Sentences with phrase «proficiency in student learning»

By periodically building in vertical conversations, schools can maximize their efficacy and ensure that they are building a staircase of proficiency in student learning.

Not exact matches

Zarfar and colleagues examined whether Chinese students are introverted by nature, whether extrovert - introvert tendencies affected English language proficiency among Chinese students in India, and how these traits influenced language learning.

Students of the Ashtanga Yoga method learn the Second Series after proficiency in the Primary Series.

BASIC SYLLABUS SESSION 1 Yin Yoga Teacher Certification Learning the foundation of Yin yoga principles and postures Alchemy fundamentals Group discussion on practice Birthing and yielding cycles Basics of teaching philosophy Student practice teaching Primary Yin yoga postures SESSION 2 Yin Yoga Teacher Certification Review Teaching techniques Flow and transition movement Reading assignment discussion Adapting teaching philosophy for specific audiences and student needs Taoist philosophy Power yoga Student practice teaching Yin yoga posture variations SESSION 3 Yin Yoga Teacher Certification ADVANCED TRAINING - open only to students who have completed session 1 or 2 How to become attuned with your own flow How to create flow sequences of postures for students Practice teaching with specific evaluation and guidance Yin yoga postures - Participants must demonstrate proficiency in content from sessions 1 and 2 Advanced alchemy using birthing and yielding cycles with accompanying postures Medical chi kung, standing forms of exercises (Aura Palm) Alchemical meditations for cultivating elemental energetic properties Relationship of the organs, emotions, and the five eStudent practice teaching Primary Yin yoga postures SESSION 2 Yin Yoga Teacher Certification Review Teaching techniques Flow and transition movement Reading assignment discussion Adapting teaching philosophy for specific audiences and student needs Taoist philosophy Power yoga Student practice teaching Yin yoga posture variations SESSION 3 Yin Yoga Teacher Certification ADVANCED TRAINING - open only to students who have completed session 1 or 2 How to become attuned with your own flow How to create flow sequences of postures for students Practice teaching with specific evaluation and guidance Yin yoga postures - Participants must demonstrate proficiency in content from sessions 1 and 2 Advanced alchemy using birthing and yielding cycles with accompanying postures Medical chi kung, standing forms of exercises (Aura Palm) Alchemical meditations for cultivating elemental energetic properties Relationship of the organs, emotions, and the five estudent needs Taoist philosophy Power yoga Student practice teaching Yin yoga posture variations SESSION 3 Yin Yoga Teacher Certification ADVANCED TRAINING - open only to students who have completed session 1 or 2 How to become attuned with your own flow How to create flow sequences of postures for students Practice teaching with specific evaluation and guidance Yin yoga postures - Participants must demonstrate proficiency in content from sessions 1 and 2 Advanced alchemy using birthing and yielding cycles with accompanying postures Medical chi kung, standing forms of exercises (Aura Palm) Alchemical meditations for cultivating elemental energetic properties Relationship of the organs, emotions, and the five eStudent practice teaching Yin yoga posture variations SESSION 3 Yin Yoga Teacher Certification ADVANCED TRAINING - open only to students who have completed session 1 or 2 How to become attuned with your own flow How to create flow sequences of postures for students Practice teaching with specific evaluation and guidance Yin yoga postures - Participants must demonstrate proficiency in content from sessions 1 and 2 Advanced alchemy using birthing and yielding cycles with accompanying postures Medical chi kung, standing forms of exercises (Aura Palm) Alchemical meditations for cultivating elemental energetic properties Relationship of the organs, emotions, and the five elements

The schools in the study use either the model from Linked Learning Alliance or Envision Schools — both of which show clear evidence of engaging and developing high levels of proficiency for students of color, English learners, and low - income students — at levels that far exceed traditional schools serving similar students.

This concept of proficiency levels unrelated to students» ages or year levels is familiar in areas such as music and language learning.

Cultural proficiency is the end goal of cultural responsiveness, but just like learning a foreign language, if teachers truly embed themselves in the process of becoming culturally responsive they will find that, just like their students, they are always learning.

From the Individuals with Disabilities Education Act (IDEA) of 1975 to its more inclusive follow - up in 1997; from the cry for attention from those lobbying for gifted students to calls for greater sensitivity to the learning styles of all student populations; from the initial proficiency tests of the early»90s to their high - stakes, pass - fail descendants; from the rise of bilingual education in some parts of the country to its demise in other regionspublic education has been a veritable vessel of change.

By foregrounding the NAPLAN score scale and proficiency bands, NAPLAN would model and promote a growth mindset in assessment, an approach that follows naturally from recognition that learning occurs on a continuum and that a single year level test is inappropriate for most students.

It is really about taking account of significant differences among students in terms of their ability (or disability), rate of learning, language proficiency, literacy and numeracy skills — and then using this knowledge to adapt the way the curriculum and learning activities are presented.

For those schools blessed with high - performing students (as a result of learning either at home or in earlier grades), the proficiency standard to which they are held accountable is often much too low.

Reading is essential for all forms of learning and education, but many students complete elementary school with inadequate reading ability, and there has been little progress in the last few decades in helping these students gain necessary reading proficiency.

We also need to hear much more about creating increased opportunities for students to learn other languages, starting in early grades, so they may have sufficient opportunities to reach high levels of communicative proficiency and intercultural competence.

Because of different math backgrounds, learning strengths, reading skills, and English language proficiency, students have varying levels of achievable challenge in different math topics, so flexible groupings should be designed so students can move easily between them, depending on their mastery of specific math topics.

The Australian Institute for Teaching and School Leadership (AITSL) standards clearly articulate that critical engagement with research is required across all levels of teaching proficiency in order to support teacher understanding of how students learn and how to teach (AITSL, 2011).

In Hiebert's studies, TExT had a tremendous benefit not only for first - graders struggling to learn how to read, but also for those students with adequate reading proficiency.

Many states responded to earlier efforts by watering down their standards for learning and lowering expectations for students in an attempt to artificially boost the number of students that reached proficiency.

For example, in Middletown the district saw that their special education population responded better to learning through three - dimensional education resources in biology and experienced a big increase in proficiency attainment, whereas the rest of their student body did not experience those same results.

Note also that in Odden's peer review in 2004 of William Driscoll's and Howard Fleeter's Ohio study of the costs of bringing all students to proficiency in math and reading in order to comply with NCLB, he castigates the study's authors, who called for expanded summer school, because they «reference no research to support this assertion, when in fact most research shows that summer school as typically administered has little if any impact on learning.»

What it means to learn successfully would be defined not in terms of year - level curriculum expectations, but with reference to a hierarchy of proficiency levels through which students would progress throughout their time at school.

Templestowe College, my daughter's (public) high school here in Melbourne, operates a Flexible Learning Environment which abandons year levels between Entry (yr 7) and VCE students to teach to proficiency.

Although this way of thinking would be new to the school curriculum, it is a familiar concept in learning areas such as music, second languages, swimming and (Kumon) mathematics, where students progress through a sequence of proficiency levels not linked to ages or years of school.

Gallen says providing in - home learning gives students the chance to gain proficiency of the curriculum in a private setting, away from the distractions and challenges of a classroom environment.

Standards - based reform was fed by three factors: increased expectations for learning beyond high school, which led to a focus on college readiness for all; the availability of reliable and cheap measures of student proficiency in reading and math; and the push for teacher and school accountability.

Join the discussion of issues including: • Using blended learning strategies to increase mathematical achievement • Integrating mathematical discourse to help students develop effective reasoning skills and proficiency • Combining manipulatives and problem solving strategies in the classroom

The goal of proficiency - based education is to ensure that students acquire the knowledge and skills needed for success in college and careers and the centerpiece of achieving proficiency is a clear focus on learning and instruction.

Academic proficiency must go hand in hand with high quality learning opportunities so students can test drive careers.

It's been well - established in the literature around professional learning communities that team - developed common assessments can serve as powerful tools to monitor students» level of proficiency in the essential standards (DuFour, DuFour, Eaker, Many, and Mattos 2016).

Extending the math learning day help students not only meet math standards and develop proficiency, but also enable them to engage in the kind of deep learning and comprehension they might not have time for during normal classroom hours.

Student proficiency is shown as mastery of concepts in the Progress Build, the trajectory of learning that students are likely to follow.

The premise for standardized testing is a simple one: teachers, families and the public should know how much students are learning in comparison to their peers across the state, as well as in comparison to a standard of proficiency.

It's further true that to judge a school simply on the basis of how many of its pupils clear a fixed «proficiency» bar, or because its «performance index» (in Ohio terms) gets above a certain level, not only fails to signal whether that school is adding value to its students but also neglects whatever is or isn't being learned by (or taught to) the high achievers who had already cleared that bar when they arrived in school.

EF Education First Collaboration with Harvard Grad School of Ed Team Looks to Unlock Mysteries of Language Learning Boston Globe, June 21, 2013» «The collaboration will begin by focusing on how students acquire written English proficiency,» EF said in a press release.

Those high - performing schools did things like «set measurable goals on standards based tests and benchmark tests across all proficiency levels, grades, and subjects»; create school missions that were «future oriented,» with curricula and instruction designed to prepare students to succeed in a rigorous high - school curriculum; include improvement of student outcomes «as part of the evaluation of the superintendent, the principal, and the teachers»; and communicate to parents and students «their responsibility as well for student learning, including parent contracts, turning in homework, attending class, and asking for help when needed.»

They are determined in part by the amount students learn in school, and research suggests that moving to a school with higher proficiency rates does produce achievement gains.

State accountability systems focus attention and resources on low performance and remediation, but in many school districts across the country district leaders are as much concerned, if not more, about sustaining good performance and about establishing agendas for student learning beyond proficiency scores on standardized tests.

· Examine student work at various levels of proficiency and use your findings to plan next steps in using tasks in style to improve student thinking and learning.

This publication describes this new effort as a campaign across California to develop strong, articulated, equitably accessible preschool through high school programs and learning opportunities that will prepare students with high level proficiency in two or more languages.

When our feedback in the formative assessment paradigm instead looks at each students current level of understanding and provides next steps for learning, we have the ability to give students the tools to improve their proficiency with standards.

The principal introduces, • Instructional challenges (importance of knowing about challenges at different proficiency levels; highlights the needs of beginner, intermediate, and advanced ELLs) • ESL in Content Area: Beginner / intermediate proficiency: ESL Push - In (specific use of ESL teachers with certification in a content area to support both language acquisition and learning content so that students do not fall behind) • ESL Instructional Period: Advanced proficiency (content instruction in English with supported ESL teacher to strengthen language skills) • Co-teaching model (ESL teacher «push - in» with a classroom teacher to deliver content with ESL support; teachers plan and share instructional role; high levels of collaboration and co-learninin Content Area: Beginner / intermediate proficiency: ESL Push - In (specific use of ESL teachers with certification in a content area to support both language acquisition and learning content so that students do not fall behind) • ESL Instructional Period: Advanced proficiency (content instruction in English with supported ESL teacher to strengthen language skills) • Co-teaching model (ESL teacher «push - in» with a classroom teacher to deliver content with ESL support; teachers plan and share instructional role; high levels of collaboration and co-learninIn (specific use of ESL teachers with certification in a content area to support both language acquisition and learning content so that students do not fall behind) • ESL Instructional Period: Advanced proficiency (content instruction in English with supported ESL teacher to strengthen language skills) • Co-teaching model (ESL teacher «push - in» with a classroom teacher to deliver content with ESL support; teachers plan and share instructional role; high levels of collaboration and co-learninin a content area to support both language acquisition and learning content so that students do not fall behind) • ESL Instructional Period: Advanced proficiency (content instruction in English with supported ESL teacher to strengthen language skills) • Co-teaching model (ESL teacher «push - in» with a classroom teacher to deliver content with ESL support; teachers plan and share instructional role; high levels of collaboration and co-learninin English with supported ESL teacher to strengthen language skills) • Co-teaching model (ESL teacher «push - in» with a classroom teacher to deliver content with ESL support; teachers plan and share instructional role; high levels of collaboration and co-learninin» with a classroom teacher to deliver content with ESL support; teachers plan and share instructional role; high levels of collaboration and co-learning)

In addition to identifying the proficiency levels of teachers and administrators at the end of the year, the Dashboard can help inform professional development decisions in support of enhanced student learning throughout the yeaIn addition to identifying the proficiency levels of teachers and administrators at the end of the year, the Dashboard can help inform professional development decisions in support of enhanced student learning throughout the yeain support of enhanced student learning throughout the year.

In order to ensure equitable outcomes, emerging instruction and assessment systems must accommodate substantive student diversity and sensitivity to racial, ethnic and cultural differences, learning styles, language proficiency, and more.

Teachers learn a suite of protocols and resources to engage one another in rich conversations about what makes a high quality, engaging performance task that places students in optimal position to demonstrate proficiency.

Students are expected to reach ACTFL's Intermediate Level of proficiency, and the culminating authentic learning experience is a two week trip to our partner schools in China, France, Italy or Spain.

Which assessment would engage the student in a meaningful learning experience in addition to assessing proficiency?

Learn more about how Intelligent Adaptive Learning combines both of these elements to support all students in meeting grade - level proficiency standards.

FastBridge Learning supports students in the process of becoming readers by providing assessment tools that measure all five areas of reading proficiency.

In addition to the district - adopted reading program, Taft assesses the proficiency of all students and, if necessary, assigns students to one of three different reading interventions that provide different approaches to literacy learning.

It's been well - established in the literature around professional learning communities that team - developed common assessments can serve as powerful tools to monitor students» level of proficiency in the essential standards (DuFour, et al 2016).

When the English learner student population grows in an area, schools and districts need to create systems for support students in developing English proficiency while they also learn math, science, social studies and other subjects.