Not exact matches
DeGroote recently launched a full -
time cohort program,
in which students attend classes with a
small group Monday through Thursday, from 8:30 to 4:30; a part -
time cohort program is
set to launch
in 2018.
In many cases, it's appropriate to mark a person's departure in a «state of the church» community meeting, congregational prayer time, or a small group settin
In many cases, it's appropriate to mark a person's departure
in a «state of the church» community meeting, congregational prayer time, or a small group settin
in a «state of the church» community meeting, congregational prayer
time, or a
small group setting.
When I used to attend (evangelical christian) church there was always a vocal strain of folks who wanted to think they were persecuted, they told made - up stories about christians being persecuted
in various parts of the world (at the
time a lot of them were
set in the U.S.S.R.)... it was so obvious that they LOVED thinking of themselves as some
small group of martyrs, that they NEEDED to imagine themselves to be a persecuted minority... holding on to some secret truth that the rest of the world had turned its back on.
I don't think I would put them to the average layperson
in a
small group setting, but to a pastor or deacon, a question or two at a
time... for the record, I am a high school grad, have had three jobs
in my entire life (church custodian, newspaper pasteup [pre-computer pagination], and grocery deli clerk), am on SSDI for complications of Marfan's Syndrome, and a Medicare beneficiary, no secondary insurance because I am about $ 20 over the income limit for Medicaid.
If students are working
in small groups, you might
set aside
time for them to discuss, and compare and contrast, data collected by the
group.
With a
smaller number of students at any one
time, teachers can focus on pushing the ratio of higher order thinking through Socratic seminars and other targeted strategies of instruction only possible
in a
small group setting.
We used three levels of the teacher accomplishment rating (most, moderately, and least accomplished) as the independent variable and eight scores from the teacher factor
set derived from our empirical data (
time spent
in small -
group instruction,
time spent
in whole -
group instruction,
time spent
in independent reading, student engagement rating, home communication rating, preferred style of telling, preferred style of recitation, and preferred style of coaching) as the
set of dependent measures.
The first month of each school year is the critical
time for establishing these goals and these resources include modeling specific routines, defining rules of engagement and
setting up appropriate structures for whole
group,
small group, and independent reading blocks, ensuring that teachers get students on track to develop the habits of good learners and participate actively — and respectfully —
in every literacy - building experience.
FEATURES 19 detailed whole
group lessons,
small group lessons with activities 1 end - of - unit assessment Teacher guide activities that model concrete representations of abstract mathematical concepts Easy - to - use resources that offer classroom — tested lesson plans targeting the big ideas of math PRODUCT PERKS Teacher Guides 19 differentiated whole and
small group lessons per unit; blackline masters; 1 unit assessment Warm - Up Posters 1 poster per unit; short, engaging activties for each day of the week; spiral review previously learned math concepts Card
Sets14 card sets per unit to easily manage small group instruction; no printing, cutting, laminating, or sorting; conveniently stored in labeled lesson bags Durable ToteTeacher Guide, Warm - Up Poster, and Card Sets all stored in a durable, stackable tote SUGGESTED MANIPULATIVES TO USE WITH THIS KIT Student ClocksPractice time conce
Sets14 card
sets per unit to easily manage small group instruction; no printing, cutting, laminating, or sorting; conveniently stored in labeled lesson bags Durable ToteTeacher Guide, Warm - Up Poster, and Card Sets all stored in a durable, stackable tote SUGGESTED MANIPULATIVES TO USE WITH THIS KIT Student ClocksPractice time conce
sets per unit to easily manage
small group instruction; no printing, cutting, laminating, or sorting; conveniently stored
in labeled lesson bags Durable ToteTeacher Guide, Warm - Up Poster, and Card
Sets all stored in a durable, stackable tote SUGGESTED MANIPULATIVES TO USE WITH THIS KIT Student ClocksPractice time conce
Sets all stored
in a durable, stackable tote SUGGESTED MANIPULATIVES TO USE WITH THIS KIT Student ClocksPractice
time concepts.
Children participate
in a structured and predictable
set of instructional components, including whole
group,
small group, child - driven, and independent learning
times.
During the first year of implementation, Mineola launched a pilot using a highly personalized station rotation model
in 6th — 8th grade math classrooms at Mineola Middle School.The Mineola blended learning models include targeted use of
small group time, data - driven instruction, goal
setting, student progress ownership and transparency, increased choice and flexibility, and targeted attention to student attitudes towards math and learning.
Whether
in an elementary math lesson or a secondary social studies lesson, teachers must scaffold content, process, and product on the basis of student needs,
setting aside
time to meet with
small groups of students to address gaps
in learning.
Students with whom he's not meeting at a given
time work independently,
in pairs or
in small groups, on practice or sense - making tasks
set at appropriate challenge levels or tailored to connect current content to students» interests.
Investors make common mistakes at the best of
times, but the risk of committing one of these six faux pas increases when stock markets swing and fear
sets in, says Allan
Small, senior investment adviser at Allan
Small Financial
Group a division of HollisWealth.
Work with Rover
in a
small group setting to help build confidence and focus, while we help you fill your toolbox with strategies to make
time with your dog more enjoyable!
-- Nintendo previously made Zelda games by making
small areas and connecting them together — For Breath of the Wild, the team first had to figure out what needed to be placed on the map —
Groups were created out of the over 300 devs to work on specific sections of the world — Game Informer's demo starts at Serenne Stable — Yammo runs this place — Link can rest
in bed and restore health here — Stable also lets you store horses, meet with merchants, NPCs — Stables are located throughout the world — Each one is run by a distinct character — You can spend rupees on a more expensive bed, giving you an extra heart the next morning — These hearts are yellow and can't be recovered if you're hit
in combat — Spending
time by fires
in the world passes
time — Dynamic weather system
in the game, with the world reacting as a result — Ex: when it starts raining, NPCs outside the stable quickly go inside — Beedle is back to sell you goods — Have to be careful during a thunderstorm, since your metal items can attract thunder — Metal weapons and shields can be discarded or thrown at enemies — Link can get killed by lightning — Difficulty dips / spikes depending on where you are, since you can go around it and avoid it until you're stronger — Over 100 Shrines — You can find an item that identifies Shrines — Discover a Shrine for it to be a fast - travel point — Shrines also give a Spirit Orb — Trade
in orbs for unknown items — Dedicated team handled animal A.I. — Bears, wolves, deer move through the snow — You can get overwhelmed by enemies quickly — Link can keep multiple horses at a
time — Affection / loyalty important with horses — Feed and take care of horses to raise their stats — Can call horses over to you, but horses need to be within a certain proximity to be called — Horses can be killed by enemies — Aonuma «wanted players to choose their own path», so no companion character
in this game — Stamina meter encopasses sprinting, paragliding, climbing — Meter can be upgraded, but Nintendo won't say how — Different shields have different speeds and level of control for snowboarding — Can mine rocks which can be solid for rupees or used for crafting — Can place stamps to mark areas of interest — 100 of these symbols can be used on the map, including sword, shield, bow and arrow, pot, star, chest, skull, leaf, diamond — Every style of weapon has a unique
set of animations and feel different — No invincible weapons
in the game, Nintendo says — Zelda can get mad at you and scold you — Players can see the ending without seeing everything from the story — A certain element was added
in the game to make for a more cohesive storyline — Most difficult Zelda game to make — Aonuma is still finding new things
in the world
Qualified
small employer health reimbursement arrangements (QSEHRAs) are arrangements or accounts
set up by employers
in situations where the employer does not provide
group health insurance benefits and has fewer than 50 full -
time equivalent employees.
During the
time of conducting our study, the reliability of the HADS as a clinical screening tool was critically questioned noting that although the HADS was used
in TIDES, different measures were recommended from that international study.36 These measures were the PHQ - 9 for depression and the GAD - 7 for anxiety.4 36 Both these measures are recommended
in the international guidelines for mental health screening of patients with CF, 11 which are since being used
in CF clinical
settings.15 31 Because of the current shift away from using HADS as a screening tool for depression and anxiety
in CF, and because of the
small sample sizes
in each
group (online and paper - based), we did not test measurement invariance to determine if the online version of HADS is equivalent to the paper based version.
/ School restorative conferencing / School restorative conferencing / School
setting / Schools / School's contribution / Secure accommodation (1) / Secure accommodation (2) / Self / Self awareness for facilitators / Self
in family work / Self - blame / Self - development / Self exposed / Self - expressions / Self formation / Self - injury (1) / Self - injury (2) / Self - injury (3) / Self - mutilation / Self - mutilation: an examination of a growing phenomenon / Self renewal / Self - supervision (1) / Self - supervision (2) / Selfishness / altruism / Separation and Loss / Separations / Service user involvement / Severe personality disorder / Sex education / Sexual abuse / Sexual abuse
in an institutional
setting / Sexual abuse recovery work / Shaping modifying environments / Sharing and bearing with a child / Showing that life can be enjoyable / Significant adults / Significant learning / Silence / Silent voices / Single cause / Size of residential
settings / Sleep /
Small group living /
Small groups / Social brain (The) / Social care
in Ireland / Social care — the field / Social change / Social competence (1) / Social competence (2) / Social Competencies: Affect / Social networks
in restricted
settings / Social Pedagogy / Social policy / Social skills training (1) / Social skills training (2) / Social skills training (3) / Social skills training (4) / Social skills training (5) / Socratic questioning / Solution - focused principles / Some unanswered questions / Space and place / Space under threat / Spaces / Spatial arrangements / Special considerations
in the development process / Spiritual connection / Spiritual well - being / Spirituality / St. John Bosco / Staff and sexual orientation / Staff induction / Staff integrity / Staff meeting / Staff morale / Staff morale
in children's homes / Staff retention / Staff selection / Staff support / Staff training
groups in institutions / Staff turnover / Staff values and discipline / Staffing / Statement of Purpose / Status of care workers / Stealing / Steering a middle course / Stigma / Story,
time, motion, place / Story unfolding / Storybook reading / Street children (1) / Street children (2) / Street children (3) / Street children (4) / Street children (5) / Street children (6) / Street children and self - determination / Street corner / Street kids / Street youth and prostitution / Streetsmart kids / Stress / Stress
in child care work / Strengths (1) / Strengths (2) / Strengths (3) / Structure of activities / Structured storying / Structuring the relationship / Stuck clients / Students / Students, self and practice / Succeeding with at - risk youth / Successful careers / Suicidal behaviour
in GLB youth / Suicide (1) / Suicide (2) / Suicide attempts / Suicide risk / Suitability for practice / Supervision (1) / Supervision (2) / Supervision (3) / Supervision (4) / Supervision (5) / Supervision (6) / Supervision (7) / Supervision (8) / Supervision (9) / Supervision and ethics / Supervision and practice / Supervision and teaching / Supervision formats / Supervision: Parallel process / Supervision wish list / Supervisor insecurity / Support for self - harm / Support for self - harm / Symbolic communication / Symptom tolerance guaranteed / Systemic thinking / Systems (1) / Systems (2) / Systems (3) / Systems and spheres of influence / Systems thinking / Systems vs developmental views /
Limitations included lack of a no - treatment control
group, results were obtained at a single agency with a
small number of part -
time clinicians that may affect generalization to other
settings, and a lower level of fidelity control than
in a laboratory trial may reduce internal validity.