Sentences with phrase «assessment of your learning style»

This chapter of the Career Readiness Data Handbook discusses strategies and sources of student information that include demographics, interest surveys, instruments that measure career interests, and assessments of learning styles and multiple intelligences.

Not exact matches

The Research Institute supports projects dealing with essential contemporary educational issues such as attention - related disorders, trends in adolescent development and innovations in the high school curriculum, learning expectations and assessment, computers in education, the role of art in education, and new ways to identify and address different learning styles.

In this direction lie proposals for building schools around learners, gearing instruction to individual goals and learning styles, pointing education toward developing an ever - broader range of human capacities, and phasing in assessment tools that get at ever - subtler nuances of achievement.

Educators use frequent formative assessments to determine the needs of each student at Forest Lake Elementary School, and then leverage technology to tap into their learning styles.

Once pupils know they can do the skill, they complete the exam style question in silence as part of assessment for learning (plenary).

Instead, all the 6th grade math teachers and students operate as a single team, and students are assigned to teachers and modes of instruction based on daily assessments and their particular learning styles.

Of course, there are some students who just prefer eLearning because it suits their learning style better as it allows them to work at their own pace, whenever they want to and allows them to go back over material they are perhaps struggling with before sitting their assessments.

Educators leverage technology to tap into learning styles, and use frequent formative assessments to determine the needs of each student.

The authors call for new assessments that will accommodate different learning styles, describing a student who, «blessed with bodily - kinesthetic intelligence» but weak in mathematics, struggles to learn chemistry: «we'll need to find ways to compare his mastery of a body of material with the mastery demonstrated by someone whose intelligence is in the logical - mathematical realm.»

The attractive feature of such a tailored learning approach is that it can help all learners to comfortably advance in consonance with their own pace, style and method of learning instead of struggling to fit the «gifted» as well as «slow» learners under the same blanket of instructions and assessments.

Creating an assessment calendar enables us to see not only how often and what types of assessments they are using, but also what types of learning styles and multiple intelligences are addressed.

Excellent principals also use a variety of assessment tools and techniques to understand teachers» strengths, weaknesses, learning styles and needs.

Basing assessments of teachers on the learning of students also recognizes the complexity of the teaching process; many different teaching styles can benefit students.

Many primary schools have taken advantage of this policy change to change their style of learning and assessment, so that pupils are not rushed on from one objective to the next, without concern for their «deep» learning.

Once you have determined these things, use a wide range of assessments to cater to different learning styles.

Because students have such a range of learning styles and needs, teachers need a repertoire of strategies to make formative assessment work.

Embedded formative and summative assessments, scaffolded supports, and a balance of instructionally appropriate text and media elements, such as video, provide students with multimodal instruction to address diverse learning styles.

Multiple methods of assessment are provided to students to meet needs based on different learning styles and cultural backgrounds.

I am passionate about creating Dan Meyer - style 3 Act Math Tasks to engage students through curiosity, exploring new ways to harness student creativity, gamifying the assessment process, and publishing student work to a global audience to promote student ownership of their learning.

We need assessment that embraces the different learning styles of all children and also values the richness of cultural and community experience all children bring to the classroom.

A personal learning plan consists of student data, personal interests, strengths and weaknesses, credits earned to date, attendance records, state standards yet to be met, a plan for the next five weeks, learning style assessment, their scores on the Measure of Academic Progress, levels of engagement, life skill assessments, and project credits earned and in progress.

Excellence for Every Child Excellence for Every Child encourages small class sizes of multi-age groups, allowing a variety of learning styles, integrating the arts with core curricula, creating personal academic goals, and demonstrating knowledge and abilities through a variety of assessments.

We do need to consider the different subject content, learning styles, home environments and contextual characteristics of students when designing assessment methodologies.

Conducts assessment on the learning styles and techniques of students and provides instructional materials

Professional Experience Anne Arundel Public Schools (Annapolis, MD) 8/2006 — Present Teacher • Design and implement engaging curriculum suitable for students of varied learning styles • Maintain a classroom atmosphere conducive to learning and respect • Utilize assessment measures to chart student growth and program efficacy • Maintain open lines of communication with students, parents, and guardians • Engage in professional growth activities to continually enhance and sharpen skill set • Work collaboratively to achieve the overall purposes of the school program

Schoolwork Your child will need to adapt to new teaching and assessment styles, cope with a wide range of subjects, adjust to having different teachers in different classrooms, become more responsible for his own learning, manage a heavier and more complicated study and homework load, and learn a new and more complex timetable.

Primary outcome measures include a combination of parent - reported and objective assessments of children's sleep, safety, nutrition, parenting styles and the home learning environment, including the Home Observation of the Environment Inventory and items adapted from the Longitudinal Study of Australian Children.

(a) Document a minimum of twenty - four hours of academic preparation or board approved continuing education coursework in counselor supervision training including training six hours in each area as follows: (i) Assessment, evaluation and remediation which includes initial, formative and summative assessment of supervisee knowledge, skills and self - awareness; components of evaluation e.g. evaluation criteria and expectations, supervisory procedures, methods for monitoring (both direct and indirect observation) supervisee performance, formal and informal feedback mechanisms, and evaluation processes (both summative and formative), and processes and procedures for remediation of supervisee skills, knowledge, and personal effectiveness and self - awareness; (ii) Counselor development which includes models of supervision, learning models, stages of development and transitions in supervisee / supervisor development, knowledge and skills related to supervision intervention options, awareness of individual differences and learning styles of supervisor and supervisee, awareness and acknowledgement of cultural differences and multicultural competencies needed by supervisors, recognition of relational dynamics in the supervisory relationship, and awareness of the developmental process of the supervisory relationship itself; (iii) Management and administration which includes organizational processes and procedures for recordkeeping, reporting, monitoring of supervisee's cases, collaboration, research and evaluation; agency or institutional policies and procedures for handling emergencies, case assignment and case management, roles and responsibilities of supervisors and supervisees, and expectations of supervisory process within the institution or agency; institutional processes for managing multiple roles of supervisors, and summative and formative evaluation processes; and (iv) Professional responsibilities which includes ethical and legal issues in supervision includes dual relationships, competence, due process in evaluation, informed consent, types of supervisor liability, privileged communication, consultation, etc.; regulatory issues include Ohio laws governing the practice of counseling and counseling supervision, professional standards and credentialing processes in counseling, reimbursement eligibility and procedures, and related institutional or agency procedures.

There's a fairly easy way to learn to adapt: Use a personality assessment, such as the DISC Personality Profile, to understand your behavioral style as well as that of those you meet.