Breaking down each project into target, result and
learned competencies shows relevant skills and achievements in context.
Not exact matches
Students who
learn other languages also gain insights into other cultural perspectives, and intercultural
competency, which is defined as the ability to communicate in culturally appropriate ways, while
showing appreciation and understanding of others, and maintaining a spirit of openness and respect for others.
Here's just one example: After almost a year in Head Start (with an average cost of about $ 7,700 in 2005), children were able to name only about two more letters than their non — Head Start counterparts, and they did not
show any significant gains on much more important measures, such as early math
learning, vocabulary, oral comprehension (more indicative of later reading comprehension), motivation to
learn, or social
competencies, including the ability to interact with peers and teachers.
These habits of
learning incorporate critical noncognitive factors, such as academic mindsets and behaviors, and social and emotional
competencies that have been
shown to have a significant impact on academic success and healthy development.
Rethink Ed SEL develops social - emotional
competencies to create safe and supportive school, family and community environments where children thrive and are both respected and
show respect and where everyone engages in active
learning.
The Apple Distinguished School designation also signifies that the administration, staff, and students of Burlington High School can demonstrate that they have
shown competency in the best teaching practices of a Distinguished School — Visionary leadership, Innovative
learning and teaching, Ongoing professional development, Compelling evidence of success, and flexible
learning environments.
As districts and schools seek to model personalized
learning in support of teachers» professional growth, micro-credentials offer a cost - effective way to provide flexible, interest - driven, shareable, and
competency - based activities for teachers to «
show what they know.»
The
competency promotes evidence of
learning, regardless of how the
learning is
shown.
With these assessments, New Hampshire's system of
competency based
learning will
show mastery and growth more accurately than a single end of year exam or state assessment.
Creating opportunities for students to own their individual
learning trajectories and, from the beginning, making them aware of the skills and knowledge they'll need to
show proficiency is the cornerstone to the
competency - based, learner - centered approach to schooling that educational reformers are touting throughout our field.
This
competency - based interview question is a chance to
show a willingness to
learn from their mistakes.
Learn how you can
show future employers you have gained these
competencies in your resume, cover letter, and interview.
/ School restorative conferencing / School restorative conferencing / School setting / Schools / School's contribution / Secure accommodation (1) / Secure accommodation (2) / Self / Self awareness for facilitators / Self in family work / Self - blame / Self - development / Self exposed / Self - expressions / Self formation / Self - injury (1) / Self - injury (2) / Self - injury (3) / Self - mutilation / Self - mutilation: an examination of a growing phenomenon / Self renewal / Self - supervision (1) / Self - supervision (2) / Selfishness / altruism / Separation and Loss / Separations / Service user involvement / Severe personality disorder / Sex education / Sexual abuse / Sexual abuse in an institutional setting / Sexual abuse recovery work / Shaping modifying environments / Sharing and bearing with a child /
Showing that life can be enjoyable / Significant adults / Significant
learning / Silence / Silent voices / Single cause / Size of residential settings / Sleep / Small group living / Small groups / Social brain (The) / Social care in Ireland / Social care — the field / Social change / Social competence (1) / Social competence (2) / Social
Competencies: Affect / Social networks in restricted settings / Social Pedagogy / Social policy / Social skills training (1) / Social skills training (2) / Social skills training (3) / Social skills training (4) / Social skills training (5) / Socratic questioning / Solution - focused principles / Some unanswered questions / Space and place / Space under threat / Spaces / Spatial arrangements / Special considerations in the development process / Spiritual connection / Spiritual well - being / Spirituality / St. John Bosco / Staff and sexual orientation / Staff induction / Staff integrity / Staff meeting / Staff morale / Staff morale in children's homes / Staff retention / Staff selection / Staff support / Staff training groups in institutions / Staff turnover / Staff values and discipline / Staffing / Statement of Purpose / Status of care workers / Stealing / Steering a middle course / Stigma / Story, time, motion, place / Story unfolding / Storybook reading / Street children (1) / Street children (2) / Street children (3) / Street children (4) / Street children (5) / Street children (6) / Street children and self - determination / Street corner / Street kids / Street youth and prostitution / Streetsmart kids / Stress / Stress in child care work / Strengths (1) / Strengths (2) / Strengths (3) / Structure of activities / Structured storying / Structuring the relationship / Stuck clients / Students / Students, self and practice / Succeeding with at - risk youth / Successful careers / Suicidal behaviour in GLB youth / Suicide (1) / Suicide (2) / Suicide attempts / Suicide risk / Suitability for practice / Supervision (1) / Supervision (2) / Supervision (3) / Supervision (4) / Supervision (5) / Supervision (6) / Supervision (7) / Supervision (8) / Supervision (9) / Supervision and ethics / Supervision and practice / Supervision and teaching / Supervision formats / Supervision: Parallel process / Supervision wish list / Supervisor insecurity / Support for self - harm / Support for self - harm / Symbolic communication / Symptom tolerance guaranteed / Systemic thinking / Systems (1) / Systems (2) / Systems (3) / Systems and spheres of influence / Systems thinking / Systems vs developmental views /
Research
shows that the program boosts students» social, emotional and academic
competency, and improves the classroom climate for
learning.
Two kinds of prevention programs designed to promote the social and emotional
competencies of preschool children have
shown positive impacts: universal programs, which are usually teacher - taught and directed toward the entire classroom to promote social
learning and positive peer relations; and indicated programs, which focus on remediating skill deficits and reducing existing behavioural problems that may lead to peer difficulties in some children.