Vocabulary Preview can be paired with a strategy such as Word Bank or Glossary so that students can build up and reference the vocabulary they have
learned on an as needed basis.
Not exact matches
The Office of Teaching and
Learning supports and promotes several initiatives
on both an
as -
needed and recurring
basis.
Saxo offers a broad palette of bite - sized
learning modules that can be viewed
on a standalone
basis,
as you
need them, or compiled into specific courses.
Just
as toddlers don't all
learn to walk at the same time, kids don't give up the
need for naps at the same time — so it's impossible to make broad generalizations about nap
needs based on age.
Being supportive physically and emotionally,
learning all you can about the process, covering the
needed bases and focusing
on preparation will help keep your relationship strong and help you have a sweeter experience together
as you anticipate expanding your family circle.
There was something for everyone
on the menu: using Apple technology, developing research -
based practices to teach students in the early grades, engaging students through digital instruction, understanding the new teacher evaluation system
as set by state law, preventing high - risk student behaviors and how Community
Learning Schools meet the
needs of students and their families.
Stay tuned to the grant winners: Academy 21 at Franklin Central Supervisory Union in Vermont, which is focused
on a high -
need, predominantly rural community; Cornerstone Charter Schools in Michigan, which seeks to prepare Detroit students for college and health - focused careers; Da Vinci Schools in California, which will integrate blended
learning, early college, and real - world experiences with its existing project -
based learning approach; Education Achievement Authority in Michigan, which,
as part of the statewide turnaround authority is trying to create a student - centric system for students in Detroit; Match Education in Massachusetts, which already operates high - performing schools in Boston and will now focus
on using technology to increase the effectiveness of its one -
on - one tutoring; Schools for the Future in Michigan, which will serve students significantly below grade level; Summit Public Schools in California, which aims to build off its experiments in blended -
learning models to launch a competency -
based school; and Venture Academies in Minnesota, which is a new charter organization that will focus
on accelerated college credit attainment and cultivation of entrepreneurial leadership.
Based on these statements, we can categorize the schools roughly into five groups: those that have a child - centered or progressive educational philosophy and typically seek to develop students» love of
learning, respect for others, and creativity (29 percent of students); those with a general or traditional educational mission and a focus
on students» core skills (28 percent of students); those with a rigorous academic emphasis, which have mission statements that focus almost exclusively
on academic goals such
as excelling in school and going to college (25 percent of students); those that target a particular population of students, such
as low - income students, special
needs students, likely dropouts, male students, and female students (11 percent of students); and those in which a certain aspect of the curriculum, such
as science or the arts, is paramount (7 percent of students).
As you can see, each employee in this example had been facing different difficulties and
needed strengthening in another field, and each of their
learning journeys had evolved completely different,
based on their personal
needs and expertise.
Lecturer David Rose, Ed.D.» 76, hopes and believes that he and his colleagues are part of a revolution — a revolution called Universal Design for
Learning (UDL), which is increasingly taking hold in schools and school districts across the country and seeks to design curriculum from the outset that can accommodate all types of learners, rather than retrofitting existing curriculums
on an ad hoc,
as needed basis.
When I started looking at the new primary curriculum
as a whole, it appeared that the challenges are mostly
based on the
need to re-structure the teaching plans,
learning and assessment.
Opt for versatility and
learn as much
as possible about the features you want
based on your understanding of the
needs of the audience you are targeting.
We predicted that just
as Netflix helps people find the movies that match their preferences, these exchanges will help people find the tools that help them best
learn based on their different
learning needs.
Mr. Hornbeck said the idea was
based on his belief that schools should help students
learn to meet their social and civic responsibilities
as well
as attend to their academic
needs.
If the teacher can claim «a variety of center -
based activities, for purposeful
learning using different strategies, and for students to flow
as needed,» she can pat herself
on the back.
eLearning can offer effective instructional methods such
as practicing with associated feedback, combining collaboration activities with the self - paced study, personalizing
learning paths
based on learners»
needs, and using simulation and games.
Hyperlinks give online learners the power to decide how far they want to take the
learning process
based on a variety of factors, such
as their schedules or individual
needs.
It's common for the community aspect of online
learning to be ignored
as instructors are not seeing their students face to face
on a daily
basis, but one of the most important aspects in building a great program is forming an online
learning community that can provide the help and support that a learner
needs.
Timesha Cohen, a member of our
learning community and teacher from Propel McKeesport Public Charter School, has talked about the impact of her participation
as positively affecting herself and her students: «My students are able to make connections between what they know and what they
need to know,
as well
as draw conclusions
based on patterns they may notice in both math and science.
The OECD identify a global challenge facing education today,
as the
need to create «knowledge rich, evidence
based education systems», making relevant research
on transformative
learning and teaching accessible.
Schools are changing in response to this reality, and in Transforming Schools Using Project -
Based Learning, Performance Assessment, and Common Core Standards, Bob Lenz, Justin Wells, and Sally Kingston draw on the example of the Envision Education schools, as well as other leading schools around the country, to show how the concept of deeper learning can meet the need for students who are both college and career ready and engaged in their own ed
Learning, Performance Assessment, and Common Core Standards, Bob Lenz, Justin Wells, and Sally Kingston draw
on the example of the Envision Education schools,
as well
as other leading schools around the country, to show how the concept of deeper
learning can meet the need for students who are both college and career ready and engaged in their own ed
learning can meet the
need for students who are both college and career ready and engaged in their own education.
This approach stands in stark contrast to many education technology implementations that ignore the
need to think through what will the
learning model look like first —
as in, what will students and teachers do and how will they use their time
on a daily
basis — which then determines the technology
needs.
Those high - performing schools did things like «set measurable goals
on standards
based tests and benchmark tests across all proficiency levels, grades, and subjects»; create school missions that were «future oriented,» with curricula and instruction designed to prepare students to succeed in a rigorous high - school curriculum; include improvement of student outcomes «
as part of the evaluation of the superintendent, the principal, and the teachers»; and communicate to parents and students «their responsibility
as well for student
learning, including parent contracts, turning in homework, attending class, and asking for help when
needed.»
When it comes to shopping around for a
Learning Management System (LMS) you
need to ensure you pick a system that's going to work for your students, your instructors, and your Training Administration team,
as all of them will be interacting with it
on a regular
basis.
Michael Soskil: We
need a shift in focus from accountability measures
based on standardized test scores toward metrics that take into account universal access to quality teachers and
learning environments, robust curricula that include the arts,
as well
as student engagement and well - being.
Strong technical skills, particularly in integrating technology in the classroom to drive academic achievement Demonstrated volunteer or community service At least one (or more) of the following: o National Board Certificationo TAP Experience (sign
on bonus for TAP certification) o Core Knowledge Experienceo Experience with Blended Learningo At least two years of successful teaching in an urban environment ESSENTIAL POSITION FUNCTIONS: An Elementary School teacher is required to perform the following duties: Plan and implement a blended
learning environment, providing direct and indirect instruction in the areas of Social Studies, Science, Language Arts, Health, and Mathematics
based on state standards Participation in all TAP requirements, focusing
on data - driven instruction Create inviting, innovative and engaging
learning environment that develops student critical thinking and problem solving skills Prepare students for strong academic achievement and passing of all required assessments Communicate regularly with parents Continually assess student progress toward mastery of standards and keep students and parents well informed of student progress by collecting and tracking data, providing daily feedback, weekly assessments, and occasional parent / teacher conferences Work with the Special Education teachers and administration to serve special
needs students in the classroom Attend all grade level and staff meetings and attend designated school functions outside of school hours Establish and enforce rules for behavior and procedures for maintaining order among the students for whom you are responsible Accept and incorporate feedback and coaching from administrative staff Perform necessary duties including but not limited to morning, lunch, dismissal, and after - school duties Preforms other duties,
as deemed appropriate, by the principal Dress professionally and uphold all school policies
«It can't just be the same type of support because, just
as we differentiate
learning for students
based on their living conditions, we also
need to do that for teachers
based on their unique working conditions.»
Recent studies have shown that merely adding technology to one's curriculumis not enough to bring about instructional reform in social studies education.There is a
need for «thoughtful curriculum development, and careful instructionaldesign
based on the thorough and
on - going explication of assumptions aboutsociety, learners and
learning,
as these are critical to the productive useof technology
as to any other teaching mode» (Shaver, 1999, p. 27).
As individuals and as learning organizations, we need to prioritize based on our focu
As individuals and
as learning organizations, we need to prioritize based on our focu
as learning organizations, we
need to prioritize
based on our focus.
Based on factors such
as prior professional
learning, staff strengths, and student
needs, each school chose to begin with a specific element of the framework that best suited its
needs and culture.
In this workshop teachers will
learn how to use each of the activities and how to adapt the activities
as needed based on their group's specific processing
needs.
Our organization's vision is that all students have opportunities for student - centered
learning, which we characterize
as learning designed
based on each individual student's
needs.
Learning is almost exclusively online, mostly
on a campus in a large study / collaborate space, where face - to - face support is flexible and adaptive,
on an
as -
needed basis in smaller breakout rooms.
Candidates will
learn how to adapt instruction to meet the
needs of individuals
based on their cultural, linguistic, and experiential backgrounds and their specific
needs as learners.
A leading state in the use of school -
based health centers, (see map
on nationwide SBHCs) California has been the focus of recent studies,
as summarized in these facts sheets:
need and impact in serving low - income communities and their impact
on learning.
As you work through each recommendation, remember to reflect, revisit, and refine your plans
based on data gathered, lessons
learned, and changing
needs.
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.
(Of course,
as with computer -
based instruction, to be truly effective tutoring
needs to be connected to the content students are
learning rather than just focused
on free - floating comprehension skills.)
As an organization that doesn't represent any part of the system (school leaders, teachers, or program providers), rather just what's best,
based on research, for kids, we are happy to see that more and more leaders and organizations are finally focusing
on personalized
learning, student - centered
learning, individualized
learning, and youth development approaches that consider the
needs of each individual youth.
Some
need to inform instructional decisions
as learning unfolds in the classroom, while others make programmatic decisions
based on periodic assessment results.
Finally, we will
need to
learn from experts in the business community, who have long been working
on team -
based accountability systems, how to shift the model from the individual
as the sole unit of authority and responsibility to next - generation systems that recognize the importance of professional collaboration, transparent practice, reflective and collective inquiry, and joint accountability.
Differentiation may be
based on specific student
needs such
as their interests, their ability or readiness, and their
learning style.
For HRD trainers, the ability to design mobile
learning software programs
on an
as needed basis and return
on investment is lower costs for personnel training and development and ability to evaluate employee performance.
These practices include the TEACCH structures developed at the University of North Carolina; Project -
Based Learning strategies and tools; a multi-dimensional emphasis
on Character Development; a commitment to Arts Integration
as a support to high rigor and; a state - of - the - art Diagnostic and Evaluation center that uses highly - skilled professionals and practices to identify the programs and services each student
needs to reach his or her optimal academic potential.
(e) The board shall establish the information
needed in an application for the approval of a charter school; provided that the application shall include, but not be limited to, a description of: (i) the mission, purpose, innovation and specialized focus of the proposed charter school; (ii) the innovative methods to be used in the charter school and how they differ from the district or districts from which the charter school is expected to enroll students; (iii) the organization of the school by ages of students or grades to be taught, an estimate of the total enrollment of the school and the district or districts from which the school will enroll students; (iv) the method for admission to the charter school; (v) the educational program, instructional methodology and services to be offered to students, including research
on how the proposed program may improve the academic performance of the subgroups listed in the recruitment and retention plan; (vi) the school's capacity to address the particular
needs of limited English - proficient students, if applicable, to
learn English and
learn content matter, including the employment of staff that meets the criteria established by the department; (vii) how the school shall involve parents
as partners in the education of their children; (viii) the school governance and bylaws; (ix) a proposed arrangement or contract with an organization that shall manage or operate the school, including any proposed or agreed upon payments to such organization; (x) the financial plan for the operation of the school; (xi) the provision of school facilities and pupil transportation; (xii) the number and qualifications of teachers and administrators to be employed; (xiii) procedures for evaluation and professional development for teachers and administrators; (xiv) a statement of equal educational opportunity which shall state that charter schools shall be open to all students,
on a space available
basis, and shall not discriminate
on the
basis of race, color, national origin, creed, sex, gender identity, ethnicity, sexual orientation, mental or physical disability, age, ancestry, athletic performance, special
need, proficiency in the English language or academic achievement; (xv) a student recruitment and retention plan, including deliberate, specific strategies the school will use to ensure the provision of equal educational opportunity
as stated in clause (xiv) and to attract, enroll and retain a student population that, when compared to students in similar grades in schools from which the charter school is expected to enroll students, contains a comparable academic and demographic profile; and (xvi) plans for disseminating successes and innovations of the charter school to other non-charter public schools.
«Scantron offered a one - stop - shop with resources and reporting so teachers could get the resources they
needed as they became familiar with the standards and students could get that just - right instruction
based on their individual
learning progression» Eric Rhodes Coordinator for Assessment & Intervention Frederick County Public Schools, MD
Education gurus Barbara Bray and Kathleen McClaskey define differentiated
learning as «instruction
based on the
learning needs of different groups of learners.»
The Think Pair Share strategy has been around for what seems like forever, but the way we at CT3 train it is
based not only
on best practice from researchers, but
on the foundation that students» voices
need to be heard, their experiences respected, and their background knowledge used
as a strategic foundation from which to build upon the
learning that takes place in the classroom.
The Oakland -
based work has formed a structure that comprises the core design of this prospectus: a fellowship of 28 teachers from 16 schools or organizations working together to build individual maker - centered
learning practices and think through new ideas
as a
learning community; a leadership team made up of educators able to offer personalized professional development according to the
needs of participants; a grants program designed to provide schools and organizations with the tools and materials
needed to reach their goals; thoughtful partnerships with key organizations in the field; and a primary focus
on equity in the work.
When they observe happy children with complex
needs who appear to behave and look well treated, do inspectors whack out generous «outstanding» judgments
as a way of rewarding the school for relieving society of its guilt about what to do with disabled children, rather than
basing the grading
on whether students are being fully extended to
learn?