Sentences with phrase «promoting group learning»

In Session 3, you will deepen your understanding of the distinguishing features of a learning group and five strategies for promoting group learning in an educational setting: nurturing children's capacities to learn together; designing engaging tasks that benefit from a group perspective; facilitating conversations that deepen learning; forming groups intentionally; and choreographing individual, small - group, and whole - class learning.

Not exact matches

«Even though they may have never taught a class before, maybe they're an expert in social media and will help promote an event if they're willing to get in front of a group who are eager to learn more.»

Through global, confidential and collaborative peer - learning groups, the WPO accelerates business growth, enhances competitiveness, and promotes economic security.

The initiative is meant to broaden his groups» work in promoting religious tolerance and «expand learning among Muslims, Jews, Christians and people of all faiths,» the statement said.

But then, once a basic level of calm prevailed in the school, the coaches turned their attention to encouraging what they called cooperative learning, a pedagogical approach that promoted student engagement in the learning process: less lecture time; fewer repetitive worksheets; more time spent working in small groups, solving problems, engaging in discussions, and collaborating on longer - term creative projects.

Learn the essentials of group process: how to choose a seating plan, craft an agenda, open a meeting, promote discussion, and respond to the mood of the group.

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.

(1) Teach in a dynamic, well - organized style that makes use of proven pedagogical approaches to promote student engagement in the learning process via less lecture time, fewer repetitive worksheets and more time spent working in small groups solving problems, engaging in discussions, and collaborating on longer - term creative projects.

Parent support programs aim to support and strengthen existing parenting abilities and promote the development of new competencies so that parents have the knowledge and skills needed to carry out child - rearing responsibilities and provide their children with experiences and opportunities that promote child learning and development.14 Parenting support programs typically include the following features: universal access for families, early support to families, and family involvement at all levels of program operation15 Parenting programs often encompass a variety of parenting activities, including, but not limited to, parent and child play groups, parent information classes and support groups, parenting materials, and individualized parent supports provided in response to particular child - rearing concerns or specific parenting questions.

Finding those gems, however, isn't always easy.For this age group, manufacturers push toys that promote learning and social development... more

The Mars Society is pleased to announce that it has joined the online Marspedia project started by two other space advocacy groups - The Mars Foundation and The Moon Society - in an effort to build out a great resource for people of all ages to learn more about the planet Mars, promote the human and robotic exploration of the Red Planet and encourage STEM education.

From 2016 - 2018, in collaboration with AVID coordinators and teachers, Mr. Lopez facilitated small group tutorials in an effort to promote autonomous learning, questioning, and critical thinking skills among the students.

Professional learning communities (PLCs) or networks (PLNs) are groups of teachers that share and critically interrogate their practices in an ongoing, reflective, collaborative, inclusive, learning - oriented, and growth - promoting way to mutually enhance teacher and student learning (Stoll, Bolam, McMahon, Wallace, and Thomas, 2006).

Teachers also plan for students to be involved in small focused learning groups, as well as incorporating rich learning tasks that promote investigative and collaborative learning.

In order to provide these lessons and aid educators, the PZC is organized around plenary sessions, study groups, and mini-courses that help teachers to encourage students» efforts to understand content, recognize and develop student's multiple intellectual strengths, help students learn to think critically and creatively, and assess student work in ways that promotes further learning.

Based on the literature reviews, observations in the schools and meetings with the departments at the Ministry of Education, the team presented several key policy considerations to the Ministry: (1) utilize a website, the National Play Day, and the Jamaican Teaching Council as platforms from which educators can develop and share best game - based learning practices; (2) promote a culture of collaboration through the Quality Education Circles (local discussion groups for educators), and by allocating time for teachers to develop and share game - based learning strategies; (3) provide resource support for schools in the form of workshops and training; and (4) create a monitoring and evaluation plan to be conducted at the school level.

Policymakers should encourage (or push) districts to create similar options for their students by tying Title I and other federal aid programs to initiatives that promote online learning for the most talented students and that also provide physical locations for these students to do their advanced group work.

Please join me on the Social and Emotional Learning group to explore specific ways in which to promote these important ideas.

Collaborative learning promotes time on task as well as friendships across diverse groups, such as race, ethnicity, gender, or school cliques (Johnson & Johnson, 2009).

In our own research, we have found musical participation can promote engagement across entire class groups, or even whole - school populations, in at least four distinct areas: «Engagement in learning», «Peer Engagement», «Increased connection between different members of the school community», and «Community Engagement» (McFerran et al., 2017).

Overall, results showed a slight advantage of grouping as compared to non-grouping in promoting student learning, with large variability in the effect sizes.

In this online course, participants learn how to create «cultures of thinking,» communities where a group's collective as well as individual thinking is valued, visible, and actively promoted every day.

The framework has also been enhanced by considering the use of new and emerging technologies to promote learning among individual students and groups of learners.

In this program, you will learn how to create «cultures of thinking»: places where a group's collective as well as individual thinking is valued, visible, and actively promoted every day.

It can also be used to promote student centered group learning that will keep students engaged while reinforcing concepts that were taught earlier in the year or from the previous two years taught by other teachers.

A number of key teachers identified for their ability to innovate and push the boundaries though their use of digital learning have been asked to join a group to examine how apps for creating can be promoted across the curriculum.

Having progressed significantly since it first came into existence in 2015, Virtual Reality technology within the classroom is helping to enhance interactive learning, encourage more visualisation, as well as promoting self - learning methods and group interaction.

It's very important in a professional community that we see that leaders are, wherever possible, promoting professional learning in their group, they're promoting opportunities to take on leadership roles, they are models themselves of people who keep up with research, that they encourage people and expect people to themselves keep up with research in their area of practice.

Effective professional learning for school leaders should include activities with effective pedagogy, coaching that supports site level work, and inquiry groups that promote peer consultation.

Research overwhelmingly indicates that a positive school climate promotes cooperative learning, group cohesion, respect, and mutual trust — all of which have in turn been shown to improve the learning environment.

Those founders are part of today's ATI team which is nationally known as an energized and dedicated group of professionals focused on carrying forth the long - standing mission of creating technology to promote learning.

The Three Rivers Learning Trust does not have to promote or teach any particular belief, view or way of life that contradicts our outlook or ethos; however, we will not promote discrimination, or accept intolerance against people or groups, on the basis of their belief, opinion or background.

Multimedia projects allow students to be creative and problem solve, while promoting student engagement through individual (or group) learning goals.

Professional collaboration through the Critical Friends Group (CFG»S) is the product of simple idea: providing deliberate time and structure to promote adult professional growth that is directly linked to student learning.

These practices include using effective classroom management procedures; promoting student engagement and motivation; assessing student readiness; responding to learning styles; grouping students for instruction; and teaching to the student's zone of proximal development (the distance between what a learner can demonstrate without assistance and what the learner can do with assistance)(Allan & Tomlinson, 2000; Ellis & Worthington, 1994; Vygotsky, 1978).

includes practical tools with suggestions for creating learning groups at the beginning of the school year, forming study groups in classrooms, and promoting a culture of dialogue.

Henry County Middle School will create an environment that promotes self - paced learning through flexible groupings of students and mastery learning.

A group of agents could manipulate the behavior of the network in ways to promote learning, essentially learning designers would then be manipulating network objects such that they promote learning.

Evidence also suggests that advanced study in instructionally grouped settings based on science aptitudes promotes more learning for all students (Hacker & Rowe, 1993).

The group will consider new tools that could be used to expand the impact of school counselors and the partners that support them, and learning about community level initiatives that promote equity and opportunity for students» post secondary education.

This role aims to drive program outcomes in three key areas: + Group / Individual instructional coaching + Professional development design + Facilitation of adult learning As a Math Lead Coach, this individual will have the opportunity to work with other coaches at Catapult Learning to promote strong instructional practices for math in the NYClearning As a Math Lead Coach, this individual will have the opportunity to work with other coaches at Catapult Learning to promote strong instructional practices for math in the NYCLearning to promote strong instructional practices for math in the NYC region.

Or, when educators report that they believe social, emotional, and civic education is a vital part of student learning but students and parents do not, school leaders may need to promote dialogue among the groups to reach agreement about the school's mission and goals.

Moderator analyses were performed using a random effects model that focused on the three main areas of scaffold characteristics (including the mechanism, functions, delivery forms, mode, and number of scaffolds; how to promote self - regulated learning by scaffolds); demographics of the selected studies (including sample groups, sample size, learning domain, research settings, and types of computer - based learning environments); and research methodological features (including research methods, types of research design, types of organization for treatment, and duration of treatment).

The study, made possible by a gift from the Richard and Susan Smith Family Foundation, found that teachers who participated in a Facing History seminar and received coaching and support showed significantly greater self - efficacy for creating engaging classrooms and promoting academic skills and civic learning than control group teachers.

We also know how powerful it is for students to get 1:1 or small group learning experiences with teachers tailored to their zone of proximal development — and this model breaks free of the constraints of self - contained classrooms — to promote learning that is more personalized and self - directed.

NCASE supports school - age care and summer learning programs by working with state - wide school - age networks and other community partners to expand learning opportunities for school - age children; identifying and promoting family engagement approaches; and coordinating with early childhood and school - age stakeholder groups and other federal programs to maximize effective service delivery models and minimize duplication of efforts.

Learning together in a group promotes collaboration and accountability.

The RAMP ™ model uses a combination of group, peer, and individualized mentoring to promote the successful transition of all youth, including those with disabilities, to employment, continued learning opportunities, and independent living.

Putting this into practice means that effective classroom managers: develop caring, supportive relationships with and among students; organize and implement instruction in ways that optimize students» access to learning; use group management methods that encourage student engagement with academic tasks; promote the development of social emotional learning (self - awareness skills, social skills, self - regulation, responsible decision making, building healthy relationships); and use appropriate interventions to assist students who have behavior problems.

Additionally, service learning programs and cultural immersion experiences in international settings such as Guyana, Haiti and Kenya will enhance students» sensitivity to diversity and difference, promote learning and sharing of cross-cultural experiences, enhance students» competence in building therapeutic relationships with diverse populations, increase students» awareness of ethics and standards appropriate to professional practice with culturally diverse populations, and expand students» global perspectives of psychological theories and their application to culturally diverse groups.