Sentences with phrase «strategies used in class»

She also shows parents the teaching strategies used in class, frequently giving them exercises for practice at home.

Not exact matches

CPPI rebalancing must be used in tandem with rebalancing and portfolio optimization strategies as it fails to provide details on the frequency of rebalancing, and only indicates how much equity should be held within a portfolio rather than providing a holding breakdown of asset classes along with their ideal corridors.

To investigate, we consider relationships between Powershares DB US Dollar Index Bullish Fund (UUP) and the following exchange - traded fund (ETF) asset class proxies used in «Simple Asset Class ETF Momentum Strategy» (SACEMS) at a monthly measurement frequclass proxies used in «Simple Asset Class ETF Momentum Strategy» (SACEMS) at a monthly measurement frequClass ETF Momentum Strategy» (SACEMS) at a monthly measurement frequency:

To check, we add PowerShares DB G10 Currency Harvest (DBV) to the following mix of asset class proxies (the same used in «Simple Asset Class ETF Momentum Strategy&raqclass proxies (the same used in «Simple Asset Class ETF Momentum Strategy&raqClass ETF Momentum Strategy»):

Use this diversification strategy with asset classes investing in your workplace retirement account.

Our goal is to highlight the experiences of those who invest in alternatives — including which strategies they use to seek specific outcomes — to build broader understanding of this asset class.

To check, we add BWX to the following mix of asset class proxies (the same used in «Simple Asset Class ETF Momentum Strategy&raqclass proxies (the same used in «Simple Asset Class ETF Momentum Strategy&raqClass ETF Momentum Strategy»):

We could use progressive strategies of redistribution to make everyone in America a comfortable consumer and still face widespread personal, working - class dissatisfaction if we don't address the basic human need for work, a need more fundamental than the desire to possess twenty - first - century consumer goods.

I would like to tell arsenal fan that the transfer window is not arsenal's problem.Let explain what is in my mind.We need to reinforce our team but we need to think in the future that most of the high class players are going to refuse signing for arsenal fc because of Mr Wenger's philosophy.It looks like arsenal becomes cemetery of players.How many players came in and left because of performance, became good players out of arsenal.We need to accept all of the transformation Mr wenger brings in arsenal but now it does not work.Why??? because lack of tactics, strategies and pretending best players for Mr wenger mind but in reality those players do not get standard of best player.Mr wenger wants to prove everybody that he is wright that players who are calling by wenger are best.I means Mr wenger is the only one can see all matter in good position or bad.He is wrong by thinking this way.He does not like criticism.he is the mind of arsenal.Everything he can say or defend is wright.Think about morrinho comments about arsenal!!!! Why he likes to be arsenal coach!!!! One thing I want to say about arsenal players, I think everybody watch arsenal games.We have got short mind players who play two good games and the rest shameless.They are working hard in the training ground for catching Mr wenger's mind to let them play; what is behind their (players) mind to be the most regular players.Those players have no vision even ambition; they are never becoming high class and their carriers are going to finish in arsenal after arsenal we are going to see them playing for championship.They do not care to become legend as Ian wright, Vierra, Berckam, piress, Henry... What is the big behind their mind to use wenger name to be selected in national team.They are not able to face different leagues in the world.

My teaching about pain - coping strategies became more body - centered, I began to include a body - centered hypnosis component to group classes and I was able to use language effectively in my contact with prenatal and postpartum clients.

«But clickers, in - class worksheets, and content delivery with online quizzes using learning management platforms are examples of strategies that can make student thinking visible on a large scale.»

The «MFM1P 6000» is an interactive computer game which gives students an opportunity to show what they have learned, using models and strategies used in current MFM1P classes, while providing endless opportunity for practice and timely remedial help!

While the books in this series are designed for students with learning difficulties, they can be used as a simple and straightforward introduction to concepts or a reinforcement of mathematical strategies for the whole class.

They use strategies like having a conversation with them [students], trying to reason with them in class or out of class.

Since these strategies are used in every class, students become familiar with the expectations and learn skills like note taking, critical thinking, and self - scaffolding.

In every class, both core and elective curriculum, Trinidad Garza uses the six strategies from the Common Instructional Framework — collaborative group work, literacy groups, scaffolding, writing to learn, questioning, and classroom talk — to align their instruction, create a rigorous environment, and foster students who take ownership of their learning.

Project K - Nect, a pilot program in Onslow County, uses smartphones as a learning tool in math classes, supplementing traditional math instruction with alternative teaching strategies.

«This approach recognises that the child comes to school with knowledge of another language, that it is a huge resource not just for that child but for the other children in that class if teachers were equipped to use that pedagogical strategy.

Arthur uses the simplified game strategy with a card game called Zero Out in his seventh grade math class.

A handy fact sheet that can be used in class or for revision on mitigation strategies used in earthquakes.

I wonder if the use of flipped learning strategies would help make space in class time for this.

The 6 Hats strategy can be used whole class, in small groups, or individually.

· Members of the team analyse each other's individual class data and discuss and critique different writing strategies used by teachers in the team and evaluate them against good practice literature and school data.

Additional Strategies The following strategies can be used to extend the Lincoln - Douglas debate structure by involving the entire class in diffeStrategies The following strategies can be used to extend the Lincoln - Douglas debate structure by involving the entire class in diffestrategies can be used to extend the Lincoln - Douglas debate structure by involving the entire class in different ways:

The resources includes an explanation for you (and your staff if you are a Subject Leader), of all the reading strategies and a record sheet for each strategy which can be printed and used in class right away.

Instead, secondary schools need to develop a continuum of literacy instruction to combat the debilitating fragmentation of block schedules; that is, teachers of content classes from every subject need to use similar classroom approaches so that struggling students can utilize strategies learned in supplementary classes throughout the whole school day.

Here are four literacy strategies that I found to be useful in CTE classes, though I know they can be used in any classroom.

Additionally, in the article Using Learning Activities to Optimize Blended Learning you will find invaluable tips and strategies on how to map the class activities with the online materials to achieve the best possible educational experience for your learners.

Rather than spending most of his time in front of the class, Gould prefers that students use their knowledge of science to a build a finished product — a strategy that he believes increases student engagement.

Employing information on in - class time use provided by a nationally representative sample of U.S. teachers in the 2003 Trends in International Mathematics and Science Study (TIMSS), we estimate the impact of teaching practices on student achievement by looking at the differential effects on the same student of two different teachers, using two different teaching strategies.

The proactive use of circles, [a strategy of class meetings], for instance, might take the form of a daily or weekly «check - in» and «check - out,» in which each student in the circle answers a question.

To help their students consider the most recent school shooting, teachers at one New Jersey middle school used the PLAN strategy with their classes, taking the perspective of the students in the school where the tragedy occurred:

One potential strategy is to increase class size in order to free up resources that can be used to pay teachers for the extra days worked.

Insight in action As part of an MSP program working to improve middle school science and mathematics instruction, teacher leaders were responsible for providing in - class coaching support to classroom teachers using a variety of strategies.

This is the strategies that high - impact teachers use, and administrators brag about, to make the curriculum come to life ensuring their students walk out of their classes ready to be change agents in their communities.

«It was great to learn fun strategies and games to use in my class.

We designed the class to emphasize strategies that proficient readers use and to model how students could apply these comprehension strategies in their math, science, and social studies classes.

Other students in the class will be reminded to use the Word Attack strategies and encouraged by stories of success.

Students still enter the class reluctantly at best, defiantly at worst — and they still leave understanding how to use comprehension strategies and reading to learn in their content classes.

Taking students outside for class, introducing a subject with dramatic footage from a video, bringing visitors into the classroom, or dressing up in costume were all strategies teachers used to be novel and garner attention.

Using a detailed observation guide (see the Student In - Class Observation Guide), the coordinator records events that demonstrate readiness skills for fully learning English, such as the ability to follow directions, comprehend lesson content, participate in class discussions, use writing materials, and independently implement writing strategieIn - Class Observation Guide), the coordinator records events that demonstrate readiness skills for fully learning English, such as the ability to follow directions, comprehend lesson content, participate in class discussions, use writing materials, and independently implement writing strateClass Observation Guide), the coordinator records events that demonstrate readiness skills for fully learning English, such as the ability to follow directions, comprehend lesson content, participate in class discussions, use writing materials, and independently implement writing strategiein class discussions, use writing materials, and independently implement writing strateclass discussions, use writing materials, and independently implement writing strategies.

You may discover that you already use many of the CREATE strategies in your classes.

Hundreds of practical strategies to put in use in your class tomorrow.

They were also more likely to comfort students for their apparent lack of ability and use «kind» strategies that failed to motivate the students to improve, such as assigning less homework and not calling on them in class.

(James J. Barta and Michael G. Allen); «Ideas and Programs To Assist in the Untracking of American Schools» (Howard D. Hill); «Providing Equity for All: Meeting the Needs of High - Ability Students» (Sally M. Reis); «Promoting Gifted Behavior in an Untracked Middle School Setting» (Thomas O. Erb et al.); «Untracking Your Middle School: Nine Tentative Steps toward Long - Term Success» (Paul S. George); «In the Meantime: Using a Dialectical Approach To Raise Levels of Intellectual Stimulation and Inquiry in Low - Track Classes» (Barbara G. Blackwell); «Synthesis of Research on Cooperative Learning» (Robert E. Slavin); «Incorporating Cooperation: Its Effects on Instruction» (Harbison Pool et al.); «Improving All Students» Achievement: Teaching Cognitive and Metacognitive Thinking Strategies» (Robert W. Warkentin and Dorothy A. Battle); «Integrating Diverse Learning Styles» (Dan W. Rea); «Reintegrating Schools for Success: Untracking across the United States» (Anne Wheelock); «Creatinga Nontraditional School in a Traditional Community» (Nancy B. Norton and Charlotte A. Jones); «Ungrouping Our Way: A Teacher's Story» (Daphrene Kathryn Sheppard); «Educating All Our Students: Success in Serving At - Risk Youth» (Edward B. Strauser and John J. Hobe); «Technology Education: A New Application of the Principles of Untracking at the Secondary Level» (N. Creighton Alexander); «Tracking and Research - Based Decisions: A Georgia School System's Dilemma» (Jane A. Page and Fred M. Page, Jr.); and «A Call to Action: The Time Has Come To Move beyond Tracking» (Harbison Pool and Jane A. Pagein the Untracking of American Schools» (Howard D. Hill); «Providing Equity for All: Meeting the Needs of High - Ability Students» (Sally M. Reis); «Promoting Gifted Behavior in an Untracked Middle School Setting» (Thomas O. Erb et al.); «Untracking Your Middle School: Nine Tentative Steps toward Long - Term Success» (Paul S. George); «In the Meantime: Using a Dialectical Approach To Raise Levels of Intellectual Stimulation and Inquiry in Low - Track Classes» (Barbara G. Blackwell); «Synthesis of Research on Cooperative Learning» (Robert E. Slavin); «Incorporating Cooperation: Its Effects on Instruction» (Harbison Pool et al.); «Improving All Students» Achievement: Teaching Cognitive and Metacognitive Thinking Strategies» (Robert W. Warkentin and Dorothy A. Battle); «Integrating Diverse Learning Styles» (Dan W. Rea); «Reintegrating Schools for Success: Untracking across the United States» (Anne Wheelock); «Creatinga Nontraditional School in a Traditional Community» (Nancy B. Norton and Charlotte A. Jones); «Ungrouping Our Way: A Teacher's Story» (Daphrene Kathryn Sheppard); «Educating All Our Students: Success in Serving At - Risk Youth» (Edward B. Strauser and John J. Hobe); «Technology Education: A New Application of the Principles of Untracking at the Secondary Level» (N. Creighton Alexander); «Tracking and Research - Based Decisions: A Georgia School System's Dilemma» (Jane A. Page and Fred M. Page, Jr.); and «A Call to Action: The Time Has Come To Move beyond Tracking» (Harbison Pool and Jane A. Pagein an Untracked Middle School Setting» (Thomas O. Erb et al.); «Untracking Your Middle School: Nine Tentative Steps toward Long - Term Success» (Paul S. George); «In the Meantime: Using a Dialectical Approach To Raise Levels of Intellectual Stimulation and Inquiry in Low - Track Classes» (Barbara G. Blackwell); «Synthesis of Research on Cooperative Learning» (Robert E. Slavin); «Incorporating Cooperation: Its Effects on Instruction» (Harbison Pool et al.); «Improving All Students» Achievement: Teaching Cognitive and Metacognitive Thinking Strategies» (Robert W. Warkentin and Dorothy A. Battle); «Integrating Diverse Learning Styles» (Dan W. Rea); «Reintegrating Schools for Success: Untracking across the United States» (Anne Wheelock); «Creatinga Nontraditional School in a Traditional Community» (Nancy B. Norton and Charlotte A. Jones); «Ungrouping Our Way: A Teacher's Story» (Daphrene Kathryn Sheppard); «Educating All Our Students: Success in Serving At - Risk Youth» (Edward B. Strauser and John J. Hobe); «Technology Education: A New Application of the Principles of Untracking at the Secondary Level» (N. Creighton Alexander); «Tracking and Research - Based Decisions: A Georgia School System's Dilemma» (Jane A. Page and Fred M. Page, Jr.); and «A Call to Action: The Time Has Come To Move beyond Tracking» (Harbison Pool and Jane A. PageIn the Meantime: Using a Dialectical Approach To Raise Levels of Intellectual Stimulation and Inquiry in Low - Track Classes» (Barbara G. Blackwell); «Synthesis of Research on Cooperative Learning» (Robert E. Slavin); «Incorporating Cooperation: Its Effects on Instruction» (Harbison Pool et al.); «Improving All Students» Achievement: Teaching Cognitive and Metacognitive Thinking Strategies» (Robert W. Warkentin and Dorothy A. Battle); «Integrating Diverse Learning Styles» (Dan W. Rea); «Reintegrating Schools for Success: Untracking across the United States» (Anne Wheelock); «Creatinga Nontraditional School in a Traditional Community» (Nancy B. Norton and Charlotte A. Jones); «Ungrouping Our Way: A Teacher's Story» (Daphrene Kathryn Sheppard); «Educating All Our Students: Success in Serving At - Risk Youth» (Edward B. Strauser and John J. Hobe); «Technology Education: A New Application of the Principles of Untracking at the Secondary Level» (N. Creighton Alexander); «Tracking and Research - Based Decisions: A Georgia School System's Dilemma» (Jane A. Page and Fred M. Page, Jr.); and «A Call to Action: The Time Has Come To Move beyond Tracking» (Harbison Pool and Jane A. Pagein Low - Track Classes» (Barbara G. Blackwell); «Synthesis of Research on Cooperative Learning» (Robert E. Slavin); «Incorporating Cooperation: Its Effects on Instruction» (Harbison Pool et al.); «Improving All Students» Achievement: Teaching Cognitive and Metacognitive Thinking Strategies» (Robert W. Warkentin and Dorothy A. Battle); «Integrating Diverse Learning Styles» (Dan W. Rea); «Reintegrating Schools for Success: Untracking across the United States» (Anne Wheelock); «Creatinga Nontraditional School in a Traditional Community» (Nancy B. Norton and Charlotte A. Jones); «Ungrouping Our Way: A Teacher's Story» (Daphrene Kathryn Sheppard); «Educating All Our Students: Success in Serving At - Risk Youth» (Edward B. Strauser and John J. Hobe); «Technology Education: A New Application of the Principles of Untracking at the Secondary Level» (N. Creighton Alexander); «Tracking and Research - Based Decisions: A Georgia School System's Dilemma» (Jane A. Page and Fred M. Page, Jr.); and «A Call to Action: The Time Has Come To Move beyond Tracking» (Harbison Pool and Jane A. Pagein a Traditional Community» (Nancy B. Norton and Charlotte A. Jones); «Ungrouping Our Way: A Teacher's Story» (Daphrene Kathryn Sheppard); «Educating All Our Students: Success in Serving At - Risk Youth» (Edward B. Strauser and John J. Hobe); «Technology Education: A New Application of the Principles of Untracking at the Secondary Level» (N. Creighton Alexander); «Tracking and Research - Based Decisions: A Georgia School System's Dilemma» (Jane A. Page and Fred M. Page, Jr.); and «A Call to Action: The Time Has Come To Move beyond Tracking» (Harbison Pool and Jane A. Pagein Serving At - Risk Youth» (Edward B. Strauser and John J. Hobe); «Technology Education: A New Application of the Principles of Untracking at the Secondary Level» (N. Creighton Alexander); «Tracking and Research - Based Decisions: A Georgia School System's Dilemma» (Jane A. Page and Fred M. Page, Jr.); and «A Call to Action: The Time Has Come To Move beyond Tracking» (Harbison Pool and Jane A. Page).

ELIZABETH ROSS HUBBELL conducts workshops and training for K — 12 teachers on research - based instructional strategies and technology integration, writes curriculum models for online classes, conducts technology audits for districts, and trains district leaders in using Power Walkthrough software.

Review compensatory strategies that can be used across core subject area classes to improve students» understanding of what they read in their classes.

providing ongoing professional study that shows teachers how to use multiple texts and teach reading strategies to reach every student in classes with mixed reading levels (Robb, 2007; Tomlinson, 1999, 2002).

Familiarize yourself with these strategies, make regular use of them in your classroom, and watch the status of your class become increasingly clear.

In their report to the entire class they discussed availability of technology as well as strategies they might use when working in that school as teachers of English language artIn their report to the entire class they discussed availability of technology as well as strategies they might use when working in that school as teachers of English language artin that school as teachers of English language arts.