Sentences with phrase «participants learn result»

These studies show that not only is EFT effective for weight loss, but unlike yo yo diets, the effect is permanent, and that the skills participants learn result in ongoing weight loss long after the program has ended.

Not exact matches

But the machine - learning analysis these University of Colorado medical school researchers used found the opposite result when they looked at red meat consumption among the same Framingham study participants.

Participants assess their operations using a comprehensive California Code of Sustainable Winegrowing Workbook, interpret their results using customized reports that benchmark their practices relative to statewide and regional averages, attend targeted education workshops to learn about best practices, develop Action Plans on areas they want to improve, implement change, and reassess, beginning the cycle again.

Results from a series of studies involving thousands of participants from birth to age 90 suggest that the brain's ability to process sound is influenced by everything from playing music and learning a new language to aging, language disorders and hearing loss.

Participants created social media strategy plans for themselves, learned about measuring social media impact, social media presentation skills (updating headshots, considering top Google results, etc.), and how to find a community of other researchers.

What have we learned about the students and schools who choose to participate in statewide private - school choice programs and the academic results for participants?

«Participants learned effective ways for schools and families to work together to produce the best academic results for students.

In the past year, more than 20 participants took part in Principals» Center leadership institutes and K — 12 teaching and learning programs such as The Transformative Power of Teacher Teams and Data Wise: Using Assessment Results to Improve Teaching and Llearning programs such as The Transformative Power of Teacher Teams and Data Wise: Using Assessment Results to Improve Teaching and LearningLearning.

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.

Based on her experiences leading short term travel - study courses for teachers to China and Costa Rica, her research showed that such opportunities result in increased reflection and learning for participants.

Training initiatives that measure results based upon a uniform, goal - centered outcome, e.g. «All participants will pass the final quiz with an 80 % or above», miss an opportunity to both motivate participants and provide a complete picture of learning's influence on ROI.

In another trial of 720 urology trainees in the United States and Canada, Kerfoot was able to demonstrate «a good transfer of learning» as a result of the spaced education program, with 78 percent of participants stating a preference for spaced education over another online education module.

In this webinar, participants will learn: • Best practices around when and how to assess effectively — from formative to summative and course - specific to districtwide • Ways to interpret results and apply them strategically to curriculum design and learning paths • Approaches for repeating and scaling personalized learning efforts through technology

Learn to run an Edcamp «unconference,» where participants create the agenda, lead sessions, draw on individual expertise and collaborate for real results.

Results indicated professional development based in reform delivery methods (not workshops or short trainings), occurred over time with more than 25 hours of content involved groups of teachers learning together, was focused on the subject taught by the teacher, required teachers to be active participants in their learning, and cohorent, i.e., aligned with standards and teacher goals, was more likely to lead to increases in teacher knowledge and changes in practice.

Participants will learn how to create an accelerated timeline and develop learning environments that successfully impact student outcomes, drive a fundamental shift in school culture and instructional practice that results in early gains and ongoing high performance.

Similarly, participants were asked to implement an instructional strategy within their classroom and to reflect upon the results in terms of student learning.

Participants who take the survey receive reports that describe the level of their personalized learning implementation measured against a set of nationally - normed these standards, as well as compared to results from schools across the country.

In this session, participants will learn how to reorganize the traditional secondary school in a manner that results in increased student achievement, improved school climate, and more positive and supportive teaching staff.

The Education Leadership Collaborative emphasizes peer - to - peer learning, collaboration across schools and the exchange of ideas in a way that will enable participants to achieve greater results on behalf of the students and school communities they serve.

Participants will learn how to capture real time walkthrough data and provide immediate results to teachers using web - based observation.

+ Provides coaching experiences for teachers, including review of lesson delivery, providing feedback, and modeling demo lessons + Develops / curates quality instructional resources to share with teachers, including lesson plans, unit plants, and assessments + Facilitates professional development workshops for group sizes ranging up to 100 participants + Designs rich and meaningful professional development sessions aligned to math instruction + Continues own learning through research and self - driven PD to stay current of latest trends in math education + Maintains open communication with supported teachers to nurture a professional learning community of educators + Communicate actively with key stakeholders on progress of teacher development + Provides reporting documentation of services delivered, as required EDUCATION / EXPERIENCE: + BA / BS Degree in Education or related field + 4 + years of work experience teaching math in a K - 12 setting + Expert in math content at least across a 5 year grade level band (g. grades 4 — 8) + Record of result in effectively coaching teachers + Experience designing and delivering professional development for adults + Experience working in blended learning classrooms is a plus + Master's degree preferred + Excellent communication skills are essential OTHER JOB REQUIREMENTS: Some local traveling required.

Participants will learn where to find, and how to access and understand your preliminary A-F results, as well as the data used to calculate them.

The two - day Summer Leadership Institute, «Feedback for Teacher Growth: Tools and Processes to Support Teacher Evaluation,» helped participants to learn the skills for giving feedback and to create a culture that results in effective teacher evaluations centered on growth of teacher practice and improvement of student learning.

Participants will learn about results from 2018 and what the future holds for 2019.

This result indicates that a fairly high percentage of MMC participants demonstrated a lower level of assessing effectiveness of lessons; that is, they tended to focus on instructional strategies they used as teachers instead of examining whether students made progress toward the learning goals of the lesson.

In this instructional module, participants will design a model to monitor student progress and teacher effectiveness in meeting learning targets / goals, with an end result of analyzing and using student performance data to drive instruction.

Participants will learn to define and create school IMAGE, PROMISE & RESULT.

Clearly, students» knowledge and understanding of literacy grew as a result of their course readings and work in the class; however, the synergistic effect of these learning communities enabled the participants to be more confident and knowledgeable in the application of their literacy understanding and practice (as reported in Bransford et al., 2000).

In Ohio for example, where the charter sector has been struggling with poor student achievement results for over a decade, charter schools in Cleveland are producing positive learning gains for their students in both reading and math, compared to students attending traditional district schools in the city.22 In Ohio in particular, the Cleveland School District has been a willing participant in partnering with a high - performing charter management organization, Breakthrough Schools, to ensure that these charter schools have the autonomy and accountability, as well as the access to financial resources and school facilities, necessary to produce high - quality results.

Online visitors and tour participants learn what motivated the host to invest in energy efficiency and clean energy systems such as solar, wind, geothermal, what advice he or she might have for others considering similar energy investments, as well as the costs and results achieved both in energy savings and financial returns.

The programme includes a workshop on best practices in design and marketing of community solar for local energy utilities: first, results from recent research and project managers» key learnings for a successful product launch will be presented, then in an interactive group work, workshop participants will be challenged with case - based tasks to design and promote a community solar product, being supported by experienced product managers.

A number of participants in Diane's SES / ECQ writing classes have stated that they wished they had learned about the leadership competencies, the CCAR (Challenge, Context, Actions, and Results) format for writing the ECQ essays and Technical Qualification statements, and developing the executive resume much earlier in their careers — even as early as GS - 9.

Participants will learn how to create an «Action Plan» and make that plan yield results.

Panel members will present a typology of communication competencies; share results of HARC's recent study of visitor - family communication based on video - recordings of 200 visits in 20 local HV programs nationally; report on the progress of a learning collaborative using HARC's Observation Toolkit in routine supervision; give practice in using a specific tool; and elicit participants» perspectives on how best to build on these advances in their own models, states, and local programs.

Results indicated that program participants learned: how to set boundaries for current and future partners; how to raise relationship standards with current and future partners; how to keep «jerks» at a distance; and the importance of taking time to get to know a potential partner's background.

Aspects of the Peace Circle Process, self reflection and experiential learning via role playing and real life situations assist participants in being open about their fears, hopes and opportunities as a result of this very unique relationship.

Participants will learn current research results of mindfulness interventions in the chronic pain population.

This results in high impact learning, in which the training participants take back the information that they learned and implement it immediately.

This will result in high impact learning in which training participants can take back the information that they learned and implement it immediately.