Sentences with phrase «students view the content»

But instead of having students view the content at home, that video becomes a station in class that small groups rotate through.

It's impossible to be neutral or deal in superficiality when you view his work, and the academic, almost analytic demeanor he uses to discuss the racially charged content helped students view the content from a less emotional perspective.

Not exact matches

Additionally, viewing video content is a task that all students can complete, and all parents can help support.

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 education, a section that I think is more interesting is to know what content is meeting the educational objectives to be met, because when we edited paper, we only knew what teachers, students told us, but when digitizing the content, if we endow of «traceability», we will know what content is most viewed, what exercises are done, which are not, which are repeated, which are not made, what content are viewed... I mean, it gives us a timely real and immediate feedback», says David.

When the end result is a special product that will be viewed by friends, family, and community members, students are much more excited about the content.

Under this view, the role of teachers is to teach what students are expected to learn, including by making the delivered content engaging, relevant and interesting.

«A teacher who views his or her job as solely to deliver content might not try to figure out what's going on with a student who pays attention on Monday but acts out on Wednesday.

GoClass enables teachers to broadcast content, videos, handouts, and much more directly to a student's device, while students can bookmark anything for later view or save their notes.

Courses that present the same body of content and grade all students against the same expectations regardless of their starting points tend to be inconsistent with a view of learning as long - term progress.

If you'd like your students to watch differentiated content in smaller groups or view the same video at home, there are a few ways to get YouTube links to students.

Moving the delivery of basic content instruction online gives students the opportunity to hit rewind and view again a section they don't understand or fast - forward through material they have already mastered.

Socratic Seminar A Socratic Seminar is a student - led discussion centered around a single piece of content (e.g., a poem, a movie, etc.) While both a traditional debate and socratic seminar elicit potentially differing views on a topic, a socratic seminar is not a debate.

To conclude, my personal view is not to over complicate Challenge for all, but remember pitch to the top and distill content down, scaffolding up, this dimension is the critical element, otherwise we may be creating potentially engaging learning experiences for some students that is inaccessible to them, therefore having the adverse effect, significantly limiting their progress.

Help teacher candidates break free of limiting views resulting from their own experience as a student in a traditional model and insist they are able to distinguish their role from delivering content to facilitating and supporting learning at a deep level.

Assignments, projects and content, often customized, are pre-recorded through short «how - to» and demonstration videos via YouTube ®, which students view and use to complete work.

Thousands of educators have contributed to the design of innovative new test questions that measure students» readiness to master rigorous academic content, think critically and apply knowledge to solve problems, and conduct research to develop and communicate a point of view.

By focusing on the grade, students view homework scores as «rewards» rather than useful feedback, and they fail to connect doing homework to mastering content and doing well on assessments.

Rather than removing the profiles or changing the content, or even being apologetic about their behavior, the students became angry that a professor had been viewing their profiles.

It is our view that the strongest students deserve the best teachers and content, and an environment focused on deep learning.

A framework presenting a holistic view of 21st Century teaching and learning that combines a discrete focus on 21st Century student outcomes (a blending of specific skills, content knowledge, expertise and literacies) with innovative support systems to help students master the multi-dimensional abilities required of them in the 21st Century and beyond.

This site offers a variety of resources for content - area teachers, ELA teachers, and literacy coaches to support your students» learning through instructional strategies using writing, reading, viewing and oral literacy skills.

Without exposure to diverse points of view and training in the dispositions required for successful civic participation in a democratic society, students will be unable to effectively use the content knowledge they learn to its fullest potential.

Policymakers sometimes view arts education and experiential learning as distractions from the goal of enabling all students to master rigorous content standards.

For teachers, PEAK makes it easy to view student progress details, assess their needs, and then create personalized lessons with engaging content, assessments, and learning tools.

The authors also emphasize the notions that neither content knowledge nor English language acquisition, both of which are ever - present when working with ELL students, are (or should be) linear, rigid, and structured as they have been viewed historically.

The U.S. public views teachers as providers of content — facts and figures — to improve student achievement on multiple - choice bubble tests, while high - performing countries say teaching — like social work — is about relationships and call on teachers to collaborate with each other and their students to solve problems.

Candidates seemed to view these technologies first as a tool to support their ability to lecture and convey content and information or to provide for student practice or remediation.

Extending this view to ELL students learning science in a school setting, we see the learning of the language for science as related to the learning of science content, in a process of second language socialization.

Our approach to teacher development with a focus on students» academic language / literacy skills in content specific context is influenced by SFL that views learning as a linguistic process.

Because the program inherently asks students to demonstrate their learning in a variety of ways and with a wide range of tasks and projects, the teacher is given a clearer view as to the mastery of the content.

INCLUDES Digital teacher resource book content Digital student pages * Printable full - color illustrated lessons built to the Common Core State Standards * The student pages are accessible when you are viewing the teacher resource pages; they are located under «Resources» (down arrow icon).

Students spend typically 5 — 10 minutes outside of class viewing the new content, making notes and jotting down questions.

In addition, effective teachers view their role as being on the same team as the students in terms of learning the content.

INCLUDES Digital teacher resource book content Digital student pages * (Grades K - 8; 9 books) Digital assessment pages * (Grades PreK - K and Algebra 1; 2 books) Printable full - color illustrated lessons built to rigorous standards * The student pages and assessment pages are accessible when you are viewing the teacher resource pages; they are located under «Resources» (down arrow icon).

INCLUDES Digital teacher resource book content Digital student pages * Digital VersaTiles student activity pages Printable full - color illustrated lessons built to the most rigorous standards * The student pages are accessible when you are viewing the teacher resource pages; they are located under «Resources» (down arrow icon).

EL Education, previously known as Expeditionary Learning, is an initiative started by The Harvard Graduate School of Education and Outward Bound USA that seeks to redefine student achievement by viewing it in three dimensions: Mastery of Academic Skills and Content, High - Quality Work, and Character.

Even better, notes, annotations, and comments on the browser version will automatically sync to the iOS version, so students who use an iPad in class for quick reference and note taking can still view the content on their laptops or PCs back in the dorm or while studying.

The second set of anchor standards are «Craft and Structure,» which specify that students will (1) «interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone»; (2) «analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole»; and (3) «assess how point of view or purpose shapes the content and style of a text.»

Teachers can even publish student work to the web with a link that allows anyone (whether they have a Google accounts or not) to view content and / or folders.

Survey results indicating that students view the «mechanical» skills of grammar as important as the substantive skill of analysis are taken evidence that students are misguided in their failure to understand the classical distinction between form and content.

Your ability to detect student change using this survey may vary and can be affected by numerous factors (e.g., number and content of lessons students receive, student scores at pretest, student motivation and interest in topic and survey, etc.) Improvement between pretest and posttest can be viewed as supportive, but not definitive, evidence of the curriculum's impact on short - term knowledge learning objectives.