Sentences with phrase «structuring learning experiences for»

Based on his observations of recurrent play themes around the world, Sobel articulates seven design principles that can guide teachers in structuring learning experiences for children.

A structured learning experience for kids, ages 7 — 12,

Not exact matches

So for six to 12 months, they'll have real experience in a real restaurant and a training program with structured learning outcomes and coaching, which will really equip them to be successful in their new business.

This is especially true when an organization (like my firm) has a flat company structure, offering opportunities for collaborative learning instead of just having someone with more experience share knowledge.

«If there is any lesson to be learned from Vashti's experience, «she writes, «it would seem to be that women who directly oppose the male power structures will simply be banished, with no opportunity for further influence on those structures.

Spring Camp Overview v Hitting drills Fielding drills Pitching drills Base running drills v Position Skills Game Situations Ability grouping Practice games v All campers will receive a T - shirt and Photo DVD v Snacks will be provided All activities are structured for a positive learning experience and include hitting, fielding, pitching, base running, and position skills, game situations, ability grouping and practice games.

You can learn to ride the track at a number of venues around the country, with taster sessions for complete beginners through to more structured, event specific training for more experienced riders.

«We have carefully designed and painstakingly put in the place structures, equipment, facilities and learning aids that would ensure that our participants get the optimum learning experience from the Socratic environment we have created for them.

Cohort - oriented class structure that facilitates a supportive, shared learning experience for students.

For us it is of central importance that our trainees bond with one another and that you have a shared learning experience that feels supportive, well - structured and compassionate.

There is a continual temptation to structure learning to offer a uniform experience for all students.

Involving the group in the planning, maximising achievement through differentiation and challenge, and having structured review time helps to make sense of the experience, and capitalises on the potential for learning.

The report also includes advice on: group time (keeping large groups to a minimum as they can be overwhelming for three - year - olds); learning activities (offer fewer but more engaging experiences with open - ended or «rich» materials such as sand, water and dress - ups); outdoor play (offer consistent experiences on simple structures so they can achieve mastery; and how daily routines such as dressing and meal times can be powerful opportunities for learning about instructions, sequences and independence.

«You know, the educators in the prior - to - school settings and then first years of school, they're working within very different curricular and learning framework structures so opportunities for collaboration of learning experiences might not be feasible.

It recommended that schools and colleges should: «Ensure that their curriculum planning includes sufficient well ‑ structured opportunities for all learners to engage in learning outside the classroom as a key, integrated element of their experience.»

LC: One thing we've learned in our experience is that a little structure actually frees people up for the exchange of ideas.

A Training Needs Analysis is a structured process for identifying gaps in employee training and related training needs, usually performed by experienced learning and development consultants.

We find evidence supporting the scaffolded sequence: A fidelity - focused approach promoted learning and instructional change more so for teachers inexperienced with the intervention, while a structured adaptive approach was more effective for teachers experienced with the intervention.

Participating cities are launching ambitious plans for change that include components of the Education Redesign Lab's strategy for systemic change: creating student - centered, customized learning experiences for students; integrating social, emotional, and health services with education; providing easily accessible, high quality expanded learning and enrichment experiences for all children; and creating governance structures that will support this integrated model of services.

Identify thoughtful classroom setup and structure that honor student experience; establish norms for shared inquiry and dialogue; establish how to create social - emotional learning safety in the classroom; and analyze behavior management practice to ensure value - based components.

With application of neuroscientific principles, educators can pace instruction in ways to plan experiences for sensory input, allow for positive student experiences that support social - emotional connections, and also provide structure for student reflection, a part of the learning cycle.

Each model provides an underlying framework for instruction that provides consistency and coherence within and across grade levels, structuring learning experiences in ways that enable teachers to plan effective lessons and allow students to purposefully explore content.

Besides offering more tailored learning experiences for students, the flexible, ever - changing structure in West Belden gives teachers a sense of choice and empowerment.

But the structure of charter schools makes room for an improved learning environment as long as qualified, experienced teachers are employed and basic academic standards are followed.

Understands the central concepts, tools of inquiry, and structures of the geography and creates learning experiences that make geography accessible and meaningful for learners to assure mastery of the content.

Led by Dr. Jennifer Curtis — a mathematics teaching and learning specialist with experience leading math rollouts at the school, district, and state level — Emerald Education's thoughtfully phased approach to building leader capacity includes assessing district needs, planning for success, and establishing structures to ensure that students, and leaders, thrive.

After analyzing the data and writing each case we found that four components stood out as consistently prominent across all the schools: a broad and deep curriculum designed for all students with little tracking or ability grouping (meaning that most students get the same high quality learning experiences in all classes); a teaching staff with advanced content knowledge; a mission - focused administrative structure with a flattened hierarchy that invited collaboration with and among teachers and students; and supports for underrepresented students, such as advisories with personalized college planning, tutoring or summer research programs on college campuses.

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.

Due to the effectiveness of this experience, we encourage other learning systems to expand shared leadership and develop collective efficacy by allowing all stakeholders (support staff, teachers, principals, and central office staff and administrators) to have structures in place that ensure a safe space for vulnerability to learn together as a team.

Safe and Ethical Use of Computers School Choice, Interdistrict Public School Climate Survey School Ethics Commission School Facilities School Finance School Forms School Improvement Panel (ScIP) School Performance Reports School Preparedness and Emergency Planning School Safety and Security School Start Time «School Violence Awareness Week» in Accordance with Public Law 2001, Chapter 298, Guidelines for Public Schools and Approved Schools to Observe Schools, NJ Directory Science Self - Assessment for HIB grade Senate Youth Program (U.S.) Single Audit Summary Social and Emotional Learning Social Studies Spanish Portal Special Education Standards (Student Learning / Academic) State Aid Summaries State Board of Education State Board of Examiners State Special Education Advisory Council Structured Learning Experiences (SLE) Student Assistance Coordinator (SAC) Student - Athlete Cardiac Assessment professional development module Student - Athlete Safety Act Webinar Student Behavior Student Health Student Health Forms Student Health Survey, New Jersey Student Support Services Suicide Prevention Summary of Gifted and Talented Requirements

HB 4056 by Rep. Toni Rose / Sen. Eddie Lucio Jr. enhances the list of best practices programs for addressing mental health concerns in schools by requiring the inclusion of programs and practices relating to building skills relating to managing emotions, establishing and maintaining positive relationships, and responsible decision - making; trauma - informed practices; positive school climate (including interpersonal relationships, teaching / learning practices, and organizational structures as experienced by students, parents and personnel); and positive behavior supports.

For the purposes of this article, we'll use the definition set forth by the National School Climate Council, co-led by the Education Commission of the States: «the quality and character of school life,» with an elaboration: «School climate is based on patterns of students», parents», and school personnel's experience of school life and reflects norms, goals, values, interpersonal relationships, teaching and learning practices, and organizational structures.»

They have a lot of great ideas for teaching and for leading a classroom, but minimal experience establishing and maintaining structures that keep students engaged and productively learning.

Semantic metadata is not intended for direct human consumption; it instead provides a controlled way for Reading Systems to learn more about the structure and content of a document, providing them the opportunity to enhance the reading experience for users.

He is just a great dog overall for the right person and is very deserving of a home that has dog experience and can provide firm leadership, structure, and boundaries as he continues to learn and gain confidence.

I was extremely pleased with the course as it offers the best of both worlds - flexibility of off - campus learning; well - structured and high quality education from an established institution as well as the platform for fellow students / shelter veterinarians to exchange experience and ideas.

In this 2 - day course you will gain experience in how to structure learning and find out what the requirements are for teaching CPR and first aid.

It's about providing opportunities to learn directly from one's own experience about the social and psychological structures of groups and organizations, as well as opportunities to develop a disposition and competencies for here - and - now reflection and analysis.

Barrera Siqueios Torres Landa Barrera Siqueios Torres Landa has a three point structured mentoring programme which involves mentoring partners providing professional support across the firm's structure, lawyers learning «first - hand» about the firm's work ethic and client relationships, and work experience for attorneys.

Your Cambridge Insurance Broker of Choice When you approach us for a car insurance quote, one of our experienced agents will be able to review your options with you after learning more about how you want to structure your policy.

• Highly skilled in providing direction to students and enable them to study independently • Well versed in utilizing various instructional equipment and Audio Visual Aids effectively to reinforce learning in the classroom • Proficient in designing and implementing supportive learning activities in collaboration with the teacher • Competent at handling and addressing behavioral problems in young learners and enhancing motivation to learn • Thorough understanding of various cognitive and psychosocial developmental milestones connected with child's age along with associated needs • Hands on experience in activity moderation, teacher's assistance and progress record keeping • Substantial knowledge of various behavior control techniques and strategies • Efficient in designing and executing individualized correctional programs • Proven ability to devise need based learning strategies for physically or mentally challenged children • Demonstrated skills in classroom organization, testing and evaluation • Track record of conducting reinforcement lessons in small groups, covering core subjects including English, math and basic sciences • Excellent skills in analyzing and evaluating the effectiveness of designed program and changing the instructional strategies based on the learner's response and progress • Expert in maintaining updated and fully structured classroom bulletin boards to facilitate learning • Adept at determining Individualized learning goals for each student and gauging progress in learning • Well practiced in communicating home assignments to students, answering their queries regarding the same and marking the work done • Effective listening skills along with profound ability to communicate clearly with students, parents and teachers involved

Graduate Trainee Recruitment Consultant - The role: The role of a consultant is essentially sales - focussed and on a daily basis you can expect to be doing any of the following: - Building long term relationships with both candidates and clients - Calling already established, warm accounts to maintain already existing relationships with contacts - Networking and generating business from cold clients - Meeting face to face with clients - Screening new candidates over the telephone and face to face Graduate Trainee Recruitment Consultant - Rewards & Benefits: - Competitive salary package (1st year OTE # 30k +)- Uncapped commission structure - A structured training programme - A clear pathway for quick progression - 22 days holidays per annum (rising by one per year up to 30 days in total)- Free Bupa cover after one year's continuous service - Monthly Fizzy Fridays and regular team nights out - Entry onto our Vennture Points reward scheme The characteristics we are looking for in our next Graduate Trainee Recruitment Consultant: - A highly motivated team player - Someone who is able to think on their feet - Money motivated & driven by success - Tenacious and hardworking What you will need: - A degree in any discipline or previous sales experience - Excellent communication skills - A willingness to learn and continuously improve - The ability to thrive in a fast - paced agency setting Venn Group is a leading recruitment consultancy established in 2001 that specialises in providing high - calibre temporary and contract solutions to both the public and private sector in a number of different fields including Engineering, Finance, Housing, HR, IT, Legal and Strategic Services.

In early childhood, it is particularly important that children have the protections afforded by attachment bonds with competent and loving caregivers, the stimulation and nutrition required for healthy brain development, opportunities to learn and experience the pleasure of mastering new skills, and the limit - setting or structure needed to develop self - control.

A Structured Unit and Lesson outline and delivery schedule is provided if the educator chooses to deliver the Program in a linear fashion, or choices of learning experiences can be selected from the «pool» of ready to deliver lessons, offering flexibility for Educators and staff to adapt the lessons to meet their own style and to meet current group situations and environment requirements.

A structured unit and lesson outline and delivery schedule is provided if the teacher chooses to deliver the program in a linear fashion, or choices of learning experiences can be selected from the «pool» of ready to deliver lessons, offering flexibility for Educators and staff to adapt the lessons to meet their own style and to meet current group situations and environment requirements.

Learning: For example, more formal learning experiences, structured times and set tasks, increasing indepLearning: For example, more formal learning experiences, structured times and set tasks, increasing indeplearning experiences, structured times and set tasks, increasing independence.

Although the existing research suggests diverse outcomes, scholars have documented that young children exposed to trauma (for example, maltreatment and other forms of violence) are more likely than children who have not been exposed to trauma to experience physiologic changes at the neurotransmitter and hormonal levels (and perhaps even at the level of brain structure) that render them susceptible to heightened arousal and an incapacity to adapt emotions to an appropriate level.21 This emotional state increases their sensitivity to subsequent experiences of trauma and impairs their capacity to focus, remember, learn, and engage in self - control.22

ECD programmes can take many forms, including promotion of good health and nutrition, support for safe and stimulating environments, protection from risks such as violence or abandonment, parenting support and early learning experiences, media, preschools and community groups.4 Poverty is the key underlying cause of poor child development; children living in poverty are exposed to many negative influences, including poor physical environments, inadequate nutrition, parental stress and insufficient cognitive stimulation.5 Undernutrition can influence brain development directly by affecting brain structure and function, or indirectly via poor physical or motor development, in addition to other pathways.6 — 8 Exposure to multiple co-occurring risks most likely contributes to greater disparities in developmental trajectories among children with differential exposure.9 — 12 This paper focuses on associations between specific aspects of children's physical environments — access to improved water and sanitation (W&S)-- and childhood development as measured by performance on a test of receptive language.

Recognizing that many students arrive on campus with few positive academic experiences and little confidence in their academic abilities, teachers are intentional about connecting classroom learning to students» lives and creating spaces for student voice to be heard and reflected in the design and structure of classes and assignments.

Preparing children for the transition will help everyone adjust to the increased levels of activity, structure and expectations, which will help kids have a positive attitude and learning experience throughout the year.