Sentences with phrase «students working in a factory»

Or if you have students working in a factory, you can create an interactive scenario with a factory setting as a backdrop with factory overall - clad characters.

Not exact matches

«Research on both inequality across schools and tracking within schools has suggested that students in more affluent schools and top tracks are given the kind of problem - solving education that befits the future managerial class, whereas students in lower tracks and higher - poverty schools are given the kind of rule - following tasks that mirror much of factory and other working - class work.»

In a lesson on the realities of the working world, two students who were absent for two of the factory days had to find a way to make up the time so they earned enough money to join the pizza party.

«Students need to understand complex vocabulary words, and working in the factory gives them concrete examples of concepts such as resources (crayons); natural resources (water); human resources (student workers); consumers (other students); and marketing (making posters to sell cStudents need to understand complex vocabulary words, and working in the factory gives them concrete examples of concepts such as resources (crayons); natural resources (water); human resources (student workers); consumers (other students); and marketing (making posters to sell cstudents); and marketing (making posters to sell crayons).

The work is by no means complete — there are still more than 1 million students enrolled in dropout factories — but we've made remarkable progress.

This factory model of assessment would have been great 50 years ago, when schools were modelled after and trained students for work in factories.

The videos for students illustrate the real life context for the experiments that they are working on, for example a visit to the Thorntons factory in Derby links to the experiment investigating the melting point of chocolate and a look inside an urban hydroponics farm that grows lettuces reveals that plants don't always need to grow in soil.

It's harder for kids in poverty and in single - parent homes, especially those attending large, impersonal middle and high schools where students change subjects, teachers and work groups every 50 - 90 minutes in response to a bell (the proverbial «factory model»).

Charlie and the Chocolate Factory Group Project: For this project, students work together to write descriptions and draw pictures about what happens to the four naughty children in the factoryFactory Group Project: For this project, students work together to write descriptions and draw pictures about what happens to the four naughty children in the factoryfactory rooms.

But even with access to technology and Internet connectivity, many schools still use an antiquated classroom model designed when factory work was the norm for most Americans — dozens of students in a room together, seated in rows facing the teacher, learning the same concept at the same time from a textbook that may be years out of date.

While this system may have been functional in preparing students to work in steel factories or cotton mills, ensuring that each graduate of the system had similar skills / knowledge and were used to working according to a standardized, regimented schedule, it's not holding up to the demands of today.

In my 12 years as the President of the National Commission on Teaching and America's Future, I have been fortunate to work with a dedicated team of people, who are and have been determined to transform schools infused with factory - era teaching into 21st century learning organizations that engage students in deeper learning to meet the challenges of a global economIn my 12 years as the President of the National Commission on Teaching and America's Future, I have been fortunate to work with a dedicated team of people, who are and have been determined to transform schools infused with factory - era teaching into 21st century learning organizations that engage students in deeper learning to meet the challenges of a global economin deeper learning to meet the challenges of a global economy.

Further, teachers of low - income students, English learners, and students of color are especially likely to work in these outdated, factory - model schools, and they are most likely to be forced to adopt a narrow, one - size - fits - all curriculum, further constraining their autonomy and professionalism (Ravitch, 2010).

In addition, they pontificate that students learn best when schools are mandated to use the ill - conceived Common Core standards so classrooms become little more than Common Core testing factories and the teaching profession is opened up to those who haven't been burdened by lengthy college based education programs designed to provide educators with the comprehensive skill sets necessary to work with and teach the broad range of children who attend the country's public schools.

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Just recently, NYU grad student Dejian Zeng detailed his experience when he did some undercover work in a Pegatron iPhone factory in Shanghai to get first - hand information on how Apple manufactures its iPhones.

Where else can someone who is working at unskilled things like serving tables, washing dishes, driving a delivery truck, working at an auto assembly plant or other factory, telemarketing at some boring office or who is otherwise working at any minimum wage job due to a lack of education and / or meaningful real - life experience etc., get to go to real estate classes (hoping that a few months thereafter to be guiding uneducated consumers through the most expensive and most important financial transactions of their lives in trade for big fat commissions) often with a minimalist education (maybe just scraped by at that after multiple attempts to pass grade ten or eleven) and expect to instantly be labelled a professional operative upon passing the real estate courses» exams via penning memorized responses to forewarned - about - exam - questions by instructors who need to display a suitable passing percentage of students to keep their part - time teaching jobs?