Sentences with phrase «writing abilities of students»

Essays may be used for different reasons but more often than not — to check knowledge, skills and writing abilities of students.

Each chapter provides a profile of typical reading and writing abilities of students at these different stages, but it is important to keep in mind that these are generalized descriptors and are not meant to be all inclusive and comprehensive.

Not exact matches

In our new aims of education for the 1980's and beyond, therefore, we shall have to dedicate ourselves to bringing back, among other things, the civilized use of language (both written and oral), a sensitivity to beauty, powers of analytical reasoning, the intellectual vision of ourselves as historical creatures, the ability to cognitively articulate ideas rather than let communication skills courses degenerate into merely «touchie - feelie» experiences of «affirming the other,» and finally, a sensitivity to the nuances, complexities, and ambiguities of meanings.7 In this way, and only in this way, our educational system will equip its students for the future with an intellectual vision comprised of both knowledge and foresightful adaptability to environmental changes.

The initial reaction of many educators, when they first encounter the research about non-cognitive abilities that I wrote about in How Children Succeed, is to try to figure out how to teach their students these skills.

In this century, deeper - learning proponents argue, the job market requires a very different set of skills, one that our current educational system is not configured to help students develop: the ability to work in teams, to present ideas to a group, to write effectively, to think deeply and analytically about problems, to take information and techniques learned in one context and adapt them to a new and unfamiliar problem or situation.

While infants need nurturing from their caregivers, «what pushes middle - school students to concentrate and practice... is the unexpected experience of someone taking them seriously, believing in their abilities, and challenging them to improve themselves,» Tough writes.

Spurred by Trump's announcement in September that he planned to end the Deferred Action for Childhood Arrivals program, members of the chamber wrote a letter to the Florida congressional delegation urging them to «quickly find a legislative solution before the program expires»... «Without a legislative solution, 800,000 DACA recipients will lose their ability to work and legally study, and it will leave many Florida employers, workers and students without certainty,» the chamber's CEO Mark Wilson wrote in the letter... «The Florida Chamber supports an earned pathway to citizenship for immigrants that pass criminal background checks as well as supports policies that reduce illegal immigration and improve on border security.»

In a statement last week, Nicole Malliotakis, a Staten Island assemblywoman who pushed for the change, said the reason to add cursive was so that students would «know how to write a signature of their own to identify themselves, and have the ability to sign a legal document, check or voter - registration form.»

Following a review of the available evidence and a public discussion involving the program's faculty, staff, and trainees, the exam's ability to predict student performance seems «weak at best» while it significantly disadvantages women, minorities, and students from low socioeconomic backgrounds, writes Scott Barolo, director of the Program in Biomedical Sciences (PIBS), in the announcement.

«From the first moment she came into our school,» wrote teacher Mike Weddle, «I was amazed at her ability to captivate the students with a succinct explanation of the pika's very complex characteristics and behavior.»

A group of undergraduate and graduate students in the fields of science, engineering, and mathematics sharpened their reporting and writing abilities, and honed their communication skills after spending the summer working in the fast - paced environments of the nation's top newsrooms.

Using only the classroom sounds, DART could classify the audio into three categories — single voice (traditional lecture with question and answer), multiple voice (student interactive group work), or no voice (student thinking, writing or individual problem solving)-- with over 90 percent accuracy, which matched the ability of the human evaluators to correctly classify the classroom environment.

Employers always provide the same three reasons as to why they like my students: 1) their written and oral communication skills, 2) their versatility in research, i.e., their ability to change research directions without inhibition, and 3) their ability to adequately conduct research within the context of a group project.

Under this mode of operation, students understand the need for good writing skills; a backgound in math, computers, and science; and the ability to work in teams.

To be sure, multiple - choice items can not expose a student's ability to write lucid prose or engage in original research, but they can go a long way toward revealing the sorts of things we want youngsters to know and be able to do.

Although there is much more to the school curriculum than literacy and numeracy, students» abilities to read and understand different forms of written material and to apply mathematics to everyday problems are among the most important outcomes of an effective curriculum.

Showing presentations and information via an interactive projector gives you the ability to share notes digitally at the end of the lesson — and when students know you've got the broader note - taking covered, they can focus more on listening, and only writing down things that are specifically useful to them.

They shared all kinds of compelling research about how it positively impacted a students» ability to write fluently.

Perhaps most important was that while students were deeply engaged in the content and invested in creating the final product, they were also developing historical thinking skills, exploring Europe's history through a critical lens, applying their reading comprehension skills to difficult non-fiction and historical fiction, interpreting primary sources, writing in a number of genres, and developing their oral language abilities.

Both of these admissions tests fail to assess most of the material - economics, civics, literature, foreign languages, and the ability to write an essay - that high - school students are expected to learn.

«The latest craze in educational technology consists of digital learning platforms that promise to provide a personalized experience to match the abilities of each student,» writes Adam Steiner (@steineredtech) in the United States.

There is a chance for students to be creative by writing a diary entry from the perspective of one of the Varnas and an interactive plenary focusing on the Atman, This lesson is particularly relevant for high ability students.

The focus of these worksheets is to help students understand the book, but also to develop their vocabulary and ability to write creatively in French.

«Research has shown that reading ability is positively correlated with the extent to which students read recreationally,» according to the «Reading and Writing Habits of Students» section of The Condition of Education 1997, published by the National Center for Education Stastudents read recreationally,» according to the «Reading and Writing Habits of Students» section of The Condition of Education 1997, published by the National Center for Education StaStudents» section of The Condition of Education 1997, published by the National Center for Education Statistics.

«I think the authenticity of the task leads to a higher student engagement, and the ability to write something gives students a voice, especially in an argumentative essay.»

Originally used for a lower ability year 9 group as part of a literacy unit, this would suit KS3 students as part of a letter writing scheme of work.

The limitations of multiple - choice tests are apparent in subjects such as writing, music, and visual arts — a good test score indicates very little about a student's ability to analyze or create an essay, a musical composition, or a work of art.

This in turn can improve a student's performance in other areas such as playing a musical instrument, writing neatly, attention to detail, patience, and the ability to concentrate for longer periods of time.

9 fully differentiated (by colour) lessons to support the teaching of writing skills for paper 2 (non fiction and transactional writing (writing to argue, persuade etc.) Differentiation: purple = lower ability blue = middle ability yellow = higher ability Resources provide example responses and activities to allow students to develop the following: - Language - linguistic devices - tone - style - register - vocabulary - structure - perspective

This highly engaging and informative double lesson (around 1.5 to 2 hours of teaching materials) helps build students» ability at using varied and imaginative techniques to describe emotions in their creative writing.

Extracts taken from the following texts: - Jane Eyre - Mill on the floss - Nicholas Nickleby - Wuthering Heights Differentiation: purple = lower ability blue - middle ability yellow = higher ability Resources provide opportunities to: - explore Victorian context including schools and social classes - analyse structure - analyse language - explore Victorian school experiences - write imaginatively - explore connotations of language With a large focus on 19th century texts in the new 9 - 1 specifications for both language and literature - exploration in KS3 is vital and these resources enable students to access appropriate extracts taken from complex literature on themes that they will be able to relate to.

Differentiation: purple = lower ability blue = middle ability yellow = higher ability Speeches that are used as a stimulus: - Emma Watson - Winston Churchill - Queen Elizabeth I - George W Bush - Napoleon (Animal Farm) Students will practice writing speeches using the following topics: - increase in legal driving age - importance of mobile phones - social media Students will develop the following skills: - speech writing using the 6 part structure - persuasive writing - speaking and listening - developing effective openings

In addition, it will for the first time measure students» writing abilities based on a portfolio of materials students have already produced.

Researchers from Boston College's Center for the Study of Testing, Evaluation, and Educational Policy, found paper - and - pencil writing tests did not accurately measure the abilities of middle school students who were accustomed to doing most of their writing on a computer.

The FUZEBOX is suitable for students of all abilities, and will allow children to get to grips with the computing curriculum, before exploring more experienced projects and activities including: designing, writing and coding games; creating a thermometer; designing a functional security system with motion sensors as well as using it as a controller for external robotics.

Activities that require use of spatial intelligence often prove beneficial for students whose reading and writing abilities don't measure up and for those gifted members of the class who are bored stiff and unchallenged.

Students will be evaluated on the quality of their written description of the monster they draw and on their ability to correctly interpret the written directions for the monster they recreate.

Preliminary Evidence from California's CORE Districts Brookings, 3/17/16 «A growing body of evidence confirms that student skills not directly captured by tests of academic achievement and ability predict a broad range of academic and life outcomes, even when taking into account differences in cognitive skills,» writes Associate Professor Martin West.

The next part of the lesson can be done individually or as a whole group, depending on students» ages, writing ability, and access to computers (lab vs. two in your room).

A series of activities to help lower ability students write a paragraph about their school, including how to write some basic information about their school, how express their opinions on different school subjects, and rules and routines.

In «The Logic of Interdisciplinary Studies,» a research report by Sandra Mathison and Melissa Freeman presented at the annual meeting of the American Educational Research Association in 1997, the authors wrote, «Interdisciplinary, integrated, and integrative studies represent an opportunity to have more meaningful relations with students; teach cognitive skills associated with «real life» (e.g., cooperation, problem solving, ability to see connections); motivate students; increase student achievement; promote positive attitudes toward subject matter; create more curricular flexibility; diminish scheduling problems; and integrate new and rapidly changing information with increased time efficiency.»

To help the students personally connect to writing, Mount Desert uses the Reading and Writing Project (RWP) from Lucy Calkins of Teachers College at Columbia University, which focuses on writing narrative from a personal and emotional perspective and places a strong emphasis on reading topics matched to the students» reading and comprehension awriting, Mount Desert uses the Reading and Writing Project (RWP) from Lucy Calkins of Teachers College at Columbia University, which focuses on writing narrative from a personal and emotional perspective and places a strong emphasis on reading topics matched to the students» reading and comprehension aWriting Project (RWP) from Lucy Calkins of Teachers College at Columbia University, which focuses on writing narrative from a personal and emotional perspective and places a strong emphasis on reading topics matched to the students» reading and comprehension awriting narrative from a personal and emotional perspective and places a strong emphasis on reading topics matched to the students» reading and comprehension ability.

Not least of these benefits (PDF) has been increasing the ability of ELL students to self - edit and revise their future writing.

«The best gift I would love all my students to have is the ability to find peace inside themselves,» writes Elisa Guerra (@ElisaGuerraCruz), «regardless of what is going on outside.

Baseball Fact or Fiction Submitted by Cheryl Sexstella - Wright Students learn about the history of baseball while incorporating computer skills, reading skills, and writing abilities.

Tenth - grade world history students interview Chinese immigrants and record their stories; ninth - grade physical science students design and strength - test mock airplane wings; junior English students research, write, and illustrate children's nonfiction picture books; algebra students of all grades investigate a public - transit problem and propose solutions to city officials; sophomore geometry students build scale models of museums they've designed; students across the grades in an environmental - stewardship class raise public awareness of a polluted river — all are examples of academically challenging projects that also manage to engage the minds, hands, and hearts of most high school students across a wide range of abilities and interests.

Teachers are eager for new tools to help students develop into better writers, but critics question the ability of the software to critique writing.

The comprehensive exams are comprised of the Written Exam, which tests students on both general and concentration - specific knowledge, and the Oral Exam, designed to test students» command of their chosen field of study and their ability to design, develop, and implement an original research project.

An important question for foreign language approaches is to investigate whether CLT's promotion of students» communicative abilities can also enhance their skills in presenting their arguments in written form in persuasive essays.

In addition to helping educators hone a classroom approach to writing that focuses on more in - depth analysis and metacognition, we help guide them through a unit or a year of instruction: Where do we start, and how do we proceed, to gradually build our students» ability to work through the reading and writing process successfully?