Sentences with phrase «including classroom structure»

Not exact matches

Include a variety of structured learning activities and open - ended ideas, thinking about what you believe is the ideal ratio of both types in the classroom.

All include a structured curriculum, mostly in formal classroom settings, as well as apprenticeship elements («one on one learning by experience with a mentor having a significant relationship with a student»).

The building is designed as a three storey structure with state of the art facilities for all its students including sixteen science labs, thirteen art and design technology classrooms and a drama studio, in addition to over 60 other classroom and teaching spaces.

My bandwagon collection included books on mastery learning, portfolio assessment, cooperative classroom structures, technology integration, backward design, multimedia projects, personal learning paths, authentic task development and, most recently, differentiated instruction and integrated curriculum.

And now let's take another step back and consider the alignment between the work done by those outside of the classroom — including principals, central office administrators, and superintendents — and the desired goal of seeing deeper learning structures, like rich academic discourse, experienced by all students.

This set includes two levels of structuring to help with differentiation in the classroom and the handy check list at the top encourages students to proof read their work.

This includes developing courses that challenge students with real higher education leadership cases derived from sitting presidents, provosts, and deans; creating opportunities for students to interact with the most noted senior leaders in higher education; developing course structures that allow HGSE students to interact with higher education students at other universities around the nation, in order to compare ideas; and developing opportunities for our students to visit different colleges and universities, exposing them to places and viewpoints otherwise not accessible by simply sitting in the classroom.

It recommended that schools and colleges should: «Ensure that their curriculum planning includes sufficient well ‑ structured opportunities for all learners to engage in learning outside the classroom as a key, integrated element of their experience.»

Support and develop learning development practices that are structured, streamlined, including transfer information to the team according to best practices for instructor - led training, eLearning, Web - based training, virtual classroom, flipped classroom, action learning, job aids, and performance support.

Especially in the activity development including defining the lesson structure, the learning areas to be covered and the classroom management tricks to be incorporated, we worked with current elementary teachers to create a product that was simple, relevant, and extremely usable in today's classroom.

Front matter, including Table of Contents and Preface Introduction: The School Zone SECTION ONE: FOUNDATIONS Chapter One Time to Learn Chapter Two Time, Growth, and Learning Chapter Three Using Time Wisely SECTION TWO: OBSERVATIONS Chapter Four Floating on the Surface in Seventh Grade Chapter Five On Your Mark, Get Set... Seven Years Old in First Grade Chapter Six Working to Be «All There at Once» SECTION THREE: TRANSFORMATIONS Chapter Seven Changing School Time Chapter Eight Changing the Structure of Time in Classrooms Chapter Nine Changing the Use of Time in Classrooms Chapter Ten Time to Teach Afterword: Heros in the Classroom Appendix A: Standards Appendix B: The Responsive Classroom ® Notes References Acknowledgments Index About the Author Northeast Foundation for Children, 1999, 336 pages, paper ISBN: 1 -892989-01-8

The author suggests strategies for building rapport and empathy with students, which include providing both nurturing and structure in the classroom, developing emotional intelligence and sensitivity to students» emotions and needs, and responding positively to students» efforts at relationship building.

«The properties that make up a classroom environment include interpersonal relationships among students, relationships between students and their teachers, relationships between students and both the subject being studied and the method of learning, and the students» perception of the structure of the class.»

But as multiple industries, including education, have increasingly eschewed hierarchical structures in favor of distributed leadership and increased autonomy for professionals, leadership options have expanded for teachers who want to stay connected to the classroom.

On - site analysis of a client's special education program in its entirety, including program components, leadership structure, school infrastructure, curriculum review, classroom setup and audits, identification of staffing needs, and instruction recommendations.

It includes putting in place structures that allow school leaders to get into classrooms and work with teachers on instructional matters more frequently.

Unfortunately, districts have used many evaluation instruments, including some mandated by states, that are structured so that teachers can earn a satisfactory rating without any evidence that they are sufficiently advancing student learning in the classroom.

Activities include numerous differentiated tasks ready for immediate classroom implementation, strategies for providing and structuring choice within the classroom, guidance in managing differentiated lessons, and more!

But they need to be based on several central tenets, including that half the grade be based on increased and structured classroom observations and the other half based on student achievement, measured by both standardized test scores and other tools.

This school's personalized learning strategy includes two primary structures: 1) The addition of an iClass, and 2) 1:1 classrooms in which all kids have access to a Chromebook.

Elementary school days are more structured with adult supervision covering almost all aspects of a student's day including classroom instruction, lunch, and recess.

Unfortunately, districts have used many evaluation instruments, including some mandated by states, which are structured so that teachers can earn a satisfactory rating without any evidence that they are sufficiently advancing student learning in the classroom.

School leadership, from formal and informal sources, helps to shape school conditions (including, for example, goals, culture, and structures) and classroom conditions (including the content of instruction, the size of classrooms, and the pedagogy used by teachers).

The new, sustainably built, 15,205 square foot structure for the Jungers Culinary Institute on the Central Oregon Community College (COCC) campus, designed by Yost Grube Hall Architecture, was made possible by $ 3 million in grants and contributions from the Bend, Oregon community, for which students serve lunch, happy hour, and dinner in the 60 - seat public restaurant, Elevation, alongside a three instructional kitchens that include a baking and pastry kitchen, a fifty - seat demonstration theatre, and classroom space for up to 100 students per year.

Primary responsibilities include: • 12 Week Structured training program • Competitive salary and Benefits • On - going Executive Development through classroom style learning • Hands on Experience with In - store merchandising, Sales Projections, Store Operations, Scheduling, Payroll, Hiring and Human Resources • Exposure to Senior Leadership with the stores organization • Executive placement as an Assistant Store Manager upon successful completion of the MIT training program.

Full on the job training is provided as part of a structured two year programme including some formal classroom style work.

• Highly skilled in providing direction to students and enable them to study independently • Well versed in utilizing various instructional equipment and Audio Visual Aids effectively to reinforce learning in the classroom • Proficient in designing and implementing supportive learning activities in collaboration with the teacher • Competent at handling and addressing behavioral problems in young learners and enhancing motivation to learn • Thorough understanding of various cognitive and psychosocial developmental milestones connected with child's age along with associated needs • Hands on experience in activity moderation, teacher's assistance and progress record keeping • Substantial knowledge of various behavior control techniques and strategies • Efficient in designing and executing individualized correctional programs • Proven ability to devise need based learning strategies for physically or mentally challenged children • Demonstrated skills in classroom organization, testing and evaluation • Track record of conducting reinforcement lessons in small groups, covering core subjects including English, math and basic sciences • Excellent skills in analyzing and evaluating the effectiveness of designed program and changing the instructional strategies based on the learner's response and progress • Expert in maintaining updated and fully structured classroom bulletin boards to facilitate learning • Adept at determining Individualized learning goals for each student and gauging progress in learning • Well practiced in communicating home assignments to students, answering their queries regarding the same and marking the work done • Effective listening skills along with profound ability to communicate clearly with students, parents and teachers involved

PROFESSIONAL EXPERIENCE Atlanta Public Schools, Atlanta • GA Year — Year Paraprofessional / Teacher & ASP Director Provided strong program insight and direction for exceptional children experiencing emotional behavior disorders and managed all facets of classroom operations that included curriculum development and structure.

Children who have been diagnosed with ADHD often have much more difficulty in structured classroom settings than they do at home, so it is essential to include child care providers and teachers in the treatment process.

Growing with Gratitude is a flexible learning program that includes a classroom - based delivery mode with structured lesson plans, daily activities, a student journal, worksheets and resources that focus on the key concepts of gratitude, kindness, mindfulness, optimism and happiness.