Sentences with phrase «teaching focus increases»

Teaching focus increases the dog's attention span and, as a result, the dog can give more consistent alerts on high and low blood sugars.

Not exact matches

Today I get to do much less teaching as more and more executives have increased their focus on lead generation.

So, he's taught himself how to start each speech by talking about a relatable moment from his past — when he was in a rap group and decided to focus on producing video content in order to increase his branding.

The increase in funding will help ensure that students, teachers and school district staff can focus their energy on teaching and learning.

Your coach's main focus will be to increase your financial literacy and help you learn and utilize fundamental investment planning tools to help you go from the E and S quadrants to the B and I quadrants — teaching you the principles that can get you out of the Rat Race!

By focusing the attention of faculty members now accustomed to routine spending increases, cuts in funding may have the unintended effect of improving the situation of teaching and learning about which a concerned public is justifiably upset.

The athlete should be taught to properly land first, and then progressively increase the demand by adding hurdles while keeping a focus on landing.

Months before the Florida High School Athletic Association voted in late September to mandate soft headgear for girls lacrosse for the 2015 season, Stenersen told MomsTEAM that he believed it would be «highly irresponsible» for high school associations and youth leagues to focus solely on requiring increased protective equipment if it meant ignoring what Stenersen viewed as «the most critical component to a safer, more enjoyable lacrosse experience: requiring nationally - standardized, sport - specific training for coaches and officials as a fundamental qualification to assure that the boys» and girls» lacrosse is being taught (and the rules are being enforced) correctly.»

Our goal is to teach both you and your child the necessary skills to identify, express, and regulate emotions, live courageously, decrease conflict, increase focus and attention, and live with empathy and compassion for yourselves and one another.

Teach your child simple practices of meditation and mindfulness: You in no way have to be a meditation expert in order to teach your child to simply breathe and focus on his / her breath for five minutes a day — just that alone will have great benefits on decreasing stress and anxiety levels and help your child learn a sense of self - control and self - regulation, all important factors for increasing optiTeach your child simple practices of meditation and mindfulness: You in no way have to be a meditation expert in order to teach your child to simply breathe and focus on his / her breath for five minutes a day — just that alone will have great benefits on decreasing stress and anxiety levels and help your child learn a sense of self - control and self - regulation, all important factors for increasing optiteach your child to simply breathe and focus on his / her breath for five minutes a day — just that alone will have great benefits on decreasing stress and anxiety levels and help your child learn a sense of self - control and self - regulation, all important factors for increasing optimism!

In addition, I'll teach you how to use simple equipment (such as benches, chairs and towels) to dramatically increase the training options available to you while still focusing on bodyweight as the primary resistance.

Issues such as teacher shortages, an increasing disconnection between what students are taught and existing job roles, and a lack of general awareness about the changing nature of work, continue to blight the system and will be a focus for campaigners over the coming months.

The keen observers among you will have noted that the most recent Ofsted inspection framework revealed an increased focus on the achievement of pupils with special educational needs and the quality of teaching that enables learning to take place.

For these reasons, Word Generation focuses on all - purpose academic words and attempts to increase content area teachers» willingness to teach them.

For the most part, he says, the past decade of research on the accountability movement in education has focused on two things: whether or not the tests increased academic achievement, and how high - stakes testing has led to certain behaviors such as teaching to the test or manipulating the data.

Due to the lack of time to teach social studies and science, there has been an increased focus on this in elementary classrooms.

Parents worried that the drive to increase performance on state tests came at the cost of an ever - narrowing curriculum and that the focus on getting the «bubble kids» from slightly below proficient to slightly above proficient came at the cost of teaching kids who were way behind or ahead.

The National Union of Teachers said that the Government should focus on issues such as insufficient school places, a drop in the number of applicants for teaching and fact that the number of teachers leaving the profession each year is at a 10 - year high and has increased by 25 per cent since 2010.

Alonso served as CEO of Baltimore City Public Schools (City Schools) for six years, where he led a reform effort marked by a rebalancing of authority and responsibility among stakeholders, the building of a coalition in support of City Schools, leading edge labor contracts, and a focus on individual students and teaching and learning that yielded marked improvement in achievement and climate data across all levels, the first increases in enrollment in 40 years, and widespread political and ground root support for what have been divisive reform strategies in other districts.

The integration of technology has led to a number of developments that have made learning more accessible, including a focus on differentiation in the classroom, which involves adopting activities for mixed abilities, and an increased emphasis on a blended learning approach, that sees traditional teaching methods utilised alongside technology.

The Common Core requires a number of shifts in the teaching and learning of English / language arts (for example, an increased emphasis on non-fiction reading and discussion of reading using evidence) and mathematics (for example, a focus on going deeper into fewer topics and applying learning to real - world situations).

When we take two or three minutes a few times each day or class period and teach students how to breathe deeply, we are priming the brain for increased attention and focus.

Problem - based and inquiry - based learning programs, and concept - based curriculums with a focus on the big ideas at primary and secondary level have provided increased opportunities to focus on the teaching of generic skills.

Recent years have seen an increased focus on individuality in education, with teachers now accepting that those with different learning styles need to be taught using different methods.

This webinar will focus on deepening how we teach writing to help students overcome the prior - knowledge problem and widening how we teach writing to increase student content knowledge.

Results indicated professional development based in reform delivery methods (not workshops or short trainings), occurred over time with more than 25 hours of content involved groups of teachers learning together, was focused on the subject taught by the teacher, required teachers to be active participants in their learning, and cohorent, i.e., aligned with standards and teacher goals, was more likely to lead to increases in teacher knowledge and changes in practice.

Academic Gains, Double the # of Schools: Opportunity Culture 2017 — 18 — March 8, 2018 Opportunity Culture Spring 2018 Newsletter: Tools & Info You Need Now — March 1, 2018 Brookings - AIR Study Finds Large Academic Gains in Opportunity Culture — January 11, 2018 Days in the Life: The Work of a Successful Multi-Classroom Leader — November 30, 2017 Opportunity Culture Newsletter: Tools & Info You Need Now — November 16, 2017 Opportunity Culture Tools for Back to School — Instructional Leadership & Excellence — August 31, 2017 Opportunity Culture + Summit Learning: North Little Rock Pilots Arkansas Plan — July 11, 2017 Advanced Teaching Roles: Guideposts for Excellence at Scale — June 13, 2017 How to Lead & Achieve Instructional Excellence — June 6, 201 Vance County Becomes 18th Site in National Opportunity Culture Initiative — February 2, 2017 How 2 Pioneering Blended - Learning Teachers Extended Their Reach — January 24, 2017 Betting on a Brighter Charter School Future for Nevada Students — January 18, 2017 Edgecombe County, NC, Joining Opportunity Culture Initiative to Focus on Great Teaching — January 11, 2017 Start 2017 with Free Tools to Lead Teaching Teams, Turnaround Schools — January 5, 2017 Higher Growth, Teacher Pay and Support: Opportunity Culture Results 2016 — 17 — December 20, 2016 Phoenix - area Districts to Use Opportunity Culture to Extend Great Teachers» Reach — October 5, 2016 Doubled Odds of Higher Growth: N.C. Opportunity Culture Schools Beat State Rates — September 14, 2016 Fresh Ideas for ESSA Excellence: Four Opportunities for State Leaders — July 29, 2016 High - need, San Antonio - area District Joins Opportunity Culture — July 19, 2016 Universal, Paid Residencies for Teacher & Principal Hopefuls — Within School Budgets — June 21, 2016 How to Lead Empowered Teacher - Leaders: Tools for Principals — June 9, 2016 What 4 Pioneering Teacher - Leaders Did to Lead Teaching Teams — June 2, 2016 Speaking Up: a Year's Worth of Opportunity Culture Voices — May 26, 2016 Increase the Success of School Restarts with New Guide — May 17, 2016 Georgia Schools Join Movement to Extend Great Teachers» Reach — May 13, 2016 Measuring Turnaround Success: New Report Explores Options — May 5, 2016 Every School Can Have a Great Principal: A Fresh Vision For How — April 21, 2016 Learning from Tennessee: Growing High - Quality Charter Schools — April 15, 2016 School Turnarounds: How Successful Principals Use Teacher Leadership — March 17, 2016 Where Is Teaching Really Different?

And unlike nursery school, the Perry Preschool would focus on cognitive development — stimulating children's brains, increasing their vocabulary, teaching them letters and numbers.

In a brief we wrote with Christen Holly and Gillian Locke for the Center for American Progress, Giving Every Student Access to Excellent Teachers: A Vision for Focusing Federal Investments in Education, we suggest four ways the federal government can dramatically increase access to excellent teaching and transform the profession:

Sarah Shad Johnson, a parent of children in Charleston County Schools and co-founder of Community Voice, says, «The timing of Secretary Duncan's visit comes at a critical time when our state legislators are discussing whether or not to support the adversarial Common Core State Standards, as well as bills regarding school choice, charter school expansion, and tax credits for private schools; our State Superintendent of Education seems to be embracing a controversial stand on the teaching profession; and the focus here in Charleston County appears to be only on experimental, questionable, and expensive initiatives, as opposed to goals of increased learning opportunities.»

Many recent studies have supported this focus, connecting high quality, effective teaching to increases in student achievement (Goldhaber, 2002; Hanushek, Kain, O'Brien, & Rivkin, 2005).

Teaching strategies here are «high probability» strategies for increasing student achievement, and they are strategies highly aligned with the focus of Common Core.

The focus of the class is to teach strategies and skills to close the gap and increase students skills and confidence in language arts.

The Marzano Causal Teacher Evaluation Model focuses on teaching strategies identified by research to increase student learning gains.

The focus of the Department of Teaching and Learning is increasing student learning through ensuring a guaranteed and viable curriculum and effective instructional practice in a literacy - rich environment.

During the first year of the Leader U program, Residents focus on becoming effective teaching coaches while also taking on increased responsibilities within a school.

What hiring a Director of School Operations will do is to clarify roles and responsibilities for students, staff, and parents; increase opportunities for direct coaching and management to support staff; allow Principals and Assistant Principals to focus on teaching and learning, all of which create a healthy school culture, and ultimately drive student achievement.

As one of the largest providers of learning spaces, including furnishings and professional development services, MeTEOR's focus is the integration of best practices for teaching and learning to drive increased student achievement.

Across the country, states are adopting a number of different strategies to improve outcomes for students: third grade reading requirements, literacy initiatives, new assessment and accountability systems, plus an increased focus on data - driven decision - making are changing how districts approach teaching and learning for all students.

The High Performance Learning - Focused Lesson immediately increases the effectiveness of all teachers because of the planning process and teaching process the structure provides.

Once teachers are planning and teaching High Performance Learning - Focused Lessons effectively, in the Increasing the Rigor of Learning - Focused Lessons: Higher Order Thinking, Reading and Writing professional development they will gain the skills and knowledge to increase the complexity of learning as the lesson progresses, integrate higher order thinking strategies and reading comprehension strategies into their lessons to increase rigor and deepen student learning, and challenge students to critically analyze and interpret what they learn to develop new insights.

At Foothills High, for example, the teachers agreed to embrace just three initiatives that would provide consistency for students and a common set of schoolwide teaching experiences for themselves: (1) sustained silent reading to increase time spent with print and to develop the reading habit, (2) use of multiple books and sources to give students experiences with a variety of engaging print genres, and (3) use of lesson impressions (Brozo & Simpson, 2007) to generate interest in class topics and create regular opportunities for content - focused writing.

The model focuses on specific teaching strategies identified by research to increase student learning gains.

State superintendents can explicitly prioritize grow - your - own initiatives in their communications and recommendations, linking it to other key areas of focus like diversifying teaching and increasing teacher quality.

During this one - day workshop, leaders compare what is already in place in their school / district and take next steps toward leading a data - informed teaching staff focused on increased student outcomes.

In a 2007 report to the U.S. Department of Education, the Center for Teaching Quality noted that few teachers receive the «intensive, sustained, and content - focused professional development» that leads to increased student achievement.

Bryk, Sebring, Allensworth, Luppescu, and Easton (Organizing School for Improvement, 2010) and a host of other researchers and practitioners substantiate the fact that student learning increases in schools where there are reflective, collaborative educator communities focused on teaching and learning.

My research and teaching focus on how digital technologies can be used across the globe to create opportunities for individuals and to increase intercultural understanding between individuals.

The model focuses on teaching strategies identified by research to both increase educator professional development and student learning gains.

Launched in 2011, Project Leadership and Investment for Transformation, or L.I.F.T., is a five - year initiative in nine low - performing schools in Charlotte, North Carolina.35 The project focuses on innovative strategies to provide students with extended learning time and increased access to technology while supporting community engagement and excellent teaching.36 Project L.I.F.T. worked with Public Impact — a nonprofit organization that works with school districts to create innovative school models — to design hybrid teacher - leader roles that «extend the reach» of high - performing teachers to more students.37 These «multi-classroom leaders» continue to teach while leading teams of teachers and assuming responsibility for the learning of all students taught by their team.38 For this advanced role, teachers earn supplements of up to $ 23,000 annually, funded sustainably by reallocating funds within current budgets.39