Our CRSH Institute is intentionally focused
upon modeling teaching practices and methods that teachers can use the very next day of class and throughout the entire school year.
Not exact matches
«The
model will inform whether we should try to
teach individuals with autism the strategies utilized by typically developing individuals, or instead improve
upon already existing strategies of individuals with the disorder.»
This
model also relies
upon practical
teaching methods, whereby context learning is key.
But not for all the usual reasons that people raise concerns: the worry about whether we've got good measures of teacher performance, especially for instructors in subjects other than reading and math; the likelihood that tying achievement to evaluations will spur
teaching to the test in ways that warp instruction and curriculum; the futility of trying to «principal - proof» our schools by forcing formulaic, one - size - fits - all evaluation
models upon all K — 12 campuses; the terrible timing of introducing new evaluation systems at the same time that educators are working to implement the Common Core.
As the project leaders began to address these questions, they were intentional in drawing
upon the tenets of problem - based learning (PBL) to develop a new
model for
teaching mathematics.
Rigorous, integrated reading, writing, speaking, and listening instruction meets the needs of districts implementing a reading collaborative, balanced approach, or workshop
model, and enables all students to master rigorous learning goals with strong resources for differentiated instruction and responsive
teaching based
upon ongoing assessments.
Building
upon our successful
Teaching for Impact model that is already used in grades 3 - 8, Early Reading Matters will focus on improving literacy teaching and learning in these critical
Teaching for Impact
model that is already used in grades 3 - 8, Early Reading Matters will focus on improving literacy
teaching and learning in these critical
teaching and learning in these critical grades.
Upon exiting the course, these preservice teachers believed this
modeling would make them more capable of making thoughtful decisions regarding when and when not to use technology - enhanced methods in their
teaching.
By witnessing a faculty
model for effective technology integration, preservice teachers are given opportunities to reflect
upon their previously held conceptions of
teaching social studies and integrating technology into social studies.
I devoted my professional education to couples, embarked
upon an intensive training to become a certified therapist and supervisor in Emotionally Focused Couple Therapy, created a specialized practice, and started
teaching the
model throughout the tri-state area.
Our approach is based
upon a
teaching model created by Jeanette Lofas, who received a presidential commendation in 1996 for «outstanding efforts in strengthening stepfamilies across America».
Drawing
upon research done by the Australian Mindframe National Media Initiative, managed by the Hunter Institute of Mental Health, and the Dart Centre for Trauma and Journalism, the panel will provide frameworks to enhance understanding of the potentially distressing nature of reporting, the importance of
teaching self - awareness, and helping students improve emotional intelligence while at the same time outlining different Australian and US
models of ensuring students are prepared to cope with the stress of the profession.