Sentences with phrase «instructional time in the process»

Not exact matches

Gerry (Ben Mendelsohn) is an estate agent from Iowa who's addicted to gambling, ever more hopelessly, and who spends a great deal of time sitting in his car listening to an instructional CD called 200 Poker Tells, which lists the signs by which you can gauge an opponent's character and thought processes, and ideally, guess their cards: they might babble at the table, rub their nose, furrow their brow.

Motivation, interests, and disposition are critical to the encoding process, which is why, as Instructional Designers, we spend a lot of time defining «What's in it for me?»

Educators who use the tool engage in a discovery and dialogue process that can lead to modifications in the school's time budget and instructional program.

Many instructional designers, when they follow this process, may consume more time at the beginning of the project but, this process decreases the time consumed in the latter part and also reduces errors and rework.

Accomplished formative assessment teachers work fluently and automatically within the current instructional context to address students» immediate learning needs in real time — rapidly processing evidence of student thinking and learning, automatically considering the learning targets, then making advantageous decisions about the next steps of instruction to move learning forward, sometimes with a plan B or even C in mind.

During weekly time set aside for teachers teaching the same course to collaborate, they used a four - step process to help common assessments drive instruction: developing pacing guides, designing common assessments, conducting item analysis, and engaging in instructional conversations.

If you wait for everyone to come on board as believers in collaborative processes, common assessment practices, sharing instructional strategies, etc. you may be waiting a very long time for things to change.

After engaging in an instructional diagnostic process with TNTP, the network decided to focus on expanding and improving the time students spent on rich, complex text.

Research findings consistently suggest that preservice teachers should experience courses that integrate assistive technology early in the teacher preparation process so that they have time to develop the knowledge, skills, and dispositions necessary to make informed instructional decisions and contribute to the IEP processes (Alobiedat, 2005; Anderson & Petch - Hogan, 2001; Bausch & Hasselbring, 2004; Edyburn & Gardner, 1999; Maushak, Kelley, & Blodgett, 2001; Michaels & McDermott, 2003).

As well, this particular kind of expertise requires leaders to know about how individual teachers learn to teach more effectively; how to skillfully observe for those elements in the instructional process; and, how to craft feedback to teachers and principals about what is observed that supports their current practice, and at the same time challenges them to improve.

Besides a reduction in local testing used to rate teacher performance, the new plan also calls for the elimination of standardized tests for grades K through second that are tied to teacher evaluations, caps the instructional time that can be used for local assessments used to inform teacher evaluations at 1 percent, and creates an «expedited review process» for teachers to use.

Holistic scores from instructional portfolios can be compared to scores given to process samples and timed responses in order to determine the relationship between responses scored in isolation and responses scored holistically as a portfolio.

We heard many stories about SBAC testing that are common to high - stakes, standardized tests: the tests dramatically disrupted the educational process, deprived students of hours of instructional time, reduced stressed out students to tears, and monopolized the computer labs and libraries in service of test administration for weeks at a time.

• Assist the lead teacher with curriculum development and lesson planning • Ensure that the lesson plans are purposeful and age appropriate • Work with the lead teacher to plan and implement study programs aimed at meeting the individual needs of the students • Encourage student enthusiasm for learning processes by working with each student on an individual basis • Observe students» behavior and progress on a regular basis • Work with the lead teacher to recognize and address learning problems • Assist the lead teacher in developing reasonable classroom rules in accordance to the school guidelines • Evaluate students periodically to determine progress and need for intervention • Handle student record management tasks • Assist lead teachers in make needed adjustments to the instructional program • Prepare bulletin board displays in accordance to the lead teachers» instructions • Tutor students in groups and individually in order to enforce concepts taught in class • Assist students with assignments or in understanding difficult concepts • Supervise students during instruction and in the absence of the lead teacher • Organize and supervise games during activity time • Assist students during lunch time and with their toileting needs • Handle instruction resource research activities and hand out materials to students • Take and record class attendance • Assist students in embarking and disembarking from the school bus • Operate and maintain audio - visual equipment from special class projects

KEY ACHIEVEMENTS • Streamlined insurance liaison procedures, making the process 75 % less cumbersome to handle than before • Successfully implemented a series of «coordinated care» programs for patients with autoimmune diseases, thereby saving diagnostic time • Implemented a backup system for medical records, resulting in increased therapeutic data safety • Wrote a series of instructional materials and informational guidelines for patients and staff members, to acquaint them with conventional medical procedures