Sentences with phrase «than content knowledge»

The success of young people in school, the workplace, and the community depends on more than content knowledge and test scores.

Ultimately it is these qualities, more so than content knowledge, that signal which students are likely to excel in their studies and persevere in their schooling.

Interact positively and respectfully with students: Highly effective teaching involves more than content knowledge.

This may stay with them longer than any content knowledge we can pass on.

Not exact matches

We will see a lot more innovation around consumption for content, consumption for knowledge, and consumption for entertainment happening much more quickly than we will see in the U.S.

This is likely due to the fact that GPA captures more than just cognitive ability and content knowledge.

Students are made to be passive consumers of content (or «knowledge digesters»), as if preparing for the world of 1953, rather than becoming the «knowledge transformers» needed in an increasingly competitive global environment.

More than just a knowledge service... IET.tv is more than just a service that connects you with knowledge and information; it is also accessible to organisations to showcase content to our global audience, combining the power of voice and vision!

I now read articles in research areas well outside of my expertise, and I often don't need more than superficial knowledge of the substantive content.

Participants will delve into content deeper than that of the weekend course, so that the participant is able to gain knowledge, skills and practical application of the Yogic Technology for complete integration in to their professional practice and personal wellbeing.

While some would argue that seven years is more than enough time for some kids to grow up with no knowledge of the previous Fantastic Four films or media, it's worth noting that the darker content and occasionally strong language in this film really do appeal to an older audience than its predecessors.

Critics see the combination of program accreditation standards, revised by the National Council for Accreditation of Teacher Education (NCATE) in 2000; a growing curricular emphasis on «social justice» issues; and a left - leaning education professoriate as yielding a one - sided approach to teacher education and the certification of teachers based on ideology, rather than teaching skills or mastery of content knowledge.

Both saw learning as a social act, where teachers and students dialogued and all created knowledge together, rather than teachers filling the students with content and information as if they were empty vessels.

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.

Hirsch, Willingham, and others believe that's because we continue to teach reading comprehension as a skill to be mastered rather than seeing it as explicitly linked to content knowledge.

For many kids, this doesn't just happen magically — we have to preach it over and over and show them that they already have far more knowledge of our content areas in their heads than they realize.

If you feel that giving a mock exam would be too much of a giveaway, we suggest you rethink the content of your exam: does it weigh too heavily on surface knowledge rather than the deep thinking that we want students to engage in?

(research, Spring 2007) says there is a growing «approach to teacher education and certification based on ideology rather than teaching skills or mastery of content knowledge.»

With all content in one platform, including PDF and other attachments, company knowledge can be managed way more effectively than by spreading documents separately.

Curriculum and content matter — and for no one more than poor kids who get too little of that knowledge and vocabulary at home.

They're more apt to add skills to a knowledge base than to start with skills and frost with content.

This internal knowledge is unique to your organization and therefore far more valuable than what would be found in generic eLearning content or a course.

Hundreds of thousands of AP science students — and their teachers — are now expected to grapple with the inquiry process, real world applications of scientific principles, and synthesis of content knowledge at a higher level than ever before.

Data from 22,000 children involved in this study of the kindergarten class of 1998 — 99 show that, after controlling for family income, children who attended more academically oriented preschools had significantly higher scores in reading, math, and general knowledge when tested in the fall of their kindergarten year than children in preschool settings without academic content.

The first being that the teacher has knowledge of each student's stage of learning, and secondly that the stage of learning is characterised by sufficiently broad descriptors as a cognitive continuum, rather than highly focussed content descriptors.

Techniques include strategies such as: developing strong mathematical content knowledge and positive attitudes towards mathematics; encouraging their students to use critical thinking and active learning; placing more emphasis on understanding rather than rules and procedures; using concrete materials and technology; and providing support and encouragement for all students.

There's been a lot of research that suggests if you divide strong readers and weak readers into two separate groups and you give them passages based on content that they know and they don't know, actually the degree of knowledge is often a stronger indicator of how well they'll do in comprehending the passage than their reading skills.

Most often the only visible evaluation is the reaction sheet handed out at the end of a cpd session, which is little more than a knee - jerk response to the session itself and too often reflects the mismatch between the content and the existing knowledge of the participant.

Using technology to support knowledge formation had a greater effect than using technology for the presentation of content.

emphasizing skills rather than content, schools are responsible for «startling gaps in knowledge» among students, many of whom can not say when the Civil War took place or identify authors such as Nathaniel Hawthorne and Jane Austen, according to a new

Rather than administering separate social studies and English tests at the end of the year, Louisiana schools participating in the pilot will teach short social studies and English curriculum units in tandem over the course of the year, pausing briefly after each unit to assess students» reading, writing and content knowledge.

Results indicated professional development based in reform delivery methods (not workshops or short trainings), occurred over time with more than 25 hours of content involved groups of teachers learning together, was focused on the subject taught by the teacher, required teachers to be active participants in their learning, and cohorent, i.e., aligned with standards and teacher goals, was more likely to lead to increases in teacher knowledge and changes in practice.

Rather than the one - size - fits - all strategy of delivering content to a passive learner in those designs, ITS designs are able to customize the learning experience the student receives based on factors such as pre-existing knowledge, learning style, and the student's progress through the content material.

And, smaller publishers, including those who offer free content, such as Core Knowledge, may finally have a chance to enter classrooms based on the strength of their content, rather than their distribution and sales teams.

Informal learning pulls learners toward knowledge and content, rather than pushing content onto them.

The lessons are tied to important content knowledge and skills, and the lesson activities help students develop deep conceptual understanding and connections among concepts rather than surface level understanding and knowledge of disconnected facts.

This framework recognizes that teachers should integrate technological knowledge with subject matter learning, rather than focusing only on technological knowledge at the expense of appropriate pedagogy or the content (Koehler & Mishra, 2009).

If we assess for these success or 21st - century skills, we can provide experiences and instructions that foster those skills and allow our students to grow in areas that are more than simply content knowledge or skills.

Findings from four studies indicated that teacher leaders with deeper knowledge of subject matter content and pedagogy were more likely than those without such knowledge to provide support to teachers» implementation of instructional materials.

Studies from Coggins et al. (2003), Manno and Firestone (2006), Oehrtman et al. (2009), and Yost et al. (2009) suggested that teacher leaders with deeper knowledge of subject area content and pedagogy may be more likely to provide professional development than teacher leaders without content area expertise.

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.

As a strategy employed by teacher leaders, lesson planning, review, or analysis may be used for various purposes: to focus attention on the content and learning outcomes in a lesson, rather than on an «activity for activity's sake»; to deepen understanding of «big ideas» and the content knowledge in a lesson; or for articulating the conceptual flow across lessons that guides student learning over time.

In the 21st century workforce, students need more than just content knowledge.

Secondary teacher candidates with LESS THAN three full - time years of K12 classroom teaching experience are required to produce evidence of passing the accepted content knowledge test in the content he / she will teach.

While principals have never been more challenged to provide exceptional instructional leadership that requires a unique blend of expert content knowledge and pedagogical fluency, more than ever, their focus on relationships is proving to be key to the success of our nation's schools.

One LIFT superintendent shared that adopting stronger materials has allowed teachers to spend their time preparing lessons, improving their content knowledge, and collaboratively planning with other teachers to ensure their instruction is of the highest quality — rather than spending that time online searching for materials.

, provides the resources, knowledge and skills for proactively planning and teaching using specific strategies and practices that result in all students learning grade level content faster, more effectively, and at a much higher level than is found in typical schools.

Whereas some supervisors have more knowledge of all or some of the content, standards, curriculum, students, school pedagogy and school culture than other supervisors; and

RICHMOND, Va. — The Virginia Department of Education (VDOE) has awarded more than $ 2.5 million in third - year grants to support 13 programs that were established in 2015 to increase the content knowledge and sharpen the classroom skills of the commonwealth's mathematics and science teachers.

«All that you are doing — other than raising the bar on content knowledge — is providing greater flexibility at the local level and allowing the potential pool of candidates to be expanded,» Redelman told the panel.