Sentences with phrase «of teaching framework»

Dr. Marzano's Teacher Evaluation Model is based on his acclaimed Art and Science of Teaching framework and the meta - analytic research he has conducted over the past several decades.

Understand how to best utilize The New Art and Science of Teaching framework for the teaching of reading comprehension and other reading skills.

Within the Art and Science of Teaching framework and through the use of the Marzano Resource Library in iObservation, observers are encouraged to both grow their ability to identify when strategies are being used as well as to grow their ability to provide teachers with accurate feedback on their use of the strategies.

Not exact matches

Instead of focusing on today's framework for success, young people should be taught to pounce on and spot trends and think about the next 10 years instead of the past 10.

This teaching guide can be used as the framework of an entire course or to supplement current high school economics courses.

As business school professors, many of whom lack venture experience, studied how VCs made decisions, they observed the apparently central role of the business plan and proceeded to make the plan [not the planning], the central framework for teaching entrepreneurship.

For a Catholic, of course, the overarching framework is the Catholic faith and the revealed truths that it teaches about God, man, and the world.

But then again, I lean towards the Book of Galatians showing a mature church, and one that could ignore the early power frameworks taught within the church.

The great virtue of just war teaching is that it provides the moral framework within which such disagreements can be reasonably engaged.

The teachings of Christ that have been hung upon this framework and that have found in it a serviceable explanatory tool can not in themselves change.

The Church was always only able to proclaim universal moral principles, where the Christian acted as bound by the teaching of the Church, he always had to keep his action within the framework of the principles of natural law and of the Gospel which were taught by the Church.

And not only when we compare it with the setting of the life of Stone Age men, but also when we measure it by the framework within which the Church itself lived in those earlier times which constituted the classical periods of the Church's life and teaching.

The incarnate Lord had to live within a particular time and place, and the time and place of Jesus, with all the past that was focused there, gave the framework for what Jesus was and what he taught.

To discredit completely the Marcan framework would not only leave us in the dark as to the main features of Jesus» ministry — that is an alternative which the honest historian must face — but would also leave inexplicable the fact that one who taught of himself and the Kingdom in such terms as Q, for example, relates, was also crucified as a false Messiah.

I would genuinely like to hear some who teach that financial, social and physical blessings are correlated to faith, therefore if bad things happen to you, you are receiving punishment / must not have faith / havent declared the word / whatever else they teach, fit the persecution of the early Christians into their framework.

Lumen gentium teaches that «Christ... has founded... his Holy Church»; «has made her visible framework... the dispenser of grace and truth»; «she is a society equipped with hierarchical organs and the Mystical Body of Christ, a visible assembly and a spiritual fellowship»; «we must not think of the Church as two substances, but a single, complex reality, the compound of a human and a divine element» (n. 8).

The lack of an agreed apologetic framework through which to think, teach, love and pray the faith, one which truly answers the agnosticism of our times, has opened the door to that same uncertainty and subjectivity in doctrine and discipline inside the Church.

Some principle had to be determined which would make such necessary decisions possible within the framework of Moslem teaching.

Jesus» teaching was not «social,» in our modern sense of sociological utopianism; but it was something vastly profounder, a religious ethic which involved a social as well as a personal application, but within the framework of the beloved society of the Kingdom of God; and in its relations to the pagan world outside it was determined wholly from within that beloved society — as the rest of the New Testament and most of the other early Christian literature takes for granted.

«It seems to me that there is a persuasive case for believing that the doctrine of Humanae Vitae, regardless of the pastoral difficulty it causes, regardless of the philosophical and theological arguments thrown against it, regardless of the historical conditioning of its neo-scholastic framework, has been, and is being taught infallibly, that is, irreversibly and without error, by the Church's ordinary universal magisterium.»

Both the teaching of Jesus and the young church's teaching about him established the framework for our understanding of time, of history, and of human destiny in the purposes of God.

In the latest edition of The Hedgehog Review, Wilfred McClay has an excellent article examining the importance of teaching children moral frameworks, even if they eventually choose to reject them.

Surely if Professor Arkes is right about the «shading and calibration» of Catholic teaching, then stating that my actions are motivated in part by the immediate circumstances should not automatically place me within a proportionalist framework.

The framework of moral teaching shifted away from the medieval preoccupation with the seven deadly sins, which had been understood as wrong because they were antisocial.

This article helps to weave this passage back into a framework that ia not at war with all the other teachings of the Bible.

We begin at this point because we are seeking to move inward from the periphery to the centre — that is, we begin with the attempt to understand the ethical teaching of Jesus as it appears within the framework of the thought of his contemporaries.

Ecclesiastes helped form the framework for the New Testament authors» vision of existence, and, brought to its completion by Jesus» teaching, presents a paradoxical charge to the Christian: «Do not put your hope in this present world, and you will be free to enjoy it more than anyone else.»

-- such characteristic teachings of Jesus, even when their statement happens to be set in an eschatological framework, have another source than apocalypticism, and they are not so demonstrably fashioned by it that, without it, we can be sure they would have been very different.

There was little difficulty in appropriating much of what Niebuhr taught, as well, within a Whiteheadian framework.

The singular nature of this moment may be that it provides the opportunity for a less inhibited engagement of Catholic teaching and democratic theory — less inhibited from the Catholic side because of the historical ascendancy of democracy in the framework of the Anglo - American experience, rather than the French revolutionary framework with its powerful animus against religion in general and Catholicism in particular.

The new project focuses on the broader dissemination of knowledge and is build around an intensive training course for agents of the agriculture knowledge dissemination system (e.g. technical advisors, farm managers, government representatives etc.) Materials and teaching methodology will be developed and passed on to the trainees as part of the course and a first round of replication will be carried out and technically supported in the framework of the project.

With intense lemon flavours and taught mineral acidity, Tumbarumba brings to the blend the structural framework upon which the rest of the wine is crafted.

Working with the therapeutic educational indications of Rudolf Steiner that were developed into a framework by Audrey E. McAllen that is referred to as The Extra Lesson, Rachel teaches a collection of remedial drawing, painting, and movement exercises that address and may help with remediation for difficulties experienced by students struggling to learn writing, reading, and arithmetic.

The UK's Social and Emotional Aspects of Learning (Seal) framework, introduced in state primary and secondary schools in 2007, is the closest we have come to structured attempts to teach character.

The HSN School Grant encourages approaches to inquiry such as the Healthy Schools Process as seen in the Healthy Schools BC Resource Guide for Teaching and Learning and the Healthy Schools BC Learning Framework, which is a framework of inquiry and action to support improvements in health and learning in school communities across British Columbia, as well as the Spiral of Inquiry, developed by the Networks of Inquiry and Innovation (NOII).

A field guide has been created to compliment the Standards of Care and Teaching for Ohio's Infants and Toddlers in order to provide a framework to help examine issues that a provider may find challenging and to explore possible solutions through reflective questioning and practice.

However, officials note that «the current inspection framework is antithetical to the Steiner ethos / pedagogical approach» in terms of «Literacy in Early Years Foundation Stage (EYFS) and Key Stage 1 (KS1)», where Ofsted required «more formal learning»; «KS2 tests», as «Last year, the Academy pupils did not sit the tests (the Academy provided the exam papers and rooms for pupils to sit the exams but parents chose not to allow their pupils to sit the tests)»; and «Teaching and learning», where it is noted that the schools consider that «any process which judges learning as the immediate outcome from teaching in a lesson is inapprTeaching and learning», where it is noted that the schools consider that «any process which judges learning as the immediate outcome from teaching in a lesson is inapprteaching in a lesson is inappropriate.

She has served on many executive committees including the American Association of School Administrators, the New York State Council for School Superintendents, the Association of Small City School Districts, and the New Standards Project, a national initiative that launched the transformation to standards - based instruction, a concept that remains the framework for teaching and learning across the nation.

Commenting on the statement on licensing teachers by Tristram Hunt, Shadow Education Secretary, Chris Keates General Secretary of the NASUWT, the largest teachers» union, said: «When this proposal was made by the last Government in 2010, it was in the context of a national framework of pay and conditions of service which recognised and rewarded teachers as highly skilled professionals and which provided them with rights and entitlements to working conditions which supported them in focusing on teaching and learning.

Commenting on the launch of a consultation by the Secretary of State for Education on professional development for teachers and calling for expressions of interest in a College of Teaching, Chris Keates, General Secretary of the NASUWT, the largest teachers» union in the UK, said: «This Government can establish whatever framework it likes for professional development but unless teachers are given a contractual entitlement to access such development, the current system of inequality and ad hoc arrangements will continue, with access being on the basis of grace and favour and the whims and preferences of individual employers.

Conference calls upon the National Executive to: (a) consider issuing a specific action instruction on interventions and teaching outside the school day; (b) strengthen the Action Short of Strike Action guidance to members, reminding them of their rights regarding working time and (c) continue to campaign for inspection bodies in the UK to include the inspection of work / life balance and workload in their frameworks.

«That this has been achieved despite the confusion created by the chaotic introduction of the new assessment framework, which barely a year after introduction is already under review by Government, is of great credit to the resilience of the teaching profession.

Recent years have seen a large rise in the number of humanists who are on SACREs, as documents such as the 2013 national framework, programmes of study and RE guidance have referred to teaching about non-religious beliefs such as Humanism.

This followed the publication of a new curriculum framework for RE last year, endorsed by the Secretary of State for Education, which included non-religious worldviews on an equal footing to each of the principal religions, as well as the issuing of Departmental advice recommending that schools meet the new requirement to promote British values by teaching about «beliefs such as... humanism» as well as religions.

The latest RE curriculum framework for teaching prior to GCSE level was produced last year and recommends the study of non-religious worldviews like Humanism alongside religions — a simple codification of the developing place of non-religious beliefs in RE which has evolved over many decades.

For years now we have been making gradual progress towards the acceptance of the teaching of non-religious worldviews in RE, with the 2004 national framework including Humanism in national guidance for the first time.

The framework builds on 2 decades of research on how children learn, including the need for students to understand the context of what they are being taught rather than simply absorbing factual information.

Teaching children skills such as how to cope with bullying at school, poor performance or problems with their parents, for example, in the framework of general cognitive preventative treatment and resilience training in school, may help children to better deal with emotional turmoil and challenging situations during adolescence.

(1) Hungary shall ensure the freedom of scientific research and artistic creation, the freedom of learning for the acquisition of the highest possible level of knowledge, and the freedom of teaching within the framework determined by law.

This part of the course will provide a detailed framework for conceptualizing why and implementing how to incorporate trauma - sensitive yoga into teaching practices