Preece D, Almond J. Supporting families with children on the autism spectrum to use structured
teaching approaches in the home and community.
There is a book for each stage, written and edited by experienced practitioners and authors and modelled to
the teaching approaches in the Cambridge Primary Teacher Guides.
This is a book for each stage, written and edited by experienced practitioners and authors, and modelled to
the teaching approaches in the Cambridge Primary Teacher Guides.
Without access to these models, some of our preservice teachers would have doubted the actual existence of teachers out in the field who used the progressive teaching practices that they were learning in their certification coursework, and doubted their own ability to implement such
teaching approaches in their own future classrooms as well.
Differentiated instruction is
a teaching approach in which educational content, process, and product are adapted according to student readiness, interest, and learning profile.
More specifically, the teaching approach promoted by the Quebec reform is comparable to the reform - oriented
teaching approach in the United States.
SEATTLE — After years of declining enrollment, a growing number of Catholic schools nationwide are placing their faith in blended learning,
a teaching approach in which computers share the instructional load with teachers, and one that appeals to many parents disillusioned with traditional schools.
Kashunamiut Schools has implemented a team
teaching approach in our elementary area featuring Cup» ik immersion in Grades K - 2.
Not exact matches
Steve Jobs
taught me to
approach business
in a way that isn't focused on money.
In theory, nothing is stopping big companies from taking the same strategy approach as startups do, as I teach in my seminar «Three Ways to Get Back Your Company's Start - upness» at Babson College's Executive Education Cente
In theory, nothing is stopping big companies from taking the same strategy
approach as startups do, as I
teach in my seminar «Three Ways to Get Back Your Company's Start - upness» at Babson College's Executive Education Cente
in my seminar «Three Ways to Get Back Your Company's Start - upness» at Babson College's Executive Education Center.
Singapore math, also known as the «mastery
approach,» is a method of
teaching mathematics that's most prevalent
in Shanghai, China, and Singapore.
The meta - analysis, published online today
in the Proceedings of the National Academy of Sciences, concluded that
teaching approaches that turned students into active participants rather than passive listeners reduced failure rates and boosted scores on exams by almost one - half a standard deviation.
The Hunter Hub is the University of Calgary's new initiative to engage and immerse students, faculty, staff, alumni and the community
in a culture of entrepreneurial thinking, challenging them with a new and bold
approach to
teaching, learning, discovery and knowledge - sharing.
I can tell you without doubt, the
teachings in my trading course and my trading strategy and
approach, if applied how I
teach it, will get you to the finish line a winner.
When brought
in as a motivational sales speaker, Marc
teaches salespeople to focus on avoiding those objections altogether — by helping the prospect articulate the exact value of solving their key challenges before even
approaching the cost of the solution.
This
approach violates the first rule of good
teaching: Integrate the information into your students» lives and worldviews, including those based
in religion or ethical systems, and translate it into something they can connect with and use.
For myself, I find that Jesus
in the Synoptic Gospels
taught direct access to the Father far more than the intermediary
approach.
@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 belon
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 belon
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 belon
in the realm of sport where it belongs
The variety of
approaches to authority is illustrated
in the way different traditions try to put an exclamation point on their
teaching.
And the book also offers a deliberately wide array of
approaches to trinitarian issues, including not only historical and systematic theologians, but biblical scholars and analytic philosophers of religion, writing from a variety of theological and communal points of view» Roman Catholic, Protestant, and,
in one case, Jewish (the New Testament scholar Alan Segal, who contributes an instructive if somewhat technical chapter on the role of conflicts between Jews and Christians
in the emergence of early trinitarian
teaching).
While couched
in different language, Catholic social
teaching has much
in common with this
approach,
in its overriding concern to safeguard the unique dignity of every human person, created
in the image and likeness of God, and
in its emphasis on the duty of civil authority to foster the common good.
Both
in the secular world and
in the church, our characteristic
approach to human frailty is not chastisement and dire threats, but understanding; not calling people to repent their sins, but
teaching people the gentle arts of self - acceptance; not an ethic of cross-bearing, but an ethic based on the value of self - actualization.
In Richardson's book there are seven chapters ranging from an examination of Newman's early philosophical stance, the influences that formed him and led him to coherence in the development of his approach to knowledge and commitment, to his teaching on apprehension, assent, inference and the illative sens
In Richardson's book there are seven chapters ranging from an examination of Newman's early philosophical stance, the influences that formed him and led him to coherence
in the development of his approach to knowledge and commitment, to his teaching on apprehension, assent, inference and the illative sens
in the development of his
approach to knowledge and commitment, to his
teaching on apprehension, assent, inference and the illative sense.
The second issue that could have beenaddressed is that raised by Patrick FitzPatrick who saw the «deprecation of reason
in order to make faith more acceptable'a s a difficulty
in Newman's
approach to his
teaching of the illative sense.
Calvary Chapels place great importance
in the practice of expository
teaching, a «verse by verse, chapter by chapter, book by book»
approach to
teaching the Bible.
They favored a more dialogical
approach in which Christians could learn from others as well as
teach them.
To me, Wright's
approach makes the most sense of 2 Timothy 3:16: «All Scripture is inspired by God and is useful for
teaching, rebuking, correcting and training
in righteousness, so that the servant of God may be thoroughly equipped for every good work.»
Finally, if we are to take seriously an organic
approach to narrative
teaching, we will tell stories from different eras of history and different parts of the world, but we will also tell stories that are happening
in our midst.
Classes get
taught in one long block of time per week, even
in subjects
in which that
approach clearly doesn't make pedagogical sense.
Many process writings
in the field of theology
approach biblical
teaching from the outside, whereas Wesley
approached all questions from a point of view that was immersed
in scripture.
For they have
taught that some receive it sacramentally only, to wit sinners: others spiritually only, those to wit who eating
in desire that heavenly bread which is set before them, are, by a lively faith which worketh by charity, made sensible of the fruit and usefulness thereof: whereas the third (class) receive it both sacramentally and spiritually, and these are they who so prove and prepare themselves beforehand, as to
approach to this divine table clothed with the wedding garment.
Instead of using the Church's own
teaching and
approach, summed up
in the Catechism of the Catholic Church, the CES imagines that it is better to use the ideology which has dominated Catholic education
in England and Wales for too long and with woeful results.
What I am calling for here is for the Birmingham programme to present that
approach in a more systematic way which will show to best advantage the compellingnature of the Church's moral
teaching as true.
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.
There can be neutral
teaching about religion, which is proper
in American public schools, although it
approaches a spectator sport.
An
approach that enthusiastically accepts Church
teaching in this area will also find it much easier to manage the related relationship between school and parents.
It is an
approach G K Chesterton identified and criticised
in his essay «The New Case for Catholic Schools», published
in 1950 as part of a collection entitled The Common Man: «If Catholics are to
teach Catholicism all the time, they can not merely
teach Catholic theology for part of the time.
He points out
in various places that while Jesus was using a typical Rabbinic Jewish
approach to
teaching, His
approach was creatively unique.
This subsection itself bears comparison with Chapter II of Science and the Modern World; again it is entirely congenial to Whitehead's
approach, if indeed it is not his own statement of it, that is reflected
in the openings of subsections» (a) Nature of number,»» (b) Fundamental concepts of geometry,» and» (c) Nature of applied mathematics The theme of starting with clear principles
in mathematics has run throughout Whitehead's earlier work, particularly his lectures on the
teaching of mathematics and his textbook.
An incarnational
approach to education might just require us to set aside some of our «professorial prerogatives» and «professional prestige» (i.e., academic arrogance)
in order really to
teach — as well as to learn.
In some ways it's more a liturgical matter than a theological one — by modeling a predominantly narratival / typological rather than ahistorical / doctrinal
approach to life, I've been able to pack a lot of
teaching into relatively few moments.
God is
teaching us to
approach life
in the illegible city without feeling the need for a Big Key.
question by Sinsinawa Dominican Sister Erica Jordan, who not - so - subtly suggested that Ryan's
approach to healthcare reform, tax reform, and welfare reform was
in conflict with the Church's social
teaching, the very Catholic Speaker replied that he completely agreed with Sister Erica that God is «always on the side of the poor and dispossessed»; the real question was, how do public officials, who are not God, create public policies that empower the poor and dispossessed to be not - poor and not - dispossessed?
In 1966 Paul VI would recall that the Council was about «voice... style... approach» in the teaching of doctrine rather than debate or apologetics (p. 426
In 1966 Paul VI would recall that the Council was about «voice... style...
approach»
in the teaching of doctrine rather than debate or apologetics (p. 426
in the
teaching of doctrine rather than debate or apologetics (p. 426).
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...».
As he was
approaching retirement, after a lifetime of
teaching mathematics, with publications
in mathematics, the philosophy of nature, and logic, he was offered a chair
in philosophy at Harvard.
While it is fine, indeed healthy, for Judaic scholars to engage
in a heated exchange about the best way to
approach interfaith dialogue, nothing can justify Prof. Novak's truly repugnant accusation that,
in not ascribing to Dabru Emet, Prof. Levenson is somehow guilty of fostering «self - hatred» among Christians, or his insulting suggestion that Levenson would be better off
teaching in an Orthodox yeshiva than at Harvard.
It is not shrouded
in the «layman can't understand» mystery that seems to come with the fragmented «blind men describing an elephant»
teaching approach.
Certainly, every single parable
in the tradition has to be
approached with the basic assumption that, as it now stands, it represents the
teaching of the early Church: that the voice is the voice of the risen Lord to the evangelist, and of the evangelist to the Church, not that of the historical Jesus to a group gathered by the sea of Galilee.
One can point to the emergence of a variety of critical
approaches to religion
in general, and to Christianity
in particular, which have contributed to the breakdown of certainties: These include historical - critical and other new methods for the study of biblical texts, feminist criticism of Christian history and theology, Marxist analysis of the function of religious communities, black studies pointing to long - obscured realities, sociological and anthropological research
in regard to cross-cultural religious life, and examinations of traditional
teachings by non-Western scholars.