Sentences with phrase «learner outcomes as»

It is important that teachers see learner outcomes as central to their work in the classroom; that they capture the heart of what students need to learn.

Not exact matches

For the OMA to have the desired outcome teachers and deaf learners have to receive training in how to use Moodle, and software plugins such as GeoGebra, WIRIS, says Damon.

The strategies must focus on and be measured against student outcomes and encourage «self - regulation» among teachers who need to embrace the experience as independent learners and sustain the techniques.

The first phase also serves to reduce the running costs to maximise resources available to target improvements to learner outcomes, as well as promote sustainability through reduced recurrent costs, energy consumption and carbon emissions.

In Making school meaningful for Indigenous learners Ailsa MacFie uses a body of research, plus her own experiences as a teacher in a high Aboriginal population boarding school in the Northern Territory, to provide practical tools for teachers wanting to improve educational outcomes for Indigenous students.

As Director of Learning Solutions, Ben lends Lambda Solutions clients his in - depth knowledge of eLearning services and course creation strategies for learning that engages learners while simultaneously reaching business outcomes.

As Director of Learning Solutions, Ben provides Lambda Solutions clients his in - depth knowledge of eLearning services and course creation strategies for learning that engages learners while simultaneously reaching business outcomes.

As organizers of this inaugural event, we saw how eager our audience was for this kind of cross-sector gathering, and we hope this will mark the start of a continuing tradition: a community - wide network of stakeholders working collaboratively in a movement toward better outcomes for English - learner students.

A possibly bright outcome of MOOC - ifying every last course on this planet could be actuating the human race to evolve as autodidacts or self - learners.

By proactively addressing PBL pitfalls before they arise, teachers and administrators can launch powerful experiences that lead to strong student outcomes and that grow students as lifelong learners.

As a result, you won't be able to achieve the desired outcomes or meet online learners» needs.

As eLearning professionals, our goal is to engage and inspire learners, in order to result in enhanced learning outcomes.

As we consider redefining the L&D organization to meet the needs of the modern learner, we should be thinking holistically about the experiences we're designing and the outcomes we're after.

The recurring theme among these trends is that none should be discredited or discounted, as long as they are selected because they are the right approach to achieve the desired outcome for your learners.

What's unique about the research is that instead of looking at teaching as simply a tool — a teacher teaches and there is an outcome for the learner — Rodriguez and Fitzpatrick show that teaching is an interaction.

Therefore, in order to ensure successful outcome, the programme's goals and objectives have also been aligned with the learner's goals and objectives.Given that there are three campuses at our Institution, Collaborate is beginning to be utilised for meetings and quality assurance across campuses, as well as assisting to deliver Staff Development Workshops online, resulting in reduced costs and lowered carbon footprint.

And for learning, motivation can determine both the interest as well as the outcome for the learner.

Online learners will automatically tie the outcome to a specific emotion, such as disappointment or excitement, which enables them to absorb and retain the information more effectively.

As I have highlighted, it is aligned to a specific learning outcome and should trigger the learner to act.

Studies comparing learning outcomes for students taught via project - based learning versus traditional instruction show that when implemented well, PBL increases long - term retention of content, helps students perform as well as or better than traditional learners in high - stakes tests, improves problem - solving and collaboration skills, and improves students» attitudes towards learning (Strobel & van Barneveld, 2009; Walker & Leary, 2009).

Learners need context for how outcomes connect content to their lives — but that's not always viewed as possible, or necessarily the best idea.

Imagination and creativity should be encouraged in education, as they not only engage the learner but, according to the National Foundation for Educational Research (NFER), also produce far greater learning outcomes; the school library is one of the greatest resources for promoting this.

Students aren't the only ones at Birmingham Covington improving their collaboration skills — teachers also identify as a «community of learners» who use planned, peer - to - peer feedback to help each other raise student outcomes throughout the school.

Each year, there's a new technology or strategy that's presented to the industry as the answer to training efficiency, performance outcomes, and learner engagement.

At Birmingham Covington School, a 3 — 8 public magnet school in Bloomfield Hills, Michigan, teachers identify as a community of learners who use planned, peer - to - peer feedback to help raise student outcomes throughout the school.

ACER has identified the improvement of outcomes for Aboriginal and Torres Strait Islander learners as an organisational priority.

It turns out that whoever designed the courses was probably aware of how technology will or will not affect learner outcomes, and employed the appropriate tools as needed to ensure student success.

This policy report, co-released by the National Institute for Early Education Research (NIEER) and the Center on Enhancing Early Learning Outcomes (CEELO), discusses trends in enrollment, funding, and quality standards, as well as English Language Learner and Special Education students, in state - funded pre-K between 2001 - 2002 and 2011 - 2012.

In schools nominated as implementing positive innovations in response to the MSPAP, teachers and administrators reported changes in instructional tasks, methods, materials, and learning environments which reflected the nature of the MSPAP and learner outcomes in literacy.

This means, when things such as poverty, race, and English language learners are taken into account and properly controlled for, we are finding that student outcomes on test scores are simply better in the private and charter sector as opposed to traditional public schools.

Dr Mary Bousted, general secretary of the Association of Teachers and Lecturers (ATL), said: «Teachers and lecturers work extremely hard to deliver good quality outcomes for their learners and they are doing so in very challenging circumstances, as this Ofsted report implies.

Learning Outcomes As a result of participating in this educational activity, learners will be able to

School library impact studies show that school libraries have a positive effect on student outcomes, as they teach 21st - century skills, promote active engagement and critical thinking, and develop independent learners.

Through our eight research alliances and other activities, we are tackling such issues as dropout prevention, more equitable outcomes for English language learners, college readiness and persistence, discipline disparities, and school improvement strategies.

Our Catholic schools are in the process of implementing multisensory learning into the curriculum, as research supports the positive outcomes of this method in meeting the needs of a wide range of learners.

Teams of teachers that are enthusiastic about learning and see themselves as responsible for the outcomes of every learner in the school, not just the ones they teach

Universal design for learning (UDL; CAST, 2009), an educational framework in which teachers provide students with multiple methods for learning new content and demonstrating learning outcomes, recognizes digital storytelling as an authentic, digital - age pedagogical approach for diverse learners (Rose, Meyer, & Hitchcock, 2005).

She writes: «It is the professional reflection, planning, and commitment that allows you to support students» learning outcomes productively in your classroom and to promote positive professional relationships that have the potential to engage and motivate even the most reluctant learners and begin your career as a teacher of quality.»

Adaptive Learning is a mechanism to understand the learner needs, learner behavior, learning outcome and delivering the content that is as per the need of the individual learner.

As a result, New York is taking serious steps to include English language learner students in its efforts to improve achievement outcomes.

Students sometimes find the focus on learner outcomes hard as so often school has become an isolated, individual game of memorization to answer questions and gain a good grade.

You can deliver offline as well as online learning elements, performance support and just - in - time information on your learners» mobile devices and achieve greater learning outcomes.

In many cases, setting the bar higher is linked to improved student outcomes for reclassified English learners, such as higher test scores.

Are there comparably high social outcomes for all learners, such as responsible citizenship development, problem solving, decision - making skills and life skills development?

The first goal is defined as follows: As data on academic achievement and other student outcomes are disaggregated and analyzed, one sees high comparable performance for all identifiable groups of learners, and achievement and performance gaps are virtually non-existenas follows: As data on academic achievement and other student outcomes are disaggregated and analyzed, one sees high comparable performance for all identifiable groups of learners, and achievement and performance gaps are virtually non-existenAs data on academic achievement and other student outcomes are disaggregated and analyzed, one sees high comparable performance for all identifiable groups of learners, and achievement and performance gaps are virtually non-existent.

From the creation and development of a highly motivated, organised and driven extended leadership team, the introduction of systems and structures such as Achievement Teams and the remodelling of the leadership structure to place much more emphasis on learning and teaching, this has resulted in much improved teaching and learning outcomes for learners and focussed and effective CPD for teaching staff.»

As data on academic achievement and other student outcomes are disaggregated and analyzed, one sees high comparable performance for all identifiable groups of learners, and achievement and performance gaps are virtually non-existent.

In this framework, accountability is defined as: the assurance that all education stakeholders accept responsibility and hold themselves and each other responsible for every learner having full access to quality education, qualified teachers, challenging curriculum, full opportunity to learn, and appropriate, sufficient support for learning so they can achieve at excellent levels in academic and other student outcomes.

Many educators and scholars documented these perverse outcomes over the last decade and, as a result, the new Every Student Succeeds Act (ESSA), which replaced NCLB, allows states to count English learners in the English learner group for up to 4 years after they are reclassified, so that the overall progress of English learners in schools and districts is more visible in the accountability system.

[22] Despite evidence that developmental bilingual education is correlated with the strongest outcomes for academic achievement in English for English language learners, schools continue to operate as if such students will learn English faster through immersion in an English - only school experience.