Sentences with phrase «of gifted instruction»

Not exact matches

I like this definition of humility: It's an ability to recognize your talents and gifts accurately and then willingly stoop to a lower level and become curious, open, and willing to accept instruction without clinging to your pride.

All contributions become the property of the Account Owner regardless of who makes the contribution and the gift will be invested according to the Account Owner's instructions.

I certainly did not get the idea from those verses of anything like total depravity or that fallen man had to experience any kind of supernatural transformation of the will / heart in order to be able to accept God's convicting / convincing / persuading / call / drawing, instructions, teachings, commands, promises and gifts.

If one lets the no - inherent - free - will interpretation of the less than 0.5 % of the Scriptures set the precedence on what the word of God says about man's free will, then a person is forced to do some absurd reasoning / interpretation of the majority of scriptures that imply that man has the inherent ability to accept / believe or reject God's call / drawing, commands, instructions, promises and gifts.

Therefore when I encounter the very few verses of Scripture text (approximately less than 0.5 % of the Scriptures) that on the surface possibly could be interpreted to contradict that majority precedence (man's inherent ability to accept / believe or reject God's call / drawing, commands, instructions, promises and gifts), I interpret them in light of this majority precedence (which can be easily done).

Because God is communicating to mankind through the Scriptures in the Bible in a style that reeks with an obvious understood implication that the hearer / reader, mankind, has the inherent ability to accept / believe or reject His call / drawing, commands, instructions, promises and gifts (some folk briefly refer to it as man's free will), I let the concept of mankind having this inherent ability be the precedence.

Calvinists try to say that this verse supports their concept of total depravity (that fallen mankind does not have the inherent free will capacity to accept or reject God's call / drawing, commands, instructions, promises and gifts) because they interpret the words «the natural man» to be all of fallen mankind.

Based on the precedent implication of the Bible (that fallen mankind has the inherent free will capacity to accept or reject God's call / drawing, commands, instructions, promises and gifts), and on 1 Cor.

The Calvinists on the other hand have their particular bias, precedence, of man having no inherent - free - will capacity to accept or reject God's call / drawing, commands, instructions, teachings, promises and gifts that they interpret John 6:25 - 71 with — which interpretation is consistent with their precedence and consistent with their ideas of unconditional election and irresistible grace.

The Arminians have their particular bias, precedence, that initially fallen man did not have inherent - free - will capacity to accept or reject God's call / drawing, commands, instructions, teachings, promises and gifts that they interpret John 6:25 - 71 with — which interpretation is consistent with their precedence and consistent with their idea of universal prevenient grace that gave all of fallen mankind a free will capacity (at some time after the fall) to accept or reject God's call / drawing, commands, instructions, teachings, promises and gifts.

Because God is communicating to mankind through the Scriptures in the Bible in a style that reeks with an obvious understood implication that the hearer / reader, mankind, has the inherent ability to accept / believe or reject His call / drawing, commands, instructions, promises and gifts (some folk briefly refer to it as man's inherent - free - will capacity), I let the concept of mankind having this inherent ability be the precedence; and I interpret difficult passages that can possibly be interpreted to appear contradictory to that precedence (of mankind having inherent - free - will) in light of mankind having inherent - free - will capacity.

In the third paragraph I, upfront, indicated my bias as to what I believe is the Biblical precedence which is that fallen mankind has the inherent - free - will capacity to accept or reject God's call / drawing, commands, instructions, teachings, promises and gifts which biased my interpretation of John 6:25 - 71 — and my interpretation indicates that section of Scripture can be understood (interpreted) to be consistent with the precedence I mentioned.

Although gifted, Apollos realized his shortcomings and was willing to accept the instruction of Priscilla and Aquila.

Calvinists, however, interpret Romans 3:11 (THERE IS NONE WHO UNDERSTANDS, THERE IS NONE WHO SEEKS FOR GOD;) in a wooden literal why in an effort to help prove their concept of total depravity (that fallen mankind does not have the inherent free will capacity to accept or reject God's call / drawing, commands, instructions, promises and gifts).

In Atjeh it is also known exactly where the midpoint in the Qur» an is because when during instruction in Qur» an recital a child has progressed to the midpoint it is adat that the parents send a dish of yellow rice with certain side - dishes as a gift to the teacher.

With 2.2 billion children in the world receiving at least 1 gift per Christmas, one can imagine how many packages and labels accompany the gifts and what kinds of claims, ingredients and instructions must be present.

Scooped into 1 oz containers, we included the ingredients and instructions (not to be used near eyes, mouth, etc) and gifted them to nieces and nephews old enough for a little fairy magic of their own.

In addition, even if a highly gifted child is socially, emotionally, and academically ready to start school early, the pace and depth of instruction still may be too slow and shallow.

From the bestselling author of such popular gift books as «Life's Little Instruction Book, A Father's Book of Wisdom», and «A Hero in Every Heart» comes a new small - format book of wisdom featuring a collection of heartwarming thoughts all about dads.

Follow the instructions below to enter to win a Holiday gift set of BabyLegs for your little one.

As with all of our Brown Bag pans, the British Isles Shortbread Pan comes gift - boxed and with an instruction and recipe booklet.

Designed by experts, this gift box contains a CD of Baby Spa Music by world renown composer Fridrik Karlsson and a booklet with instructions for getting the most from baby's first spa experience, including baby massage tips!

The cells were transfected with equal amount of Actin Gal4 plasmid (a gift from Dr. Catarina Brás - Pereira, Instituto Gulbenkian de Ciência) and either UAS gbp1, UAS gbp2 or UAS egfp plasmid using FuGENE HD Transfection Reagent (Promega) according to the manufacturers instructions.

When I gift face masks, I usually just mix the dry ingredients in a jar and add a tag with the ingredients & instructions that say to mix about a teaspoon of the mask mix with either water, raw honey (it they're not vegan), or ACV depending on their skin needs (honey is nourishing and ACV is more deep - cleaning while water is good for any skin type).

• Attend a Yoga Alliance Registered School with internationally recognized teaching professionals • Learn simple strategies to discover your true gift • Experience a combination of Western Science with Eastern Wisdom for the Modern Yogi • Transform a vision into a mission • Have fun and be connected with wonderful people • Learn to teach asanas (postures) with ultimate balance between the physical and the spiritual • Learn to teach modified versions of asanas (postures) with the help of props • Discover relevant and in depth mechanics of human anatomical systems supported by a dynamic multi-media presentation, worksheets and practical demonstrations • Learn a unique flow style of yoga, suitable for all levels; not just the physically fit and advanced • Master completely safe, injury preventative teaching instructions • Learn extremely precise and detailed teaching linguistics • Learn how to create simple yet complex yoga flows to guide those with different needs and abilities • Get ample opportunity for practicing teaching skills in front of live students and apply the skills learned in our teacher training in your practica with the help of an experienced, professional mentor.

Simply follow the instructions below for your chance to win 1 of 3 Wendy's gift cards!

One of the greatest Christmas gifts I received this year was a Visa gift card from my mom, with a note that read, «Please buy something that you've had your eye on...» To me, the instructions were clear — I was to buy something extravagant.

(1) all certificates, warranties, care instructions, product labeling, dust bags and boxes (in the case of shoes) are intact and returned together with the Gift;

Online learning — which allows students to move through courses at their own pace, access a vast array of courses, and receive individualized instruction — is becoming an increasingly popular choice for gifted students, especially as gifted and talented programs are being fiscally squeezed.

Their urban school systems don't offer (or greatly restrict) gifted - and - talented programs; they mandate «heterogeneous» groupings of students and tell teachers to do their best meeting a panoply of diverse needs using «differentiated instruction.»

This is also where your teacher of gifted at your school can provide his or her expertise and help tailor a menu of activities that support your instruction.

In effect, around 1 percent of the primary school population receives gifted instruction.

Valuation Your gift of securities will be valued for credit at the mean between the high and the low market price on the date of postmark or personal delivery of the securities, or on the date of written instructions to your broker or banker.

Prominent voices in education policy, including Jeannie Oakes of UCLA and Linda Darling - Hammond of Stanford, reject on principle the practice of separating gifted students from their peers for instruction.

The attractive feature of such a tailored learning approach is that it can help all learners to comfortably advance in consonance with their own pace, style and method of learning instead of struggling to fit the «gifted» as well as «slow» learners under the same blanket of instructions and assessments.

This study found no differences in content acquisition (as measured by a standardized test) of 167 gifted 10th graders in American Studies classes who received either a problem - based learning approach or traditional instruction.

The effects of achievement - gap mania have been particularly severe in the area of advanced instruction and gifted education.

She has served as the Chief Academic Officer for the District of Columbia Public Schools as well as the Deputy Chief for the Office of Teaching and Learning, providing leadership for PK - 12 education by managing the offices of Curriculum and Instruction, Professional Development, Early Childhood Education, College and Career Readiness, Youth Engagement, Bilingual Education, Out of School Time, School Counseling, Educational Technology, Gifted and Talented, and Library Media Services.

MARCIA B. IMBEAU is an associate professor in the Department of Curriculum and Instruction at the University of Arkansas at Fayetteville, where she teaches graduate courses in childhood education and gifted education.

Lawrence - Brown (2004) confirms that differentiated instruction can enable students with a wide range of abilities — from gifted students to those with mild or even severe disabilities — to receive an appropriate education in inclusive classrooms.

Our new 6 +1 Trait Writing institute addresses one of the greatest challenges teachers face today: how to scaffold instruction for diverse learners — including English language learners, students with special needs and gifted and talented students — so that all students in your classroom become stronger, more confident writers.

The course is designed to facilitate the identification, curriculum modification, and instruction of exceptional children and includes the history, philosophy, and psychology of teaching disabled children as well as gifted children.

Myriad studies show the efficacy of differentiated instruction in helping struggling readers, students with special needs, and gifted students.

As with all students, the programming of instruction for gifted students should match the identified needs of students and may take many forms.

Gifted student — A student who is exceptional under section 1371 of the School Code (24 P. S. § 13 - 1371) because the student meets the definition of «mentally gifted» in this section, and needs specially designed instruction beyond that required in Chapter 4 (relating to academic standards and assessGifted student — A student who is exceptional under section 1371 of the School Code (24 P. S. § 13 - 1371) because the student meets the definition of «mentally gifted» in this section, and needs specially designed instruction beyond that required in Chapter 4 (relating to academic standards and assessgifted» in this section, and needs specially designed instruction beyond that required in Chapter 4 (relating to academic standards and assessment).

The report shall make recommendations as to whether the student is gifted and in need of specially designed instruction, shall indicate the bases for those recommendations, and shall indicate the names and positions of the members of the GMDT.

Many middle schools» creative approaches to programing and instruction (through interdisciplinary team teaching, interest - based activities, thematic schoolwide events, creative problem solving, and hands - on experience) and responsiveness to young adolescents» developmental needs embody the best features of effective gifted programs.

Comparison of the fields of gifted education and middle school education indicates some major differences in such areas as organizing for instruction, how students learn, mainstreaming, delivery of instruction, affective needs, and the concept of giftedness.

(James J. Barta and Michael G. Allen); «Ideas and Programs To Assist in the Untracking of American Schools» (Howard D. Hill); «Providing Equity for All: Meeting the Needs of High - Ability Students» (Sally M. Reis); «Promoting Gifted Behavior in an Untracked Middle School Setting» (Thomas O. Erb et al.); «Untracking Your Middle School: Nine Tentative Steps toward Long - Term Success» (Paul S. George); «In the Meantime: Using a Dialectical Approach To Raise Levels of Intellectual Stimulation and Inquiry in Low - Track Classes» (Barbara G. Blackwell); «Synthesis of Research on Cooperative Learning» (Robert E. Slavin); «Incorporating Cooperation: Its Effects on Instruction» (Harbison Pool et al.); «Improving All Students» Achievement: Teaching Cognitive and Metacognitive Thinking Strategies» (Robert W. Warkentin and Dorothy A. Battle); «Integrating Diverse Learning Styles» (Dan W. Rea); «Reintegrating Schools for Success: Untracking across the United States» (Anne Wheelock); «Creatinga Nontraditional School in a Traditional Community» (Nancy B. Norton and Charlotte A. Jones); «Ungrouping Our Way: A Teacher's Story» (Daphrene Kathryn Sheppard); «Educating All Our Students: Success in Serving At - Risk Youth» (Edward B. Strauser and John J. Hobe); «Technology Education: A New Application of the Principles of Untracking at the Secondary Level» (N. Creighton Alexander); «Tracking and Research - Based Decisions: A Georgia School System's Dilemma» (Jane A. Page and Fred M. Page, Jr.); and «A Call to Action: The Time Has Come To Move beyond Tracking» (Harbison Pool and Jane A. Page).

Among 12 questions considered are the following: (1) Aren't some of the principles of middle level education, cooperative learning and whole class instruction in reading harmful from the standpoint of providing appropriate programs to gifted students?