Sentences with phrase «writing knowledge through»

By writing resumes daily, training for certifications, reviewing samples, comparing to effective resumes, and nurturing resume - writing knowledge through continued education and practice.

He's built up his content - writing knowledge through many years of trial and error, including being the commissioning editor for many years at Copyblogger, one of the most successful content marketing blogs in the world.

Not exact matches

«Many world - class performers have little formal education, and have amassed their wealth through the acquisition and subsequent sale of specific knowledge,» Siebold writes.

Author — Many investors choose to share their knowledge through writing and publishing a book.

Through Wellsfargoworks.com, we offer useful guidance on topics such as writing a business plan, marketing your business, managing cash flow, and building credit to help business owners increase their knowledge and confidence.

Kneeling, he writes, «is an expression of Christian culture, which transforms the existing culture through a new and deeper knowledge and experience of God.»

In 1989 Mr. Tsiaras realized the potential of computer generated imaging and learned UNIX, then C and C++ to write his own programs transferring his knowledge of light moving through physical space to light moving through tissue in virtual space.

Evolution may not have engineered our brains to know everything, but science has widened our knowledge through its stories — Big Bang cosmology writes the scientific story of creation, chemistry writes the story of origins, biology writes the evolutionary epic, neuroscience provides the tales of the mind, and complexity sciences are producing still newer stories that cross traditional disciplinary lines.

Isn't it possible that science has progressed through knowledge gained over the last two thousand years that has been answering many of the questions that perplexed those who wrote the bible?

Through the skillful use of voice and gesture, the representation of felt emotional values, and the thorough knowledge of the style and content of a given text, the oral performer in Greco - Roman culture embodied potent voices present in both oral and written material.

Answer: I wrote you about viewing anything through the ways of the world, as usual, you keep your silly debates going because you ignore anything I write on His truth, that, and know your school didn't teach you diddly so you sharpen your knowledge on His truth through other Christians that read the Bible and explain their knowledge of His truth..

He writes, «The impasse into which Protestant theology has come through its efforts to give significance to the resurrection tradition shows that the dogma of pure reason does not have sufficient resources to give Protestantism that kind of knowledge of Christian origins that its life and doctrine require.»

In fact, without this a priori framework it would be possible to see from the text that for Paul the knowledge of God through creation is a redemptive knowledge, since, if the loss of this knowledge and the failure to accept the law written in the heart result in a loss of grace and condemnation (Rom 1:18; 2:14 - 16), then the converse must be true, namely, that the possession of this knowledge means the possession of grace and therefore salvation.

When she is not out exploring the world, she likes to share her knowledge about photography and travel through writing for blogs.

Now, if they were planning a birth center birth and unplanned, the baby came really quickly, usually, they'll still allow us to write a letter because we had been you know, we have knowledge of the family and we were providing care all through the pregnancy so we knew this mom and we took care of her immediately after the birth, but if that's not the case and a family just has an unassisted birth, they definitely need two people who witness the birth to go with them or a letter from someone who witnesses the birth.

On 9th April 1999 I wrote a memorandum to the Attorney - General, Dr. Obed Asamoah, on Delta Foods Ltd after the Solicitor - General, Mr. E. A. Addo, had submitted a memorandum through me to the Attorney - General on how the mess in Delta Foods Ltd was created and a consent judgment entered in the High Court without the knowledge and involvement of the Attorney - General.

It is knowledge that, without any written language, has passed from generation to generation through rote learning.

That being said, I strongly encourage you to read through the «Knowledge of your Pregnancy Body» write up on our site and to resume the exercises on our Hab It Pelvic Floor dvd when your body is ready following delivery.

She specializes in sharing safe beauty products and her knowledge on healthy ingredients with her readers, and helping organic beauty brands and shop owners share their message and products with the world through her writing services.

I enjoy sharing my knowledge, lessons and experiences through writing and I hope to assist others in their own spiritual journey.

It's common knowledge that most people seriously dislike writing their dating profile, and will do anything they can to whizz through that bit, and get on to the important stuff of dating.

Research in pre-K through grade 1 shows benefits to phonological awareness, alphabet knowledge, early reading, and many aspects of writing development (Craig, 2003; Hall, Toland, Grisham - Brown, & Graham, 2014; Roth & Guinee, 2011).

Among the findings: (1) art activities can be integrated into classroom content and used to encourage rehearsal - type activities (such as songs) that incorporate relevant subject matter, (2) incorporating information into story, poem, song, or art form may place the knowledge in context, which can help students remember it, especially if the students are creating art that relates subject matter to themselves, (3) through artistic activities like writing a story or creating a drawing, students generate information they might otherwise have simply read, which will very likely lead to better long - term retention of that information, (4) physically acting out material, such as in a play, helps learners recall information, (5) speaking words aloud results in better retention than reading words in silence, (6) increasing the amount of effort involved in learning new information (such as being asked to discern meaning from an ambiguous sentence or to interpret a work of art) is positively associated with its retention, (7) emotionally charged content is easier to remember than content linked to events that are emotionally neutral, and (8) information presented as pictures is retained better than the same information presented as words.

It is with the advent of new tools; not only students are able to understand a concept but at the same time they are able to expand their knowledge,» writes Rashmi Kathuria (@rashkath), who walks us through her journey from teacher to e-teacher with a passion for improving mathematics learning every step of the way.

Students need to be explicitly taught and given opportunities to practice using executive functions to organize, prioritize, compare, contrast, connect to prior knowledge, give new examples of a concept, participate in open - ended discussions, synthesize new learning into concise summaries, and symbolize new learning into new mental constructs, such as through the arts or writing across the curriculum.

This is what I heard at CTL: teacher and students co-creating knowledge through book discussions, writing conferences, and project - based learning pushing towards dual humanization — empowerment and personal betterment for all participants.

Exchanging knowledge through conversation with students or colleagues is a theme that runs through Troy Hicks» writing.

Prior knowledge can be activated to link with new input through writing and drawing mind maps or graphic organizers, and new learning can be added into visible and mental patterns when students write analogies and other comparisons.

With the innate enjoyment that children have for movement and play - based learning, it is essential that HPE be supported through every primary school environment to ensure that every student has the skills, knowledge and understandings to be engaged, confident and capable learners, writes Alison Turner, ACHPER National Executive Director.

The secondary version covers: • Leading literacy across the school • Reading for enjoyment and wider reading • Developing teachers» reading approaches and pedagogy • Supporting pupils struggling to read through interventions such as phonics • Writing engagement and enjoyment • Developing teachers» writing knowledge and pedagogy • Supporting pupils struggling to write — spelling, punctuation and grammar • Developing spoken language skills This sample section focuses on leading literacy across the Writing engagement and enjoyment • Developing teachers» writing knowledge and pedagogy • Supporting pupils struggling to write — spelling, punctuation and grammar • Developing spoken language skills This sample section focuses on leading literacy across the writing knowledge and pedagogy • Supporting pupils struggling to write — spelling, punctuation and grammar • Developing spoken language skills This sample section focuses on leading literacy across the school.

Throughout the course, Science knowledge was taught through the Arts and Arts knowledge was taught through Science — and whilst neither had precedence, assessment of the course had a practical arts base, deliberately minimising traditional forms of written assessment.

Students learn through the following tasks: - Gauging and collaborating previous knowledge through an interactive starter task; - Identifying the descriptive devices in sentences written about 19th Century characters; - Building close reading skills through a study of a fiction extract from Frankenstein - Answering exam - style questions interpreting and inferring the key meanings in the text; - Using models and templates to write extended analysis responses about the descriptive language used in the fiction extract; - Peer assessing their partners» learning attempts.

Pupils enjoy these lessons because they link back to prior knowledge they may have attained through primary school, activities include creating facebook conversations, carousel tasks and levelled extended writing, of which could be marked formally if you so wish.

In this lesson − aligned to ACTFL standards − students will apply knowledge of vocabulary related to colors, demonstrate understanding of placement exceptions with descriptive adjectives, examine and apply the concept of reinforcing adjectives, identify proper usage of the comma in Spanish writing, and examine the concept of art as a way to express feelings through Doris Salcedo's sculptures.

Through explorations within math, reading, writing, geography, history and art, the children gather knowledge of how ancient civilizations developed and contributed to societies today.

Students will be able to show their understanding through: listening, beginning reading and writing, labeling, matching, drawing, sequencing, highlighting, discussing, role playing, ticking and crossing, creating, circling, copying, cutting and pasting, cloze activities, playing games, identifying and drawing on their prior knowledge.

The CALS construct is defined as a constellation of the high - utility language skills that correspond to linguistic features prevalent in oral and written academic discourse across school content areas and that are infrequent in colloquial conversations (e.g., knowledge of logical connectives, such as nevertheless, consequently; knowledge of structures that pack dense information, such as nominalizations or embedded clauses; knowledge of structures for organizing argumentative texts) Over the last years, as part of the Catalyzing Comprehension Through Discussion Debate project funded by IES to the Strategic Educational Research Partnership, Dr. Paola Uccelli and her research team have produced a research - based, theoretically - grounded, and psychometrically robust instrument to measure core academic language skills (CALS - I) for students in grades 4 - 8.

All of these methods are helpful for students who struggle with writing because they activate prior knowledge about the topic of study, require text summarization, and / or encourage discussion through which students are exposed to multiple perspectives.

The resource includes: - starter activity - acting out the specified lines; - comprehension to demonstrate knowledge / understanding of the scene; - assessment objectives and a breakdown of how to achieve them; - question and how to approach answering it; - PEA grids filled out with some quotations (editable to suit your needs / differentiation); - how to write up an extract question response; - opportunities for getting to grips with the AO's through peer marking; - exam tips and hints; - model paragraph.

Given that BNR was written in Illinois, and Michigan was promoting a similar conceptualization of reading through its new definition, it is not surprising that these two states led the way in developing statewide reading assessments that better reflected constructivist reading theory and knowledge (Valencia, Pearson, Peters, & Wixson, 1989; Wixson, Peters, Weber, & Roeber, 1987).

Defined STEM enables teachers to provide application of knowledge to students through the use of project - based tasks, real - world careers, and meaningful reading and writing activities.

Through writing children express themselves, clarify their thinking, communicate ideas, and integrate new information into their knowledge base.

Teacher Guide (Manual de Maestro) with 10 units in 196 pages to lead your students through the Semillitas de aprendizaje stories (Each unit has a set of classroom activities that include a morning song, storytelling, literacy connection with STEM explorations, center activities, phonemic awareness, writing and alphabet knowledge, English transition, family connections and informal assessment), and

Defined STEM enables teachers to provide application of knowledge to students through the use of project - based learning, real - world career content, and meaningful reading and writing activities.

High school students are tested only on how they write formulaic arguments, graded either by computers or hourly employees hired through Craig's List and not required to have knowledge about the craft of writing.

The Core Knowledge Foundation extends its sincere thanks to all teachers who developed these first grade lessons for our National Conferences (1992 - 2011) or through their participation in the Colorado Unit Writing Project (1999 - 2004).

Prerequisite skills and capabilities include, but are not limited to, proficiency in reading a range and type of material, with an emphasis on informational texts; fluent writing in several modes, most notably expository, descriptive and argumentative; quantitative literacy through algebra and including geometry, combined with the ability to understand and interpret data; a understanding of the scientific method and some insight into the organization of knowledge in the sciences; an awareness of how social systems operate and how they are studied; basic proficiency in a second language and awareness that languages reflect cultures; and experiences in and appreciation of creative and expressive arts.

The legislation requires that the alternative assessment method must be designed to assess a student's mastery of the essential knowledge and skills in writing through timed writing samples; improvement of a student's writing skills from the beginning of the school year to the end of the school year; a student's ability to follow the writing process from rough draft to final product; and a student's ability to produce more than one type of writing.

CORE's approach to reading, writing and language professional learning builds knowledge and skills through well - structured courses and site - based coaching, modeling, and mentoring.

The Core Knowledge Foundation extends its sincere thanks to all teachers who developed these sixth grade lessons for our National Conferences (1992 - 2011) or through their participation in the Colorado Unit Writing Project (1999 - 2004).