Sentences with phrase «practicing observation skills»

Add some science to the hot cocoa making and drinking by practicing observation skills, measuring, making predictions, and investigating.

Hot Cocoa Science — Adding candy canes (among other things) to the hot cocoa makes for a fun way to incorporate some science to the hot cocoa making and drinking by practicing observation skills, measuring, making predictions, and investigating.

During visits to demonstration sites, district leadership will practice their observation skills, calibrate observations, observe model lessons, and observe data study.

Not exact matches

This experiment is a great way to practice different science skills: asking questions, making observations, investigating / experimenting, and even measuring.

I would strongly recommend this course for any professional working with babies and children but most notably IBCLCs as it strengthens your skills in child development, assessments and observations of the anatomical structures of infants and the knowledge can be readily transferred into every day practice.

You'll find activities that practice measuring, graphing, and observation skills, explore baking soda and vinegar, and lots more!

One of the key components to social skill development and practice is observation of others and picking up on social cues and social norms.

A clever activity that helps your child practice cutting skills while using critical thinking and observation skills to fill each shape page with pictures!

Alempijevic used this population to practice his camera trap methods and hone in his observation skills before leaving for the Dryas field study in the Congo forests.

In all situations, mentors must have adequate training in classroom observation skills, good teaching practice analysis, and cognitive coaching skills.

Proponents of coaching - based supervision contend that, when separated from evaluation practices, coaching provides a «safe place» for teachers to learn and practice new skills and reflect on outcomes — while still drawing upon observation, feedback, and other common supervisory practices (Joyce & Showers, 1982, p. 6).

Close observation of candidates» classroom teaching, availability to answer their questions, modeling of effective teaching practices and provision of insightful guidance and advice — by skilled and experienced supervisors - are vital to equipping pre-service teachers to become effective on their own.

In Life Science at Science4Us students practice and hone their skills at classifying, categorizing, observation, and record keeping, all while playing games, participating in hands - on activities, and testing their knowledge with animated online evaluations.

While Jenny reported confidence in skills such as saving files, moving files, and downloading images, it became apparent during classroom observations that even these skills required instruction and continued practice with the guidance of the researchers throughout the course of the project.

Through a project called Algebra by Design, funded by Lucent Technologies, we are working with teachers in grades 5 - 12 in the Syracuse City School District to (a) increase significantly the number of students who are successful in learning the core ideas of algebra, (b) increase the depth of algebraic understanding of all students and enhance their problem - solving skills in mathematically challenging design projects and activities, (c) provide teachers with experience and collaborative support in the use of Standards - based curricula, design projects, and current and emerging technologies, and (d) prepare new teachers in partnership with practicing teachers through observations, field placements, and semester - long internships.

Culture and Collaboration Collaborate effectively and meet frequently with the MWA Division Directors, Associate School Directors, Deans of Students, Lead Teachers, Content Leads, the other divisional DCI, and MWAS team members to successfully build capacity of Teaching Faculty and Teacher Interns Work with the Data and Assessment team to compile, analyze, and respond to data on the school's schoolwide data management and assessment systems, including oversight and implementation of the schoolwide Benchmark Assessment system Through informal observations, formal observations, and other qualitative measures, utilize approved tools and matrices to assess faculty adherence and fidelity to efficacy and growth mindset instructional practices, data - informed instructional lesson planning and practices, and cultural competence practices in working with students, faculty and families Work closely with the Director of Teacher Residency to support and inform MWA Teacher Residents with the necessary entry - level skills expected of MWA teachers; this includes working with and supporting the Mentor Teachers assigned to Teacher Residents Supervise and support New Teacher Induction Program Mentor teachers towards helping new - to - the - profession teachers in «clearing» their credential and meeting state mandates for certification; this includes support for all intern teachers Develop and maintain positive relationships with various internal & external stakeholders including administrative colleagues, parents, students, teaching faculty, support and intervention staff members, and board members

The observation and analysis skills students practice in this lesson will help to develop their media literacy so that they may respond more thoughtfully and deliberately to the countless media messages that compete for their attention each day.

Through workshops, online training, observations and feedback, and the opportunity to shadow experienced coaches in New York City, NYC Leadership Academy has worked with the Rhode Island coaches to build their skills and help them develop a community of practice around supporting school leaders who are driving change in the state's highest needs schools.

Coaches will practice their literacy and math coaching skills together and also calibrate observations and practice model lessons.

Principal mentors are provided a toolkit of mentoring resources and work with mentees to create a customized mentoring plan that focuses on developing the skills and dispositions in four critical areas of school - level leadership: interpersonal and facilitation skills, teacher observation and feedback, effective school - level practices and classroom - level practices, and using data to improve instruction.

To provide increased opportunities for students to practice a new skill during a science class, teachers can plan stations where students form hypotheses based on prior knowledge and observations.

Functions The teacher leader: a) Facilitates the collection, analysis, and use of classroom - and school - based data to identify opportunities to improve curriculum, instruction, assessment, school organization, and school culture; b) Engages in reflective dialog with colleagues based on observation of instruction, student work, and assessment data and helps make connections to research - based effective practices; c) Supports colleagues» individual and collective reflection and professional growth by serving in roles such as mentor, coach, and content facilitator; d) Serves as a team leader to harness the skills, expertise, and knowledge of colleagues to address curricular expectations and student learning needs; e) Uses knowledge of existing and emerging technologies to guide colleagues in helping students skillfully and appropriately navigate the universe of knowledge available on the Internet, use social media to promote collaborative learning, and connect with people and resources around the globe; and f) Promotes instructional strategies that address issues of diversity and equity in the classroom and ensures that individual student learning needs remain the central focus of instruction.

Specifically, we explore whether the relationship between teachers» classroom observation scores and their students» mathematics achievement outcomes might be attributed to (mis) alignment between the types of instructional practices valued in classroom observations and the skills expected of students on standardized tests.

Improving your observation skills The only way to get better at being an observer is to practice.

He has sharpened his negotiation skills not only through years of practice and observation but also through formal and informal study.

• Assist lead teachers in planning, designing and implementing curriculum • Provide assistance in preparing lesson plans • Impart classroom instruction in accordance to lesson plans • Supervise and control students during class and when the lead teacher is not present • Assist students with carrying out classroom activities • Assist students during lunch time • Observe students for developmental issues and communicate findings to lead teachers • Implement age appropriate activities and monitor safety throughout • Research information for lesson development • Communicate progress and observations to parents • Maintain student records and perform other clerical tasks • Help in maintaining a clean and organized classroom • Ensure sanitation of all surfaces, equipment and toys • Assist students in social skills development • Assist in putting up bulletins • Accompany young students to the bathroom • Take attendance and make copies of tests • Assist in grading test papers and exams • Assist in checking work books and homework • Operate equipment such as projectors and computers for instructional purposes • Maintain appropriate classroom discipline and decorum • Prepare and distribute worksheets • Ensure that students retain information by repeating information constantly and practicing patience • Deliver instruction in the absence of lead teacher • Perform hall and bus duty as instructed by the lead teacher

Goals of Leader Couple Training To assess, develop and increase individual and couple leader skills through a combination of participation and observation, mini-lectures, reading, interaction, couple dialogue, and leadership skill practice

(a) Document a minimum of twenty - four hours of academic preparation or board approved continuing education coursework in counselor supervision training including training six hours in each area as follows: (i) Assessment, evaluation and remediation which includes initial, formative and summative assessment of supervisee knowledge, skills and self - awareness; components of evaluation e.g. evaluation criteria and expectations, supervisory procedures, methods for monitoring (both direct and indirect observation) supervisee performance, formal and informal feedback mechanisms, and evaluation processes (both summative and formative), and processes and procedures for remediation of supervisee skills, knowledge, and personal effectiveness and self - awareness; (ii) Counselor development which includes models of supervision, learning models, stages of development and transitions in supervisee / supervisor development, knowledge and skills related to supervision intervention options, awareness of individual differences and learning styles of supervisor and supervisee, awareness and acknowledgement of cultural differences and multicultural competencies needed by supervisors, recognition of relational dynamics in the supervisory relationship, and awareness of the developmental process of the supervisory relationship itself; (iii) Management and administration which includes organizational processes and procedures for recordkeeping, reporting, monitoring of supervisee's cases, collaboration, research and evaluation; agency or institutional policies and procedures for handling emergencies, case assignment and case management, roles and responsibilities of supervisors and supervisees, and expectations of supervisory process within the institution or agency; institutional processes for managing multiple roles of supervisors, and summative and formative evaluation processes; and (iv) Professional responsibilities which includes ethical and legal issues in supervision includes dual relationships, competence, due process in evaluation, informed consent, types of supervisor liability, privileged communication, consultation, etc.; regulatory issues include Ohio laws governing the practice of counseling and counseling supervision, professional standards and credentialing processes in counseling, reimbursement eligibility and procedures, and related institutional or agency procedures.

Lois Gold has managed the difficult task of integrating diverse fields of knowledge and expertise, including family systems theory and practice, communication skills, negotiation theory and mediation concepts and skills, research on divorcing adults and children, and clinical observation.

-- «Practice» means knowledge, skill, or experience derived from direct observations of, and participation in, the practice of counseling, psychotherapy, and marriage and family Practice» means knowledge, skill, or experience derived from direct observations of, and participation in, the practice of counseling, psychotherapy, and marriage and family practice of counseling, psychotherapy, and marriage and family therapy.

Participants in the EMDR Institute trainings will have an opportunity to practice EMDR therapy in small groups with direct observation and constructive feedback from highly skilled EMDR Institute trained clinicians.

• Professional Practice: Includes topics on the state of the profession, professional certification, ethics, and child rights • Relationships: Includes topics on the role of relationships in human development, empowering interactions, resistance to relationship building, and stages of relationship development • Communication: Includes topics on communication roadblocks, active listening, reflecting, and reframing • Documentation: Includes topics on observation skills, memory recall, non-judgmental and objective language • Guidance: Includes topics on the developmental needs, brain activation, emotional first aid, effective directives, tension reduction, and behavioral counseling • Development: Includes topics on developmental stages and tasks, ecological theory, developmental assets, cultural diversity, structure and supervision