Sentences with phrase «curriculum content through»

Multi-leveled scripts support core curriculum content through active learning, and let you integrate content into the reading block.

Not exact matches

We also produced original content for the site including teaching modules, cases and reading collections, that were designed to help faculty think through the questions that arise at the intersection of business and society, and incorporate these issues into their curriculum.

The fulfillment of the second and third goals is achieved, not only through the educational methods, but also through the content of the curriculum.

The actions we are taking include (1) the development of new sustainable chemical technologies to reduce the magnitude and the impact of society's chemical and energy activities, (2) the development of a new multidisciplinary effort, The Berkeley Center for Green Chemistry (http://bcgc.berkeley.edu/) to organize and enhance sustainability activities on our campus and to reach out nationally and internationally for coordination and best practices transfer, and (3) the reconfiguration of the delivery and content of our educational curriculum and activities at all levels to emphasize sustainable green chemical practice, concepts and awareness so that all members of our profession advance the sustainability of our society through their work and decisions.

Teachers told me that most NovaNET courses are comparable to textbook - based courses in length and content — a comeback to critics who talk of watered - down curricula at alternative schools — but that many students move through them more quickly, and often finish high school a semester early.

I do nt believe there is educational benefit for students to simply plow through a script or march through a pacing guide if the content of the curriculum is not made meaningful to the students.

Through its program, student learning is supported with content tailored to the Australian and state curriculums and a model which encourages independent learning alongside peer collaboration.

In his talk on «Developing Mastery in the classroom through personalising learning», Kevin McLaughlin of Old Mill Primary School will discuss how developing a personalised learning approach can help children master the content the curriculum demands of them.

It is essential to stress that differentiation does not mean that every curriculum topic must be presented through content adjusted to each student.

Through OCW, educators improve courses and curricula, making their schools more effective; students find additional resources to help them succeed; and independent learners enrich their lives and use the content to tackle some of our world's most difficult challenges, including sustainable development, climate change, and cancer eradication.

The Peace Education Foundation (PEF) provides a grade - level - specific curriculum for prekindergarten through grade 12 that has a unified sequence of content and skills.

To date, however, that has seldom included the development and dissemination of curricular materials that are not just «aligned» with the Common Core but that also embody the spirit of the standards» call for building knowledge through a content - rich curriculum.

Klein told PBC Newshour in a March 20 interview that one of the most important levers that the report focuses on is the «whole nationalization» of curriculum - content standards through the national Common Core standards for English and math, which are endorsed by the Obama administration and whose implementation is currently being supported by millions in federal funds.

The curriculum content uses stories told from the other side of the fence; allowing a fresh approach to learning through discussions in which where are no «right answers».

Our point here is straightforward: if a curriculum simply marches through lists of content knowledge and skills without attending to the concomitant goal of cultivating independent performance, high - schoolers will remain as dependent on teacher directions and step - by - step guidance as fourth graders currently are.

Increasingly, a multi-dimensional conceptualization of the curriculum through which subject content is reduced to allow for the greater emphasis of cross-curricular skills and competencies is occurring.

For example, teachers often see themselves as teachers of particular year levels; textbooks are written for each year of school and encourage timed, lock - step progression through curriculum content; and all students are assessed at the same time to establish how much of the delivered curriculum they have mastered.

With group access to edweek.org, your organization will: Build Expertise through our news coverage and analysis on top policy and curriculum topics Research Deeply with over 30 years of fully searchable archives plus content added daily Develop Professionally with subject - specific articles, videos, webinars and multimedia galleries Understand the Issues with our annual reports and special reporting series Formulate Strategies through our reports on K - 12 market trends, shifts & buying behaviors

Read about our approach to knowledge - based schooling through a cumulative, coherent, content - specific curriculum.

Building on the First Edition, our new K - 5 Language Arts curriculum is a comprehensive, standards - based core literacy program that engages teachers and students through compelling, real world content and builds equitable and inclusive learning opportunities for all students.

Support teaching and learning in Pre-Kindergarten (Pre-K) through Grade 12 classrooms across New York State and provide access to sequenced, spiraled, content - rich statewide curriculum programming and instructional practices that support the attainment of the CCLS and align to the Board of Regents» strategic goals.

[i] Multi-Classroom Leaders are former high - performing teachers who now support teachers through Real Time Teacher Coaching for Management (RTTC - M); Real Time Teacher Coaching for Instruction (RTTC - I); curriculum support and content area specialization.

As the state struggles to bring common core curriculum standards into California classrooms, Elk Grove Unified School District is far enough along to ready plans for testing its students midway through the coming school year on the new content goals in math and English.

Frame your curriculum through Personalized Learning so that students can master the skills and content knowledge they need to grow from success to success.

Through frequent discussions and special workshops, the education staff of arts organizations learn about specifics of DCPS content standards and other curriculum requirements as well as other pressing topics in arts and humanities education to be able to adapt their offerings to better meet classroom needs and to plan and strategize around approaches to leading the education improvement agenda.

«We are delighted to partner with NWEA to make a direct connection between students» learning progress and the content and resources that have been specifically aligned to RIT Ranges and available through our platform,» said Donn Smith, CEO of Curriculum Crafter.

The partnership between NWEA and Curriculum Crafter makes «a direct connection between students» learning progress and the content and resources that have been specifically aligned to RIT Ranges and available through our platform,» said Donn Smith, CEO of Curriculum Crafter, in a news release.

Content area preparation is delivered through a blended model of online curriculum with differentiated support from licensed teachers based on results from approved GED practice tests.

Through coursework in history and social science content, classroom management, curriculum development, and teaching methods, prospective teachers are prepared to foster their own students» historical thinking, citizenship skills, and content knowledge.

An online - based comprehensive curriculum and plan management tool for teachers will receive business acceleration services through GR Current after applying to the Business Accelerator Fund program to launch its new website and marketing content to support its continued expansion throughout the Midwest.

The mission of Archway Classical is to develop the academic potential and virtuous character in each student through the use of a content - rich, rigorous curriculum, with a special emphasis on the cultural heritage of the Western Civilization.

TIMA guides students in the development of character and academic potential through a rigorous, content - rich, hands - on project - based curriculum.

When effectively integrated into a learning environment, online courses can give students even more choices in what they take, options in how they consume the content, and opportunities to learn in different ways through the engaging online curriculum.

Prepare students for a wide range of careers through rigorous, relevant curricula that integrate content knowledge, academic skills, technical skills, employability skills, workplace competencies, hands - on applications, and project - based learning.

As students become proficient in basic academic skills by fifth grade, the sixth through eighth grade academic program provides students with more challenging skills and a more content - rich curriculum.

Teachers in her school say she leads by example, demonstrates how technology and gaming can be integrated across the curriculum through STEAM, and helps parents and the public understand how STEAM content prepares students for future success.

These include: · Use of instructional programs and curricula that support state and district standards and of high quality testing systems that accurately measure achievement of the standards through a variety of measurement techniques · Professional development to prepare all teachers to teach to the standards · Commitment to providing remedial help to children who need it and sufficient resources for schools to meet the standards · Better communication to school staff, students, parents and the community about the content, purposes and consequences of standards · Alignment of standards, assessment and curricula, coupled with appropriate incentives for students and schools that meet the standards In the unlikely event that all of these efforts, including a change in school leadership, fail over a 3 - year period to «turn the school around,» drastic action is required.

Wolk lists four common practices in public schools: holding all students to the same high content standards; moving students sequentially through a common, rigorous curriculum organized into academic silos; giving students little say in their own education; and requiring them to take many standardized tests.

Our curriculum is centered on five exemplary innovations: (1) Emphasis on Literacy through a two - teacher model and classical curriculum equips students with a firm foundation for learning across content areas in IB Programs in middle and high school.

Coherence and commonality of curriculum, gained through specifying core content, has decisive educational advantages over our vague, laissez faire curriculum arrangements.

High - quality implementation of standards - based reform requires the following: specificity in stating the content goals of teaching and learning; consistency / alignment among the policies and practices put in place to pursue those goals (e.g. content standards, student achievement tests, performance standards, curriculum materials, professional development, accountability); authority / legitimacy to those charged with implementation; power through rewards and sanctions; and stability — when policies, practices, and leadership are in a state of flux, it is difficult to take each new thing that comes along seriously.

Through the development of interactive services that connect higher education, K - 12 schools and the workplace, the Math Forum community has created more than two million pages of content, has more than three million visits a month, and wonderful archives of lessons, problems, and questions and answers covering all topics in the curriculum.

Using both differentiated content and instruction, teachers can meet the needs of a variety of learners in their classrooms through multiple approaches that modify instruction and curriculum.

Through our «Advancing Thinking Through Writing» course educators across all content areas and grade levels learn to embed our strategies into their curriculum through a combination of direct instruction and individual and group actiThrough our «Advancing Thinking Through Writing» course educators across all content areas and grade levels learn to embed our strategies into their curriculum through a combination of direct instruction and individual and group actiThrough Writing» course educators across all content areas and grade levels learn to embed our strategies into their curriculum through a combination of direct instruction and individual and group actithrough a combination of direct instruction and individual and group activities.

Teaching values through the curriculum: Using the ethically rich content of academic subjects as vehicles for values teaching.

In a differentiated class, the teacher uses (1) a variety of ways for students to explore curriculum content, (2) a variety of sense - making activities or processes through which students can come to understand and «own» information and ideas, and (3) a variety of options through which students can demonstrate or exhibit what they have learned.

Through our rigorous curriculum we work diligently to ensure that our scholars acquire both the content knowledge and the cognitive skills necessary for success in college and in life.

We deliver the NPQ courses through our own team of trained and accredited facilitators, tailoring programme content to meet local challenges, each leader's development needs, and the Inspiration Trust's distinctive emphasis on senior curriculum leadership.

✴ An effective way that digital curriculum can support local instruction is to facilitate students» opportunity to learn content and practice thinking skills simultaneously through engagement in content - based media pieces that embed the acquisition and use of process skills as content concepts are presented and learned.

Guidelines for appropriate curriculum content and assessment in programs serving children ages 3 through 8.