Sentences with phrase «learning needs of participants»

Not exact matches

However, when participants took the role of contractors who had no need to learn about the supervisor because he had no control over their work outcomes this effect disappeared.

(4) Participants can discover and practice styles of communication that reduce polarization and increase understanding — owning and expressing one's own needs rather than trying to convert the other, listening with understanding, etc. (5) If the group learns these bridge - building skills, it can break out of the win - lose struggle and achieve a degree of difference - respecting, collaborative intergroup relationships.

The author writes: «Parents and caregivers are not passive guardians of children in the earliest years; we're active participants in building their learning foundations and we need support, not blame, in this extraordinarily important role.

Using Project 2061's Atlas of Science Literacy and other tools, workshop participants get a better understanding of the science ideas students need to learn and develop new strategies for sequencing lessons to build on what students already know and for helping students see how concepts fit together and can be applied to various scenarios.

Participants will examine their personal strengths, fears and cultural histories in relation to their role as a teacher, understand the needs of students and schools, learn classroom management techniques, write lesson plans and practice teaching Bent On Learning's yoga curriculum for primary, middle and high school students.

BASIC SYLLABUS SESSION 1 Yin Yoga Teacher Certification Learning the foundation of Yin yoga principles and postures Alchemy fundamentals Group discussion on practice Birthing and yielding cycles Basics of teaching philosophy Student practice teaching Primary Yin yoga postures SESSION 2 Yin Yoga Teacher Certification Review Teaching techniques Flow and transition movement Reading assignment discussion Adapting teaching philosophy for specific audiences and student needs Taoist philosophy Power yoga Student practice teaching Yin yoga posture variations SESSION 3 Yin Yoga Teacher Certification ADVANCED TRAINING - open only to students who have completed session 1 or 2 How to become attuned with your own flow How to create flow sequences of postures for students Practice teaching with specific evaluation and guidance Yin yoga postures - Participants must demonstrate proficiency in content from sessions 1 and 2 Advanced alchemy using birthing and yielding cycles with accompanying postures Medical chi kung, standing forms of exercises (Aura Palm) Alchemical meditations for cultivating elemental energetic properties Relationship of the organs, emotions, and the five elements

While eLearning professionals can create an eLearning ecosystem that offers learners all of the tools and resources they need, as well as a setting that is conducive to learning, if the learner is not a willing participant the ecosystem will fall apart.

Participants in the study also noted that certification and learning paths were of particular concern and needed improvement.

Participants will explore current research on student achievement and the persistent correlation with socioeconomic status and consider three areas of focus that could produce the type of overhaul our children need: personalized learning, health and social services, and out - of - school opportunities.

Participants learn through: - Participating in a fun pub - style quiz to eradicate common spelling, punctuation, and grammar misconceptions and errors; - Considering the role of parents, their needs and interests, and what they expect from their child's school, as a means to understand why schools sometimes receive difficult communications; - Reading and analysing examples of poor written correspondence, considering how both the tone and the accuracy can be improved; - Exploring different language strategies to create a personal, polite tone within emails, by considering the connotations of different words; - Taking away help sheets that can be referred to whenever written communications are being drafted.

The implication of this is that participants come to a course from different backgrounds and with different kinds of motivations, so it might actually be fine to have not only completing learners but also other types of learners that can be characterized as just «auditors» or «non-completing» ones whose needs should also be addressed through adaptive course features to make the learning experience more flexible for them.

After identifying the needs of individual learners, preparation programs are advised to differentiate learning experiences, for example, by providing a menu of offerings that give participants some choice in their training.

Participants will learn how to address the social and emotional needs of students while improving the learning outcomes through dynamic, student - centered pedagogy and personalization.

Participants will understand the unique needs and challenges to literacy education in urban - situated schools and incorporate literacy strategies to meet the learning needs of urban students.

This webinar provided participants an opportunity to identify the opportunities of SRCLP program to increase language and literacy skills of young children and improve practice of educators; share evidence - based research to improve reading comprehension of children preschool to third grade; and discuss considerations for state leaders in designing policy and professional learning to increase effectiveness of early language and literacy instruction, particularly for dual language learners, and children with special needs.

In many instances, online teacher educators need to consider whether the inclusion of collaborative work can provide a positive learning experience and if it can be conducted in a manner that subsequently impacts the teacher participants» own beliefs about pedagogy (Pajares, 1992).

«cents Some participants let their diffidence and lack of skill in the art form to negatively impact their learning even though the teaching artists and the facilitators attempted to dispel the perception that any skills were needed to participate and learn.

In this webcast, participants will learn how one Georgia high school is leveraging community partnerships, as well as state and federal resources, to holistically meet the academic, social / emotional, and family needs of... Read more»

I talked with more than 500 students who had just taken the pilot items — and with teachers who'd just administered them.1 Responding to a set of prepared questions, participants in grades 3, 6, 7, and 11 shared their take on the technology skills students will need to successfully demonstrate learning in this new format.

Inside, the reader will find participants» thoughts on how education reformers might address challenges in four distinct areas: 1) allocation and alignment of resources to support standards - based reform and higher expectations for all students, 2) generating resources for the interventions and specialized programs necessary to support the learning of students with special needs, 3) allocating resources to support learning in alternative education settings, and 4) developing funding strategies for dual enrollment programs.

In this seminar, participants will receive three days of intensive training (two days of intensive learning plus one follow - up day) on LLI Intermediate Systems and will learn specific strategies to address the needs of struggling older readers.

The California Performance Assessment Collaborative (CPAC) is launching an official state pilot where participants have opportunities to learn from one another and deepen practice; find common ground despite discrete approaches to performance assessment; engage in research and documentation of various practices; and ultimately, inform state policymakers about the supports and conditions needed to broadly implement high - quality graduation performance assessments that can serve as a viable alternative to traditional measures of college, career, and civic readiness.

In today's challenging afterschool environment, how can staff create a culture of caring that includes adaptive learning practices that will meet the educational needs of participants?

For example, one city in the cohort doubled the number of summer learning slots available to children in 2017, and did so using the following data - based strategies: analyzing student data to identify the need for summer programming, requiring providers to agree to track certain data about participants, and implementing pre - and post-tests to determine how effective these programs were in reducing summer learning loss.

While different educators mean slightly different things when they refer to personalized learning, most seek to leverage technology to manage the learning needs of all students and to engage students as active participants in setting goals, identifying learning pathways, tracking progress, and determining how learning will be demonstrated.

Establishing partnerships between jurisdictions and schools and principal preparation program providers helps to align participants» learning with the actual needs of the jurisdiction and context.

Learning sessions are differentiated to meet the needs of participants, whether they are new to Achieve3000 or veteran users; ESL or general education teachers; elementary, middle or high school teachers; or ELA, science or social studies teachers.

Participants were trained to design interdisciplinary, concept - based curriculum units consistent with state standards, infused with Building Thinking Skills and Gifted Intelligent Behaviors, and to change their dispositions and classroom environments to meet the learning styles and needs of all students.

Participants in the site visit noted that, because of personalized learning, the students knew where they were in their learning and where they needed to improve.

In this webinar, participants will learn about Goal Attainment Scaling, a simple and research - based method for teams to measure and track the performance of students who need learning or behavioral support.

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.

Together, participants will determine how to implement the strategies they learned in their classrooms to meet the specific needs of their students.

Following each training session, supports are provided to districts so that, at the end of the training, participants will know how to: • Determine a school's greatest area of need (GAN) • Write a SMART school - improvement goal • Use SMART targets for progress monitoring • Use a variety of templates and graphic organizers to foster collaboration in their districts and schools • Lead the SMART School Improvement Process • Support schools in the development of action plans for carrying out school - wide improvement strategies • Coach teams and individuals in the use of SMART tools, templates and methods • Facilitate job - embedded professional learning The cost of the year - long training is $ 3,200 per participant and includes materials, training and coaching.

Each learning experience will align to SRI's guiding principles, with session offerings designed to meet the varied needs of participants fairly new to SRI work as well as those with longevity.

Lesson Study participants are then encouraged to identify a learning need within their own classes to investigate through a cycle of collaborative research, observation and evaluation.

Access the interactive version of the Community educator guide - a flexible learning tool to meet different participant needs.

Participants learn the responsibilities of caring for a pet and understand the needs and qualities of our animal friends.

Participants will learn about the needs of dogs and cats and responsible animal guardianship.

While completing their volunteer tasks, participants will learn about responsible pet care, the medical needs of animals, dog and cat behavior, training techniques, animal advocacy and more.

«At a time when we desperately need a vision for a sustainable future, Choices for Sustainable Living helps participants learn to collectively envision sustainability and work together toward constructing that world,» says NWEI's Director of Learning, Lacy Cagle.

The detailed price information needs to be transparent to communicate the cost of electricity in specific circumstances as well as the relative value of different forms of electricity generation so that all participants, even from neighbouring markets, learn where and when to operate and invest.

The LETR report recommended the adoption of «Models of [continuing professional development] CPD that require participants to plan, implement, evaluate and reflect annually on their training needs and their learning... This approach may, but need not, prescribe minimum hours.

• Collaborate with teacher in preparing materials for English instruction • Spoke with students, parents, and support professionals • Translated for English, Spanish, and Portuguese speakers • Assist in maintaining safe, appropriate classroom learning environment • Participate in out - of - classroom activities as needed • Complete attendance records for over 100 participants

• Recognize a potentially explosive situation between two family members and intervene before the problem could get out of hand • Hold 15 training workshops to assist participants in learning life skills to assist them in leading a meaningful life • Assess practical and emotional needs of clients by listening to their concerns and problems • Assist with domestic tasks such as cooking, cleaning and washing • Provide assistance to clients in handling budgeting duties and determining how to spend their money • Advise clients of practical issues by providing dedicated counseling services • Provide deep therapy services to assist clients in handling drug or alcohol problems

• Active participant in academic advancement initiatives that evaluate, define and launch new teaching tools and methodologies that meet the needs of the student in a challenging and ever - evolving learning environment.

Through case studies, review of legal decisions, and viewing websites, participants will learn how social networking sites work, what information is available, the potential legal landmines and practical risks involved, and how to get the information they need while minimizing discrimination or invasion of privacy complaints.

Program Manager — Duties & Responsibilities Maintain a strong technical knowledge of and passion for program mission, industry trends, and developments in field of independent living skills training Coordinate all logistical and organizational aspects of community, industry, and program - specific events, including schedules, donor functions, and other activities to support program goals Interact with program participants, staff members, and donors in a professional manner to improve the user experience and promote the development of quality giving and support relationships Act as a liaison between staff members, other members management, donors, and other interested parties to drive program growth and ensure long - term sustainability Perform needs - based issue and situational assessments to improve operational efficiency, cost reductions, and ensure participant satisfaction throughout the challenging learning process Present relevant information and instruction to program participants, providing thorough and effective explanation and demonstration to individuals of differing learning capacities Hire, supervise, and manage staff in a professional manner that drives efficiency, promotes safety, and utilizes each individual's strengths to the highest capacity to fulfill program mission Present relevant information and updates to program heads and stakeholders, including performance and giving reports Support leadership team to facilitate in efficient business and organizational operations, performing important administrative tasks and analytical assignments while addressing key issues

ABC Conference participants can expect to learn about the broad landscape of services and programs that are available to support children with special needs from birth through childhood, and develop skills to make effective referrals and partner with other agencies and systems.

The intent of this learning process is to guide participants through a practical process of assessing current program strengths and weaknesses and planning for adapting products, services and activities to best meet the needs of your target group.

TOT participants receive the complete Learning Party curriculum kit, Core of Knowledge Clock Hours, and all the information needed to implement the Learning Parties on their own for the families in their communities.