Sentences with phrase «traditional teaching model»

This is a major concern for any teacher who is beginning the shift away from the traditional teaching model and toward the student - centered classroom.

Overall, the paper both rightly recognizes the fallacy of technology replacing teachers and appropriately posits that digital tools will be limited in potential if shoved into traditional teaching models.

These themes, or fundamental principles, reach beyond the traditional teaching models used to address the needs of marginalized students who are typically left behind — too often our African American and Latino students.

Schedule a tour of The Island School, a world - class research facility that transcends traditional teaching models to discover sustainable solutions to real world problems.

Not exact matches

Discussing the complacency and complicity of traditional economic models, as taught in universities and adopted by central banks, Michael and Steve take us on a journey from a solar system to a galaxy of thought, taking in the history of economics to solutions for the ongoing global depression.

You'd think I'd learn and start practicing the traditional ministry model I was taught and have read about where the pastor keeps some emotional distance from the congregation.

This is an incredibly difficult question to answer for a variety of reasons, most importantly because over the years our once vaunted «beautiful» style of play has become a shadow of it's former self, only to be replaced by a less than stellar «plug and play» mentality where players play out of position and adjustments / substitutions are rarely forthcoming before the 75th minute... if you look at our current players, very few would make sense in the traditional Wengerian system... at present, we don't have the personnel to move the ball quickly from deep - lying position, efficient one touch midfielders that can make the necessary through balls or the disciplined and pacey forwards to stretch defences into wide positions, without the aid of the backs coming up into the final 3rd, so that we can attack the defensive lanes in the same clinical fashion we did years ago... on this current squad, we have only 1 central defender on staf, Mustafi, who seems to have any prowess in the offensive zone or who can even pass two zones through so that we can advance play quickly out of our own end (I have seen some inklings that suggest Holding might have some offensive qualities but too early to tell)... unfortunately Mustafi has a tendency to get himself in trouble when he gets overly aggressive on the ball... from our backs out wide, we've seen pace from the likes of Bellerin and Gibbs and the spirited albeit offensively stunted play of Monreal, but none of these players possess the skill - set required in the offensive zone for the new Wenger scheme which requires deft touches, timely runs to the baseline and consistent crossing, especially when Giroud was playing and his ratio of scored goals per clear chances was relatively low (better last year though)... obviously I like Bellerin's future prospects, as you can't teach pace, but I do worry that he regressed last season, which was obvious to Wenger because there was no way he would have used Ox as the right side wing - back so often knowing that Barcelona could come calling in the off - season, if he thought otherwise... as for our midfielders, not a single one, minus the more confident Xhaka I watched played for the Swiss national team a couple years ago, who truly makes sense under the traditional Wenger model... Ramsey holds onto the ball too long, gives the ball away cheaply far too often and abandons his defensive responsibilities on a regular basis (doesn't score enough recently to justify): that being said, I've always thought he does possess a little something special, unfortunately he thinks so too... Xhaka is a little too slow to ever boss the midfield and he tends to telegraph his one true strength, his long ball play: although I must admit he did get a bit better during some points in the latter part of last season... it always made me wonder why whenever he played with Coq Wenger always seemed to play Francis in a more advanced role on the pitch... as for Coq, he is way too reckless at the wrong times and has exhibited little offensive prowess yet finds himself in and around the box far too often... let's face it Wenger was ready to throw him in the trash heap when injuries forced him to use Francis and then he had the nerve to act like this was all part of a bigger Wenger constructed plan... he like Ramsey, Xhaka and Elneny don't offer the skills necessary to satisfy the quick transitory nature of our old offensive scheme or the stout defensive mindset needed to protect the defensive zone so that our offensive players can remain aggressive in the final third... on the front end, we have Ozil, a player of immense skill but stunted by his physical demeanor that tends to offend, the fact that he's been played out of position far too many times since arriving and that the players in front of him, minus Sanchez, make little to no sense considering what he has to offer (especially Giroud); just think about the quick counter-attack offence in Real or the space and protection he receives in the German National team's midfield, where teams couldn't afford to focus too heavily on one individual... this player was a passing «specialist» long before he arrived in North London, so only an arrogant or ignorant individual would try to reinvent the wheel and / or not surround such a talent with the necessary components... in regards to Ox, Walcott and Welbeck, although they all possess serious talents I see them in large part as headless chickens who are on the injury table too much, lack the necessary first - touch and / or lack the finishing flair to warrant their inclusion in a regular starting eleven; I would say that, of the 3, Ox showed the most upside once we went to a back 3, but even he became a bit too consumed by his pending contract talks before the season ended and that concerned me a bit... if I had to choose one of those 3 players to stay on it would be Ox due to his potential as a plausible alternative to Bellerin in that wing - back position should we continue to use that formation... in Sanchez, we get one of the most committed skill players we've seen on this squad for some years but that could all change soon, if it hasn't already of course... strangely enough, even he doesn't make sense given the constructs of the original Wenger offensive model because he holds onto the ball too long and he will give the ball up a little too often in the offensive zone... a fact that is largely forgotten due to his infectious energy and the fact that the numbers he has achieved seem to justify the means... finally, and in many ways most crucially, Giroud, there is nothing about this team or the offensive system that Wenger has traditionally employed that would even suggest such a player would make sense as a starter... too slow, too inefficient and way too easily dispossessed... once again, I think he has some special skills and, at times, has showed some world - class qualities but he's lack of mobility is an albatross around the necks of our offence... so when you ask who would be our best starting 11, I don't have a clue because of the 5 or 6 players that truly deserve a place in this side, 1 just arrived, 3 aren't under contract beyond 2018 and the other was just sold to Juve... man, this is theraputic because following this team is like an addiction to heroin without the benefits

Healing Gifts: Creating serene environments, savvy financial planning, holding down the fort during turbulent times, calm in the storm, practical magic, teaching / modeling traditional wisdom

And if we can understand the application of the chakra system through the lens of traditional tantric teachings, I think it can offer us a more expanded, holistic model of human health, potential, and thriving.

In conclusion, this three - pronged approach to blended learning empowers students to be in the driver's seat, rather than being the passive passengers in the traditional model of teaching.

CAMBRIDGE, MA — A new report on schools implementing blended, or «hybrid,» instructional methods — which integrate traditional face - to - face teaching with greater use of online instruction — are pointing the way toward more effective and efficient school models.

Fewer and fewer courses are now taught by the traditional lecture model where a professor holds forth in front of a classroom, speaking to a group of generally silent students taking notes.

Delany College in Western Sydney has turned traditional schooling upside down — almost literally — by developing a contemporary model of learning and teaching that is responsive to the needs of its learners and one that faces head on the challenges of a globally - connected world, writes Julie Fewster.

So how can I create a new and engaging way to approach teaching and learning in the 21st century that allows the learners of today some affordance to the structure and process of their learning whilst also keeping the traditional pedagogy of teaching and learning fully embedded within the model?

What it achieves is teaching to the needs of the student, with less of a deficit model, and potentially re-engaging students who might fall by the wayside with traditional curriculum that is age - targeted.

It has long been known that different teaching methods impact the way a pupil learns and that moving away from some of the more traditional models can yield impressive results.

Krishnan Guru - Murthy presents «The Big Debate», pitting the progressive model of teaching history against the traditional approach.

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.

They estimate savings in compensation costs for the hybrid model ranging from 36 percent to 57 percent compared to the all - section traditional model (where professors teach all course sections), and 19 percent compared to the lecture - section model (where professors give a large lecture and students are assigned to smaller sections led by teaching assistants).

The term «professional learning community» had been used by education researchers since the 1960s to describe a more collaborative and collegial approach to teaching than the traditional isolated, closed - classroom - door model.

The traditional educational concept of teaching to the middle will become all but extinct as the growth model approach becomes more prevalent and connected to teacher assessment.

In the 21st Century school, Project - Based Learning is an instructional model that replaces traditional approaches to teaching and learning such as direct instruction.

When schools offer courses to teach leadership, they can be steeped in traditional leadership models and teaching styles that alienates many students and limits important connections.

Among them were the purposeful disruption of traditional teaching, the promotion of rigorous participation in analysis of effective teaching strategies, and the building of learning communities through apprenticeship models.

Rather than the traditional model, which encourages «teaching the middle» of the room, personalized learning empowers teachers to do what they've always known is right: giving each learner specific, targeted feedback and support that meets them at their level, takes advantage of what they already know and do well and pushes every student to improve in ways that are relevant and achievable for them.

The model takes the traditional instructional strategies that are often taught in teaching - credential programs and asks the teacher to go the extra mile to reach marginalized populations.

Although TEACH - NOW's model offers traits similar to traditional preparation programs, like a student teaching experience, the model also differs.

The residency models, for example, offer more supervised teaching than many traditional programs and more academic content than many alternative programs.

Traditional models of professional development, such as workshops and courses, have not been particularly successful in helping teachers and university faculty to find ways to integrate technology into their teaching.

This new model essentially splits the difference: The schools will keep the flexibility and autonomy, particularly over hiring and teaching, that have made charters most unlike traditional public schools.

In order to promote student literacy development in current contexts, teachers will have to move away from traditional models of teaching and toward more progressive approaches.

Teachers on Tour offers an exemplary model of professional development that blends 21st Century teaching strategies with traditional people to people contacts.

Dallas Teacher Residency also, unlike traditional teacher preparation programs, explicitly prepares teachers to teach in specific partnering school districts, allowing our preparation model to directly align with district goals and initiatives.

Additionally, programs that offer alternative routes to certification other than the traditional model, such as Teach For America, provide perhaps the ultimate field experience by placing teaching students in classrooms after completing limited training.

University leaders have long worked with traditional public schools to brainstorm new methods of teaching in American schools, although North Carolina's program, which models such schools after charters, is unique.

Also take the opportunity to explore the countless traditional objects that will teach you about rural life in Thailand, such as the fascinating animated model which shows how rice is grown in Thailand.

An intensive, expert - led summer course exploring the traditional teaching methods pioneered by the Royal Academy Schools, including working from antique classical casts as well as life models, exploring drawing, oil painting and printmaking.

The incubator model fills the gaping holes in a traditional legal education by providing real world experience in areas like accounting, marketing, business development, and technology within the safe confines of a teaching environment.

It's not just the industry as a whole that's changing, and we talk about that a lot, but really it's the individual lawyers thinking outside the box, pushing the boundaries of what we've been taught in the traditional model, and just getting out there and delivering legal services in new ways that's really forming what we call this future of law practice.

As I stated above, traditional firm models have no incentive to teach their associates how to develop the alternative to their current employment.

A customer was scaling a private school model, taking the best curriculums and teaching methodologies from around the world, to a nationally branded concept, which was 50 % more affordable than traditional private schools.

As an experienced long haul trucker and certified CDL driving instructor, I know a thing or two about drivers education, so I was anxious to see how this online course stacked up against the traditional classroom teaching models.

Ms. Gates also completed her post-graduate training at FIW and was involved in the Core Clinical program and the Gay and Lesbian training track where she was taught to work with traditional and non-traditional families from a family systems model.

On occasion, those of us who practice, teach about, and study groups come across a book that provides a fresh perspective by presenting a wealth of information that highlights and summarizes existing knowledge in a novel manner and also introduces newer topics that have not been included in traditional models but hold promise for future development of the field.

When I go to a place, it is an advantage because I've got a skin group; I've got family connections, cultural connections to an area, which gives me a good sort of lead - in, but I always consult with, yes, the people that have been at the school for a long time, the traditional owners, the people from this area, because I think teaching the kids from this area — there is no perfect model that you can bring in from anywhere.

Unlike traditional models of discipline, this approach avoids the use of power, control, and motivational procedures and instead focuses on teaching at - risk kids the skills they need to succeed.

With the expertise of Dr. Yates, the project partners adapted the traditional model in response to additional teacher and district teaching priorities that emerged in each year of the implementation cycle.