Sentences with phrase «supports high levels of learning»

What do highly effective teachers do to establish a learning environment that promotes positive behavior and supports high levels of learning all year long?

Ensure that state initiatives are targeted to providing support to underperforming districts and, at the same time, are applicable to and used by all districts in the state to continually support higher levels of learning for all students?

Then, ask them to describe actions that would support high levels of learning within the classroom environment throughout the year.

Not exact matches

She states that modern children «need hours of play outdoors in order to establish a healthy sensory system and to support higher - level attention and learning in the classroom.»

That said, as the purpose of NSS is to inform student choice and provide reassurance about the quality of UK higher education, it really shouldn't be long until any useful evaluation of distance learning considers LMS reliability and usability, the quality of course materials such as e-books, HD videos, case studies, and audio files, as well as the level of tutor support and supervision received.

Creating questions is a prompt that requires a higher - leveled order of thinking, this is ideal for supporting the student with retaining skills that they may have learned during the school year.

This Presentation Includes: Engaging and Creative Lesson Starter — Story Starters Well Formulated, Measurable, SMART Objectives and Outcomes Overview of Vocabulary used for a Digital Story - Telling Lesson Flipped Lesson Part - 2 Videos and 2 Resources on Digital Story - Telling Collaborative Group Task — Pair - Share Space for Peer Teaching - Seven Elements of Digital Story - Telling Scaffolded Notes to Support the Learners - Shared Writing Mini-Plenary with Critical Thinking Questions — 2 Quizzes Assessment Criteria for Outcome Expectations - Rubrics Differentiated Activities for Level Learners - 4 Task Cards Extensions to Challenge the High Achievers - Seven Stages of Life Plenary to Assesses Learning Outcomes - PEEL - Point - Evidence - Explain - Link Success Criteria for Self Evaluation - My Story Sketch Home Learning for Reinforcement - 18 Free Digital Story - Telling Tools Common Core Standards - ELA - LITERACY.

This Presentation Includes: Engaging and Creative Lesson Starter — Story Elements Well Formulated, Measurable, SMART Objectives and Outcomes Overview of Vocabulary used for a Story Writing Lesson - Story Terms Real Life Application and Career Options of Story Writing Flipped Lesson Part - 3 Videos - Telling a Story, Write a Narrative Story Collaborative Group Task — Pair - Share, Shared Writing Space for Peer Teaching - Story Guide Mini-Plenary with Critical Thinking Questions — 3 Quizzes on Narrative Story Scaffolded Notes to Support the Learners - Story Starters Assessment Criteria for Outcome Expectations - Rubrics Differentiated Activities for Level Learners - 4 Task Cards Extensions to Challenge the High Achievers - 3 Prompts Plenary to Assesses Learning Outcomes - PGP: Praise - Question - Polish Success Criteria for Self Evaluation - My Narrative Story Sketch Home Learning for Reinforcement - Online Stories Common Core Standards - ELA - LITERACY.

This Presentation Includes: Well Formulated, Measurable, SMART Objectives and Outcomes Engaging and Creative Lesson Starter — Spot PEE Overview of Vocabulary used for a PEE Lesson Flipped Lesson Part - Video - Prezi - SlideShare: Language Analysis, PEE Paragraph Space for Peer Teaching - PEE Technique Scaffolded Notes to Support the Learners - Sample, Template, Prompts Collaborative Group Task — Think - Share, Pair - Share, Shared Writing Mini-Plenary — Online Quizzes - Report Types, Evidence, PEE Technique Assessment Criteria for Outcome Expectations - Rubrics Differentiated Activities for Level Learners - 4 Task Cards Extensions to Challenge the High Achievers - Completing PEE Paragraph Plenary to Assesses Learning Outcomes - PQP - Praise - Question - Polish Success Criteria for Self Evaluation - PEE Checklist Home Learning for Reinforcement - Online Exercises on PEED and PEE Common Core Standards - ELA.LIT.8.

This Presentation Includes: Engaging and Creative Lesson Starter — Thirsty Crow Well Formulated, Measurable, SMART Objectives and Outcomes Overview of Vocabulary used for a Story Writing Lesson - Story Terms Real Life Application and Career Options of Story Writing Flipped Lesson Part - 3 Videos - How to Write a Picture Story Collaborative Group Task — Pair - Share, Shared Writing Space for Peer Teaching - Genre Features Mini-Plenary with Critical Thinking Questions — 2 Quizzes on Picture Story Scaffolded Notes to Support the Learners - Story Template Assessment Criteria for Outcome Expectations - Rubrics Differentiated Activities for Level Learners - 4 Task Cards Extensions to Challenge the High Achievers - Think of a Picture Plenary to Assesses Learning Outcomes - PGP: Praise - Question - Polish Success Criteria for Self Evaluation - My Picture Story Sketch Home Learning for Reinforcement - Picture Chart Common Core Standards - ELA - LITERACY.

This Presentation Includes: Engaging and Creative Lesson Starter — KWL Chart Well Formulated, Measurable, SMART Objectives and Outcomes Overview of Vocabulary used for a Story Writing Lesson - Story Terms Real Life Application and Career Options of Story Writing Flipped Lesson Part - Video - How to Write a Fictional Story Collaborative Group Task — Interactive Venn Diagram, Think - Write - Share Space for Peer Teaching - Fiction VS Non-Fiction Mini-Plenary with Critical Thinking Questions — Quizzes on Elements of Fiction Scaffolded Notes to Support the Learners - Story Template Assessment Criteria for Outcome Expectations - Rubrics Differentiated Activities for Level Learners - 4 Task Cards Extensions to Challenge the High Achievers - Story Writing Plenary to Assesses Learning Outcomes - PEEC: Point - Evidence - Explain - Conclude Success Criteria for Self Evaluation - My Fictional Story Sketch Home Learning for Reinforcement - Fantasy Story Outline Common Core Standards - ELA - LITERACY.

Select technologies that support alternative assessment strategies and allow evidence of higher - level learning to be collected.

This Presentation Includes: Well Formulated, Measurable, SMART Learning Objectives and Outcomes Engaging and Creative Lesson Starter — Spelling Bingo Overview of Vocabulary for a Spellings Lesson Flipped Lesson Part - Video - How to Learn Basic Spelling Rules Space for Peer Teaching - 10 Basic Spelling Rules Scaffolded Notes to Support the Learners - Pronunciation Symbols Collaborative Group Tasks — Think - Write - Share, Pair - Share Mini-Plenary to Test Student Understanding — 3 Quizzes Assessment Criteria for Outcome Expectations - Rubrics Differentiated Activities for Level Learners - 4 Tasks Extensions to Challenge the High Achievers - Online Exercises Plenary to Assesses Learning Outcomes - Find the Word Success Criteria for Self Evaluation - My Spelling Sketch Home Learning for Reinforcement - Spelling Bee Site Map Common Core Standards - ELA-LITERACY.L.4.1.g/L.8.2/L.8.2.c Skills to be addressed during the Lesson - Social and Cognitive Teachers can use this presentation to give a complete knowledge and understanding of Spelling Rules to the learners, thereby helping them to enhance their spelling skills.

Armed with this information, staff members at the school district, city, and partner organizations have been developing strategies and practices that give both dropouts and at - risk students a web of increased support and services, including providing dropout - prevention specialists in several high schools, establishing accelerated - learning programs for older students who are behind on credits, and implementing reading programs for older students whose skills are well below grade level.

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 generations.

Discovering thousands of high schools with graduation rates under 60 percent threw his beliefs about American education into sharp relief — our current system is failing to support all students to learn at the levels they need and deserve.

Whole - school, headline, quantitative data only tells part of the story for students» learning needs and can only give a high - level overview of the areas that would benefit most from additional resource or support.

There are other elements like the various impacts of poverty; motivational issues; the need for social, medical, and emotional supports for children; and the lack of outside enrichment activities to contribute to poor childrenâ $ ™ s capacity to learn at high levels.

Besides high expectations for student achievement, Lambe said small classes, providing all schools with the same amount of resources, and solid community support also contribute to a high level of student learning.

In his letter, Duncan expressed his disappointment in the failure of Washington state's legislature to heed his instruction «to put in place teacher and principal evaluation and support systems that take into account information on student learning growth based on high - quality college - and career - ready (CCR) state assessments as a significant factor in determining teacher and principal performance levels.»

It was inspirational, and it was an opportunity to learn more of what it takes to prepare and support the kinds of outstanding leaders our schools need to ensure every child receives a great education and achieves at high levels.

The aims are to build a strong evidence base that will support four key Learning Away propositions, ie to demonstrate that high - quality residential learning: has a strong, positive impact on academic achievement and a wide range of pupil - level outcomes, including emotional well - being, learner engagement, behaviour and personal, social, employability and life skills; can transform the learning experience of pupils; can help to transform schools; does not need to be exLearning Away propositions, ie to demonstrate that high - quality residential learning: has a strong, positive impact on academic achievement and a wide range of pupil - level outcomes, including emotional well - being, learner engagement, behaviour and personal, social, employability and life skills; can transform the learning experience of pupils; can help to transform schools; does not need to be exlearning: has a strong, positive impact on academic achievement and a wide range of pupil - level outcomes, including emotional well - being, learner engagement, behaviour and personal, social, employability and life skills; can transform the learning experience of pupils; can help to transform schools; does not need to be exlearning experience of pupils; can help to transform schools; does not need to be expensive.

An understanding of how to use Discovery Education Espresso resources with a free app to support high level literacy teaching and learning

Victoria has presented at state and national levels on effective professional learning, the development of high functioning environments of supports for teacher and school leaders, and strategic planning.

Does the school employ a variety of collegial and sustained professional development activities (e.g., mentoring relationships between new teachers and experienced teachers, high - quality teacher induction programs, professional development drawing on school - level expertise, professional learning communities, collaboration among teachers, and relationships between teacher teams and social service support providers that serve students and families)?

Understand how to use an accelerated timeline to create learning environments that support high levels of achievement for all students.

In the final assignment for each week, we provided a learning objective, activity instructions, supporting materials (e.g., templates), and levels of assignment difficulty (e.g., Novice, Intermediate, High Flyer) with no «correct» answer.

Major Responsibilities: Create a caring environment that promotes risk - taking and innovation for kids; support our mission of high - level technology integration in a expeditionary learning environment; build greater levels of scholarship, leadership, citizenship, and stewardship in our students.

Preservice teachers should be prepared to take advantage of the potential of technology to develop higher level thinking skills (Wenglinsky, 1998) and to create learning environments that are active, constructive, collaborative, intentional, conversational, contextualized and reflective; all learning modes supported by current research (Collins, 1991; Jonassen, 1995; Norton & Sprague, 2001).

We all know that being an educator today has its share of challenges and responsibilities: ensuring all students achieve at high levels, acquiring the skills and expertise to support 21st century learning, making sure that cows don't collide with departing school buses... Well, most educators don't have to address this last responsibility, unless you're in Prosser, WA - a small town located about 50 miles from Yakima.

One of the commitments that Washington — and every State that received ESEA flexibility — made was to put in place teacher and principal evaluation and support systems that take into account information on student learning growth based on high - quality college - and career - ready (CCR) State assessments as a significant factor in determining teacher and principal performance levels, along with other measures of professional practice such as classroom observations.

A low student - to - teacher ratio, individualized instruction and assessment, and a high level of social support create an atmosphere where typically unsuccessful students feel safe enough to take the risks that true learning requires.

Tier 3: Intensive Intervention Using a Force Field Analysis Tier 3 interventions are designed for roughly 5 % of all students, or students with significant learning challenges who require the highest level of instructional support.

Higher levels of government are responsible for providing sufficient resources to ensure adequate and equitable opportunity to learn; safeguarding civil and human rights; monitoring local systems; analyzing research and practice to determine what works best in what circumstances; disseminating knowledge; providing additional support as needed; and intervening in localities when necessary.

In the elementary Integrated Language Arts program, teachers model the processes of reading, writing, listening, and speaking while integrating instruction which supports appropriate expectations for the development of basic skills as well as higher level thinking and learning skills.

The principal introduces, • Instructional challenges (importance of knowing about challenges at different proficiency levels; highlights the needs of beginner, intermediate, and advanced ELLs) • ESL in Content Area: Beginner / intermediate proficiency: ESL Push - In (specific use of ESL teachers with certification in a content area to support both language acquisition and learning content so that students do not fall behind) • ESL Instructional Period: Advanced proficiency (content instruction in English with supported ESL teacher to strengthen language skills) • Co-teaching model (ESL teacher «push - in» with a classroom teacher to deliver content with ESL support; teachers plan and share instructional role; high levels of collaboration and co-learning)

The design of learning spaces should increase levels of engagement, foster active learning and teaching, and support the learning goals of higher education institutions.

We model how to provide multiple levels of support for each learning activity, so that all students can learn at a high level of rigor.

The Foundation supports the promotion and integration of student - centered approaches to learning at the middle and high school levels across New England — where learning is personalized; learning is competency - based; learning takes place anytime, anywhere; and students exert ownership.

She began as a teacher at the ground level of one of the country's most economically and demographically challenging inner city populations, the North Side of Milwaukee, Wisconsin, where she faced what so many teachers face: high class numbers, and needing to support learning, emotional and physical needs of a multilingual population of students in poverty while achieving state and district test score goals.

They are supported by a team comprising of Higher Level Teaching Assistants (HLTAs) and Learning Support Assistants (LSAs).

Use effective questioning to develop higher - level understanding of the standards: Effective questioning supports and pushes student learning.

High - level state and district education policy leaders will also join the study tour to share an understanding of the policy conditions in California that support the promotion of deeper learning.

In 1995 secondary school principals founded the Virginia Foundation for Educational Leadership — a Pre-K through 16 nonprofit leadership learning organization designed to support and broaden the outreach opportunities of VASSP in providing through its own activities, financial, and volunteer support the educational, scientific, and charitable purposes of linking all education levels — preschool, elementary, middle, high school, and higher education — to create a comprehensive seamless system of leadership learning.

Social justice at Flynn means that there is a strong home - school connection that will support student well - being, assure satisfactory attendance, and high - levels of learning.

The Commission of Higher Education is working to: 1) improve the quality of teacher preparation and performance; 2) open the level of dialogue among superintendents and principals and higher education teacher preparation programs; 3) expand communication among vertical teams in P - 16 to support students entering post-secondary education; and 4) review and measure learning outcomes at all levels, including higher education and demonstrate significant value - added for post-secondary opHigher Education is working to: 1) improve the quality of teacher preparation and performance; 2) open the level of dialogue among superintendents and principals and higher education teacher preparation programs; 3) expand communication among vertical teams in P - 16 to support students entering post-secondary education; and 4) review and measure learning outcomes at all levels, including higher education and demonstrate significant value - added for post-secondary ophigher education teacher preparation programs; 3) expand communication among vertical teams in P - 16 to support students entering post-secondary education; and 4) review and measure learning outcomes at all levels, including higher education and demonstrate significant value - added for post-secondary ophigher education and demonstrate significant value - added for post-secondary options.

«Two - year - olds need high levels of support and care to help them learn and develop from skilled staff who can give the specialist support they need.»

To provide teachers with targeted and meaningful support, based on unique contextualized professional learning needs, to help them realize high levels of success and reach all students.

It ought to be about developing and choosing between visions of how this immensely powerful technology can support the invention of powerful new forms of learning to serve levels of expectation higher than anything imagined in the past.

Because learning standards and goals can be an important driver of current educational practice at the state level, when states wish to develop learning goals or standards, preschool through high school, CASEL is committed to supporting their efforts.