Sentences with phrase «about instructional content»

Students at PUC Milagro Charter School are encouraged to question, reflect, and draw conclusions about instructional content in order to make personal and world connections.

Not exact matches

About Blog Nascent Medical, LLC, formerly Hitt Medical Writing (HMW), LLC, is a US - based medical and scientific content development company that serves the e-learning, instructional design, medical publishing, and communications industries.

World Wide About Blog A free community for sharing instructional videos and content for teachers and students.

Bellingham, WA About Blog The leading provider of digital content and tools for the Christian church.Makers of Logos Bible Software, Biblia.com, Verbum, Noet, Vyrso, and more.We develop Christian products that help you grow in your faith and share insight with others.Our instructional media teaches how to master Logos Bible Software.

If you want to learn more about the steps involved in eLearning content comprehension in particular, and eLearning course development in general, download the eBook Instructional Design 101: A Handy Reference Guide to eLearning Designers.

As I learn more about the companies generating this content, I have yet to find one that has an Instructional Designer on staff (or anyone with any kind of education background at all, really).

Keep these points in mind the next time you set about to design new or improve existing content, and you might have your TIC (K) ET to a great instructional design!

«What the Common Instructional Framework has done for teachers is given them a framework so that they can strategize with other teachers about content, interventions, and student success,» explains Dr. Janice Lombardi, Trinidad Garza's principal.

The curriculum frameworks described academic standards students should achieve, but unlike a curriculum, did not include details about specific content, sequence, instructional materials, or pedagogical methods.

«One of the challenges in teaching is designing, and to be a good designer you have to think about what you're trying to accomplish and craft a combination of the content and the instructional methods, but also the assessment.

Instructional days are filled with discussion about the content, which helps students engage in good conversation and think about what they may want to discuss on the air.

Curriculum materials with detailed information that supports teachers in making instructional decisions may help teachers themselves learn about content, pedagogy, and student learning.

If you are an Instructional Designer who has spent countless painstaking hours authoring SCORM - compliant content only to find out that the Learning Management System designated to host your content does not support that type of content, then you are probably as excited about Captivate Prime as I am.

Meanwhile, you can read our eBook on «Instructional Design 101: A Handy Reference Guide to eLearning Designers» to know more about Content Comprehension.

For example, they may be experts at Instructional Design theories and models, but know very little about graphic design and how to create multimedia content.

In our last blog in the «Enabling Instructional Designers» series, we wrote about using Raptivity as an instructional designing aid to visualize content and come up with the graphic treatment during sInstructional Designers» series, we wrote about using Raptivity as an instructional designing aid to visualize content and come up with the graphic treatment during sinstructional designing aid to visualize content and come up with the graphic treatment during storyboarding.

A common belief is that instructional designing is all about dumping the content into a PowerPoint presentation.

You often have some ideas about what instructional treatment you want to give to your content or how you want to present it to your learners.

Lemov's team has been working with the Partnership for about a year, specifically on reading content, curriculum literacy and and general instructional issues.

If you are new to eLearning development and Instructional Design, you may find it easier to follow the content, and then make assumptions about the exercises while you complete them individually.

Much current research about instructional leadership is focused on distributed leadership125 or on the leader «s content knowledge.126 Meanwhile, questions about how and when the principal might best engage with a teacher to address specific practices used by effective teachers have been under - researched.

In the article Teaching preschoolers learning strategies: «What» meets «how», authors Felicia R. Truong, Ed.D. (AppleTree Institute's Director of Curriculum and Content) and Abby G. Carlson, Ph.D. (AppleTree Institute's Director of Research and Evaluation) state that «children need to know how to learn not just what to learn» and write about how AppleTree's instructional model Every Child Ready helps educators do this.

We did not find any evidence in our interviews with secondary teachers that their department chairs or content - area colleagues were providing instructional leadership in the form of on - going classroom visits and dialogues about instructional practices.

Coggins et al. (2003) found that instructional coaches who felt knowledgeable about pedagogy and subject area content were more likely to provide instructional support to teachers, including designing and / or facilitating professional development.

The principal introduces, • Instructional challenges (importance of knowing about challenges at different proficiency levels; highlights the needs of beginner, intermediate, and advanced ELLs) • ESL in Content Area: Beginner / intermediate proficiency: ESL Push - In (specific use of ESL teachers with certification in a content area to support both language acquisition and learning content so that students do not fall behind) • ESL Instructional Period: Advanced proficiency (content instruction in English with supported ESL teacher to strengthen language skills) • Co-teaching model (ESL teacher «push - in» with a classroom teacher to deliver content with ESL support; teachers plan and share instructional role; high levels of collaboration andInstructional challenges (importance of knowing about challenges at different proficiency levels; highlights the needs of beginner, intermediate, and advanced ELLs) • ESL in Content Area: Beginner / intermediate proficiency: ESL Push - In (specific use of ESL teachers with certification in a content area to support both language acquisition and learning content so that students do not fall behind) • ESL Instructional Period: Advanced proficiency (content instruction in English with supported ESL teacher to strengthen language skills) • Co-teaching model (ESL teacher «push - in» with a classroom teacher to deliver content with ESL support; teachers plan and share instructional role; high levels of collaboration and co-leContent Area: Beginner / intermediate proficiency: ESL Push - In (specific use of ESL teachers with certification in a content area to support both language acquisition and learning content so that students do not fall behind) • ESL Instructional Period: Advanced proficiency (content instruction in English with supported ESL teacher to strengthen language skills) • Co-teaching model (ESL teacher «push - in» with a classroom teacher to deliver content with ESL support; teachers plan and share instructional role; high levels of collaboration and co-lecontent area to support both language acquisition and learning content so that students do not fall behind) • ESL Instructional Period: Advanced proficiency (content instruction in English with supported ESL teacher to strengthen language skills) • Co-teaching model (ESL teacher «push - in» with a classroom teacher to deliver content with ESL support; teachers plan and share instructional role; high levels of collaboration and co-lecontent so that students do not fall behind) • ESL Instructional Period: Advanced proficiency (content instruction in English with supported ESL teacher to strengthen language skills) • Co-teaching model (ESL teacher «push - in» with a classroom teacher to deliver content with ESL support; teachers plan and share instructional role; high levels of collaboration andInstructional Period: Advanced proficiency (content instruction in English with supported ESL teacher to strengthen language skills) • Co-teaching model (ESL teacher «push - in» with a classroom teacher to deliver content with ESL support; teachers plan and share instructional role; high levels of collaboration and co-lecontent instruction in English with supported ESL teacher to strengthen language skills) • Co-teaching model (ESL teacher «push - in» with a classroom teacher to deliver content with ESL support; teachers plan and share instructional role; high levels of collaboration and co-lecontent with ESL support; teachers plan and share instructional role; high levels of collaboration andinstructional role; high levels of collaboration and co-learning)

Each week, the PLS 3rd Learning team researches and features new instructional content that educators should know about.

Concerning trainers and instructional designers, once their serious game development is done, they do not have to worry about the training anymore: the pedagogical content is online, and ready to get consumed.

Simply put, Content Neutrality means an instructional designer does not specialize in any particular type of content or industry, but rather can work with just about any subject matter expert on any training topic to produce eLearning and other training matContent Neutrality means an instructional designer does not specialize in any particular type of content or industry, but rather can work with just about any subject matter expert on any training topic to produce eLearning and other training matcontent or industry, but rather can work with just about any subject matter expert on any training topic to produce eLearning and other training materials.

Instructional design for eLearning isn't just about what learning content is presented to the learner; it's also about how the learning content is presented.

This week's curated content includes links exploring the following: instructional Design lessons from Duolingo using LEGOS to expand your thoughts on design the digital transformation of learning why the myth of learning styles persists lessons learned from a video conference a new question about using VR for training How does...

Instructional design for eLearning isn't just about developing great learning content; it's about creating great learning experience.

More information about NWEA's Instructional Content Provider program is available online.

Provides educators and teams of educators with information about the relative effectiveness of a variety of programmatic and instructional interventions designed to help students meet learning targets and master content standards

The teacher support materials (teacher guides, content materials, videos) provided pedagogical supports for me to think about how I might adapt my instructional practices to meet the needs of my students.

Learn about how graphic design, instructional design, and information design all work together to communicate your learning content visually.

When teachers — across grade levels and content areas — embed purpose in their instructional practice, students» understanding about what they are learning and why they are learning it increases.

These include: · Use of instructional programs and curricula that support state and district standards and of high quality testing systems that accurately measure achievement of the standards through a variety of measurement techniques · Professional development to prepare all teachers to teach to the standards · Commitment to providing remedial help to children who need it and sufficient resources for schools to meet the standards · Better communication to school staff, students, parents and the community about the content, purposes and consequences of standards · Alignment of standards, assessment and curricula, coupled with appropriate incentives for students and schools that meet the standards In the unlikely event that all of these efforts, including a change in school leadership, fail over a 3 - year period to «turn the school around,» drastic action is required.

Once principals, teachers and instructional coaches have learned to use these tools strategically for reflection and professional learning, they are ready to learn more about content - specific strategies.

Integrating technology is not about technology — it is primarily about content and effective instructional practices.

Through face - to - face coaching and workshops for educators or trainers, coaches use proven techniques such as active listening, intentional questioning, and guided reflection to create a collaborative and open dialogue about the instructional choices educators make using LDC content.

No instructional strategy can compensate for a teacher who lacks proficiency in his content area, is unclear about learning goals, plans an unfocused activity, or does not possess the leadership and management skills to orchestrate effective classroom functioning.

While this is typically a blog about math instruction, this experience welcomed all content areas and all grade levels, teachers, principals and instructional coaches.

To take a more snackable approach, instructional designers do need to think differently about the way the content is created, maintained and consumed.

We're already seeing a shift in the way instructional designers think about creating learning content.

Are you a K - 12 teacher, principal, instructional coach, district or state content lead that is passionate about instructional materials and wants to make a nationwide impact?

This seminar is designed to support the work of campus coaches, instructional specialists, and content facilitators as they deepen knowledge and skills about the role and work of a Coach.

As teachers collaborate and discuss student work — looking for student understandings and misunderstanding of content — they begin to share ideas about instructional shifts and strategies to deepen understanding of student learning.

Traditionally, many college professors have emphasized content over pedagogy, raising concerns about their knowledge of effective instructional strategies, especially for students with disabilities.

Even with the proven success of initiatives like Bring Your Own Device, there are still schools and libraries who are reluctant to enter the tech sphere for young students due to concerns about privacy, effective use of instructional time, and concerns over appropriate content.

Survey respondents report that digital content currently occupies about one - third of the instructional materials budget and the use of digital content continues to grow.