So there is creativity, diversity and sensitivity to
the needs of the particular students.
A primary role of school systems, states, districts, and charter - management organizations, the pair write, «is to create the conditions in schools through which teachers can become experts at teaching the curriculum they are using and adapting instruction to
the needs of their particular students.»
The Act's two pronged challenge means that the Commonwealth grows the strongest charters to serve where needs are greatest, while urging mainstream educators to embrace the autonomies that will enable them to better meet
the needs of their particular students.
7) Reasonable funding levels based on
the needs of particular student enrollments and other factors outside of district control, but also discretion by local district taxpayers to augment the funding of their schools.
This is the power of planning and designing targeted lessons to meet
the needs of particular students.
I include suggestions for teachers and instructions for students for each «step» of the lesson plan, and I encourage you to modify any aspect of this lesson so that it can suit
the need of your particular students, schedule, and learning goals.
Ideally, you want to find the «sweet spot» where your passions and
the needs of your particular students intersect.
However, it also has the potential to be a rich source of information and a time for deep planning around
the needs of a particular student.
Differentiation is simply attending to the learning
needs of a particular student or small group of students rather than the more typical pattern of teaching the class as though all individuals in it were basically alike.
Not exact matches
In
particular, greater opportunities for
students to partake in sustainability - oriented internships and consulting programs are
needed; more than 50 per cent
of programs failed to provide any.
In
particular, we
need to ask: Is the content and style
of instruction sensitive to the ethnic diversity
of the
students?
In addition, schools should be able to gauge the
particular needs of their
student populations on a case by case basis to determine which dates are ideal for scheduling major academic programs in the first place.
The growth
of militant secularism in Britain and the largely one - sided reporting
of Catholicism in the secular press in recent times have drawn
particular attention to the
need for Catholics to be aware
of the power
of the media in shaping
students» responses to the world.
Medical
students need to learn more about nutrition, and in
particular the role
of breast feeding in infant nutrition.
First and foremost, how to get creative on the spot, modifying lessons to reach each group
of students and their
particular needs for the day.
Waldorf is dedicated to providing its middle school
students with an academic curriculum with rigor and purpose — one that is creatively designed to meet the
particular needs of middle school
students — along with exceptional teachers, regular class travel, a no - cut athletic program, and fine arts and performing arts courses.
Often,
students exhibit a variety
of these traits, so it's essential that you get to know your child's
particular needs.
Fairness must take into consideration the
need and circumstances
of the
particular student population.
Principals
of participating schools get to choose the community - based organization they partner with to address the
particular needs of their
student body, New York City Schools Chancellor Carmen Fariña said.
One
of the challenges that graduate
students face is that their deadlines are so far in the future (6 - 12 months) that they are not sure what they
need to do during a
particular week in order to be on track with their thesis.
The teacher designs a practice that meets the
needs of the
student helping them progress towards a
particular goal.
He pays
particular attention to the
needs of every
student throughout each class and gives an in - depth and clear understanding
of different Asana and their benefits.
I'm going to focus on the development
of students» academic discourse as a high - leverage instructional practice that contributes to deeper learning, one in which our urban
students need particular explicit instruction.
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).
One teacher noted: «The approach is making
students more aware
of what they do and don't know, and enabling them, in some cases, to remedy areas they
need to do more work on by independently working through
particular activities.»
Both for primary and secondary school
students, the resources aim: • To deepen
students» understanding
of the continent
of Africa • To experience African school culture • To be aware
of the work
of Jesuit Missions in Africa The resource contains: • A Scheme
of Work and Lesson plan • A PowerPoint • A PDF with example African playground games NB: This resource has been designed for Jesuit (and Catholic) schools in
particular, however, it is perfectly adaptable to suit the
needs of any school.
It is crucial that such a commission is impartial to the self - interest
of particular networks and district self - interests, and base facilities decisions on school quality,
student need, and efficient usage.
These functions include the ease with which teachers and other adults who are regularly around individual
students can directly observe the soft skills they are expected to support, the clear implications for intervention suggested by low scores on a
particular skill by a
particular student or group
of students, the signals sent to administrators about teachers and groups
of students who may
need additional help, and the usefulness in communicating with parents.
This provides a record
of the specific standards with which a
particular student may
need help.
For example, if
students throughout a school were asked to redesign their classrooms, each classroom would look different as it would be tailored to the
needs of that
particular group
of students.
The answer will also depend on the age
of the
student and the
student's
particular areas
of strength and weakness — adolescents have different
needs than younger
students and
students who already are competent in a requisite category
of soft skills have different
needs than those who are not.
When parents
of students with disabilities were asked «how well do the facilities at the child's school attend to his / her
particular needs?»
Giving
students a platform where they can collaborate outside school, make their teamwork visible and ask each other questions (without
needing to be in the same location) has been found to be
of particular benefit.
Education
needs to be seen as a privilege not a right and one's future and success
needs to be seen as one's own responsibility not just the responsibility
of the system and / or the teacher who is hamstrung by the poor attitudes
of these
particular students who disrupt at worst and waste their time with poor or no application at best - and then blame the system or teacher.
Well - functioning school choice requires a federal role in gathering and disseminating high - quality data on school performance; ensures that civil rights laws are enforced; distributes funds based on enrollment
of high -
need students in
particular schools; and supports a growing supply
of school options through an expanded, equitably funded charter sector and through the unfettered growth
of digital learning via application
of the U.S. Constitution's commerce clause.
The teacher makes appropriate provisions (in terms
of time and circumstances for work, tasks assigned, communication and response modes) for individual
students who have
particular learning differences or
needs.
«
Students are more readily able to separate their personal worth from the quality
of their work, and they're able to separate the
particular aspects
of their work that
need improvement from those that don't,» she explains.
Some
of the acknowledged limitations
of the data used in the Coleman study — the
need to focus on the relationship between teacher variables averaged to the school level and
student achievement, in
particular — have been addressed by more - recent research.
I've classed the resource as suitable for ages 7 - 14, but it really does depend on the age at which your
students begin their FRENCH, and what areas
of learning they might
need to focus on at
particular times during the school year.
There is also evidence that some teachers feel less confident about their ability to meet the
needs of these
students — something that may be a
particular issue for teachers teaching out
of field.
Your design must meet the learning
needs of students in 2050, must accommodate 2,000
students, and must make use
of the natural benefits
of this
particular site, while also preserving at least half
of the existing wetland.»
We stand for quality in terms
of initial teacher education and we believe it's vitally important that
students have access to high - quality teaching courses and that those courses provide them with the
particular expertise they
need to be classroom ready at the end
of that study.
Nevertheless,
students from all walks
of life can benefit from a greater ability to tailor their education to their
particular needs.
The teachers at King are narrowly focused on arming their
students with the skills they
need to meet the
particular challenges
of higher education.
As Lisa Hansel
of the Core Knowledge Foundation notes in the first sentence
of her recent Education Week commentary, «The Common Core
Needs a Common Curriculum,» the CCSS themselves clearly warn against this conflation (here): «[W] hile the standards make references to some
particular forms
of content,... they do not... enumerate all or even most
of the content that
students should learn.
Students enrolled in the HGSE course will study how to recognize opportunities and assess
needs for informal learning interventions; how to conduct, assemble, and synthesize research on media - based teaching and learning in a
particular domain; how to design, test, and revise materials that are responsive to
particular audiences and objectives; how to make diversity a fundamental component
of the design process; and how to gauge the short - and long - term impact
of an intervention.
Of particular interest to me is our school's integration of the Responsive Classroom approach to learning, Social Thinking ® vocabulary and strategies and the Response to Intervention model to meet the social, emotional and behavioral needs of our student
Of particular interest to me is our school's integration
of the Responsive Classroom approach to learning, Social Thinking ® vocabulary and strategies and the Response to Intervention model to meet the social, emotional and behavioral needs of our student
of the Responsive Classroom approach to learning, Social Thinking ® vocabulary and strategies and the Response to Intervention model to meet the social, emotional and behavioral
needs of our student
of our
students.
Education researchers, policy makers and private enterprise agree that, in addition to content knowledge,
students in the 21st Century
need to acquire
particular skills to equip them for a modern world
of work, one
of which is the ability to think - and think well.
However, given as a list, none appear to have any
particular emphasis (i.e., learning theories (# 5) seems as important as parent communication (# 13) and motivation (# 4)-RRB-; they are not tailored to fit the
needs of teachers in any specific context (i.e., urban or rural, turnaround or successful); and they do not consider the developmental stage
of the
student as it relates to each topic.
As UTCs are a practical way
of contributing to our economy, I believe that our
students should have the same access to funding and going forward I will be championing the
need to make all types
of education accessible to all, in
particular how UTCs are an opportunity to level the playing field.