Sentences with phrase «yet learned classroom»

Not exact matches

Kids today appear to be learning their social skills from each other (e.g., classroom, daycare) and not from their parents — or perhaps their parents themselves were raised without compassion - hence the cycle of dysfunction rolls along.in yet another generation.

Yet research demonstrates that when children gather around breakfast in a familiar classroom setting, readiness to learn increases while tardiness and discipline problems decline.

While I am passionate about online integration in the traditional classroom, I do not know yet if blended learning is really for everyone.

Yet, with the increasing use of educational technology, student learning isn't limited to the physical classroom.

We preach how «student - centered» we want the classroom to be, yet we spend hours talking at teachers and call this «professional learning.»

Online learning is quickly becoming more popular than traditional classroom settings, yet it is still a relatively new way of educating students.

We, enriched by our professors and colleagues, are challenged today to move beyond the lecture halls of Longfellow and the classrooms of Gutman to venture out, to find, to invite, and to empower those who have yet to contribute to the process of teaching and learning, reaching out to our own cities, and to our own countries.

«Tom is unique in that he understands the theoretical, research, and policy perspectives on urban education, yet is masterful in designing and executing practices that result in improved teaching and learning in the classroom, at the school and at the district level.

Not surprisingly, today's students use social media as their main form of communication and connection, yet a University of Phoenix ® College of Education survey conducted online by Harris Poll in April among 1,002 U.S. K - 12 teachers found that only «13 percent of today's K - 12 teachers have integrated social media into classroom learning, with an overwhelming majority (87 percent) reporting they have not embraced social platforms.»

Yet this essential instructional design skill — connecting business drivers to the learning solution — applies no matter if the solution is in the classroom, on a mobile device, or beamed from Mars.

The barriers Yet despite the overwhelming evidence of the benefits, some teachers are still reticent about taking learning outside the classroom.

Yet they still use them to diagnose, motivate, and focus classroom learning.

These approaches suggest innovations that aren't being batted about by opinion - makers yet, such as redesigning jobs to concentrate top teachers» time on instruction, putting star teachers fully in charge of multiple classrooms, and using technology in combination with in - person reach extension (for one example, learn about Rocketship Education here).

And yet, because collaboration is the linchpin of project learning, managing the delicate ecosystem of student groups is crucial to an effective project - learning classroom, experts say.

Yet I believe, based on what I have seen in schools, that we should move in the opposite direction, and take time out of academics in the early elementary years to focus on making students feel safe, secure, and confident in the classroom, in other words making them ripe for learning.

Yet ensuring that every child maximises his or her learning and potential in every classroom in Australia is far from being achieved and is becoming more and more difficult.

«Teachers are conscious of changing educational content and their classrooms to prevent boredom, yet there isn't the same consideration of how best to use schools» outdoor spaces for learning — both for physical education and the broader recreational options,» Dr Hyndman said.

Despite the smaller (i.e., than for teachers and teaching), yet still significant measured effects on student learning for school - based factors beyond the classroom — Hattie has calculated an effect size of 0.39 for principals / school leaders [3]-- research evidence has confirmed that «school leaders can play major roles in creating the conditions in which teachers can teach effectively and students can learn».

Yet such efforts may not adequately account for important differences within a classroom of students — differences in knowledge, in learning styles, or the rate at which students learn.

«We, enriched by our professors and colleagues, are challenged today to move beyond the lecture halls of Longfellow and the classrooms of Gutman to venture out, to find, to invite, and to empower those who have yet to contribute to the process of teaching and learning, reaching out to our own cities and to our own countries,» Martinez said.

After observing and teaching in a variety of classroom settings over the course of my graduate studies, I have concluded that good teaching depends on three things: mastery of the subject, a keen understanding of how children learn, and an ability to maintain a disciplined yet positive learning environment.

In the book, Hattie spends significant time on talk — which makes sense, since teaching is so talk dependent — but what is interesting here is that Hattie makes the very important point that dialogue between teacher and students is a crucial component of teaching and learning - yet is seldom present in classroom exchanges.

But then, despite facing a budget shortfall and laying off dozens of teachers, School Superintendent Paul «education reformer extraordinaire» Vallas, announced that he was instituting yet another full round of standardized tests in June because he believes that more testing is the only way to prevent teachers from allowing a «lull» in learning to take place in their classrooms.

Yet, as much as possible, educators and architects are trying to incorporate the needs of project - based learning as close to the classroom as possible, O'Donnell says.

Through 2005, there is little research focused on implementing technology in the K - 12 social studies classroom (Swan & Hofer, in press), yet many authors advocate that teachers need to explore this frontier without models of classroom success, examples of «tried and true» curricula, and evidence of increased student learning.

Yet, because changes in assessment affect our entire education system and infrastructure, from state agencies to test makers to federal officials to classroom teachers, we won't see the real benefits from technology - enabled assessments — improved teaching and learning — without careful attention from policymakers and deliberate strategies to create change.

Yet, as the reflections of the 17 teacher - learners examined in this study suggested, video production used as an instructional strategy and integrated in classrooms in robust and rigorous ways promotes content learning.

And yet, in my classroom, students who were clearly learning sometimes earned low grades because of missing work.

Through simple yet powerful principles — structuring for success, teaching expectations, observing and monitoring, interacting positively, and correcting calmly — your staff can learn to dispel problems and at the same time create solutions to improve the climate of the entire classroom.

The «planets were moving into alignment», with the direction of technological development leading towards the iPad being a brilliant learning tool in the maths classroom, but they weren't there yet.

Yet, in our public schools serving students of color and low - income students, classrooms are overcrowded and lack adequate resources, students and teachers face degrading environments, and schools use harsh, punitive discipline practices that deny students the opportunity to learn.

Countless hours of planning, preparation, reflection and collaboration occur in classrooms and professional learning communities across each state to support student learning and provide professional development opportunities or shared leadership experiences to foster the professional growth of staff; yet so often, the general public fails to understand what our work truly entails.

And yet, so many teachers learn to teach sitting in a classroom, taking notes on Skinner, Dewey and Plato.

Students became more active learners and often challenged themselves to work harder and learn material that had not yet been introduced in their math classroom.

Among the most empirically verified asset - based factors is a teacher - student relationship that provides a socially and emotionally supportive yet demanding and high expectation classroom learning environment.

And on Tuesday, The Learning Accelerator and Yet Analytics announced the Learning Commons, a new, free website that will gather curated professional development resources for those who are working to implement blended or personalized learning in their claLearning Accelerator and Yet Analytics announced the Learning Commons, a new, free website that will gather curated professional development resources for those who are working to implement blended or personalized learning in their claLearning Commons, a new, free website that will gather curated professional development resources for those who are working to implement blended or personalized learning in their clalearning in their classrooms.

Some students, the school has found, aren't ready yet for this fairly radically different, self - directed approach to learning, and for them Hybrid High has set up two more traditionally - oriented classrooms.

points to this widespread lack of flexibility and personalization in PD programs, saying, «We expect teachers to personalize learning for every student in the classroom, yet we can not provide the same when it comes to their professional learning needs.»

Reality: Yet personalized learning often takes the form of a classroom with each student on his / her own device and ear buds on.

Online training is very different than face - to - face training, yet many classroom trainers inherit the online learning developer role simply because their organization has decided to begin offering online training.

A recent brief from The Learning Counsel points to this widespread lack of flexibility and personalization in PD programs, saying, «We expect teachers to personalize learning for every student in the classroom, yet we can not provide the same when it comes to their professional learning needsLearning Counsel points to this widespread lack of flexibility and personalization in PD programs, saying, «We expect teachers to personalize learning for every student in the classroom, yet we can not provide the same when it comes to their professional learning needslearning for every student in the classroom, yet we can not provide the same when it comes to their professional learning needslearning needs.»

But there is much yet to be learned about who provides such leadership, how it is productively distributed across the school system (e.g., state, district, school and classroom) and what stimulates its development.

Yet, the addition of technology into a classroom or school does not inherently nor naturally reform teaching or learning (Dede, 2001; Wiske, 2001).

PrattMWP, an extension campus of Pratt Institute, is located in the midst of Central New York's «Cultural Corridor» in Utica, N.Y. With its modern studios, classrooms, and new residence halls, it provides the optimum learning and living environment for aspiring young artists in urban, yet intimate setting for students who prefer the more tranquil Upstate atmosphere.

We often need resources and ideas for those students in our classrooms who haven't yet learned certain social and emotional skills.