Sentences with phrase «based learning outcomes»

Educational Testing Service, Los Angeles • CA 2006 — 2007 Western Regional Sales Director / Assessment Solutions Advisory, Post-Secondary Division Successful development and implementation of new strategic sales plan for suite of Web - based Learning Outcomes Assessments to College and University Administrators and Committees for 13 Western States.

In its drive for change the SRA could do worse than supplement core duty 1.05 and build on references to training in rule 5 by incorporating work - based learning outcomes 1.4 and 7.1 — 7.4 into the Solicitors Code of Conduct 2007 to make the point.

As someone responsible for students with learning disabilities and for closing the achievement gap, and as a school instructional leader, working toward eliminating standardized tests such as AP's and assessing department based learning outcomes, I am eager to learn more about three aspects of Finnish education:

This choice works well with skill - based learning outcomes and standards, but it's not limited to those things.

In fact, designing and developing a project - based learning outcome is its own process, and while I don't tend to invite the standards to the party first off, they do end up being the guest of honor.

Not exact matches

Both are in whole or major part, the fault of the revisionist education dogma of the so - called progressive left which abandoned rote learning, core curricula, and classics for outcome - based propagandizing about the «victims» of Western civilization.

However, they weren't clinical enough and although they can certainly feel hard done by based on the replays of the incident involving the England international, there is little to change the outcome as they'll have to learn from the experience and improve.

A variety of studies suggest that fathers» engagement positively impacts their children's social competence, 27 children's later IQ28 and other learning outcomes.29 The effects of fathers on children can include later - life educational, social and family outcomes.1, 2,26 Children may develop working models of appropriate paternal behaviour based on early childhood cues such as father presence, 30,31 in turn shaping their own later partnering and parenting dynamics, such as more risky adolescent sexual behaviour32 and earlier marriage.33 Paternal engagement decreases boys» negative social behaviour (e.g., delinquency) and girls» psychological problems in early adulthood.34 Fathers» financial support, apart from engagement, can also influence children's cognitive development.35

Center on the Developing Child at Harvard University, National Forum on Early Childhood Program Evaluation, and National Scientific Council on the Developing Child, A Science - Based Framework for Early Childhood Policy: Using Evidence to Improve Outcomes in Learning, Behavior, and Health for Vulnerable Children, Cambridge, Mass.: Center on the Developing Child, Harvard University, 2007.

«While our goal was to provide an opportunity to learn and share, based on review of the initial October 10 meeting, the Commissioner concluded the outcome was not constructive for those taking the time to attend,» the PTA's Facebook announcement read.

However, learning to predict possible climate outcomes on the basis of both observed and modeled behavior of the different factors that make up the ocean ecosystem is by no means straightforward.

Using a rapid learning approach, the goal of M2Gen is to accelerate the science of precision medicine by creating evidence and knowledge - based solutions that identify a patient's susceptibility to disease, predict how the patient will respond to a particular drug, and match patients to the best therapies for an optimal treatment outcome.

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

For example, the medial orbitofrontal cortex is thought to be heavily involved with «values of potential decision outcomes and adjusting those values based on learnings and experiences of reward or punishment.»

Scenario - based learning enables you to present your learner with new scenarios and outcomes depending on what they select.

Although we have a few models that have been able to personalize learning and do a better job of instituting mastery - based learning for students, no one has figured out how to do it at scale per se yet, and there is still plenty of room for growth in student outcomes.

Wikipedia Definition: Game - based learning (GBL) is a type of gameplay that has defined learning outcomes.

The outcomes on standards - based social studies and content literacy assessments indicated that the project - based learning curriculum virtually erased the achievement gap between second graders of high and low - socioeconomic backgrounds (Halvorsen, Duke, Burgar, Block, Strachan, Berka, & Brown, 2012).

Game - based learning is the process of using games to teach content, critical thinking, and other important outcomes.

If not, appropriate revisions must be made to course delivery (e.g. change content from text - based to video / audio content, etc.) in order to achieve the desired learning outcomes.

In this follow - up reader submission, Mitchell, Murray and Jenny Allen share further details of their work, including the strategies used in the school - based project and the impact on learning outcomes.

Using automated tools to support outcome - based education, teaching, and assessments will improve learning outcomes and accelerate continuous quality improvement processes.

Our committee created groups to work on stating a «Declaration of Learning» to blend informal and formal learning, pre-K through gray; advance a research agenda to study the outcomes of park - based experiences; develop digital tools for learners of all ages; and create new partnerships and funding sources with educational agencies, institutions, and founLearning» to blend informal and formal learning, pre-K through gray; advance a research agenda to study the outcomes of park - based experiences; develop digital tools for learners of all ages; and create new partnerships and funding sources with educational agencies, institutions, and founlearning, pre-K through gray; advance a research agenda to study the outcomes of park - based experiences; develop digital tools for learners of all ages; and create new partnerships and funding sources with educational agencies, institutions, and foundations.

Eventually, districts and SSOs would also vie for schools based on their track records of learning outcomes.

In her synthesis of research on effective teacher professional development that has demonstrated a positive impact on student outcomes, Timperley (2008) identified 10 key principles, including: providing teachers with opportunities to drive their own professional development, allowing teachers to work collaboratively to learn and apply evidence based practices, establishing a professional learning culture that provides a safe and authentic environment for professional enquiry and ensuring school leaders take an active role in developing professional learning, and maintaining momentum within schools.

Importantly, we should recognize that the Common Core Standards in language arts and math are outcomes, not subject areas, and that there should be multiple paths to achieving the higher and deeper standards through, for instance, project - based learning, experiences in nature, integration of the arts, and the fast - moving world of games and simulations.

The NEPC report paints a dismal picture of student learning at K12 - operated schools, but the fatal flaw of the report is that the measures of «performance» it employs are based primarily on outcomes such as test scores that may reveal more about student background than about the quality of the school, and on inappropriate comparisons between virtual schools and all schools in the same state.

An effective learning culture in a school has a number of key features, including: engaging teachers in collaboration, using data to inform decision making and learning activities, conducting professional learning that is based on current research and identifying the impact of professional learning on staff and student outcomes from the outset (AITSL, 2013b).

This change in approach arose out of school - based evaluation that identified a lack of engagement and motivation in students which was impacting on student learning outcomes and behaviour.

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).

This article is based on the paper «Literature review relating to the current context and discourse on Indigenous cultural awareness in the teaching space: Critical pedagogies and improving Indigenous learning outcomes through cultural responsiveness» available to download for free from the ACER research repository.

Learning Outcomes: Determine the meaning of noun phrases based on reading and content, choosing flexibly from a range of strategies.

Outcomes from the Knowledge in Action (KIA) project - based learning (PBL) Advanced Placement (AP) course (s) were compared with outcomes from traditionally taught AP courses among student groups who were matched for school - level achievement and socioeconomicOutcomes from the Knowledge in Action (KIA) project - based learning (PBL) Advanced Placement (AP) course (s) were compared with outcomes from traditionally taught AP courses among student groups who were matched for school - level achievement and socioeconomicoutcomes from traditionally taught AP courses among student groups who were matched for school - level achievement and socioeconomic status.

In this article, I'll share the top 5 reasons why outcome - based learning is better than design - first learning and 3 tips on how to successfully develop an outcome - based learning strategy.

Moving forward, many school teams say they will use what they learned from the course and continue to meet on a regular basis to look at data through a different lens — how teachers can change teaching practice to improve student outcomes.

«Motivation, Usability, and Learning Outcomes in a Prototype Museum - based Multi-User Virtual Environment,» (with D. Ketelhut and K. Ruess) in Proceedings of the Fifth International Conference of the Learning Sciences (ed.

The scope of the project soon expanded its focus to «game - based learning,» defined as teaching and learning through games with defined objectives and outcomes.

Use different assessment methods and activities to measure different processes and outcomes, coming from different learning styles, such as: Multiple - choice questions - MCQ, ePortfolio assessment, concept maps, clickers, or personal response systems - PRCS, online role - plays, scenario - based activities, judged mathematical expression, online discussions, etc..

The existence of an orderly learning environment throughout the school — established through positive rather than negative means, whereby there are high levels of teacher consistency about how it is «enforced» and structures in place to ensure that all students are known well by at least one adult in the school — is a fundamental precondition for improved teaching and learning to occur on which the subsequent improvement in student learning outcomes can be based.

A community of practice can include a cross organizational and cross industry collaborative working environment that offers feedback, support, and input and advice to members based on personal experiences and new learning outcomes.

He leads the the READS Lab (Research Enhances Adaptations Designed for Scale in Literacy), a research - based collaborative initiative to identify and scale adaptive solutions for improving children's literacy learning opportunities and outcomes.

Some of the organizers behind Education Forward have some clever ideas about how to fund the online courses a student might take, for example — by offering 50 percent of funding to the provider up - front for enrollment, 25 percent for the student passing the course, and the last 25 percent upon successful passage of the state final exam — but this idea, which moves the focus to student outcomes, isn't codified explicitly in the initiative (although the notion of competency - based learning is, which might lead to such an outcomes - based funding system).

Proponents of coaching - based supervision contend that, when separated from evaluation practices, coaching provides a «safe place» for teachers to learn and practice new skills and reflect on outcomes — while still drawing upon observation, feedback, and other common supervisory practices (Joyce & Showers, 1982, p. 6).

I am particularly interested in teaching languages through inquiry - based approaches, especially PBLL (project - based language learning), tech tools and authentic resources in culturally relevant contexts with proficiency - based linguistic outcomes.

At the root of outcomes - based education is the desire to raise student achievement and prompt the nation's schools to fix their sights on what children learn rather than on what administrators supply and what teachers teach.

Game - based learning (GBL) uses game elements to teach specific skills or achieve specific learning outcomes.

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.

The teachers» contract allowed me to supervise classroom teaching and inspect lesson plans, but woe betide a principal who tries to evaluate a teacher based on student learning outcomes.

The objective must be based on the desired outcome and specify how corporate learners can achieve the learning goals moving forward.

In a meta - analysis of 82 studies, 201 outcomes favored problem - based learning (PBL) over traditional instructional methods.