Sentences with phrase «based learning intervention»

In response to the educational and psychological crisis among refugee children, the NYU and Bahcesehir researchers enlisted colleagues with deep expertise in educational technology and designed an online, game - based learning intervention for refugee children named Project Hope.

The 6 levels of taxonomy in the cognitive domain are useful for deciding the level at which a course needs to be designed.There are times when the fine distinctions between the levels are a useful measure on which to base a learning intervention.

Not exact matches

Those models include: Child FIRST, Early Head Start - Home Visiting, Early Intervention Program for Adolescent Mothers (EIP), Early Start (New Zealand), Family Check - Up, Healthy Families America (HFA), Healthy Steps, Home Instruction for Parents of Preschool Youngsters (HIPPY), Nurse Family Partnership (NFP), Oklahoma's Community - Based Family Resource and Support (CBFRS) Program, Parents as Teachers (PAT), Play and Learning Strategies (PALS) Infant6, and SafeCare Augmented.

learn approaches based on APT Guidelines and professional ethical codes to engage in competent, ethical practice while utilizing play therapy interventions with children.

For educators with limited time, the SMA online library provides handouts with information about SM, including suggested accommodations and classroom - based intervention strategies for maximizing learning.

Intervention: a community - based worker carrying out 2 activities: 1) 1 home visit to all pregnant women in the third trimester, followed by subsequent monthly home visits to all infants aged 0 — 24 months to support appropriate feeding, infection control, and care - giving; 2) a monthly women's group meeting using participatory learning and action to catalyse individual and community action for maternal and child health and nutrition.

I extracted data from the medical literature, conducted interviews with experts, and learned to program models to assess the costs and benefits of science - based public health interventions.

In taking a game - based and playful approach to learning, we created an intervention that was not only effective, but also one in which the children were engaged and wanted continue doing,» said Bruce Homer, associate professor of educational psychology at the Graduate Center of the City University of New York and a Project Hope investigator.

John DeLuca, PhD, VP of Research & Training chairs Workshop 6: Cognitive Rehabilitation in MS. Dr. DeLuca discusses assessment of cognitive problems and introduces common evidence - based techniques for improving cognitive functioning in persons with MS. Nancy Chiaravalloti, PhD, director of Neuropsychology & Neuroscience Research, presents two recent double - blind, placebo - controlled, randomized control trials of behavioral interventions designed to specifically improve learning and memory in persons with MS. Yael Goverover, PhD, OT, focuses on techniques to improve learning and memory, with a specific emphasis on improving everyday functional activity.

In this two - hour webinar, you will learn how to optimize fertility and promote healthy pregnancy outcomes with evidence based nutrition and lifestyle interventions.

Harvard Graduate School of Education will work with the Strategic Education Research Partnership and other partners to complete a program of work designed to a) investigate the predictors of reading comprehension in 4th - 8th grade students, in particular the role of skills at perspective - taking, complex reasoning, and academic language in predicting deep comprehension outcomes, b) track developmental trajectories across the middle grades in perspective - taking, complex reasoning, academic language skill, and deep comprehension, c) develop and evaluate curricular and pedagogical approaches designed to promote deep comprehension in the content areas in 4th - 8th grades, and d) develop and evaluate an intervention program designed for 6th - 8th grade students reading at 3rd - 4th grade level.The HGSE team will take responsibility, in collaboration with colleagues at other institutions, for the following components of the proposed work: Instrument development: Pilot data collection using interviews and candidate assessment items, collaboration with DiscoTest colleagues to develop coding of the pilot data so as to produce well - justified learning sequences for perspective - taking, complex reasoning, academic language skill, and deep comprehension.Curricular development: HGSE investigators Fischer, Selman, Snow, and Uccelli will contribute to the development of a discussion - based curriculum for 4th - 5th graders, and to the expansion of an existing discussion - based curriculum for 6th - 8th graders, with a particular focus on science content (Fischer), social studies content (Selman), and academic language skills (Snow & Uccelli).

Scenarification (noun): The application of scenario - based learning techniques to an instructional intervention.

Of course we can and should seek every possible opportunity to help schools improve, by identifying evidence - based interventions and promoting standards - aligned curricula and creating personalized learning platforms and all the rest.

Scenarify (verb): To apply scenario - based learning techniques to an instructional intervention.

All these tests provide valuable data that teachers can use to establish where students are in their long - term learning, diagnose individual strengths and weaknesses, identify the best next steps for action, decide on appropriate evidence - based interventions, monitor the progress students make over time, and evaluate the effectiveness of their own teaching decisions and approaches.

Overall, we suggest schools should adopt one or two well - chosen, and well ‑ implemented, TA - led interventions, judiciously used to complement and extend class - based teaching and learning.

In the Prevention Science and Practice (PSP) Program at the Harvard Graduate School of Education, you will explore the many risk and protective influences on child and adolescent development, and learn how to design strengths - based interventions that promote well - being across academic, social - emotional, and health domains.

The Scope of this project is to: - Provide seed funding and support pilot implementation of ideas resulting from the June 2014 design workshop on improving outcomes for babies in foster care; - Launch pilots of co-designed strategies for working collaboratively with parents in creating daily, regularized family routines in four sites and evaluate executive function skills, child development, child literacy and parental stress levels of participants pre -, during, and post-intervention; - Build a core group of leaders to help set the strategic direction for Frontiers of Innovation (FOI) and take on leadership for parts of the portfolio; - With Phil Fisher at the University of Oregon and Holly Schindler at the University of Washington develop a measurement and data collection framework and infrastructure in order to collect data from FOI - sponsored pilots and increase cross-site and cross-strategy learning; Organize Building Adult Capabilities Working Group to identify, measure and develop strategies related to executive function and emotional regulation for adults facing high levels of adversity and produce summary report in the fall of 2014 that reviews the knowledge base in this area and implications for intervention, including approaches that impact two generations.

A 2005 NCREL report draft (which we received special permission to cite for this article) finds «new evidence supporting the apparent effectiveness of online programs and schools and generally demonstrating the potential of online learning as a promising instructional intervention that can, when implemented judiciously, and with attention to «evidence - based» practices, apparently improve student academic performance.»

• Technology - based behavioral interventions — like nudging a student to register for a course — produce consistently improved learning outcomes.

«When we talk about empathy, perspective - taking, and mindfulness, those things are circulating around a broader framework of social - emotional learning,» says Associate Professor Stephanie Jones, who researches the developmental impact of school - based interventions targeting children's social - emotional skills and aggressive behavior.

We tested the impact on learners of applying evidence - based learning science — from such sources as Ruth C. Clark and Richard E. Mayer's e-Learning and the Science of Instruction: Proven Guidelines for Consumers and Designers of Multimedia Learning — to courses: we altered the instructional design, how we collected and used evidence about the motivation of learners to guide faculty intervention, how we trained the faculty and what role they had, how we guided the grading, alearning science — from such sources as Ruth C. Clark and Richard E. Mayer's e-Learning and the Science of Instruction: Proven Guidelines for Consumers and Designers of Multimedia Learning — to courses: we altered the instructional design, how we collected and used evidence about the motivation of learners to guide faculty intervention, how we trained the faculty and what role they had, how we guided the grading, aLearning and the Science of Instruction: Proven Guidelines for Consumers and Designers of Multimedia Learning — to courses: we altered the instructional design, how we collected and used evidence about the motivation of learners to guide faculty intervention, how we trained the faculty and what role they had, how we guided the grading, aLearning — to courses: we altered the instructional design, how we collected and used evidence about the motivation of learners to guide faculty intervention, how we trained the faculty and what role they had, how we guided the grading, and more.

Students enrolled in the HGSE course will study how to recognize opportunities and assess needs for informal learning interventions; how to conduct, assemble, and synthesize research on media - based teaching and learning in a particular domain; how to design, test, and revise materials that are responsive to particular audiences and objectives; how to make diversity a fundamental component of the design process; and how to gauge the short - and long - term impact of an intervention.

High - poverty schools can meet student, professional, and system learning agendas by strengthening instructional framework, targeted interventions, reading proficiency, reflective practice, and data - based inquiry.

This meta - analysis of social and emotional learning interventions (including 213 school - based SEL programs and 270,000 students from rural, suburban and urban areas) showed that social and emotional learning interventions had the following effects on students ages 5 - 18: decreased emotional distress such as anxiety and depression, improved social and emotional skills (e.g., self - awareness, self - management, etc.), improved attitudes about self, others, and school (including higher academic motivation, stronger bonding with school and teachers, and more positive attitudes about school), improvement in prosocial school and classroom behavior (e.g., following classroom rules), decreased classroom misbehavior and aggression, and improved academic performance (e.g. standardized achievement test scores).

Imitation is a common means by which learning takes place in early childhood classrooms; the ability to imitate is also a hallmark of success in ASD interventions based on Applied Behavioral Analysis, which are currently considered the most effective educational treatments for individuals with ASD (Winerman, 2004).

The study examined the two - year experimental impacts of an integrated school - based intervention in social - emotional learning and literacy development on children's social - emotional, behavioral, and academic functioning.

Currently, she is the principal investigator of an experimental evaluation of the 4Rs Program — a universal school - based intervention designed to integrate social - emotional learning and literacy development — funded by National Institute of Mental Health, the Institute for Education Sciences at the U.S. Department of Education, as well as by the William T. Grant Foundation.

The Impact of Enhancing Students» Social and Emotional Learning: A Meta - Analysis of School - Based Universal Interventions (PDF).

This is definitely an effective way to check for understanding on a regular basis and can give you actionable information to drive whole - group and small - group instruction, and individual interventions... but what if we gave eyes to the exit slip so students have an audience for their learning in the classroom?

Students with learning difficulties are more likely to demonstrate low academic achievement despite recent advances in curriculum design, assessments to inform instructional decisions, and research - based intervention strategies.

Intervention Institute Learn more about our intensive 2 - day reading intervention training institutes for grades 3 - 8 based on the Project SUCCESS model developed by J. David Cooper, Irene Boschken, Lynne Pistochini, and JanetIntervention Institute Learn more about our intensive 2 - day reading intervention training institutes for grades 3 - 8 based on the Project SUCCESS model developed by J. David Cooper, Irene Boschken, Lynne Pistochini, and Janetintervention training institutes for grades 3 - 8 based on the Project SUCCESS model developed by J. David Cooper, Irene Boschken, Lynne Pistochini, and Janet McWilliams.

Seeking and implementing appropriate research - based interventions for improving student learning.

Growth - based measures will better target the schools that are helping students to learn and those that need support or intervention.

Utilize research - based learning factors to guide your team's assessment of their learning interventions.

The other recommendations below provide options for state policy and programmatic interventions that can help teachers and other school - based professionals recognize and respond to the behavioral manifestations of trauma and other impacts of ACEs on learning.

Margaret Caspe, and M. Elena Lopez, Lessons from Family - Strengthening Interventions: Learning from Evidence - Based Practice (Cambridge, MA: Harvard Family Research Project, 2006).

It just makes sense that a school committed to helping all students learn at high levels would focus on learning rather than teaching, would have educators work collaboratively, would ensure students had access to the same curriculum, would assess each student's learning on a timely basis using consistent standards for proficiency, and would create systematic interventions and extensions that provide students with additional time and support for learning.

And feedback must generate productive responses on behalf of the learners, so whether it's success or intervention based, it must continue the learning.

This led to a series of interventions: a standards - based report card, enforcement of promotion policies, and inservice training and communication with teachers about raising expectations for young children «s learning

Findings suggest that peers can be effective in delivering a school - based, social emotional learning intervention and that it is possible to intervene in Grade 9 to influence the probability of high school graduation.

Microlearning is not merely accessing small pieces of content, but also supports learning intervention, including game - based learning, daily delivery schedules and more.

In a follow up to their ground - breaking 2011 meta - analysis, CASEL and collaborating researchers have found that students from kindergarten to high school significantly benefit from school - based, universal social - emotional learning (SEL) interventions.

It is designed for students with word - level deficits not making sufficient progress through their current intervention, have been unable to learn with other teaching strategies and require multisensory language instruction, or who require more intensive structured literacy instruction due to a language - based learning disability, such as dyslexia.

Best of all, we provide teachers with specific, style - based interventions geared to each struggling student's unique learning style profile.

The Council of Urban Boards of Education (CUBE) has been at the forefront in helping urban school districts in their work to close the achievement gap, raise high school graduation rates, provide intervention services to academically struggling students, and create broad - based school programs to support students who live in poverty or other circumstances that create obstacles to learning.

These interventions should be research - based and proven (through research reported in scientific, peer - reviewed journals) to decrease the risk of poor learning outcomes for at - risk students.

The project will have the capability of matching students to activities and resources based on feedback from the assessment engine and student characteristics such as learning preferences and intervention successes.

Taylor, R.D., Oberle, E., Durlak, J.A., & Weissberg, R.P. (2017) Promoting Positive Youth Development Through School - Based Social and Emotional Learning Interventions: A Meta - Analysis of Follow - Up Effects.

Learner - Centered Teaching helps educators use research - based classroom practices such as formative assessment, personal conferencing, and targeted academic learning supports and interventions.