Sentences with phrase «than classroom type»

The Skagway Alaska defensive driving course is obviously different than classroom type driving schools because it's done online.

The Nikolski Alaska defensive driving course is obviously different than classroom type driving schools because it's done online.

The Kotzebue Alaska defensive driving course is obviously different than classroom type driving schools because it's done online.

The Chignik Alaska defensive driving course is obviously different than classroom type driving schools because it's done online.

The Goodnews Bay Alaska defensive driving course is obviously different than classroom type driving schools because it's done online.

The Perryville Alaska defensive driving course is obviously different than classroom type driving schools because it's done online.

The Larsen Bay Alaska defensive driving course is obviously different than classroom type driving schools because it's done online.

The Shishmaref Alaska defensive driving course is obviously different than classroom type driving schools because it's done online.

The Ward Cove Alaska defensive driving course is obviously different than classroom type driving schools because it's done online.

The Saint Michael Alaska defensive driving course is obviously different than classroom type driving schools because it's done online.

The Point Lay Alaska defensive driving course is obviously different than classroom type driving schools because it's done online.

The Fort Wainwright Alaska defensive driving course is obviously different than classroom type driving schools because it's done online.

The Anchorage Alaska defensive driving course is obviously different than classroom type driving schools because it's done online.

The Tok Alaska defensive driving course is obviously different than classroom type driving schools because it's done online.

The Cold Bay Alaska defensive driving course is obviously different than classroom type driving schools because it's done online.

The Togiak Alaska defensive driving course is obviously different than classroom type driving schools because it's done online.

Not exact matches

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.

This is a place where the importance of online training comes into the picture, as the company provides training to its employees only on the latest product or service developments rather than providing the entire training on the product; classroom training in this type of situation is difficult.

Yet observations I have conducted in more than 300 classrooms in California, Minnesota, New York City, and Massachusetts over the past 15 years indicate that local school systems have commonly used bilingual education as a generic term referring to all three types of language - instruction programs.

Because scientists explore the further reaches of what is possible in the classroom rather than document what actually is common practice, Barab cautions that these types of collaborations will hold challenges for both sides.

While it is true that if you look at the research on all of the various types of strategies that we know can be used in the classroom, there will be some that, in general, have a larger — the technical term is «effect size» — than others.

More important to teacher satisfaction than class size is the type of student in his classroom.

After completing the first methods class, before teacher candidates entered any classrooms other than through the cyber-conferencing experience, 90 % of the respondents said they employed the following technology - enhanced methods in their lessons: word processing; rhetorical, digital text analysis; digital commentary; Internet research; found and concrete poem creation generated through digital sources; image collage to analyze text; online chat; discussion boards; PowerPoint presentation; word processing and graphic organizers to facilitate multistage writing workshop; email; and multimedia projects using digital camera and video for some type of analysis.

Less than one - third of states currently require these exams for licensure, however, and many states that do still tend to set a low bar for passage.8 In sum, many licensure exams do not include a performance component and do not assess the types of skills that make for great teaching in the classroom.

As more screens enter the classroom and students arrive at school conditioned for this type of experience kinesthetically and collaboratively engaging students is more challenging than ever before.

Such types of ICT use, which involve choosing the software and applications based on the teacher's educational intentions in a given learning situation, is more significant than the number of computers in a classroom or time using a computer.

More specifically, the district and its teachers are not coming to an agreement about how they should be evaluated, rightfully because teachers understand better than most (even some VAM researchers) that these models are grossly imperfect, largely biased by the types of students non-randomly assigned to their classrooms and schools, highly unstable (i.e., grossly fluctuating from one year to the next when they should remain more or less consistent over time, if reliable), invalid (i.e., they do not have face validity in that they often contradict other valid measures of teacher effectiveness), and the like.

Certain types of employees are more likely than others to be hurt while working, including construction workers, factory employees, line workers, nurses and nurses» aides, teachers and classroom assistants, and airline employees.