Sentences with phrase «through instructional content»

For example, students with extremely high ability and motivation may profit more from a program that promotes rapid and relatively independent movement through instructional content.

Learn how Lindsay Unified School District in California uses blended learning to support its performance - based system of progression, an approach in which students move through instructional content at their own pace, advancing only once they have mastered all the standards from the previous content level.

Not exact matches

Recently, they launched the Brave Life Project, a new virtual community that aims to provide young women [ages 13 - 24] a space where they can find resources to lead an authentic life, through fun, fashion, and instructional content.

Students need scaffolding through a variety of instructional activities that will arm them with the skills and content they'll need to be successful on the project.

One benefit of these mastery checks is that students take more time to deeply learn the content instead of rushing through instructional material.

«A skillful instructional leader identifies the learning styles of the group but is flexible in adapting to individual needs through customized content.

When you use eLearning for healthcare and pharmaceutical training needs, you can be assured that all learners across the globe will receive the same content, delivered through effective instructional strategies.

Given that an overall workshop design has been created with several sessions put together, and that it addresses all the objectives identified earlier, training design now requires that each session also be detailed out in terms of the flow, of the content in conjunction with the instructional strategy, and the key messages that must be delivered through it.

Through the story and the interaction between the Instructional Designers, various content types and their visualization techniques are shown to the learners.

Course content is developed by USC Rossier faculty and world - class instructional designers and delivered through our online learning platform.

Support teaching and learning in Pre-Kindergarten (Pre-K) through Grade 12 classrooms across New York State and provide access to sequenced, spiraled, content - rich statewide curriculum programming and instructional practices that support the attainment of the CCLS and align to the Board of Regents» strategic goals.

Endorsing Universal Design for Learning instructional strategies so all students have opportunities for learning through differentiated content, processes, and product.

Most instructional designers work within a controlled environment, where courses are created and uploaded to a learning management system through which learners can access content.

Our attention to detail produces experiences that educate, engage, and entertain learners through the use of game mechanics, custom content gamification, strong instructional methodologies, and the latest technologies.

[1] Rather, the professor with an instructional designer, or an instructional designer, designs content, using separate, dedicated content authoring software, and places content in the LMS and runs classes, discussions, quizzes through the LMS.

These studies, found that participants» knowledge of content and pedagogical strategies was deepened through participation in the preparation programs, but the studies did not investigate the impact of this preparation on teacher leader practice relative to supporting instructional materials implementation.

Instructional designers will draw on their subject matter experts to create effective training content, but through informal learning you can utilise the expertise of everyone within the business!

In normal course of work, an instructional designer define and get approve the learning objectives in specific behavioral terms and then develop content through their own research on Internet, Books, Videos etc..

The teacher's demonstrated pedagogical skills, including at least a special determination concerning the teacher's knowledge of his or her subject area and the ability to impart that knowledge through planning, delivering rigorous content, checking for and building higher - level understanding, differentiating, and managing a classroom; and consistent preparation to maximize instructional time.

Upon identifying an area of need around supporting students in making meaning of math through instructional best practices, an extensive literature review occurred and was focused around understanding the shifts in the Common Core State Standards, identifying the skills and content knowledge needed to effectively teach mathematics, how students can make meaning of math, mathematical discourse, novice vs. expert teachers, and how to move teacher practice were reviewed.

In differentiated instruction sessions, participants will learn how to differentiate instructional content, process, and product through a variety of instructional and management strategies.

This is achieved through Kemp's instructional design process of: instructional strategies and solutions, content sequencing, task analysis, evaluation instruments, designing the message, instructional delivery, and objectives, resource delivery and learner characteristics.

This 4 - year program, situated within the IdGlobal Project at Project Zero, will also support a group of up to ten Globalizing the Classroom Teacher Fellows through the development of materials and instructional units that: 1) incorporate HARC's content and PZ's frameworks; 2) are pilot tested and documented in the classroom; and 3) will be shared on GSOC's and Project Zero's websites for broader dissemination.

Additionally, through instructional videos, discussion threads, and myriad resources and tools, participants will learn how to develop and assess project - based activities relevant to their content.

Through instructional videos, discussion threads, and hands - on exploration, participants will learn how to incorporate tools relevant to their content.

Inparticular, effective technology integration in teaching should create a bondbetween technology and instructional content and process skills through «innovativeand imaginative applications» (Diem, 2000, p. 494), which aim to take studentsin directions that would not be possible without technology.

These include: · Use of instructional programs and curricula that support state and district standards and of high quality testing systems that accurately measure achievement of the standards through a variety of measurement techniques · Professional development to prepare all teachers to teach to the standards · Commitment to providing remedial help to children who need it and sufficient resources for schools to meet the standards · Better communication to school staff, students, parents and the community about the content, purposes and consequences of standards · Alignment of standards, assessment and curricula, coupled with appropriate incentives for students and schools that meet the standards In the unlikely event that all of these efforts, including a change in school leadership, fail over a 3 - year period to «turn the school around,» drastic action is required.

On this page are a variety of resources for content - area teachers, ELA teachers and literacy coaches to support student learning through instructional strategies using writing, reading and oral literacy skills.

+ Provides coaching experiences for teachers, including review of lesson delivery, providing feedback, and modeling demo lessons + Develops / curates quality instructional resources to share with teachers, including lesson plans, unit plants, and assessments + Facilitates professional development workshops for group sizes ranging up to 100 participants + Designs rich and meaningful professional development sessions aligned to math instruction + Continues own learning through research and self - driven PD to stay current of latest trends in math education + Maintains open communication with supported teachers to nurture a professional learning community of educators + Communicate actively with key stakeholders on progress of teacher development + Provides reporting documentation of services delivered, as required EDUCATION / EXPERIENCE: + BA / BS Degree in Education or related field + 4 + years of work experience teaching math in a K - 12 setting + Expert in math content at least across a 5 year grade level band (g. grades 4 — 8) + Record of result in effectively coaching teachers + Experience designing and delivering professional development for adults + Experience working in blended learning classrooms is a plus + Master's degree preferred + Excellent communication skills are essential OTHER JOB REQUIREMENTS: Some local traveling required.

Culture and Collaboration Collaborate effectively and meet frequently with the MWA Division Directors, Associate School Directors, Deans of Students, Lead Teachers, Content Leads, the other divisional DCI, and MWAS team members to successfully build capacity of Teaching Faculty and Teacher Interns Work with the Data and Assessment team to compile, analyze, and respond to data on the school's schoolwide data management and assessment systems, including oversight and implementation of the schoolwide Benchmark Assessment system Through informal observations, formal observations, and other qualitative measures, utilize approved tools and matrices to assess faculty adherence and fidelity to efficacy and growth mindset instructional practices, data - informed instructional lesson planning and practices, and cultural competence practices in working with students, faculty and families Work closely with the Director of Teacher Residency to support and inform MWA Teacher Residents with the necessary entry - level skills expected of MWA teachers; this includes working with and supporting the Mentor Teachers assigned to Teacher Residents Supervise and support New Teacher Induction Program Mentor teachers towards helping new - to - the - profession teachers in «clearing» their credential and meeting state mandates for certification; this includes support for all intern teachers Develop and maintain positive relationships with various internal & external stakeholders including administrative colleagues, parents, students, teaching faculty, support and intervention staff members, and board members

This site offers a variety of resources for content - area teachers, ELA teachers, and literacy coaches to support your students» learning through instructional strategies using writing, reading, viewing and oral literacy skills.

Ballantine and Gaines Pell detail the instructional support the lab provides, through vocabulary study and guided reading in small groups; free reading time with books at each student's level; read - alouds of historical novels connected to content in students» humanities classes; and vocabulary instruction.

Present academic content through a variety of instructional strategies to reach all learners.

The DCI is a large team and matrix manager who ensures the instructional and intervention programs are effectively implemented through directly managing and supporting Lead Teachers, Content Leads and Coordinators.

Essential Job Functions - eLearning • Produce dynamic, technology - enabled learning in eLearning, mobile and virtual delivery formats • Act in coordination with L&D consultants, business leaders and other managers and staff to identify eLearning needs, then match them with innovative self - paced and blended learning design solutions • Curate the best eLearning content to match requirements set by L&D learning consultants • Consult with members of the L&D Team and business leaders to deliver high - quality eLearning experiences that are instructionally sound, creative, visual and engaging through consultative design • Create and maintain tools for helping L&D team and business leaders to implement e-learning design projects in a consistent way • Stay up - to - date on eLearning techniques, gaming technology and e-learning technology in order to curate and develop innovative «PlayStation quality» learning experiences for employees • Effectively outsource eLearning development, when needed, or use multiple development tools to design, create and deliver in - house developed, self - paced (or blended) eLearning content (using tools like Articulate, Storyline, Captivate, Brainshark, etc.) • Ensure learning content adheres to specifications for mobile, virtual and desktop learning as well as brand guidelines and industry best practices, where appropriate • Work with learning consultants, instructional designers and business leaders where appropriate to create user instructions, FAQs, and other documentation that support effective use of the LMS.

These sessions are campus - based workshops, school tours, teacher workstation labs, instructional technology sessions, and practice implementation frameworks through our five core Learning Series: Teach Like a Champion (TLaC Tuesdays), New Teacher Saturdays (Guided Cycle Series), Creating a Climate of Success for All (Classroom Culture & Management), CHAMPS (PBIS) specialized training (content test preparation, SpED, A4E) and campus - based early dismissal learning days.

The elementary schools are piloting personalized station rotation models with an emphasis on personalization and the middle school is incorporating personalization through flexible instructional groupings and using data to customize content for students» needs.

Maryland should specifically address the instructional shifts toward building content knowledge and vocabulary through increasingly complex informational texts and careful reading of informational and literary texts associated with the state's college - and career - readiness standards for students.

Although Maryland has coursework requirements for both elementary and secondary special education teachers regarding various methods of acquiring information from various texts, these coursework requirements do not address the instructional shifts associated with college - and career - readiness standards toward building content knowledge and vocabulary through careful reading of informational and literary texts.

Of equal importance, the Science IDEAS advanced teaching components provide a means through which Science IDEAS can positively impact the quality of instruction in other instructional content domains (e.g., social studies, mathematics, literature).

Read through the lesson plan first; then listen to the podcast, following along with instructional designer and author, Susan Mulcaire, as she walks you through the lesson, discussing content, strategies, and tips for effective instruction.

This in turn requires instructional changes, or «shifts», at all grade levels, among them: building content knowledge through content - rich nonfiction; reading, writing and speaking grounded in evidence from text; and regular practice with complex text and its academic language.

The RHS Tiered Support Structure is a differentiated teacher support model developed through a partnership between the school's adminstration and content team leaders to provide teachers with the appropriate level of guidance to develop their instructional «toolkits.»

This starts with the instructional design, but also extends to the graphics seen on the screen, the audio that comes through the speakers, and the content interacted with by the click of the mouse.

Facilitators will walk through the process they use to define instructional needs and make final decisions on the use of digital content in their classrooms.

Through face - to - face coaching and workshops for educators or trainers, coaches use proven techniques such as active listening, intentional questioning, and guided reflection to create a collaborative and open dialogue about the instructional choices educators make using LDC content.

Teachers can access lessons via a new lesson carousel that allows them to quickly leaf through assigned instructional content, while lesson cards contain key information such as state standards.

A Flipped Classroom is an instructional approach where students are given the responsibility to explore and study new content independently (generally as a homework assignment preceding the class session), while most class time is spent digging deeper into the content through enrichment or reinforcement activities.

LDC is a teacher - created instructional framework that transforms educator practice through the use of online tools and resources that facilitate collaboration, content development, and professional learning to effectively implement College and Career Readiness Standards in K — 12 classrooms.

Driving instructional leadership through Special Education teachers and staff in content and skill acquisition.