Sentences with phrase «viable arguments»

Focusing on vocabulary development will help students to construct viable arguments and critique the reasoning of others.

And fourth, we want to help students learn to give viable arguments and to critique the reasoning of others, the third Standard for Mathematical Practice in the Common Core State Standards.

About the only viable argument you could throw at the Harry Potter series is «if you've seen one, you've seen them all.»

Viable arguments don't have to be about numbers.

She puts forth a very viable argument against Walter Sickert.

Rather than arbitrarily dismissing potentially - viable arguments based on some misplaced sense of loyalty, I focus on analysing all aspects of a case from all viewpoints, in order to arrive at a full understanding of the issues.

The petitioners characterized the independence of the bar as an unwritten constitutional principle, which back in 2001 was a more viable argument than it would be today.

Students construct viable arguments and critique the reasoning of others when they have greater accessibility to the language needed to describe their thinking.

And there is no viable argument why «gentlemen» should wear ties.

This is because most evangelicals have not considered that there are viable arguments that are alternatives to their positions.

Included in the CCSS are Standards for Mathematical Practice, many of which focus on academic behaviors and attitudes such as perseverance, constructing viable arguments, critiquing others» arguments, and paying attention to precision.

Oh, and there are many different ways to get iodine in our diets that do not entail the use of refined table salt... so continuing to use table salt for the iodine is not a viable argument.

To construct a viable argument, you have to consider the audience's perspective to determine what arguments will convince them.

Construct viable arguments and critique the reasoning of others.

And, «construct viable arguments and critique the reasoning of others.»

One of the goals of this lesson is to help kids learn how to «construct viable arguments and critique the reasoning of others.»

One day's Common Core standard was to «construct viable arguments and critique the reasoning of others,» so he brought that lesson to life by writing out math prompts on big post-its in the corridor.

Specifically, growth was seen in prospective teachers» communication of their explanations and their ability to construct viable arguments and critique the reasoning of others (Common Core State Standards Initiative, 2010, Standard for Mathematical Practice 3), and attend to precision (Standard for Mathematical Practice 6).

Standard for Mathematical Practice 3 is «Construct viable arguments and critique the reasoning of others.»

Additionally, the math standards recommend «Construct viable arguments and critique the reasoning of others,» which is very similar to the «Critical thinking, problem solving and decision making standard» (ISTE) and the «Engaging in argument from evidence standard» (NGSS).

Mathematical Practice 3 asks students to construct viable arguments and critique the reasoning of others.

Integration: As the Common Core State Standards (CCSS) call for students to have skills such as being able to persevere in solving difficult problems, collaborate, construct viable arguments, and critique the reasoning of others, SEL skills help students master this deeper engagement and learning.

3) Construct viable arguments and critique the reasoning of others.

In 2013 and 2014 presentations, child psychologist Dr. Megan Koschnick points to these and other inappropriate standards, explaining why young children's brains haven't matured enough to «reason abstractly,» «construct viable arguments,» or «participate in collaborative» discussions.

Among other shifts, the standards emphasize interpreting informational text, citing textual evidence to support analysis, and using data to construct viable arguments.

At Prieto Math and Science Academy, one of our partner schools in Chicago, teachers seek to improve their students» ability to give a viable argument and to critique the reasoning of others; their entry point is teaching students to use journals to record their own ideas and the ideas of others, and using the whiteboard strategically to support student journal writing and classroom discussion.

Students and adults who work together to «make sense of problems and persevere in solving them,» «reason abstractly and quantitatively,» and «construct viable arguments and critique the reasoning of others» are defining the nature of student / adult partnerships.

There are all sorts of reasons to self publish, but I don't feel these are a viable argument to that discussion.

That's why in my original post I stated that I have a «concern» about the «troubling» Ramirez ruling because the «panel seems to essentially abdicate its responsibility to assess the substantive reasonableness of a stat - max sentence when the defendant had viable arguments that his sentence was far greater than necessary in light of all the 3553 (a) consideration.»