Sentences with phrase «then listened to the students»

Not exact matches

«If they continue to ignore us, to only pretend to listen, then we will take action where it counts,» Delaney Tarr, a student at Marjory Stoneman Douglas High School in Parkland, where a gunman killed 17 people last month, told tens of thousands rallying in Washington.

As a student, I would record my classes with a walkman (similar to an iPod) during the day, and then I would listen to my classes at night, while I was working as a janitor.

Instead of looking outside themselves, I first want my students to look deeply inside, then listen and respond to others.

In one test — determining what a paper folded several times over and then cut might look like when unfolded — students who had listened to Mozart seemed to show significant improvement in their performance (by about eight to nine spatial IQ points).

Some students might enjoy the freedom of being able to actively listen and then take photos for later reference.

And that learning comes from observing student work, listening to the feedback I get from architects, and if the quality of student work isn't quite at the level at which I think it could be, then I have to ask myself, what can I change?

It's important to listen to what students are interested in doing, and then using that information to outfit the makerspace.

A wordloop which can be cut out - each student gets a card and reads aloud - the student with the matching sentence then speaks next (a great activity to develop listening skills).

Students can listen to their recording at the beginning of the year, and then record it again later to see the progress that they have made.

A hobbies survey speaking and listening activity for students to survey their classmates and record answers in a tally chart - can then lead to numeracy work in data collection and presentation.

This is a good A-level presentation and then to get the students to listen to the first two chapters on video clip.

Students then listened to other students read and received differentiated reading strategies in five - minute individual conferences or participated in literary discStudents then listened to other students read and received differentiated reading strategies in five - minute individual conferences or participated in literary discstudents read and received differentiated reading strategies in five - minute individual conferences or participated in literary discussions.

Students start listening in the classroom, then take the recordings home on CDs or MP3 players to practice.

With this wireless rechargeable speaker, they can power it up during the day while they work with their students, and then connect to their device and listen to the soothing sounds of beautiful music while reviewing grammar, checking math problems, or writing report cards.

If students view you favorably and they are «sold on you,» then they are willing to work harder, listen, and be more cooperative in class.

The students are able to share what their thinking was, but then at the same time, listen to another child's thinking, and recognize there can be different ways to get to the same conclusion or the same outcome — and [realize] that everybody thinks in a different way, and everybody's thoughts are valuable.»

How about the history classroom, where instead of listening to a teacher lecture about ancient Athens, students take a virtual tour and then use 3 - D design software like SketchUp to build a simple model of a Greek temple as a way to internalize classical principles such as balance?

This resource practises listening skills by getting students thinking about what the words they hear might look like (spelling) and then being able to pick out individual words they didn't understand in a listening text and ask for clarification in German.?

During peer mediation, students who have undergone training in mediation techniques listen to fellow students describe a disagreement and then help the students to resolve the issue.

Part of the campaign will see artists record their voices and lend their talents to tracks that will then be available in the app for students to listen to and learn from.

Teachers can then, at a glance, see marks, listening duration and more, for individual students or classes, and order them to previous attainment — allowing them to spot exemplary or deficient patterns in knowledge per student and use this to build a more complete profile of their learning.

We then ask the students what they did at the weekend, prompting other students to ask questions of their peers, and then do a recap by asking who did what to assess who was listening before getting the children to write either with help or independently what they did at the weekend.

Our Dinopals With WordArt Marci McGowan, who teaches at H. W. Mountz Elementary School in Spring Lake, New Jersey, submitted this lesson in which students listen to a Jane Yolen story then create a dinopal of their own.

You can then write corresponding questions for students to answer while listening in class.

Engage, nurture, honor, and listen to your students first, and then worry about the teaching.

Studytracks merges music with curriculum - based study materials, so that when students listen to the music, information becomes embedded in their memory — just like song lyrics — which can then be easily be recalled in an exam.

The other students listen attentively to each question, answer it if they have the answer card and then they read the next question.

Then use «Thank you for listening» as an excuse to move away and leave the student to their choice.

A shared agreement lets students know that it's OK to change their mind, as well as the progression of their discussion and how it's going to end: They will share their ideas, listen to each other, possibly change their minds, and then come to an agreement.

The presenting teacher does not speak but listens, and then joins the conversation at the end after having had a chance to process all that has been gleaned from their students» work.

-LSB-...] Assuming a proposed intervention involves students doing virtually anything more cognitively challenging than passively listening to lecturing - as - usual (the typical straw man control in education research), then a researcher is very likely to find a positive difference as long as the sample size is large enough.

A Place for Poetry, Poetry for a Place — After watching and listening to «Mary Oliver's Provincetown: A Poet's Landscape,» or reading «For Wallace Stevens, Hartford as Muse,» or «The Bridge, My Muse,» have students look through personal photographs of favorite places, and then write poems inspired by them.

Listening sympathetically to students who need support when they are victimized, and then initiating or taking action according to procedures approved by the school;

Students listen and respond to a range of «This I believe» examples — both from the original podcast and samples from previous students — and then undertake the process of creating thStudents listen and respond to a range of «This I believe» examples — both from the original podcast and samples from previous students — and then undertake the process of creating thstudents — and then undertake the process of creating their own.

Listen to Thomas, a white Harvard student who admits to feeling «personally disadvantaged at times,» and goes on to explain, «If you're Latino or if you're black you could have a lower GPA and lower test scores and get in and then I could have the same test scores and maybe not get in.»

Damian Hinds met members of the student council to hear about some of their creative projects and then listened to parents» views on their children's school experience.

As we move into the application of the Common Core literacy listening standards, our students must be able to listen to oral presentations, take notes and and then use that information to construct logical informational and argumentative writing pieces.

«It's so helpful to have collaborators truly listen, offer the big - picture perspective, and then say, «This is what our students need.

Adopted by educators across the country, the flipped classroom model skips over the traditional educational model where students are required to listen to a lecture in class and then complete homework based on the information.

I call them this because in this approach educators and advocates give students a carrot by listening to their voices, and then these same adults turn around and blatantly use student voice and student engagement to forward their political agendas without concern for what students are genuinely seeking.

Students can listen to books for modeled fluency, read books for practice and then record themselves reading so teachers can monitor progress.

For instance, having administrators join a session that involves doing some math with participants or looking at some student work with participants, but then also listen to a facilitated discussion of how this work is informing their practice along with challenges and successes.

She makes a note to add a discussion of figurative language to her writing craft lessons and then goes back to listening to her students.

After, students listen to, or read and review multiple sources to research information related to their inquiries, which is then recorded onto their chart.

Briefly, the Flipped Classroom as described by Jonathan Martin is: Flip your instruction so that students watch and listen to your lectures... for homework, and then use your precious class - time for what previously, often, was done in homework: tackling difficult problems, working in groups, researching, collaborating, crafting and creating.

Since then, students have continued to flex their power in making sure the state and their school districts listen to...

The teacher might encourage children to listen for each of the «magic words» during the story reading and to raise their hands whenever they hear one.27 Then the teacher might say to students, «Oh, good.

Then, listening to Dr. King give the speech will be an unforgettable experience for your students.

Then, think about the ways in which she supports her students to work toward speaking and listening standards while having these content conversations in Getting Started with Academic Discussions & ELLs.

It is a bit amazing to me to think about that brief moment in time when I was sitting in that LA office and listening to Wendy talk about her idea and then realize that she has brought her dream into reality today and that GEO and our schools, and most importantly, our students, are benefiting from her efforts.