Sentences with phrase «effective learning outcomes»

mLevel is a microlearning solution that produces more effective learning outcomes by improving knowledge retention and skill application.

Learning experts are intrigued to find out how videos affect learning and which techniques in video design and editing can ensure the most effective learning outcomes.

4.1 by 2030, ensure that all girls and boys complete free, equitable and quality primary and secondary education leading to relevant and effective learning outcomes

Reference target 4.1: By 2030, ensure that all girls and boys complete free, equitable, and quality primary and secondary education leading to relevant and effective learning outcomes.

Not exact matches

«Through sustainability we are promoting the adoption of good winegrowing practices that deliver beneficial outcomes for business profitability, the environment and our communities, and peer - to - peer exchange of information has proven to be an effective way for growers and vintners to learn about these practices,» said Allison Jordan, executive director of the California Sustainable Winegrowing Alliance.

It was immediately clear to us that the outcomes identified by our camps were closely aligned with the current education research on social and emotional learning (SEL) and effective learning environments.

As we learn more about the mechanisms for these impacts, both direct and indirect, research will demonstrate the most effective approach to link home visiting services and early childhood education and child care programs to more fully realize positive outcomes.

This paper summarizes the harmful impacts of poverty, food insecurity, and poor nutrition on the health and well - being of children; and summarizes research demonstrating the effective role of the Child Nutrition Programs in improving food and economic security, dietary intake, weight outcomes, health, and learning.

Modeling effective research ethics education in international collaborations: A learning - outcomes approach Presenters: Julia Kent, Council of Graduate Schools, USA; Daniel Denecke, Council of Graduate Schools, USA

For two years running, the Dulux Smarter Spaces initiative has been championing a movement to improve education environments, supporting schools to achieve better learning outcomes through the power of effective use of colour and design.

Kate Copping - Westgarth Primary School, Victoria Using Data to Develop Collaborative Practice and Improve Student Learning Outcomes Dr Bronte Nicholls and Jason Loke, Australian Science and Mathematics School, South Australia Using New Technology for Classroom Assessment: An iPad app to measure learning in dance education Sue Mullane - Sunshine Special Developmental School, Victoria Dr Kim Dunphy - Making Dance Matter, Victoria Effective Differentiation: Changing outcomes in a multi-campus school Yvonne Reilly and Jodie Parsons - Sunshine College, Victoria Improving Numeracy Outcomes: Findings from an intervention program Michaela Epstein - Chaffey Secondary College, Victoria Workshop: Developing Rubrics and Guttman Charts to Target All Students» Zones of Proximal Development Holly Bishop - Westgarth Primary School, Victoria Bree Bishop - Carwatha College P - 12, Victoria Raising the Bar: School Improvement in action Beth Gilligan, Selina Kinne, Andrew Pritchard, Kate Longey and Fred O'Leary - Dominic College, Tasmania Teacher Feedback: Creating a positive culture for reform Peta Ranieri - John Wollaston Anglican Community School, Western ALearning Outcomes Dr Bronte Nicholls and Jason Loke, Australian Science and Mathematics School, South Australia Using New Technology for Classroom Assessment: An iPad app to measure learning in dance education Sue Mullane - Sunshine Special Developmental School, Victoria Dr Kim Dunphy - Making Dance Matter, Victoria Effective Differentiation: Changing outcomes in a multi-campus school Yvonne Reilly and Jodie Parsons - Sunshine College, Victoria Improving Numeracy Outcomes: Findings from an intervention program Michaela Epstein - Chaffey Secondary College, Victoria Workshop: Developing Rubrics and Guttman Charts to Target All Students» Zones of Proximal Development Holly Bishop - Westgarth Primary School, Victoria Bree Bishop - Carwatha College P - 12, Victoria Raising the Bar: School Improvement in action Beth Gilligan, Selina Kinne, Andrew Pritchard, Kate Longey and Fred O'Leary - Dominic College, Tasmania Teacher Feedback: Creating a positive culture for reform Peta Ranieri - John Wollaston Anglican Community School, Western AOutcomes Dr Bronte Nicholls and Jason Loke, Australian Science and Mathematics School, South Australia Using New Technology for Classroom Assessment: An iPad app to measure learning in dance education Sue Mullane - Sunshine Special Developmental School, Victoria Dr Kim Dunphy - Making Dance Matter, Victoria Effective Differentiation: Changing outcomes in a multi-campus school Yvonne Reilly and Jodie Parsons - Sunshine College, Victoria Improving Numeracy Outcomes: Findings from an intervention program Michaela Epstein - Chaffey Secondary College, Victoria Workshop: Developing Rubrics and Guttman Charts to Target All Students» Zones of Proximal Development Holly Bishop - Westgarth Primary School, Victoria Bree Bishop - Carwatha College P - 12, Victoria Raising the Bar: School Improvement in action Beth Gilligan, Selina Kinne, Andrew Pritchard, Kate Longey and Fred O'Leary - Dominic College, Tasmania Teacher Feedback: Creating a positive culture for reform Peta Ranieri - John Wollaston Anglican Community School, Western Alearning in dance education Sue Mullane - Sunshine Special Developmental School, Victoria Dr Kim Dunphy - Making Dance Matter, Victoria Effective Differentiation: Changing outcomes in a multi-campus school Yvonne Reilly and Jodie Parsons - Sunshine College, Victoria Improving Numeracy Outcomes: Findings from an intervention program Michaela Epstein - Chaffey Secondary College, Victoria Workshop: Developing Rubrics and Guttman Charts to Target All Students» Zones of Proximal Development Holly Bishop - Westgarth Primary School, Victoria Bree Bishop - Carwatha College P - 12, Victoria Raising the Bar: School Improvement in action Beth Gilligan, Selina Kinne, Andrew Pritchard, Kate Longey and Fred O'Leary - Dominic College, Tasmania Teacher Feedback: Creating a positive culture for reform Peta Ranieri - John Wollaston Anglican Community School, Western Aoutcomes in a multi-campus school Yvonne Reilly and Jodie Parsons - Sunshine College, Victoria Improving Numeracy Outcomes: Findings from an intervention program Michaela Epstein - Chaffey Secondary College, Victoria Workshop: Developing Rubrics and Guttman Charts to Target All Students» Zones of Proximal Development Holly Bishop - Westgarth Primary School, Victoria Bree Bishop - Carwatha College P - 12, Victoria Raising the Bar: School Improvement in action Beth Gilligan, Selina Kinne, Andrew Pritchard, Kate Longey and Fred O'Leary - Dominic College, Tasmania Teacher Feedback: Creating a positive culture for reform Peta Ranieri - John Wollaston Anglican Community School, Western AOutcomes: Findings from an intervention program Michaela Epstein - Chaffey Secondary College, Victoria Workshop: Developing Rubrics and Guttman Charts to Target All Students» Zones of Proximal Development Holly Bishop - Westgarth Primary School, Victoria Bree Bishop - Carwatha College P - 12, Victoria Raising the Bar: School Improvement in action Beth Gilligan, Selina Kinne, Andrew Pritchard, Kate Longey and Fred O'Leary - Dominic College, Tasmania Teacher Feedback: Creating a positive culture for reform Peta Ranieri - John Wollaston Anglican Community School, Western Australia

Thinking Maths draws on a New Zealand research synthesis by Helen Timperly and colleagues highlighting features of professional learning in mathematics that are effective in improving student outcomes.

While this could be seen as damning proof that technology does not have the capability to improve educational outcomes, and instead provides a platform for students to be become distracted from learning, Andreas Schleicher, OECD director for education and skills, concluded that schools systems «need to find more effective ways to integrate technology into teaching and learning».

In her synthesis of research on effective teacher professional development that has demonstrated a positive impact on student outcomes, Timperley (2008) identified 10 key principles, including: providing teachers with opportunities to drive their own professional development, allowing teachers to work collaboratively to learn and apply evidence based practices, establishing a professional learning culture that provides a safe and authentic environment for professional enquiry and ensuring school leaders take an active role in developing professional learning, and maintaining momentum within schools.

An effective learning culture in a school has a number of key features, including: engaging teachers in collaboration, using data to inform decision making and learning activities, conducting professional learning that is based on current research and identifying the impact of professional learning on staff and student outcomes from the outset (AITSL, 2013b).

When it comes to a focus on students, research suggests effective professional learning communities «make intelligent use of evidence to pinpoint areas needing intervention to enhance learning outcomes for all students».

Early in the work of the Partnership for 21st Century Skills we developed the P21 Framework for Learning to help educators understand the outcomes that students need to become effective citizens and workers in the 21st century.

Visit the Digital Learning Video Gallery on the website for the Alliance for Excellent Education to view real - life, practical stories about how district and school leaders are improving learning outcomes through effective use of tecLearning Video Gallery on the website for the Alliance for Excellent Education to view real - life, practical stories about how district and school leaders are improving learning outcomes through effective use of teclearning outcomes through effective use of technology.

Effective professional learning focuses on teaching and learning and is directly linked to classroom practice that supports improving student outcomes.

This summer Mapp led her first Program in Professional Education (PPE) institute, «Family Engagement in Education: Creating Effective Home and School Partnerships for Student Success,» which focused on designing family engagement practices connected to student learning, and increasing the capacity of educators, families, and community members to develop and sustain partnerships that improve student outcomes.

The holy grail for research into effective professional learning, of course, is to find the link between professional learning and improved student outcomes.

The DfE's guidelines agree that «reducing the costs of managing and supporting a school's ICT infrastructure can make more effective use of available in - house technical support» and that «staff may be refocused away from purely technical support of a multitude of in - house systems towards supporting the uptake of the ICT and thus delivering improved benefits for the teaching and learning outcomes.»

You can use these 8 tips to craft effective learning goals, objectives, and outcomes for your organization.

There are many specific outcomes but residential outdoor learning is particularly effective in developing confidence in young people.

In addition, Rob Tarn, the regional chief executive and national leader of education at Outwood Grange Academies Trust, will be sharing advice on «implementing effective measures to transform schools and improve learning outcomes».

To qualify as «effective,» there must be support of claims that superior outcomes are the direct result of teaching to individual learning styles and not a general result to the instruction.

Mayes and de Freitas (2004) state that the use of technology can be used to achieve better learning outcomes, more effective assessments or a more cost effective way of bringing learning environments to students; and that reforming practice requires transformation of the understanding of the principles.

Expected Outcomes: Teachers will have a better understanding on which strategies for learning are effective and which are not.

«So, it's a much more even playing field and to have the most effective outcomes from this technology, and to learn, everyone needs to collaborate and share knowledge.

Consistent and effective methods of assessing the knowledge of learners is crucial to student engagement and improved learning outcomes.

The research indicates that the most effective teaching and student learning occurs where all members of a teaching team have a clear understanding of the lesson plan and the expected learning outcome for the student.»

Frequent, continuous and progressive learning outside the classroom is one of the most effective ways of improving later life outcomes for all pupils, especially disadvantaged pupils who may otherwise have very limited horizons.

The outcomes that can be achieved by effective outdoor learning are certainly worth pursuing.

The review panel heard that the fundamentals for supporting all students do not change and personalised learning and teaching based on each child's learning needs, is effective at improving educational outcomes.

Her leadership and impact on improved student outcomes, staff professional development and cooperative and effective learning models has to be seen.

Coaching can have a real impact in shaping a culture of challenge and support to enable effective student learning outcomes, yet many leaders find coaching conversations to be difficult, too time consuming, or don't feel confident enough to use the coaching approach and too often avoid them altogether or defer to the limitations of the «telling» approaches.

Ensure that you are using effective modes of professional learning and then invest in them — it is the best way to improve pupil outcomes.

«VSO is committed to ensuring that improvements in pupils» learning outcomes are possible when teachers are well - trained and effective in helping their pupils learn, through a combination of volunteers, technology and research.»

About the TDT The Teacher Development Trust is an independent charity, founded by teachers, dedicated to improving the educational outcomes of children by ensuring they experience the most effective learning.

Much of the research examining how professional development influences teacher practices and subsequent student outcomes has focused on the content and process of effective professional learning.

In addition, we propose to clarify the expected outcomes of effective family engagement: Enhanced parenting skills, increased parental engagement in child learning and development, and improved family well - being in order to support child learning.

Against a mandate of creating a cost - effective yet engaging course for a Fire Fighting Institute, Sandy readies a storyboard that maps to the content accurately to the required learning outcomes.

With teachers working together to collect, analyse, discuss and act upon data, the objectives of meeting professional standards and improving learning outcomes of students are shown to be both achievable and essential to effective teaching today.

Participants also learn effective feedback techniques, setting learning outcomes and general principles of assessing for learning.

This study in two localities will show whether an academic boost from a six - week school readiness program in the summer right before kindergarten is a cost - effective way to improve outcomes (and prevent summer learning loss) for children who have been in preschool during the regular school year.

Work Based Learning in Linked Learning: Definitions, Outcomes, and Quality Criteria (PDF, 450 KB) This document strives to: 1) Clarify for teachers, partners, and others implementing Linked Learning the definition of high - quality, outcomes - driven work - based learning, and 2) Increase alignment among Linked Learning partners and technical assistant providers so that support for Linked Learning practitioners around work - based learning is more coherent, coordinated, and efLearning in Linked Learning: Definitions, Outcomes, and Quality Criteria (PDF, 450 KB) This document strives to: 1) Clarify for teachers, partners, and others implementing Linked Learning the definition of high - quality, outcomes - driven work - based learning, and 2) Increase alignment among Linked Learning partners and technical assistant providers so that support for Linked Learning practitioners around work - based learning is more coherent, coordinated, and efLearning: Definitions, Outcomes, and Quality Criteria (PDF, 450 KB) This document strives to: 1) Clarify for teachers, partners, and others implementing Linked Learning the definition of high - quality, outcomes - driven work - based learning, and 2) Increase alignment among Linked Learning partners and technical assistant providers so that support for Linked Learning practitioners around work - based learning is more coherent, coordinated, and efOutcomes, and Quality Criteria (PDF, 450 KB) This document strives to: 1) Clarify for teachers, partners, and others implementing Linked Learning the definition of high - quality, outcomes - driven work - based learning, and 2) Increase alignment among Linked Learning partners and technical assistant providers so that support for Linked Learning practitioners around work - based learning is more coherent, coordinated, and efLearning the definition of high - quality, outcomes - driven work - based learning, and 2) Increase alignment among Linked Learning partners and technical assistant providers so that support for Linked Learning practitioners around work - based learning is more coherent, coordinated, and efoutcomes - driven work - based learning, and 2) Increase alignment among Linked Learning partners and technical assistant providers so that support for Linked Learning practitioners around work - based learning is more coherent, coordinated, and eflearning, and 2) Increase alignment among Linked Learning partners and technical assistant providers so that support for Linked Learning practitioners around work - based learning is more coherent, coordinated, and efLearning partners and technical assistant providers so that support for Linked Learning practitioners around work - based learning is more coherent, coordinated, and efLearning practitioners around work - based learning is more coherent, coordinated, and eflearning is more coherent, coordinated, and effective.

Recent large - scale research at Stanford University's Center for Research on Education Outcomes (CREDO) also finds that KIPP teaching is highly effective, with individual students learning far more than their statistical «twins» at traditional public schools.

Tighter rules and more transparency for exam board seminars are welcome but more needs to be done to support teaching quality The Teacher Development Trust, a charity founded by teachers to improve the educational outcomes for children by ensuring they experience the most effective learning,...

The authors offer nine steps to increase students» learning outcomes regarding various thinking skills such as critical thinking, student collaboration, and effective communication.

Still, even with all of this data related to student outcomes, they faced challenges in successfully interpreting and translating the data into more effective instruction and learning in the classroom.