Sentences with phrase «between curriculum design»

This course establishes the relationship between curriculum design and instructional strategies deemed best practices.

The problem is that there is a disconnect between curriculum design in Australia and educational policy.

Not exact matches

The platform and curriculum is designed for children between the ages of 6 and 12.

From this starting point, there exist different approaches to developing this global awareness, such as: 1) curriculum design which embraces themes of awareness, empathy and a more holistic educational approach; 2) the use of technology that fosters connections between classrooms and destinations around the world; 3) social action projects that use service - based learning to create a deeper awareness of global issues; and 4) extra-curricular projects that offer a variety of tools to promote global citizenship.

There exist four major ways to develop global awareness within the international schools: 1) curriculum design which embraces themes of awareness, empathy and a more holistic educational approach; 2) the use of technology that fosters connections between classrooms and destinations around the world; 3) social action projects that use service - based learning to create a deeper awareness of global issues; and 4) extra-curricular projects that offer a variety of tools to promote global citizenship.

The balance between breadth and depth is a fundamental consideration in all curriculum design.

At your school, the person in this position may be called the technology - integration specialist or the education technologist; regardless of the title, this person, with teaching experience and training in curriculum and instructional design, will bridge the gap between technology and the teachers.

This kind of design work is a contact sport — it demands intensive collaboration between educators, administrators, nonprofits, funders, and curriculum and tool developers.

It reads: «Given concerns about both the design and administration of the new assessments, the lack of preparation for schools, the inadequate time to implement the new curriculum for the current cohort, and the variations in approaches between schools resulting from delayed and obscure guidance, it is hard to have confidence in the data produced by this round of assessments.»

Currently, many questions in the curriculum are designed to develop student background knowledge or to help students make connections between the text and their prior experience.

During the new - math era, which spanned the period between Sputnik to the early 1970s, mathematicians dominated the design of math texts and curricula for the first, and almost last, time.

Further, participants will examine the connection between Design Thinking and Making with the intention of bringing value to school MakerSpaces with the goal of moving beyond MakerSpaces and Making as an isolated location or experience outside of the curriculum.

He argues that the achievement gap between minority and white students can not be closed using existing models, which he sees as designed for standardization in teacher training, student grouping, curriculum design and school building layout.

Examples include curriculum adoption procedures, hiring practices, curriculum frameworks policies, professional development program designs, decision - making practices, and formal partnerships between the organization and outside organizations.

This paper provides support by showing concrete points of integration between traditional curriculum design and critical social justice content.

The move comes as part of dramatic curriculum reforms designed to improve the value and reduce inflation of top grades, allowing schools, colleges and employers to better differentiate between candidates.

Teachers and administrators reported their bilingual program was designed to meet the students» needs with alignment between the curriculum standards, assessments and professional development.

As part of the Music - in - Education National Consortium, El Dorado's Music Learning Leadership Staff (administration, classroom and music teachers) received monthly professional development in a) M+MI curriculum unit design based on fundamental concepts of literacy shared between music and language, b) teaching for transfer strategies, c) music and music integration literacy skill assessment, and d) action research based documentation of student learning through collaboration with MuST, MIENC guided practices consultants, and SF Opera.

Dr. King spent five years there as co-director, putting in 12 - hour days designing the curriculum and the structure — students may not talk in the hallways between classes, for example — within which teachers and students can improvise.

The gift of release time would allow teachers to collaborate both in and between schools on teaching sequences and curriculum design.

The Teacher Leadership Initiative, or TLI, is a partnership between the Center for Teaching Quality, the National Education Association, and the National Board for Professional Teaching Standards to recruit, prepare, and support the next generation of teachers to lead the profession.54 Through the initiative, participants engage with an interactive curriculum designed and facilitated by expert teachers.

Teachers from four middle schools and four high schools met for a 3 - day NCTAF facilitated Design Session where they mapped curricula across their respective disciplines and collaborated with Workforce Partners to create opportunities for students to bridge the gap between the classroom and the real - world.

The authors assess how different covariates contribute to improving the statistical power of a randomization design and examine differences between math and reading tests; differences between test types (curriculum - referenced tests versus norm - referenced tests); and differences between elementary school and secondary school, to see if the test subject, test type, or grade level makes a large difference in the crucial design parameters.

The writers of the Eureka Math curriculum deliberately designed lessons in the style of vignettes that illustrate what interaction between teacher and student might sound like in a classroom that is rolling out a rigorous curriculum.

MICHAEL FISHER is an instructional coach and educational consultant specializing in the intersection between instructional technology and curriculum design, which he calls digigogy: a new digital pedagogy.

(1997) E652: Current Research in Post-School Transition Planning (2003) E586: Curriculum Access and Universal Design for Learning (1999) E626: Developing Social Competence for All Students (2002) E650: Diagnosing Communication Disorders in Culturally and Linguistically Diverse Students (2003) E608: Five Homework Strategies for Teaching Students with Disabilities (2001) E654: Five Strategies to Limit the Burdens of Paperwork (2003) E571: Functional Behavior Assessment and Behavior Intervention Plans (1998) E628: Helping Students with Disabilities Participate in Standards - Based Mathematics Curriculum (2002) E625: Helping Students with Disabilities Succeed in State and District Writing Assessments (2002) E597: Improving Post-School Outcomes for Students with Emotional and Behavioral Disorders (2000) E564: Including Students with Disabilities in Large - Scale Testing: Emerging Practices (1998) E568: Integrating Assistive Technology Into the Standard Curriculum (1998) E577: Learning Strategies (1999) E587: Paraeducators: Factors That Influence Their Performance, Development, and Supervision (1999) E735: Planning Accessible Conferences and Meetings (1994) E593: Planning Student - Directed Transitions to Adult Life (2000) E580: Positive Behavior Support and Functional Assessment (1999) E633: Promoting the Self - Determination of Students with Severe Disabilities (2002) E609: Public Charter Schools and Students with Disabilities (2001) E616: Research on Full - Service Schools and Students with Disabilities (2001) E563: School - Wide Behavioral Management Systems (1998) E632: Self - Determination and the Education of Students with Disabilities (2002) E585: Special Education in Alternative Education Programs (1999) E599: Strategic Processing of Text: Improving Reading Comprehension for Students with Learning Disabilities (2000) E638: Strategy Instruction (2002) E579: Student Groupings for Reading Instruction (1999) E621: Students with Disabilities in Correctional Facilities (2001) E627: Substance Abuse Prevention and Intervention for Students with Disabilities: A Call to Educators (2002) E642: Supporting Paraeducators: A Summary of Current Practices (2003) E647: Teaching Decision Making to Students with Learning Disabilities by Promoting Self - Determination (2003) E590: Teaching Expressive Writing To Students with Learning Disabilities (1999) E605: The Individualized Family Service Plan (IFSP)(2000) E592: The Link Between Functional Behavioral Assessments (FBAs) and Behavioral Intervention Plans (BIPs)(2000) E641: Universally Designed Instruction (2003) E639: Using Scaffolded Instruction to Optimize Learning (2002) E572: Violence and Aggression in Children and Youth (1998) E635: What Does a Principal Need to Know About Inclusion?

Originally published in 1970 and integrated into the design of the Critical Studies curriculum at CalArts, the book was accompanied by large graphic posters that could serve as a portable learning environment for a new process - based model of education, and a bibliography and checklist that map patterns and relationships between radical thought and artistic practices — from the avant - gardes to postmodernism — with Marcuse and McLuhan serving as points of anchorage.

Designed and enforced speed, agility and movement specific curricula for children aged between 3 and 19 years

Designed and enforced soccer and sports performance specific curricula for children aged between 3 and 19 years

Designed the curriculum for a new class on American history between the Korean Conflict to the present

There is fine line between going creatively overboard and standing out in a crowd when designing curriculums.

(Insert Desired Position)-- Duties & Responsibilities Professional with advanced training and experience in education, government, and law Design and implement engaging curriculum for students of varying backgrounds and abilities Oversee classroom management ensuring an atmosphere conducive to learning Conduct student assessments, discipline, and recognition of successes Serve as a liaison between schools, parents, and student guardians Set and strictly adhere to project budgets, timelines, and educational goals Organize political campaign for Bob McDonnell for Governor of Virginia Manage volunteers responsible for phone campaigns, special events, and poll administration Utilize strong interpersonal skills and customer service experience to build professional relationships Perform all duties with poise, integrity, and positivity

Green Sea Headstart Center (Green Sea, SC) 11/2002 — 09/2003 Teacher • Design and implement challenging curriculum for students of varied backgrounds and learning styles • Plan classroom activities, coordinate daily routines, observe student progress, and record stages of development • Create an environment conducive to learning, respect, and cooperation between students • Serve as liaison between school and parents informing them of child progress and challenges

Principal — Duties & Responsibilities Serve as principal of a Blue Ribbon School of Excellence and State of California Distinguished School Direct curriculum selection and student services for 1,000 + students and 100 + faculty Supervise and administer school budgets, attendance, activities, student discipline, and community events Hire, train, supervise and review teachers, administrative staff, and building support services personnel Responsible for maintenance and guardianship of multimillion dollar school supplies and facilities Design and implement multicultural and bilingual students services and educational opportunities Serve as liaison between school and community agencies, governmental bodies, and parent associations Teach a variety of subjects utilizing varied instruction styles to reach students of all abilities and backgrounds

In the early 1980's Dr. Gordon and his colleague Dr. Jack Arbothnot developed the Children in Between curriculum (formerly known as Children in the Middle) which is designed specifically to help change the behaviors of divorcing / separating parents who unknowingly place their children in the middle of their conflict, resulting in the most harmful of consequences which often lead to youth acting out in negative ways.