Sentences with phrase «instructional support materials»

Not only will you learn how to teach in the classroom, pool, and open water environments, you will also learn how to use PADI's teaching aids and instructional support materials effectively.

The instructional support materials in the Big Cat Early Classroom Package are built around 40 fresh, new leveled books (half fiction, half nonfiction) ranging from Guided Reading Levels F through N with the «just right» ingredients for your classroom: high student appeal, built - in teaching tips for comprehension - focused support, and an embedded reading response summary page to quickly check comprehension and improve speaking and listening skills.

The instructional support materials in the Big Cat Early - Fluent Classroom Package are built around 40 fresh, new leveled books (half fiction, half nonfiction) ranging from Guided Reading Levels J through P with the «just right» ingredients for your classroom: high student appeal, built - in teaching tips for comprehension - focused support, and an embedded reading response summary page to quickly check comprehension and improve speaking and listening skills.

The instructional support materials in the Big Cat Nonfiction Package are built around 60 fresh, new leveled nonfiction books ranging from Guided Reading Levels A through P with the «just right» ingredients for your classroom: high student appeal, built - in teaching tips for comprehension - focused support, and an embedded reading response summary page to quickly check comprehension and improve speaking and listening skills.

From there, CORE experts mentor educators in implementing curricula, selecting instructional support materials, and mastering effective instruction techniques.

The instructional support materials in the Big Cat Early - Fluent Small Group Package are built around 40 fresh, new leveled books (half fiction, half nonfiction) ranging from Guided Reading Levels J through P with the «just right» ingredients for your classroom: high student appeal, built - in teaching tips for comprehension - focused support, and an embedded reading response summary page to quickly check comprehension and improve speaking and listening skills.

The instructional support materials in the Big Cat Emergent Small Group Package are built around 40 fresh, new leveled books (half fiction, half nonfiction) ranging from Guided Reading Levels A through F with the «just right» ingredients for your classroom: high student appeal, built - in teaching tips for comprehension - focused support, and an embedded reading response summary page to quickly check comprehension and improve speaking and listening skills.

Not exact matches

As part of the program, FOSI is releasing a comprehensive set of resources including instructional videos, blogs featuring expert commentary and a practical toolkit of downloadable materials to support those on a digital parenting journey with children of all ages.

Your project would fit nicely into the Instructional Materials for Students component, which «supports the creation and substantial revision of comprehensive curricula and supplemental instructional materials that are research - based; enhance classroom instruction pre-K-12; and reflect standards for science, mathematics, and technology education developed by national professional organizaInstructional Materials for Students component, which «supports the creation and substantial revision of comprehensive curricula and supplemental instructional materials that are research - based; enhance classroom instruction pre-K-12; and reflect standards for science, mathematics, and technology education developed by national professional organizationMaterials for Students component, which «supports the creation and substantial revision of comprehensive curricula and supplemental instructional materials that are research - based; enhance classroom instruction pre-K-12; and reflect standards for science, mathematics, and technology education developed by national professional organizainstructional materials that are research - based; enhance classroom instruction pre-K-12; and reflect standards for science, mathematics, and technology education developed by national professional organizationmaterials that are research - based; enhance classroom instruction pre-K-12; and reflect standards for science, mathematics, and technology education developed by national professional organizations.»

The Master Educator Program (MEP) offers financial support to successful applicants (ASPB members) to participate in focused, substantive, and practical professional development with the aim of developing undergraduate plant biology instructional materials for an active learning classroom.

These kits provide in - depth, ready - to - teach lab protocols and supporting materials such as instructional videos and datasheets.

It provides research - based technology programs, supplemental instructional materials, and high quality literature that support students» achievement in grades pre-K through high school.

Research outcomes are expected to inform the design, selection, and implementation of online digital curriculum materials, the systems that deliver and support them, and the instructional practices associated with their use, in order to increase their efficacy for students with disabilities and other elementary and secondary learners.

Enthusiasts concentrated on designing instructional materials, consulting with states and districts, and training leaders and teachers, seemingly presuming that the public knew what they were up to and supported their effort.

Despite frenzied efforts to support new assessments, instructional materials, and implementation during 2011 - 2014, interviews from that era with state legislators, district officials, educators, and parents showed remarkably little awareness of the costs and practical difficulties that lay ahead.

The participants, all representing schools sharing in the $ 1 billion in annual grants from the federal initiative, applauded the program for pumping what recipients say are sorely needed resources into instructional materials, teacher training, and support services for struggling elementary schools.

Curriculum materials with detailed information that supports teachers in making instructional decisions may help teachers themselves learn about content, pedagogy, and student learning.

Without that questioning, instructional designers may find themselves including interesting materials / resources that nonetheless are not directly in support of meeting the objectives.

The curriculum is accompanied by a selection of instructional materials and support resources for teachers at no additional cost.

An instructional designer is responsible for developing instructional material, such as customer training courses, that help support the company's technical products.

We must also support teachers in transforming their instructional practices by providing continuing professional development and supports, and that students are taught using rigorous, high - quality instructional materials.

President Bush's No Child Left Behind Act (NCLB) famously requires that any instructional materials supported by federal aid be proven to work through «scientifically based research.»

It is our job, as eLearning professionals, to use instructional activities and materials that support online learners and give them control over their personal learning path.

States and districts will need to recruit, prepare, and retain talented teachers and principals and support them with high - quality professional development, curriculum and instructional materials aligned with standards, and the tools to support data - based decisions.

An MSP leader recounted how imparting this understanding of overall pedagogy of the instructional materials entailed «partly building networks across the grade levels so that the leaders had a sense of what the curriculum trajectory was supposed to be and how their instructional materials supported that trajectory.»

Prior experience with the instructional materials that they are supporting will help teacher leaders understand the challenges the materials pose, and how to maximize the learning opportunities.

Ryan (1999) reported that, in the three schools studied, teacher leaders influenced student opportunities to learn by providing classroom teachers with instructional and material support.

The insights below reflect general agreement among these practitioners on important considerations regarding teacher leaders supporting teachers as they implement new mathematics and science instructional materials.

Their receptivity to standard forms of instructional practice, however, was conditional upon the quality of district support for implementation (staff development, materials, supervision), perceived fit with state / district curriculum requirements, evidence of student impact, and opportunities for teacher discretion within the boundaries established by the district.

In a review of the published empirical literature, thirty one research studies were identified in which teacher leaders provided support to teachers» implementation of instructional materials.

A third set of studies investigated the impact of teacher leader support on classroom teachers» implementation of instructional materials.

In this study, support provided within the classroom was found to be linked to changes in teachers» classroom instruction and the adoption of new instructional materials.

While all studies in this set reported positive effects due to various teacher leaders practices in support of the implementation of instructional materials, Gigante and Firestone (2007) suggests that support provided within teachers» classroom was more effective than other forms of support.

An additional set of studies reported that teacher leaders engaged in unspecified support practices in assisting teachers» implementation of instructional materials (Bliss, et al., 1995; Brown et al., 2001; Coggins et al., 2003; Cruz, 2003; National Board for Professional Teaching Standards, 2001; Spillane et al., 2001).

These studies provided support for the claim that teacher leaders positively impact the implementation of instructional materials through a variety of practices.

Studies included in the review examined three aspects of teacher leader support of teachers» implementation of instructional materials:

Studies by Coggins et al. (2003), Doyle (2000), Moore (1992), and Swinnerton (2007) provided evidence that teacher leaders supported the implementation of instructional materials through communication and management of resources.

The analogous supporting tools for teachers are instructional materials.»

The impact of teacher leaders» support upon teachers» implementation of instructional materials

When the observed districts were provided with high - quality materials and support, observations found that 86 percent of observed lessons had become fully aligned, as strong instructional materials drove the teaching and learning of all lessons.

These studies, found that participants» knowledge of content and pedagogical strategies was deepened through participation in the preparation programs, but the studies did not investigate the impact of this preparation on teacher leader practice relative to supporting instructional materials implementation.

4.4 (4K3C, 4S2C): Ability to draw on knowledge and resources regarding a variety of developmental and age - appropriate instructional methods, techniques, and materials when supporting the instruction of the licensed teacher.

A group of studies (Fortner & Boyd, 1995; Gillis et al., 1991; Glazer et al., 2009, Manno & Firestone, 2006; Moore, 1992; Roehig et al., 2008, Russell, 1990; Slater et al., 1998) reported on teacher leader practices to support teachers» implementation of instructional materials, but did not examine the impact of these practices.

Weaver and Dick (2009), Khourey - Bowers et al. (2005) and McGee III (2006) examined the impact of a school reform initiative, which included unspecified teacher leader practices in addition to other forms of support to teachers, on teachers» implementation of instructional materials.

Studies by Brown et al. (2001), Fortner and Boyd (1995), Frechtling and Katzenmeyer (2001) and Russell (1990) examined teacher leader activities to support teacher use of instructional materials, such as a new curriculum or technology, which had been the focus of a teacher leader preparation program.

Teacher leader disciplinary content knowledge and their understanding of the instructional materials being implementing influenced the types of support provided by teacher leaders and the effectiveness of that support.

Gersten and Kelly (1992), Gigante and Firestone (2007), Balfanz et al. (2006), Ruby (2006) and Vesilind and Jones (1998) examined teacher leader practices in support of instructional materials implementation, in which teacher leaders worked directly with teachers in their classrooms, such as by co-teaching, conducting demonstration lessons, and observing teachers» instructional practice and providing feedback.

Findings from four studies indicated that teacher leaders with deeper knowledge of subject matter content and pedagogy were more likely than those without such knowledge to provide support to teachers» implementation of instructional materials.

These studies were conducted in mathematics and science and across grades K - 12, providing support for the claim that teacher leaders were called upon to support the implementation of instructional materials in a variety of settings.

Mimbs (2002) found that, in a teacher leader preparation program, participants identified providing support to teachers» use of instructional materials as a goal of their future teacher leader practice.