Sentences with phrase «participants learn the structure»

Participants learn the structure, inputs and outputs of PHPP, and how to select appropriate climate data sets and record building measurements.

The workshop involves a live demonstration interview where participants learn the structure and creativity involved with writing therapeutic letters — through an exercise of writing therapeutic letters.

Not exact matches

This summit takes advantage of the expertise of its attendees and is structured like an organized un-conference, with ample opportunity for participants to share their knowledge and learn from each other.

«We have carefully designed and painstakingly put in the place structures, equipment, facilities and learning aids that would ensure that our participants get the optimum learning experience from the Socratic environment we have created for them.

One workshop participant showed her team structure as a large leadership team (yellow hexagon surrounded by orange squares) with vision filtering down to loosely connected amorphous groups of professional learning teams.

Participants will learn to recognize structures that perpetuate inequality, address assumptions about how people learn, and create opportunities for more children to succeed.

For example,» improving history essay structure for EAL pupils through targeted use of formative feedback» rather than simply «improving assessment for learning» leads to more focused professional learning, which makes it easier for the participant to evaluate and refine their approach.

Participants will learn firsthand how we have created and sustained our own Academy structure and be provided with the tools to create their own in a cost - effective manner.

Participants will learn first hand how we have created and sustained our own Academy structure and be provided with the tools to create their own in a cost - effective manner.

The structure of these learning experiences may influence what is learned by program participants.

«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.

In these studies, hands - on activities were employed in combination with other types of structured activities to advance participant learning, such as discussions (Freeman et al., 1994), lectures (Fortner & Boyd, 1995), the use of «exemplary» instructional materials (Khourey - Bowers et al., 2005) and research reviews (Even, 1999).

Participants will get sample materials, practices, and sentence stems for structuring and giving feedback on learning.

In this workshop, participants will learn about and get examples of the key building blocks Eskolta has helped transfer schools put in place to become outcomes - based, including grading policies, rubrics, competency - alignment grids, and other schoolwide systems and structures.

This report describes how summer learning programs are intentionally structured to support participants» social and emotional development.

In each of the sessions, participants will build background knowledge of various types of assessments, how to plan and implement assessment practices to support quality instruction, create structures for systematic checks for understanding, and creating quality criteria to discover what you want to learn from the assessment.

Participants provided input on the working paper, reviewed a guide on a policy problem around streamlining accountability structures, and heard from Vincent Costanza on the goals of New Jersey in participating in a Learning Table co-hosted by BUILD and CEELO.

The Oakland - based work has formed a structure that comprises the core design of this prospectus: a fellowship of 28 teachers from 16 schools or organizations working together to build individual maker - centered learning practices and think through new ideas as a learning community; a leadership team made up of educators able to offer personalized professional development according to the needs of participants; a grants program designed to provide schools and organizations with the tools and materials needed to reach their goals; thoughtful partnerships with key organizations in the field; and a primary focus on equity in the work.

Whether it is the informal learning that is associated with TEDx events, the Edcamp events that seem to be all the rage in British Columbia, or a range of other participant - driven events, there are more people moving away from structuring professional learning around a series of «sit and get» Powerpoint presentations.

Additional Resources: Participants may wish to view the Common Text Structures handout available from the «Reading Like a Writer: Text Types» section of the Write for Texas resource Using Reading and Writing to Support Learning.

Participants will be invited to design various tools to support online courts — for example, tools to help litigants structure their legal arguments, organise their documents, negotiate settlements without advisers, improve access to legal advice as well as systems that will promote open justice and even machine learning solutions that will help analyse all the data generated by the online courts.

Participants will be invited to design various tools to support online courts — for example, tools to help litigants structure their legal arguments, organise their documents, negotiate settlements without advisers, as well as systems that will promote «open justice» and machine learning solutions that will help analyse all the data generated by the online courts (these examples were drawn, in part, from discussions with HM Courts & Tribunals Service).

The afternoon program attracted more than 100 participants who learned about the federal tax requirements for regulated investment companies (RICs) and related state tax issues that may arise within the structure.

4) Participants will learn several structured play therapy interventions to use for addressing target areas.

In Part 2, participants engage in structured online professional learning community.

In Part 2 of the course, participants engage in a structured online professional learning community.

This 16 - week, project - oriented practicum course provides participants with a supportive, structured environment to plan, develop and execute an individualized strategic plan for implementing a school - wide social - emotional learning and school culture and climate initiative.

Participants of this workshop will learn play therapy techniques for assessing a family's structure, strengths, and needs in the playroom.