Sentences with phrase «designing learning interventions»

In the first mode, having it on the wall will remind you all important approaches (orbits, nebulas) and tools (planets, moonsm and satellites) you can use while designing learning intervention utilizing the focal element of the map.

Not exact matches

Description Day One: This training is designed for the new and the experienced play therapist in agency, private practice, and school settings who is interested in learning more about play therapy interventions and techniques.

By the way, both those comments and my subsequent article of May 10 were not a «single purpose project» designed to attack anyone, but the substance of both interventions was to focus on government's Economic Recovery and Growth Plan (ERGP), highlight lessons Nigeria could learn from failed or sub-optimal implementation of previous economic blueprints, and discuss constraints and / or impediments which must be removed for the plan to succeed, especially in relation to private capital and foreign direct investment.

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.

As part of UBC's ongoing efforts to improve undergraduate teaching and learning, Code and colleagues selected two especially difficult topics covered in large first - year calculus classes, and designed week - long «teaching interventions» to more actively engage students.

«These findings point to the need for effective interventions during the elementary school years to combat peer victimization, as well as programs designed to help children who have experienced repeated peer victimization learn how to effectively cope with stress,» Troop - Gordon explains.

Interventions designed to facilitate their mathematical learning during ages 3 to 5 years have a strong positive effect on these children's lives for many years thereafter.

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.

What are the new skills required for designing informal and social learning interventions for today's workplaces?

We are inspired by Jane Hart's call to «Walk the Social Talk», and consider this as the most significant «action» required on the part of learning designers to get equipped for handling the challenges of designing informal and social learning interventions for today's workplaces.

«I hope to develop a research career that informs educators, nonprofit organizations, and governmental agencies in the design of formal and informal educational opportunities and interventions that are culturally relevant, sensitive to children's contexts, and encourage a strong foundation for all children's lifelong learning.»

In this article, we will take a quick look at the top 10 essential competencies required for a learning designer to design effective gamified learning interventions.

In this article, we'll take a quick look at the top 9 essential competencies that a learning designer is required to possess for designing effective informal / social learning interventions for today's workplaces.

Specifically, the course will explore (1) the historical and theoretical foundations of inclusive education; (2) research related to implementation; (3) research related to inclusive education; (4) whole - school change models of inclusive education including response to intervention and universal design for learning; (5) controversies surrounding inclusion; and (6) considerations and reservations concerning inclusion as it impacts specific disability populations and age groups.

As a developmental psychologist trained in child development, prevention science, and social policy, Jones» research focuses on social and emotional learning (SEL) in childhood and adolescence and on creating and testing innovative intervention models and strategies designed to foster competencies that help children become successful.

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).

It's hard to accomplish this, but it can be done by focusing your learning design to include interventions and activities successful at changing poor practices.

Learning and Development needs to design technology - enhanced learning interventions that really engage with learners and support theiLearning and Development needs to design technology - enhanced learning interventions that really engage with learners and support theilearning interventions that really engage with learners and support their needs.

Therefore, it is certainly useful to design and execute formal learning interventions effectively — and (in the world of corporate and organizational learning) to connect all learning with the core business of the organization.

The brand values can be reinforced throughout the design and delivery of learning interventions.

Its strategy draws on advances in the biological, behavioral, and social sciences to: (1) identify causal mechanisms that influence developmental trajectories; (2) formulate theories of change about how to produce better outcomes; and (3) design and test new intervention approaches and measure their effectiveness in reducing barriers to learning and strengthening the foundations of lifelong physical and mental health.

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 quasi-experimental repeated - measures design examined the effectiveness of (a) peer feedback for learning, more specifically, certain characteristics of the content and style of the provided feedback, and (b) a particular instructional intervention to support the use of the feedback.

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.

We hope that they will help not only for designing better learning interventions, but also for deliberate self - development and better understanding of learning space.

The three suggested key themes and questions invites educators to reimagine how their approaches impact student learning and design deliberate interventions to strengthen their practice.

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.

They are using assessment data gathered about their students» self - regulated learning skill use to design interventions at the level of regulation of the student.

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.

Each such employee shall be required to complete at least one training course in school violence prevention and intervention, which shall consist of at least two clock hours of training that includes but is not limited to, study in the warning signs within a developmental and social context that relate to violence and other troubling behaviors in children; the statutes, regulations, and policies relating to a safe nonviolent school climate; effective classroom management techniques and other academic supports that promote a nonviolent school climate and enhance learning; the integration of social and problem solving skill development for students within the regular curriculum; intervention techniques designed to address a school violence situation; and how to participate in an effective school / community referral process for students exhibiting violent behavior.

Only a handful of studies back the idea that «cognitive interventions,» programs designed to sharpen thinking skills, can help children learn better in school.

To design effective differentiated interventions, you must understand your students» learning modalities and multiple intelligences.

Amit, I have recently been combing through a lot of the literature on mobile learning and definitely agree with you that it is changing how people approach training in turn changing how learning interventions are designed.

The Intervention Tools Chart is designed to be used by educators as a resource to locate interventions, instructional practices, and learning strategies that can be used within an RtI process.

-- Define social & emotional learning (SEL) and why it is essential to students» success — Understand key research relating SEL skills to student success — Relate district / organization goals to SEL — Integrate SEL into existing district / organization frameworks and protocols — Design a comprehensive approach to screening, assessing, promoting, and evaluating SEL competencies using the DESSA — Select a quality SEL curricula aligned to your specific needs — Learn how to integrate SEL - supporting practices into everyday interactions — Use SEL data to plan for instruction and intervention

Tier 3: Intensive Intervention Using a Force Field Analysis Tier 3 interventions are designed for roughly 5 % of all students, or students with significant learning challenges who require the highest level of instructional support.

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.

But we have also found that without an understanding of how struggling students learn, the interventions we design are less than likely to be effective.

i.e.: inquiry in education IAFOR Journal of Education IAFOR Journal of Language Learning ICHPER - SD Journal of Research IEEE Transactions on Education IEEE Transactions on Learning Technologies Improving Schools Independent School Industry and Higher Education Infant and Child Development Infants and Young Children Informatics in Education Information Research: An International Electronic Journal Information Systems Education Journal Innovation in Language Learning and Teaching Innovations in Education and Teaching International Innovative Higher Education InSight: A Journal of Scholarly Teaching Insights into Learning Disabilities Instructional Science: An International Journal of the Learning Sciences Intellectual and Developmental Disabilities Interactive Learning Environments Interactive Technology and Smart Education Interchange: A Quarterly Review of Education Intercultural Education Interdisciplinary Journal of e-Skills and Lifelong Learning Interdisciplinary Journal of Problem - based Learning International Education Journal: Comparative Perspectives International Education Studies International Electronic Journal of Elementary Education International Electronic Journal of Environmental Education International Journal for Academic Development International Journal for Educational and Vocational Guidance International Journal for Mathematics Teaching and Learning International Journal for Research in Learning Disabilities International Journal for Research in Vocational Education and Training International Journal for Technology in Mathematics Education International Journal for the Advancement of Counselling International Journal for the Scholarship of Teaching and Learning International Journal for Transformative Research International Journal of Adult Vocational Education and Technology International Journal of Art & Design Education International Journal of Artificial Intelligence in Education International Journal of Behavioral Development International Journal of Bilingual Education and Bilingualism International Journal of Christianity & Education International Journal of Computer - Supported Collaborative Learning International Journal of Development Education and Global Learning International Journal of Developmental Science International Journal of Disability, Development and Education International Journal of Distance Education Technologies International Journal of Early Childhood International Journal of Early Childhood Environmental Education International Journal of Early Years Education International Journal of Education & the Arts International Journal of Education and Development using Information and Communication Technology International Journal of Education and Literacy Studies International Journal of Education in Mathematics, Science and Technology International Journal of Education Policy and Leadership International Journal of Educational Administration and Policy Studies International Journal of Educational Leadership and Management International Journal of Educational Leadership Preparation International Journal of Educational Management International Journal of Educational Methodology International Journal of Educational Psychology International Journal of Educational Reform International Journal of Educational Technology International Journal of E-Learning & Distance Education International Journal of Emotional Education International Journal of English Studies International Journal of ePortfolio International Journal of Evaluation and Research in Education International Journal of Game - Based Learning International Journal of Higher Education International Journal of Inclusive Education International Journal of Information and Communication International Journal of Information and Learning Technology International Journal of Instruction International Journal of Language & Communication Disorders International Journal of Leadership in Education International Journal of Learning and Change International Journal of Lifelong Education International Journal of Listening International Journal of Mathematical Education in Science and Technology International Journal of Mobile and Blended Learning International Journal of Multicultural Education International Journal of Multilingualism International Journal of Music Education International Journal of Progressive Education International Journal of Qualitative Studies in Education International Journal of Research & Method in Education International Journal of Research in Education and Science International Journal of School & Educational Psychology International Journal of Science and Mathematics Education International Journal of Science Education International Journal of Science Education, Part B: Communication and Public Engagement International Journal of Social Research Methodology International Journal of Special Education International Journal of Sustainability in Higher Education International Journal of Teacher Leadership International Journal of Teaching and Learning in Higher Education International Journal of Technology and Design Education International Journal of Testing International Journal of Training and Development International Journal of Training Research International Journal of Virtual and Personal Learning Environments International Journal of Web - Based Learning and Teaching Technologies International Journal of Whole Schooling International Journal of Work - Integrated Learning International Journal on E-Learning International Multilingual Research Journal International Research and Review International Research in Early Childhood Education International Research in Geographical and Environmental Education International Review of Education International Review of Research in Open and Distributed Learning International Studies in Catholic Education International Studies in Sociology of Education Intervention in School and Clinic Investigations in Mathematics Learning Iranian Journal of Language Teaching Research Irish Educational Studies Issues in Educational Research Issues in Interdisciplinary Studies Issues in Science and Technology Librarianship Issues in Teacher Education Issues in the Undergraduate Mathematics Preparation of School Teachers

The logic and value of this approach is self - evident: systems that learn from previous experience (their own and others») are more likely to design interventions that «do what is says on the tin».

Located in the screening section of the website, FASTreading and FASTmath were specifically designed to be used in conjunction with the Screening to Intervention ™ (s2i) reports for reading and math, because they allow teachers to examine each student's individual learning.

Provides educators and teams of educators with information about the relative effectiveness of a variety of programmatic and instructional interventions designed to help students meet learning targets and master content standards

The FastBridge Learning system has tools that support all of these activities and are designed to help teachers efficiently plan the best instruction and intervention for all students.

Participants will explore aspects of successful integration of personalized learning that include assessment design and management, technology and analog options, student - owned data and data - driven pathways, and interventions.

On the contrary, personalized learning actually challenges teachers to design and execute better, more targeted interventions than ever before.

The Institute's staff design and test innovative interventions, models, tools, and technologies to support teachers and students in 21st century learning environments around the globe.

Individual targeted intervention designed to follow up inclusion in Learning Labs

Essential Functions: • Act as subject matter expert on learning, learning technologies, and learning solutions and apply knowledge of adult learning theory to the design and development of learning interventions.