Sentences with phrase «problem as a whole group»

Their teacher, Mrs. Tambor, gave them a few minutes after independent work to share their methods in pairs before they gathered at the carpet to discuss the problem as a whole group and evaluate some of the different methods they'd used to solve it.

Not exact matches

In the nation as a whole, the problem is that the values and goals of one group conflict with those of other groups.

I can only hope that this attempt is taken more seriously than the largely muted and clearly unsuccessful protests of late last season... although the plane writing escapade brought some much - needed attention to the matter, it failed to resonate with fence - sitters and those who had just recently fell off the Wenger truck... without a big enough showing of support the whole endeavor appeared relatively weak and poorly organized, especially to the major media outlets, whose involvement could have significantly changed what was to follow... but I get it, few wanted to turn on their club, let alone make a public display of their discord... problem is, they are preying on that vulnerability, in fact, their counting on you to keep your thoughts to yourself... who are you to tell these fat cats how to steal your money... they have worked long and hard to pull the wool over your eyes... they even went so far as to pay enormous sums of cash to your once beloved professor to be their corporate spokesmodel so that the whole thing would be more palatable... eventually the club made it appear as if this was simply a relatively small fringe group of highly radicalized supporters, which allowed the pro-Wenger element inside the club hierarchy to claim victory following the FA Cup win... unfortunately what has happened to this club can't be solved by FA Cups or a few players coming in, the very culture of this club needs to be changed and that starts at the top... in order to change the unhealthy and dysfunctional narrative that has absorbed this club we need to remove everyone who presently occupies a position of power... only then can we get back to the business of playing championship caliber football, which should always be the number one priority of this organization... on an important side note, one of the most devastating mistakes made in the final days of this hectic and poorly planned transfer window didn't have to do with the big name players like Sanchez or Lemar, but the fact that they failed to secure Jadon Sancho, who might even start for Dortmund this season... I think they might seriously regret this oversight... instead of spending so much time, energy and manpower pretending that they were desperately trying to make big moves, they once again lost the plot due to their all too familiar tunnel vision

Scenario 1: Problem, Research, Hypothesis, Predicting Scenario 2: Observations & Inferences, Qualitative & Quantitative Scenario 3: Data, Analysis, Graphs Scenario 4: Variables & Experiment Scenario 5: A Mixture This is PERFECT for science centers, small groups, partners or even could be used as warm ups / exit tickets for the whole class!!

They would present the class with the problem, then in small groups or as a whole group, students would describe what they notice.

From there, they describe the impact of the problem on the emotions of others and its value to the group as a whole.

INCLUDES: 36 Student Activity Books (1 copy of each of the six titles per grade level, 32 - pages each) 4 Answer Cases 1 Teacher Guide FEATURES: Flexibility for task centers, independent or partner work, or one - on - one tutoring / remediation Clearly stated objective for each activity that allows you to differentiate Focus on foundational skills and concepts Engaging puzzle format for a fun challenge Immediate feedback for self - checking Titles: Grade 1: Number and Operations: Counting and Place Value Addition and Subtraction: Properties and Situations Addition and Subtraction: Strategies and Equations Addition and Subtraction: Beyond 20 Measurement and Data: Length, Time, and Analysis Geometry: Shapes and Attributes Grade 2: Addition and Subtraction: To 20 and Beyond Foundations of Multiplication: Equal Groups and Arrays Addition and Subtraction: Properties and Place Value Measurement and Data: Length, Time, and Analysis Measurement and Data: Time, Money, and Analysis Geometry: Shapes and Attributes Grade 3: Number and Operations: Multiply and Divide Multiply and Divide: Problem Solving Fractions: Fractions as Numbers Measurement and Data: Use and Interpret Data Geometric Measurement: Perimeter and Area Geometry: Shapes and Attributes Grade 4: Number and Operations: Whole Numbers Number and Operations Multi-Digit and Fractions Fractions: Equivalence and Ordering Fractions: Operations Measurement and Data: Convert and Solve Problems Geometry: Angles and Plane Figures Grade 5: Operations and Algebraic Thinking: Expressions and Patterns Number and Operations: Whole Numbers and Decimals Fractions: Add and Subtract Measurement and Data: Convert and Interpret Geometric Measurement: Volume Geometry: Graphing and 2 - D Figures Grade 6: Ratio and Proportions: Ratios and Problem Solving The Number System: Rational Numbers The Number System: Factors and Multiples Expressions and Equations: Write, Solve, and Analyze Geometry: Problem Solving Statistics and Probability: Variability and Displays

Once a group knows what it is working on, the next step is to the use data and evidence to make sure that the problem is well understood by those engaged in creating solutions and by the community as a whole.

Use this printable to go over all the listed subtraction problems as a whole - class group assignment.

Beginning teachers make up the largest group of teachers contributing to the attrition rate, but the profession as a whole is riddled with this problem.

INCLUDES: 24 Student Activity Books (4 copies of each title, 32 - pages each) 8 Answer Cases 1 Teacher Guide FEATURES: Flexibility for whole - class practice, small - group guided practice, independent or partner work, learning stations Clearly stated objective for each activity that allow you to differentiate Focus on foundational skills and concepts Engaging puzzle format for a fun challenge Immediate feedback for self - checking Level 3 Titles: Number and Operations: Multiply and Divide Multiply and Divide: Problem Solving Fractions: Fractions as Numbers Measurement and Data: Use and Interpret Data Geometric Measurement: Perimeter and Area Geometry: Shapes and Attributes

We managed to arrange this meeting, at which time we explained the problem both with regard to his personal issues but also to our group work as a whole.

In a group interview setting, interviewers often pose hypothetical problems or situations to the group as a whole and allow the group to engage in activities to solve or address the issue.

Observed and assessed student performance and kept thorough records of progress.Implemented a variety of teaching methods such as lectures, discussions and demonstrations.Established clear objectives for all lessons, units and projects.Encouraged students to persevere with challenging tasks.Set and communicated ground rules for the classroom based on respect and personal responsibility.Identified early signs of emotional, developmental and health problems in students and followed up with the teacher.Tutored children individually and in small groups to help them with difficult subjects.Taught after - school and summer enrichment programs.Established positive relationships with students, parents, fellow teachers and school administrators.Mentored and counseled students with adjustment and academic problems.Delegated tasks to teacher assistants and volunteers.Took appropriate disciplinary measures when students misbehaved.Improved students» reading levels through guided reading groups and whole group instruction.Used children's literature to teach and reinforce reading, writing, grammar and phonics.Enhanced reading skills through the use of children's literature, reader's theater and story time.Differentiated instruction according to student ability and skill level.Taught students to exercise problem solving methodology and techniques during tests.Taught students in various stages of cognitive, linguistic, social and emotional development.Encouraged students to explore issues in their lives and in the world around them.Employed a wide variety of fiction and non-fiction textual materials to encourage students to read independently.

Subsequently, path analyses were performed for the whole group, using Mplus version 7.0 to investigate post-trauma symptoms as a possible mediator in the relation between HPA and ANS activity, and externalizing behaviour problems [42].

As you meet and interact with other group members, the whole group learns to work on shared problems — one of the most beneficial aspects of group therapy.

The main results can be summarized as follows: (1) Synchrony during early mother - child interactions has neurophysiological correlates [85] as evidenced though the study of vagal tone [78], cortisol levels [80], and skin conductance [79]; (2) Synchrony impacts infant's cognitive processing [64], school adjustment [86], learning of word - object relations [87], naming of object wholes more than object parts [88]; and IQ [67], [89]; (3) Synchrony is correlated with and / or predicts better adaptation overall (e.g., the capacity for empathy in adolescence [89]; symbolic play and internal state speech [77]; the relation between mind - related comments and attachment security [90], [91]; and mutual initiation and mutual compliance [74], [92]-RRB-; (3) Lack of synchrony is related to at risk individuals and / or temperamental difficulties such as home observation in identifying problem dyads [93], as well as mother - reported internalizing behaviors [94]; (4) Synchrony has been observable within several behavioral or sensorial modalities: smile strength and eye constriction [52]; tonal and temporal analysis of vocal interactions [95](although, the association between vocal interactions and synchrony differs between immigrant (lower synchrony) and non-immigrant groups [84]-RRB-; mutual gaze [96]; and coordinated movements [37]; (5) Each partner (including the infant) appears to play a role in restoring synchrony during interactions: children have coping behaviors for repairing interactive mismatches [97]; and infants are able to communicate intent and to respond to the intent expressed by the mother at the age of 2 months [98].