Sentences with phrase «individuals learn long»

By providing personalized sleep programs, support, and information, individuals learn long - term solutions to adult and child sleep challenges.

Not exact matches

Christian faith is not inherited; each generation, each individual, must learn faith anew.11 Recent Protestant innovations in membership procedures and sacramental practices are only the logical extension of long - dysfunctional assumptions about the faith formation of persons in the home, in Sunday School, and in the church.

Because studies show that one - off concussion education isn't enough to change concussion symptom reporting behavior, Step Three in the SmartTeams Play SafeTM #TeamUp4 ConcussionSafetyTM game plan calls for coaches, athletes, athletic trainers, team doctors (and, at the youth and high school level, parents) to attend a mandatoryconcussion safety meeting before every sports season to learn in detail about the importance of immediate concussion symptom reporting, not just in minimizing the risks concussions pose to an athlete's short - and long - term health, but in increasing the chances for individual and team success.

Learning to throw a javelin and discus beautifully, rather than relying solely on muscle power, and running as a group, rather than focusing on individual glory, are the core of this day - long event.

Since we're still learning about the extent of the microbiome, the variability of its contents depending on the individual, their diet, their location, and other factors, and how altering it in one manner may or may not have a predictable impact, it is far too soon to begin to make specific claims concerning the life - long health consequences attached to a particular mode of birth.

We also followed the movements of several individuals into the breeding season and beyond, and conducted DNA analyses to learn more about the origin and genetics of this unusually large population of long - tailed ducks.

Your toddler refusing to kiss Grandma goodbye or hug mom after a particular long and trying day isn't disrespect, it's your child learning that they are the only individual who should have control over their body.

Prospective students won't need long to learn the professional fate of any program's and era's graduates and — though, as stock brokerage ads warn, individual results may vary — to surmise what their own futures might hold.

Given declarative memory's powerful role in learning, one might expect it to help individuals acquire all kinds of compensatory strategies — as long as it remains functional.

To do this, they deliberately activated individual synapses using the neurotransmitter glutamate: scientists have long known that glutamate plays an important role in learning processes and stimulates the growth of synapses.

«The news that Ebola virus has been detected in Pauline Cafferkey, a British nurse who was infected last year while helping treat patients in West Africa, is not a complete surprise given what we are learning about long - term persistence of the virus in West African individuals.

Exergaming allows the individual to train for long durations with multiple repetitions of movement; keys to successful «motor learning» in many of the neurological disorders (Ref: 2).

Taking responsibility for one's health and well - being can be a long learning process, especially if one was raised to believe that the wisdom for health resides outside of the individual.

Boy was I surprised to discover that there was an enormous amount of material to learn as well as brand new skills to practice: new ways of helping individuals reach long sought after goals in order to create, as Wellcoaches says «their best lives.»

All these tests provide valuable data that teachers can use to establish where students are in their long - term learning, diagnose individual strengths and weaknesses, identify the best next steps for action, decide on appropriate evidence - based interventions, monitor the progress students make over time, and evaluate the effectiveness of their own teaching decisions and approaches.

assessment is seen less as the process of judging how well students perform against year - level expectations and more as the process of establishing where individuals are in their long - term learning and monitoring the progress they make over time; and

What is important, I believe, is that students, parents and teachers have a clear roadmap for establishing where individuals are in their long - term mathematics learning, setting appropriately challenging, personalised goals for further learning, and monitoring and celebrating the progress each student makes.

Our experience in establishing the ACER Certificates program is highlighting the variability in students» levels of mathematics attainment and the importance of setting meaningful but challenging targets for individuals» long - term learning progress.

Corporate training is not for individuals any longer: The entire organization learns and qualifies with in - company training.

This is a notable limitation because many believe that career - focused education involves a tradeoff — namely, learning a narrower set of technical skills that can provide short - run benefits at the expense of learning more fundamental skills that will better serve individuals in the long - run.

Furthermore, many learning institutions promote self - serving individual achievement and cutthroat competition over long - term sustainable collaboration and creativity.

Rather than judging and grading all students on how well they have learnt what they have just been taught, assessment becomes a process of establishing and understanding where individuals are in their long - term progress.

A time - free curriculum also depends on the use of assessment processes to establish and understand where individuals are in their long - term progress — in other words, the points they have reached on a learning progression.

Individual Learning Programmes are a big ask and I'm not convinced the inputs deliver the dividends in the long run.

Because they are not fully responsible for a class of their own, novices will have the opportunity to engage in a semester - long case study of an individual student in which they have a chance to systematically figure out what helps that child learn and how to work effectively with the family.

A prerequisite for monitoring long - term learning progress and meeting individual learners at their points of need is a picture of what long - term progress in a learning domain looks like — in other words, a «map» of the learning domain that can be used to establish where students are in their learning and against which progress can be tracked.

The Governing School Board, Administration Team, and HLC staff strive to provide an exemplary project - based, culturally focused learning environment where learners strive for personal excellence and develop an understanding of individual responsibility, a commitment to life - long learning, and a dedication to positively contribute to the well - being of self and community.

Increasing the number of children with disabilities who are fully included in early learning programs is a long - standing goal in the Individuals with Disabilities Education Act (IDEA), has been promoted by professional associations and in a recent joint policy statement from the Departments of Education and Health and Human Services, and is supported by nonregulatory guidance on early learning and ESSA.

To ensure that all children develop the necessary cognitive, social, emotional and physical skills that build the foundation for life - long learning and early literacy; this is accomplished by providing a high quality, safe and nurturing environment, responsive to the culturally diverse and unique needs of each child, through individual and interactive learning opportunities, supported by excellence in teaching and research - based instructional practices aligned with the NYS Learning Standards and the District's curricula, in partnership with parents, staff, policy makers and community organilearning and early literacy; this is accomplished by providing a high quality, safe and nurturing environment, responsive to the culturally diverse and unique needs of each child, through individual and interactive learning opportunities, supported by excellence in teaching and research - based instructional practices aligned with the NYS Learning Standards and the District's curricula, in partnership with parents, staff, policy makers and community organilearning opportunities, supported by excellence in teaching and research - based instructional practices aligned with the NYS Learning Standards and the District's curricula, in partnership with parents, staff, policy makers and community organiLearning Standards and the District's curricula, in partnership with parents, staff, policy makers and community organizations.

Prospectus provides schools with long, medium and short term planning in the form of 31 theme overviews, session planners and individual lesson plans, enabling teachers to spend their time focusing on personalising the learning for their own pupils.

Summing up, Sir Ken explained the importance the whole learning environment plays in establishing a learning space where all individuals feel engaged and inspired to investigate and discover, embracing a rich learning experience, and becoming life - long learners.

12.1 Can identify their own learning needs and professional development goals, and uses these to create a long term plan for professional learning 12.2 Engages in a range of different formal and informal professional learning opportunities to ensure they maintain an up - to - date professional knowledge 12.3 Proactively seeks out appropriate professional learning opportunities and evaluates professional learning opportunities to determine quality and suitability 12.4 Understands effective methods for engaging in, and evaluating professional learning, both for individuals and when working with colleagues 12.5 Is open to questioning and challenging their own practice, values and beliefs in light of new evidence and expert input.

Vygotsky is right that knowledge first emerges on the «social plane» and is then most effectively internalised by individuals to become deep understanding by the sort of social interaction learning favoured by the Education Endowment Foundation (EEF) and long established and proven approaches set out by the «Cognitive Acceleration» movement established by Michael Shayer and the later Philip Adey.

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.

Making a persuasive argument for moving beyond the long - established idea of operating schools with traditional classroom instruction to personalized learning for individual students, the authors detail six crucial elements of schooling — community, instruction, time, technology, facilities, and funding — and how to address them concurrently to improve secondary schools.

Includes a Teacher's Resource Guide (full - color, 120 - page guide for professional learning and explicit instruction), CD - ROM (features activities, ThinkSheets, language supports, models, and assessments), Writing Prompt Bank (100 cards, 25 each of narrative, expository, persuasive, and descriptive writing prompts, Writing Resource & Journal (6 copies; 72 - page book includes space for students to build graphic organizers, a mini thesaurus with Tier 1 and Tier 2 words), Reading Rods Kits (1 Vocabulary Individual Student Kit and 1 Sentence - Construction Individual Student Kit), Reading Rods Vocabulary Activity Cards (48 additional activities reinforce strategy instruction), and Sentence Activity Strips (6 blank write - on / wipe - off 3» long strips).

Effective professional learning integrates research about individual, organization, technical, and adaptive change through supporting and sustaining implementation for long - term change.

Core content classes follow «flipped learning» approaches, a combination of individual student learning and longer classroom group time dedicated to the creative application of ideas and deeper exploration of concepts.

No longer will days be organized in strict time blocks of «classes,» but instead, students will work in different learning studios suited for the type of work they need to undertake — be that individual or group work.

I have not seen this depth and excitement of individual learning with this age group in a long time.

«With a rapidly rising demand for skills, countries can no longer simply rely on education systems that efficiently sort individuals, but need to improve learning outcomes throughout the population and to capitalize on the full potential of all individuals.»

No longer is teaching and learning about the individual educator; it's now about building a collaborative community — a global community — to create a toolbox of strategies and a worldwide support system.

Cheshire Academy has a long and proud history of assisting students with their individual learning needs to meet the rigors of a college preparatory program.

Finally, we will need to learn from experts in the business community, who have long been working on team - based accountability systems, how to shift the model from the individual as the sole unit of authority and responsibility to next - generation systems that recognize the importance of professional collaboration, transparent practice, reflective and collective inquiry, and joint accountability.

expeditionary learning — Learning through expeditions, including long - term investigation of important questions and subjects that include individual and group projects, field studies, and performances and presentations of studelearning — Learning through expeditions, including long - term investigation of important questions and subjects that include individual and group projects, field studies, and performances and presentations of studeLearning through expeditions, including long - term investigation of important questions and subjects that include individual and group projects, field studies, and performances and presentations of student work.

The Lillian and Betty Ratner School is dedicated to meeting the individual learning needs of a richly diverse population of students, fostering in them respect, creativity and a life - long love of learning.

Following each training session, supports are provided to districts so that, at the end of the training, participants will know how to: • Determine a school's greatest area of need (GAN) • Write a SMART school - improvement goal • Use SMART targets for progress monitoring • Use a variety of templates and graphic organizers to foster collaboration in their districts and schools • Lead the SMART School Improvement Process • Support schools in the development of action plans for carrying out school - wide improvement strategies • Coach teams and individuals in the use of SMART tools, templates and methods • Facilitate job - embedded professional learning The cost of the year - long training is $ 3,200 per participant and includes materials, training and coaching.

The mission of the York Preparatory Academy (YPA) is for the faculty, staff, students, parents, and community to provide an engaged learning environment that leads to the success of each individual student, while also challenging these students to become life - long learners, independent thinkers, respectful individuals, and responsible citizens thus preparing them for a 21st century global economy.

Vision and mission: Small learning communities, project - based learning, individual learning plans, and year - long junior and senior projects are hallmarks of Acadia's program.

One of the futures that has long been anticipated for digital publishing is an increased accessibility for visually impaired, learning disabled, or low - literacy level individuals, but that future has been slow to become a reality.