Sentences with phrase «use knowledge of content»

use knowledge of content area and multiple strands of data to create and implement a rigorous, standards - based curriculum

Not exact matches

«Xfinity Mobile could be seen as «testing the waters» as Comcast will use the knowledge gained, and level of success (or lack of success), in determining next steps in the inevitable convergence of content and wireless distribution,» he writes.

On - page and in PPC ads, it takes the guess work out of driving traffic and uses knowledge of common search algorithm behavior to optimize content and page features, bringing traffic that wants what you're selling directly to your store.

Meanwhile, I urge you to respond to my refutations — otherwise, it is understood that you have little to none knowledge of Islam and just use available content on the internet in an effort to counter opinions that don't suit your rational / logic!

Through the skillful use of voice and gesture, the representation of felt emotional values, and the thorough knowledge of the style and content of a given text, the oral performer in Greco - Roman culture embodied potent voices present in both oral and written material.

After all, in the Christian use, faith is necessarily faith in something, a believer believes in something, and in so far as that «something» is «Jesus», historical knowledge can help to provide the content, without thereby becoming the main source of that content.

Primarily, the leaders who excluded the group expressed a lack of competence on a professional level in managing groups and using the right teaching methods to process the knowledge content.

They expressed a lack of competence on a professional level in managing groups, identifying parents» needs, individualizing the content to suit everyone and using the right teaching methods to help the parents process the knowledge content.

Jones, who has been part of CWSEI from the beginning, says that technology enables moving content delivery out of the classroom, so in - class time can be used for practicing expert - like skills and applying knowledge.

Moodle quizzes can be used for, among others, exams preparation, continuous assessments, and to measure learners» understanding of content knowledge.

Astronomy lectures — Videos of an Introduction to Astronomy course Astronomy courses — Videos from UC Berkeley Frontiers in Astrophysics — Video lectures from Yale university Astronomy video — Introduction to Astronomy videos from Starship Asterisk forum MIT Open Course Ware — OCW provides free MIT educational content you can use to enhance or refresh your knowledge or teach others.

The specific amounts that are used will certainly vary from product to product, but to my knowledge some companies are currently spiking as much as half of their total protein content with these low quality aminos.

Along with that, you can make extensive use of multimedia elements such as videos, audio clips, infographics, animations, game - based content, etc. to impart maximum knowledge in the most efficient manner.

When used correctly, Knowledge Centered Support can become an integral part of daily business processes, and a way for people to solve problems and either create new or update existing content based on the implemented solution.

AO1: Recall and use knowledge of the prescribed content.

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.

Morris became interested in the production of diverse and accessible educational media content, and enrolled in the Technology, Innovation, and Education Program (TIE) to learn how to use technology to narrow the digital and knowledge gap between advantaged and disadvantaged communities.

So our teachers used the video content of the «Learning to use iPads effectively» course and then shared their newfound knowledge with the children, while others preferred to watch the course with the children, learning together.

When Principals were asked about the preparedness of recent teacher graduates, the areas they were most positive about included «Making effective use of ICT» and «Subject content knowledge», while areas for concern included «Supporting students with disabilities» and «Teaching Aboriginal and Torres Strait Islander students».

The process of content curation in online learning is one where we peel away a lot of the external «noise» that we might use in a classroom situation and expose the kernels of knowledge that we then present as engagingly and clearly as possible.

This resource, «deducing turning points of a quadratic function by completing the square,» complies with the new GCSE syllabus (new content higher tier) and will help the pupils to understand the topic with ease and use their gained knowledge to answer any related questions confidently.

They were using their content knowledge to find the DNA, and they were figuring out which chemicals were necessary to dissolve the components of the cell.

You can select which point you want to consolidate by simply the content page or just follow the order of the lesson You could use it as a review, grammatical introduction or even homework to consolidate your students» knowledge about: Vocabulary: Vacations Weather Hobbies Days of the week Extreme sports Movies TV programs Grammar: Suggestions Likes / dislikes Present continuous Each slide of the 31 - slide powerpoint comes with notes to help you guide your students.

STeLLA teachers increased their classroom use of science teaching strategies associated with both lenses while their students increased their science content knowledge.

Instead, students can use their vast array of knowledge to choose a pivot point for moving within and across content areas.

Other forbidden content in these Guidelines includes a passage that requires knowledge of opera and how composers use the orchestra or singers; a quotation from the Old Testament (or other religious material); a passage describing the use of sailboats for racing (or any «luxuries»); and a video of a dancer requiring knowledge of ballet.

Meanwhile, it provides $ 2.5 billion to support professional development that can be used to «improve the knowledge of teachers and principals and, in appropriate cases, paraprofessionals, concerning effective instructional strategies, methods, and skills, and use of challenging State academic content standards and student academic achievement standards, and State assessments, to improve teaching practices and student academic achievement.»

Mike Petrilli argues for the strategic use of on - topic streaming video to boost content knowledge in science and social studies for younger kids here.

For each objective teachers are given detailed information about what content should be taught to meet the objective, the level of knowledge that has been developed in earlier grades, assessment ideas that can be used to determine if the student has mastered the objective, and ways the skills covered by the objective can be linked to other objectives.

• The third, Questions / Discussion vs. Standards / Content, measures the difference between a teacher's rating on a single standard that evaluates the use of questions and classroom discussion as an instructional strategy, and that same teacher's average rating on three standards that assess teaching practices that focus on classroom management routines, on conveying standards - based instructional objectives to students, and on demonstrating content - specific knowledge in teaching these objeContent, measures the difference between a teacher's rating on a single standard that evaluates the use of questions and classroom discussion as an instructional strategy, and that same teacher's average rating on three standards that assess teaching practices that focus on classroom management routines, on conveying standards - based instructional objectives to students, and on demonstrating content - specific knowledge in teaching these objecontent - specific knowledge in teaching these objectives.

It says the two with the strongest evidence in improving student outcomes are: content knowledge (including how students think about content); and quality of instruction (including effective questioning and use of assessment).

Hattie revisited this topic in a later book, Visible Learning for Teachers (2011) where he discussed the fact that expert teachers can make use of their subject knowledge to organise and use content knowledge more effectively for their students to understand.

In other words, knowing how to solve mathematical problems using proportions falls short of the content knowledge needed for teaching proportional reasoning.

It also strays from one of the pillars of flipped learning — namely, that the classroom be used as a laboratory to test, refine, explore, and deepen information through intentional content planned around the prior knowledge of students.

Using interactive fiction to teach programming allows students significantly more freedom in how they express their knowledge of the content, whether they are writing historical fiction about the Underground Railroad or science fiction in the style of Orson Scott Card.

The first category, Transfer Goals, identifies the effective uses of content understanding, knowledge, and skill that we seek in the long run; i.e., what we want students to be able to do when they confront new challenges — both in and outside of school.

Highly effective teaching entails not only the application of research - based methods, but also leadership, content knowledge, life experience, organization, commitment, wisdom, enthusiasm, and applied knowledge (including a practical sense of how schooling can be put to use).

A written survey component of this study will build on a similar study conducted in 2005 — 06 (Hill, 2007), allowing for the comparison of teachers» curriculum use and content knowledge — and more specifically, their mathematical knowledge for teaching (MKT)-- across time periods.

In this webinar, our guests will: • Show how the writing standards are based on research about the relationship between knowledge and writing, • Present practical lesson frameworks that help students overcome a lack of prior knowledge, and • Show how to use topical writing and writing across the curriculum to build content knowledge and teach how to write better.

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

Teachers will always need to use their knowledge of students and content to make professional judgments about classroom practice.

This means the learning expert designs the storyboard keeping in mind the type of content (Facts, Concepts, Processes, Procedures, or Principles), how the knowledge / skill will be used by learners after completing the course, the profile of learners (their current understanding and work environment), and where they would access the information.

This study examined an instructional method rarely used as a form of integration at the primary - grade level - interactive read - alouds of informational text - in order to determine the degree that this intervention might simultaneously build kindergarten students» knowledge of economic concepts and content literacy in low - SES settings.

The California Performance Assessment Collaborative represents educators, policymakers, and researchers who are working to study and advance the use of authentic approaches to assessment, such as presentations, projects, and portfolios, which require students to demonstrate applied knowledge of content and use of 21st century skills.

Even within a framework of student autonomy and the minimal use of standardized quizzes and tests, our students manage to beat the local, state, and sometimes national averages in specific content knowledge.

This stimulating and thought - provoking lesson enables students to create playscript texts containing appropriate and imaginative content choices, using knowledge of genre and narrative structure to form engaging subject matter.

You can not develop learning events for novices using the same instructional strategies as you do for someone who has a high level of knowledge in a content area.

Lead initiatives within the school to evaluate and improve knowledge of content and teaching strategies and demonstrate exemplary teaching of subjects using effective, research - based learning and teaching programs.

Support colleagues using current and comprehensive knowledge of content and teaching strategies to develop and implement engaging learning and teaching programs.

Teaching Points: • Students will need some prior knowledge of what it means to extend a sentence and the role that adjectives can play in this • Students should be encouraged to use as many colours as possible to colour their pictures I have added some extras to give students and teachers an element of choice - Differentiation: • Alternative handwriting lines • A second bordered page for students who wish to write at length • The photo section provides more difficult vocabulary and could lead more able writers towards a «what happened next» story writing style, should the teacher wish to lead them in this direction • An editable version of all content has been provided for the teacher to make vocabulary choices.