Sentences with phrase «whether teaching for understanding»

Only after teachers have examined whether teaching for understanding suits their instructional goals and after they have defined their role in facilitating understanding can they consider how the principles and practices of reading - to - learn and writing - to - learn might support their instruction.

Not exact matches

And in terms of se - xual problems, it is easy to understand why Rachel might have questioned whether she was attractive enough for her husband if he was turning elsewhere for his pleasure in light of the fact that they were both taught that the only pleasure they are going to have after marriage is from each other.

We are, rather, asking together how well Barth really understood Torah as good news to Israel (quite well, thank you), and how well he understood the teaching of the rabbis that Torah - living by the Jewish people was living by grace (quite poorly, I'm afraid), and whether the correction of his mistake could produce a better theology for Christian self - understanding and perhaps even something helpful for Jewish theology.

Educators can look for transfer to assess whether or not students thoroughly understand the topic they have been taught.

«Over the years, whether we were developing portfolios or trying to teach for understanding systematically or getting involved with making learning visible, whenever we have called for help, they've always come....

The teachers also write expectations for the lesson; how students will respond to it, whether it will help them understand a certain concept better, and how it will teach them to grasp that concept.

Whether through CBTs or WBTs, learners could harness the power of technology, such as graphics, audio, and video to understand concepts as taught in a traditional setting and use it as a means for economic and social emancipation.

Teaching effectiveness measures have great potential to provide teachers with feedback as they work to hone their craft and to help school system leaders understand where support for better teaching and learning is needed, whether that support is effective, and, ultimately, how to design a system of supports to get better Teaching effectiveness measures have great potential to provide teachers with feedback as they work to hone their craft and to help school system leaders understand where support for better teaching and learning is needed, whether that support is effective, and, ultimately, how to design a system of supports to get better teaching and learning is needed, whether that support is effective, and, ultimately, how to design a system of supports to get better results.

We will get it right one day — once we realize that understanding and teaching to the whole child requires us to understand where the child is, whether or not that place is appropriate for this content and grade level, and how much this child grown.

In content instructional coaching, the coach helps the teacher examine their academic content to see whether what they are teaching is at the proper level for the students» understanding.

As teachers look at student work, whether from a checking - for - understanding task or a common formative assessment, they use what they learn to modify their teaching.

There are many reasons for the lower scores: the new standards being taught changed and are being implemented unevenly across school districts (Warren and Murphy 2014; McLaughlin, Glaab and Carrasco 2014, Harrington 2016); the definition of having met the standards changed; and the testing method changed (London and Warren 2015).1 While it is true that these assessments are in many ways not comparable (indeed, legislation passed in 2013 prohibits the CDE and local education agencies from doing so), 2 it is useful to understand which districts and schools are doing consistently well on both tests, and whether districts doing well on the SBAC English language arts (ELA) also do well on the SBAC math.

The standards are going to invite teachers to think deeply about what the students are learning, and about whether they are really teaching for understanding, and how they can do that better — because that's where the real power in learning is.

Also, it is going to be really hard to teach people to understand what periods (and lack of periods) meant, pre 2010, how to use them now, and whether or not to use them for citations to materials published before 2010.