Not exact matches
Kira — We (including me) in the reading field have been telling teachers for many years that optimum
learning would take place if students were placed
at their
instructional level.
Here
at SolidProfessor, one of the
learning methodologies that have inspired our
Instructional Design is Kirkpatrick's Four
Level Model.
Driven by changes already happening
at the higher education
levels and the need to prepare students for the 21st century workplace, blended
learning provides the school with a variety of ways to address student needs, differentiate instruction, and provide teachers with data for
instructional decision - making.
«Teachers
learn to draw connections between their
instructional practice and student
learning through the deliberate analysis of data,» says Richard Elmore, «and this sense of efficacy in teaching is central to internal accountability
at the school
level.»
As we enter the world of high - powered notebook computers, broadband internet connections, 3 - dimensional curricula, open - source product development, and internet - based games, both co-operative and competitive, students will
learn by accessing dynamic, interactive
instructional materials that provide information to each student
at the
level of accomplishment he or she has reached.
Research indicates when
instructional time is mainly devoted to academic subjects, when classroom time is well managed, and when curriculum and instruction is provided
at a
level of difficulty appropriate to the individual student — the subject matter matched to the readiness of the students to
learn — then students will
learn.
Oct. 15, 5 p.m. ET: Using Technology to Personalize
Learning in Elementary Schools Two leaders in connected learning will explore strategies that principals and instructional leaders at the elementary level can use to provide more individualized - learning experiences for students, while ensuring that classroom technology is integrated with instruction in ways that are meaningful and augment essential knowledge and
Learning in Elementary Schools Two leaders in connected
learning will explore strategies that principals and instructional leaders at the elementary level can use to provide more individualized - learning experiences for students, while ensuring that classroom technology is integrated with instruction in ways that are meaningful and augment essential knowledge and
learning will explore strategies that principals and
instructional leaders
at the elementary
level can use to provide more individualized -
learning experiences for students, while ensuring that classroom technology is integrated with instruction in ways that are meaningful and augment essential knowledge and
learning experiences for students, while ensuring that classroom technology is integrated with instruction in ways that are meaningful and augment essential knowledge and skills.
(ii) Analyzing individual ongoing, child -
level assessment data for all children birth to age five participating in the program and using that data in combination with input from parents and families to determine each child's status and progress with regard to,
at a minimum, language and literacy development, cognition and general knowledge, approaches toward
learning, physical well - being and motor development, and social and emotional development and to individualize the experiences,
instructional strategies, and services to best support each child.
We can continue to utilize a time - bound, age - based, one - size - fits - all curriculum - driven
instructional model or choose to develop a personalized competency based
learning system which identifies crucial
learning outcomes, gives students the instruction and practice they need
at their
level of readiness, and monitors and adjusts instruction for as long as needed until competency is fully achieved.
Infrequent provision of
instructional leadership by principals, especially
at the secondary school
level, leaves little room for dialogue about teaching and
learning between leaders and followers.
While academic content standards such as NGSS lay out concepts and skills students should
learn at each grade
level, the curricular framework serves as a blueprint for delivering those standards and includes criteria for evaluating
instructional materials aligned to the new content.
The principal introduces, •
Instructional challenges (importance of knowing about challenges at different proficiency levels; highlights the needs of beginner, intermediate, and advanced ELLs) • ESL in Content Area: Beginner / intermediate proficiency: ESL Push - In (specific use of ESL teachers with certification in a content area to support both language acquisition and learning content so that students do not fall behind) • ESL Instructional Period: Advanced proficiency (content instruction in English with supported ESL teacher to strengthen language skills) • Co-teaching model (ESL teacher «push - in» with a classroom teacher to deliver content with ESL support; teachers plan and share instructional role; high levels of collaboration and
Instructional challenges (importance of knowing about challenges
at different proficiency
levels; highlights the needs of beginner, intermediate, and advanced ELLs) • ESL in Content Area: Beginner / intermediate proficiency: ESL Push - In (specific use of ESL teachers with certification in a content area to support both language acquisition and
learning content so that students do not fall behind) • ESL
Instructional Period: Advanced proficiency (content instruction in English with supported ESL teacher to strengthen language skills) • Co-teaching model (ESL teacher «push - in» with a classroom teacher to deliver content with ESL support; teachers plan and share instructional role; high levels of collaboration and
Instructional Period: Advanced proficiency (content instruction in English with supported ESL teacher to strengthen language skills) • Co-teaching model (ESL teacher «push - in» with a classroom teacher to deliver content with ESL support; teachers plan and share
instructional role; high levels of collaboration and
instructional role; high
levels of collaboration and co-
learning)
Computer - based
learning offers students an opportunity to receive instruction at their instructional level, through state - sponsored computer - based programs such as Plato Learning Envi
learning offers students an opportunity to receive instruction
at their
instructional level, through state - sponsored computer - based programs such as Plato
Learning Envi
Learning Environment.
First, despite findings from existing and emerging research for educational effectiveness in terms of
instructional effectiveness and its impact on teaching and
learning, there is a disturbing
level of ignorance among school leaders and teachers
at all
levels of educational provision related to what works and why — especially as they relate to the teaching of literacy and numeracy.
Such tests are used to evaluate student
learning, skill
level growth, and academic achievements
at the end of an
instructional period — such as the end of a project, unit, course, semester, program, or school year.
English language learners have unique
instructional needs, and differentiated instruction is the key to reaching all ELLs one - on - one,
at their precise
learning levels, and empowering them to succeed.
At the structural
level, content teachers and English language specialists should work together in professional
learning communities to better understand their English learners» strengths and needs and to select or create
instructional supports to address them.
Teachers will have to embrace a shift in their
instructional methods, the strategies on which they rely to teach content, to methodically empower students to successfully own their
learning at the highest
levels of complexity.»
At grade
levels when reading to
learn is more the direction for instruction than
learning to read, this
instructional decision - making process becomes even more complicated.
+ Provides coaching experiences for teachers, including review of lesson delivery, providing feedback, and modeling demo lessons + Develops / curates quality
instructional resources to share with teachers, including lesson plans, unit plants, and assessments + Facilitates professional development workshops for group sizes ranging up to 100 participants + Designs rich and meaningful professional development sessions aligned to math instruction + Continues own
learning through research and self - driven PD to stay current of latest trends in math education + Maintains open communication with supported teachers to nurture a professional
learning community of educators + Communicate actively with key stakeholders on progress of teacher development + Provides reporting documentation of services delivered, as required EDUCATION / EXPERIENCE: + BA / BS Degree in Education or related field + 4 + years of work experience teaching math in a K - 12 setting + Expert in math content
at least across a 5 year grade
level band (g. grades 4 — 8) + Record of result in effectively coaching teachers + Experience designing and delivering professional development for adults + Experience working in blended
learning classrooms is a plus + Master's degree preferred + Excellent communication skills are essential OTHER JOB REQUIREMENTS: Some local traveling required.
The decision makers might be students and teachers
at the classroom
level;
instructional leaders,
learning teams, and teachers
at the periodic
level; or curriculum and
instructional leaders and school and community leaders
at the annual testing
level.
June Rimmer, associate director
at CEL, highlights the role of the principal in closing achievement gaps, describes the work of an equity - centered
instructional leader in the improvement of
instructional practice and explains how we can build the capacity and expertise of principals to equip them to be leaders of schools that ensure equity so that every student experiences excellence in their
learning and achieves
at high
levels.
«Organizational management,
instructional leadership, and community engagement are among the many top - of - mind topics that transcend the school
level, and we look forward to providing the opportunity in which leaders
at all
levels can
learn from one another.»
Each section is focused on what educators
at each
level of an education system can do to improve
instructional practices for deeper
learning.
Taking Active Math to the Next
Level — January 26
Learn about tapping
at the table, hallway math, math and yoga, and increasing productivity by making every
instructional moment count.
In this report, the authors, members of the Teachers
Learning Collaborative, present the results of a three - year collaborative effort to create an innovative literacy curriculum framework that would support teachers» dual — and often competing — commitments in literacy instruction: (a) to make sure that all students have the opportunity to
learn literacy skills and strategies with texts that are
at their
instructional level, and (b) to make sure that all students have access to, and instruction with, texts that are appropriate to their age
level, even if the students are unable to read such materials without support.
«Leaders of professional
learning at all levels of the educational system have the responsibility to support classroom teachers with opportunities to learn from using high - quality instructional materials designed for more rigorous college and career - ready standards,» said Jim Short, program director, Leadership and Teaching to Advance Learning within the National Education Program at the Carnegie Corporation of N
learning at all
levels of the educational system have the responsibility to support classroom teachers with opportunities to
learn from using high - quality
instructional materials designed for more rigorous college and career - ready standards,» said Jim Short, program director, Leadership and Teaching to Advance
Learning within the National Education Program at the Carnegie Corporation of N
Learning within the National Education Program
at the Carnegie Corporation of New York.
Another 300 teachers joined the TLI in 2014.55 All participating teachers
learn skills associated with three kinds of leadership:
instructional leadership, or how teacher leaders can improve the systems that support teachers and students within schools and districts; policy leadership, or how teacher leaders can influence policymakers
at local, state, and national
levels; and association leadership, or how teacher leaders can advance the goals of their local and national unions.56 When they return to their districts, these teacher leaders work to address leadership challenges that they identified through their training.
Fishtree is a powerful, easy - to - use, student - driven
instructional tool that gives every student the chance to experience personalized
learning,
at any time, any place, or
at any
level of instruction.
Instructional rounds is a powerful form of professional
learning aimed
at helping schools and systems develop the capacity to educate all children to high
levels.
The term «recovery» implies a clear objective: to have students develop efficient patterns of
learning — patterns that enable them, by the end of their Reading Recovery lessons, to work
at average grade
levels or above and continue to progress within their school's
instructional program.
Learn how Lindsay Unified School District in California uses blended
learning to support its performance - based system of progression, an approach in which students move through
instructional content
at their own pace, advancing only once they have mastered all the standards from the previous content
level.
K12 will provide comprehensive wraparound services targeted to individual student needs and for the benefit of the school community: development of strong community within the virtual academy; access to the best and most current virtual instruction curriculum, assessment and instruction based on solid research; customizing each student's education to their own individual
learning plan; academic success
at the school and individual student
levels resulting from teachers» instruction and constant monitoring of student growth and achievement with interventions as needed; national and local parent trainings and networking; frequent (i.e., every two to three week) teacher / parent communication through emails and scheduled meetings; establishment of unique settings for students and parents to interact; connecting students on a regular basis with students across the United States in similar virtual academies and across the world through networking and K12 national competitions (e.g., art contest and spelling bees) and International Clubs; access to the entire K12 suite of services and
instructional curriculum (currently including K12, Aventa, A +, and powerspeak12) to include world languages, credit recovery courses, remedial courses, and AP courses; participation in a national advanced learners programs; a comprehensive Title I program that will provide additional services for students; school led trips, for example, visits to colleges, grade
level specific trips such as student summer trips overseas, etc.; School prom; school graduation ceremonies; national college guidance through a network of K12 counselors; school community service opportunities; student developed student body council; school extracurricular activities: possibilities would include the development of a golf club, chess club, bowling club.
Cooperative
learning is now an accepted and often the preferred
instructional procedure
at all
levels of education.
Students
learn these within the guided reading groups using texts
at their
instructional level.
Our goal in designing the Book Club Plus framework was to manage this dilemma (Lampert, 1985) so that all youngsters would
learn to read with teacher support
at their
instructional level, and could practice comprehension skills and strategies in conversation and writing in response to age - appropriate literature.
Engaging students in the right
instructional practice
at the right time is daunting, especially with students
at various
learning levels and an average of 22 different
instructional practice solutions in every classroom nationwide.
Over five days and under the umbrella of the Family Stories, all students engaged in meaningful work with age - appropriate literature and had opportunities to
learn and practice skills with text
at their
instructional level.
Summative assessments happen too far down the
learning path to provide information
at the classroom
level and to make
instructional adjustments and interventions during the
learning process.
There are a variety of resources that can assist university personnel, administrators, and coordinators of gifted programs
at state and local
levels in implementing the new CCSS for gifted learners, including assessments that measure the depth and breadth of a student's knowledge within a domain of talent development; curriculum units of study that are already differentiated and research - based;
instructional strategies that employ the use of higher - order thinking skills; and programming options that include acceleration, enrichment, and extended
learning beyond the classroom.
Upon successful completion of a TASL academy, a leader will understand how to use multiple data sources to develop an integrated, self - reflective culture of
learning and growth, supported by a clear mission / vision, that integrates shared
instructional leadership
at all
levels.
Funding can be used for purposes such as recruitment of bilingual teachers
at the pre-school, elementary and secondary
levels, on - going professional development for teachers, teacher coaches, establishment and support of language
learning materials;
instructional materials; and ongoing outreach to families and family engagement.
Over the past two years we've helped this Nigerian K - 12 school align its
instructional practices and integrate a project - based
learning approach that prepares students for an International Baccalaureate program
at the high school
level.
Brisk and refreshing, this elementary math series mixes just the right amount of humor and high jinks with solid
instructional content as kids explore math concepts
at various
levels in a creative and unusually skillful balance of fun and
learning.
• Track record of instructing students about basic sketching and contouring techniques • Well versed in evaluating students» work, charting their progress, grading assignments and guiding them regarding their weaknesses appropriately • Hands - on experience in curriculum development, lesson planning and implementation with aid of modern and effective AV aids and
instructional strategies • Expert in instructing students about working in various modes including pastels, oil colors, water colors, fabric paints, charcoal and pencil • Adept
at creating and maintaining a highly stimulating, inspiring and multicultural classroom environment • Proven ability to introduce novel forms of art and inculcate the same in the curriculum effectively • Demonstrated ability to enhance creativity among students by encouraging innovation, novelty and originality in their pieces of art • Familiar with various kinds of pixel sheets, sketching paper and art material, fully capable of determining age specific art material and techniques, suitable for assigned
level and grades of children • Known for initiating, designing and implementing various art contests
at the school to encourage a general appreciation for art among students • Competent
at identifying course goals and fulfilling the same in collaboration with students, teachers and parents • Proven skills in lesson planning, curriculum implementation, technique instruction, practice facilitation and assignment communication • Profound knowledge of various advanced
level 3D effect art techniques • Strong classroom management, organization and discipline control skills • Profound ability to devise innovative
learning and
instructional techniques to facilitate effective transfer of skill and knowledge • Proficient in use of computer to aid art work, familiar with various graphic designing and drawing enhancement software
Forensic Health Services (Waterbury, CT) 7/2006 — 6/2009 Clinical Supervisor • Implemented differentiated instruction while creating and applying Positive Behavior Support Plans to provide accommodations for students on varying academic
levels • Fostered the development of parent / teacher relationships to promote further
at - home
learning strategies • Employed a wide variety of
instructional and assessment strategies