Sentences with phrase «promote cognitive learning»

The school psychologist will be an integral part of the Special Education Team and help promote cognitive learning in a team environment.

In 2003, companies that promote cognitive learning used lead paint, children's clothing burned faster than newspaper, nightlights exploded, and crib mobiles leaked battery acid on infants.

Not exact matches

Different activities, both individual and group, are also a great way to help your toddler learn new skills, to add structure to your toddler's day, to promote gross and fine motor skills, and to support cognitive development.

Cognitive development toys encompass so much more than the «learning toys» promoted by toy stores.

It promotes a wide range of cognitive abilities, plus supports curiosity and learning.

The 18 - week study of 318 healthy young adults found that combining physical exercise and mild electric brain stimulation with computer - based cognitive training promoted skill learning significantly more than using cognitive training alone.

In particular, if adults embrace the same «broad learning experiences» (characterized by six factors below) that promote children's growth and development, they may see an increase in their cognitive health, and not the natural decline that we all expect.

These tools can be used for creating learning activities that can be employed to reduce the cognitive load of the learners and promote better learning.

Cognitive science research supports the value of using comparison and contrast to promote general learning: identifying similarities and differences in multiple examples has proven to be a critical and fundamental pathway to flexible, transferable knowledge.

«Classroom participation is associated with the generation and promotion of higher order thinking skills, and this cognitive stimulation provides students with a different environment which promotes positive and effective learning experiences...».

Cognitive Science and Advanced Reasoning: Cognitive and reasoning principles can be used to promote learning across all content areas in middle school.

In an article by researcher Kimberly Schonert - Reichl, learn how a social and emotional learning (SEL) program involving mindfulness and caring for others enhanced cognitive control, reduced stress, promoted well - being and social skills, and produced positive school outcomes.

Each FACT includes a detailed description of the FACT, how the FACT promotes student learning, how the FACT informs instruction, tips for designing and administering the FACT, general implementation attributes (e.g. - ease of use, time, cognitive demand), ways to modify the FACT for diverse learners, caveats to watch out for, and other disciplines the FACT can be used in besides science or mathematics.

FEG's process is rooted in the philosophy of meeting children's diverse learning needs and promoting their healthy cognitive and social development.

For too long, standardized testing has been the predominant form of assessing student learning, while ignoring the deleterious effects of narrowing the curriculum, promoting teaching to the test, and emphasizing lower order cognitive skills.

Recent findings point to the importance of building on prior knowledge, constructing learning environments that promote cognitive development, reflection, and deep conceptual understanding.

In fact, the cognitive psychology term «testing effect» was coined several decades ago to refer to the finding that taking practice tests on studied material promotes greater subsequent learning and retention on a final test as compared to relying on more common study strategies.

(James J. Barta and Michael G. Allen); «Ideas and Programs To Assist in the Untracking of American Schools» (Howard D. Hill); «Providing Equity for All: Meeting the Needs of High - Ability Students» (Sally M. Reis); «Promoting Gifted Behavior in an Untracked Middle School Setting» (Thomas O. Erb et al.); «Untracking Your Middle School: Nine Tentative Steps toward Long - Term Success» (Paul S. George); «In the Meantime: Using a Dialectical Approach To Raise Levels of Intellectual Stimulation and Inquiry in Low - Track Classes» (Barbara G. Blackwell); «Synthesis of Research on Cooperative Learning» (Robert E. Slavin); «Incorporating Cooperation: Its Effects on Instruction» (Harbison Pool et al.); «Improving All Students» Achievement: Teaching Cognitive and Metacognitive Thinking Strategies» (Robert W. Warkentin and Dorothy A. Battle); «Integrating Diverse Learning Styles» (Dan W. Rea); «Reintegrating Schools for Success: Untracking across the United States» (Anne Wheelock); «Creatinga Nontraditional School in a Traditional Community» (Nancy B. Norton and Charlotte A. Jones); «Ungrouping Our Way: A Teacher's Story» (Daphrene Kathryn Sheppard); «Educating All Our Students: Success in Serving At - Risk Youth» (Edward B. Strauser and John J. Hobe); «Technology Education: A New Application of the Principles of Untracking at the Secondary Level» (N. Creighton Alexander); «Tracking and Research - Based Decisions: A Georgia School System's Dilemma» (Jane A. Page and Fred M. Page, Jr.); and «A Call to Action: The Time Has Come To Move beyond Tracking» (Harbison Pool and Jane A. Page).

Our educational program promotes cognitive, personal and social development in a safe learning environment.

By the end of this training, participants will recognize what are the 8 different kinds of good questions that promote cognitive rigor and how they can use these good questions to set the instructional focus and serve as assessments to deeper student - centered learning experiences.

These seminars and trainings are designed specifically for educators who are interested in learning how to promote cognitive rigor through inquiry in a certain content area or to deliver a distinctive learning experience such as project - based or problem - based learning.

Learn how to develop learning experience that promote cognitive rigor by challenging students to demonstrate higher order thinking and communicate depth of knowledge.

Learn how to use the Cognitive Rigor Questions Framework developed by MAVERIK EDUCATION LLC to create good questions that promote cognitive rigor by challenging students to demonstrate higher order thinking and communicate depth of kCognitive Rigor Questions Framework developed by MAVERIK EDUCATION LLC to create good questions that promote cognitive rigor by challenging students to demonstrate higher order thinking and communicate depth of kcognitive rigor by challenging students to demonstrate higher order thinking and communicate depth of knowledge.

The teacher will facilitate learning and help promote cognitive, personal, and social development and well - being of all students on the caseload.

Planned, sequential PK - 12 physical education provides psychomotor, cognitive and affective content and learning experiences that promote optimum personal development.

The SPED will facilitate learning and help promote cognitive, personal, and social development and well - being of all students on the caseload.

Design appropriate and challenging learning experiences informed by analysis of how learners develop individually across the cognitive, linguistic, social, emotional, and physical patterns to promote student learning and growth

Provide children with learning experiences that promote their cognitive, social and emotional development.

Shares in the responsibility for planning, preparing and implementing stimulating, age - appropriate activities that encourage children's creativity and learning and promote each child's social, emotional, cognitive and physical development

You can enrich your life by learning how your brain creates change along with cognitive and emotional restructuring techniques designed to promote your own creative problem solving process.»

Its basis is in cognitive behavioral approaches, social learning theory, modeling, and a strength - based emphasis on actively teaching and role - playing skills that promote positive client and family outcomes.

Play therapists strategically utilize play activity to help children express difficult thoughts and feelings, learn more adaptive behaviors when emotional or social skills deficits are present, promote cognitive development and provide insight and resolution to inner conflicts or dysfunctional thinking.

Gain strategies to support development and learning, and promote positive outcomes, as well as explore ways to use the Daily Resources to support cognitive, social — emotional, language and physical development for all students.

In an article by researcher Kimberly Schonert - Reichl, learn how a social and emotional learning (SEL) program involving mindfulness and caring for others enhanced cognitive control, reduced stress, promoted well - being and social skills, and produced positive school outcomes.

Although parenting programs based on social learning models have been remarkably successful in assisting parents to change their children's behaviour and improve their relationships with their children, there is still a great deal to learn about how to promote concurrent change across the cognitive, affective and behavioural domains of parenting.

From a socio - cultural viewpoint, cognitively responsive behaviours (e.g. maintaining versus redirecting interests, rich verbal input) are thought to facilitate higher levels of learning because they provide a structure or scaffold for the young child's immature skills, such as developing attentional and cognitive capacities.9 Responsive behaviours in this framework promote joint engagement and reciprocity in the parent - child interaction and help a child learn to assume a more active and ultimately independent role in the learning process.10 Responsive support for the child to become actively engaged in solving problems is often referred to as parental scaffolding, and is also thought to be key for facilitating children's development of self - regulation and executive function skills, behaviours that allow the child to ultimately assume responsibility for their well - being.11, 12