Sentences with phrase «students make sense of their world»

Science projects that emphasize inquiry help students make sense of their world and build a solid foundation for future understanding.

Not exact matches

Of course I fully agree with many of the more accepted goals of the liberal variants of critical pedagogy whose arch-categories include the following — to foment dialogue, to deepen our appreciation of public life, to create spaces of respect and appreciation for diversity, to encourage critical thinking, to build culturally sensitive curricula, to create a vibrant democratic public sphere, to try to change the hardened hearts and minds of our increasingly parasitic financial aristocracy, to build knowledge from the experiences and the histories of students themselves, to make knowledge relevant to the lives of students, and to encourage students to theorize and make sense of their experiences in order to break free from the systems of mediation that limit their understanding of the world and their capacity to transform it, to challenge racism, sexism, homophobia, ableism, to fight against white supremacy, etcOf course I fully agree with many of the more accepted goals of the liberal variants of critical pedagogy whose arch-categories include the following — to foment dialogue, to deepen our appreciation of public life, to create spaces of respect and appreciation for diversity, to encourage critical thinking, to build culturally sensitive curricula, to create a vibrant democratic public sphere, to try to change the hardened hearts and minds of our increasingly parasitic financial aristocracy, to build knowledge from the experiences and the histories of students themselves, to make knowledge relevant to the lives of students, and to encourage students to theorize and make sense of their experiences in order to break free from the systems of mediation that limit their understanding of the world and their capacity to transform it, to challenge racism, sexism, homophobia, ableism, to fight against white supremacy, etcof the more accepted goals of the liberal variants of critical pedagogy whose arch-categories include the following — to foment dialogue, to deepen our appreciation of public life, to create spaces of respect and appreciation for diversity, to encourage critical thinking, to build culturally sensitive curricula, to create a vibrant democratic public sphere, to try to change the hardened hearts and minds of our increasingly parasitic financial aristocracy, to build knowledge from the experiences and the histories of students themselves, to make knowledge relevant to the lives of students, and to encourage students to theorize and make sense of their experiences in order to break free from the systems of mediation that limit their understanding of the world and their capacity to transform it, to challenge racism, sexism, homophobia, ableism, to fight against white supremacy, etcof the liberal variants of critical pedagogy whose arch-categories include the following — to foment dialogue, to deepen our appreciation of public life, to create spaces of respect and appreciation for diversity, to encourage critical thinking, to build culturally sensitive curricula, to create a vibrant democratic public sphere, to try to change the hardened hearts and minds of our increasingly parasitic financial aristocracy, to build knowledge from the experiences and the histories of students themselves, to make knowledge relevant to the lives of students, and to encourage students to theorize and make sense of their experiences in order to break free from the systems of mediation that limit their understanding of the world and their capacity to transform it, to challenge racism, sexism, homophobia, ableism, to fight against white supremacy, etcof critical pedagogy whose arch-categories include the following — to foment dialogue, to deepen our appreciation of public life, to create spaces of respect and appreciation for diversity, to encourage critical thinking, to build culturally sensitive curricula, to create a vibrant democratic public sphere, to try to change the hardened hearts and minds of our increasingly parasitic financial aristocracy, to build knowledge from the experiences and the histories of students themselves, to make knowledge relevant to the lives of students, and to encourage students to theorize and make sense of their experiences in order to break free from the systems of mediation that limit their understanding of the world and their capacity to transform it, to challenge racism, sexism, homophobia, ableism, to fight against white supremacy, etcof public life, to create spaces of respect and appreciation for diversity, to encourage critical thinking, to build culturally sensitive curricula, to create a vibrant democratic public sphere, to try to change the hardened hearts and minds of our increasingly parasitic financial aristocracy, to build knowledge from the experiences and the histories of students themselves, to make knowledge relevant to the lives of students, and to encourage students to theorize and make sense of their experiences in order to break free from the systems of mediation that limit their understanding of the world and their capacity to transform it, to challenge racism, sexism, homophobia, ableism, to fight against white supremacy, etcof respect and appreciation for diversity, to encourage critical thinking, to build culturally sensitive curricula, to create a vibrant democratic public sphere, to try to change the hardened hearts and minds of our increasingly parasitic financial aristocracy, to build knowledge from the experiences and the histories of students themselves, to make knowledge relevant to the lives of students, and to encourage students to theorize and make sense of their experiences in order to break free from the systems of mediation that limit their understanding of the world and their capacity to transform it, to challenge racism, sexism, homophobia, ableism, to fight against white supremacy, etcof our increasingly parasitic financial aristocracy, to build knowledge from the experiences and the histories of students themselves, to make knowledge relevant to the lives of students, and to encourage students to theorize and make sense of their experiences in order to break free from the systems of mediation that limit their understanding of the world and their capacity to transform it, to challenge racism, sexism, homophobia, ableism, to fight against white supremacy, etcof students themselves, to make knowledge relevant to the lives of students, and to encourage students to theorize and make sense of their experiences in order to break free from the systems of mediation that limit their understanding of the world and their capacity to transform it, to challenge racism, sexism, homophobia, ableism, to fight against white supremacy, etcof students, and to encourage students to theorize and make sense of their experiences in order to break free from the systems of mediation that limit their understanding of the world and their capacity to transform it, to challenge racism, sexism, homophobia, ableism, to fight against white supremacy, etcof their experiences in order to break free from the systems of mediation that limit their understanding of the world and their capacity to transform it, to challenge racism, sexism, homophobia, ableism, to fight against white supremacy, etcof mediation that limit their understanding of the world and their capacity to transform it, to challenge racism, sexism, homophobia, ableism, to fight against white supremacy, etcof the world and their capacity to transform it, to challenge racism, sexism, homophobia, ableism, to fight against white supremacy, etc..

The Next Generation Science Standards are focused on helping students use science to make sense of real - world phenomena and use engineering to solve problems.

The efficacy of running one - to - one programs in schools is that, through this approach to technology education for students, teachers and families, schools are providing a laboratory of trial and error and figuring out a way to make sense of the fast - changing world of technology.

«The two (brain and body) are not disconnected as we once thought, and it is imperative, if we are serious about developing the whole student, that we as educators, learn the language of the body, of its movement potential, and how kinesthetic awareness informs how we make sense of the world from infancy to adulthood.»

Robinson argues that we need our children and students to make sense of their world, a world very different from the one we experienced.

But we are convinced that ensuring that these learning experiences are linked to key ideas can provide the understanding that all students need to make sense of what they observe in the world.

Fifth, as I wrote a couple weeks ago, as online learning unbundles higher education, a need will emerge for entities to come along that help students make sense of and navigate this emerging, unbundled world and integrate the modular pieces together in ways that help them carve out a coherent and sensible life path.

How can we expect a child to make sense of algebra when he, as was the case with one of our students, is trying to make sense of a world in which his mother is murdered by his father?

Urban schools reinforce the student perception that teachers bear final responsibility for what they learn.By allowing passive witnesses, the schools support these student perceptions that all relationships are (indeed rewarding) students for being essentially authoritarian rather than mutual.As youth see the world, they are compelled to go to school while teachers are paid to be there.Therefore, it is the job of the teacher to make them learn.Every school policy and instructional decision which is made without involving students — and this is almost all of them — spreads the virus that principals and teachers rather than students must be the constituency held accountable for learning.In a very real sense students are being logical.In an authoritarian, top - down system with no voice for those at the bottom, why should those «being done to» be held accountable?

The new standards help students solve problems, think creatively and make sense of a rapidly changing world.

If they get a question wrong, they can access 100s of explanations written by students from all around the world until they find one that makes sense to them.

Two teachers share their thoughts on violence in the world and the role educators can play in helping their students make sense of it all.

This requires students to reason mathematically, make sense of quantities and their relationships to solve real - world problems, and show their understanding.

Chester Finn, an influential conservative policy analyst who worked in the Reagan Department of Education, put his finger on the educational pulse of our age when he wrote that «holding schools» — and teachers — «to account for their students» academic achievement» was the only educational policy [along with the choice movement] that made sense in a «post-Coleman» world.

In a world of seemingly limitless choices, it doesn't make sense to try to force all students into the same academic box.

TD Mathematics Initiative's strategies of working in partnerships, challenging students to think through and make sense of what they are doing, learn from one another, share and respect ideas, and make connections between geometry and the world are at the core of Geometry Foundations design.

Defenders of common standards counter that they're more necessary than ever before because of Americans» increasing mobility in the globalized world and because it doesn't make sense for students in one state to learn drastically different things from students in another state.

We have to create classroom spaces where our students can make sense of the world around them.

First, I listened to students in a Hartford high school address an adult and student audience about their projects, such as starting and running a successful business, designing a mural to encompass major elements of African Americans history in this country, making music the center of their lives by creating and performing in a band, and making a documentary about a previously unrecognized medical researcher in order to give fellow students a sense of their own possibilities to achieve and change the world.

In the results - oriented world of school reform, it makes sense to look at student progress as one indicator of whether a teacher is doing a good job.

The guided use of open forms of social media in school offers new ways for students to access, engage with, and make sense of the world around them, both within and outside of their classroom walls.

When teachers carefully select and emphasize key words and phrases in their daily interactions, they can help students make sense of the often confusing social world.

Encourage students to share Goodall's sense of wonder and curiosity by visiting Wonderopolis, a fantastic website that will get them thinking and wondering with questions that explain their everyday world, from «What makes a nose run?»

Student Debt Warriors is a free resource for college students, graduates, and parents who are struggling to make sense of the complex world of studentStudent Debt Warriors is a free resource for college students, graduates, and parents who are struggling to make sense of the complex world of studentstudent loans.

Or does it make more sense to explore ways to decrease the cost of law school education, find different ways to require law schools to provide quality classes, and to use the third year to prepare students for the real world?