultivating elemental energetic properties Relationship of the organs, emotions, and the five elements

In the interest of child safety, individual schools and entire school districts often install content filters that aggressively block these Web 2.0 tools — not only social - networking sites but also blogs, wikis, and other Web pages that allow educators and students to create and access content.

That being said, you can structure your day with tasks such as English instruction, science lab, and then project work time, if you reinforce that the project is an integral part of the content — the literacy work is relevant to the product students will create, the lab will help students learn content valuable to the project, and there will be time to tinker, think, and create using that content in the work time.

When students are struggling with a difficult text, Snow suggests that teachers create the same solution that adults seek out when they tackle challenging material: the opportunity to read with others and discuss the content.

Chingos and Schwerdt first demonstrate the extent to which the increased choice created by FLVS has enabled students to access educational content that would not otherwise have been available to them.

Dobbs and Scott reviewed 165 hour - long videos, took notes, catalogued each one based on the type of lesson and age of students, and created a checklist detailing the content.

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.

UA also created intense sessions in each content area in its afterschool program, employing data to determine who would attend and how to meet the needs of each student.

I thought about this conversation and began to create a template that can hopefully assist students to organize, plan and create capacity in their working memories to learn content for the long term.

More able students will be able to follow the instructions to create an automatic file name and to edit the content in the header / footer.

You can also create your own virtual classroom which allows you to organize content into an e-book and provide students with discussion boards and research tools.

Pages has tons of templates for students looking to create a variety of content.

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.

This allows for more than just memorizing content — students and teachers can now create and curate content.

High - school students might decide to create videos with this tool on an iPhone, or pairs of first - grade content creators might use this tool on a class iPad.

For example, when students create stories, pictures, or other nonverbal expressions of the content they are learning — a process researchers call elaboration — they are also helping to better embed the information.

Khan Academy and BrainPop do an excellent job at this principle, creating multimedia content that allows students (and teachers) to move through the lesson at their own pace.

With knowledge of eLearning possibilities, learner motivations and learning styles, educators create eLearning programs that address both content requirements and student needs.

Let's do what's best for our students and focus on «uncoverage» by creating PBL projects and units that focus on deeper learning of the content, where students remember the material, think critically with it, and apply it in new contexts.

Advocate for plenty of planning time so teachers at your school site can create lessons and units together — starting first with the needs and assets of the students they serve, then using the standards as a guideline to plan relevant and engaging content and activities.

When students create original stories through film, they're creating new content from prior learning.

With this in mind, Sony will be showcasing solutions at Bett 2017 that enable educational institutions to create and present engaging content that inspires students to work collaboratively both on and off campus.

However, as teachers and students become more PBL - savvy, STEAM can be great opportunity to create a project that hits science, math, technology, and even art content.

Integrate QR with a PBL or Service Learning project where students can create the codes that will link to the content they create.

The program allows experts from all over the world to work closely with the MIT BLOSSOMS Team to create culturally rich STEM (Science, Technology, Engineering, and Math) content - for high school teachers and students, which educators can then access for free.

The time is now to lay the foundation to ensure that our students evolve into critical consumers of content, understand the importance of digital citizenship, as well as possess the ability to create, analyze, and interpret an array of media messages.

Have students use QR to create resumes that link to other content such as their professional website or portfolio.

In eFaqt teachers can invite their students to study their course together, by creating and sharing content with them.

Perhaps most important was that while students were deeply engaged in the content and invested in creating the final product, they were also developing historical thinking skills, exploring Europe's history through a critical lens, applying their reading comprehension skills to difficult non-fiction and historical fiction, interpreting primary sources, writing in a number of genres, and developing their oral language abilities.

When students use tool technologies to create content, their engagement is largely based on how successfully teachers craft the learning assignments, rather than on the technology itself.

The classroom teacher taught the content and worked on the scripting with the students, the art teacher helped them create new backdrops, and I filmed it all and combined it into this: News 210.

Another tweet - inspired idea from Brad Dale (@bradjdale) 24 - hours before the finals of the NCAA women's and men's basketball championships is to create a bracket of content you want students to recall and have students discuss a matchup or two per day.

She notes that because most online content is created for the teacher in advance, «the focus totally shifts from the content to the student.»

We believe that if schools and school systems clearly define their graduate outcomes for students to include not only the courses or subjects they need to pass but also Deeper Learning Outcomes — mastering academic content, thinking critically, communicating effectively, collaborating productively and learning to learn — we will create schools and school systems that ensure students are ready for success in college and career.

Inspired by a recent Tweet from Learning Scientists (@acethattest, www.learningscientists.org) create a one - month (for AP Exams) or two - month (final exams / projects) calendar that includes daily content or skills you want students to recall at the beginning of each class with a quick, written or online formative assessment.

You can have students create comics or graphic novels, or components of them, as a useful formative assessment tool to check for understanding of important content.

Blink Learning allows department heads and teachers to pick and choose nuggets of content from each of these publishers and create their own personalized book for students.

Some educators may be content experts; others may be those best at one - on - one student coaching, designing project - based learning, or creating well - matched small groups, for example.

Keep these concepts in mind when teaching students how to approach creating digital content, from activities as simple as formatting a letter, to drafting an email, to creating multi-media projects, and more.

Since Web pages have to have content, we required the students to create a small site for either a community nonprofit organization or for a school organization.

I created a handout for the student that has the same information as the powerpoint with a few tasks for them to do based on this content.

Beyond creating content, educators participate in various ways: reviewing student performance that the system has flagged as needing attention, giving one - on - one or one - to - many instruction, either virtually (mostly) or in person for children for whom in person learning is optimal.

It is a crucial means to organize and transform the work of faculty, teachers, librarians, independent scholars and learners to create, curate, and enhance content to add value and coherence to what students learn.

Schools and educators are looking for ways to handle all the content their students create.