Sentences with phrase «teachers access the courses»

We recommend that teachers access the course every day.

We recommend that teachers access the courses every day.

Not exact matches

Although parents (and indeed governors and teachers) are often uneasy about early or explicit SRE or providing access to family planning services, their feelings are sometimes ambiguous due to a concern that, if they do not follow such a course, children will be at greater risk of underage pregnancy.

The Canvas LMS provides a seamless environment for students, teachers, and parents to access course content, assignments / assessments, grades, and attendance, along with the integration of additional technology tools such as OneDrive and Office 365.

I am very excited to finally be able to make this valuable course available online, as a home - study course, so more parents and teachers can access these tools.

This technology will help students to learn at their own pace, expand access to advanced courses and interactive curriculum, and enhance communication between parents and teachers.

What the proponents say: «This new technology means... that every child learns at his or her own pace; the students get the skills they need to succeed within the 21st century economy; they have access to advanced courses; parents and teachers can communicate; and teachers can access the assistance and training that they need,» Cuomo said during his State of the State.

It will take a lot to make public schools more effective for all students: greater academic rigor, higher standards of conduct, more parental involvement, meaningful professional development for teachers, stronger incentives for the students themselves, and, of course, more access to health and social services for the many students who are in need of such.

With micro-chartering, one or more classrooms or individual teachers could receive a charter to provide course access to students beyond the walls of a particular school — or to incubate new charter school models on a small scale before growing them.

Cloud technologies and Learning Management Systems have already given teachers the opportunity to provide lectures halfway across the world, while students get remote access to any kind of course materials.

Early access for student teachers due to complete their courses this year will be provided in May.

Alternatively, teachers could attempt to access communities of practice like a MOOC (massive open online course).

«Since I believe that teaching and learning is, to a great extent, working with the experience and prior knowledge of the learners — and of the teachers — the opportunity to work with the fellows will give me access to a very different range of experiences than I normally have in the courses I teach at the Ed School.»

These teachers provide students with access to people, courses, materials, data sets, research and primary source documents to support deeply challenging projects.

Once the teachers are trained and can clear a simple exam to explain their understanding of the training provided by experts in subjects, they can be given complete offline access to the course on an eLearning solution which can easily be transferred as a package in a CD or via USB.

Open Access materials are perfect for all kinds of e-learning uses including MOOCs (massive online open courses) as well as smaller, closed courses, Open Access articles can be used easily by students and teachers a like.

They created a student group, which attracted the support of other students interested in the subject, and by January, they had partnered with the Berkman Center for Internet and Society at Harvard University, which is advising on ways to ensure open - access course materials for teachers on the internet.

Over the course of sessions held at DCMS headquarters in Whitehall, as well as the offices of School Improvement in Liverpool, primary and secondary teachers will share their views on the general state of online safety in schools, the risks and opportunities for pupils, engaging parents and the support that schools can access.

The report draws on the Civil Rights Data Collection survey, with data ranging from student discipline rates, early learning access, teacher and staffing disparities, and gaps in access to advanced courses.

Not only do we provide opportunities for our teachers to avail themselves of in - house CPD, but we also encourage them to engage with external agencies to access, for example, HEI provided courses or commercial programmes.

Any teacher or student can easily access an international database of tasks, criteria, benchmarks, and student work products that enable longitudinal assessment — a continuum from rank novice to expert — for almost any subject or course imaginable.

We stand for quality in terms of initial teacher education and we believe it's vitally important that students have access to high - quality teaching courses and that those courses provide them with the particular expertise they need to be classroom ready at the end of that study.

The National Council on Teacher Quality has filed a lawsuit against the University of Wisconsin for failing to provide access to course syllabi for teacher preparation cTeacher Quality has filed a lawsuit against the University of Wisconsin for failing to provide access to course syllabi for teacher preparation cteacher preparation courses.

Second, provide access to and appropriate funding levels for digital courses and schools, which are increasingly able to offer materials tailored to the capabilities and progress of each student when used with the careful guidance of effective teachers.

Poor conditions or lack of school facilities, low - quality teachers, teacher shortages, poor student - teacher interactions, geographic access to school, less challenging courses and student boredom

Throughout West Virginia, for instance, online Spanish courses provided students access to foreign - language instruction when their own school can't hire a qualified classroom teacher.

Somewhere in the course of our educational system's development, teachers were the sole keepers of information which could only be accessed in a classroom.

Matt Rogers, ICT subject leader and teacher, offers some insight into life at Snowsfields: «Over the course of the past two years we have worked extremely hard to ensure that our pupils are given access to, and allowed to explore a range of different software and hardware to help scaffold their own learning.

We have used the online course in a variety of ways at staff meeting PD sessions and teachers are able to access the information again, whenever they want.

To infuse research - based practices into more classrooms, 150 teachers and leaders in Small Learning Community schools in the district began taking courses this fall through WIDE World, capitalizing on the advantages of networked technologies to access HGSE research across distance.

If teachers give parents access to their course content, parents will be more willing to invest in their child's education.

Teachers report that as computer labs and classrooms with computers have been converted to testing factories, students taking courses that require access to those computers have been sent to the library, cafeteria or hallways to wait for the testing periods to come to an end.

These innovations include virtual courses for students (e.g., Virtual High School and Florida Virtual School); ubiquitous technology programs in which every student and teacher receives a laptop and every school has wireless access (e.g., in every public grade 7 and 8 classroom in Maine); technology used to support inquiry - based learning (e.g., the Missouri - based eMINTS program), and online courses and workshops for preservice and in - service teachers (e.g., the EDC EdTech Leaders Online program).

Teachers can now access courses and earn badges for LEGO MINDSTORMS Education EV3.

Teachers have access to a variety of grading screens, including the ability to grade by student, course, learning experience, task or submitted evidence.

Today, Odysseyware digital curriculum, course consistency, and online access maximize teacher time and give students better learning options.

Each teacher license gives the teacher access to one grade level or course from May 15 to June 30 (or last day of summer school) of the school year for which access was purchased.

Each teacher on the campus receives access to the grade levels or courses taught on that campus for one year from the date of purchase.

The list price for a one year subscription is for one teacher to have access to one grade level or course.

Each teacher on the home campus receives access to one or more grade levels or courses from May 15 to June 30 of the school year for which access was purchased.

Each teacher license gives the teacher access to one grade level or course for one year from the date of purchase.

Because Master Scheduler provides access to real - time alerts on course conflicts, teacher prep time, and other metrics, administrators are able to quickly evaluate and adjust schedules throughout the planning process.

Relevant and actionable professional learning courses appear directly within DreamBox — giving teachers access to valuable, just - in - time instruction.

Teachers have access to the course for 90 days starting from the day when they first access the course.

The students apparently used an access code normally assigned to a teacher to change their grades on work done on curriculum software called Edgenuity, which is an online platform through which the school district offers courses for credit recovery and acceleration.

In addition to letting teachers plan lessons and units of study, it automatically organizes all resources within Google Drive, provides students with an easy way to access those plans and resources, and lets teaches roll their courses over to new calendar dates for future classes.

Enrollment costs just $ 75 per course (an expense that is often covered by the student's school), and each course available through IDLA is both aligned with Idaho Core Content Standards and facilitated by a certified teacher, ensuring that quality is not the price of access.

The university supervisor coordinated with a VS teacher of anatomy and physiology from ILO to gain access to her ILO WebCT course for lurking privileges.

The difference for this group — participants in the Montana public schools» most successful online credit recovery programs — seems to be access to teachers who can help them troubleshoot technical difficulties and content - related challenges, according to the study, «Online credit recovery: Enrollment and passing patterns in Montana Digital Academy courses,» released last month by REL Northwest, a branch of the U.S. Department of Education's Institute of Education Sciences serving Alaska, Idaho, Montana, Oregon and Washington.

By Module 2, access to the VS teacher's high school anatomy and physiology course was also provided for «lurking» purposes, where the participants navigated as invisible participants in the VS course and did not post any comments or contribute anything to the discussion boards or learning materials in the observed VS course.