Sentences with phrase «student learning needs across»

Not exact matches

Technologies like DreamBox, a math education software that's used in a number of classrooms across the US, adapts to each student's skill level and lets students learn at a pace best suited to their needs.

By ensuring that students across India have the nourishment they need to be able to learn, the foundation plays an integral role in the education of Indian youth, and we are honored to help them execute on their mission.»

Some argue that a democracy needs public schools that all students attend so all learn shared values and discover how to work together across class and racial lines.

Costs are equally difficult to compare across blended - learning models that stand to best support specific students» needs in specific contexts.

Increasingly, in a world where knowledge itself is constantly growing and evolving, students need to develop a set of knowledge, skills, behaviours and dispositions, or general capabilities that apply across learning area content and equip them to be lifelong learners able to operate with confidence in a complex, information - rich, globalised world.

Although the United States spends $ 620 billion on education annually, it invests less than one percent of that in the research needed to improve how teachers teach and students learn: Across the economy, industries spend 2.8 percent of gross domestic product on research and development.

One of the things I believe is most appealing about this book is its relevance across a range of subjects and stages of schooling — it is up to you as the pedagogue to adopt or adapt according to the needs of your students and broader teaching and learning environment.

This points to a desperate need to move toward a competency - based learning system that measures and rewards individual student growth, as well as an underlying shared learning infrastructure that allows the country to identify each unique student in a consistent way — so that when he or she moves geographies, the student's record does as well — and to keep track of what that student knows and can do in a consistent way across geographies.

A statement in the Australian Professional Standards for Teachers now specifies that teachers need to demonstrate an ability to develop `... teaching activities that incorporate differentiated strategies to meet the specific learning needs of students across the full range of abilities» (AITSL, 2014).

Students need to be explicitly taught and given opportunities to practice using executive functions to organize, prioritize, compare, contrast, connect to prior knowledge, give new examples of a concept, participate in open - ended discussions, synthesize new learning into concise summaries, and symbolize new learning into new mental constructs, such as through the arts or writing across the curriculum.

Tracey Mackin, Director of Curriculum and Pedagogy, adds: «Quite early on we latched onto the recognition that if any report is going to have any value for students across multiple year levels... it needs to be focused and specific enough to prompt questions, and to get the student talking to the teacher, or their parents, about what they might need to support their future [learning].

Early in the fall, classroom teachers across the country are busy assessing their students» academic levels, learning styles, and individual needs.

My focus was on assessment across the whole school and developing a policy that allowed us to take into account the different learning needs of the students.

From memory strategies to concept mapping, the guide gives you everything you need to know to help your students improve, grow and develop their thinking and learning - and to cultivate growth mindsets across the board.

Schools across the country have embraced the philosophies behind personalized learning, customizing their curriculums to suit the needs and interests of their students, with teachers taking the lead.

One was to identify aspects of teaching that needed strengthening across the school, such as student engagement in learning, and plan appropriate professional learning opportunities to meet that need.

Our classroom and visit resources support object - based learning across the curriculum and are designed to meet the varied needs of students from EYFS through to Key Stage 5.

In communities across the nation, faith - based organizations (FBOs) provide out - of - school learning programs designed to help students attain improved education outcomes, and faith - based leaders use their voices to advocate on behalf of the needs of the students and families they serve.

Teaching students that they are the «conductors of their own brains» conveys the need to master a wide range of thinking and learning tools for use across core academic subjects, in their personal lives, and later in their college years and careers.

Mariam Durrani, an expert on Islamophobia and Muslim youth and a lecturer at the Harvard Graduate School of Education (HGSE), says that even if there are no Muslim students in a class, «changing educational and society - wide demographics suggest that as young people come of age, we'll have even greater need for conversations about learning across difference and about addressing systemic inequalities,» whether about religion, race, gender, sexual orientation, or other identifiers.

Having served 1,400 students annually for the past two years, and hundreds annually before that, and boasting an average pass - rate for original credit courses of 91 % each year, Bend - La Pine has fine - tuned their online learning programs to meet the many and varied needs of students across the district, including: • How to use online learning to help balance student schedules • How to monitoring student progress carefully to stay on track • How to involve parents to keep them aware of their child's achievement or problem areas • Lessons learned from launching a Virtual School Program

A veteran educator, Tomlinson works with teachers across the U.S. and abroad to help them develop classroom lessons that are suited to students with varied learning needs.

Find the right device for your learning environments with solutions that meet your students» needs across teaching and learning budgets, manageability and deployment, and device functionality.

Evaluate learning and teaching programs, using student assessment data, that are differentiated for the specific learning needs of students across the full range of abilities.

By not classifying students with dyslexia and other learning disabilities as special needs students, which is declining consistently across the U.S since 2006, these students can be put in the best situation to thrive.

Differentiate teaching to meet the specific learning needs of students across the full range of abilities

They understand principles of inclusion and strategies for differentiating teaching to meet the specific learning needs of students across the full range of abilities.

Develop teaching activities that incorporate differentiated strategies to meet the specific learning needs of students across the full range of abilities.

Demonstrate knowledge and understanding of strategies for differentiating teaching to meet the specific learning needs of students across the full range of abilities.

To stay on top of the needs of a highly mobile enrollment, educators in the Aldine Independent School District in north Houston rely on frequent common assessments across subjects and grades to gauge how well students are learning.

The man who launched Sylvan Learning Centers, the for - profit franchises that tutor thousands of students in storefronts and shopping malls across the nation, said the centers have hiked their hourly fees beyond the reach of the middle - class and poor children who really need them.

Those high - performing schools did things like «set measurable goals on standards based tests and benchmark tests across all proficiency levels, grades, and subjects»; create school missions that were «future oriented,» with curricula and instruction designed to prepare students to succeed in a rigorous high - school curriculum; include improvement of student outcomes «as part of the evaluation of the superintendent, the principal, and the teachers»; and communicate to parents and students «their responsibility as well for student learning, including parent contracts, turning in homework, attending class, and asking for help when needed.»

The National School Boards Association (NSBA), representing over 90,000 local school board members across the nation, is pleased to submit this Statement for the Record regarding the need to create and sustain positive and safe learning environments and to offer our perspective on the appropriate use of seclusion and restraints for all students.

«This newly formed partnership with Liber highlights Discovery Education's commitment to transforming teaching and learning across the globe with the highest quality, relevant digital content,» said Chris Mathews, Vice-President, International Partnerships «We are pleased to be working with such an esteemed partner and we are confident that Discovery Education Espresso will continue to provide Swedish educators with the high quality resources they need to build engaging digital learning environments for their students.»

In the March / April 2018 issue of Leadership Magazine from the Association of California School Administrators, Jeff Pelzel and Patty Maxfield describe the importance of developing a culture of learning and collaboration across schools to address specific learning needs of students.

During the academic year, 1,500 Year 9 students from state and independent schools across United Learning competed for the chance to design an app addressing one of their learning needs, which would then be created and sold in the App Store.The first stage of this was a 21 - day roadshow, which saw 7billionideas staff visit 38 United Learning state and independent schools around the country to launch the competition and to teach students how best to generate ideas, refine a creative concept and build confidence in their own businessLearning competed for the chance to design an app addressing one of their learning needs, which would then be created and sold in the App Store.The first stage of this was a 21 - day roadshow, which saw 7billionideas staff visit 38 United Learning state and independent schools around the country to launch the competition and to teach students how best to generate ideas, refine a creative concept and build confidence in their own businesslearning needs, which would then be created and sold in the App Store.The first stage of this was a 21 - day roadshow, which saw 7billionideas staff visit 38 United Learning state and independent schools around the country to launch the competition and to teach students how best to generate ideas, refine a creative concept and build confidence in their own businessLearning state and independent schools around the country to launch the competition and to teach students how best to generate ideas, refine a creative concept and build confidence in their own business skills.

CCSSO believes that stronger connections across teacher and leader initiatives and instructional work with CCR standards will have increased impact and benefits for talent management systems, allow for more targeted professional development to support improved instruction for both teacher and leaders, and increase capacity for teachers and leaders to meet the needs of each student and improve learning.

The multiple perspectives gained from looking across the six classroom cases in RCE helped students learn about the variety of teaching methods and the adaptability and flexibility teachers need to support student learning.

The pointed phrasing fed into parents» bubbling anxiety about the Core, more fully known as the Common Core State Standards Initiative, an education push that aims to make sure students across the United States are learning the skills they need to succeed in a global economy.

Drawn from the latest research in teaching and learning, CSI provides students with the strategies they need to become reading «detextives» who know how to approach and comprehend text across content areas.

Yet at these schools and others across the United States, including students with special learning needs in general education classes resulted in a more effective education for all.

In working with schools across the United States and internationally, however, I have observed that many schools still place students with special learning needs in separate programs — for convenience and because «that's what is offered.»

ESSA does not require investments in early learning, but rather encourages states and districts to use the flexibility inherent across all the Titles of the law to create evidence - based interventions that will best meet the needs of their students, families, teachers and schools.

Common findings across numerous studies is clear: students need to engage in summer learning and activities not to lose ground.

Across the country, millions of students enroll in college every year only to learn that they need to take classes that will not count toward their degrees because they cover material that they should have learned in high school.

The report has three sections: 1) Setting the Context, which discusses the need for effective systems of evaluation and support for school leaders; 2) Sharing Key Lessons Learned, which highlights how states and districts can work together to agree upon and communicate expectations for school leaders and implement standards - based systems of leadership support and evaluation, thereby increasing teacher effectiveness and improving student outcomes in all schools across the nation; and 3) Improving Standards Based Leadership Evaluation, which examines leader evaluation as a policy foundation for identifying, and supporting effective educators.

(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. Page).

We both work with educators across the country, and it's hard to find a teacher who wouldn't want a strong, positive classroom culture that supports the learning needs of all students.

It prepares district and school administrators and / or leadership teams to: • Make data actionable and competency - based • Use data to bring coherence across improvement initiatives & maximize their impact • Build a system - wide culture of data - literacy and student - focused teaching and learning • Create capacity to collect evidence needed to validate successful implementation and gauge impact on achievement Leaders will learn what it takes to initiate, support, and sustain the meaningful and productive use of data throughout an organization — with an emphasis on how to support teachers» use of data.

Finally, those engaged in assessment understand that learning targets vary profoundly in type and complexity across subjects and ascending grade levels, as well as according to individual student needs.