Sentences with phrase «students in learning content»

Teachers are willing to share internet resources that will benefit students in learning content that is supplemental to resources shared within assignments.

Arts integration engages students in learning any content area in and through the arts.

Not exact matches

These programs attract some of the best students and teach them most of the content they would learn in a traditional MBA.

Teachers will learn to find common threads in their teachings, and use them across content areas to strengthen learning and resonate in students» minds throughout the day.

And a 2014 study of student performance at schools in California and New York, conducted by the American Institutes for Research, found that attending deeper - learning schools had a significant positive impact, on average, on students» content knowledge and standardized - test scores.

Improving student achievement in science and mathematics requires well - prepared teachers who have a solid grounding in the content they teach and an understanding of how diverse students can be helped to learn.

In the classroom environment, popular culture can make the learning process more engaging, invigorate the content linked to key learning objectives, and potentially address issues students have with key concepts.

«But clickers, in - class worksheets, and content delivery with online quizzes using learning management platforms are examples of strategies that can make student thinking visible on a large scale.»

The frequency of messaging was also found to be a factor in the interruption of learning: Students who tweeted or sent messages with higher frequency on content not related to the class took lower quality notes than those who tweeted less frequently on non-classroom related subjects.

Such tools allow students to explore content in greater depth through simulations, games and virtual learning environments.

About Lippincott Williams & Wilkins Lippincott Williams & Wilkins (LWW) is a leading international publisher of trusted content delivered in innovative ways to practitioners, professionals and students to learn new skills, stay current on their practice, and make important decisions to improve patient care and clinical outcomes.

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 December I accepted a Long - Term Sub position for a US History class and between reminding myself of the content, learning about my new students, adjusting to a different kind of learner than I'm used to and working hard to earn their respect I somehow had to figure out what was on their Midterm and make sure they were prepared for it!

Select words that are crucial to learning academic content and ask students to act out the definitions of these words in different parts of the room.

Participating in learning design allows students to make meaning of content on their own terms.

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.

Students can work together as they dive into new content and apply what they've learned in the classroom.

Designed to be used in all subjects and all grades, Visible Thinking has two goals: to cultivate students» thinking dispositions, and to deepen content learning.

Part of reflection is learning how to generate predictions — by doing so the students will be able to probe the content in the software more deeply.

Set aside time to plan (with colleagues and / or a mentor) how you might begin to use current student data and curriculum content to individualize teaching for students in a blended learning model.

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.

I learned early on to give significant lead time for students to watch lessons, releasing new content about 3 - 4 days prior to the in - class application.

LBD students also learned science content as well as or better than students engaged in traditional learning methods, with the largest gains among economically disadvantaged students (Kolodner, Camp, Crismond, Fasse, Gray, Holbrook, Puntambekar, & Ryan, 2003).

The development and adoption of new content standards in math, ELA, and science has placed increased importance on the process and construction of a student's learning.

Have students reflect often — before, during, and after the project — on what they are learning in terms of content and also in terms of empathy, respect, service, civic duty, and more.

In my mind, one of the most important benefits of PBL (and which won me over, as it were) is that students are actually engaged in their own learning of significant content as they acquire the skills they need to be successful in lifIn my mind, one of the most important benefits of PBL (and which won me over, as it were) is that students are actually engaged in their own learning of significant content as they acquire the skills they need to be successful in lifin their own learning of significant content as they acquire the skills they need to be successful in lifin life.

There are many definitions of blended learning to be sure, but for our purposes let's take the definition of blended learning from Innosight Institute which defines blended learning as: a formal education program in which a student learns at least in part through online delivery of content and instruction with some element of student control over time, place, path, and / or pace and at least in part at a supervised brick - and - mortar location away from home.

QR codes still have a place in the classroom, leveraging deeper learning by giving students the ability to access, curate, engage with, and share teacher - selected content.

Questions that test students» memory of the content they learned in class.

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.

In it, students design their own driving questions and select the 21st century skills they want to work on, as well as the content learning objectives.

Because the Literacy Center uses the same program that is used in regular instruction, students learn one methodology and get a double dose of their content to strengthen their learning skills.

In the typical mathematics classroom, especially in the middle years of schooling, we tend to use one model to connect maths with the real world; we start by teaching the maths content and skills, we then get students to practice and do some maths, and then we next might apply some of those skills into a real world context by using learning activities such as word problemIn the typical mathematics classroom, especially in the middle years of schooling, we tend to use one model to connect maths with the real world; we start by teaching the maths content and skills, we then get students to practice and do some maths, and then we next might apply some of those skills into a real world context by using learning activities such as word problemin the middle years of schooling, we tend to use one model to connect maths with the real world; we start by teaching the maths content and skills, we then get students to practice and do some maths, and then we next might apply some of those skills into a real world context by using learning activities such as word problems.

While experts such as Santos recommend that ELLs be integrated with native English speakers in regular classrooms, San Francisco International High School teachers say that for many older newcomers, a school devoted solely to ELLs provides students the support they need to build confidence as they continue to learn both English and academic content.

Not - for - profit organisation Media Access Australia says, in addition to supporting deaf and hearing impaired students, captioned content can also benefit visual learners, students with learning difficulties and those from non-English speaking backgrounds.

In addition to integrating art content, she had students learning technology tools and skills such as using a laser cutter, which requires coding and program knowledge the students had to learn.

Well, now, Jonathan Skolnick — who has tackled personalized - learning strategy at School of One, Caliber Schools, and the New York City Department of Education, and is now a VP at the Educational Alliance — has written with a missive that raises one of the thorniest questions about personalized learning: How do we ensure that students in self - directed, customized environments still master skills and content that we think critical — but that they may deem tedious, pointless, and unnecessary?

PBL's intent is to drive new learning, to engage students in learning critical content that is leveraged and tested.

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.

The learners of today are moving from being passive recipients of content to becoming more active participants in the learning process making learning more student - centric.

In line with the NAGC advocates ~ the projects should go across content areas and subjects ~ allow students to research topics that relate to their learning strengths.

And, rather than expecting all students to master the same curriculum content and to be at the same point in their learning at the same time, excellent learning progress (or growth) is an expectation of every learner — even those who begin the school year at more advanced levels of attainment.

The curriculum: An alternative to viewing the curriculum as a specification of what teachers are to teach and all students are to learn in each year of school (that is, an identified body of content) is to view the curriculum as a roadmap — a picture of what long - term progress in an area of learning looks like.

In the flipped learning model, in order to recuperate class time, video lesson content is sent home with the studenIn the flipped learning model, in order to recuperate class time, video lesson content is sent home with the studenin order to recuperate class time, video lesson content is sent home with the student.

«If you're constantly in that space of fear, there's no chance of being able to reach the content and the learning that's going on in your classroom,» says Tina Owen - Moore, who founded the Alliance School in Milwaukee with the explicit mission of providing an environment that would support LGBTQ students.

«When it comes to hardware devices such as tablets, the technology (hardware) is only the interface between the student and the learning content, and therefore the two must be considered in combination.

designed to link curriculum, assessment, and standards in the context of how students learn specific content;

Blended Learning: Making it Work in Your Classroom: Discover how P.K. Yonge Developmental Research School in Gainesville, Florida, integrates digital content with face - to - face learning and how this has resulted in impressive gains in student achiLearning: Making it Work in Your Classroom: Discover how P.K. Yonge Developmental Research School in Gainesville, Florida, integrates digital content with face - to - face learning and how this has resulted in impressive gains in student achilearning and how this has resulted in impressive gains in student achievement.

Increasingly, in a world where knowledge itself is constantly growing and evolving, students need to develop a set of knowledge, skills, behaviours and dispositions, or general capabilities that apply across learning area content and equip them to be lifelong learners able to operate with confidence in a complex, information - rich, globalised world.

It's more than that: Students in high - level STEAM work are actively solving problems, taking ownership of their learning, and applying content in real - world contexts.