Sentences with phrase «instruction means in practice»

To explore what embedding purpose in instruction means in practice, let's look at a CEL partner school district that is focused on improving content - area literacy.

Not exact matches

Eventually the Church moved to the forefront of abolition because we understood this truth: Just because the Bible contained instructions about how to treat slaves in a context and culture where it was acceptable to hold slaves does not mean slavery is a godly practice or part of God's intended purpose for creation.)

Radio preaching in conjunction with the habit and practice of churchgoing among the listeners can be a vital means of spiritual refreshment and instruction.

«Agricultural practices» shall mean all activities conducted by a farmer on a farm to produce agricultural products and which are inherent and necessary to the operation of a farm including, but not limited to, the collection, transportation, distribution, storage and land application of animal wastes; storage, transportation and use of equipment for tillage, planting, harvesting, irrigation, fertilization and pesticide application; storage and use of legally permitted fertilizers, limes and pesticides all in accordance with local, state and federal law and regulations and in accordance with manufacturers» instructions and warnings; storage, use and application of animal feed and foodstuffs; construction and use of farm structures and facilities for the storage of animal wastes, farm equipment, pesticides, fertilizers, agricultural products and livestock, for the processing of animal wastes and agricultural products, for the sale of agricultural products, and for the use of farm labor, as permitted by local and state building codes and regulations; including construction and maintenance of fences and lanes; «Agricultural products» shall mean those products as defined in subdivision 2 of section 301 of the agriculture and markets law; «Farm» shall mean the land, buildings and machinery usable in the production, whether for profit or otherwise, of agricultural products;

That paper investigates what competency - based education means in practice in New Hampshire, the first state to abolish the Carnegie unit and grant high school credit on the basis of mastery rather than hours of instruction.

By instructional leadership, we mean the principal's capacity to: 1) offer a vision for instruction that will inspire the faculty; 2) analyze student performance data and make sound judgments as to which areas of the curriculum need attention; 3) make good judgments about the quality of the teaching in a classroom based on analysis of student work; 4) recognize the elements of sound standards - based classroom organization and practice; 5) provide strong coaching to teachers on all of the foregoing; 6) evaluate whether instructional systems in the school are properly aligned; and 7) determine the quality and fitness of instructional materials.

* By formative assessment, we mean classroom observations, class quizzes and tests, and other practices used by teachers and students during instruction to provide in - the - moment feedback so teachers can adjust accordingly.

When they rate specific actions, however, they are even more discriminating: the district «s ability to Clarify the steps needed to improve the quality of instruction has a mean of 4.5, while the question of how frequently they Communicate about best practice in high - priority areas of instruction has a mean of 3.6, which falls between categories of occasionally and often on a five - point scale.

In this fourth webinar on the 4 Dimensions of Instructional Leadership ™, school leaders learn how to use a cycle of inquiry as a means of strengthening instruction and leadership through collecting and analyzing data, developing areas of focus, learning and implementing new strategies to improve practice, and analyzing the impact of the new practices.

Explicit instruction and practice in word analysis, including word roots and the meanings of common prefixes and suffixes, help ELLs understand many unfamiliar words.

We also saw marked variability in other dimensions of instruction, like teacher use of student ideas, teachers» and students» use of academic language, and the focus on mathematical meaning and practices.

Arguably this is an appropriate amount of flexibility to provide an education school but it does mean that in practice many programs get away with providing very little of this instruction at all.

All such efforts are prevention - based, meaning that they recognize that in order to support the needs of all students, certain practices need to be provided universally (i.e., for all students) with successively more intensive instruction provided in addition to universal programming when a student's data indicate the need.

In addition, NEA insists that privatization tends to be a «means of circumventing the Constitutional prohibitions against subsidizing religious practice and instruction.»

Putting this into practice means that effective classroom managers: develop caring, supportive relationships with and among students; organize and implement instruction in ways that optimize students» access to learning; use group management methods that encourage student engagement with academic tasks; promote the development of social emotional learning (self - awareness skills, social skills, self - regulation, responsible decision making, building healthy relationships); and use appropriate interventions to assist students who have behavior problems.

First published in 1995 as How to Differentiate Instruction in Mixed - Ability Classrooms, this new edition reflects evolving best practices in education, the experiences of practitioners throughout the United States and around the world, and Tomlinson's continuing thinking about how to help each and every student access challenging, high - quality curriculum; engage in meaning - rich learning experiences; and feel at home in a school environment that «fits.»

Law schools have been heavily criticized for lacking coherent educational missions and for having no means of assessing whether they accomplish what they ostensibly intend to accomplish.82 More particularly, the prevailing «case method» of instruction in law schools, at least standing alone, is criticized as ineffective in training law students to become practicing lawyers.83 Thus, although most law schools say they intend to train students to become practicing lawyers, many fall short of that goal, leaving students to learn various fundamental lawyering skills on the job or elsewhere.