Sentences with phrase «between learner needs»

Its goal is to create solutions that find the sweet spot between learner needs and preferences, business needs and the technology that's most viable.

Not exact matches

If you're updating an existing course and you find content that doesn't have a direct impact, if you can't make a connection between the content and what learners will need back on the job — it probably shouldn't take up space in the course.

Dec. 4, 2 p.m. ET: Common Core State Standards: Literacy and English - Language Learners As educators begin putting the common core into classroom practice, what instructional strategies will they need to bridge the gap between acquiring language and truly mastering academic content for ELLs?

But findings from our 2015 research, The Learner Voice: Part 2, found that there is a stark difference between what Learning and Development is offering and learners» preferences and needs.

For the second part of the task — developing an instructional plan — criteria include the designation of two to three appropriate areas that the teacher would work on next with this learner and a clear rationale for the links between the student's needs and the instructional plan.

This draw is only a piece of information concerning the School» who needs help to orient the future learners for the range age 14 - 18 continuing with the education The relationship between schools and other providers of learning for the 14 - 19 age range.

Can be used when the learner is presented with related content, and they need to know the deference and / or similarities between them.

The report was commissioned due to reported ineffective arrangements between education, health and social care agencies which affected the ability of special needs learners to successfully transition from school to post-16 provision and adult life.

With the current educational journals consumed with such topics as Differentiated Education, Meeting the Needs of All Learners, Maximizing the Disconnect Between the Real World and the Classroom, etc., it is important that you, too, focus on each student.

Getting feedback from your audience has several benefits: It offers valuable data about what areas of the eLearning course may need revision and improvement, shows your audience that you are interested in knowing more about their eLearning experience, reinforces connection and communication between you and your learners, and last but not least, enhances engagement among you, your learners, and the learning material.

Rather than make a distinction between teaching practices that are available to all learners and separate interventions for children with additional needs, the project therefore explores the notion that an inclusive curriculum is about its applicability to all from its inception and not about adaptations and extensions to make a non-inclusive curriculum more applicable to excluded groups.

Online learners need to be ready to commit anywhere between four and fifteen hours per week for a course.

We can't ignore the desired business outputs; the trick is to find a balance between what learners need and what the business expects.

Plus, as the workforce evolves further into a multi-generational audience, organizations are finding that existing technology strategies don't meet learner needs and don't provide a strong enough link between learning and performance.

Interestingly, in this case and in others where district - wide differentiated instruction initiatives were underway, the explicit rationale provided by district personnel was to help teachers ensure that the needs of «high - ability learners» were not being ignored, given the predominant state emphasis on interventions to close the achievement gap between low - and high - achieving students.

English learners also need to have more access to bilingual and dual - language immersion programs as research indicates that dual - language immersion is the most effective model to educate students who have limited English skills and close the achievement gaps between English learners and their peers over the long term.

Bridge the gap between content and language and put research into practice to instruct English language learners with strategies that meet their needs in language development and literacy.

It uses design thinking to help participants find a balance between business needs, learner needs, and technical constraints.

The following information presents a basis for building family / teacher relationships by presenting facts and resources that educators of diverse learners need to know in order to promote communication between home and school.

Both offer tremendous benefits to your eLearning course, but it is important to know the different between the two so that you can optimally use the one which is relevant for the desired goals and the needs of the learners.

They explain what your learners need to know, how they will be assessed, and the relationship between assessment objectives and papers.

How does your school or district manage the balance between those things that all teachers (even in a particular area) need versus the recognition that teachers are learners first and need a personal approach?

These learners are typically found in grades 6 — 12, speak a language other than English (usually Spanish), are often orally bilingual but less adept at academic language, have often moved back and forth between their home countries and the United States, have typically received inconsistent language programming, perform below grade level in reading and writing, and have different needs from those of newly arrived language learners.

Long breaks between lessons give an opportunity for learners to have their physical, social and emotional needs met through activities like yoga, dancing or climbing trees.

Challenging your learners is not as easy as it sounds; you need to find the balance between making the eLearning experience neither too easy as to insult the intelligence of your audience and nor as complicated as to frustrate them.

Given new college - and career - ready standards, as well as English language proficiency standards that emphasize English learner students» application of their new language skills to the content they are learning, a need for collaboration between ELL specialists and content - area teachers is emerging.

It comes more than three years after Ofsted warned, in its August 2012 report on progression of high - needs learners, that schools, local authorities and other agencies did «not work together sufficiently well to ensure that learners were adequately prepared for transition between school and post-16 provision».

The Every Student Succeeds Act, which President Barack Obama signed into law last month, includes important policies that recognize the needs and diversity of English learners in an effort to close the ongoing achievement gap between them and other students.

At Monday's School Board meeting, district officials shared with board members five focus areas for improving the program: identifying advanced learners; teaching advanced learners; communicating the needs of advanced learners with parents, within schools and between schools as students transition grade levels; staffing; and overall assessment of the advanced learning program.

Additionally, infographics helps learners make the needed association between the two concepts.

One of the major goals of the Local Control Funding Formula (LCFF) is to help districts address a long - standing achievement gap between high - need students — economically disadvantaged students and English Learners (ELs)-- and other students.

Applying the method of analysis of the scientific literature, the article reveals the research of the world and Lithuanian scientists in the field of special art pedagogy and theoretically justifies six principles of art education: art education focused on the emotionally positive interaction between the learner and teacher, directed to the learner's family and society; art education is of moral aspect; content of art education is integral and perceived; educational methods are applied in complex; in the process of art education the verbal and nonverbal reflections predominate; art education is personally and socially meaningful for the pupils with special educational needs.

But how can you help learners maintain a balance between the intellectual, emotional and physical self in order to address the specific training needs?

The Odysseyware lesson design fosters ongoing collaboration between learners and teachers, enabling students to progress and practice at their own pace and receive support and guided instruction as needed.

All the resources and activities are ideal for the developmental needs of our 21st Century learners and have created a sense of excitement for the continuing partnership between Discovery Education and Flakefleet.»

The steps involved in the Dick & Carey model include: Step 1: Identify instructional needs and goals Step 2: Conduct instructional analysis Step 3: Analyze learner characteristics and contexts Step 4: Write performance objectives Step 5: Develop assessment instruments Step 6: Outline your instructional strategy base on the learning objectives Step 7: Develop instructional materials Step 8: Conduct Formative Evaluation to revise and improve instructional material Step 9: Conduct Summative Evaluation to learn about the effectiveness of your training The difference between the Dick and Carey Systems approach and ADDIE is that the Task Analysis incorporates instructional analysis.

Content is focused on understanding the needs of adult learners, differentiating between types of certifications, degrees, and institutions, navigating a college campus, and college affordability.

I believe charters promote a true educational partnership between students, parents, and school s while meeting the needs of diverse learners and providing options for generations to come.

This may indicate that the districts can't distinguish between English learners with academic needs and those with learning disabilities, the study said.

And Angela, interestingly for me, in describing her «spherical» understanding comes close to outlining the conception I have of a new form of text (and now I mean textbook) that, thanks to the marvels of IT, is constructed somewhat like a helix, allowing a learner to proceed between levels of sophistication as the need and interest arises.

If you're between 15 1/2 and 17 1/2 years old and want to get a California learners permit (provisional instruction permit), you'll need to complete a DMV - approved drivers education course.

If you are between the ages of 15 and 15 1/2 and are planning to obtain a Colorado learners permit (driver awareness permit), you'll need to complete a DMV - approved drivers education course.

If you're between the ages of 15 and 18 and planning to obtain a Minnesota learners permit, you'll need to complete a DPS - approved drivers education course.

If you are between the ages of 15 1/2 and 18, and are planning to obtain a Nevada learner's permit (instruction permit), you'll need to complete a DMV - licensed driver's education course.

NSU Teacher Education Program Candidate Regularly assumed role of lead teacher; Supervised an average of 23 students in classrooms, halls, cafeterias, schoolyards and on field trips; Enforced the school's student discipline code to deal with problem situations; Preserved the confidentiality of student records and information at all times; Determined student strengths and weaknesses through STAR testing and weekly assessments; Nurtured students» desire to meet and / or surpass their Accelerated Reader goal; Set up lesson materials, bulletin board displays and demonstrations; Fostered oral language development and critical thinking skills during literary discussions; Differentiated instruction for individual student needs; Encouraged personal responsibility while maintaining positive learning environment for all learners; Maintained communication between school and parents via student planners, and parent / teacher conferences.