Sentences with phrase «reflecting learning levels»

Design in - person instruction that is enriched (developing higher - order thinking skills) and personalized (reflecting learning levels and interests of individual students)

Not exact matches

The songs on this two - cd set are arranged thematically rather than chronologically and reflect many of the recurring themes of Cash's oeuvre: love, sin, redemption, life, death... Adding to the intimacy level, many of the songs feature spoken introductions by Cash, as if he were introducing the songs to an audience, in which he talks about his history with the song, how he learned it, or wrote it and, more personally, why he feels such a deep connection with the composition.

This does not mean that Isaiah was either more intelligent or more sincere in his religion than Moses, or Augustine more than Isaiah, but it means that their respective theologies are to a significant degree products of the total of learned culture in their respective times, and thus that these theologies themselves reflect these several levels of cultural development and philosophical refinement.

Current prices for doula services with Melissa are $ 950-1100 and reflect the immense level of experience and expertise and over 15 years of learning, mentorship and commitment to the field that Melissa brings into the doula client relationship.

When people learn they have high cholesterol, that value often reflects their LDL cholesterol levels, said Dr. Kavita Sharma, the clinical director of The Ohio State University Wexner Medical Center Lipid Clinic.

In order to attain that level of personal reflection and professional distance, the institute creates an environment that enables participants to remove themselves from the day - to - day grind by creating a retreat - like experience that encourages candid discussion from the time they awake until they go to bed, and provides unstructured time to prepare for upcoming classes, reflect on what they are learning, and apply their new insights to challenges they may face back home.

The main activities implemented in the program by the students, under the coordination of their teacher, are: (1) analysis of the problems of the local Roma community; (2) selection of a problem for in - depth study by the class, a problem that can be solved through local public policies; (3) collecting information about the problem from various sources, including members of the Roma community, public institutions, NGOs, specialists, and analysis of possible solutions; (4) drafting a public policy that could solve the problem; (4) developing an action plan to influence public authorities to adopt the public policy proposed by the students; (5) organizing a showcase at local level in which students present their projects; (6) reflecting on the learning experience.

Learning levels, learning domains, reflecting and extending learning, cognitive, perceptual, affective, interpersonal, and psycLearning levels, learning domains, reflecting and extending learning, cognitive, perceptual, affective, interpersonal, and psyclearning domains, reflecting and extending learning, cognitive, perceptual, affective, interpersonal, and psyclearning, cognitive, perceptual, affective, interpersonal, and psychomotor.

I've found it helpful to orient online learners to be aware of these levels of learning since their personal learning goal should be to move from lower levels (awareness and comprehension) to higher levels of learning (analysis, evaluation) as reflected in their posts.

However, most of the material reflects the higher level, and will provide a wealth of stimulating lessons for students who are starting to become more independent in their learning.

The question is whether taking the test with extra time simply enables learning - disabled students to demonstrate their true level of knowledge and skills, which would presumably be reflected in their college GPAs, or whether it fundamentally alters the test.

While the grade - level standards are certainly not arbitrary and reflect natural long - term «learning progressions,» a rigid sequence within each grade level was never intended.

The hour was divided into two, 10 - 15 minute segments consisting of whole - class reading or writing and whole - class word - level (phonics, spelling) and sentence - level work; one 25 -30-minute session of directed group activity; and a whole - class summary meeting at the end (5 - 10 minutes) for pupils to revisit the objectives of the lesson, reflect on what they had learned, and consider what they needed to do next.

Where progress is understood differently — to mean «increasing «proficiency» reflected in more extensive knowledge, deeper understandings and higher - level skills within a domain of learning» (Masters, 2017)-- an emphasis only on reporting achievement on summative assessments would give very little sense of a child's progress from where they began.

A program should participate in their state or local Quality Rating and Improvement System if their state or local system has been validated to show that the tiers accurately reflect differential levels of quality, are related to progress in learning and development, and build toward school readiness and that Head Start programs are able to participate in the same way as other early childhood programs in the state.

No set of grade - specific standards can fully reflect the great variety in abilities, needs, learning rates, and achievement levels of students in any given classroom.

Historically, state and local policies have tended to treat all teachers as if they were equally effective in promoting student learning, 1 but a good deal of evidence amassed over the past decade documents enormous variation in teacher effectiveness.2 The effectiveness of a teacher is indeed the most important school - based factor determining students» levels of academic achievement, yet few state and district policies reflect this finding.

Consistent with Wixson and Dutro's (in press) recommendations, they found New York State standards reflected the national standards in orientation to reading process and learning, and actually went beyond national standards to provide a level of specificity that helps teachers know what students should know and be able to do at different developmental levels.

The founders wanted a school that would get kids to grade level; an educational program that supported kids to explore essential questions, learn to reflect upon their own learning and construct student - led projects with community relevance; and to have a rich offering of arts, PE, and sports.

Although you can think about many of this guide's questions on your own, we recommend forming a study group with grade - level colleagues who have read (or are reading) Peer Feedback in the Classroom, or using this guide as you read and reflect on the book in a professional learning community (PLC).

All FastBridge Learning math progress measures reflect a skills hierarchy such that beginning skills are included at the lower levels and more advanced skills at the higher levels.

In Creating a Culture of Reflective Practice — a companion volume to their teacher - oriented book Teach, Reflect, Learn — authors Pete Hall and Alisa Simeral draw on lessons learned from educators across grade levels, content areas, and district demographics to present a definitive guide to developing a culture of reflective practice in your school.

She amended the schedule to foster PLCs so that grade - level teacher teams could meet daily to reflect on their practice; collaborate around teaching and learning; continuously fine tune their shared beliefs and values; and examine data to improve their craft.

Each letter grade that a student earns at the high school level is connected to a graduation credit, and many classes reflect only one step in a sequence of learning.

Reflect critically upon teaching experience; identify areas for further professional development as part of a professional development plan that is linked to grade level, school, and network goals; access meaningful learning experiences; and listen thoughtfully to other viewpoints and respond constructively to suggestions and criticisms.

Assessments can reflect a wide variety of learning targets using a range of methods serving many important users and uses at a variety of levels from the classroom to the boardroom.

Sponsor chains — but especially those needing to improve — should seek out successful practice and reflect on what their own chain could learn from it, encouraging this outward - facing approach among practitioners at all levels within their academies

From state - level reports that provide a lens into district adoption of technology to survey tools that help state teams reflect on their efforts and develop plans, the Alliance provides states with materials needed to craft and monitor digital learning plans.

For example, teams are expected to clarify essential outcomes; develop and utilize the results of common, formative assessments; collaboratively analyze student learning (particularly the results of formative common assessments); and reflect on their instructional practices in order to improve the learning levels of their students.

I experienced some challenging behavior and many of my learning activities did not reflect the developmental level of my students.

Instructional Environment: Instructional environment refers to classroom level dimensions of instructional practice assumed to reflect teachers» philosophical beliefs about mathematics, students, teaching, and learning (Stein et al., 1991).

-- The term «comprehensive literacy instruction» means instruction that — ... (D) makes available and uses diverse, high - quality print materials that reflect the reading and development levels, and interests, of children; (E) uses differentiated instructional approaches, including individual and small group instruction and discussion; (K) depends on teachers» collaboration in planning, instruction, and assessing a child's progress and on continuous professional learning;

Although you can think about many of this guide's questions on your own, we recommend forming a study group with grade - level colleagues who have read (or are reading) Fast and Effective Assessment, or using this guide as you read and reflect on the book in a professional learning community (PLC).

This program allows superintendents at all experience levels to reflect on their practices and learn specific skills that will help them work through current educational issues and challenges.

Although you can think about many of this guide's questions on your own, we recommend forming a study group with grade - level colleagues who have read (or are reading) Literacy Unleashed, or using this guide as you read and reflect on the book in a professional learning community (PLC).

The Pivot Staff Evaluations module provides leaders at all levels of the PK - 12 education system with a powerful tool to (a) collect, code, rate, and reflect on evidence, (b) communicate securely, (c) set goals for improvement, (d) track professional development, and (e) monitor progress toward student learning objectives.

For students at Maths Pathway partner schools, growth is the central metric that they see and are assessed on, leveling the playing field, and ensuring that for every student data that they receive on their learning reflects their own development.

The grants reflect the foundation's growing portfolio of investments seeking to provide every student, regardless of background and income level, with access to high quality, personalized learning opportunities that are rigorous, engaging, collaborative, tailored and paced according to their individual needs, and based on content mastery.

Make sure the training and objectives associated with each Level reflect their abilities and goals at that stage in their learning journey.

Professional learning communities - Teachers collaborate regularly via grade level and content teams, reflecting on student data, honing their content expertise and building their toolkit of instructional practices.

Although you can think about many of this guide's questions on your own, we recommend forming a study group with grade - level colleagues who have read (or are reading) A Close Look at Close Reading, Grades — K, or using this guide as you read and reflect on the book in a professional learning community (PLC).

Present transformational snapshots that reflect how real practitioners across all grade levels and subject areas have upgraded curriculum and instruction and increased student ownership of learning.

A side effect of the adjustments in scoring is that on 5 of the 12 math and English tests this year, a student had a better - than - even chance of earning a Level 2 mark — a failing grade that reflects «partially meeting learning standards» — simply by guessing.

Feature a design architecture reflecting the scaffolding levels of the intended student learning and be built collaboratively.

To facilitate teacher learning, research indicates that teachers need to reflect on their own beliefs (Borko & Putnam, 1995, 1996; Bransford & Schwartz, 1999), have access to alternative practices and beliefs that are reflective of their subject and grade level and observe the positive impact these practices have on students» learning (Richardson & Placier, 2001; Sandholtz, Ringstaff, & Dwyer, 1997), yet these activities can not be accomplished within the limited time constraints of short - term learning experiences (McKenzie, 2001; Moursund & Bielefeldt, 1999).

These statistics reflect an impressive level of engagement by its users, but more importantly, lead to learning outcomes for the Nashville community.

Monitoring and evaluation results are used at several levels to reflect on process and results, draw» lessons learnt» and identify possibilities for improving on - going or future programmes and projects.

- Must reflect the company values: Passion, Creativity, Straight talking - Switched on and energetic, able to perform well within a fast - paced environment - Graduate degree 2.1 or above from well - respected university - Good grasp on the latest technology and / or eager to learn more - A good communicator, English fluent or mother tongue - Have shown «that bit extra»; worked alongside degree, sport success, high level hobby - Can take responsibility for failings and successes - Positivity = a must!

This level allows time for an EVOLVE team member and the parent / caretaker to reflect on past visits, lessons learned, and planned interaction for the current visit before spending time with the child (ren).

The three levels of professional learning we offer are designed to build participants» knowledge and influence their professional practices within their specific context and at their stage of expertise, and to reflect the learning requirements of the children and young people they educate.