Sentences with phrase «evaluate learning outcomes»

Equip teachers with the knowledge and skills needed to evaluate learning outcomes associated with use of new technologies.

You will support the team's efforts to assess learning needs, evaluate learning outcomes and ensure that learning is aligned with the banks strategic goals.

Are these merely questions that evaluate the learning outcomes?

Rather than assessing the quantity of education, they decided to focus on classroom experience, and evaluate the learning outcomes.

Others claim that using surveys to assess eLearning is over and that there are more objective ways to evaluate learning outcomes.

... in which individuals take the initiative, with or without the help of others, in diagnosing their learning needs, formulating learning goals, identifying human and material resources for learning, choosing and implementing appropriate learning strategies, and evaluating learning outcomes.

Not exact matches

In a series of later papers, the most recent published in the Annals of Nutrition & Metabolism in July 2007, Shirai and his team evaluated the effects of Erabu sea - snake oil on a number of outcomes in mice, including maze - learning ability and swimming endurance.

These models are desperately needed for learning more about Group 4 medulloblastoma biology and evaluating rational, molecularly targeted therapies to improve patient outcomes,» said Paul Northcott, Ph.D., an assistant member of the St. Jude Department of Developmental Neurobiology.

What if the learning outcome is evaluating counterarguments and creating one for a community purpose?

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).

Learning outcomes: To outline and evaluate the theories which claim that religion is a conservative force, preventing social change.

Differentiated learning outcomes included, which evaluate why Christians may or may not agree with the Just War Theory.

Technology, however, makes it possible to record, retrieve, and evaluate entire portfolios of student work, daily and weekly learning outcomes, and a host of teacher practices and behaviors, all of them able to be analyzed, reviewed, and discussed at multiple points during the school year — and indeed over multiple years.

Below are the learning outcomes: To be able to remember some of the Great Women who changed the world To be able to retell moments from their lives / their achievements To use drama as a tool for exploration To learn new drama techniques and skills To learn to structure rehearsal time and work well as a team To evaluate others work and reflect upon your own.

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.

The teachers» contract allowed me to supervise classroom teaching and inspect lesson plans, but woe betide a principal who tries to evaluate a teacher based on student learning outcomes.

As Bauerlein notes, this was a pretty radical shift for grantees used to evaluating programs by handing out questionnaires to students at the end of the program «that measured their attitudes and enjoyment» and not «learning outcomes.»

After four years of orienting teaching practice towards the tailored and responsive delivery of learning outcomes, we decided it was time for some external evaluation and commissioned the Australian Council for Educational Research to evaluate our progress and work with individual teachers and groups of teachers in order to further refine our approach.

«Assessment boils down to evidence of learning,» but the important outcomes we should be evaluating in students are in fact the most «hard to measure» and subsequently these qualities are simply not being assessed.

Barrera - Osorio is currently a senior economist in the Human Development Network Education group at the World Bank, and is known for working closely with governments in Pakistan and Colombia to evaluate policies and programs to improve student learning outcomes.

Before the visit, identify the learning outcome you want to achieve, plan the experience to make sure your outcome is delivered and consider how you will evaluate the impact that the visit has made.

In addressing the point of contention, the Productivity Commission is of the opinion that «there is little evidence or systematic processes in place to evaluate policies, program and teaching practices to identify what works best in schools and early learning centres», despite the amount of data that is collected to monitor and report on student and school outcomes.

«While we acknowledge that some studies of teacher preparation programs find very small differences at the program level... we believe that the examples we have cited above provide a reasonable basis for States» use of student learning outcomes» to evaluate teacher - preparation programs.

Even better, moving up the taxonomy of thinking schools to levels like design, evaluate and create ensures deeper learning — which will lead to better outcomes.

But we think states should evaluate existing providers primarily on evidence of child learning and developmental outcomes — in addition to compliance with standards, sound fiscal management, and quality of adult - child interactions.

They will make a decision about how to use the information the next time they solve a similar problem and evaluate the outcome of their learning.

This is the first lesson with built in learning outcomes that identifies different uses of leisure and asks pupils to compare these to their own use of leisure time and to evaluate the emotional, spiritual and physical benefits of each activity.

The lesson follows a clear and logical learning journey, involving progressively more challenging tasks in which students: - Portray their understanding of witches and witchcraft; - Learn more about witches in a historical context through a fun «true or false» game; - Define, identify, and understand dramatic irony; - Read sections of Macbeth and complete tasks to demonstrate their understanding; - Answer key questions about the witches that test their knowledge in relation to each of the English assessment outcomes; - Evaluate a modelled example of an analytical paragraph in relation to the witches; - Analyse the witches» characteristics in their own responses; - Evaluate each others» analytical responses.

Learning Outcomes: Identify when drag forces and friction occur Describe the effects of drag forces and friction Evaluate the forces of friction and drag on object and give reasons to change the forces acting.

A worksheet included Learning Outcomes: To state the ways different appliances convert energy into useful sources Evaluate appliances in their efficiency to perform a particular job Calculate the percentage of energy wasted.

Rotate between rich fiction and non-fiction books to target specific outcomes and learning needs (e.g., vividly illustrated picture book for comprehending story elements, non-fiction science book for evaluating cause and effect).

Developing curiosity is a natural outcome of Project Based Learning and it can be argued that formative assessments throughout the project substantiate as much information as evaluating the assignments or projects summatively.

Learning outcomes: - Understanding and using instructional models such as ADDIE; - The role of learning theories and memory in learning; - Using needs analysis and subject matter experts to design instructional materials and courses; - Using Gagne's Nine Events of Instruction to design effective instructional materials; - Using learning technologies to deliver training; - Measuring and evaluating the instructional maLearning outcomes: - Understanding and using instructional models such as ADDIE; - The role of learning theories and memory in learning; - Using needs analysis and subject matter experts to design instructional materials and courses; - Using Gagne's Nine Events of Instruction to design effective instructional materials; - Using learning technologies to deliver training; - Measuring and evaluating the instructional malearning theories and memory in learning; - Using needs analysis and subject matter experts to design instructional materials and courses; - Using Gagne's Nine Events of Instruction to design effective instructional materials; - Using learning technologies to deliver training; - Measuring and evaluating the instructional malearning; - Using needs analysis and subject matter experts to design instructional materials and courses; - Using Gagne's Nine Events of Instruction to design effective instructional materials; - Using learning technologies to deliver training; - Measuring and evaluating the instructional malearning technologies to deliver training; - Measuring and evaluating the instructional materials.

In the past, I've written about five crucial levels of evidence to consider when evaluating professional development activities: (1) participants» reactions to the activities, (2) participants» learning of new knowledge and skills, (3) organizational support and change, (4) participants» use of new knowledge and skills, and (5) student learning outcomes (Guskey, 2000, 2002).

Students assess knowledge, skills and attitudes before, during and after the service experience, describing the effects of the service experience on their lives and evaluating their progress toward service goals and learning outcomes.

This study evaluates the connection between student attendance and positive learning outcomes.

He coauthored three books on assessment, Assessing Learning in the Classroom (NEA), Assessing Outcomes: Performance Assessment Using the Dimensions of Learning Model (ASCD), and Evaluation Tools to Improve as Well as Evaluate Student Performance (Corwin Press).

«Teachers should never be evaluated on the basis of a single consideration, such as test scores, much less a single score from a single test, but rather on the basis of multiple measures that include both learning outcomes and effective practices, with approximately 50 percent associated with each.»

She identifies and plans implementation of digital tools that meet specific learning needs and evaluates data on these tools, while supporting this instructional model by focusing on differentiation and personalization and ensuring equitable outcomes for all students.

evaluating Intellectual Development under subject headings for language arts, mathematics, social studies and science, although the Primary Program document also lists learning outcomes from the personal planning and fine arts curricula under this area of development

They need to assess learner needs and learning styles, plan and implement programs that are aligned with standards and learner needs, evaluate and analyze learner outcomes, and modify practices based on this reflective process.

Through THE SUCCESS CASE EVALUATION METHOD ® Learning and Performance Experience the Institute develops school district leaders to support schools in developing ESSA - required Logic Models and evaluating interventions to establish their evidence of outcomes and results.

evaluating Aesthetic and Artistic Development, under the heading Artistic Development and Awareness, using the learning outcomes of the fine arts curricula, although the Primary Program document also lists some language arts learning outcomes under this area of development

evaluating Physical Development only, rather than Physical Development and Well - Being, using the learning outcomes from the PE curriculum only, although the Primary Program document also lists many learning outcomes from the personal planning curriculum as well as learning outcomes from the science and fine arts curricula under this area of development.

District leaders and teachers plan to administer the tests in the beginning, middle, and end of the 2016 — 2017 school year, in order to support student instruction while learning is happening, and to evaluate student progress against expected curriculum outcomes.

The CORE districts, which include Los Angeles and San Francisco, submitted a waiver plan that reflects their commitment to preparing educators to effectively implement the Common Core State Standards; evaluating educators based, in part, on student outcomes; and taking a broader approach to accountability that encompasses academic preparedness, social and emotional learning, and school climate and culture.

One of the key outcomes of this workshop is that each participant will have a framework and language to inform how they design their classes and work with each individual student and evaluate each student's current learning strengths and weaknesses.

A study of Arizona's career ladder program, which requires the use of various methods of student assessment to complement evaluations of teachers» practice, found that, over time, participating teachers demonstrated an increased ability to create locally - developed assessment tools to assess student learning gains in their classrooms; to develop and evaluate pre - and post-tests; to define measurable outcomes in hard - to - quantify areas like art, music, and physical education; and to monitor student learning growth.

It has the potential to be transformational when teachers and students are prepared to constructively choose, use, and evaluate the technology and learning outcomes.

Geoff Masters describes three general approaches to evaluating and providing feedback on the outcomes of learning; what it means to learn successfully; the implications for how students view themselves as learners; and how they understand the relationship between effort and success.