Sentences with phrase «skilled needs context»

Even the 6.4 - percent unemployment rate for the least skilled needs context.

Not exact matches

In the context of increasing complexity, competitiveness and uncertainty, experienced professionals are recognizing the need to enrich their skills and deepen their professional networks.

Innovators leverage existing skills and assets in new ways, new contexts, and new combinations, rather than assuming that new resources are needed for new opportunities.

He will push you to upgrade your skills daily, he will call you out on your BS, but the context of it all is why you need to grow thicker skin and bigger ears - he is a kingmaker.

There was also a need we saw within the urban context for life skills such as managing finances, so we decided to do something about it.

I think we need a more integrative approach to education that recognizes that a person is a whole person, that there are these cognitive skills and abilities that need to be developed, but they can be developed in contexts that can help with these other elements of what a person really is.

Yet, in many ways, academic science study — especially when it's complemented with work in an industrial setting — provides excellent preparation in the basic skills you need to practice — and to teach — enterprise in a scientific context.

«More elaborate strategies, such as training people on the skills they will need to succeed in changing behavior, will likely be more effective in most contexts.

«I think you need to be careful with young children,» Brodsky Schur says, highlighting ages five to eight as particularly delicate years — when children register just enough information to be afraid but often lack the deeper knowledge and coping skills to put their reactions into context.

In this context, the meaning of «teaching to the right level» has another meaning: The teacher needs to teach to the level of all skills.

So you may then need to find alternative contexts to develop further maths skills - and this adds variety to the program from both the students perspective but also from your perspective as the teacher.

That means teachers in diverse contexts also need to develop their skills as global educators.

This gives purpose to the experience and shows the real - world context in which the learner would need to apply their new knowledge or skills.

(The whole play) Also included: - medium term plan - revision activities - practice exam questions - context revision Differentiation: purple = lower blue = middle yellow = higher Resources are matched to the new specification literature course and enable students to: - analyse language and structure - explore context and make links within answers - explore character presentation - explore themes - explore effect on the audience - using evidence Resources also provide some opportunities to develop skills needed for the new specification language exams including: - speech writing - imaginative writing - true or false practice - selecting and retrieving information - «How far do you agree» evaluation practice - language analysis

Real world contexts and problems — such as designing sustainable energy systems, bio-medical engineering, maintaining biodiversity in areas where conflicts arise between local and global needs — demand knowledge, concepts and skills from several disciplines.

Realize that although young people are operating in a new digital context, many of the skills they need aren't new.

This resource is useful with a range of ages and educational contexts — Nursery / Primary / Secondary to focus on numeracy skills and / or coin recognition - Special Educational Needs - preparation for adulthood and acknowledging the value of different coins.

In the previous stages of planning for context - based teaching you will have mapped the underpinning mathematics required for the task and identified the resources needed to teach these skills.

Our evaluation of Maths in Context will help give teachers and schools a clearer picture of the best ways to equip young people with the practical maths skills they need to succeed.»

Time spent among students and teachers was an example of serving learners» needs well with a meaningful context, rather than incremental skills to be acquired (IBO).

But as we've already been hearing, there is a question over whether GCSE is necessarily the right qualification for those young people and for the skills that they need in the wider context.»

Schoolwide Positive Behavioral Interventions and Supports (SWPBIS) takes a «systems approach,» targeting a school's overall social culture and providing intensive behavior supports, such as functional behavioral assessments, identifying contexts where behaviors occur, and teaching communication, social, and self - management skills, as needed.

These children need the tools to participate and succeed in the countries in which they are currently living — as well as the skills to thrive across contexts, including ones that they can not yet visualize.

The 2018 assessment will put a larger emphasis on reading literacy and add global competence as a subject to measure whether students have the skills and attitudes needed «to interact effectively and appropriately with people in different countries and with people of different cultures in their local context,» according to the OECD.

Solution: We need to explicitly teach students how to transfer skills to different contexts.

There are people, like expert Anne Collier, who think we should drop the word digital in contexts like this one because we're really just teaching citizenship — these are the skills and knowledge that students need to navigate the world today.

In the context of engaging tasks that authentically need literacy resources, students can develop and expand their literacy skills without even noticing that they are practicing and mastering them.

Special Needs Context - based instruction helps special education students overcome their difficulties with comprehension, problem solving, organizing, and communication skills.

Character, skills, knowledge — it all needs to be wrapped up in meaningful context.

Class members consider objectives of their programs, the stakeholders in each context, management and leadership skills needed to optimize program delivery, and the kinds of information and evidence that can be marshalled to monitor program delivery.

Investigation / Formative assessment as needed to ensure that students are not just «practicing perfectly» but also to teach skills and content in a context that is authentic and meaningful for students.

Matching lesson plan formats to the content (what skills / knowledge are being taught and context (who is being taught, when / where they are being taught, why they need to be taught, etc.) is an important component of good teaching.

Teachers need consistent, school - based opportunities to reflect on the realities of their context and develop their skills and knowledge in collaboration with others.

The authors discuss why preservice teachers need to use multimedia technologies within the context of students» familiar, technology - rich living spaces to develop their own teaching skills and the technology skills of their students.

When you look at this project in the context of the inner city school, where students need hope and confidence just as much as they need academic skills, readers» theater seems to be much more than just a little play.

First and foremost businesses need young people with functional literacy and numeracy skills, and it is crucial that there is an understanding of how to practically apply these skills in context, as well as reforms to GCSE English and maths.»

The PLC sessions were an instrumental step in these gains, helping teachers recognize that feedback is not just about getting students to do a task correctly, but rather helping students see the bigger context of their learning, including the skills and steps needed to improve.

The complex nature of teaching requires that teachers have access to a broad range of strategies, skills and knowledge which can be adapted and fine - tuned to meet widely - varying education contexts and pupil needs.

To date, the project has identified seven categories of learning experiences that better engage students, deepen their content knowledge, improve their ability to solve real - world problems in culturally diverse contexts, and develop the «soft skills» (e.g., flexibility, ability to work collaboratively) they will need throughout their lives.

While the ancient Greeks may have identified the need for social - emotional learning, we can trace its current context to risk prevention researchers who, in the 1970s and 1980s, began to delineate the specific social and emotional skills that support resilience in children.

Students will need to demonstrate their mastery of knowledge or skills in a range of contexts.

We believe that people learn best by doing things in meaningful and interesting contexts and that children need direct instruction in order to develop the skills necessary to be active participants in learning experiences.

The theory of teacher development articulated above demands a shift in the structure of professional learning in schools toward professional learning for teachers that is: 1) aligned to the behaviors, skills, and knowledge that define effective teaching, 2) individualized to the learner (s), taking different forms depending on the experience, skills, and needs of the specific teacher (s), and 3) embedded in the context of teaching: ongoing and collaborative.

This symposium serves to highlight five core themes emerging in the out - of - school time (OST) field: positive youth development as a key frame for child and youth engagement and learning both in school and beyond; the role of mentors and authentic contexts in supporting diverse populations, in particular, traditionally underserved and underrepresented children and youth; the need for meaningful professional development of youth - serving professionals; and the rise of social - emotional skills as a vehicle for 21st century learning.

Within the context of the writing workshop, in which students choose their own topics in the genre of writing that we are studying, it seemed clear to me that students needed a degree of self - awareness to generate ideas from their own experiences and skill in responsible decision - making to choose topics that were rich enough to sustain their own interest through the writing process.

The item type used for a particular skill and context is determined by matching the evidence needed to the most appropriate method for acquiring that evidence.

Graduates will acquire the skills to become school leaders who are able to support the instructional needs of students with disabilities within the broader school context.

The MFA program helps students to gain a deeper understanding of their own ideas and practice, to gain greater awareness of the global context of contemporary art, and to develop the skills in presentation needed to pursue a career in the visual arts.

The program helps students gain a deeper understanding of their own ideas and practices, increase their awareness of the global context of contemporary art, and develop the presentation skills needed to pursue a career in the visual arts.

Experience suggests that technologies are often not adapted to specific local contexts and the needs and skills of users.