Sentences with phrase «teach challenging content»

Often students as young as 9 or 10 have their long - term academic futures determined for them because they are assigned to math classrooms that do not teach challenging content.

Not exact matches

The challenge with training adult sales professionals is not in the content or sales techniques taught, but ensuring those skills and best practices you introduce are actually put into practice, that is a change in their daily behaviors and routines.

Challenge yourself to build bridges between a student's interests and the skills or content you wish to teach.

When faced with this challenge, many students are taught to detach from content, to analyze with sterile language, and to develop ideas within a narrow formula.

The challenge has mainly been to develop teachers» subject knowledge sufficiently to feel confident teaching the new content, specifically the computer science elements.

Self - paced challenges the factory model of teaching, moving all students through content at the same time and then advancing on to the next area.

Meanwhile, it provides $ 2.5 billion to support professional development that can be used to «improve the knowledge of teachers and principals and, in appropriate cases, paraprofessionals, concerning effective instructional strategies, methods, and skills, and use of challenging State academic content standards and student academic achievement standards, and State assessments, to improve teaching practices and student academic achievement.»

These programs support a blended learning model within the classroom: each student has their own unique login which helps fill in gaps, reinforce previously taught content, as well as challenge those who are ready for it.

«When teaching about space, the biggest challenge is presenting the content in a way that makes it real for the students,» says Jamie Welebob, a science teacher at the Odyssey School, a learning environment for dyslexic students in Stevenson, Maryland, who has used Amazing Space resources.

In contrast, the content and skills we teach from middle school on are increasingly abstract and theoretical, so getting buy - in from SLIFEs is a potential challenge.

«One of the challenges in teaching is designing, and to be a good designer you have to think about what you're trying to accomplish and craft a combination of the content and the instructional methods, but also the assessment.

The differentiation of teaching in this way is usually more difficult than delivering the same content to all students, but is essential in ensuring that every student is challenged appropriately and makes good progress in their learning.

The challenge for content - centered preschool education is to develop fun and educational classroom activities, including computer - based activities where appropriate, that teach while engaging and developing children's interests.

The course content is fun and challenging, delivered through a role - playing game and mixing online teaching, face to face learning opportunities with real - world technical challenges.

If the content and or skills you're teaching are challenging to your enthusiasm, the proverbial «fake it till you make it» may have to come into play here.

His three years in the classroom at Dickinson High gives White a firm grasp of these fundamental teaching challenges, including trying to teach the same content to a room of children where the proficiency spread may be two to three grade levels.

Students should be taught to emulate their teachers» best skills, such as posing thoughtful questions and challenging students to actively think about the content of their presentations.

The expectation is that students have the rote stuff down, though as students struggle with the developmental challenges of becoming tweens, that rote stuff can't be assumed, and teachers must be savvy about both teaching deeper content and communicating that content engagingly.

«Knowledge Matters» by TNTP Chris Hayes had been teaching for 20 years before she discovered that her second graders could handle — and would enjoy — far more challenging academic content.

The challenge in online learning is developing a paradigm of teaching and learning that moves away from passive content delivery (like so many MOOCs) to a collaborative model in which instructors and learners interact with a set of experiences and materials.

The BPS Teaching and Learning Challenge (TLC Program) provides K - 12 teachers of all content areas the opportunity to demonstrate their ability to:

Title I Funds are used to improve teaching and learning, enabling lowachieving children to meet challenging state content and student performance.

With the rigorous curricula demand, it is challenging when instructional delivery is dependent on technology integration, but the crux of the problem becomes who are determined most important in the building (i.e. math and ELA content) to receive the necessary technology to deliver the desired administrative expectations; although regardless of content, all teachers are held responsible for teaching literacy.

Appreciation can be expressed by giving genuine compliments and thanks for specific things you have been taught, challenged by or introduced to — be it subject content or broader life lessons.

Exacerbating these challenges, recent factors have chipped away at the traditional satisfactions of teaching — working with kids and teaching content to students.

Finally, students should be challenged ethically by the content, examining what these historical examples teach us about our own responsibility and decision - making.

There are excellent content driven books and periodicals that can challenge how you teach critical concepts.

The BPS Teaching and Learning Challenge (TLC Program) provides K - 12 teachers of all content areas...

This article examines five reasons online teaching can lead teachers in healthy directions by exploring the (beneficial) challenges of lecturing online, the untapped potential of student - generated content, the critical importance of student motivation, the social and emotional components of learning, and the benefits of multi-sensory learning.»

Effective teachers of ELLs understand these challenges and have a repertoire of teaching practices designed to scaffold learning in literacy, language, and the content areas.

Mathematics teacher education programs are no different but are now faced with the challenge of increasing the preparedness to teach statistics and at the same time maintaining their strong attention to other content areas taught in secondary mathematics.

These challenges include the delicate balance between teaching teachers the use of tools, content, and pedagogy and teacher ownership and agency that is gained through teacher practice and collaboration during PDs (Polly, 2011).

We hope this article will be a key to success for other teachers interested in developing and implementing relevant, challenging, integrative, and exploratory curriculum in the middle grades and, more specifically, for teachers interested in using chants and cadences to teach content area material across the curriculum.

However, with many teachers only having experience in one or two STEM content areas, arts and humanities teachers being called upon to incorporate STEM, and with the number of preservice vocational teacher preparation programs decreasing, teaching integrated STEM concepts to meet these workforce demands can be challenging.

These three inquiry paths invite teacher candidates to explore issues associated with writing instruction that are often addressed in teacher preparation: in English teaching methods courses, the question of how to teach standardized content without producing formulaic results from students; in writing pedagogies courses, the pros and cons of machine scoring; and in linguistics courses, the challenge of providing feedback that is sensitive to students» linguistic backgrounds and abilities.

In order to address the challenges of educating English learners in the middle grades (4 - 8), the national Center for Research on the Educational Achievement and Teaching of English Language Learners (CREATE), conducted a program of research designed to develop language and literacy skills while building grade level skills across the content areas.

Although the video database was designed to help teachers master the challenges of inquiry - based social studies teaching of any sort, we have also used specific cases within the database explicitly to provide models of teachers effectively using technology to support specific pedagogical and content goals.

Examining data from teachers teaching different content areas at different grade levels could be challenging.

Technology has challenged the traditional conception of a literate person and makes outdated some content traditionally taught in schools (Coiro, 2003; Cope & Kalantiz, 2009).

We must equip students with multiple approaches to solving content - specific challenges, and we must teach them to seek information from multiple sources and assess that information for its validity.

For teachers of English language learners, it can be challenging to teach rigorous, standards - based content to these students at the same time they are developing English language proficiency.

In other words, teachers are fostering English - language proficiency at the same time that they're teaching all students increasingly challenging content.

How can you help support teachers for whom this might be a challenge, for example, teachers who are teaching out of their discipline or teachers who are teaching new (to them) content?

The BPS Teaching & Learning Challenge (TLC Program) will provide teachers of all grade levels and content areas the opportunity to demonstrate their ability to:

We are hopeful this program will highlight best practices in 21st century teaching and we encourage BPS teachers of all content areas and grade levels to participate in the Teaching and Learning Chteaching and we encourage BPS teachers of all content areas and grade levels to participate in the Teaching and Learning ChTeaching and Learning Challenge.

The BPS Teaching & Learning Challenge (TLC Program) will provide teachers of all grade levels and content areas the opportunity to demonstrate their ability to: Transform their instructional practices to include meaningful use of digital tools...

Their enthusiastic first - year teacher had used the Common Core standards to guide what he'd taught the students all year, but the content of the sample exam, which required dragging and dropping algebraic expressions into boxes and filling in blank boxes with equations, was proving challenging.

Flexible pacing includes any program in which students are taught material that is appropriately challenging for their ability and allows them to move forward in the curriculum as they master content and skills.

They set challenging topics and expect great content by an impossible deadline, but don't try to teach their students how to tackle the academic writing process.

He really listened to us and responded to our needs, when we wanted more «challenge» he upped the pace, when we wanted «adventure» he took us off the beaten track, when we were content to lolly - gag, he slowed down and taught us about the traditions, culture and nature of the area (he is an avid bird - watcher too).