Sentences with phrase «sized learning focuses»

Not exact matches

City lawmakers targeting Airbnb want to triple the size of a special task force that focuses on illegal rentals offered by the online service, The Post has learned.

The program focuses on nutrition, daily meals, supplements, and learning how to lift weights to gain size.

Although federal legislation has stressed the standardization of student learning, researchers continue to debate several key aspects of these students» high school experiences, specifically, school size, curriculum focus, school structure, and philosophical mission.

If you are interested in a key insight into microlearning, check the free eBook A Bite - Sized Guide To Microlearning: In there, you will find why this brilliant learning strategy, known for quickly closing knowledge gaps, is the ideal instructional approach for training professionals who are eager to create focused learning experiences.

For challenges like large class sizes, high - stakes testing, and intense focus on teacher and administrative accountability, increasing success by all students means we must engage them into the learning dialog.

The effort to insist on «assessment boundaries» — which narrow the focus of a standard by setting a ceiling on the content that can be assessed — in connection with every standard often leads to a «dumbing down» of what might actually be learned about a topic, seemingly in the interest of «one - size - fits - all» science that won't be too challenging for students.

That recommendation, if realized, would bind LA Unified to a time - bound, one - size - fits - all model that fails to focus on the most important criterion — whether a student has learned the material.

Another good option is mobile learning (aka mLearning) that focuses on providing bite - sized learning content which can go a long way in creating anytime - anywhere learning moments for female employees.

The multiple linkages model asserts a prominent role for «situational variables» — the size of the work group, organizational policies and procedures, the prior training and experience of members — which mediate what the leader is able to do.131 For example, the size of the school will have a significant effect on how well teachers know other teachers; it also will affect the way in which teachers form workgroups or departments to talk about their work.132 The fragmented nature of professional communities, rather than size per se, becomes a constraint on how principals try to organize professional communities to focus on instruction and student learning.

«Microlearning is an effective sales training strategy that involves bite - sized learning nuggets focused on a specific product features or a sales task providing just - in - time learning.»

Once a framework had been established, committee tasks were to then: (1) «zoom in» and break down specific targeted sections of the draft LPFs into what we called more detailed «mini progressions» for a smaller grade span, often adding some additional «interim steps» (progress indicators) to the mini progressions; (2) use the more detailed and focused mini progressions to design sample instructional modules (with a series of 4 ‐ 6 detailed lessons) illustrating how a teacher in the general education classroom might move students along this smaller grain ‐ sized learning progression using best practices in instruction; and (3) draw from best practices in instruction for students with significant cognitive disabilities to incorporate suggestions to each lesson plan for how to make the academic content more accessible for all students.

Schools and districts of all sizes can use the essential - questions approach to become data - driven decision makers focused on improving student learning and achievement.

The report rates facilities in four categories: building condition; outside site conditions; learning environment, which includes air quality; and learning spaces, which focuses on adequate classroom size and space for gymnasiums, cafeterias, music, art, and other programs.

The facilities have smaller class sizes that focus on project - based learning in their academic curriculum.

Provides a differentiated learning experience through small class size (12 - 16 students) and expertly trained teachers who balance teacher - directed and student - initiated focus on inquiry and discovery.

Focused on building academic proficiency in English and personalization, Meaningful Student Involvement encourages schools not to set arbitrary, one - size - fits - all timelines that do not take into account the learning needs of individual English language learners.

PD Online features more than 80 courses focusing on a broad array of important topics and incorporates multimedia and high - quality digital content that fits the needs of almost any type and size of learning group, ranging from individual learners to statewide deployments and integration with university programs.

The school has shrunk the achievement gap between disabled students and their peers to nearly half the size it was when the Common Core was introduced, by pushing expectations for students and focusing on individualized learning.

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).

BVP High School is the first school in its network to pilot a personalized learning model, which is characterized by a focus on individualized learning and a movement away from a one - size - fits - all approach.

Tenure could guard against dismissal of more experienced, higher paid teachers during periods of tight budgets when school leaders may be more focused on reducing costs while meeting class size requirements than they are on student learning.

Our small class sizes offer more personalized and focused instruction, as well as innovative teaching and hands - on learning opportunities.

In this growth - focused environment, educators can follow a unique learning path dictated by their individualized improvement plan, as opposed to the «one size fits all» approach that may meet the needs of some but not all.

With Dr. Hirsh - Pasek, his focus has been on translating his research from the classroom to the community through the learning landscapes projects (e.g. a life - sized board game installed in parks targeting STEM and reasoning skills).

In my small unique book «The small stock trader» I also had more detailed overview of tens of stock trading mistakes (http://thesmallstocktrader.wordpress.com/2012/06/25/stock-day-trading-mistakessinceserrors-that-cause-90-of-stock-traders-lose-money/): • EGO (thinking you are a walking think tank, not accepting and learning from you mistakes, etc.) • Lack of passion and entering into stock trading with unrealistic expectations about the learning time and performance, without realizing that it often takes 4 - 5 years to learn how it works and that even +50 % annual performance in the long run is very good • Poor self - esteem / self - knowledge • Lack of focus • Not working ward enough and treating your stock trading as a hobby instead of a small business • Lack of knowledge and experience • Trying to imitate others instead of developing your unique stock trading philosophy that suits best to your personality • Listening to others instead of doing your own research • Lack of recordkeeping • Overanalyzing and overcomplicating things (Zen - like simplicity is the key) • Lack of flexibility to adapt to the always / quick - changing stock market • Lack of patience to learn stock trading properly, wait to enter into the positions and let the winners run (inpatience results in overtrading, which in turn results in high transaction costs) • Lack of stock trading plan that defines your goals, entry / exit points, etc. • Lack of risk management rules on stop losses, position sizing, leverage, diversification, etc. • Lack of discipline to stick to your stock trading plan and risk management rules • Getting emotional (fear, greed, hope, revenge, regret, bragging, getting overconfident after big wins, sheep - like crowd - following behavior, etc.) • Not knowing and understanding the competition • Not knowing the catalysts that trigger stock price changes • Averaging down (adding to losers instead of adding to winners) • Putting your stock trading capital in 1 - 2 or more than 6 - 7 stocks instead of diversifying into about 5 stocks • Bottom / top fishing • Not understanding the specifics of short selling • Missing this market / industry / stock connection, the big picture, and only focusing on the specific stocks • Trying to predict the market / economy instead of just listening to it and going against the trend instead of following it

Focus your time on learning about position sizing and money management.

With years of experience working with pit bulls of all sizes, temperaments, and personalities, our trainers can help you learn new ways to communicate with your dog and get their attention focused on YOU.

/ School restorative conferencing / School restorative conferencing / School setting / Schools / School's contribution / Secure accommodation (1) / Secure accommodation (2) / Self / Self awareness for facilitators / Self in family work / Self - blame / Self - development / Self exposed / Self - expressions / Self formation / Self - injury (1) / Self - injury (2) / Self - injury (3) / Self - mutilation / Self - mutilation: an examination of a growing phenomenon / Self renewal / Self - supervision (1) / Self - supervision (2) / Selfishness / altruism / Separation and Loss / Separations / Service user involvement / Severe personality disorder / Sex education / Sexual abuse / Sexual abuse in an institutional setting / Sexual abuse recovery work / Shaping modifying environments / Sharing and bearing with a child / Showing that life can be enjoyable / Significant adults / Significant learning / Silence / Silent voices / Single cause / Size of residential settings / Sleep / Small group living / Small groups / Social brain (The) / Social care in Ireland / Social care — the field / Social change / Social competence (1) / Social competence (2) / Social Competencies: Affect / Social networks in restricted settings / Social Pedagogy / Social policy / Social skills training (1) / Social skills training (2) / Social skills training (3) / Social skills training (4) / Social skills training (5) / Socratic questioning / Solution - focused principles / Some unanswered questions / Space and place / Space under threat / Spaces / Spatial arrangements / Special considerations in the development process / Spiritual connection / Spiritual well - being / Spirituality / St. John Bosco / Staff and sexual orientation / Staff induction / Staff integrity / Staff meeting / Staff morale / Staff morale in children's homes / Staff retention / Staff selection / Staff support / Staff training groups in institutions / Staff turnover / Staff values and discipline / Staffing / Statement of Purpose / Status of care workers / Stealing / Steering a middle course / Stigma / Story, time, motion, place / Story unfolding / Storybook reading / Street children (1) / Street children (2) / Street children (3) / Street children (4) / Street children (5) / Street children (6) / Street children and self - determination / Street corner / Street kids / Street youth and prostitution / Streetsmart kids / Stress / Stress in child care work / Strengths (1) / Strengths (2) / Strengths (3) / Structure of activities / Structured storying / Structuring the relationship / Stuck clients / Students / Students, self and practice / Succeeding with at - risk youth / Successful careers / Suicidal behaviour in GLB youth / Suicide (1) / Suicide (2) / Suicide attempts / Suicide risk / Suitability for practice / Supervision (1) / Supervision (2) / Supervision (3) / Supervision (4) / Supervision (5) / Supervision (6) / Supervision (7) / Supervision (8) / Supervision (9) / Supervision and ethics / Supervision and practice / Supervision and teaching / Supervision formats / Supervision: Parallel process / Supervision wish list / Supervisor insecurity / Support for self - harm / Support for self - harm / Symbolic communication / Symptom tolerance guaranteed / Systemic thinking / Systems (1) / Systems (2) / Systems (3) / Systems and spheres of influence / Systems thinking / Systems vs developmental views /

Through this process we assist the therapist to define an appropriate therapeutic focus for his / her work with the couple being discussed (small or large group learning, depending on training group size).