Sentences with phrase «group learning tasks»

It includes images, starter activities, group learning tasks, individual tasks, activities and homework.

Not exact matches

«The children in the group who did a task in a way that made them laugh learned the target actions more than those in the control group who were not laughing during the learning period,» she reports.

For the study, one group was taught in the traditional way — a lesson about a single math concept — while a second class learned through interleaving, jumping around among different math skills to complete a task.

Underwood's promotion means expanded responsibilities for the exec, including overseeing the company's design team and its «Search, Learning and Intelligence» group, a New York - based division tasked with rolling out artificial intelligence - powered features on Slack.

Once this congregation was group of German immigrants living in what was then farmland across the river from New York City» that was over a hundred years ago» and the primary goal seemed simply to keep the struggling congregation from folding, at another time the chief task seemed racial integration, at another outreach into the community, at another service to the community and social action, at another learning to worship God in Spanish.

I feel a warm glow and a sense of affirmation when I learn of churches which are eliminating sexist language from their worship services and liturgy, of ministers who are studying and preaching about feminist theology and the Mother - Father God, of consciousness - raising groups and task forces on sexism in the church.

Faculty members are the most crucial element in this assemblage of groups, because they, more than the students, give shape and substance to the entire configuration of groups, because they are relatively more permanently rooted within any given academy, and because they are charged with the task of initiating the students into the discourses and the disciplines, the subjects and the manners of higher learning.

LeapFrog Toys are grouped into approximate developmental learning stages, and many of them can be extended as the child masters different tasks.

Girls were also slightly better at verbal tasks involving learning and reciting groups of nouns — however, beyond the age of 11, boys caught up to them.

Professor Bischofberger and co-investigators Stefanie Heigele, PhD, and Leoni Bolz tested two groups of mice, which were housed either without (sedentary) or with running wheels (voluntarily running) using a novel object recognition (NOR) task to assess learning and long - term memory.

«The task for the year ahead,» Kraut says, «is to continue to demonstrate to those on the Hill what all of us in the community already know, that the nation's most pressing problems — the violence of terrorism, economic well - being, learning and literacy, international negotiations, ethnic and minority group discrimination — all have at their core a social and behavioral base that simply can not be addressed without the knowledge from the social and behavioral research that NSF supports.»

The programme is delivered via a series of weekly group sessions, facilitated by two health professionals who have experience of cognitive behavioural approaches and of working with people with MS.. The sessions are highly structured and incorporate a combination of learning techniques, including presentations, group discussions, flipchart exercises and tasks to do at home.

The ASD participants took longer than the control group to learn the task, demonstrating altered implicit learning in ASD.

After equalizing the task structure learning and using the fMRI scanner, the two groups» brain activation differed while they were learning a new dot pattern.

Although the callitrichids didn't do well in regular cognitive tasks, they consistently outperformed the other two groups at tasks that required social skills such as imitation, social learning and gaze understanding.

The mice that had received the chemotherapy regimen took longer to find the platform and were slower to learn the task compared with the control group.

Our brains face the challenging task of learning to group experiences by similarities — they were both «concerts» — yet still distinguish them as two different events.

Using mice and a virtual navigation task, the scientists showed that short term memories can emerge from different groups of neurons in the general dynamics of learning the task over and over again, not necessarily from a winner - take - all model of one neuron group beating out all others.

The expert review panel recommended one practice guideline based on a 2005 randomized trial that provided data to support a memory retraining protocol.12, 13 The trial enrolled 29 subjects with MS - related learning deficits and randomized them to either the control group (n = 14) or the experimental group (n = 15).13 Both groups participated in 8 «treatment» sessions, which consisted of nontraining memory tasks for the control group and the Story Memory Technique (SMT), which taught the skills of visualization and context to improve learning, for the experimental group.13 In subjects with moderately severe impairment, 88 % in the experimental group showed significant improvement in learning abilities compared with 38 % in the control group (P <.01).13 Subjects with mild impairment showed little improvement.13 On this basis, the technique used in this study was recommended by the review panel as a practice guideline for the rehabilitation of learning and memory in persons with MS. 12

This lesson includes: - Clear learning objectives, - Opportunities for group work, class discussions and extended writing, - Pace and challenge throughout, - A selection of differentiated homework task to extend learning, - Links to relevant clips.

All lesson include: - Clear learning objectives, - Fully differentiated resources, - Opportunities for group work, class discussions and extended writing, - Pace and challenge throughout, - High level analysis of challenging texts, - Links to relevant clips, - Extension tasks, - Links to differentiated homework task to extend learning,

Using a grant from the Bill & Melinda Gates Foundation, the district hired a consultant, William McKersie, to work with a group of administrators and teachers who were tasked with researching the best situations for the smaller learning communities.

Each member of the group will be given the task to learn h...

This lesson includes: - Clear learning objectives, - Fully differentiated resources, - Opportunities for group work, class discussions and extended writing, - Pace and challenge throughout, - A range of differentiated homework tasks to extend learning, - High level analysis of challenging texts, - Links to relevant clips.

This lesson uses group and team discussion, allows the students to share and build on their own ideas therefore encouraging independent discovery and learning and looks into biased writing, identifying biased language and phrases and ends with a final writing task of their own with a peer marking assessment.

Religious idea shared and discussed before active learning group relay task - variety of written questions to answer and religious teachings to figure in «say what you see» format.

Variety of activities including both active and co-operative learning tasks, independent work and group tasks.

Teachers also plan for students to be involved in small focused learning groups, as well as incorporating rich learning tasks that promote investigative and collaborative learning.

When evaluating the photos taken of the different aspects of the learning environments and the tasks in which students were engaged, teachers identified a number of significant changes, such as: students working on a greater range of products, a greater level of student self - direction and increased collaboration across different classes and year groups.

Learning resources used in the lesson are; Map task to identify the location of Haiti and it's boundary, case study worksheet throughout, factsheets on different aspects of the earthquake, a group work task, a writing task and a quiz.

«Providing powerful learning experiences for large groups of people is an enormously difficult task, and we don't have the resources to do it,» says Seidel.

To move from old notions of group work or cooperative learning into real teams, use a team collaboration and work ethic to help students identify the exact tasks associated with 21st century teamwork.

In my early years of implementing PBL in the classroom, I often fell into the trap of trying to assess individual learning through group products, a virtually impossible task.

Resource Title S.T.E.M Activity Pack Age / Year Group Key Stage 1 and Key Stage 2 Total Pages in download ❤ 46 (25 printable NO - PREP worksheets / tasks and activities) File Type PDF Resource Content A whole variety of S.T.E.M Activities covering the following areas of learning - ❂ Plants ❂ Fingerprints ❂ Fun Hand and Feet Measurement Worksheets ❂ Reuse and Recycle ❂ Remodel the Room ❂ Mathematical Geniuses ❂ Robot Home Task ❂ Robot Classroom Task ❂ Raving Raisins Experiment and Prediction Template ❂ Krafty Keyboard - Identify the keys ❂ Inventors ❂ Sink or Float ❂ Magnetic Objects ADDED BONUS Awards for Thriving Engineer, Mathematical Genius, Star Scientist and more.

This lesson includes: - Clear learning objectives, - Fully differentiated resources, - Opportunities for group work, class discussions and extended writing, - Pace and challenge throughout, - Differentiated homework task to extend learning, - High level analysis of challenging texts, - Links to relevant clips, - Lesson graded as outstanding by observers, - 2 hour lesson with a clear split for 2x 1hour lessons.

This Presentation Includes: Well Formulated, Measurable, SMART Learning Objectives and Outcomes Engaging and Creative Lesson Starter — Spelling Bingo Overview of Vocabulary for a Spellings Lesson Flipped Lesson Part - Video - How to Learn Basic Spelling Rules Space for Peer Teaching - 10 Basic Spelling Rules Scaffolded Notes to Support the Learners - Pronunciation Symbols Collaborative Group Tasks — Think - Write - Share, Pair - Share Mini-Plenary to Test Student Understanding — 3 Quizzes Assessment Criteria for Outcome Expectations - Rubrics Differentiated Activities for Level Learners - 4 Tasks Extensions to Challenge the High Achievers - Online Exercises Plenary to Assesses Learning Outcomes - Find the Word Success Criteria for Self Evaluation - My Spelling Sketch Home Learning for Reinforcement - Spelling Bee Site Map Common Core Standards - ELA-LITERACY.L.4.1.g/L.8.2/L.8.2.c Skills to be addressed during the Lesson - Social and Cognitive Teachers can use this presentation to give a complete knowledge and understanding of Spelling Rules to the learners, thereby helping them to enhance their spelling skills.

This lesson includes: - Clear learning objectives, - Fully differentiated resources, - Opportunities for group work, class discussions and extended writing, - Pace and challenge throughout, - Selection of differentiated homework tasks to extend learning, - Analysis of challenging texts, - Links to relevant clips.

The group of Harvard faculty, graduate students, and school leaders from the Boston Public Schools who designed Data Wise envisioned the process of learning to use data constructively as one that could also serve as a toe - hold for the overwhelming and amorphous task of instructional improvement.

That group is responsible for learning an assigned portion of a task that is prescribed by the teacher.

In Session 3, you will deepen your understanding of the distinguishing features of a learning group and five strategies for promoting group learning in an educational setting: nurturing children's capacities to learn together; designing engaging tasks that benefit from a group perspective; facilitating conversations that deepen learning; forming groups intentionally; and choreographing individual, small - group, and whole - class learning.

For small groups working together over a class period to several weeks, the authors recommend (1) structuring group work, (2) explaining the task and positive interdependence, (3) monitoring students» learning and intervening to provide assistance and increase interpersonal group skills, and (4) evaluating students» learning and helping students process how well their group is doing.

Students learn through the following tasks: - Gauging and collaborating previous knowledge of «propaganda» through a discussion - based starter task; - Using an interactive, out - of - seat, group activity to build understanding of the features of propaganda; - Reading chapters 7 and 8 with a particular focus on the character of Squealer, and demonstrating their understanding through a related activity sheet; - Developing their understanding of Squealer's actions, and finding textual evidence to back this up, through a scaffolded, retrieval activity; - Using their imaginative and creative skills, in addition to their knowledge of Squealer and propaganda posters, to construct their own propaganda poster for Animal Farm; - Peer assessing their partners» learning attempts.

Collaborative learning promotes time on task as well as friendships across diverse groups, such as race, ethnicity, gender, or school cliques (Johnson & Johnson, 2009).

Included: 6 different types of task cards (16 altogether) for practising lowest common denominator, finding fractions, equivalent fractions, operations with fractions 5 problem solving inquiries to use as small group work or homework CCSS check list for number and fractions Answer sheet You can find many more inquiry based learning tools on my blog and in my store.

In groups of ten, students selected one screenplay to turn into a film and took on tasks (working with acting coaches, running production teams, learning Apple Final Cut Pro software) to produce it.

Worksheets include optional assessment slips and areas for: Name, date, subject, learning objective, grouping, level of help, on / off task, feedback given / not given, comments, pupil / teacher view on how they found the task.

If a student in their learning group goes off task, for example, they can't control that student's actions, but they can focus their own attention on learning.

This was corroborated in lesson observations in which researchers observed students in flipped learning classes moving more quickly onto task than students in the comparison group.»

They could be used as starter tasks (if building on previous learning), as individual or group tasks to focus pupils» own research, an informal assessment task at the end of a topic or mini-focus, early finisher tasks or engaging homework tasks.

These groupings succeed when the tasks enable students to bring forth their strengths, such as experience in the applied area (interests) and different ways of exploring the concepts via multiple intelligences (learning profiles).