Sentences with phrase «teaching approach where»

Game - based learning is a teaching approach where the learners explore the relevant aspect of games in a learning context designed by teachers.

As innocent as chalkboards may seem, they support the teaching approach where information is transferred in one direction from the teacher to the pupil.

Not exact matches

@KatMat: your analogy would begin approaching realism if: — during the pledge of allegiance kids were forced to say «one nation under The Orioles» — our nation's currency said «In Dallas Cowboys We Trust» — if millions were slaughtered, tortured and burned to death because they weren't fans of The Pittsburgh Penguins — if NASCAR fans endlessly attempted to have Intelligent Car Driving taught beside Evolution in science class as a possible explanation for how mankind developed — if «the 5 D's» of Dodgeball (Dodge, Duck, Dip, Dive, Dodge) were constantly attempted to be made into law so everyone would live by the same ridiculous notions, even if those notions knowingly discriminate — if nutters constantly claimed America was founded on the principles of Darts, even though our country SPECIFICALLY calls for a separation between Darts and State because the founders knew the inherent dangers of Darts becoming government instead of staying in the realm of sport where it belongs

But many conservatives complained that the statement watered down church teaching and did not accurately reflect their discussions here, where nearly 200 Catholic leaders are meeting to debate pastoral approaches to modern family life.

Many priests trained in the past 20 years have attended catechetical courses given by national figures using precisely Fr Purnell's approach where the Church teaching and liturgy are just the explication of what is going on in each person.

So in the final chapter, Lanzetta questions post-Conciliar approaches to ecumenism where the «dogmatic» (to do with knowing the truth) is juxtaposed to the «pastoral» «which starts out from the historic and pragmatic fact, and on behalf of this aims at possible dialogue, without changing teaching, but de facto neither improving understanding of it, but even with the risk of altering its significance by virtue of the dialogue method chosen...».

The main lesson here is that we must not only teach and learn about a «new heaven and a new earth,» but must create in our classrooms and activities the kind of small - scale cosmos where these are more nearly realized and approached.

Where appropriate, I will refute mainstream parenting myths (e.g. that you must teach a baby to sleep or they will never learn to sleep) or demonstrate where some mainstream approaches could be dangerous (e.g. my recent post highlighting Macall Gordon's work comparing CIO recommendations in infant sleep books with actual research on Where appropriate, I will refute mainstream parenting myths (e.g. that you must teach a baby to sleep or they will never learn to sleep) or demonstrate where some mainstream approaches could be dangerous (e.g. my recent post highlighting Macall Gordon's work comparing CIO recommendations in infant sleep books with actual research on where some mainstream approaches could be dangerous (e.g. my recent post highlighting Macall Gordon's work comparing CIO recommendations in infant sleep books with actual research on CIO).

The next year saw the addition of the National Parents» Education Union, where young children were taught according to Mason's approach.

However, officials note that «the current inspection framework is antithetical to the Steiner ethos / pedagogical approach» in terms of «Literacy in Early Years Foundation Stage (EYFS) and Key Stage 1 (KS1)», where Ofsted required «more formal learning»; «KS2 tests», as «Last year, the Academy pupils did not sit the tests (the Academy provided the exam papers and rooms for pupils to sit the exams but parents chose not to allow their pupils to sit the tests)»; and «Teaching and learning», where it is noted that the schools consider that «any process which judges learning as the immediate outcome from teaching in a lesson is inapprTeaching and learning», where it is noted that the schools consider that «any process which judges learning as the immediate outcome from teaching in a lesson is inapprteaching in a lesson is inappropriate.

Girdler plans to apply the same real - world pedagogical approach in her teaching at Kalamazoo College in Michigan, where she'll be starting a tenure - track position in the biology department next fall.

Teachers may or may not be tweeting their science lesson plans or sharing every hands - on engineering classroom activity at Facebook, but they are finding inspiration and community at Pinterest, where discovering new ideas and approaches to teaching is fun, visual, and easy.

For example, I teach a lot of group training classes each week where I switch up the «how» but always take the full body approach.

Inspired by holistic approaches to physical therapy, Natalie went on to complete her yoga - teaching certificate in South India, where she also created and instructed the anatomy component of the course.

Haunted by the recent death of her fiancé, she is approached by Robert Mallory (Dominic West) to investigate the recent death of a student at the all - boys boarding school where he teaches.

Dan Dunne (Gosling) teaches in a poor school where his unusual approach engages the pupils.

Whether you think it's the right approach or not, we're in an era of praise, where encouragement is the teaching tool and every kid gets a medal for participation.

I just haven't seen the kind of drive for continuous improvement in traditional districts that I've witnessed in charter networks like KIPP and Achievement First, where the very organizational DNA is obsessed with excellence and continuous improvement, always looking for more effective approaches to teaching and learning.

It is important to remember that part of this teaching approach is to allow the process to operate in the reverse order to the traditional way we do this in school maths classrooms; practice some maths then apply that maths through a word problem — where the maths skills have already been identified and formulated for the student.

At ASCEND, where I taught humanities to grades 6 - 8, we approached curriculum by prioritizing depth over breadth.

All these tests provide valuable data that teachers can use to establish where students are in their long - term learning, diagnose individual strengths and weaknesses, identify the best next steps for action, decide on appropriate evidence - based interventions, monitor the progress students make over time, and evaluate the effectiveness of their own teaching decisions and approaches.

Here, Downsborough shares strategies for administrators aiming to build a whole - staff, respectful approach to teaching and learning; an approach where students take responsibility for improving their quality of life.

(3 questions where students need to find the product and sum and 3 questions where students have to work backwards from being given the product and sum) I'm very much aware that there are several different common approaches to teaching expanding brackets.

This approach to reading instruction — where discrete skills are broken down into bite - sized chunks and taught explicitly, largely independent of texts — works for beginning readers.

In schools where a generalist approach to teaching is preferred, teachers should have frequent opportunities to discuss the goals and strategies of their math teaching with one another or with a math coach.

Build lessons, develop teaching materials, and vary your approach so that all students, regardless of where they are starting from, can learn content effectively, according to their needs.

This approach can be equally found in our further education colleges, where teaching teams are partnering with employers in construction, engineering and IT to share skills and expertise and enrich the learning experience.

To ensure teachers can control how and what content is ingested, a walled garden approach, where curation is prioritised, is crucial to powering a content - led approach to teaching.

Rather than focusing on where students are in their long - term progress, this approach often treats each new topic (or school year) as a fresh start — a self - contained body of content to be taught, learnt and assessed.

Fifth graders in schools where teachers faithfully used the Responsive Classroom teaching approach performed better on statewide assessments of mathematics and reading skills than their peers at schools that did not use the social - emotional - learning program's strategies as much, according to new research presented at a national conference here last week.

Schoolwide Positive Behavioral Interventions and Supports (SWPBIS) takes a «systems approach,» targeting a school's overall social culture and providing intensive behavior supports, such as functional behavioral assessments, identifying contexts where behaviors occur, and teaching communication, social, and self - management skills, as needed.

The Live Lessons are already well established and alongside our regular free Schools» Broadcast series (where we stream our productions for free into schools across the UK), this is a brilliant way for us to take our work and our approaches to teaching Shakespeare and his plays out to a whole new audience.

When teachers engage kids in talking about their particular strengths, weaknesses, interests, and ways of learning — and in developing a classroom where everyone gets the help and support they need to grow as much as possible — I see kids who are very enthusiastic about that approach to teaching and learning.

Such skills are better taught and demonstrated through in - person sales effectiveness training sessions, where e.g. a skilled senior sales agent shows new hires how to approach the customer, and so on.

What it takes to implement integrated units of teaching - allocated teacher preparation time; an all in approach and culture, where schools are prepared to invest in a system of integrated courses across a whole stage or school; a readiness to engage in community and business partnerships; a willingness to be adaptable and flexible in terms of teaching time and staffing issues.

Student - centered learning — where adolescents exercise both choice and responsibility — demands a new approach to teaching, which involves facilitating and coaching more than direct instruction.

Our approach to teaching and learning makes classrooms and schools engaging places where students and teachers work together to sustain high levels of success.

We constantly look for opportunities to add to the curriculum and to provide opportunities for the development of skills and attitudes that take us beyond the dangerous «banking [1]» teaching approach and actually prepare young people to build our vision: A dignified, democratic and prosperous Sierra Leone where poverty is eradicated by educated citizens.»

Each classroom (at least among the three I visited) represented a unique approach to teaching and learning — one English classroom looked like a Flex model, where some students were working alone and others had sorted themselves into small groups to move through online assignments, and still others were in small group instruction with the teacher.

This whole approach to teaching contrasts hugely with the teamwork displayed in Japanese and Finnish schools, where the quality of teaching of a subject is seen as the joint responsibility of every teacher in that department.

While I believe strongly that we work on a constructivist paradigm where teachers are working together to build their knowledge and things... there is no secret that they are coming to learn about these teaching approaches; we consider that a quality balanced literacy program has certain features so it is not «guess what is inside my head,» it is «today we are going to learn about reading, and tomorrow we are going to learn about shared reading, and then we are going to learn about guided reading, and then we are going to learn about» you know...

Mastery teaching approaches, where teachers aim for all pupils to reach a «minimum (but high)» level of knowledge of the same content, was also found in «the most successful schools» and should be increasingly used in primary schools.

I prefer to think of teaching reading via the «training wheels» approach where we help students find the tools they need to scaffold their work (different students need different sizes of training wheels).

Made choices about where, who, and what they teach — finding situations where they could succeed despite being pressured to conform to strict standardized teaching approaches.

However, when confronted by a situation where their planned lesson did not seem to be working, both reverted to a «telling» approach to teaching.

Recommendations for creating coherent teaching and learning systems where teaching practice is studied through multiple lenses can be achieved through a continuous quality improvement approach.

Peer tutoring approaches, where learners work in small groups to provide each other with teaching support, have, on average, a high impact on attainment at a low cost

They still need to find the faculty in teacher preparation programs who have practical experience with approaches like restorative justice and PBIS, then find student teaching placements, and eventually jobs, where new teachers can practice those skills.

Many studies report the benefits of professional development for teachers, and using an inquiry approach where teachers actively evaluate strategies and approaches as they learn to use them in their teaching.

offers instructional approaches and learning experiences that teach to the level of rigor of the standards, encourage critical thinking, and support each individual learner in the areas where they need additional support.