Sentences with phrase «terms of content knowledge»

Not all are equally or adequately prepared to pull it off in terms of content knowledge, assessment skills, and necessary dispositions.

Not exact matches

One of the fundamental beliefs of deeper - learning advocates is that these practices — revising work over and over, with frequent critiques; persisting at long - term projects; dealing with the frustrations of hands - on experimentation — develop not just students» content knowledge and intellectual ability, but their noncognitive capacities as well: what Camille Farrington would call academic perseverance and what others might call grit or resilience.

The chance to interact with people from outside your immediate discipline, to learn from them, and to offer your own advice and knowledge in terms of report content and presentation is a very rewarding experience.

We depend on expert reviewers to comment on proposals in terms of their content, writing style, and market, but we also rely on our own knowledge and consult with marketing and sales colleagues.

Among the findings: (1) art activities can be integrated into classroom content and used to encourage rehearsal - type activities (such as songs) that incorporate relevant subject matter, (2) incorporating information into story, poem, song, or art form may place the knowledge in context, which can help students remember it, especially if the students are creating art that relates subject matter to themselves, (3) through artistic activities like writing a story or creating a drawing, students generate information they might otherwise have simply read, which will very likely lead to better long - term retention of that information, (4) physically acting out material, such as in a play, helps learners recall information, (5) speaking words aloud results in better retention than reading words in silence, (6) increasing the amount of effort involved in learning new information (such as being asked to discern meaning from an ambiguous sentence or to interpret a work of art) is positively associated with its retention, (7) emotionally charged content is easier to remember than content linked to events that are emotionally neutral, and (8) information presented as pictures is retained better than the same information presented as words.

When it comes to the current material, recognize that it may be necessary, in the short term, at least, to modify the complexity of new content so that it's approachable for all students, especially those with a weaker knowledge of old material.»

And our practice of holding schools (and now teachers) accountable for year - to - year gains on reading tests only encourages them to focus on things that might get a short term bump (skills and strategies) and ignore the things that will make an impact over the long - term (such as content knowledge).

With microlearning you can deliver bite - sized content (from one to five minutes) that helps built long - term knowledge and strengthens the educational impact of your programmes.

This was the conclusion reached by one study that analyzed the math scores of more than 4,000 children in the United States (ages 10 — 12) and the United Kingdom (age 10 only) to identify the types of mathematics content knowledge that best predicted students» long - term learning.

Field - test teachers often pointed out student levels of engagement, student ability to use new content knowledge, and connections to required curriculum standards as factors contributing to high ratings in terms of the effectiveness of the lesson.

To help students retain knowledge in the long - term, teachers can interleave (alternate) practice of different types of content, and space practice over time, with content being reviewed over weeks or months.

Teachers can alternate practising different types of content — and space this out over time — to help students retain knowledge in the long - term.

Teacher preparation programs can do some of these things both in terms of instilling pedagogical and content knowledge, but again, it takes actual classroom practice and strong mentoring to make a really great teacher.

In 1986 Lee Shulman proposed that crucial aspects of pedagogical practice are uniquely connected to specific content areas and coined the term «pedagogical content knowledge.»

And then for a third thing, I think content strategy, which we kind of touched on at the very, very beginning — content strategy is something that a lot of authors don't have a lot of knowledge or experience about, but I think is really important for long - term platform building.

You want to use terms that identify your knowledge level of the field you are pursuing, yet the content should be easy to read and understand for the intended audience.

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The e-Commerce Directive requires online platforms to act «expeditiously» to remove illegal content after they have obtained knowledge of it; it does not define what this means in practical terms.

Your ability to detect student change using this survey may vary and can be affected by numerous factors (e.g., number and content of lessons students receive, student scores at pretest, student motivation and interest in topic and survey, etc.) Improvement between pretest and posttest can be viewed as supportive, but not definitive, evidence of the curriculum's impact on short - term knowledge learning objectives.