Sentences with phrase «general classroom instruction»

Assisted lead instructor in general classroom instruction on writing skills, reading comprehension, grammar and critical thinking.

In many U.S. schools, the materials and methods used for general classroom instruction (i.e., Tier 1 core instruction) must be approved by a district - wide committee and formally adopted by the district school committee or board.

Not exact matches

In fact ~ gifted education concepts can really assist general classroom teachers ~ as well as those who work with higher performing students ~ in meeting their learning goals by differentiating instruction and helping to build upon students strengths and interests.

Before enrolling in the doctoral program at the Harvard Graduate School of Education, she trained in music and visual arts and taught in programs of general instruction in elementary and middle school classrooms.

Longitudinal research has demonstrated that students who perceive school discipline as unfair are more likely to disobey teachers, disrupt classroom instruction, and in general fail to develop behaviors conducive to educational success and related positive outcomes.

But in general, instruction is both lively and practical, such as in one classroom where a biology teacher, donning a lab coat, leads a lab on extracting DNA from strawberries, or a ninth - grade math class in which a teacher integrates a Texas Instruments navigator system into every part of her lesson; she has her class turn assignments in via a graphing calculator and checks for comprehension with every student in real time.

In fact, general enthusiasm for mainstreaming children with special needs, untracked classrooms, and «differentiated instruction» have increased the breadth of demands placed on a typical teacher.

In her role as a classroom teacher in general education and integrated co-teaching settings, she used iPads one to one with her students while aligning her instruction to the Common Core State Standards.

We can also describe instruction as it exists across a wide variety of U.S. classrooms, for example, asking whether — as is often assumed — instruction in urban districts is inferior to those in other areas and whether differences in instructional or teacher quality by academic track (honors, general, or remedial) exist.

In partnership with the VDOE School Improvement Office, school divisions were prioritized for professional development in the areas of co-teaching, specially designed instruction in the general classroom, standards - based IEP, and using data to improve outcomes for students with disabilities.

It should be recognized that almost all special education students receive the majority of their instruction in the general education classroom and are participants in regular statewide assessments.

Thurlow has performed research in areas including early childhood education, assessment and decision making, learning disabilities, dropout prevention, effective classroom instruction, and integration of students with disabilities in general education settings.

Finding time to do a «mini-lesson on how to resolve a conflict» is difficult, she said, when teachers are already balancing instruction with managing general classroom behavior.

In general, unless otherwise exempt, the following three criteria must be met in order for non-classroom based charters to be guaranteed full funding levels: (1) at least 80 percent of total revenues must be spent on instruction or classroom support, (2) at least 50 percent of public revenues must be spent on certificated staff salaries and benefits, and (3) the pupil - teacher ratio must be equal to or lower than the pupil - teacher ratio in the largest unified school district in the county or counties in which the school operates or the school must maintain a minimum of 25:1 ratio.

If the general education classroom teacher does not know the nature and extent of the curriculum / strategies used in supplemental or intensive instruction, then that teacher will be unable to integrate the supplemental / intensive instruction into the general education classroom.

Once a framework had been established, committee tasks were to then: (1) «zoom in» and break down specific targeted sections of the draft LPFs into what we called more detailed «mini progressions» for a smaller grade span, often adding some additional «interim steps» (progress indicators) to the mini progressions; (2) use the more detailed and focused mini progressions to design sample instructional modules (with a series of 4 ‐ 6 detailed lessons) illustrating how a teacher in the general education classroom might move students along this smaller grain ‐ sized learning progression using best practices in instruction; and (3) draw from best practices in instruction for students with significant cognitive disabilities to incorporate suggestions to each lesson plan for how to make the academic content more accessible for all students.

Special education teachers, in general, work with two general education classrooms and a teaching assistant to plan and provide differentiated instruction to a range of learners.

His special education, ESL, and speech / language services were now delivered primarily in the general education classroom through adaptations, differentiated instruction, and universal design strategies.

Core instruction includes the materials and methods in place for teaching ALL students daily lessons in the general education classroom.

Assist in classroom instruction under the direction of general and special education teachers

Tier 1 + indicates students who would most likely benefit from focused and differentiated support in the general classroom during core instruction.

Tier 1 indicates students who are on track to meet end of year learning goals (e.g., benchmarks) with the core instruction provided in the general education classroom.

Special education (SPED)-- Specially designed instructional and related services delivered at no cost to the parent that adapts the curriculum, materials or instruction for students identified as having educational or physical disabilities under federal law and tailored to the individual student's needs and learning style and provided in a general education or special education classroom, home, hospital, separate school or other setting.

It should be recognized that almost all ELLs with disabilities receive the majority of their instruction in the general education classroom and are participants in regular statewide assessments.

Students in the D / HH classrooms have the opportunity to receive small group instruction and support from highly - trained teachers throughout the school day, while also participating in the general education setting for many of their academic subjects.

This model offers substantive promise for improving learning outcomes for students with disabilities and other traditionally marginalized populations who receive the majority of their classroom instruction in general education settings.

There are two distinct goals to our approach: (a) to promote access, participation, and learning for students with learning disabilities who receive the majority of their instruction in general education classrooms, and (b) to develop preservice teachers» abilities to identify efficacious technologies that will enhance students» transitions from school to work.

Title: Teacher, General Education Provides quality instruction and implements the curriculum for assigned students; establishes, fosters, facilitates and maintains a safe... and secure classroom...

As a special education teacher, the coordinator will develop and teach engaging lessons that follow the rigorous, Common Core aligned Ascend curriculum and collaboratively teach with a general education teacher in an inclusion classroom and differentiate instruction for students with special needs.

Two models have emerged for inclusion: push in, where a special educator goes into the general education classroom for part of the day to provide specially designed instruction, and the co-teaching model, where a general educator and special educator partner to provide instruction to all the children in their classroom.

Co-teaching brings together a general education teacher and a special education teacher to share all aspects of teaching — planning, instruction and assessment — for an inclusive, heterogeneous group of students in a shared classroom environment.

English language learners (ELLs) are concentrated in some general education classrooms so the teacher can tailor instruction to their needs.

General and special educator observers will have the opportunity to shadow their counterparts, observing the dynamics of the collaborative relationship during co-planning and co - taught classroom instruction, as well as other responsibilities of the teachers.

In general, however, previous studies tended to focus on teacher work samples (Girod & Girod, 2008) and classroom management and instruction (Badiee & Kaufman, 2014; Carrington et al., 2011).

In this model the ELL teacher either takes EL students to another classroom within the school or comes into the general education classroom to provide instruction.

A recent study funded by OSEP developed the research lead teacher (RLT) model, in which a teacher knowledgeable about both research - based interventions and research methods provides continued support to general education teachers who learn and implement a strategy instruction process in their classrooms.

At the end of the observation, the observer wrote a summary addressing seven key features of the classroom ecology: (a) the general instructional approach used in the classroom, instructional sequences observed, approaches to word recognition, vocabulary, and comprehension instruction; (b) curriculum materials used; (c) teacher's style of interacting with the children; (d) teacher's grouping practices, and activities of children not with the teacher; (e) student engagement; (f) classroom management; and (g) classroom climate.

Considering that schools who have fully incorporated the IMSE approach into their literacy instruction have seen a significant decrease in special education referrals and a lower at - risk population in the general education classrooms, our trainings are very cost effective.

It is an additional tool to incorporate into your literacy instruction, and since it's integrated in the general classroom, it's flexible enough to fit the needs of all types of learners.

Initially, students receive their academic and social - skill instruction within the Aspergers classroom with an eventual goal of the student being included for the academics in the general education classroom.

Researchers studying classwide peer tutoring (CWPT) in inclusive classrooms with students who have mild mental retardation and their general education peers have found that for both groups, academic achievement and academic engagement was higher when spelling instruction was delivered using CWPT than when it was delivered using teacher - led instruction.

Every description of mastery learning, as well as other interventions such as Understanding by Design (UbD) and RTI, emphasizes the importance of engaging all students in high - quality, developmentally appropriate, research - based instruction in the general education classroom.

The fact that there is such little data leads to the assumption that strategy instruction is not a general classroom practice.

This set of five guides is intended to help general education teachers facilitate the instruction and inclusion of students with disabilities in regular classrooms.

Instruction And Management E506: Alcohol and Other Drug Use by Adolescents With Disabilities (1991) E529: Assistive Technology For Students With Mild Disabilities (1995) E538: Cluster Grouping of Gifted Students: How to Provide Full - time Services on a Part - time Budget (1996) E530: Connecting Performance Assessment to Instruction (1995) E531: Creating Meaningful Performance Assessments (1995) E504: Developing Effective Programs for Special Education Students Who Are Homeless (1991) E507: HIV / AIDS Prevention Education for Exceptional Youth (1991) E521: Including Students with Disabilities in General Education Classrooms (1992) E509: Juvenile Corrections and the Exceptional Student (1991) E464: Meeting the Needs of Able Learners through Flexible Pacing (1989) E532: National and State Perspectives on Performance Assessment (1995) E533: Using Performance Assessment in Outcomes - Based Accountability Systems (1995)

Learn to Drive The general information of rules, regulation, signs, signals and safety are divided into 36 class periods (30 hours of classroom instruction).

Forty - five (45) hours of classroom instruction including a 30 hour segment of basic information for new drivers and 15 hours of instruction on teaching principles and techniques, record requirements and general housekeeping guidelines.

You qualify for the GL - 5 grade level (starting salary $ 40,511) if you possess one of the following: a) One year of general work experience that demonstrates the ability to take charge, make sound decisions, and maintain composure in stressful situations; learn law enforcement regulations, methods and techniques through classroom training and / or on - the - job instruction; and gather factual information through questioning, observation, and examination of documents and records; OR b) A bachelor's degree from an accredited or pre-accredited college or university; OR c) A combination of successfully completed post-high school education and general work experience.

Help lead pilot program to help students with disabilities transition into general education classrooms and receive community - based instruction.

• Track record of instructing students about basic sketching and contouring techniques • Well versed in evaluating students» work, charting their progress, grading assignments and guiding them regarding their weaknesses appropriately • Hands - on experience in curriculum development, lesson planning and implementation with aid of modern and effective AV aids and instructional strategies • Expert in instructing students about working in various modes including pastels, oil colors, water colors, fabric paints, charcoal and pencil • Adept at creating and maintaining a highly stimulating, inspiring and multicultural classroom environment • Proven ability to introduce novel forms of art and inculcate the same in the curriculum effectively • Demonstrated ability to enhance creativity among students by encouraging innovation, novelty and originality in their pieces of art • Familiar with various kinds of pixel sheets, sketching paper and art material, fully capable of determining age specific art material and techniques, suitable for assigned level and grades of children • Known for initiating, designing and implementing various art contests at the school to encourage a general appreciation for art among students • Competent at identifying course goals and fulfilling the same in collaboration with students, teachers and parents • Proven skills in lesson planning, curriculum implementation, technique instruction, practice facilitation and assignment communication • Profound knowledge of various advanced level 3D effect art techniques • Strong classroom management, organization and discipline control skills • Profound ability to devise innovative learning and instructional techniques to facilitate effective transfer of skill and knowledge • Proficient in use of computer to aid art work, familiar with various graphic designing and drawing enhancement software