Sentences with phrase «small group learning through»

As you know, here at NWEI we focus on individual behavior change and small group learning through our discussion courses and through our EcoChallenge.

Here at NWEI, we focus on individual behavior change and small group learning through our discussion courses and in our EcoChallenge.

Not exact matches

Arnold learned through much trial and error that the smaller muscle groups, such as the calves and abdominals, do not need a full day of rest.

Furthermore, we need to support teachers so they understand how effective differentiation can be achieved through a team - taught learning environment, utilising small group workshops which drive the overall learning intentions.

Through real - world case studies, small group discussions, interactive presentations, and other immersive experiences, you will learn to think beyond your own administrative area and lead in ways that support larger institutional objectives.

Through MDP, you will have the opportunity to learn and network with colleagues across the cohort, as well as to make deeper connections among assigned small groups that meet throughout the duration of the two - week program and maintain connections well beyond.

Each year I hosted an afternoon training [session] with my grade - level team that began with a group meeting and ended with parents rotating through teachers rooms and the school office learning various activities like using the copier, working with small groups, and conducting fluency testing.

Rather than drilling students into compliance around the critical components of SLANT (Sit Up, Listen, Ask and Answer Questions, Nod your head, Track the Speaker), a blended - learning environment will hopefully create the conditions where students will want to be more fully present through individualized learning and targeted small - group engagement.

This lesson plan supports the learning of science concepts and key vocabulary through movement and dance as individual learners and in small groups focusing on compositional skills.

This lesson plan supports the learning of science concepts and key vocabulary through movement and dance as individual learners and in small groups focusing on compositional and performance skills.

Accordingly, we should see an increase, by design, in problem - and project - based learning, small - group inquiries, Socratic Seminars, and independent studies as learners progress through the curriculum across the grades.

Through her collaboration with Caryl Oliver, and Raptivity, she has created a range of learning and training courses for clients as small as a hospitality college in India to industry giants like the Linfox Group in Australia.

Each classroom (at least among the three I visited) represented a unique approach to teaching and learning — one English classroom looked like a Flex model, where some students were working alone and others had sorted themselves into small groups to move through online assignments, and still others were in small group instruction with the teacher.

CEL used multiple strategies to slowly build the culture for coaching, holding monthly large - group training session, small - group coaching, and classroom walk - throughs using CEL's 5 Dimensions of Teaching and Learning framework.

Maintain a multi-tiered system of supports to assist students in overcoming barriers to learning through classroom supports as well as small - group and individualized interventions.

But through what she learned from her CEL experience, Wehrheim helped the teacher develop a strategy to have students lead their own small group discussions.

Drawing on situated theories of learning and identity, the author argues that mathematics classroom interactions during both whole class and small group discussions take on both learning and positional functions, which become linked through relationships of authority.

We provide individualized learning through small and flex groups, inquiry -, project -, and technology - based learning, tiered learning assistance, and a comprehensive Special Education program.

They work with teachers both one - on - one and in small groups to support student learning; they support students through their teachers rather than working directly with students.

The student can learn about fractions while watching a Zaption video, practice working with fractions through online games, work in collaborative groups to create a project that uses fractions, and / or learn from the teacher in a small group setting on how to solve different fractions.

The data collected and analyzed in this study do not delineate whether or not teachers searching these online databases of lesson plans are more likely to implement a lesson plan with materials formatted to print out for small learning groups, or if teachers were drawn to the Sort It Out activity through the professional development and the exposure created in the high frequency of strategy use, which led to the high frequency of small group learning and use of printed materials.

We provide individualized learning through the incorporation of small and flex groups, inquiry -, project -, and technology - based learning, enrichment programs, tiered learning assistance, and a comprehensive Special Education program.

This credo will be realized through a «student - centered» learning environment based on small group instruction, innovative uses of technology through «blended learning» and leadership education in order to meet the specific needs of each student.

Students rotated through learning stations, giving their teachers a chance to work one - on - one or with small groups of students.

The article includes strategies for assessing students» learning through written assignments and through class discussion — for example, by asking students to explain the answers, whether or not the answers are correct; asking for more than one solution strategy; using small - group work; and asking students to restate others» ideas.

They learn to present their own learning through small group facilitation.

The balance between learning through play, whole group instruction, and small group instruction prepares our students for the rigorous academic program that awaits them in Kindergarten and beyond.

Blended learning maximizes time spent in class by creating additional opportunities for teachers to deliver small group, individualized instruction, and by allowing students to self - direct their learning through adaptive technology.

Students learn through a mixture of self - paced online instruction, teacher or student - led small - group instruction, direct instruction, and problem - based and project - based work.

These deeper learning and academic skills are developed through small group learning, 1:1 teacher time, collaborative group work, teacher created content and playlists and adaptive software programs.

In Growing Independent Learners, she provides a comprehensive guide — with more than 400 full - color photos — to help you plan instruction focused on literacy standards, organize your classroom for maximum benefit, and lead your students to independence through whole - group lessons, small - group focus, and partner learning at literacy stations.

In his classroom, Joshua has three skill - equivalent cohorts of students rotating through four different stations: • self - paced online work on the LMS Blendspace, • independent reading, • collaborative project - based learning, and • small group instruction.

Students will progress through their individualized learning plan during three - hour rotational labs, where they will learn through digital and adaptive programs, collaborate with peers, and participate in individual tutoring sessions and small - group instruction.

The professional learning is delivered through face to face workshops, implementation mentoring via email and classroom visits, webinars, coaching, small group cohorts, and ongoing opportunities for collaboration.

Differentiating instruction through such approaches as small - group learning, individual projects, online instruction, and student choice helps students achieve academic excellence, become valedictorians, and enter universities.

Having previously determined through day - to - day interactions, that undergraduate teacher candidates were not reading their texts nor fully comprehending the theoretical and practical understandings of literacy learning, the professor (the first author) determined that guided small - group discussion was required to achieve these goals.

While one group of scholars work in these small teams, the rest of the class is broken down into two other groups: one learns through collaborative projects with peers, and the other learns individually using digital curriculum.

Students progress through individualized learning plans during three hour rotational labs, where they learn through digital and adaptive programs, collaborate with peers, and participate in individual tutoring sessions and small - group instruction.

Students in grades 9 - 12 learn through a mix of self - paced online instruction, small - group work, direct instruction, project - based work, internships, and college courses.

We will show you how to incorporate our software into your lesson plans, enhance your core curriculum through technology, differentiate instruction, and share proven ways to facilitate independent, scaffolded learning for students with diverse needs through whole class, small group, or individual instruction.

The model creates more learning time for students through an extended day and year as well as more efficient and effective educational delivery provided through a four - tiered staffing approach (from resident to master teacher), looping and small - group, discourse - rich blended learning instruction.

Excellence for Every Child Excellence for Every Child encourages small class sizes of multi-age groups, allowing a variety of learning styles, integrating the arts with core curricula, creating personal academic goals, and demonstrating knowledge and abilities through a variety of assessments.

Foster students» strengths through the use of predictable routines and structured paired and small - group learning experiences.

Allow for accelerated, differentiated academics through four modalities of learning: self - directed learning time; small group learning; large group learning; and immersive expeditions

Through this small group of educators and Facing History staff, I have learned about and challenged myself with using digital media and technology to not only engage students and deepen their learning, but more importantly to encourage them to use technology to give voice to the voiceless in our society.

This small group experience will give you close contact with course instructors and colleagues as well as the opportunity to learn through case based management and a hands - on feline medicine techniques and procedures dry lab.

These tours enable small groups to learn about the music, art, spiritual practices and architecture through discussions with local artists, dancers, teachers, musicians and more — through 14 - guided tours.

Explore the exhibition with New Museum educators through small group conversations and learn how Burden has investigated ideas of limits, speed, and play through artworks like Ghost Ship, The Big Wheel, A Tale of Two Cities, and All the Submarines of the United States of America.

oit is with indignation that we are speaking othis document is not acceptable • Bolivia owe have learned about this document through the media, not through you onow we are given 60 minutes to accept something already agreed upon by other states owe are seeing actions in a dictatorial way othis is unacceptable and anti-democratic owe say to the people of the world: they shall judge upon it othe rights of our people are not being respected owe are not going to decide about so many lives in only 60 minutes othis is s group of a small number of countries oAPPLAUS • Cuba o4 hours ago Obama announced an agreement which is non-existant owe is behaving like an emperor owe have seen version being discussed by secretive groups in the last hours and days oCuba will not accept your draft declaration oat this conference, there is no consensus on this document oI associate my voice to Tuvalu, Venezuela, Bolivia othe target of 2 degrees is unacceptable o... • Costa Rica ofor the reasons that we have heard, this document can not be considered the work of the AWG - LCA and can not be considered by the COP othis can only be an INF doc, it's just for information oadditional question: in an earlier version, a CP.15 - decision, para. 1: there was a reference to a legally binding instrument to be adopted by the COP onow: we have a new version, but the reference to legally binding instrument disappeared • USA o [wants to speak, but point of order by Nicaragua] • Nicaragua othere is already a precedent where we have not been given the right to speech onow that you have mentioned we finally want to speak • Pres. [moving on] oUS does not appear on my list any more, so next one is Sudan • Sudan othere must be something horribly wrong here oI pushed the button when I saw Nicaragua raising their sign in order to support them • Nicaragua othis is a deterioration of the democratic system oand this happens at the most important conference of the UN for many years owe have draft decisions about how to carry forward the process ostates (lists names) have written a submission: • this has not followed the basic principles of the UN • inclusion • bottom up processes • democratic participation • equality of states oduring this consequence, many states expressed their position against such approaches othe only agreement we recognize is??

Both through the speakers and in our small group conversations, the general consensus was a push to focus on practical, hands - on learning (e.g. partnerships with local businesses and law school clinics) and to integrate the law school curriculum by allowing (or even requiring) students to take courses within other schools at the university.