Sentences with phrase «diverse learning strategies»

We provide students from more than 80 communities throughout Northeast Ohio with an exceptional educational experience that teaches using diverse learning strategies, ignites their potential, and inspires academic, personal and social success.

Not exact matches

It also prepares students for life in university through study of formal writing style, academic vocabulary building, and the formation of clear opinions during class debate.We are here to help and are dedicated to your needs.A culturally diverse, progressive and welcoming city.Students are provided with regular computer work and test practice so that they can apply newly learned strategies under test conditions.This program is for students interested in taking ESC's 12 - week UCTP (University College Transfer Program).

With all the diverse learners in our classrooms, there is a strong need for teachers to learn and experiment with new scaffolding strategies.

«The diverse variety of instructional programs, learning experiences, didactic approaches, and support strategies intended to address the unique and individual learning needs, interests, and aspirations of individual learners.»

By adopting the right combination of technology, learning strategy and delivery mechanism, we can create training solutions that are specific to the requirements of the learners across diverse industries, including BFSI.

Is there a balance of teaching strategies, learning strategies, and authentic tasks that engage and meet the needs of diverse learners?

Meet diverse learners» needs through a range of classroom strategies that includes lecture, discussion, experiential learning, games, student presentations, technology integration, and free response writing.

When it comes to developing methods for social and emotional learning (SEL) interventions, teachers need the flexibility and freedom to select strategies that best fit the diverse needs of their students and classrooms.

In recent years, games have been used as an innovative instructional strategy in order to achieve more effective learning on higher levels in diverse knowledge areas, such as mathematics, language, business, health, computing etc..

The report, «Tomorrow's Schools: Principles for the Design of Professional Development Schools,» outlines a comprehensive set of principles intended to guide the creation of such schools, in which prospective teachers can learn their craft, university faculty can conduct research, and practicing teachers and university instructors can collaborate in the development of strategies for teaching children from diverse cultural and socioeconomic backgrounds.

Design and implement teaching strategies that are responsive to the learning strengths and needs of students from diverse linguistic, cultural, religious and socioeconomic backgrounds.

It is our hope that by collaborating with this diverse group of educators working in a variety of teaching and learning environments, we may be able to develop, test, remix, retest, and refine a suite of contemporary assessment strategies designed to document, enrich, and support maker empowerment across all learning environments.

Support colleagues to develop effective teaching strategies that address the learning strengths and needs of students from diverse linguistic, cultural, religious and socioeconomic backgrounds.

Using an existing set of video cases from the Center for the Study of Reading's video series, «Teaching Reading: Strategies from Successful Classrooms,» we developed Reading Classroom Explorer (RCE), a hypermedia learning environment designed to help novices understand that there are many successful tools and approaches available to engage students from diverse cultural, linguistic, and intellectual backgrounds in challenging literacy curricula.

Functions The teacher leader: a) Uses knowledge and understanding of the different backgrounds, ethnicities, cultures, and languages in the school community to promote effective interactions among colleagues, families, and the larger community; b) Models and teaches effective communication and collaboration skills with families and other stakeholders focused on attaining equitable achievement for students of all backgrounds and circumstances; c) Facilitates colleagues» self - examination of their own understandings of community culture and diversity and how they can develop culturally responsive strategies to enrich the educational experiences of students and achieve high levels of learning for all students; d) Develops a shared understanding among colleagues of the diverse educational needs of families and the community; and e) Collaborates with families, communities, and colleagues to develop comprehensive strategies to address the diverse educational needs of families and the community.

I was encouraged this week to learn that ESSA — the new American education law — that replaced NCLB includes language that opens the door beyond academic testing to include «multiple measures of student learning and progress, along with other indicators of student success...» Education Week notes that sprinkled throughout the law are references to an instructional strategy that has enormous potential for reaching learners with diverse needs.

The American Heart Association, or AHA, recognizes that a diverse workforce is central to its business plan and has improved its recruitment and professional development strategies to recruit and retain employees of all backgrounds and perspectives.54 The AHA invests in a diversity recruiting specialist who builds and maintains relationships with various organizations to identify exemplar diverse candidates.55 In addition, the AHA employs a diversity and inclusion manager who designs cultural awareness learning opportunities throughout the year.56

CCE supports a network of district schools adopting personalized learning strategies to better serve their increasingly diverse students.

Technology, combined with progressive instructional strategies, is blurring traditional teaching approaches and the nature of learning is becoming more inclusive for diverse learners.

Teachers combine multiple research - based methods and strategies into a coherent plan for reading instruction that meets the diverse learning needs of their students.

They mentioned an emerging appreciation for alternative assessment, both as a means to capture and discuss student learning and as a strategy for assessing higher order thinking, diverse learners, and learning not normally valued by traditional assessment strategies.

Additionally, Artemis Kolovos, a diverse learning teacher at Lyman A. Budlong Public School in Chicagoand an E4E - Chicago member, commended the House members who voted for HJR115 stating, «Students need to learn self - regulation and use calming strategies before feelings escalate into aggressive or self - harming behaviors.

You will also learn which strategies to implement that move your typical students to a higher level, and strategies that challenge your highest level students to apply their knowledge and skills in new and diverse ways.

(James J. Barta and Michael G. Allen); «Ideas and Programs To Assist in the Untracking of American Schools» (Howard D. Hill); «Providing Equity for All: Meeting the Needs of High - Ability Students» (Sally M. Reis); «Promoting Gifted Behavior in an Untracked Middle School Setting» (Thomas O. Erb et al.); «Untracking Your Middle School: Nine Tentative Steps toward Long - Term Success» (Paul S. George); «In the Meantime: Using a Dialectical Approach To Raise Levels of Intellectual Stimulation and Inquiry in Low - Track Classes» (Barbara G. Blackwell); «Synthesis of Research on Cooperative Learning» (Robert E. Slavin); «Incorporating Cooperation: Its Effects on Instruction» (Harbison Pool et al.); «Improving All Students» Achievement: Teaching Cognitive and Metacognitive Thinking Strategies» (Robert W. Warkentin and Dorothy A. Battle); «Integrating Diverse Learning Styles» (Dan W. Rea); «Reintegrating Schools for Success: Untracking across the United States» (Anne Wheelock); «Creatinga Nontraditional School in a Traditional Community» (Nancy B. Norton and Charlotte A. Jones); «Ungrouping Our Way: A Teacher's Story» (Daphrene Kathryn Sheppard); «Educating All Our Students: Success in Serving At - Risk Youth» (Edward B. Strauser and John J. Hobe); «Technology Education: A New Application of the Principles of Untracking at the Secondary Level» (N. Creighton Alexander); «Tracking and Research - Based Decisions: A Georgia School System's Dilemma» (Jane A. Page and Fred M. Page, Jr.); and «A Call to Action: The Time Has Come To Move beyond Tracking» (Harbison Pool and Jane A. Page).

The students will be offered reading lists, and website links for multicultural books, suggested ideas for family outreach initiatives, multicultural learning strategies within the classroom, challenging inner biases and / or stereotypes about children from other cultures, getting to know the whole child, understanding the cultural family dynamic of your students, and learning to adapt the classroom to the needs of your diverse body of students, etc..

She will also share strategies educators can apply to tailor one lesson to meet the diverse learning needs of all the students in any classroom.

This online module, developed by the IRIS Center for Training Enhancements, describes strategy instruction, self - regulation, and the implementation of Self - Regulated Strategy Development (SRSD), an instructional model that is particularly effective with diverse populations of students, especially individuals with reading and learning disabstrategy instruction, self - regulation, and the implementation of Self - Regulated Strategy Development (SRSD), an instructional model that is particularly effective with diverse populations of students, especially individuals with reading and learning disabStrategy Development (SRSD), an instructional model that is particularly effective with diverse populations of students, especially individuals with reading and learning disabilities.

We believe that teachers are capable and well - equipped to read and understand curricula, but what they often crave is coaching support on their career - long quests for pedagogical strategies to support and differentiate student learning in their highly diverse classrooms.

This course is designed to help future and current teachers of culturally and linguistically diverse elementary school students to (1) understand, develop, and implement a range of effective, practical strategies for assessing and documenting the academic achievement of their students, including English Learners, students with identified / unidentified exceptionalities, and students eligible for free or reduced price lunch (TPEs 1.1, 2.2, 3.5, 4.4, and 5.1 - 5.8); (2) develop the skills and habits of mind necessary to use assessment results to plan effective instruction for every student (TPEs 3.5, 4.4, and 5.1 - 5.8); (3) learn how to present and discuss assessment results with other education professionals and with students» parents (TPEs 1.2, 2.6, 3.2, 4.5, 5.1 - 5.8).

Roxbury Support Program instructors employ a variety of strategies tailored to students» diverse learning styles, and assist students to become self - advocating, self - directed, and independent learners, communicating student progress regularly with parents and classroom teachers.

Over the next two years, we'll look across a diverse range of schools» PL strategies to learn how early implementation is going in classrooms and to identify the opportunities and challenges — both policy and practice — to expanding these isolated models.

Students will learn and apply strategies for guiding, motivating, delegating and building consensus among diverse constituencies in the school and community.

In their initial work, many participating districts chose to focus on strategies aimed at attracting a stronger, more diverse pool of candidates for the principalship; improving professional preparation with an emphasis on mentoring, coaching and internships; and strengthening the ability of school leaders to improve student learning.

Consequently, we have included tips for English language learners, struggling readers, and students with disabilities, but nearly all of the strategies — which offer a wide range of strategies and activities — can be used to accommodate the learning styles of diverse learners.

It is contingent on... seeing cultural differences as assets; creating caring learning communities where culturally different individuals and heritages are valued; using cultural knowledge of ethnically diverse cultures, families, and communities to guide curriculum development, classroom climates, instructional strategies, and relationships with students; challenging racial and cultural stereotypes, prejudices, racism, and other forms of intolerance, injustice, and oppression; being change agents for social justice and academic equity; mediating power imbalances in classrooms based on race, culture, ethnicity, and class; and accepting cultural responsiveness as endemic to educational effectiveness in all areas of learning for students from all ethnic groups.»

Recent Webinars by IDRA and Our Partners January 10, 2018 — Integrated Schooling — Strategies and Benefits for Diverse Learning December 5, 2017 — Cultivating Equity - oriented Educators — What SEAs Can do to Promote Culturally Responsive and Sustaining Practices at the LEA Level — Webinar Series Part II November 15, 2017 — Culturally Responsive Pedagogy — An Effective Tool in Systemic School Transformation under ESSA — Webinar Series Part I November 8, 2017 — Diversifying the Teaching Field — Challenges and Opportunities September 20, 2017 — Ensuring a Safe and Inclusive School Environment for LGBTQ Students August 24, 2017 — How to Comment on the Texas ESSA Plan

In other words, the process brings together the what behind a lesson (learning standards) with the how (universal design strategies) so that educators can design multiple pathways of learning for a diverse classroom of students.

We seamlessly integrate our unique instructional methods with challenging school curricula from K to AP, employing diverse strategies so all can learn.

Min 5 years» experience in the design and development of innovative curriculum design in higher education using diverse learning theories, evidence - based pedagogical strategies and educational...

Another EXCELLENT way to show an evaluator you have used instructional strategies that are personalized to accommodate diverse learning styles is to highlight a specific student's Seesaw journal and the items that are contained in his or her journal.

Although there is some variation in how diverse stakeholders define the skills that are essential for new teachers, there is general consensus that educators should have excellent organizational skills; be able to plan comprehensive and thorough lessons; know how to positively manage classroom behavior; be capable of using diverse instructional strategies; and know how to check accurately for understanding and assess student learning on a daily basis.17 Teachers should have the opportunity to practice these basic skills before they are held solely responsible for student learning.

You will gain diverse perspectives and new strategies from expert practitioners in K - 12 and higher education including flipped learning pioneer, Aaron Sams.

To determine which strategies increase the achievement of students with diverse learning needs, researchers have studied the power of goals and motivation.

Required Experience: Min 5 years» experience in the design and development of innovative curriculum design in higher education using diverse learning theories, evidence - based pedagogical strategies and educational technologies in multiple modalities.

Designed to promote cross-group dialogue among all ECPN members with respect to our myriad and diverse identities, this skill - building session presents an opportunity for participants to learn specific strategies to recognize, interrupt, and address microaggressions (whether in the role of victim, offender, or bystander).

Building on the framework of UD and its principles (Follette, Story, Mueller, & Mace, 1998), UDI anticipates the needs of diverse learners and incorporates effective strategies into curriculum and instruction to make learning more accessible.

(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?

Cultural Diversity E604: Assessment of Culturally and Linguistically Diverse Students for Special Education Eligibility (2000) E584: Critical Behaviors and Strategies for Teaching Culturally Diverse Students (1999) E650: Diagnosing Communication Disorders in Culturally and Linguistically Diverse Students (2003) E500: Empowering Culturally and Linguistically Diverse Students with Learning Problems (1991) E500s: Reforzando a los alumnos Diversos Culturalmente y Lingüí con Aprendizaje (1999) E596: Five Strategies to Reduce Overrepresentation of Culturally and Linguistically Diverse Students in Special Education (2000) E520: Identifying and Serving Recent Immigrant Children Who Are Gifted (1993) E601: Infusing Multicultural Content into the Curriculum for Gifted Students (2000) E589: The Implications of Culture on Developmental Delay (1999) E566: Reducing the Disproportionate Representation of Minority Students in Special Education (1998) E544: Underachievement Among Gifted Minority Students: Problems and Promises (1997) E614: Cultural Reciprocity Aids Collaboration with Families (2001)

EMERGING School Library leaders act as agents of improvement to promote some of the learners» academic and / or professional success and well - being through an inquiry - based approach, utilizing a variety of instructional strategies to meet a diverse learning population; however, in isolation from most other teachers.

By learning and applying a few diverse reading strategies, students will be able to obtain meaning from a wide variety of texts.