Sentences with phrase «participants practice these skills»

Participants practice these skills in authentic simulations and receive feedback from instructors and peers.

Not exact matches

Participants analyze ideas, discuss new information, solve problems and practice new skills.

Hollyhock presents the Leadership Institute, a conference series that attracts participants from around the world to develop skills, expand professional networks, deepen personal practice, and recharge in a setting of spectacular natural beauty.

(4) Participants can discover and practice styles of communication that reduce polarization and increase understanding — owning and expressing one's own needs rather than trying to convert the other, listening with understanding, etc. (5) If the group learns these bridge - building skills, it can break out of the win - lose struggle and achieve a degree of difference - respecting, collaborative intergroup relationships.

The training course provides participants with an opportunity to identify, explore and practice the key skills required to facilitate parenting groups.

Participants attend a series of classes that explore big picture issues and local solutions, network with peers and sustainability thought - leaders, and practice community organizing skills that empower Chicagoans to make difference.

They provide instruction and then participants are able to practice their skills at the pool throughout the summer.

Participants gain innovative, science - based skills to expand their practice and successfully work with families with PMAD.

It combines computer exercises to boost problem - solving and memory with structured group sessions, in which participants practice social skills, such as reading nonverbal cues and taking someone else's perspective.

Participants were given a fitness challenge score sheet to record the fitness feats achieved at the Easter Egg Roll and again in two weeks after practicing their balance, strength, flexibility, and cardio skills each day.

As in part 1, participants will have the opportunity to practice their skills during the workshop.

To inspire participants to practice effective mentorship practices and promote these skill sets to their peers and colleagues at their own institutions.

Completion of an Online Course or series of MINDBODYGREEN Online Courses and any certificate or other evidence thereof provided by MINDBODYGREEN may not be recognized by third - parties, including employers, governmental bodies and educational institutions, as imparting upon the participant any particular qualification, skill - set or fitness to practice or perform any particular task or profession, and MINDBODYGREEN makes no representations or warranties to that effect.

Completion of a course or series of MBG courses and any certificate or other evidence thereof provided by MBG may not be recognized by third - parties, including employers, governmental bodies and educational institutions, as imparting upon the participant any particular qualification, skill - set or fitness to practice or perform any particular task or profession, and MBG makes no representations or warranties to that effect.

Classes will include lectures and demonstrations of fundamental massage skills and supervised practice sessions amongst class participants.

Participants will come away with a profound understanding of their personal practice, as well as the skills required to effectively teach their students their new found knowledge.

Participants will delve into content deeper than that of the weekend course, so that the participant is able to gain knowledge, skills and practical application of the Yogic Technology for complete integration in to their professional practice and personal wellbeing.

It includes opportunities to observe real - world classrooms, where participant teams apply protocols, build their observational skills, and consider how to integrate such practices in their own schools and districts.

In two breakout sessions, Professor Paul Reville and Senior Lecturer Liz City led participants in exercises to put into practice changes in their schools, districts, and states, and to hone their leadership skills.

Between forums, the of participants are required to work on real - life projects in order to apply and practice the skills and frameworks learned during the forums.

This training is meant to take the participant through each tier looking at strategies, decision - making skills, and timelines for best practice.

Our lesson designs and assessments must support our primary goal: that these discussions lead students to increased autonomy in sustaining classroom conversations as part of everyday practice so that they can leverage these skills and dispositions to become actively engaged and productive participants in our national civic discourse.

Within the circle, participants develop and practice skills in communication, relationship - building, empathy, democratic decision - making, conflict resolution, and problem - solving.

This presentation provides participants with resources and best practices in leveraging technology to help students master the 21st century skills of critical thinking, collaboration, communication, and creativity.

Participants will be given hands - on time to explore, practice and refine their skills throughout the workshop.

The goal of this study tour was for participants to learn about schools that incorporate rigorous academics, deeper learning experiences, higher order skills, and innovative and effective practices to create personalized learning experiences and prepare students for college and career success.

Findings in Harris and Townsend (2007), Howe and Stubbs (2003) and Nesbit et al. (2001) suggested that the opportunity to practice leadership skills, such as providing in - class support or professional development to classroom teachers, as part of a preparation program helped develop participants» knowledge of, and ability to practice, teacher leadership.

«Structured learning experiences» refers to activities that are specifically intended to develop the knowledge and skills of participants, such as lectures, conducting experiments, role - playing, practicing implementation of new instructional materials, and reviewing research.

This webinar provided participants an opportunity to identify the opportunities of SRCLP program to increase language and literacy skills of young children and improve practice of educators; share evidence - based research to improve reading comprehension of children preschool to third grade; and discuss considerations for state leaders in designing policy and professional learning to increase effectiveness of early language and literacy instruction, particularly for dual language learners, and children with special needs.

Implicit in these studies were two considerations that affect the content of preparation programs: the expectation that preparation programs build from the knowledge and skills of participants when they enter, and whether or not the program was linked to an explicit set of anticipated teacher leader practices.

GLISI designs learning experiences rooted in research, allow participants to practice skills in real time and receive targeted feedback from experts.

Participants will explore and practice Bob Gray's F.A.C.E Method to build a valuable leadership skill that will instantly improve relationships, instill trust, and increase retention for key situations.

The K - 12 History and Social Science SOL Institutes provided training that focused on deepening participants» understanding and application of the rigorous practices and critical reasoning skills embedded in each history and social science standard.

The two - day Summer Leadership Institute, «Feedback for Teacher Growth: Tools and Processes to Support Teacher Evaluation,» helped participants to learn the skills for giving feedback and to create a culture that results in effective teacher evaluations centered on growth of teacher practice and improvement of student learning.

During the course of the programme, participants will attend four face - to - face training and assessment days as well as participating in a range of online activities, with each element designed not just to test a teachers» knowledge and skills, but also to provide them with development opportunities and equip them with behaviours and approaches to evaluation and personal development that ensure they continue to develop their practice.

Continuum of instructional technology practices implemented by K - 12 teacher participants: progresses from student skill development, to teacher directed instruction, and then to student - centered instruction.

Participants enhance their knowledge and skills as facilitative leaders and coaches and work as an equity - focused community of practice to support teachers as they adapt practices to respond more effectively to the needs and aspirations of students of color and in so doing, all of the students they serve.

Jeanne Tribuzzi will facilitate hands - on experiences as participants view models of best - practice curriculum and instruction, focusing on the foundational levels of literacy, literacy across all levels and disciplines, and skills needed to be critical consumers and creators of media.

While rigorous, the initial observer certification training is a stand - alone professional development opportunity designed to introduce participants to the skills and knowledge needed to collect, align, and accurately rate teaching practice.

As each presenter shares how they have implemented exemplary leadership practices, participants will see how the five key practices can not be viewed as isolated skills or standards.

Participants engage in courses and assignments to practice data - driven decision making processes, strengthen one's self - awareness, and sharpen instructional leadership skills.

Overview The goal of this study tour was for participants to learn about schools that incorporate rigorous academics, deeper learning experiences, higher order skills, and innovative and effective practices to create personalized learning experiences and prepare students for college and

Participants will practice their basic skills in new fun ways that will help build better communication and relationship skills.

Furthermore, during the course, she provided all participants hands on experience practicing emergency life saving skills.

Participants in the class were offered incentives to practice newly learned skills and given first preference at the clinic.

Participants will also get to practice their skills on Casper, a realistic CPR model, and will also take home a pet first aid guide.

Each participant will be allowed approximately 3 minutes to run the course or practice different skills.

Promote the importance of long - term, strategic thinking by providing the participants with the training and planning skills that are essential for preparing a practice for the future.

During this interactive session, participants will explore the five key skills of emotional intelligence — recognizing, understanding, labeling, expressing, and regulating emotions — as well as examples of culturally responsive practices.

Participants learn through multimedia (DVD and book), observe demonstrations by an EFR Instructor, practice techniques, and then apply these skills in a series of scenarios.