Sentences with phrase «skills in a group setting»

But that activities are good experiences with developing skills in a group setting, and also signposts for the week.

Help your child develop appropriate social skills in a group setting using the principles of ABA, and working on individualized goals.

An essential element of cooperative learning is for students to use their interpersonal skills in a group setting.

Such services including learning social skills and learning cognitive skills in a group setting.

Learn and practice critical career building skills in a group setting.

Program goals include helping students understand their thoughts and feelings, learning mindfulness tools for managing distressing or painful emotions, and providing opportunities to practice these skills in a group setting.

DBT was developed by Marsha Linehan, Ph.D., at the University of Washington in the early 1990's, and focuses on the teaching of skills in group settings (in addition to individual psychotherapy) that have been proven effective in the treatment of acute mental health symptoms, including depression, self - harm, emotional lability, and anxiety.

Not exact matches

The best way to extend your current skill set is by finding mentors, advisors or a business coach — and a close group of colleagues in the office and in your industry — to share notes with and learn from.

There is wisdom in having two parallel sets of groups — the ongoing network of «normal» church groups, and small ad hoc groups aimed at personal growth through depth communication and enhancing interpersonal skills.

The advanced metrics show that when compared to peers of similar styles and skill sets, he is in the bottom of the group, whether factoring in age or not, going into his 4th year in the pros.

The most unique Sunday tee sheet of the PGA Tour season is set and 24 groups of different sizes and skill levels will go off at Pebble Beach in the AT&T National Pro-Am.

Each camper will be placed in groups based on age and skill set.

In another world, MMA could be organised by a really solidly organised group that promotes fights and fighters without drama, and focuses on the technical mastery and skill - sets, and where this kind of drama would be strictly punished and accepted by the fighters as being totally unacceptable.

Keeping Giroud on this squad with the promise of substantial playing time... the offensive tactics of this squad is way too indirect and is much more reflective of a hold up play / cross in the box scheme that suits Giroud's skill - sets but can't continue if Wenger really wants Lacazette to be successful... without Sanchez on the pitch this offence is a little bit like a headless chicken, passing sideways, providing relatively poor service to undersized players and sub-par finishing... this isn't to suggest that Arsenal can't perform without Alexis but this offensive scheme is antiquated and ill - advised, especially considering our personnel (poor man's Barca)... if Arsenal doesn't want to pay the price to get topnotch players so we can press high and play all out attack, we would be better served by adopting a counterattack approach... unfortunately that would mean developing a far less skittish defensive group that could withstand the pressure and we all know that Wenger hasn't opted for that approach considering our defensive pickups in recent years and the lack of a «boss» in the midfield

In this century, deeper - learning proponents argue, the job market requires a very different set of skills, one that our current educational system is not configured to help students develop: the ability to work in teams, to present ideas to a group, to write effectively, to think deeply and analytically about problems, to take information and techniques learned in one context and adapt them to a new and unfamiliar problem or situatioIn this century, deeper - learning proponents argue, the job market requires a very different set of skills, one that our current educational system is not configured to help students develop: the ability to work in teams, to present ideas to a group, to write effectively, to think deeply and analytically about problems, to take information and techniques learned in one context and adapt them to a new and unfamiliar problem or situatioin teams, to present ideas to a group, to write effectively, to think deeply and analytically about problems, to take information and techniques learned in one context and adapt them to a new and unfamiliar problem or situatioin one context and adapt them to a new and unfamiliar problem or situation.

Spending one to two hours a day in the world of words, students will gain valuable writing skills while unleashing their creativity in a lively and collaborative small - group setting.

When your child participates in a group setting for the first time, be it child care, preschool or kindergarten, that's often when you notice other children's skills and abilities and can't help but think about how your own child compares.

Our Certified Parent Educators can speak to your group, in your setting to help parents and professionals hone their skills, resolve difficulties, and build ongoing support systems they can depend on over time.

Responding to the decision of the Minister for Education and Skills, Leighton Andrews AM, to set up a Task & Finish Group to review the roles and responsibilities in relation to school governance, Chris Keates, General Secretary of the NASUWT, the largest teachers» union in Wales, said:

«In the small group setting, there was usually some nervous giggling or shyness at first, but the girls became really engaged when they practiced the skills in the virtual simulations,» Simpson Rowe saiIn the small group setting, there was usually some nervous giggling or shyness at first, but the girls became really engaged when they practiced the skills in the virtual simulations,» Simpson Rowe saiin the virtual simulations,» Simpson Rowe said.

Daniels» skill set attracted the notice of Novartis, and in 2008 he joined a group in the Cardiovascular and Metabolic Disease department working on protein design for protein therapeutics.

Joschi Yoga Institute's 200 - Hour Yoga Teacher Training Program gives you all the skills, knowledge, experience and confidence to be a great, creative and compassionate teacher in a small group setting.

The story is of a group of people with all different skill sets coming together, it's set in a very agrarian pseudo-futuristic middle ages timeline, you spend a lot of time talking to people in towns, all travel is basically on foot between points A and B, and the battle system is very basic and turn - based, with a passive style.

Interactive media is typically used individually, or in small groups requiring a different set of teaching skills, the instructor may not be as familiar with.

Support your students with behaviour goal setting in the areas of social skills, work habits, group skills, and organizational skills.

In the behaviour area, students can learn about the goal setting process as they strive to meet goals related to social skills, work habits, group skills, and organizational skills.

This highly practical example shows that by taking a keener interest in energy use schools can save money, reduce carbon and create a group of more engaged and motivated students who will have the skill sets required in a new economy.

The Scope of this project is to: - Provide seed funding and support pilot implementation of ideas resulting from the June 2014 design workshop on improving outcomes for babies in foster care; - Launch pilots of co-designed strategies for working collaboratively with parents in creating daily, regularized family routines in four sites and evaluate executive function skills, child development, child literacy and parental stress levels of participants pre -, during, and post-intervention; - Build a core group of leaders to help set the strategic direction for Frontiers of Innovation (FOI) and take on leadership for parts of the portfolio; - With Phil Fisher at the University of Oregon and Holly Schindler at the University of Washington develop a measurement and data collection framework and infrastructure in order to collect data from FOI - sponsored pilots and increase cross-site and cross-strategy learning; Organize Building Adult Capabilities Working Group to identify, measure and develop strategies related to executive function and emotional regulation for adults facing high levels of adversity and produce summary report in the fall of 2014 that reviews the knowledge base in this area and implications for intervention, including approaches that impact two generatgroup of leaders to help set the strategic direction for Frontiers of Innovation (FOI) and take on leadership for parts of the portfolio; - With Phil Fisher at the University of Oregon and Holly Schindler at the University of Washington develop a measurement and data collection framework and infrastructure in order to collect data from FOI - sponsored pilots and increase cross-site and cross-strategy learning; Organize Building Adult Capabilities Working Group to identify, measure and develop strategies related to executive function and emotional regulation for adults facing high levels of adversity and produce summary report in the fall of 2014 that reviews the knowledge base in this area and implications for intervention, including approaches that impact two generatGroup to identify, measure and develop strategies related to executive function and emotional regulation for adults facing high levels of adversity and produce summary report in the fall of 2014 that reviews the knowledge base in this area and implications for intervention, including approaches that impact two generations.

Games also teach good communication skills, problem solving, critical thinking skills, creativity, and even time - management when used in group and time - based settings.

In a five - year study in the Bryon, Minnesota, school district, Housen found that VTS developed critical - thinking skills that transferred to other settings — from group discussions to individual writing, for instance — and to other subjectIn a five - year study in the Bryon, Minnesota, school district, Housen found that VTS developed critical - thinking skills that transferred to other settings — from group discussions to individual writing, for instance — and to other subjectin the Bryon, Minnesota, school district, Housen found that VTS developed critical - thinking skills that transferred to other settings — from group discussions to individual writing, for instance — and to other subjects.

It's important for both groupings to be present in student learning spaces so that all students can practice their social skills in multiple settings.

In this activity, set the timer and give mere minutes to group plan a mock birthday party, a field trip, or a group meal so they can practice their negotiation skills.

At all grade levels, have curriculum components that build essential life skills in such areas as communication, self - control and managing strong emotions, friendship, getting along in groups, goal - setting and planning, and problem solving.

This detailed and high quality unit includes: * 18 lesson plans (with 13 differentiation strategies) * 95 slide PowerPoint presentation (divided into lessons) * All resources and worksheets (9 sheets) * Homework project (7 tasks) that includes both reading and writing skills * A copy of the key scene, with original version on the left and space for students to «translate» into modern English on the right * End - of - unit reading / writing exam * End - of - unit exam mark scheme (suitable for KS3 Levels 3 - 6, with GCSE 1 - 9 conversion) Unit's lessons include: * Quiz on the life and times of Shakespeare * Group «collective memory» activity on the Globe Theatre * Activities focused upon «translating» Shakespearean language * Storyboarding the play * Reading and translating Act 3 Scene 1 * Analysing characters in the key scene * Structing an essay response * Designing costumes for Puck and Titania * Designing a set for the key scene * Spelling tests on key vocabulary (differentiated by writing level) * SPaG starter activities * Crosswords * End - of - unit reading exam (GCSE English Language / Literature style) * End - of - unit writing exam (GCSE English Language style) * Teacher / peer / self assessment opportunities

The center setting is meant for students to collaborate in small groups and to utilize problem - solving skills.

Generally speaking, the more independent readers were placed with the paraprofessional and those not yet reading or with underdeveloped skills were placed with the more highly trained teachers for instruction designed specifically to meet their needs in small - group settings.

In its 10th Year, the Leadership Academy is funded by a statewide Teacher Center grant to be a Learning Community studying Leadership.Its mission is to empower individuals to realize their professional and personal leadership capacity through learning together, enhancing individual and group skills, and to set and achieve goals that advance distributive leadership within the New York State Teacher Centers» Organization.

Students learn a set of collaborative skills so they can work well together in long - term groups (tribes).

In a group setting, demonstrate how the Six Sustainable Happiness Skills are exhibited in everyday situations that students are likely to experiencIn a group setting, demonstrate how the Six Sustainable Happiness Skills are exhibited in everyday situations that students are likely to experiencin everyday situations that students are likely to experience.

use formative assessment data in order to inform groupings, track student progress, develop an inquiry - based curriculum that builds mathematical understanding and procedural skills based in meaningful tasks, and deliver targeted instruction to students in large - group, small - group, or individual settings.

TAP uses a set of standards for evaluating teachers that is based on the work of consultant Charlotte Danielson.1 In Enhancing Professional Practice: A Framework for Teaching (1996), Danielson breaks teaching down into four major categories (planning and preparation, classroom environment, instruction, and professional responsibilities); 22 themes (ranging from demonstrating knowledge of the subjects taught to designing ways to motivate students to learn); and 77 skills (such as when and how to use different groupings of students and the most effective ways to give students feedback).

+ Provides coaching experiences for teachers, including review of lesson delivery, providing feedback, and modeling demo lessons + Develops / curates quality instructional resources to share with teachers, including lesson plans, unit plants, and assessments + Facilitates professional development workshops for group sizes ranging up to 100 participants + Designs rich and meaningful professional development sessions aligned to math instruction + Continues own learning through research and self - driven PD to stay current of latest trends in math education + Maintains open communication with supported teachers to nurture a professional learning community of educators + Communicate actively with key stakeholders on progress of teacher development + Provides reporting documentation of services delivered, as required EDUCATION / EXPERIENCE: + BA / BS Degree in Education or related field + 4 + years of work experience teaching math in a K - 12 setting + Expert in math content at least across a 5 year grade level band (g. grades 4 — 8) + Record of result in effectively coaching teachers + Experience designing and delivering professional development for adults + Experience working in blended learning classrooms is a plus + Master's degree preferred + Excellent communication skills are essential OTHER JOB REQUIREMENTS: Some local traveling required.

In creating flexible groups teachers may use test results, student in - class performance, and / or an individualized evaluation of a student's set of skills in order to determine the group into which a student should be placeIn creating flexible groups teachers may use test results, student in - class performance, and / or an individualized evaluation of a student's set of skills in order to determine the group into which a student should be placein - class performance, and / or an individualized evaluation of a student's set of skills in order to determine the group into which a student should be placein order to determine the group into which a student should be placed.

Invisible in both of these performances are the many kinds of knowledge, unseen plans, and backstage moves — the skunkworks, if you will — that allow a teacher to purposefully move a group of students from one set of understandings and skills to quite another over the space of many months.»

StartUp, BuildUp, and SpiralUp Phonics Skill Bag Kits are a proven solution to teaching phonics in an intervention or small - group classroom setting.

Intensive varied supervised field experiences in settings with reading specialists, consultants, or staff development personnel involving diagnosis and treatment of reading difficulties; development or refinement of reading programs; evaluation of reading instruction; application of interpersonal communications and group process skills.

(a) Provides employment and / or practicum experiences with adolescents in urban public school settings; (b) Provides ongoing support in the development of skills necessary to be an effective group facilitator, utilizing a science - based affective curriculum; (c) Heightens facilitators» understanding of the cultural and contextual factors that impact the psychosocial development of urban adolescents and their ability to achieve academically; (d) Exposes facilitators to the process of designing, implementing and evaluating large scale preventive interventions; (e) Examines educational policy and its implications for practice and research for urban education and school reform; and (f) Encourages facilitators» interest and pursuit of careers in education, psychology social work, counseling and / or other related fields.

It is often within the group setting of a classroom and the demands of schoolwork that delays or deficits in the development of age - expected executive function skills are first noted.

We will consider the roadblocks that these students often encounter and how we can improve decoding, comprehension, and fluency skills in a small - group setting to accelerate each reader's progress.

What we try to do is identify a group of instructional leaders within the school, not one, but rather the administrators and teachers, who have the skill set and willingness to take on the work of looking at a variety of data sets and coming up with one or two overarching objectives that the school really needs to achieve in order to move forward.