Sentences with phrase «used by students following»

This resource is mostly suitable for GCSE students but can be used by students following other international curricula as well.

Not exact matches

Midday, the rinks are used for public skating and toddler classes, followed by more student lessons and high school youth hockey.

I've had so many students love these green smoothies and follow up by using them as their morning meal.

The study, which was led by postdoc Gregor Pilz and PhD student Sara Bottes, used in vivo 2 - photon imaging and genetic labeling of neural stem cells in order to observe stem cell divisions as they happened, and to follow the maturation of new nerve cells for up to two months.

More recently, Ajo - Franklin's group published a follow - up study led by UC Berkeley graduate student Nate Lindsey, «Fiber - Optic Network Observations of Earthquake Wavefields,» in Geophysical Research Letters (GRL), which demonstrates the viability of using fiber - optic cables for earthquake detection.

One - way ANOVA followed by Bonferroni t test or a two - tailed Student's t test was used where appropriate, and significance was accepted at P < 0.05.

Often students are trying for height and only using their arms which is then followed by hanging in their shoulders.

The survey, carried out by US college jobs startup WayUp, asked 200 students about their use of online dating apps, of which 73 % said Tinder was their favourite platform, followed by Bumble (13 %) and OkCupid (10 %).

Three Step by step guides, easy and clear for students to follow and understand Using the ribbon: Main Sections / hiding / showing paragraph marks Headers / Footers: Automatic Date / Page Numbering Templates: Using existing to create a CV / creating your own template

A short lesson on basic animation in Adobe Edge Animate with students first watching the teacher create a bouncing ball and then completing it themselves from written directions and a tutorial, followed by another practice hands - on activity to add to and reinforce skills, leads to the culminating activity of the unit — to create a cartoon using their skills in Adobe Edge Animate.

This set of resource includes: • 6 attractive PowerPoint presentations which lead the class through each of the lessons • Fun and thought provoking activities and discussion starters, worksheets and questions to reinforce the learning • 6 differentiated homework tasks • A mark sheet which allows pupils to track their own progress • An end of unit test to prepare the students for exams or can be used as a form of assessment • A complete teacher's guide including easy to follow lesson plans • An answer booklet to help the teacher along The lessons are: Lesson 1 — Looking into ethical and moral dilemmas such as driverless cars and the impact of technology on modern life Lesson 2 — More ethical dilemmas including the ratings culture, medical apps, sharing personal data and cyber bullying Lesson 3 — Environmental issues with technology and how organisations and individuals can reduce these effects Lesson 4 — The Computer Misuse Act 1990 Lesson 5 — The Data Protection Act 1998 Lesson 6 — Copyright Designs and Patents Act 1988 For more high - quality resources written by this author visit www.nicholawilkin.com

Once we have defined the subject to be solved by each team, we will start: We will guide the students on the steps to follow and in what order, where to get the necessary tools, how to use them and with whom to talk or meet to achieve the goal.

- matching up (about jobs and workplaces)- Filling gaps - Speaking activities in pairs - Another song to develop students» listening skills about jobs and the present tense - A grammar point followed by exercises and correction (singular / plural nouns, a / an, irregular plural forms)- Writing - Survey - Review of objectives I suggest you use this resource after the ESL Unit 2 lesson 3 to help students structure their knowledge but you can easily use this resource on its own!

The work packs help the student: To learn idioms and colloquial phrases used by fluent English speakers (which often catch the foreign speaker out) To use the right preposition after the verb To set out and write formal letters in English To expand their vocabulary for speaking and writing, by replacing boring words with more interesting words To improve their skills in English grammar Each pack includes tuition pages and follow up exercises to practice the skills learnt.

Superintendent Michael Bennet (2005 - 2008) spearheaded Denver Public Schools» improvement by embracing charter school expansion, giving principals more decision - making power, and using student - based funding, in which dollars followed children to their schools of choice, to spur competition.

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.

The verb forms studied are: Present Simple, Present Continuous, Past Simple, Past Continuous, Present Perfect, Modal Verbs, Future Forms, and First Conditional • Students learn many essential vocabulary words by heart, including word stress and the sounds of English • Students learn how to become more fluent when speaking in English, by joining together words in a sentence using the techniques of connected speech • Students enjoy following a simple and effective method that produces results quickly.

Easy to follow instructions, used by mid-advanced students.

I've also included a worksheet which has been recommended to me by one of the new OCR PEs as an ideal resources to use to get students thinking in an evaluative way.I intend to use the powerpoint and plan in one leasson and get them doing a test on this and other evaulation questions in a follow - up lesson.

An easy to follow, student and teacher friendly, how to / step - by - step guide on how to create a tissue cell like drawing using harmonious colours and tonal range.

The Baccalaureate and Beyond data is drawn from students who participate in the NPSAS and the follow up year for Baccalaureate and Beyond is the same year covered by the NPSAS used in this paper.

The discrepancy metric may even harm more children than it helps, as when the formulas used by different states deprive some students of special education following a family's move from one state to another.

The NAEP scores they focus on do not correspond in most of the cases to the relevant years in which the court orders were actually implemented; they ignore the fact that, as in Kentucky, initial increases in funding are sometimes followed by substantial decreases in later years; and their use of NAEP scores makes no sense in a state like New Jersey, where the court orders covered only a subset of the state's students (i.e., students in 31 poor urban school districts) and not the full statewide populations represented by NAEP scores.

This booklet covers: - Jobs (masculine / feminine)- Useful vocabulary to describe what you do - The conditional past - Summer jobs - Advantages and inconvenients of different jobs - Verbs followed by the prepositions «à» and «de» - Talking about work experience (mon stage)- Understanding when to use the imperfect and when to use the perfect tense - Understanding the different uses of past participles (advanced)- 2 listening activities (about summer jobs - B1 level)- 1 reading comprehension (true or false - my work experience)- 1 scaffolded writing comprehension (modeled on section 2 from paper 4 - my work experience) I have created this booklets for 3 of my year 10 students who are working at an advanced level.

Using the same technique to examine the gains made by the two groups following the implementation of Prop 227, Bali found that putting these same students in a structured immersion classroom the next year eliminated the small gap between English Learners who had been in bilingual education and those not in bilingual education.

The Commission, chaired by Dr. Paul Hill of the University of Washington, carefully reviewed the research on the impact of school choice on student achievement and included in its report the following statement: «The most rigorous school choice evaluations that used random assignment... found that academic gains from vouchers were largely limited to the African - American students in their studies.»

They feature: All the topics set up into lessons Detailed questions and answers Animated features of the solution to support demonstration and Q&A Formulas in pink boxes on slides to support students while working Use of colours to support learning and demonstrations How you can benefit: To reduce you planning time by either using the whole presentation or some slides More questions can be added by duplicating the slides and changing the questions Use as a resource to give to student to support their independent learning Use as a basis when planning an observation lesson, again to reduce your time Specification Prepared with AQA C1 and C2 in mind but can be used in the following: Edexcel Mathematics C1 and C2 AQA Mathematics C1 and C2 CIE P1 and P2 any other course with similar topics.

The lesson follows an interesting and engaging step - by - step learning journey, which helps students to: - Define what inference is; - Understand the importance of inference; - Infer what they can see; - Infer what they hear; - Infer what they read, using key sentence starters and textual evidence; - Formulate P.E.E. inference responses, where necessary utilising the included scaffolds and help - sheets; - Peer / self assess their learning attempts.

Resources will support students in doing the following: - explore the effectiveness of and create questionnaires - understand the difference between primary and secondary research - use the NRS website (secondary research) to investigate print media audiences - gather qualitative and quantitative data - explore mass and niche audiences - conduct audience research, market research and production research - research attitudes and preferences in TV - Use the BARB website (Secondary research) to investigate viewing figures - Gather research to gain data ahead of creating a new media product - present the results of research Differentiation by poinuse the NRS website (secondary research) to investigate print media audiences - gather qualitative and quantitative data - explore mass and niche audiences - conduct audience research, market research and production research - research attitudes and preferences in TV - Use the BARB website (Secondary research) to investigate viewing figures - Gather research to gain data ahead of creating a new media product - present the results of research Differentiation by poinUse the BARB website (Secondary research) to investigate viewing figures - Gather research to gain data ahead of creating a new media product - present the results of research Differentiation by points.

9) Teacher Tips: Using Twitter in the Classroom Your students, parents, and colleagues can follow what's happening in your class on their cell phones by connecting to you via twitter

Our plan is grounded in the following two premises: 1) When purposefully synchronized with one another across multiple forms of media («cross-media»), children's and adolescents» exposure to high quality youth - oriented social and ethical story content, i.e. stories of substance specifically about character development, compassion, and courage (CCC), is a powerful way to promote youth academic achievement and ethical values; 2) Especially if these stories, told and «read» across media, in their various genres (human interest, biography, history and historical fiction, civic engagement, coming of age, social change, spiritual awakening, moral issues, etc.), are «taught» by «educators» (broadly defined) using an «evidence - based» pedagogy that A) makes use of peer to peer, and adult facilitated group discussion and debate as a primary form of instruction, and B) takes advantage of access to the texts of the story that are made available cross-media (narratives, scripts, videos, etc.) to foster students» critical thinking and ethical reflection skills.

This module includes the following: * A check list for students, parents and teachers to ensure that students understand all the content by the time they reach the end of the module; * A list of important terms used in this section * Descriptions of different celestial bodies (planets, stars, moons, comets, asteroids, meteoroids, meteors, meteorites) * Opportunities for student engagement - place for students to write their thoughts / answers in spaces provided (individual as well as group work) * Simple explanations on the Earth's rotation, day and night, years and seasons, equinoxes and solstices.

Students follow the steps used by modern marketing agencies to create a brand awareness campaign for the Jesus Movement in the first century CE.

Improve your teaching and support very able Gifted and Talented students by following these tips and using these ideas in your own lessons.

Learners can respond to those prompts using Padlet, a virtual corkboard where many computer users can simultaneously post their responses, followed by a focused whole - class discussion of students» answers.

Also included will be an exploration of the following: • Research - based methodologies and measures for identifying at - risk students • A step - by - step process to create and implement an Early Warning System • Existing models in use today, reviewing the most predictive indicators and cut points.

It follows an 8 Step Process that allows the students to be able to use the concept independently by the end of completion.

«We find that following a ban on phone use, student test scores improve by 6.41 %... our results indicate that there are no significant gains in student performance if a ban is not widely complied with,» Beland and Murphy write in the LSE paper.

By following and surveying ninth - through 12th - grade students three times over a period of two years, and by using social network analysis, the researchers hope to develop a greater understanding of how we make friends and what that means for our identitieBy following and surveying ninth - through 12th - grade students three times over a period of two years, and by using social network analysis, the researchers hope to develop a greater understanding of how we make friends and what that means for our identitieby using social network analysis, the researchers hope to develop a greater understanding of how we make friends and what that means for our identities.

When using classroom data to separate students into quarters based on academic performance, the lower quarter of students had the lowest mean use of self - regulated learning skills followed by the middle quarters.

Here are a few of the strategies we've used recently to help students grapple with the Times stories we pick, followed by examples for each.

That shows the line between «can» and «can't yet» and it literally plots the next step for each student so we found it incredibly useful and it was used by teachers because all they had to do was follow the student along their line, when the colour changed from green to white, they could check on that point, refer back to the NAPLAN writing guide and work out «what is the next focus for that student?»

Contents of this guide run as follows: * Visual summary of plot * Storyboard resource for students to then recall the plot and key events from memory * Form and structure comprehension questions * Settings questions * Context (students explore key issues raised in the play such as youth stereotypes, gang culture, growing violence in the age of the internet etc) * Symbols and Motifs - lots of information about symbols and motifs in the play, followed by a revision activity * Key Quotes - Students explore key quotes through analysis of their meaning and significance, quotes are broken down chapter by chapter and provide thematic links etc. * Themes - Students make connections between themes, characters and events in the novel * Characterisation - Students have to complete a character profile for all the main characters using the study tasks provided * Key Terminology - Exploring some key terminology and vocabulary that will deepen their understanding of the play as well as impress exstudents to then recall the plot and key events from memory * Form and structure comprehension questions * Settings questions * Context (students explore key issues raised in the play such as youth stereotypes, gang culture, growing violence in the age of the internet etc) * Symbols and Motifs - lots of information about symbols and motifs in the play, followed by a revision activity * Key Quotes - Students explore key quotes through analysis of their meaning and significance, quotes are broken down chapter by chapter and provide thematic links etc. * Themes - Students make connections between themes, characters and events in the novel * Characterisation - Students have to complete a character profile for all the main characters using the study tasks provided * Key Terminology - Exploring some key terminology and vocabulary that will deepen their understanding of the play as well as impress exstudents explore key issues raised in the play such as youth stereotypes, gang culture, growing violence in the age of the internet etc) * Symbols and Motifs - lots of information about symbols and motifs in the play, followed by a revision activity * Key Quotes - Students explore key quotes through analysis of their meaning and significance, quotes are broken down chapter by chapter and provide thematic links etc. * Themes - Students make connections between themes, characters and events in the novel * Characterisation - Students have to complete a character profile for all the main characters using the study tasks provided * Key Terminology - Exploring some key terminology and vocabulary that will deepen their understanding of the play as well as impress exStudents explore key quotes through analysis of their meaning and significance, quotes are broken down chapter by chapter and provide thematic links etc. * Themes - Students make connections between themes, characters and events in the novel * Characterisation - Students have to complete a character profile for all the main characters using the study tasks provided * Key Terminology - Exploring some key terminology and vocabulary that will deepen their understanding of the play as well as impress exStudents make connections between themes, characters and events in the novel * Characterisation - Students have to complete a character profile for all the main characters using the study tasks provided * Key Terminology - Exploring some key terminology and vocabulary that will deepen their understanding of the play as well as impress exStudents have to complete a character profile for all the main characters using the study tasks provided * Key Terminology - Exploring some key terminology and vocabulary that will deepen their understanding of the play as well as impress examiners.

By using these, your students will be covering the following: * Character * Themes * Language * Context * Writer's messages and intentions These are ideal to use after having read a text as a revision activity, and will be extremely useful in the run up to the exam.

Contents run as follows: * Visual summary of plot * Storyboard resource for students to then recall the plot and key events from memory * Exploring the form and structure of the play * Context (students explore key contextual issues and make connections between events from history and events in the play) * Key Quotes - Students explore key quotes through analysis of their meaning and significance, quotes are broken down act by act * Themes - Students make connections between themes, characters and events in the play * Characterisation - Students have to complete a character profile for all the main characters using the study tasks provided * Key Terminology - Exploring some key terminology and vocabulary that will deepen their conceptual understanding of the play as well as impress exstudents to then recall the plot and key events from memory * Exploring the form and structure of the play * Context (students explore key contextual issues and make connections between events from history and events in the play) * Key Quotes - Students explore key quotes through analysis of their meaning and significance, quotes are broken down act by act * Themes - Students make connections between themes, characters and events in the play * Characterisation - Students have to complete a character profile for all the main characters using the study tasks provided * Key Terminology - Exploring some key terminology and vocabulary that will deepen their conceptual understanding of the play as well as impress exstudents explore key contextual issues and make connections between events from history and events in the play) * Key Quotes - Students explore key quotes through analysis of their meaning and significance, quotes are broken down act by act * Themes - Students make connections between themes, characters and events in the play * Characterisation - Students have to complete a character profile for all the main characters using the study tasks provided * Key Terminology - Exploring some key terminology and vocabulary that will deepen their conceptual understanding of the play as well as impress exStudents explore key quotes through analysis of their meaning and significance, quotes are broken down act by act * Themes - Students make connections between themes, characters and events in the play * Characterisation - Students have to complete a character profile for all the main characters using the study tasks provided * Key Terminology - Exploring some key terminology and vocabulary that will deepen their conceptual understanding of the play as well as impress exStudents make connections between themes, characters and events in the play * Characterisation - Students have to complete a character profile for all the main characters using the study tasks provided * Key Terminology - Exploring some key terminology and vocabulary that will deepen their conceptual understanding of the play as well as impress exStudents have to complete a character profile for all the main characters using the study tasks provided * Key Terminology - Exploring some key terminology and vocabulary that will deepen their conceptual understanding of the play as well as impress examiners.

Then students then follow the steps of the scientific method to complete a mini investigation to find out what is in the tins without opening them up, followed by them evaluating the methods they used and thinking about how they could improve their ideas further.

The Montcalm Area ISD Special Education Assistive Technology Team has adopted the following process, based on the SETT Framework, by Joy Zabula, to be used as a template to help the Individual student teams that wish to start an effective AT process.

Even with the reopening of the County's public schools following the Griffin ruling, segregation supported by a voucher system and inequitable funding persisted.24 The County's board of supervisors devoted only $ 189,000 in funding for integrated public schools.25 At the same time, they allocated $ 375,000 that could effectively only be used by white students for «tuition grants to students attending either private nonsectarian schools in the County or public schools charging tuition outside the County.»

It was apparent that this lesson and others like it exemplified the essence of the metaphor of getting students from Point A to Point B, used authentic resources found on the World Wide Web via the Interactive Lesson Planner, followed the video clip models of constructivist teaching found on the Interactive Lesson Planner, and reflected thinking shaped by instructional scaffolding provided during the planning process.

By Judy Lin More than 50 civil rights and education reform groups are using Jerry Brown to remind Jerry Brown of his pledge to help black and Latino students following an interview with CALmatters in which he suggested that disparities will persist despite government intervention.