Sentences with phrase «participants developed their knowledge»

Finally, this research showed that despite doubts regarding learning «school» content through games, participants developed their knowledge in core economics concepts as well as skills with technology.

The case further documents how three middle school science teacher participants developed knowledge about how to teach with technology as they planned and implemented a blog activity in science over a 4 - week period.

Not exact matches

During an intensive period of workshops and mentoring, all participants had a unique opportunity to improve their business skills, gain hands - on knowledge and valuable input, build their team, network in Greece and abroad and develop partnerships that will help them further up their startup goals.

We are, therefore, creating a nationwide integrated ecosystem to ensure effective communication among market participants and spread knowledge and developing a base of competencies related to improved labour productivity,» Pyotr Zolotarev emphasised.

During the four weeks they try to develop in the seminar participants as much understanding as possible, based on scientific knowledge.

Participants acquire new knowledge and skills and develop their leadership abilities whilst gaining a comprehensive overview of organic agriculture.

Trained chef instructors and community volunteers teach participants to follow recipes and prepare low - cost, healthy meals with the goal of increasing the knowledge and skills needed to develop lifelong healthy eating behaviors.

The Phase 2 Strength & Conditioning Course progresses participants knowledge and coaching skills developed on the Phase 1 Course.

Bent On Learning's training shares the knowledge and skills developed over 15 years teaching yoga in public schools and prepares participants to deliver an age - appropriate yoga program for the urban classroom.

Building upon a solid foundation of yoga and / or teaching experience, the Bent On Learning Teacher Training Program assists participants in developing further knowledge, skills and dispositions necessary to become caring and effective yoga teachers in the ever - changing classroom.

ELP has been designed to provide both the knowledge and tools around ECD and the support to apply them in developing a concrete action plan to address a specific child development challenge participants are facing.

The Scope of this project is to: - Provide seed funding and support pilot implementation of ideas resulting from the June 2014 design workshop on improving outcomes for babies in foster care; - Launch pilots of co-designed strategies for working collaboratively with parents in creating daily, regularized family routines in four sites and evaluate executive function skills, child development, child literacy and parental stress levels of participants pre -, during, and post-intervention; - Build a core group of leaders to help set the strategic direction for Frontiers of Innovation (FOI) and take on leadership for parts of the portfolio; - With Phil Fisher at the University of Oregon and Holly Schindler at the University of Washington develop a measurement and data collection framework and infrastructure in order to collect data from FOI - sponsored pilots and increase cross-site and cross-strategy learning; Organize Building Adult Capabilities Working Group to identify, measure and develop strategies related to executive function and emotional regulation for adults facing high levels of adversity and produce summary report in the fall of 2014 that reviews the knowledge base in this area and implications for intervention, including approaches that impact two generations.

Key knowledge and understanding: helping teachers to understand the professional knowledge base in the chosen area, giving information both about theoretical underpinnings and practical application, linking theory and practice together to help participants develop their understanding of why and how various practices work, and linking the chosen practices to an understanding of how students learn.

Like other researchers, we found that participants» close observations of students» engagement and understanding prompted teaching decisions and, hence, provided opportunities for developing teacher knowledge (Courduff et al, 2016; Park & Oliver, 2008).

Findings in Harris and Townsend (2007), Howe and Stubbs (2003) and Nesbit et al. (2001) suggested that the opportunity to practice leadership skills, such as providing in - class support or professional development to classroom teachers, as part of a preparation program helped develop participants» knowledge of, and ability to practice, teacher leadership.

«Structured learning experiences» refers to activities that are specifically intended to develop the knowledge and skills of participants, such as lectures, conducting experiments, role - playing, practicing implementation of new instructional materials, and reviewing research.

These studies found that programs to develop teacher leader knowledge and skills had a positive impact on participants in the targeted areas (Blank et al., 2006; Blasie and Butler - Kahle, 2009; Copeland and Gray, 2002; Fortner and Boyd, 1995; Freeman et al., 1994; Hofstein et al., 2004; Johanson et al., 1996; Kimble et al., 2006; Khourey - Bowers et al., 2005; Madsen et al., 1991; Madsen and Lanier, 1991; McGatha et al., 2005; Slater et al., 1998; Smith and Wickwire, 2009; Venville et al., 1998; Weaver and Dick, 2009; Whitenack et al., 2009; Whitsett and Riley, 2003).

Develops knowledge checks, assessment questions including situational or scenario based questions, and other training evaluations to assess participant feedback, learner experience, retention and application of knowledge, and accomplishment of learning objectives

This free workshop will increase participants» knowledge of charter school legal obligations and develop high - functioning, legally compliant governing boards.

During the course of the programme, participants will attend four face - to - face training and assessment days as well as participating in a range of online activities, with each element designed not just to test a teachers» knowledge and skills, but also to provide them with development opportunities and equip them with behaviours and approaches to evaluation and personal development that ensure they continue to develop their practice.

By the end of this training, participants will develop good questions emphasize and encourage students to demonstrate their talent and thinking and communicate their self - knowledge.

By the end of this training, participants will develop good factual questions that will prompt students to build background knowledge and develop their literacy and language skills by expecting them to read, research, and report definitions and details insightfully and in their own unique way.

When the 15 participants who volunteered to be interviewed were asked about their knowledge of NETS - T, a majority of them (55.6 %) reported that they were at the Literacy level of NETS - T knowledge awareness, indicating that they can «continue to explore technology and have developed the skills enabling them to use technology when prompted» (ISTE, 2008).

Participants will practice using tools that help create an engaging learning environment, help students develop understanding, and help students extend and apply their knowledge.

This Institute includes, in addition to the full - day workshop, a second day in which participants expand their knowledge of MALP ® by creating Theme Booklets following the guidelines of project - based learning and MALP ®, aligned with their standards and curriculum and focused on developing school - based language and tasks for learning.

Participants develop basic knowledge of Open Circle, reflect on and appreciate their unique roles as specialists, and create practical applications of Open Circle tools for their work.

Participants receive the knowledge and tools to incorporate into existing programs or to develop new credit building and education programs.

It offers a 360 degree learning environment in which participants develop the necessary skills and knowledge for managing and building a successful business, not just games.

Y.Ex participants demonstrate well - developed knowledge of exhibition - making through research and production, and making use of a variety of technical, visual, architectural, mathematical and research tools.

Subtitle H: Energy and Efficiency Centers and Research -(Sec. 171) Requires the Secretary to implement a program to establish Energy Innovation Hubs by: (1) leveraging the expertise and resources of the university and private research communities, industry, venture capital, national laboratories, and other participants in energy innovation to support cross-disciplinary research and development in areas not being served by the private sector in order to develop and transfer innovative clean energy technologies into the marketplace; (2) expanding the knowledge base and human capital necessary to transition to a low - carbon economy; and (3) promoting regional economic development by cultivating clusters of clean energy technology firms, private research organizations, suppliers, and other complementary groups and businesses.

«The Lab seeks to collect data and develop knowledge and insight about the future of the legal service market and on ways to design and steer the collaboration between participants such that it is future - ready and appropriate for the market.»

Offering excellent skills in promoting a fun and relaxing atmosphere for participants, along with deep knowledge of developing, implementing and overseeing recreational activities pertaining to sports and camping.

Ohio Wesleyan University FIT OWU (Delaware, OH) 2008 Fitness Instructor / Personal Trainer • Developed and implemented physical fitness programs for clients of varied backgrounds • Assessed client abilities, needs, goals and customized the program accordingly • Led one on one sessions as well as groups of up to fifteen participants • Educated participants on proper equipment use and exercise techniques • Ensured participant health and safety at all times • Maintained working knowledge of human anatomy and physiology • Created an atmosphere of respect and dedication to fitness objectives • Built strong relationships with clients resulting in repeat business • Generated significant new business through referrals and networking

Interestingly, the majority of these participants also reported that positive and negative examples of commitment are both of equal value in order to develop an understanding and knowledge of what it means to be committed to someone.

Participants focus on the interests of both clients, gather sufficient information to insure that decisions are made with full knowledge, develop a full range of options, and then choose options that best meet the needs of the parties.

This knowledge can be added to and built upon in order for participants to further develop their skills, and for the transfer of knowledge to others both in their current and future settings.

Course outcome: Participants will develop their knowledge, skills and confidence in the processes of the evidence - based Family Partnership Model, including engaging and relating well to parents, and effectively supporting them to achieve jointly identified outcomes.

To introduce participants to the theory, process and principles of mediation in different contexts, and to develop the skills, knowledge and attitudes to achieve certification to practise.

Trainee participants and their learning will be the central focus of the programme with customised support for the participants in developing knowledge and skills until they reach the desired proficiency

Course outcome: Participants have the knowledge to develop and implement collaborative and locally responsive approaches to support a positive transition to school for children and families.

In collaboration with county - based Extension offices and a local fatherhood organization, this project seeks to help fathers increase their parenting abilities and motivations to provide guidance and nurturing to their children, to increase participant's knowledge of nutritional health, and to introduce youth to 4 - H programming and to provide opportunities for youth to develop life and workforce preparation skills (e.g., leadership, mastery, and self - determination).

They have expansive knowledge and expertise in the field of mediation, continue to practice and develop their own skills — which gets passed on to training participants, and continue to take an active role in the development of the Profession of Mediation.

Participants will be able to use knowledge from neuroscience to intervene when a client is getting emotionally flooded or dissociated and will develop skill in embedding corrective emotional experiences in the brain's neural pathways.

A demonstration of a child inclusive mediation, case studies, handouts, and articles will be provided to further develop participants» knowledge and skill in this area.