Sentences with phrase «develop curricula designed»

Job profiles can be used to set instructional standards and develop curricula designed to help students meet the skill requirements for occupations.

Researchers have identified qualities like delayed gratification, «grit» and «mindset,» and they've developed curricula designed to instill those qualities.

Developed curriculum designed to bring their grades up the minimum level required for playing, assisted them in developing new skills to use in the classroom and -LSB-...] Continue Reading →

Not exact matches

The curriculum is designed to help idea - stage entrepreneurs develop the talents and skills required to launch a business.

AEB has a world class age appropriate curriculum designed to develop the four pillars of the game, the technical, tactical, physical and mental.

Jon has worked in the education space in several capacities, from creating curriculum for the opening of a school for Rwandan women, to developing and teaching design thinking courses to undergraduates.

The main lesson curriculum is designed to respond to the questions that are being asked by the developing adolescent.

The curriculum is designed to stimulate and support the developing child.

In light of this, the TRCCS curriculum is designed to develop the children's capacities for physical well - being, strength and coordination, for emotional and social depth and connectivity, and for creative, free, and clear thinking.

Lower Columbia School Gardens helps design and build new gardens, develop curriculum, coordinate community partners and financial support for school gardens.

Their curriculum is designed to prepare children for kindergarten while expanding on creativity, developing confidence, and stimulating curiosity.

Designed to teach young children about the importance of building healthy bodies and saying «no» to substances that can hurt them, the curriculum helps children develop positive feelings about themselves, and gives them practice in making appropriate decisions in the face of peer pressure.

Founder Jill Hope has designed and developed several unique and innovative parenting programs, certification programs, and educational curricula that teach parents and teachers how to foster self - esteem, build character, and raise emotionally healthy, empowered kids.

Toward High School Biology — Developed with support from the U.S. Department of Education's Institute of Education Sciences and in partnership with BSCS, AAAS Project 2061 has developed and tested an innovative eight - week curriculum unit designed to integrate physical and life science concepts to help middle school students understand chemical reactions and their role in the growth and repair of living oDeveloped with support from the U.S. Department of Education's Institute of Education Sciences and in partnership with BSCS, AAAS Project 2061 has developed and tested an innovative eight - week curriculum unit designed to integrate physical and life science concepts to help middle school students understand chemical reactions and their role in the growth and repair of living odeveloped and tested an innovative eight - week curriculum unit designed to integrate physical and life science concepts to help middle school students understand chemical reactions and their role in the growth and repair of living organisms.

So Morton has spent a good chunk of her time at Colby developing a laboratory curriculum that involves starting students off with directed experiments (i.e., with explicit instructions and clear procedures) before giving them the chance — using the directed experiments as models — to design their own experiments.

«This new curriculum unit is being designed to take on high school - level ideas about atom rearrangement during chemical reactions that build on ideas that are introduced in a companion unit that we developed for middle school students.

The month - long program curriculum is designed to lay a core on which you can develop as a well - practiced yogi and erudite.

Developed under the finest standards set by yoga alliance, the curriculum of 500 Hour YTTC at Rishikul Yogshala is handpicked and designed by some of the greatest yoga teachers.

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 educators shaded in gold on the concept map had a direct role in helping the core teachers develop and implement the curriculum: Our consumer - education teacher taught students how to design and sew rock - people costumes.

Together, these form the curriculum in Scotland, which is designed to help learners develop the skills they need for learning, life and work in an ever - changing world.

Barnett also developed curricula for six STEM subjects — robotics, 3D printing, renewable energy, video game design, hardware engineering, and computer software engineering — that could be taught onboard as one - day workshops and week - long summer camps.

With that in mind, it is fitting that the new Australian Digital Technologies curriculum is designed for students to develop a deep understanding of systems thinking, design thinking and computational thinking.

This will help teachers gain the know - how to design, develop and deliver the whole of the new computing curriculum so that it benefits all primary and secondary students, whatever their ability.

«I can see that these can be designed into four - year undergraduate primary teacher education programs, but will be challenging for two - year equivalent postgraduate initial teacher education programs, where there is less volume of learning available to develop both the breadth of curriculum and the depth.

Many schools around the country are incorporating design thinking strategies into their curriculum and developing maker spaces and «fab» labs to support this innovative approach to learning.

The IEP curriculum is rigorous and flexible, designed to develop your capacity to think analytically, critically and systematically about ways to improve education.

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).

Developed by the Association for Supervision and Curriculum Development (ASCD) and the First Amendment Center, the First Amendment Schools Project is designed to move First Amendment's ideas out of textbook discussions and into practice in classrooms and school hallways, while deepening educators» understanding of the First Amendment.

I could see similarly designed games being developed as a part of a curriculum.

The Parallel Curriculum: A Design to Develop High Potential and Challenge High - Ability Learners, edited by Carol Ann Tomlinson.

This includes recommendations suggesting that: primary schools should bring in outside experts to teach coding; all primaries should have 3D printers and design software; secondary schools should be able to teach Computer Science, Design and Technology or another technical / practical subject in place of a foreign language GCSE; the Computer Science GCSE should be taken by at least half of all 16 year olds; young apprenticeships should be reintroduced at 14, blending a core academic curriculum with hands - on learning; all students should learn how businesses work, with schools linked to local employers; schools should be encouraged to develop a technical stream from 14 - 18 for some students, covering enterprise, health, design and hands - on skills; and that universities should provide part - time courses for apprentices to get Foundation and Honours dedesign software; secondary schools should be able to teach Computer Science, Design and Technology or another technical / practical subject in place of a foreign language GCSE; the Computer Science GCSE should be taken by at least half of all 16 year olds; young apprenticeships should be reintroduced at 14, blending a core academic curriculum with hands - on learning; all students should learn how businesses work, with schools linked to local employers; schools should be encouraged to develop a technical stream from 14 - 18 for some students, covering enterprise, health, design and hands - on skills; and that universities should provide part - time courses for apprentices to get Foundation and Honours deDesign and Technology or another technical / practical subject in place of a foreign language GCSE; the Computer Science GCSE should be taken by at least half of all 16 year olds; young apprenticeships should be reintroduced at 14, blending a core academic curriculum with hands - on learning; all students should learn how businesses work, with schools linked to local employers; schools should be encouraged to develop a technical stream from 14 - 18 for some students, covering enterprise, health, design and hands - on skills; and that universities should provide part - time courses for apprentices to get Foundation and Honours dedesign and hands - on skills; and that universities should provide part - time courses for apprentices to get Foundation and Honours degrees.

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.

As part of this push, CEO John Crist sits on a three - year CUNA committee designed to evaluate student - branch programs and develop ways to measure their impact as part of an integrated - studies curriculum.

«In the last year of the project, we'll use what we have learned to develop and design ecosystems and global warming curricula to be tested in classrooms.»

The curriculum was designed to develop student interest in architecture - related fields and, more fundamentally, to immerse them in the process of meshing civic and business interests.

And KIPP is working with Common Core, Inc., the non-profit that developed Eureka, to create a new K — 8 English curriculum for KIPP schools that is designed to build student knowledge systematically through the use of high quality works of literature, nonfiction, and informational text.

Our content services include designing and developing custom e-courses, mobile learning, content localization, game - based learning, simulations, and consulting for curriculum design.

Trail developed a curriculum that focuses on reading, research, poetry, design, and drawing.

There are plenty of curriculum models (Tylers seminal 1949 work ~ Bruners definition of curriculum ~ Wiggins and McTighes Understanding by Design model ~ and Jacobs curriculum mapping instrument come to mind) ~ but none of these strategies help guide curriculum leaders to sit down teams of teachers to develop user - friendly curricula that can be institutionally implemented in classrooms across a grade - level or content - area and that are aligned with state or national standards.

So as the curriculum does not allow assessment with levels our school use key words: Foundation: e.g. L3 - 4 Secure: e.g L5 - 6 Developing: e.g. L6 - 7 Excellent: e.g. L8 Here I have broken down the KS3 Curriculum into the main focus areas: Design Make Evaluate Technical Knowledge Cooking and Nutrition There are posters and a modified grid available to purchase here: https://www.tes.com/teaching-resource/ks3-assessment-poster-display-d-and-t-with-cooking-and-nutrition-11710887 This grid work best in a3 size, and should be «printed to fit»; in your printcurriculum does not allow assessment with levels our school use key words: Foundation: e.g. L3 - 4 Secure: e.g L5 - 6 Developing: e.g. L6 - 7 Excellent: e.g. L8 Here I have broken down the KS3 Curriculum into the main focus areas: Design Make Evaluate Technical Knowledge Cooking and Nutrition There are posters and a modified grid available to purchase here: https://www.tes.com/teaching-resource/ks3-assessment-poster-display-d-and-t-with-cooking-and-nutrition-11710887 This grid work best in a3 size, and should be «printed to fit»; in your printCurriculum into the main focus areas: Design Make Evaluate Technical Knowledge Cooking and Nutrition There are posters and a modified grid available to purchase here: https://www.tes.com/teaching-resource/ks3-assessment-poster-display-d-and-t-with-cooking-and-nutrition-11710887 This grid work best in a3 size, and should be «printed to fit»; in your print settings.

The art of questions is a guide to developing a question based curriculum for art, craft and design.

When the new study design was developed for the Victorian Certificate of Education curriculum in 2015, Education Officer Anthony Fernando saw an opportunity.

The curriculum we have developed is designed to be adapted by a range of users.

Teaching for Understanding is an approach to curriculum design that goes beyond the simple relay of information to help students develop transferable knowledge and skills that they can apply in situations they have never encountered before.

HFLI developed a design thinking middle / high school curriculum.

According to Angela Scarino (2014) in From concepts to design in developing languages in the Australian Curriculum, we have moved from an activity - based / communicative methodology to an «interlingual and intercultural» approach.

Other provisions that lend a more credible basis to the view that inclusive education has been promoted in the Act, are provisions such as Section 28 which provides for designing and developing new assistive devices, teaching aids, special teaching materials and other such items necessary to provide «equal opportunities in education'to a child with disability; and clauses (f), (g), (h) of Section 29, which provides for suitable modification in the examination system through elimination of purely mathematical questions for the benefit of blind students and those with low vision (f); restructuring of curriculum for the benefit of children with disabilities (g); restructuring the curriculum for benefit of students with hearing impairment to facilitate them to take only one language as part of their curriculum (h).

Section 28 does provide for designing and developing new assistive devices, teaching aids, special teaching materials or other such items necessary to give a child with disability «equal opportunities in education», but it could be better worded to extend beyond just equal opportunities in curriculum and academics, to a totally interactive learning process, thereby implying the integration of all students, disabled and non-disabled.