Sentences with phrase «of high ability learners»

Not exact matches

These particular workbook primarily focus on Addition, Subtraction and Multiplication and can be easily adapted to stretch abilities of learners working at a higher level.

The resource ensures pace and challenge for learners of different ability levels in order to promote the highest possible achievement for all.

The resource ensures pace and challenge for learners of different ability levels in order to promote the highest possible achievement for all (for example, the «Reading to Write and Learn» approach used in this lesson is inclusive of all learners and prepares them to read the text with understanding).

High quality residential programmes develop: • confidence, optimism and a «can do» spirit • the ability to make decisions in the face of complex and daunting challenges • motivation and hence be more successful learners • positive attitude toward problem solving; • resilience, tenacity and determination • adaptability • understanding of risk, risk assessment and risk management • creativity both initiating and being receptive to innovation • knowledge and appreciation of healthier and more active lifestyles • ability to reflect on their own potential and contribution to society • appreciation of others, their place contribution and potential in the world • team work and strong communication skills • leadership qualities Such programmes are motivating, challenging; even fun.

A minimalist design with lots of room for information, this menu is suitable for KS4 and higher ability learners.

In terms of differentiation, earlier stages of the investigation (looking at the patterns in the square numbers) may be more suitable for lower ability learners whereas the latter stages of the investigation (finding the nth term of a quadratic sequence) should stretch higher ability students.

It's another sign of America's inattention to high - ability learners, especially those from disadvantaged circumstances.

In addition, ED shall annually award competitive grants, contracts, or cooperative agreements to eligible entities for the purposes of enriching students» academic experience by promoting: (1) arts education for disadvantaged and disabled students, (2) school readiness through the development and dissemination of accessible instructional programing for preschool and elementary school children and their families, and (3) support for high - ability learners and high - ability learning through the Jacob K. Javits Gifted and Talented Students Education Program.

This is a resource I created as part of our module on Science and Technology as part of the IB Diploma Programme (English B), but could also be used for high ability classes in lower years (KS3) or advanced EAL learners.

Once on the job, teachers also need ample opportunities to plan together to meet the educational needs of their high - ability learners.

Learners are moving from a culture of deep attention (ability to concentrate on one object or information stream for long periods of time, ignoring outside stimulation) to hyper attention (switch focus between multiple information streams, a preference for high stimulation and lower tolerance for boredom).

As challenging as it can be to work with a range of abilities and interests in a single classroom, it is necessary to maintain high expectations for each learner.

Interestingly, in this case and in others where district - wide differentiated instruction initiatives were underway, the explicit rationale provided by district personnel was to help teachers ensure that the needs of «high - ability learners» were not being ignored, given the predominant state emphasis on interventions to close the achievement gap between low - and high - achieving students.

Talent Act The TALENT Act («To Aid Gifted and High - Ability Learners by Empowering the Nation's Teachers Act») has been introduced in both houses of the U.S. Congress.

Findings from studies of high quality early childhood education experiences illustrate that such services for our youngest learners, infants and toddlers, have long - lasting and positive impacts on their development, learning abilities, and capacity to regulate their emotions (National Institute of Child Health and Human Development; NICHD, 2003).

Well, after so many promises about differentiation, a full year's growth, Multi-Tier Systems of Support for high ability students, curriculum that would challenge all students, and other help for gifted learners, we knew that our school district would never provide what our gifted daughters needed.

All early college learners can benefit from the occasional, positive supports of high school personnel who believe in their abilities.

Recent work in using problem - based learning in teaching science to high ability learners at the elementary level suggests the efficacy of the approach in enhancing student and teacher motivation (VanTassel - Baska, Bass, Ries, Poland, & Avery, 1998); in improving problem - finding abilities (Gallagher, Stepien, & Rosenthal, 1992); and in promoting intra and interdisciplinary learning (Stepien, Gallagher, & Workman, 1993).

«In addition to improving state and district reporting, it is also critical that we focus on fully developing the talents of high - ability students with disabilities, English language learners and other high - ability learners who could become high achievers with the right support.

WASHINGTON (February 5, 2015)-- As Congress once again prepares to tackle a rewrite of the nation's elementary and secondary education law, a group of bipartisan lawmakers have reintroduced legislation to reverse the neglect of high - ability and high - potential learners.

Our response is that if they invest time in understanding how giftedness and talent develop, they'll do a better job of working with the high - ability learners in their classrooms, they'll energize everyone, and they'll also recharge their own professional enthusiasm.

Dr. Jenelle Miller, Director of Accelerated Academics, Inc. and Gifted Consultant, is a leader, consultant, and advocate in the field of gifted and talented education with an innovative approach to serving the challenges of high - ability learners who have unique gifts and talents.

Parents of high - ability learners usually understand that their students have a variety of different needs, interests, and strengths.

Differentiation in the depth, breadth, and pace of instruction is designed to challenge the abilities of advanced learners, with strong emphasis on the development of higher order thinking skills.

Such a low - level emphasis fails to challenge high - ability learners who have mastered the fundamental reading skills and are ready for high - level applications of those skills in critical reading, expository writing, oral communication, linguistic and vocabulary development, and foreign language (VanTassel - Baska, 1996).

Educators responsible for planning language arts programs for high ability learners need to consider multiple variables in the areas of differentiation approach, content, and individual differences among gifted learners.

A large body of research has borne him out: When compared with students in traditionally taught classes, students in well - implemented mastery learning classes consistently reach higher levels of achievement and develop greater confidence in their ability to learn and in themselves as learners (Anderson, 1994; Guskey & Pigott, 1988; Kulik, Kulik, & Bangert - Drowns, 1990).

According to several authors (for a review see Véronneau et al., 2014) children who live positive experiences at school have a higher chance of building confidence in their own abilities and to form the self - image of a good learner.