Sentences with phrase «when teachers lecture»

Gifted or not, the fact remains that 65 percent of the population consists of visual learners; therefore when teachers lecture, they are reaching less than half of the class.

Not exact matches

(It is fitting that his first major publication, the introductory chapters of the Niebuhr festschrift, Faith and Ethics, and his last completed lecture, read for him at Harvard during his final illness, both concerned the work of this teacher he so admired, even when he disagreed with him.)

Many teachers have commented on the fact that students, of all ages «turn off when some lesson or lecture takes longer than, say, eight to ten minutes.

When Hall found out about the situation, she went to her child's teacher for an explanation and was given an «awkward» lecture by the teacher.

Long gone are the days of «chalk and talk» when teachers stood and lectured at the front of the classroom.

Imagine an interactive class, where students read lecture material sent by chatbots to their favorite IM app and ask for live chat support from their teacher when they stumble upon a problem they can't solve.

We found that students really appreciated it when their teachers told jokes and actually had some downtime in the videoconference so it wasn't just pure lecture, there was some downtime where students could maybe make some jokes.

Cambridge, MA — A new study finds that 8th grade students in the U.S. score higher on standardized tests in math and science when their teachers allocate greater amounts of class time to lecture - style presentations than to group problem - solving activities.

When I was a young teacher in 1990s I was strongly influenced by the work of Heinrich Winter, Erich Christian Wittmann and Gerhard Müller — colleagues that I mentioned in my Dean's Lecture as well.

The researchers recognize that a key challenge in studying the effects of teaching practices is that «teachers may adjust their methods in response to the ability or behavior of their students,» perhaps relying more on lectures when assigned more capable or attentive students.

If and when a high school teacher is interested in moving technology integration beyond PowerPoint lectures and Internet research, what's next?

When I was lecturing education students, I would ask them in their first class, who was their best teacher and why.

The Flip started when these teachers began supplying absent students with an online lecture they could watch from home or from wherever they had access to a computer and the Internet, including school or the local library.

For example, when introducing students to the civil rights movement, a typical classroom teacher might begin with a lecture or reading assignment.

In this podcast, Guido Schwerdt talks with Ed Next's Paul Peterson about his new study finding that students learn more math and science when their teachers devote more time to lecturing and less time to problem - solving activities.

If teachers tend to rely more on lectures when assigned more capable or attentive students, this would generate a positive relationship between the amount of time spent lecturing and student achievement, even in the absence of a true causal effect.

A big challenge — and one he said is essential to preparing children for a labor market in which routine and individualized tasks are being automated — is making sure this style of education is not lost in higher grades, when teachers turn to lecturing and standardized curriculums.

Podcast: Guido Schwerdt talks with Ed Next about his new study finding that students learn more math and science when their teachers devote more time to lecturing and less time to problem - solving activities.

When students view lectures on their own time, teachers can use class time to concentrate on collaborative work, discussion and any confusion students may have about the class.

We've come a long way since those chalkboard days, when teachers would scribble lecture notes, and students would scurry to copy them.

If you're a teacher, this can be difficult to manage, especially because it's impossible to have a student bouncing all over the place in class when you're trying to relay information during a lecture.

Jon Bergmann, one of the creators of the flipped learning model, has also made the point that it encourages students to take initiative when it comes to absorbing new material, rather than passively listening to a teacher lecture, U-T San Diego explained.

None of this was a problem in the 1950s, when teachers were more likely to stand at the front of the classroom and lecture — and students were expected to listen or work quietly at their desks.

Even when students aren't sitting through lectures, they're still accustomed to letting their teachers dictate the pace, style, and direction of learning.

When the class reaches a Brain Break during the lecture, the teacher briefly reminds students of the expectations and prompts them to begin the activity.

Teachers are particularly limited when the sole or primary instructional strategy is teacher - centered (such as lecture), or drill - and - practice (such as worksheets).

Students enjoy a halfday off, while teachers are subjected to stock lectures on, say, what regulations they must follow when administering standardized tests.

In my 11th - grade English class, a beloved teacher known as «Carp» (for Carpenter, not the fish) was giving a lecture on The Scarlet Letter when he suddenly hopped onto a table — a makeshift scaffold — and became Dimmesdale reincarnate.

But in most cases the chief reason being the way that most professors and teachers conduct their lecture in their class which by the way it drags on and on becomes increasingly boring for the students who set off to their dreamland when their teachers starts to explain the relevance of certain points.

When I taught earth science in one of those huge lecture rooms at Ohio State it was a difficult job interesting ALL freshmen, so the most popular teachers set a tone skewed left somewhere between Johnny Carson and Arthur Holmes.

Observed and assessed student performance and kept thorough records of progress.Implemented a variety of teaching methods such as lectures, discussions and demonstrations.Established clear objectives for all lessons, units and projects.Encouraged students to persevere with challenging tasks.Set and communicated ground rules for the classroom based on respect and personal responsibility.Identified early signs of emotional, developmental and health problems in students and followed up with the teacher.Tutored children individually and in small groups to help them with difficult subjects.Taught after - school and summer enrichment programs.Established positive relationships with students, parents, fellow teachers and school administrators.Mentored and counseled students with adjustment and academic problems.Delegated tasks to teacher assistants and volunteers.Took appropriate disciplinary measures when students misbehaved.Improved students» reading levels through guided reading groups and whole group instruction.Used children's literature to teach and reinforce reading, writing, grammar and phonics.Enhanced reading skills through the use of children's literature, reader's theater and story time.Differentiated instruction according to student ability and skill level.Taught students to exercise problem solving methodology and techniques during tests.Taught students in various stages of cognitive, linguistic, social and emotional development.Encouraged students to explore issues in their lives and in the world around them.Employed a wide variety of fiction and non-fiction textual materials to encourage students to read independently.