Sentences with phrase «what knowledge the student»

It is necessary to establish what knowledge the student will get when reaching the end, what will be changed: Will he / she expand knowledge?

The standards themselves — and the Common Core - aligned tests that many students nationwide first took this past spring — don't specify what knowledge students should learn in each grade, because they're designed to be used across the country.

Most ITS systems begin the instructional process by determining what knowledge the student already knows, typically through an assessment, and then updating the student model's status as instruction occurs.

Teachers have also benefited since they can find out where and what knowledge these students come to us with.

Administering benchmark exams in a manageable, single - subject format can help provide a more accurate measure of what knowledge students have already mastered and where they have real gaps in the given subject area.

Instruction is guided or facilitated by faculty who have some understanding of what knowledge the student brings with them and what might be needed in order to complete the problem - focused project.

Not exact matches

Students will also get to showcase what they've learned with a so - called «capstone» project, another attempt by Coursera to make the knowledge students have acquired appear more tangible to emStudents will also get to showcase what they've learned with a so - called «capstone» project, another attempt by Coursera to make the knowledge students have acquired appear more tangible to emstudents have acquired appear more tangible to employers.

It would be nice for her dogma - immersed professor to eventually arrive at what his student came to know so early in her life, that knowledge is gained from living life, and that knowledge can be more true right now than the human writings on the topic that only go back at most 5,000 years.

When, as ample evidence demonstrates, «most of our high - school and college students... consistently score poorly in virtually every measure of civic knowledge,» this can not occur — our citizens have to know what the truths are before they can consider whether they should hold to them.

What I have learned, is that even though it is difficult for the laymen / students to get ahold of enough knowledge to have a fair perspective, that there is wide and serious divide between the Bible and other scriptures.

I pray he will find a job elsewhere outside of «teaching divinity» where he'll be paid 3 - times his current salary, as I can not imagine what kind of «knowledge» he has to pass on to his students.

Whitehead suggests that teachers should facilitate what he calls the student's «concrete vision» by allowing the student to utilize knowledge: «By utilizing an idea I mean relating it to that stream compounded of sense perceptions, feelings, hopes, desires and of mental activities adjusting thought to thought, which forms our life» (AE 3).

E. D. Hirsch argues in Cultural Literacy: What Every American Needs to Know (Houghton Muffin, 251 pp., $ 16.95) that schools are obliged to help students accumulate shared symbols and the knowledge they represent — that is to say, to teach students cultural literacy, so that they can learn to communicate in our national community.

With little experience of church or synagogue, many students have no knowledge of what it means to sit and listen to a speaker or to a musical offering.

For the thoughtful student there is a need to bring together, for example the knowledge about evolution encountered in the science lessons and what is presented in the R.E. class about God's word.

Speaking to Princeton students, the late Adlai E. Stevenson once declared: «What a man knows at fifty that he did not know at twenty boils down to something like this: the knowledge that he has acquired with age is not the knowledge of formulas... but of people, places, actions — a knowledge not gained... by words, but by touch, sight, sound, victories, failures, sleeplessness, devotion, love — the human experiences and emotions of this earth; and perhaps, too, a little faith and a little reverence for the things you can not see.»

Students should use science, knowledge, customer and market requirements to produce tequila, which is what we do for DeLeón Tequila.

Ultimately, children and young people will go on to make their own decisions about what they eat, but as long as schools offer students the opportunity to think, discuss and debate the issues as well as to cook and eat good vegetarian food, a weekly meat free day provides them with the knowledge and experience with which to make informed, responsible and compassionate choices.

The students were able to listen to what work goes into large - scale sports events and gained further knowledge of the logistics and operational challenges involved.

He has very good football knowledge He is a student of the game Played at Barcelona as well Knows what it takes to win trophies Very good analysis as commentator He would buy big players (he said earlier that we needed to strengthen our defense, get a DM and striker)

One of the fundamental beliefs of deeper - learning advocates is that these practices — revising work over and over, with frequent critiques; persisting at long - term projects; dealing with the frustrations of hands - on experimentation — develop not just students» content knowledge and intellectual ability, but their noncognitive capacities as well: what Camille Farrington would call academic perseverance and what others might call grit or resilience.

Whether you work as a teacher, a principal, or a health professional, the Knowledge Guide supports members of the school community to understand what has become an internationally recognized approach to health that has been demonstrated to improve students» health and academic success.

Note to Teachers: Students are expected to have prior knowledge of: 1) the layers of the earth (magma and crust), 2) what minerals are, 3) rocks consist of minerals, and 4) the three categories of rock.

Parks noted after interviewing Representative Briggs and Senator Tomlinson, «I was very impressed with their knowledge of what athletic trainers actually do and what a vital role they play in helping to protect our student athletes from injury, and if injured, how they help them heal, recover and get them back in the best playing shape.»

Policies that develop the petrochemical industry in Nzema to offer direct employment or ancillary services for the unemployed residents to earn descent salaries to meet the high cost of living the oil discovery has brought in its wake; policies that improve education facilities in Nzema here and provide scholarships for needy students to expand their knowledge base and acquire relevant competencies for employment into the oil sector; policies that offer apprenticeship and vocational training for the youth who are unable to acquire formal education so that they are also not left out of employment; policies that develop infrastructures in Nzema are what we need.

«What I would really like to do is really cement that partnership... between the city and the wealth of knowledge and professors and students that's up there,» he said.

«The gathering of international scientists, policy - makers, and students will not only explore the knowledge in hand, but consider what else is needed to chart a course over the next century in which humanity sustains and even improves the relationships that underpin life on Earth.»

What they should also be doing is preparing students for their professional careers by teaching them basic knowledge, tools, and skills as well as a new breed of interdisciplinary education in entrepreneurship.

«By analyzing how teachers evaluated their students» work on an NGSS - aligned task, we were able to get a good sense of what teachers knew about key aspects of NGSS, knowledge we believe is necessary for successful NGSS implementation.»

A week later the students were asked to transfer what they had learned about bats to a second knowledge domain: the navigational use of sound waves by submarines.

I consider it my professional, ethical obligation to stay focused on doing creative and interesting science so that I can pass on to my students a knowledge of what science really is and what it means to practice it.

Introducing a student to neural engineering and expanding their awareness of what this field might have to offer them requires that teachers deepen their own scientific knowledge first.

Weeks ago, I asked the teacher about what knowledge base the students would have in genetics, and was impressed to learn that their curriculum included not only Mendel and Punnett squares, but also polygenic traits, sex - linked genes, and genetic engineering.

A yoga teacher might have all the expertise and knowledge but if they are not sensitive to what their yoga students are experiencing in the class they can not be considered great.

«Students watch the characters and live action films with child actors in simulated real - life situations, decide what to do next, and subsequently work through the activities and apply their new knowledge to situations they may face now and in the future.»

In reality, where an individual course falls on this continuum is greatly influenced by the teacher's depth of knowledge and experience teaching the subject, as well as by his or her beliefs about what is most important to learn and what students are capable of.

Much of a student's reading comprehension derives from the amount of prior knowledge — vocabulary as well as facts — he can use to define and contextualize what he's reading.

The first part of study will involve reading, thinking and writing with the intention of selecting and refining a topic that will enable the student to produce a significant and original contribution to knowledge (in essence, that's what a doctorate is all about).

When the world's knowledge is not just in teachers» brains but at students» fingertips wherever they are, whenever they need it, shouldn't that change what happens in these places called schools?

When teachers tell their students before a lesson that they will need to prepare to teach what they learn, pupils tend to work harder to understand the material, search for the main points, organize and apply knowledge more effectively, and score higher on tests.

Every student experiences commonality and difference — what's shared (a student needing knowledge) and what's distinct (urban, rural, white, black, male, female).

Some of that knowledge includes understanding the discipline in ways that enable students to understand it; understanding how students learn and what motivates them; designing instruction that maximizes student learning; designing, conducting, and utilizing formative and summative assessments; and reflecting on the success or failure of lessons and using that reflection to improve practice.

But relinquishing control for a few minutes each day and letting the students wrestle with a challenge offers a huge payoff in the end: (1) your students learn what it feels like to sweat, to stick it out, and to overcome a challenge; (2) when it comes time to solve, they are more invested in the solution; (3) the strategies they come up with activate prior knowledge and set the foundation for new learning — and tip you off about how they think and what they know and don't know.

The ideas, problem - solving approaches, and knowledge of these students at UWC Atlantic College is akin to what we would expect to see at undergraduate level, and in some instances, even postgraduate level.

Some teachers do hear what the students are saying, Constantine says, and even at the high school level, where some teachers believe that their job is strictly to teach the content and that's it, they are doing icebreaker activities in class that have nothing to do with subject - matter knowledge.

If you can learn a little about your students before jumping in (their developmental levels, what type of workers / learners they are, their prior knowledge on the topic), the better off you'll be in your dual role as coach and adviser.

Students are scaffolded and guided through an Inquiry Process which focusses on them developing a research question based on what they have found out so far, finding the information and then synthesising it to develop new knowledge.

No matter where you live or what school district you are assigned to, technology provides the opportunity to access knowledge and resources students and educators need.

Students gathered last Thursday in Larsen Hall to attend «Brain v. Mind: What is the Nature of Knowledge,» a discussion about varying conceptions of knowledge and how they can be applied within the educatiKnowledge,» a discussion about varying conceptions of knowledge and how they can be applied within the educatiknowledge and how they can be applied within the education field.

Researchers at Kent State University studied the general knowledge of students throughout the United States in order to compare what facts they knew...