Sentences with phrase «traditional group learning»

However, many teachers do not properly structure groups so that instead of having cooperative group learning, they have what I am calling traditional group learning.

Not exact matches

For the study, one group was taught in the traditional way — a lesson about a single math concept — while a second class learned through interleaving, jumping around among different math skills to complete a task.

We quickly learn that these were not «traditional therapy groups,» even though individual psychological problems, hurts and fears were very much a part of the agenda.

Most traditional religious groups in the country can, I think, find ways of learning from this elemental American commitment to humaneness.

Unlike many of college basketball's nouveau riche, those alphabet - soup and hyphenated leagues that are inhabited by institutions of higher learning previously sniffed out only by police dogs, the Big East from the git - go incorporated a bunch of traditional powers sitting there just panting to group - boogie.

The first group learned about the importance of healthy eating through traditional, information - based health education lessons.

A study conducted at Columbia University's Mailman School of Public Health analyzed the traditional model of education versus an increasingly popular approach to learning in the health sciences fields — the flipped classroom model — where pre-recorded lectures are viewed outside of the classroom and in - person class time is devoted to interactive exercises, discussions, and group projects.

Enthusiasts say that old - style pedagogy will teach the wrong skills in a future where people will work in groups brought together for the lifetime of a particular project, where they will constantly have to learn new skills, and where the traditional corporation, with its rigid hierarchical structure, will have lost ground to companies that dare to bring in more complex, self - governing management styles.

Afterward, before moving on to more traditional group classes for the rest of the school day, the students form a circle to share what they learned and how.

Based on these statements, we can categorize the schools roughly into five groups: those that have a child - centered or progressive educational philosophy and typically seek to develop students» love of learning, respect for others, and creativity (29 percent of students); those with a general or traditional educational mission and a focus on students» core skills (28 percent of students); those with a rigorous academic emphasis, which have mission statements that focus almost exclusively on academic goals such as excelling in school and going to college (25 percent of students); those that target a particular population of students, such as low - income students, special needs students, likely dropouts, male students, and female students (11 percent of students); and those in which a certain aspect of the curriculum, such as science or the arts, is paramount (7 percent of students).

The groups he has supported reads like a Who's Who of the brand of education reform that favors online learning and charter schools over traditional schools: According to the publication Education Next, his money helped start the NewSchools Venture Fund, a major funder of charter schools and ed tech start - ups, and Aspire Public schools, a charter school network.

Gateway was founded in 1998 by a group of parents whose children had learning differences and who felt that traditional public school education was cheating their kids.

Even if a reduced feature - set compared to traditional Learning Management Systems may take eLearning professionals some getting used to, there is plenty of opportunity for creating online training courses using these platforms and, thus, inviting groups to the world of online learning who previously found the entry barrier tLearning Management Systems may take eLearning professionals some getting used to, there is plenty of opportunity for creating online training courses using these platforms and, thus, inviting groups to the world of online learning who previously found the entry barrier tlearning who previously found the entry barrier too high.

The School of One manages these feats (currently, just for middle school math) by collecting data on which learning objectives students have mastered and how they like to learn, then assigning them each day to appropriate lessons — making use of traditional instruction, small group instruction, solo tutoring, online tutoring, computer - assisted instruction, and so on.

The case study illustrates how three groups of charter management organizations (CMOs)-- High Tech High in San Diego; Uncommon Schools, KIPP Foundation, and Achievement First in New York; and Match Education in Boston — saw big gaps in the traditional teacher education programs that left their aspiring teachers with no place to learn how to teach effectively in their specific schools or in a way that would allow them to succeed in working with the country's most vulnerable students.

PBL provides the opportunity to learn and practice skills that traditional instruction often ignores — working in groups, making choices, monitoring progress, thinking deeply about a problem or challenge, and communicating what has been learned.

Researchers at Georgia Institute of Technology studied 240 middle school students who learned science in groups of four via Learning by Design (LBD) or traditional methods with matched teachers.

Compared to traditional instructional methods, students engaged in small - group learning achieve higher grades, retain information longer, and have reduced dropout rates, improved communication and collaboration skills, and a better understanding of professional environments (Johnson, Johnson, & Stanne, 2000; Springer, Stanne, & Donovan, 1997; Terenzini, Cabrera, Colbeck, Parente, & Bjorklund, 2001; cited in Oakley, Felder, Brent, & Elhajj, 2004).

Classrooms that emphasize group learning may be less effective at encouraging girls to study mathematics and science than traditional classrooms, according to a researcher who contributed to a new book on effective practices in science education.

In addition, a well - designed online course, whether fully online or blended, will integrate a good deal of interaction that takes advantage of electronic group discussion activities and collaborative learning approaches, some of which might require as much if not more interaction than traditional classroom formats.

Forget about grouping learning from the traditional one - dimensional «age».

In a shift from traditional classrooms and teaching models, Leonard says South Melbourne Primary School is designed around «learning communities» of around 150 students that facilitate both age - based and stage - based learning groups.

For example, Mizelle (1995) found that students who stayed together with the same teachers through sixth, seventh, and eighth grades and experienced more hands - on, life - related learning activities, integrated instruction, and cooperative learning groups were more successful in their transition to high school than were students from the same school who had a more traditional middle school experience.

2) Student - Learning Data Analysis and Decision Making Many groups make a big deal out of teachers using more data to drive better instruction for students, but it's tough to do in the traditional classroom.

Workshops, conferences, and short - term training — traditional professional development activities — had less impact on teacher learning than reform activities such as study groups and mentoring.

Kindergartners will read about traditional dances from different countries as they learn to compare groups.

If Japanese kids who were exposed to «reform» teaching strategies learned more than Japanese kids exposed to traditional instruction, and if great care were taken to make sure the two groups were equal on characteristics related to learning, then that would suggest the choice of instructional regime might be driving the learning differences.

Another recent study comparing «personalized learning» to a control group in traditional schools found that students in the control group «reported greater enjoyment and comfort in school, and felt their out - of - school work was more useful and connected to their in - school learning.»

Compared to traditional classrooms, learning studios permitted more relaxed, less intimidating group collaboration, while still providing academic challenge.

This holds true not only for traditional forms of professional learning — seminars, study groups, workshops, conferences, mentoring, coaching, and so on — but also for «new» forms that include face - to - face or online professional learning communities, teacher exchanges, bug - in - the - ear coaching, data teams, individualized improvement plans, and unconferences.

TLA, a California - based nonprofit group, works to spread blended learning — an approach combining traditional teaching by an educator in a classroom with self - paced online learning directed by the student — to schools across the country.

For example, with support from Morningside Center, the group worked through the difference between a traditional view of discipline as «punishment» versus an approach that, in Maria's words, «lets children have a chance to reflect on their behavior, to encourage children to have more autonomy so they can learn to make good decisions on their own.»

Both interactive video approaches can be used in traditional classroom settings to generate group discussion and can also be developed as standalone, self - paced learning activities that can be delivered on a learning management system, such as Blackboard, or an electronic portfolio system, such as LiveText.

The task force stresses the importance of looking beyond the traditional walls of elementary schools to coordinate the institutions that influence — or could influence — young children's learning: parents, community groups, preschools, after - school programs, and the new electronic media.

A traditional learning group does not provide the structure for individual accountability.

Tall Pines STEM Academy's innovative model is ideal for self - motivated students who want to experience success outside the traditional middle school setting in a small group, hands - on learning environment with a rigorous curriculum based on teamwork.

They learned more words than students in the comparison group, who participated in traditional read - alouds.

By teaching civics in tandem with experiential learning, YES Prep teachers, more often than traditional public or private school teachers, were «very confident» that their students learned «[t] o be tolerant of people and groups who are different from themselves,» «[t] o understand concepts such as federalism, separation of powers, and checks and balances,» and «[t] o develop habits of community service such as volunteering and raising money for causes,» according to 2010 American Enterprise Institute Program on American Citizenship survey.30 As a charter network serving low - income students, its service - centered mission serves both the students and their communities.

Following is a list of ways that cooperative and traditional learning groups differ.

In the brief, we examine five groups of students who are frequently underserved by traditional schools — students with low prior achievement, English learners, African - American students, Latino students, and female students — to understand the successes and challenges of school districts in fostering access and equity in Linked Learning pathways.

Across the outcomes examined, we found that, on average, Linked Learning students in each of the five focal groups performed as well as or better than similar peers in traditional high school programs.

Classroom structures may need to be adjusted to accommodate individualized learning — in other words, instead of the traditional rows of desks facing the blackboard, classroom seating arrangements may need to be more flexible, so that the teacher can work with individuals or small groups while the majority of students work independently with a personalized learning software program.

Data was collected during the first term of the 2010 - 2011 school year (the test group for the flipped learning model consisted of 20 individuals and the test group for the traditional delivery method included 31 students).

«That's scary to me,» said Charlotte parent LauraLee McIntosh when she learned of Ridnouer's involvement in the state's Innovative School District, a controversial program that would allow outside groups — including private nonprofits like AAC and, possibly, for - profit companies — to take over struggling traditional public schools.

The different test outcomes and results between the two groups could mean that learning through interactive multimedia eBooks is not only more effective, but also more attractive to students, compared to learning through traditional methods.

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Listen to a fun reading with actor Taye Diggs for Alpo's new book» Real Dogs Eat Meat», Learn about the updates of one New York City's favorite animal rescue groups, meet a veterinarian who believes in the combination of traditional medicine with holistic, and check a hydrotherapy center for dog rehabilitation... all in this new episode of Vida Doggie.

You will learn to cook three traditional Balinese feasts with a group of fellow travellers AND get to devour it all after.

Average group size is around 18 travellers, with a maximum of 24, and our trips include plenty of fun local experiences like cycling around Tra Que village, learning to cook traditional Vietnamese food and discovering the Cu Chi tunnels to name a few.

The exhibition came as a result of a study trip a group of six Milwaukee artists made to South Korea last year to learn about hanji, the traditional Korean craft of making and manipulating paper.