Sentences with phrase «understand about any instructions»

As a book publicist, I sometimes assume that authors will ask for clarification about anything they don't understand about any instructions that I provide for media interviews.

Position Overview Instructional coaches focus on individual and group professional development of students to expand and refine the understanding about the instructions provided to them.

Not exact matches

Eventually the Church moved to the forefront of abolition because we understood this truth: Just because the Bible contained instructions about how to treat slaves in a context and culture where it was acceptable to hold slaves does not mean slavery is a godly practice or part of God's intended purpose for creation.)

Furthermore, it is impossible to understand the Church's teaching about the sacramentality of marriage without some reference to the modern papal Magisterium that begins with Leo XIII and continues under John Paul II, whose instruction on marriage and family remains one of the outstanding features of his pontificate.

The period between a Pulaya candidate's acceptance of Anglican instruction and actual baptism, which usually extended to about two years, was considered a time of «probation» during which the candidate had to sufficiently demonstrate «strictly consistent Christian conduct» revealing a proper understanding of Christian fundamentals.

The din of many a theological battle has raged round these words, the writer of which would have probably needed a good deal of instruction before he could have been made to understand what the fight was about.

It is not to be denied that there are many contentions about proper methods of instruction, about the possibility of understanding the Bible without the use of Hebrew, Aramaic and Greek; and about its ultimate meanings.

I don't understand why this happened, but we liked it enough to try again & this time stick to the instructions about chilling 4 hours.

You can imagine my joy when I found one unattended on the ground in the hallway after I had panicked about not having folded one because I simply didn't understand the instructions.

But I've a few questions from the step to step instructions: Roll flat and stretch to about 30 cm in length (see picture 5)-- > ok I understand up till here.

Once a child can follow instructions, and he understand the words you are saying, he will feel less stressed about pottying.

Presenting findings from research conducted through a grant from the National Science Foundation, Herrmann Abell and DeBoer point in their chapter to steady but modest improvement in students» understanding of energy from middle to high school, but they also note that «even after years of instruction, many students have a very limited and unsophisticated understanding of the formal conventions for thinking and talking about energy.»

; instead, what is needed are better teaching, improved students, less memorization and more learning to increase understanding, instruction about problem solving, instruction to counter the false Hollywood message that science and research are entertainments, teaching children and adults how scientific research is very important in the daily life of all people, etc..

In their full length, each of these workouts includes a detailed introduction that helps you understand the exercises you are about to perform, as well as instructor - led, step - by - step instructions for isolating and strengthening the musculature of your pelvic floor and abdominal basket.

In their full length, each of these workouts includes a detailed introduction that helps you understand the exercises you are about to perform, as well as instructor - led, step - by - = step instructions for isolating and strengthening the musculature of your pelvic floor and abdominal basket.

That's a very good point about how some people could become discouraged from sewing if they can't understand the instructions.

Informal, or formative assessments are about checking for understanding in an effective way in order to guide instruction.

With all the education action around Standards - Based Instruction, Understanding By Design, Assessment for Learning, Grading for Learning, Project - Based Learning, Competency - Based Instruction and more, we need to have a frank conversation about formative assessment and grading.

My opinion is that instruction by adolescents who have lots of time to kill and very little understanding of how to pass on knowledge about their skills can actually be harmful to well - meaning learners who waste time and learn the wrong things.

This is important, because teachers» beliefs and understandings about their professional efficacy, combined with a belief that virtually every student can learn given the right support and pace of instruction, has been demonstrated to make a difference to how the teacher, and hence their students, actually performs.

I use the following approach: - break the project into manageable chunks - present «pseudo-code» for each chunk - provide the Scratch commands to implement the pseudo-code, but jumbled up In this way, students learn about pseudo-code (an important part of coding), and have to understand the Scratch instructions in order to sequence them correctly to match the pseudo-code.

I understand now that education quality is fundamentally about purpose, about relevancy, about the content and pedagogy of instruction.»

Whether you are working, shopping, following medical instructions, making decisions about financial matters, or understanding the implications of something like, say, gambling, good numeracy skills are required in order to make informed decisions.

«Undoubtedly, those that had learned [and accessed the video instruction at home], we could push on and give them extension activities and could have individual - based discussion with them about what they'd done and deepen their understanding...,» one teacher remarked.

Integrating this tool into your ELA instruction can help students understand point of view and get them thinking about sights and sounds when writing descriptive language.

If teachers want to differentiate instruction, they need to use formative assessments to learn about students» interests and to check for understanding.

Reading about TPACK helps me understand why transforming instruction with technology is slow in many but not all classrooms, a notion articulated beautifully by William Gibson: «The future is already here — it's just not very evenly distributed.»

They then analyze student work to look for specific, concrete evidence of what students understand, and brainstorm actionable feedback about how to improve their colleague's instruction.

Advocacy for teacher professionalism and expanded leadership roles is based on the understanding that teachers, because they have daily contacts with learners, are in the best position to make critical decisions about curriculum and instruction.

Professional development for the next thing, new ELA / ELD materials, implementing NGSS standards, understanding the Social Student Framework, thinking differently about mathematics instruction, coding, makerspaces, digital citizenship, civics, and the never ending parade of new technology tools.

And, if continued assessment informs instruction, students and teachers benefit from student feedback about what a student does and does not understand.

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As a result, principals speak in compelling detail about their understanding of the new standards and can give examples of what Common Core — aligned instruction looks like in their buildings.

Aims: All students to understand terms «stewardship and dominion» Most students to be able to support these beliefs with quotations from the Bible Some students to be able to discuss how interpretation may affect beliefs about animals Please see notes in power point for lesson instructions.

First, when it comes to articulated beliefs about what constitutes appropriate instruction for early adolescents, both groups are proponents of instruction that: (1) is theme based, (2) is interdisciplinary, (3) fosters student self - direction and independence, (4) promotes self - understanding, (5) incorporates basic skills, (6) is relevant to the learner and thus based on study of significant problems, (7) is student - centered, (8) promotes student discovery, (9) values group interaction, (10) is built upon student interest, (11) encourages critical and creative exploration of ideas, and (12) promotes student self - evaluation (e.g., Currier, 1986; Kaplan, 1979; Maker & Nielson, 1995; Stevenson, 1992).

Just as students» fundamental ideas about content must be surfaced, challenged, and reconstructed, so too for teacher leaders as they develop their fundamental understanding of instruction, content, and leadership.

If you are worried about not having enough time in your lesson, visit the E-3 FAQ page for tips on how to check for understanding while maintaining the pace of your instruction.

For assessment to be most helpful and guide further instruction, it must be comprehensive and regular enough to provide fine - grained information about each student, and the student must understand and apply the information.

Sometimes we try to teach students every single detail about one idea / concept instead of focusing on the main points because (a) we want students to have a thorough understanding of the objective or (b) we aren't really sure how to focus our instruction on the most essential ideas.

Achieving the Core Coaching Tool — The Instructional Practice Guide Coaching Tool assists teachers, and those who support them, in building understanding about Common Core State Standards (CCSS)- aligned instruction through non-evaluative observation.

As a consequence of sharing and discussing their students» portfolios, teachers not only deepened their knowledge about how to assess student understanding but also used the assessment results to guide their instruction.

Formative assessment uses insights about a learner's current understandings to alter the course of instruction and thus support the development of greater competence.

The Instructional Coach will focus on individual and group professional development that will expand and refine the understanding about researched - based effective instruction.

Teachers» reasons for their decisions about classroom instruction closely related to their conceptions of science, effective science teaching and instructional strategies, purposes of science teaching, and student understanding.

We have deepened our understanding of how assessment for learning can work in U.S. classrooms, and we have learned from teachers about the challenges of integrating assessment into classroom instruction.

Certainly, most teachers would agree that a central purpose of their instruction is to help students understand something significant about their content area.

Understanding student preconceptions about math is more important than direct instruction on how to solve problems

In this book, Carol Ann Tomlinson and Jay McTighe guide readers in thinking about what it means to establish classrooms based on curriculum and instruction designed to ensure that each student is fully supported in developing the enduring understandings of a discipline and in mastering its critical knowledge and skills.

To teach effectively, we need to be clear about what we expect students to know, understand, and be able to do as a result of our instruction.

This workshop can be designed to meet the specific needs of your teachers from how to code, score, and analyze a running record to how to link this powerful assessment to guide instruction and develop new understandings about the reading process.