Sentences with phrase «valuing student knowledge»

Explore resources related to recognizing and valuing student knowledge, input, and expertise and building student - centered learning environments where students make decisions about how learning happens.

Not exact matches

One of these is the desire to safeguard the student by demanding of the teacher an illusory objectivity, as if the teacher had no commitment to a certain field of knowledge, to a method of approaching this field, and to a set of attitudes and value assumptions which are embodied in the questions which he raises.

By combining the pastoral and RE teaching, the essential knowledge component of SRE is provided to students but within the school's values.

«We need to devise strategies to improve the broader food environment so that healthier dietary choices are attractive and accessible, as well as improve students» food and nutrition - related attitudes, knowledge, values, and skills.»

Those surveys were designed to measure five types of outcomes: 1) whether the school tour helped create cultural consumers (students who want to return to museums and engage in other cultural activities), 2) whether the school tour helped create cultural producers (students who want to make art), 3) whether the school tour increased student knowledge about art and history, 4) whether the school tour improved student critical thinking about works of art, and 5) whether the school tour altered student values, like empathy and tolerance.

There's strong evidence that college adds real value in terms of students» skills, knowledge, and career preparation, value that translates into higher earnings.

In this way students are equipped with the necessary skills, values and knowledge to shape their roles in preparing for life in a sustainable world.

You don't encourage a growth mindset by going back to drill and kill methods, rather you encourage students to bring themselves willingly, secure in the knowledge that their contributions and ways of thinking will be valued.

«Using the QT model and, in particular, looking at the higher order thinking and explicit quality criteria, requires you to think about how much higher order thinking you've asked students to do in the task, how you've valued it and how you've transmitted that knowledge to students.»

PLCs go a step beyond professional development by providing teachers with not just skills and knowledge to improve their teaching practices but also an ongoing community that values each teacher's experiences in their own classrooms and uses those experiences to guide teaching practices and improve student learning (Vescio et al., 2008).

Each year level curriculum identifies a body of content to be taught and the knowledge, skills, understandings (and possibly attitudes and values) that students are expected to develop.

You want to give teachers agency so that they feel good about being in the school, and they feel that their creativity, experience, and knowledge about their students is valued.

At the beginning of the course, students were asked to reflect on what they value in life (such as relationships with family / friends, spiritual / religious values, or science / pursuit of knowledge) and to rank those values by personal importance.

Teachers are not on «the side» of anything; they are smack in the middle of effective learning, which is why a MOOC may radically increase the volume of knowledge transfer but will never replace face - to - face interaction with equal value for the individual student.

These are «concepts that bridge disciplinary boundaries, having explanatory value throughout much of science and engineering... These concepts help provide students with an organizational framework for connecting knowledge from the various disciplines into a coherent and scientifically based view of the world» (pg 4 - 1).

If you teach seventh grade, you might provide a broad range of numbers (for example, -2, 3.14444, 82, 16743, -1 / 2, -3 5/8); students employ their knowledge of place value as they sequence the numbers.

The lesson powerpoint will show students how to apply the knowledge of the last lesson and use completed square quadratic functions to find maximum and minumum values.

Instead, the panel was meant to help students see the value of a interdisciplinary perspective on the complex issues surrounding «knowledge» — not only what is meant by the term, but how those understandings can be enacted and what implications they have moving forward.

A five - year study by the University of Wisconsin's Center on Organization and Restructuring of Schools found that structural school reform only works when (1) students are engaged in activities that build on prior knowledge and allow them to apply that knowledge to new situations, (2) students use disciplined inquiry, and (3) school activities have value beyond school.

One of the values of mentors, tutors, or similar resources is that they can help students focus on skills or knowledge that teachers might take for granted.

It offers students the opportunity to think outside of the box, to disseminate and synthesise their ideas, think critically, justify their choices using evidence... It gives students an opportunity to organise their thoughts, to stimulate interesting discussions, make links between the knowledge and skills that they have developed in and around different subjects, thus building their capital and valuing the importance of their learning in each subject, and how it links to other areas of the curriculum and life.

Student Clint Smith's Die - In Speech David Deming: The Value of Postsecondary Credentials in the Labor Market Research Schools International initiative Usable Knowledge / Family Research Project Case Studies The New Ph.D..

The Real Truth About Fast Foods And Nutrition http://library.thinkquest.org/4485/ This ThinkQuest Junior site explores the nutritional value of fast foods by providing nutritional information about them and then testing students» knowledge.

While teachers» priorities and values largely reflect those of the general public, their efforts to convey that knowledge to students are falling short of their own expectations.

In an essay that is sure to provoke both those who want schools to advance patriotic values and those who preach social change, Murphy argues that public schools should focus on teaching students the knowledge and skills necessary to be intellectually engaged citizens, while remaining neutral on questions of civic values.

When you believe in and value the talents and sources of knowledge your students possess, you receive the gift of watching them change the world.

So are schools where teachers have 120 or more students to get to know (with this 120 shuffled at the end of each semester); where serious learning is broken up into snippets of 50 - minute «subject matter periods» arranged in no intellectually coherent order; where assessment keeps knowledge tightly packaged in separate intellectual domains; where short - term memory work is rated as deserving the highest value at the expense of original, long - term analytic work; and where the intellectual engine of the curriculum comes at most students and teachers as a list of subjects and skills, usually far too long for the careful savoring and devoted practice that leads to deep understanding and worthy habits.

In addition to the general knowledge these experiences convey, the research I've done with others at the University of Arkansas on the effects of field trips to art museums and to see live theater suggests that these culturally enriching experiences change student values to promote greater tolerance and empathy.

The development of global values can be achieved by drawing on the well - established knowledge base in human rights education, to discern how they are upheld, and by teaching students to value these rights and to act toward the achievement of these rights.

To ensure that activities are personally meaningful, we can, for example, connect them with students» previous knowledge and experiences, highlighting the value of an assigned activity in personally relevant ways.

«I suspect and hope that CMEI taps into those principles and values that inspired students to take years out of their lives to really gain knowledge because they are motivated by the possibility of education.»

«The communities understand the need for curriculum outcomes, but they also want to make sure that some of their own knowledge and approaches are valued in the education that their school students are getting.»

By showing they value this area of the curriculum and ensuring the sequential program becomes a standard part of the curriculum, this school is providing the best possible education for their students, not only making sure they receive knowledge but also skills and understanding.

When the knowledge demands of reading tests are unknown, it encourages teachers to devalue knowledge and prepare students by teaching comprehension «skills and strategies,» which are of limited value.

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The author points out that as schools award contracts to computer vendors such as Apple, Dell, and HP, market interests influence the body of research on 1:1 laptop programs, and despite a great deal of research over the five years studied, there remains a lack of understanding of the value added by the 1:1 programs for students» knowledge formation and the teaching practices that support such knowledge formation.

Civic learning is anything which provides students with the knowledge, skills and values they need to be informed and engaged participants in our democracy.

The aim of the visit was for students to enhance their knowledge of the court system and to help pupils to understand «British Values» such as law and democracy.

Civics and Citizenship Education (CCE) promotes student participation in Australia's democracy by equipping them with the knowledge, skills, values and dispositions of active and informed citizenship.

Students use subjects, themes, and symbols that demonstrate knowledge of contexts, values, and aesthetics that communicate intended meaning in artworks

Students learn about even and odd numbers and use this information along with their knowledge of place value and greater than / less than to sort numbers in a Carroll diagram.

Members of the Multiple Pathways to a Diploma Coalition believe that measuring college - and career - readiness requires valuing several different and equally valid ways to evaluate students» knowledge needed for success in the workplace and higher education.

At earlier grades, Common Core has students practicing until fluent various «non-standard» approaches, typically based on place value, with the goal of teaching conceptual knowledge.

Clear learning intentions describe the skills, knowledge, attitudes and values that the student needs to learn.

Social studies educators teach students the content knowledge, intellectual skills, and civic values necessary for fulfilling the duties of citizenship in a participatory democracy.

Much of this concern has stemmed from students» performance on state and national tests, but nobody seems to have stopped at any point to question the value of the type of knowledge assessed on these tests.

These and other studies have created a lasting professional consensus that, in general, the scholastic curriculum has some effects on the civic knowledge of students, but little or no effect on their civic values.

KA students engage in learning activities that promote lifelong learning, differentiate instruction to meet individual student needs, require students to collaborate with others, apply their knowledge and skills in new and creative ways with the use of technology, reason critically, and value the responsibility of digital citizenship / decision making.

«Tom Gentzel's deep knowledge of education and the policymaking process is a valued asset as the Learning First Alliance is turning its attention to the Every Student Succeeds Act and other federal actions,» said LFA Executive Director Richard M. Long.

It acknowledged the importance of school boards, and recognized the value of their unique knowledge and expertise in serving students.