Sentences with phrase «existing curriculum content»

As the first of its kind, the Galileo Digital Curriculum Platform makes it possible to easily integrate existing curriculum content, develop new curriculum content, and modify curriculums as needed.

Are there opportunities to link some of the skills and concepts to existing curriculum content?

Not exact matches

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).

Based on the relevant data collated, an Instructional Designer would then «design a curriculum», identify which methodologies would be used to deliver curated content, and zero - in on existing and emerging technology that will form part of the final course.

To do this well, systems will need to take a «sandbox» approach to rethinking curriculum — that is, allow an autonomous team from the district to rethink a new curriculum from scratch that is not beholden to existing models, scope and sequence, or publisher content.

If you're looking for a deeper understanding of the CCSS and the strongest alignment possible, our experienced standards consultants offer a variety of services, including conducting curriculum audits, assisting with CCSS implementation, analyzing gaps in teacher knowledge and skills, identifying opportunities to embed CCSS content into existing courses, and ensuring instruction and assessment support the standards.

Evidence from State Content Standards Educational Evaluation and Policy Analysis, September 2009 This analysis found considerable variability among states» content standards, but that a small core curriculum exists across states in the content areas of English language arts and reading, science, and matheContent Standards Educational Evaluation and Policy Analysis, September 2009 This analysis found considerable variability among states» content standards, but that a small core curriculum exists across states in the content areas of English language arts and reading, science, and mathecontent standards, but that a small core curriculum exists across states in the content areas of English language arts and reading, science, and mathecontent areas of English language arts and reading, science, and mathematics.

Teachers work collaboratively with coaches to further develop their expertise and design standards - driven, literacy - rich writing assignments within their existing curriculum across all content areas.

Before a course can be designated as CTE Digital, a CTE certified teacher maps content to CTE standards and develops new content to meet the standards, as needed for existing courses / curriculum.

BOOK Access 90 activities from the 5 Teacher Resource Books for Grades 7 - 8 Hands - on activities that model concrete representations of abstract mathematical concepts Teacher support that provides in - depth discussions of mathematical content Easy - to - use resources that offer classroom - tested lesson plans targeting big ideas of math INDEX Introduction of manipulatives and their uses by Marilyn Burns Organized by manipulative and strand Comprehensive scope and sequence aligns activities with any existing curriculum INCLUDES Activity Index 5 Super Source Books including — Number Geometry Measurement Patterns / Functions Probability / Statistics

Arts integration is an inquiry - based approach to learning that links the arts with an existing academic curriculum and enhances the learning process by using the arts to build new connections between content and the different ways students learn.

Description: This 9 - month Assistant Professor or Associate Professor in Elementary Education (emphasis in mathematics) will teach undergraduate and graduate courses in Elementary Education, Special Education, and Curriculum and Instruction; deliver content in an online, hybrid / blended, and traditional face to face format; employ effective teaching and classroom management which enhances the success of diverse learners; develop new curriculum and modify existing courses, and actively seek and participate in professional development opportunities; This person must engage in scholarly work consistent with a well - defined research agenda that yields the procurement of extramural funding, publication of peer - reviewed manuscripts in top - tiered journals, and the facilitation of presentations at well - respected local, regional, and national coCurriculum and Instruction; deliver content in an online, hybrid / blended, and traditional face to face format; employ effective teaching and classroom management which enhances the success of diverse learners; develop new curriculum and modify existing courses, and actively seek and participate in professional development opportunities; This person must engage in scholarly work consistent with a well - defined research agenda that yields the procurement of extramural funding, publication of peer - reviewed manuscripts in top - tiered journals, and the facilitation of presentations at well - respected local, regional, and national cocurriculum and modify existing courses, and actively seek and participate in professional development opportunities; This person must engage in scholarly work consistent with a well - defined research agenda that yields the procurement of extramural funding, publication of peer - reviewed manuscripts in top - tiered journals, and the facilitation of presentations at well - respected local, regional, and national conferences.

Once the design task was completed, the team disbanded and the work became the responsibility of existing middleweight teams (curriculum content area teachers, division leadership teams, school faculties) to determine what existing tasks would provide evidence of student learning on the continua and to develop new tasks that would provide additional evidence and opportunity to learn.

In some cases, these outcomes focused on effectively using professionally created VR content to enhance existing curriculum.

The objectives of the capstone technology course are that the preservice teachers will learn to employ computer - based technologies for analyzing mathematical content from secondary school curricula; that they will design, present, and assess the effectiveness of technology - enhanced mathematical learning activities; and that they will analyze mathematical content from secondary school curricula to interrelate topics, construct critical concepts, discover why relationships exist, discover why certain algorithms work, and apply useful topics to address real - life problems.

Functions The teacher leader: a) Facilitates the collection, analysis, and use of classroom - and school - based data to identify opportunities to improve curriculum, instruction, assessment, school organization, and school culture; b) Engages in reflective dialog with colleagues based on observation of instruction, student work, and assessment data and helps make connections to research - based effective practices; c) Supports colleagues» individual and collective reflection and professional growth by serving in roles such as mentor, coach, and content facilitator; d) Serves as a team leader to harness the skills, expertise, and knowledge of colleagues to address curricular expectations and student learning needs; e) Uses knowledge of existing and emerging technologies to guide colleagues in helping students skillfully and appropriately navigate the universe of knowledge available on the Internet, use social media to promote collaborative learning, and connect with people and resources around the globe; and f) Promotes instructional strategies that address issues of diversity and equity in the classroom and ensures that individual student learning needs remain the central focus of instruction.

Keys to Literacy is a professional development program designed to train teachers to provide content literacy instruction embedded in classroom instruction using existing reading and curriculum materials.

Researched, selected, and modified existing training curriculum, content, materials, job aids, etc. to meet needs.

Most of the curriculum and content for the modules was adapted from an existing 6 - day face - to - face training already being offered in the state.