Sentences with phrase «instruction of ability groups»

Not exact matches

Mike Petrilli talks with Education Next about the challenges of teaching high - achieving and low - achieving kids in the same classroom, and about one school in Montgomery County, Maryland, which is using a blend of ability grouping and differentiated instruction with great success.

The algorithm employed by the software considers each child's entering skill level and progress made during the school year to recommend several dimensions of instruction, including assignment to small, homogenous ability groups, the amount of time spent on code - versus meaning - focused literacy, and teacher / child versus child - managed delivery.

According to data collected by the National Assessment of Educational Progress (NAEP), the frequency of ability grouping's use in fourth grade reading instruction rose about two and a half times, from 28 percent in 1998 to 71 percent in 2009.

Extend the reach of your reading instruction by adding differentiation, mixed - ability and flexible groupings, and mixed - grad opportunities to literature circles.

For a single teacher «almost super-human ability» is required to maintain up - to - date data on the learning needs of each student, as well as organising and preparing differentiated learning materials, while also maintaining valuable direct instruction, student discourse and collaborative group - work.

For instance, make it easier for educators to discipline unruly students, or to use «ability grouping» in their classrooms instead of mandating the nearly - impossible strategy of «differentiating instruction.»

Besides establishing another layer of cultural barriers among students, the other major detriment of grouping is the differential nature of instruction accorded to different ability groups (see Allington, 1983).

Although ability - grouped instruction has been criticized in the past because it has been found to doom children to a lifetime in these low groups (Anderson, Hiebert, Scott, & Wilkinson, 1985; Barr & Dreeban, 1991; Gamoran, 1992; Hiebert, 1983; Oakes, 1985) and a persistently unambitious curriculum (Allington, 1983; Hiebert, 1983), it is important to remind ourselves of how teachers implemented grouping in these effective schools.

Recall also that in these most effective schools, students also averaged 25 minutes a day of whole - group instruction in which they were interacting across ability levels.

Other curriculum that tended to focus on whole group instruction and teaching of discrete skills constrained teachers» ability to do so.

In short, the ability grouping in these schools was not a lifetime sentence to low group membership so powerfully documented in the literature on grouping; to the contrary, some of the special grouping practices, namely the special, supplemental instruction, were in place to accelerate struggling readers» literacy learning to the point where they could re-enter regular classroom groupings.

Students of various ages, abilities, and backgrounds are grouped and regrouped to meet students» individual instruction needs.

Gross gave this scenario: There is in this country one very significant example of high ability grouping where the members get the highest level instruction, are continually challenged, have the finest, most talented mentors with them consistently throughout the learning process, travel internationally because of their ability, and are accelerated and advanced beyond others - Can you guess?

Small group instruction can occur in groups of students with similar academic needs or in cooperative groups of students with diverse abilities, putting higher achieving students in the role of a peer mentor.

students were grouped by ability and / or performance for language arts and mathematics instruction» (Executive Summary of the Middle School Site Visit Report).

Qualifications 7 - 10 years or more teaching experience required 2 - 3 years minimum experience as a lead / master teacher, instructional coach or head of grade - level or subject - area department required Formal management, supervisory or administrative experience required Demonstrated commitment to MWA's mission and core values Strong ability to analyze data and utilizing it to drive instruction Experience facilitating observation and feedback cycles with teachers Experience coaching or supporting teachers in Common Core standards align planning Strong organization skills and attention to detail Highly effective communication skills Ability to work effectively in a fast - paced, results focused environment Ability to laterally manage a diverse group of constituents Bachelor's Degree requiredability to analyze data and utilizing it to drive instruction Experience facilitating observation and feedback cycles with teachers Experience coaching or supporting teachers in Common Core standards align planning Strong organization skills and attention to detail Highly effective communication skills Ability to work effectively in a fast - paced, results focused environment Ability to laterally manage a diverse group of constituents Bachelor's Degree requiredAbility to work effectively in a fast - paced, results focused environment Ability to laterally manage a diverse group of constituents Bachelor's Degree requiredAbility to laterally manage a diverse group of constituents Bachelor's Degree required; M.Ed.

It blurs our ability to understand which systems have effectively targeted instruction to address needs of different student groups; instructional strategies are different for English Language Learners and for students on IEPs, for example.

American education would be harmed by the wholesale elimination of programs that group learners for instruction by ability.

UConn's principles help teachers develop «strategies, activities and approaches that are responsive to cultural, linguistic, ability and other student differences,» «plan learning opportunities that teach content through inquiry» and «use knowledge of students as individuals and members of cultural and social groups to inform instruction.»

In a mathematics pull - out group with same - age peers, where the students were pulled from different classes other than their regular mathematics instruction, the teacher reported that the group met the needs of her students who showed more ability in mathematics, increased their motivation, and evidenced students» learning new knowledge.

Instead of whole - class instruction, teachers were shown how to divide their students up into smaller groups based on their abilities and needs.

In addition, the practice of ability grouping for guided reading within the regular education classroom further supports this aspect of instruction.

We were part of a group building a base for teaching and assessing comprehension and hundreds of studies demonstrated the power of strategy instruction on students» abilities to make sense of text.

Research funded by the U.S. Office of Special Education Programs (OSEP) has identified a number of alternatives to whole - class instruction and ability grouping and provided information about their effectiveness.

Ability to communicate with courtesy and diplomacy, efficiently follow written and verbal instructions, provide information, and maintain effective relationships with a diverse group of functional contacts at all levels.

• Demonstrated expertise in arranging standardized group and individual test administration • Highly experienced in planning, developing and coordinating testing program policies, procedures and schedules • Well - versed in supervising and monitoring administration of tests by proctors and ensuring that test instructions are accurately delivered • Proven ability to provide routine direction, information and advice to students regarding testing policies and outcomes

• Hands - on experience in providing assistance with individualized instruction through well - placed instructional strategies • Skilled in effectively applying methods for enhancing students» working knowledge of core concepts • Excellent skills in recognizing, describing and reporting student behavior and academic progress • Unmatched ability to impart instruction at the student's level of comprehension • Proficient in using a variety of technological tools to communicate with students and provide them with information on complex topics • Adept at recognizing patterns of human development and benchmarks that are typically achieved at different ages • Demonstrated expertise in designing and using age - appropriate materials for instructional enforcement • Documented success in establishing positive relationships with students to promote student self - esteem • Proven ability to mediate student conflicts and handle behavior management duties • Qualified to use appropriate strategies and techniques to provide dedicated instructional support • Able to effectively conduct small group and individualized instruction as part of the class instruction program • Special talent for assisting teachers with planning and organizing instructional activities and developing classroom procedures • Track record of demonstrating awareness of and respect for diversity amongst students • Proven record of applying disciplinary directives in an impartial and consistent manner

Math Tutor ABC SCHOOL, De Soto, MO (6/2008 to Present) • Comprehend each students» individual needs for understanding complex mathematical concepts • Thoroughly go through existing mathematics curriculum and create supportive lesson plans • Implement lesson plans to groups of students by concentrating on their individual abilities • Assist students in understanding how technology can be used to effectively utilize campus resources • Promote a classroom environment that is safe and conducive to learning and instruction • Develop instructional materials to help students understand the concepts of mathematics easily • Conduct ongoing assessments to determine students» adaptability to classroom environments • Encourage parental involvement in students» education and ensure that appropriate and effective communication is maintained with parents • Assess curriculum suitability and make changes to the mathematics curriculum to suit the individual needs of students • Assist students in understanding concepts and handling class assignments • Plan, create and administer tests and ensure that they are graded according to the grade sheets provided by the school • Create and maintain records of students in a confidential manner

PA Reps for staff development and growth opportunities * Plan, assign, and direct work, appraise performance, reward and discipline employees, address complaints and resolve problems within the team * Assist in the hiring process * Assist in the preparation of performance reviews * Deliver performance reviews in conjunction with the Prior Auth Manager * Meet monthly with each staff member to go over performance status * Assist with training as needed * Lead weekly Team meetings with staff to keep them informed of changes to policy and procedures and corporate communications * Meet with the Prior Authorization Management team weekly to report on clinical call center performance and personnel issues Required Qualifications: * High School Diploma or equivalent * Current and unrestricted Pharmacy Technician license * 2 years» experience supervising Pharmacy Technicians in a Call Center environment * Prior Authorization experience * Knowledge of the Pharmacy Benefit Management and / or Health Insurance * Knowledge of Call Center industry through work experience and as obtained through related courses * Proficient in Microsoft Word and Excel Preferred Qualifications: * Bachelors» Degree * PBM experience * National Pharmacy Technician Certification Required Competencies: * Must have strong leadership and problem solving skills * Strong written and verbal communication skills * Strong interpersonal skills * Ability to effectively present information and respond to questions from groups of associates, managers and clients * Ability to comprehend ACD statistical reporting and apply it to the operation of the department * Ability to interpret a variety of instructions furnished in written, oral, diagram or schedule form * Ability to maintain a high level of consistency while working with team members * Ability to recognize the needs of the staff, heighten morale, and decrease stress and burnout * Ability to understand what style of conflict resolution is best suited for a particular situation * Ability to determine the needs of each individual team member and assist them in achieving set goals * Demonstrate a clear understanding of company and client confidentiality * Excellent organizational skills * Exemplary coaching / motivational skills at both an individual and team level * Adaptable and able to move with change while maintaining a positive attitude and strong role model for the Team.

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.

Ability to read and comprehend simple instructions, short correspondence, and memos; ability to write simple correspondence; ability to effectively present information in one - on - one and small group situations Ability to add and subtract two digit numbers; ability to perform operations using units of American money and weight measurements, volume and distance Ability to solve practical problems and deal with a variety of variables in situations where only limited standardization exists; ability to interpret a variety of instructions furnished in written, oral, diagram or schedulAbility to read and comprehend simple instructions, short correspondence, and memos; ability to write simple correspondence; ability to effectively present information in one - on - one and small group situations Ability to add and subtract two digit numbers; ability to perform operations using units of American money and weight measurements, volume and distance Ability to solve practical problems and deal with a variety of variables in situations where only limited standardization exists; ability to interpret a variety of instructions furnished in written, oral, diagram or schedulability to write simple correspondence; ability to effectively present information in one - on - one and small group situations Ability to add and subtract two digit numbers; ability to perform operations using units of American money and weight measurements, volume and distance Ability to solve practical problems and deal with a variety of variables in situations where only limited standardization exists; ability to interpret a variety of instructions furnished in written, oral, diagram or schedulability to effectively present information in one - on - one and small group situations Ability to add and subtract two digit numbers; ability to perform operations using units of American money and weight measurements, volume and distance Ability to solve practical problems and deal with a variety of variables in situations where only limited standardization exists; ability to interpret a variety of instructions furnished in written, oral, diagram or schedulAbility to add and subtract two digit numbers; ability to perform operations using units of American money and weight measurements, volume and distance Ability to solve practical problems and deal with a variety of variables in situations where only limited standardization exists; ability to interpret a variety of instructions furnished in written, oral, diagram or schedulability to perform operations using units of American money and weight measurements, volume and distance Ability to solve practical problems and deal with a variety of variables in situations where only limited standardization exists; ability to interpret a variety of instructions furnished in written, oral, diagram or schedulAbility to solve practical problems and deal with a variety of variables in situations where only limited standardization exists; ability to interpret a variety of instructions furnished in written, oral, diagram or schedulability to interpret a variety of instructions furnished in written, oral, diagram or schedule form.

POSITION RESPONSIBILITIES * Ability to plan and facilitate group sessions as directed by the Pathfinder Supervisor or Clinical Director * Provide adequate supervision, guidance, and care for guests at Pathfinder to include: assisting with activities of daily living, providing emotional support and education, and providing encouragement and direction for patients * Be aware of guests comings and goings, who is in the facility, who is not and where they are if they are not * Safely administer medication to guests while abiding by the medical provider's instructions and under the direction / supervision of the Registered Nurse.