Sentences with phrase «what pupils learned»

For Rodgers (2002), assessing feedback from pupils proves to be an essential step in understanding the gap between what the teacher taught and what the pupils learned.

Finally, the organization and the administration of the schools have an influence on what pupils learn about democracy.

Not exact matches

The Cedars» approach is to emphasise the interconnectedness of knowledge by drawing out links between subjects so that our pupils do not compartmentalise what they learn.

«The Chief Inspector is right to send a clear warning about the Government's obsession with further structural changes as being the way to raise standards for pupils; what matters is creating the conditions in which teachers can focus on teaching and learning, without unnecessary and wasteful distractions.

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.

Is it ever possible to prove that all pupils have learned in a given hour what the teacher set out to teach?

Slides refer to the appropriate learning objectives to ensure pupils understand what is required and provide a focus to the learning.

«The pupils had great fun designing their meals and produced come interesting and delicious dish ideas, they really took on board what they had learnt in the assembly.»

This year, we're trying to reach a quarter of a million children, so we're urging schools and teachers to sign up to the event so their pupils don't miss out on what could be the most valuable lesson they ever learn.

On Share A Pencil Day 2018, thousands of pupils in classrooms throughout the UK will share one pencil between two students to experience what life is like for children who can not go to school or have to share the basic tools for learning like a pen or a pencil.

In philosophy, pupils have been learning about French philosopher Rene Descartes and pondering his question, «what if our life is nothing more than a simulation?»

Set out in «I can» statements so pupils can think about what they can do already and what else they need to learn.

«We want teachers and pupils to get creative, be excited about learning and come up with imaginative approaches to it; to find out what works and share that with others.»

Easy to use sheets with practical examples to help your pupils understand the concepts around Cashflow, what the main features are, how to create them and an activity to text what they have learnt plus plenary.

Really what it's saying is that for pupils to learn well, they have to be in good physical conditions.

Easy to use sheets with practical examples to help your pupils understand the concepts around Break Even Analysis, what the main features are, how to create them and an activity to text what they have learnt plus plenary.

Introducing what pupils should know and what pupils are going to learn.

Pupils reflect on what is needed to make a project happen and to apply this learning to understand how a community in rural Sierra Leone is overcoming challenges.

Easy to use sheets with practical examples to help your pupils understand the concepts around balance sheets, what the main features are, how to create them and an activity to text what they have learnt plus plenary.

Pupils will write down what they: Know they will learn about in 2012 Want to learn about in 2012 Will work hard to learn in 2012 It gives the opportunity for pupils to focus on the term ahead, gives them an idea of what to expect and allows them to set themselves some targets for the rest of the schoolPupils will write down what they: Know they will learn about in 2012 Want to learn about in 2012 Will work hard to learn in 2012 It gives the opportunity for pupils to focus on the term ahead, gives them an idea of what to expect and allows them to set themselves some targets for the rest of the schoolpupils to focus on the term ahead, gives them an idea of what to expect and allows them to set themselves some targets for the rest of the school year.

A practical task has been included where pupils must apply what they have learned about Ackermann's artwork to create their own piece of art in Ackermann's style using the outline sketch provided.

The plenary activity is for pupils to summarise what they have learnt this lesson in three sentences, using the list of key words that have been provided.

The plenary is a reflective triangle, where pupils must think about what they have learnt, and what they would like to know more about.

Based on identifying what pupils already know to inform progress for the unit and plan teaching and learning.

STUDENTS HAVE TO FIND THE LEARNING OBJECTIVES FOR THE LESSON Do a demo of the microscope, show the pupils each part and what it does, show them how to set it up on the smallest magnification.

Pupils will then reflect on what they have learnt, by giving different opinions on a case study.

From there, pupils will learn about what creates the cold climate of the Earth's polar regions as well as noting the similarities and differences between the Arctic and Antarctica.

This resource helps pupils explore what it means to be a member of The Salvation Army through learning about what soldiership means to young members and through exploring what soldiers believe and do.

This sheet helps pupils to summarise what they have learned on the Believing in God unit - breaks it down into small manageable chunks for them to learn.

Of particular relevance to school groups is the section on education, where students can appreciate what it was like to be a school pupil during the war and learn about the temporary schools where they were taught.

It includes a quiz to test what pupils have learnt

A KWL Grid template (what do you Know, what do you Want to know, and what have you Learned) which can be adapted to fit any topic for any age group of pupils.

are helping to turn my pupils into pioneers; The students are learning so much through these exercises; These resources have made a huge difference to what we do in the classroom; Within minutes these «Get Students Talking» resources have become a class favorite; Terrific ideas; «Get Student Talking» are resources embedded into every lesson now... they are so good; Remarkable; The students» life skills are so much more advanced; I have top - set students and they really enjoy these activities; Wholeheartedly the best resources I am using with every class; The classroom is buzzing with self - confidence, inquisitiveness and cooperation... amazing; I wish I had these years ago.

Ultimately, if work - related learning is delivered well, not only will it help pupils to recognise the relevance of what they are learning, but it can motivate them to work harder at subjects necessary for a career path they would like to follow.

One language teacher explained how her pupils were more motivated by learning to say what they wanted to express in their own words, using the language being taught, instead of a list of pre-prescribed words.

«By talking to pupils, they will go home and tell their parents about what they have learnt about greenspace and the outdoors and help to spread the message further.

Teachers can use these Middles to: • Summarize and take stock of learning so far; • Consolidate and extend learning; • Direct pupils to the next phase of learning; • Highlight not only what has been learned but also how it has been learned; • Help determine the next steps in learning.

Focusing primary pupils on Sats in May means they have time to forget what they learned, says one secondary teacher

Plenary: pupils write about what they have learned talking about the processes they had to go through.

In part 1 pupils collect data to find out the favourite pizza toppings of class members, In activity 2, pupils use ICT to apply what they learnt in activity one.

The hour was divided into two, 10 - 15 minute segments consisting of whole - class reading or writing and whole - class word - level (phonics, spelling) and sentence - level work; one 25 -30-minute session of directed group activity; and a whole - class summary meeting at the end (5 - 10 minutes) for pupils to revisit the objectives of the lesson, reflect on what they had learned, and consider what they needed to do next.

«Many of the spacious facilities, such as a high - spec wifi and IT system, hygiene room, food room, classrooms with independent access to the outdoor learning environment and additional spaces for working, are far more suitable to inspire, motivate and encourage our pupils to learn than what we had before.

«What we are questioning is whether it is worth teachers spending a great amount of time making sure pupils learn all 85 GPCs, rather than concentrating on the most frequent ones and then building pupils» vocabulary.»

What can pupils learn from how our major cities tackled «smog» in the 1950s that could be applied to the air pollution challenges many cities now face?

What's more, pupils from poorer backgrounds are more likely to be lagging in their learning, literacy and numeracy levels, the figures suggest.

«We trust head teachers to decide what is best for their pupils — including when and how to take part in work experience or work - related learning — and are providing valuable support for them through the Careers and Enterprise Company, which is working with secondary schools and colleges to support the development of relationships with local employers.»

Math Art combines the fun of colouring and the consolidation of mathematical skills Ideal as a plenary activity to determine what learning has taken place, alternatively use to determine pupils prior knowledge to a topic and of course great for revision.

The first ever Share a Pencil Day takes place today, 17th May 2017 when 25,000 pupils in a range of schools up and down the country are being asked to share a pencil for a single lesson, an afternoon or the whole day to experience what learning is really like for many children across the globe.

Using statements, where pupils can make a positive claim about their skills and what they have learned is an excellent confidence booster, and can alert teachers to groups in the class who require further help.

Why is it important to teach physical computing to pupils and from what age do children learn these skills?