Sentences with phrase «students know about the subject»

Chemistry can not be taught unless the students know about the subject firsthand.

Not exact matches

Before long the student's natural craving for development will lead to the desire to know more about the subject.

Second tale: Defying all the best previous research on how readily people change their opinions, a young PhD student in political science at a top research university teams up with a senior scholar in his field at another top school to publish a brief report in America's leading scholarly scientific journal that upends everything we thought we knew about the subject.

I'd just taught my students everything I know about the subject, and they would be primed to figure out where I was succeeding (eye contact!

As part of the solution, the clearinghouse has published 18 «practice guides» that lay out what is known about subjects such as teaching students who are learning English or teaching math to young children.

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

As Quincy High School student Michaela told The Patriot Ledger about the switch, «It's said you could know everything you need to know about a subject, but if you can't get the timing of the buzzers right, your team's doomed.»

In other words, algebra teachers were being rewarded merely for getting students to learn 10 percent more about algebra than they knew before studying that subject at all.

Since states have the constitutional responsibility to provide a sound education, don't you think they should be clear about what they expect students to know and be able to do in the basic subjects?

Call us naïve, but it goes like this: Come to some agreement at a national (though not federal - government) level about what students should know and be able to do, at least in a few key subjects.

All the standards are based on the five core propositions of the NBPTS: 1) teachers are committed to students and their learning; 2) teachers know the subjects they teach and how to teach those subjects to students; 3) teachers are responsible for managing and monitoring students» learning; 4) teachers think systematically about their practice and learn from experience; and 5) teachers are members of learning communities.

But whatever you think about that issue, it is absolutely clear that states vary widely in the proficiency standards they set, i. e., the amount they expect a student to know before they deem the student proficient in that subject at a particular grade level.

The teacher who loves his subject and cares about his students is concerned that the rising generation not know less than the one that preceded it.

The effects of prior knowledge can be profound: Students who are ostensibly «poor» readers can suddenly comprehend quite well when reading about a subject they know a lot about — even outperforming «good» readers who lack background knowledge the «poor» readers possess.

it's not only what we «know» about our subject and pedagogy that determines our effectiveness; but also how well we know our students and ourselves.

In this view, the teacher functions as an educational diagnostician who — using formative assessment techniques instead of a stethoscope — listens carefully to student thinking; processes it against what he or she knows about the subject at hand, how students learn, and the goals of a lesson.

«Although student achievement in core subjects is commonly used to define success,» writes Laura Ascione in eSchool News, «more educators agree that student success also depends on learning about intrapersonal and interpersonal competencies — commonly known as social and emotional learning, or SEL.»

Juanita plays out a classroom scenario that follows the group - memory technique, which begins with students writing down everything they know about a subject.

Through The Nation's Report Card, NAEP informs the public about what America's students know and can do in various subject areas and compares achievement between states, large urban districts and various student demographic groups.

The idea is that these hinge - point questions encapsulate what we know about student misconceptions, which of course many teachers share, and by presenting «answer - choice rationales» (the reason someone might have chosen a particular incorrect response) we engage in a form of «just - in - time» teacher subject knowledge development.

«Even if a teacher knows less than a student about how to operate a particular piece of technology, they are still more equipped with the higher order critical thinking skills and the subject knowledge to apply to digital technologies.»

Information from assessments helps teachers determine which instructional approaches are best for certain students, what their students may already know about a given topic, and what subjects needs to be retaught.

Increasingly, curious students will come to class asking questions about the subject and the teacher may not know the answer.

He says the problem with some states» standards is that students were asked to know about a lot of subjects, but not to know those subjects well.

• In 2003, a Public Agenda overview of public education surveys found that an overwhelming 85 percent of parents agreed that most teachers in their children's schools were committed to their profession and cared deeply about their students; and that 75 percent said that «all» or «most» of their child's teachers knew their subject matter very well.

Tennessee's academic standards set clear goals for what students should know about each subject at each grade.

By writing digital books, students are able to show what they know about any topic in any subject matter.

All the students studying this academic subject requires knowing about the value of nutrients and nutrition in human life.

The main purpose of term paper writing is to inspire students to get to know more about a particular subject and read many sources of information on that subject.

Either there isn't enough information available or the student knows so little about the subject that the whole project becomes more than he or she can handle.

A computer science or IT student must be knowing about the underlying commands and concepts of this subject, and also that they can sometimes prove to be difficult to understand.

Can you imagine if you were able to pick a subject you knew absolutely nothing about, write a batshit crazy opinion piece on it, and get it published in The New York Times as easily as a stoned college student calls in for a bucket of chicken wings?

A certain stubbornness is to be expected among curmudgeons whose students suddenly claim to know more about their subjects than they do.

You'd do far better to play the role of student (as opposed to BS teacher) on subjects you know nothing about.

«Blogs written by lawyers, judges, law professors and law students that provide solid information and critical analysis on subjects the authors know something about are just as authoritative as other secondary sources.»

That isn't what occurs when lawyer X (who knows nothing useful about a subject) asks articling student Y (who knows even less) to research the point, right?

By means of numerous assignments and workshops, this career growth course teaches the students about several subjects such as, aiming and administrating goals, individual finances, characterizing superiority of performance in the place of work, identifying the significance of relational communiqué and gaining knowledge about when and where to employ it for obtaining the most valuable result, evaluating and appreciating the steps involved in the service processes from an manager's view point, introducing thriving tools for system and career search in the present hard - hitting financial system, knowing the conception in the wake of interviewing, giving right answers to those tricky questions, distinguishing several skill - set features and preparing vital marketing credentials such as, resume preparation, writing cover letter and thanks letter for entering and defending the students career.

Reviews of policies and curricula pertaining to sexuality education have shown that while many countries have established curricula, little is known about their use in schools — the degree of implementation, the mode and quality of the instruction, the existence of program monitoring and evaluation tools, the adequacy and quality of teacher training, the level of support for or opposition to the subject, and the effectiveness of existing programs in achieving desired knowledge and behavioral outcomes among students.28 — 33 Small - scale reviews of school - based programs run by nongovernmental organizations (NGOs) have been conducted in Kenya, but there has not been a review of the government's sexuality education program in schools.34, 35

Reviews of policies and curricula pertaining to sexuality education have shown that while many countries have established curricula, little is known about their use in schools — the degree of implementation, the mode and quality of the instruction, the existence of program monitoring and evaluation tools, the adequacy and quality of teacher training, the level of support for or opposition to the subject, and the effectiveness of existing programs in achieving desired knowledge and behavioral outcomes among students.10, 24 — 27 This report provides a detailed snapshot of how the policies related to sexuality education in Ghana are translated into practice and what students, teachers and heads of schools think about them.