Sentences with phrase «students than texts»

Pictures are immediately engaging and often less daunting for students than texts.

Not exact matches

Posts in recent days popped up at the University of California, San Diego, with Xi's picture and the text «Never My President» and spread to more than eight overseas universities, said Lebao Wu, a student at Australian National University in Canberra.

This, combined with our approach of studying the Great Masters rather than secondary texts and doing this in seminar - style groups of maximum 15 students, makes the education and formation we offer truly life - changing.»

When his students return to the text, they will know their way around — more like pilgrims who've prayed in a place than like tourists who happened to visit once.

Maybe more than ever, the students displayed the «competency» about being able to argue intelligently based on their own reading of Hobbes, Locke, and Rousseau, and of being able to integrate particular arguments from the text in their own «comparative narratives.»

The more - than - subtle suggestion is that they house sacred texts, that the chief priests and scribes of the nation are its professors, scientists, and archivists, and that students are worshipers at a shrine.

Rather than using standardized textbooks, Waldorf Grades students create their own main lesson books — writing text and illustrations from their classroom learning and sometimes outside research.

That study found that more than 50 percent of university students were already experiencing muskoskeletal discomfort from typing on computers, texting and using tablets at improper angles.

Previous research has shown that students who text in class generally recall less about the classroom content than those who do not.

Students could do worse than get a crash course in Freud via the text and cartoons in the reissued Freud For Beginners, which was first published 10 years ago.

Students who had worked with a live witness judged their own learning success as well as their interest as higher than students working with text anStudents who had worked with a live witness judged their own learning success as well as their interest as higher than students working with text anstudents working with text and video.

Eyewitnesses of the past are able to deliver authentic accounts of events in their lives which affect students more deeply than written texts.

Students tended to rate text messages with periods as less sincere than those sans periods.

Provide access to a wide variety of texts: With a digital device in their hand, it's easier than ever for students to search for an article, blog post, or ebook on a topic of interest.

Building learning from text strategies and other learning supports into the curricula that will also help teachers to teach those skills as part of what students need to know, rather than as extraneous items that compete with the enormous amount of content they need to cover.

These anecdotes are supported by research showing that students who are taught to develop mental imagery of text do better than control groups on tests of comprehension and recall.

These two worksheets can be printed or simply displayed for students to work on paper, and they capture attention much better than text style line graphs.

It also makes it difficult for students to quickly peek at their text messages because they'd have to turn the phone over and move it from its correct position — which is more difficult than when cell phones are hidden under desks.

Students using educational technology also find themselves with lots to gain, considering electronic versions of text books are 33 - 35 % cheaper than their physical counterparts.

Being able to visually represent concepts, brainstorms, and related bits of information graphically reached students at a deeper level than simply using text - based descriptions.

Similarly, some of the activities are more suitable for students at Pre-Intermediate level than Elementary, such as the Multi-Purpose Texts and Role Plays (although the teacher could adapt the role play situations for lower level students by simplifying them).

Your students will absolutely love this short passage of nonfiction informational text about none other than the highly decorated Drew Brees — the New Orleans Saints quarterback.

Particularly useful when exploiting authentic materials, it can equally be applied to more traditional texts and, once embedded, enables students of all ages to work successfully with more complex source materials than would otherwise have been the case.

Using this booklet, my students have shown a better understanding of vectors than students in parallel classes that have worked through a text book.

According to more than 40 studies of elementary, middle, and high school English classrooms, discussion - based practices improve comprehension of the text and critical - thinking skills for students across ethnic backgrounds and socioeconomic contexts (Murphy, Wilkinson, Soter, Hennessey, & Alexander, 2009; Applebee, Langer, Nystrand, Gamoran, 2003).

Rather than drill the facts, the texts have the students drill the concepts, and the student misses out on the basics of what she must ultimately know in order to do the problems.

For example, less than half (47 percent) of Louisiana teachers thought that «selecting texts for individual students based on their reading levels» was an instructional approach aligned with standards (it's not) compared to 70 percent of teachers in other states.

I like my lessons to surprise my students as I find it more effective than chalkboard and text book work.

The CCSS requires students to engage more deeply with complex text than most have dealt with in past schooling.

Think about the benefit of allowing students to experience text through more than one modality, providing them even more opportunities to connect with the written material.

Most teachers in Louisiana perceive — correctly — that their standards instead encourage them to teach particular grade - level texts and organize reading skills instruction around those texts rather than teaching reading skills and allowing students to apply them to any text.

But making students labor through arcane texts is not any more intellectually nutritious than reader response.

«When first - graders read from text with at least a moderate amount of consistent linguistic information, more reach the end - of - the - year benchmark than students who read text with less consistent information but more of it.»

The playlist includes: • Link to a practice activity • Links to three instructional videos or texts • Definitions of key terms, such as horizontal and Pythagorean theorem • Explanations and examples of how to solve complex problems using the Pythagorean theorem Accompanying Teaching Notes include: • Links to additional resources for extra practice • Links to video tutorials for students struggling with certain parts of the standard, such as making errors locating the third point somewhere other than the intersection between two rays For more teaching and learning resources on standard 8.

The project should not take up much more time than using the book on its own as some tasks can replace text book tasks and get students to revise the text book vocabulary in a different context.

Rather than waste students» time with inefficient methods for solving problems, Singapore's texts provide instruction that eliminates trial and error, one of the goals of mathematics.

All three programs emphasized the importance of students engaging with the text itself — rather than just learning the content, which they could have done through videos or lectures.

This resource makes this topic accessible for lower ability students, which leads to greater understanding, rather than having to rely on a more complex text.

Three - fourths of more than 500 students surveyed, ages 5 - 17, said they wanted to read the paper versions of books, and more than six in 10 preferred the traditional text to reading online, even though most expect that electronic devices will be the dominant...

Introducing new words and using full sentences («yes, we do need to put on our raincoats» rather than «yes, sure») also expands vocabulary, which not only helps students when they are first learning to read at around the ages of five and six, but also later in elementary school when they take the next steps and work on comprehension and fluency — the ability to read text accurately and quickly.

These two worksheets can be printed or simply displayed for students to work on paper, and they capture attention much better than text style line...

This app is more than five years old but still provides students with superlative quality speech - to - text options for turning ideas into notes in a second.

In interviews this month, more than three dozen students, alumni and teachers said that large - scale cheating, like an episode in June when 71 juniors were caught exchanging answers to state Regents exams through text messages, was rare at Stuyvesant.

For instance, the standards are clear that elementary - school teachers should assign texts that match a student's grade level, rather than their current reading level.

For instance, the English tests developed by two testing consortia include questions that may ask students to pick more than one answer or ask them to highlight important points in a text.

Moderation analyses indicated that immediate questions and non-immediate questions had a more positive effect on student retellings of an informational text and a narrative text, respectively, for less proficient than more proficient readers.

Taken together, the students read hundreds of children's books during the course of the semester, submit more than 1,000 literary reviews, and make live presentations on texts to the class — all online.

Students who perceived freedom of choice in reading, writing, and interpreting texts reported more involvement, curiosity, and challenge than did students who did not perceive such freedom (Ng, Guthrie, Van Meter, McCann, & AlaoStudents who perceived freedom of choice in reading, writing, and interpreting texts reported more involvement, curiosity, and challenge than did students who did not perceive such freedom (Ng, Guthrie, Van Meter, McCann, & Alaostudents who did not perceive such freedom (Ng, Guthrie, Van Meter, McCann, & Alao, 1998).

In many cases, purchasing the consumable student work texts is lower than the cost of making copies.

*** Getting students engaged in their own learning, asking them to solve real problems, getting them to read difficult texts and make sense of them, rather than regurgitate facts — all of this can help at the margins.