Sentences with phrase «group instruction for children»

Not exact matches

We provide group instruction for special groups like mommy clubs, health care workers, and child care workers throughout the Atlanta Metro and North Georgia.

Instructed to attend to only one of two competing stories — «The Blue Kangaroo» vs. «Harry the Dog,» for example — the children whose parents had received additional attention instruction showed a 50 percent increase in brain activity in response to the correct story compared to children in the other two groups, the authors report online today in the Proceedings of the National Academy of Sciences; their responses matched those seen in adults and children of higher socioeconomic status.

Children experience conflicts and growing pains that can be challenging for a teacher who is balancing instruction with individual learning and group dynamics.

They concluded that certain groups of children «might acquire English for academic purposes more rapidly» if they received at least two years of instruction in their native tongue.

The Michigan bill is particularly puzzling because it actually mandates many of the alternative interventions identified as effective by practitioners and / or researchers, including regular diagnostic assessment of children in grades K - 3, «evidence - based» small group or 1 - on - 1 supplemental instruction for students in K - 3 failing to meet benchmarks, and intensive teacher professional development.

For example, if a 15 - minute interval was coded as whole - group phonics instruction, independent reading, and writing in response to reading, we coded each activity as occurring for a child for 5 minutFor example, if a 15 - minute interval was coded as whole - group phonics instruction, independent reading, and writing in response to reading, we coded each activity as occurring for a child for 5 minutfor a child for 5 minutfor 5 minutes.

At Hilltop, teachers also used a collaborative model, but in this case the children who were struggling most in reading left the classroom during the two and a half to three hour literacy block to receive small - group instruction for 45 minutes.

For this half - hour period, each team member took a small group of students for instruction specifically tailored to the children's neeFor this half - hour period, each team member took a small group of students for instruction specifically tailored to the children's neefor instruction specifically tailored to the children's needs.

Additionally, David has over 10 years of experience working for a government consulting firm providing communications, project management and technical assistance expertise to numerous state and federal agencies, including the U.S. Department of Labor (Office of Apprenticeship, Office of National Response, Business Relations Group, Job Corps), U.S. Department of Defense, U.S. Department of Energy, NC Department of Public Instruction and North Carolina Partnership for Children.

Nevertheless, recent studies have begun to question whether incidental instruction through book reading may be substantial enough to significantly boost children's oral vocabulary development.19 Several meta - analyses, for example, have reported only small to moderate effects of book reading on vocabulary development.20 One group of researchers examined the added benefits of dialogic reading, an interactive reading strategy, on children's vocabulary growth and reported only modest gains for 2 - to 3 - year - olds.21 Further, these effects were reduced to negligible levels when children were 4 to 5 years old or when they were at risk for language and literacy impairments.

The bill was also sharply criticized by disability rights groups, who say it would strip hard - won legal rights from families with special - needs children, and by the state Department of Public Instruction, which faults the bill for demanding no accountability from private schools for actually providing the special education services that would be the basis for the vouchers.

Thanks to the glorification of Silicon Valley riches and a desire to inspire more of the next generation of children to pursue science and technology careers, computer coding instruction for children is spreading like wildfire around the United States. Code.org, an industry - financed group that is promoting computer coding in schools, says that 31,000 kindergarten through -LSB-...]

(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?

Elizabeth and Frederick Singer are the founders of the Elizabeth and Frederick Singer Foundation, a philanthropic organization that supports groups such as the McLean Project for the Arts — a nonprofit visual arts center, in McLean, Virginia, that exhibits the work of emerging and established artists in the mid-Atlantic and offers instruction and education in the visual arts to adults and children.

• Known for providing individual and small - group instruction to kindergarten students, aimed at meeting their intellectual abilities • Proficient in monitoring students with a view to keep them at task and maintaining order in classrooms • Competent at assisting children with special needs to meet their objectives and integrate smoothly in with other students • Special talent for assessing students and documenting their individual needs, targeted at assisting them with their limitations

Coordinating activities and lessons for K - 5 elementary children, providing both individual and small group instruction while encouraging students» appreciation for learning.

Safeguard the health of children by participating in child health conferences and school health and providing group instructions for parents.

Child Care Group, Manchester, NH 6/2010 — Present Parent Educator • Successfully create and develop core individualized plans to meet the educational needs of participating parents • Proactively provide professional instruction and delivery of information to families implementing specified curriculum • Coordinate services with community programs to meet the individual needs of each parent education program • Assess the needs of each family or parent and provide developmentally appropriate information, guidance and support to them • Ascertain that all documentation regarding home visits, attendance records and screening summaries is properly maintained • Represent facility or programs at various events such as seminars and meetings • Organize, facilitate and promote the facility's efforts and vision about parent education directives • Collaborate with teachers and parents to develop and implement individualized consultation plans for extenuating circumstances

Observed and assessed student performance and kept thorough records of progress.Implemented a variety of teaching methods such as lectures, discussions and demonstrations.Established clear objectives for all lessons, units and projects.Encouraged students to persevere with challenging tasks.Set and communicated ground rules for the classroom based on respect and personal responsibility.Identified early signs of emotional, developmental and health problems in students and followed up with the teacher.Tutored children individually and in small groups to help them with difficult subjects.Taught after - school and summer enrichment programs.Established positive relationships with students, parents, fellow teachers and school administrators.Mentored and counseled students with adjustment and academic problems.Delegated tasks to teacher assistants and volunteers.Took appropriate disciplinary measures when students misbehaved.Improved students» reading levels through guided reading groups and whole group instruction.Used children's literature to teach and reinforce reading, writing, grammar and phonics.Enhanced reading skills through the use of children's literature, reader's theater and story time.Differentiated instruction according to student ability and skill level.Taught students to exercise problem solving methodology and techniques during tests.Taught students in various stages of cognitive, linguistic, social and emotional development.Encouraged students to explore issues in their lives and in the world around them.Employed a wide variety of fiction and non-fiction textual materials to encourage students to read independently.

Specifically focused on bringing our students exactly what they've asked for, The Ballroom Dance Studio provides group dance sessions, fitness classes, children's dance instruction, and adult private instruction.

Only when each child has been in this relation for a year or so and perceives the teacher a secure base can the teacher start doing activities and give instructions on group level.

Summary: (To include comparison groups, outcomes, measures, notable limitations) This study evaluated home - based parent training consisting of instructions, picture books, modeling, feedback, and tangible reinforcement to teach crucial child - care skills (e.g., diapering, bathing, feeding, safety) to low IQ mothers considered at - risk for child neglect.

Summary: (To include comparison groups, outcomes, measures, notable limitations) This study evaluated the efficacy of the Step - by - Step Parenting self - instructional pictorial child - care manuals with and without accompanying audiotaped instruction for parents with intellectual disabilities.

Content: Instruction and practice in developing group treatments for children and adolescents in clinical and school settings.

The Parental Friendship Coaching (PFC) intervention consists of parent groups where instruction is provided about how parents can become «friendship coaches» for their children with ADHD [75].