Sentences with phrase «individuals interested in learning»

Contracted - respond to individuals interested in learning more on become a rep either emails or phone call.

PPAC is a resource for both practicing artists as well as individuals interested in learning about all aspects of contemporary photography.

We offer school visits for school leaders, principals, teachers and other individuals interested in learning more about Brooke's approach to great teaching.

All information on this website is intended solely for registered members of the network and for individuals interested in learning more about natural health services.

Individuals interested in learning more about available nursing opportunities at Rutgers Cancer Institute should contact 732-235-5696.

Individuals interested in learning more about youth sports (safety, injuries, resources, events, awards, programs, etc..)

Whether you are a parent of a child with SM, a teacher, a treating professional, or other individual interested in learning more about this often misunderstood childhood disorder, you've come to the right place.

Not exact matches

Think and Grow Rich is the number - one inspirational and motivational classic for individuals who are interested in furthering their lives and reaching their goals by learning from important figures in history.

Whitehead knew that within his large scheme of three cycles the individual student would be learning at a pace that would be influenced by the type of study required and the student's interest in it.»

The curriculum meets state standards, but the classes are self - paced and taught in a way that considers each student's individual interests, strengths, and learning style.

Individuals and couples with an interest in learning more about PGS should contact our Virginia fertility center today to schedule a consultation.

Particularly after you've been away from the work force, networking can help you learn more about current trends in your field of interest and can introduce you to individuals who may know of appropriate job openings.

If you are an individual who would like more information on deCODE PrCa ™ to discuss with your doctor, or a physician interested in learning more about deCODE PrCa ™ for your patients, please visit us at www.decodediagnostics.com.

If you are interested in participating in a clinical trial, it is important that you take the time to learn as much as you can about the study so that you may judge for yourself whether the trial is right for your individual situation.

This part of Simply Power Yoga's Teacher Training is for those individuals who are interested in learning more about their personal practice and yoga philosophies without the commitment of teaching.

Yoga 4 Classrooms is a ChildLight Yoga affiliate focused on providing professional development training for K - 12 schools and individual school professionals interested in sustainably implementing yoga & mindfulness in their classrooms and schools to improve self - regulation, learning and climate.

This part of Simply Power Yoga's Teacher Training is for those individuals who are interested in learning more about their personal practice and yoga philosophies.

With just a swipe of your finger, you can sort through the profiles to find the individuals that you are interested in learning more about.

We know that students are unique individuals with different proclivities, passions, and interests, but educators need frameworks for responding to these differences in the classroom and other learning environments.

If you're interested, two books can help you down that path: The Hundred Languages of Children: The Reggio Emilia Experience in Transformation, and Making Learning Visible: Children as Individuals and Group Learners.

Interested in tracking learner data on an individual and global (multiple versions in multiple Learning Management Systems) level?

In these schools, teachers know their students well: their individual interests, backgrounds, motivations and learning styles.

The SAIL initiative is an exciting way to enable a professional learning team to extend beyond the boundaries of an individual school campus, enabling those interested in pursuing a shared improvement agenda to work collegially for the benefit of their students.

But many of the mobile apps used in education store and use student data, as do many of the computer programs used to personalize learning by targeting a student's individual skill level and interests.

Students at Montpelier High School in Montpelier, Vermont, work with local organizations, businesses, and individuals to craft internships that allow them to explore their interests, learn skills, and work collaboratively.

Customize your results by filtering the school choice program types you're interested in learning more about: education savings accounts, school vouchers, tax - credit scholarships and individual tax credits and deductions.

The Thoughtful Classroom Portfolio Series is ideal for administrators looking for cost - effective professional development tools; school, grade, and department teams and self - directed learning clubs interested in raising student achievement; and individual teachers seeking to expand their teaching repertoires, the Thoughtful Classroom Portfolio Series will help you get results quickly — without breaking your budget.

The result is a student - centered learning experience, where students are actively invested in their learning and feel challenged to pursue their interests by a supportive community of educators, professionals, and family members who truly get to know them as individuals.

Design in - person instruction that is enriched (developing higher - order thinking skills) and personalized (reflecting learning levels and interests of individual students)

We partner with educators and leaders in districts to develop strategies, processes, and tools that support personalized learning (PL) schools that tailor learning to address each student's strengths, needs, race, culture, and interests and give student's voice and choice in how, when, and where they learn in an effort to prepare every student to achieve academically and reach individual goals.

Each year Brooke hosts hundreds of individual and small group visits and we are happy to accommodate your interest in learning more about Brooke.

The Handbook of Metacognition in Education — covering Comprehension Strategies, Metacognitive Strategies, Metacomprehension, Writing, Science and Mathematics, Individual Differences, Self - Regulated Learning, Technology, Tutoring, and Measurement — is an essential resource for researchers, faculty, students, curriculum developers, teachers, and others interested in using research and theory on metacognition to guide and inform educational practice.

Her research interests involve understanding the social, cognitive, and affective factors related to math learning and achievement with a specific interest in individual differences related to gender and income level.

The Aspiring Principals Program brings individuals who are interested in becoming headmasters together monthly to learn about school leadership from experts in the field.

The HOT Schools APPROACH to teaching and learning has been adopted and adapted by schools, arts organizations, individual teaching artists, local arts agencies, and state arts agencies nationwide interested in understanding and facilitating school culture change, curriculum integration, and arts - infused program design.

It's an emphasis on empowering each learner to explore, work and grow in ways that fit their individual strengths, weaknesses, learning styles and interests.

I am still interested in honing my lessons, but along with planning the sequence of learning activities, I also prepare to question students about their thinking during class discussions, in individual conversations, and on written assignments.

My idea is to invite teachers who are interested in being change agents to a week - long seminar with session «take - aways» focusing on: developing (and maintaining) a vision, negotiation skills, risk - taking exercises, how to build consensus, networking with other like - minded individuals, learning from others» successes, and more.

As Robert J. Marzano, Jana S. Marzano, and Debra Pickering state in their new ASCD book, Classroom Management That Works, «Virtually anything you do to show interest in students as individuals has a positive impact on their learning.»

Even so, we are equally suspicious of the bureaucratization of learning that can occur when individual needs and interests are overlooked in favor of the common good.

From participation in cooperative learning activities, students with emotional disorders can (1) learn from positive role models how to control emotions and behave appropriately in group settings; (2) develop sensitivity to the needs of others and understand people «as individuals rather than as stereotypical members of a particular group»; 14 (3) increase their ability for self - direction; (4) increase their interest in learning; and (5) gain an increase in self - esteem.15 Likewise, students who are not disabled are given the opportunity to become more understanding and accepting of students who are emotionally behaviorally disordered.

General Responsibilities: + Develop & implement strategies to meet the needs of each individual student + Instruct students in academic subjects according to school curriculum and daily classes using a variety of techniques (e.g., multi-sensory, repetition, etc.) to meet the students varying needs and interests as guided by the Individualized Education Plan (IEP) + Instruct students in daily living skills required for independent maintenance and self - sufficiency, such as hygiene, safety, etc. + Modify the curriculum as needed based upon techniques needed for individual learning styles + Implement and include in lesson plans and opportunities for students to experience a variety of learning techniques and methods that are used with ASD + Work with other team members to create an inclusion plan between Merakey autism school and public school as needed + Plan and schedule lessons according to the daily schedule and approved curriculum.

Leveraging Metiri Group's background in 21st Century learning and the learning sciences, our team is developing a collaborative, personalized professional learning environment that will lead individual teachers or teams through an initial needs assessment to formulate a personalized growth plan, guide them to research - based resources and strategies they can use tomorrow, match them with collaborative partners who share their interests and professional goals, guide them in redesigning units or lesson plans that support students» development of the cognitive skills that underlie entrepreneurship, and ultimately help them implement teaching practices that support personalized instruction that develops students» 21st Century skills.

According to Bloom (1977), «There is considerable empirical support for relating the individual's perception of his inadequacy in school learning to the development of related interests, attitudes, and academic self - concept» (p. 197).

It is designed this way so that within the structure of a traditional school system, students have a venue in which to explore careers based on learning more about their individual interests, talents, and limitations — academically, physically, and socially.

Offer flexible modalities, groupings and times / places for learning to help meet individual learner needs, strengths and interests while balancing these individual needs with the needs of the class community Example: A teacher has several «centers» set up in his classroom for learners to learn about reducing fractions.

Our workshops are designed for individuals and groups of teachers interested in using collaborative inquiry to deepen adult learning at their sites.

There is renewed interest in cooperative learning, classroom discussions and individual study using books and magazines, so I believe we shall see some kind of educational renaissance soon in Finland.

I would argue that if the goal is to provide more instruction that taps into students» individual needs and personal interests, then school and district leaders should focus on doing specific things that might actually move the needle, such as making sure: 1) that teachers know their students well; 2) that they assess student learning carefully; 3) that they provide students with rich and diverse materials in a range of media, and 4) that student and teacher assignments are flexible.

-- The term «comprehensive literacy instruction» means instruction that — ... (D) makes available and uses diverse, high - quality print materials that reflect the reading and development levels, and interests, of children; (E) uses differentiated instructional approaches, including individual and small group instruction and discussion; (K) depends on teachers» collaboration in planning, instruction, and assessing a child's progress and on continuous professional learning;