Sentences with phrase «working in classrooms through»

As a summer camp director and later working in classrooms through a school partnership program, she discovered an interest in becoming a teacher.

Another project saw # 1.1 million provided to Computing at School — a community of teachers, IT professionals, academics and parents — to help train primary teachers already working in the classroom through online resources and school workshops.

Not exact matches

Whether it is through study and work experiences abroad, learning more about Asia in the classroom, or even engaging with newcomers in our local communities, our government needs to help us be more proactive in stepping out of our comfort zones.

A few days earlier, Thomas worked his way through the classrooms of the King Open School in Cambridge, charming students, delighting faculty and distributing school supplies.

Through my writings (books, scholarly articles, popular articles, and website), my lectures at conferences (for physicians, lactation consultants, health departments, and LLL groups), and my university classroom teaching (I manage to work this material into every class, no matter what the official topic might be), I have been able to pass along the lessons I learned from LLL to thousands of people, who in turn have passed them along.

«Through that work, I came in [to Georgia PTA] with a lot of knowledge of how school food works, and that's been incredibly helpful in my work to promote breakfast - in - the - classroom.»

I drug myself to work yesterday and it suddenly became very apparent to me just how much I do in the morning: get up, shower, dressed, put on makeup, make breakfast, make my decaf pumpkin spice latte, eat breakfast, pack lunches, get kids teeth brushed (hubby got them up, dressed and fed), get kids shoes and coats on, get everyone in the car, drive 45 minutes in traffic, get kids and their stuff out of the car, walk to each kids» classroom, take out lunches and put in the fridges, get kids to put their stuff in their cubbies and wash their hands, go back to the car, drive to my office, get out, walk across the lot, down stairs and through two heavy doors to my office, and finally sit down.

Thankfully through my blog I have worked on several charitable projects including child hunger, building playgrounds for communities in need, helping to end teacher - funded classrooms, Rwanda's Path To Peace project and more.

Much is covered in this book, and I was most interested in how it explains working through the challenges of incorporating Reggio practice into American classrooms and the art of documentation for advancing child learning.

«The NUTs Breaking the Mould project, in which the National Union of Teachers has worked with a small group of primary schools to consider how «traditional» gender stereotypes could be challenged in the classroom through reading materials, is a really useful resource.

Education We believe in bridging the gap between classroom and work place by forging links with local schools through activities relevant to the academic curriculum.

«He educated thousands in the classroom and millions through his reporting and his work with the poll.»

To achieve its aims, the Foundation has initiated several high - profile projects; this includes supporting polar science through the creation and operation of the wind - and - solar - powered zero emission Princess Elisabeth Antarctica station, logistical support of scientists working in Antarctica, fellowship awards for Antarctic researchers, an annual symposium on Arctic issues, and several science and education websites and classroom activities and resources.

In a SYTT program, you will definitely be working on deepening your practice through course work, classroom time, and individual assessment of your self and with your mentor instructors.

Teachers in a startup culture can work together to build the classroom «brand» through activities such as proudly displaying the mission in the students» learning spaces, sharing messages of success on class websites and blogs, or designing a class logo and fun swag like t - shirts, water bottles, stickers, and pens.

Over the last few years as education researchers at University of Michigan and Michigan State University, we have worked to address this question through a large study of the effects of PBL on social studies and some aspects of literacy achievement in second - grade classrooms.

I saw this in my own classroom through students asking each other questions and working together without having to be prompted.

Among the findings: (1) art activities can be integrated into classroom content and used to encourage rehearsal - type activities (such as songs) that incorporate relevant subject matter, (2) incorporating information into story, poem, song, or art form may place the knowledge in context, which can help students remember it, especially if the students are creating art that relates subject matter to themselves, (3) through artistic activities like writing a story or creating a drawing, students generate information they might otherwise have simply read, which will very likely lead to better long - term retention of that information, (4) physically acting out material, such as in a play, helps learners recall information, (5) speaking words aloud results in better retention than reading words in silence, (6) increasing the amount of effort involved in learning new information (such as being asked to discern meaning from an ambiguous sentence or to interpret a work of art) is positively associated with its retention, (7) emotionally charged content is easier to remember than content linked to events that are emotionally neutral, and (8) information presented as pictures is retained better than the same information presented as words.

«As a former Peace Corps volunteer in the Philippines, New York City teacher, licensed sea captain, and head educator of an ocean classroom prior to coming to HGSE, Timothy O'Brien is a «stealthy leader» who truly embodies the values, energy, and breadth of the Learning and Teaching (L&T) Program through his focus on student work and professional development of teachers,» says Lecturer Sally Schwager, Learning and Teaching program director.

Unlike conventional arts education, student work in integrated classrooms reaches a higher level because students are encouraged to master real arts skills, while engaging the world and the other subjects through their art.

Through this work I was able to discover my true passion: working with college and graduate students and assisting them in becoming wellrounded individuals with a wide range of experiences, both in and out of the classroom.

In this project, the Education factor is present in the majority of the strands of work: approach of incorporating comprehensive sex education in the formal education system and in youth organizations; implementation of the Comprehensive Strategy of Sex Education of the Department of Education in the classrooms at the two education centres; strengthening of the institutional capacity of the health and education sectors, through the provision of health personnel, methodological tools and focusing on gender, human rights and multiculturalism; cross-sector coordination (Health - Education Departments), and with civil society to develop alliances which promote the exercising of the Sexual and Reproductive rights of the adolescents and young people of zones 3 and 7 of Guatemala CitIn this project, the Education factor is present in the majority of the strands of work: approach of incorporating comprehensive sex education in the formal education system and in youth organizations; implementation of the Comprehensive Strategy of Sex Education of the Department of Education in the classrooms at the two education centres; strengthening of the institutional capacity of the health and education sectors, through the provision of health personnel, methodological tools and focusing on gender, human rights and multiculturalism; cross-sector coordination (Health - Education Departments), and with civil society to develop alliances which promote the exercising of the Sexual and Reproductive rights of the adolescents and young people of zones 3 and 7 of Guatemala Citin the majority of the strands of work: approach of incorporating comprehensive sex education in the formal education system and in youth organizations; implementation of the Comprehensive Strategy of Sex Education of the Department of Education in the classrooms at the two education centres; strengthening of the institutional capacity of the health and education sectors, through the provision of health personnel, methodological tools and focusing on gender, human rights and multiculturalism; cross-sector coordination (Health - Education Departments), and with civil society to develop alliances which promote the exercising of the Sexual and Reproductive rights of the adolescents and young people of zones 3 and 7 of Guatemala Citin the formal education system and in youth organizations; implementation of the Comprehensive Strategy of Sex Education of the Department of Education in the classrooms at the two education centres; strengthening of the institutional capacity of the health and education sectors, through the provision of health personnel, methodological tools and focusing on gender, human rights and multiculturalism; cross-sector coordination (Health - Education Departments), and with civil society to develop alliances which promote the exercising of the Sexual and Reproductive rights of the adolescents and young people of zones 3 and 7 of Guatemala Citin youth organizations; implementation of the Comprehensive Strategy of Sex Education of the Department of Education in the classrooms at the two education centres; strengthening of the institutional capacity of the health and education sectors, through the provision of health personnel, methodological tools and focusing on gender, human rights and multiculturalism; cross-sector coordination (Health - Education Departments), and with civil society to develop alliances which promote the exercising of the Sexual and Reproductive rights of the adolescents and young people of zones 3 and 7 of Guatemala Citin the classrooms at the two education centres; strengthening of the institutional capacity of the health and education sectors, through the provision of health personnel, methodological tools and focusing on gender, human rights and multiculturalism; cross-sector coordination (Health - Education Departments), and with civil society to develop alliances which promote the exercising of the Sexual and Reproductive rights of the adolescents and young people of zones 3 and 7 of Guatemala City.

This means it is much more flexible in the classroom as you can set a question, then review the question as a class or you can work your way through a whole test paper at once!

Below are ten tips about designing, developing, and successfully implementing such a program, gathered through my four years of working in the mindfulness and education movement: first with Inward Bound Mindfulness Education, then as a classroom teacher, and now as an independent consultant.

In the «classroom» section, we declared: «Students will become more adept at solving math problems if teachers encourage them to think through a problem before they begin working on it, guide them through the thinking process, and give them regular and frequent practice in solving problems.&raquIn the «classroom» section, we declared: «Students will become more adept at solving math problems if teachers encourage them to think through a problem before they begin working on it, guide them through the thinking process, and give them regular and frequent practice in solving problems.&raquin solving problems.»

When we started the @K12lab at Stanford's d.school back in 2007 we began with a hunch that design thinking would be a great tool for educators to deploy in their classrooms and schools, and that ultimately, it would be a useful process for kids working through interdisciplinary challenges.

And through a set of debrief questions, «teachers and students can think together about how to use these skills at other times of day, connecting «brain powers» to work ethic in the classroom, teamwork and relationships, and successful behavior in school and beyond.»

Students are not challenged enough in the classroom when it comes to engaging critically through oral or written work (Callahan, 2003; 2005).

I worked with other faculties across the school to see how they could actually support the maths that had been happening in classrooms through a bit more explicit teaching, a bit more explicit language in their own subjects.

by Brett Wigdortz, founder and CEO, Teach First; Fair access: Making school choice and admissions work for all by Rebecca Allen, reader in the economics of education at the Institute of Education, University of London; School accountability, performance and pupil attainment by Simon Burgess, professor of economics at the University of Bristol, and director of the Centre for Market and Public Organisation; The importance of teaching by Dylan Wiliam, emeritus professor at the Institute of Education, University of London; Reducing within - school variation and the role of middle leadership by James Toop, ceo of Teaching Leaders; The importance of collaboration: Creating «families of schools» by Tim Brighouse, a former teacher and chief education officer of Oxfordshire and Birmingham; Testing times: Reforming classroom teaching through assessment by Christine Harrison, senior lecturer in science education at King's College London; Tackling pupil disengagement: Making the curriculum more engaging by David Price, author and educational consultant; Beyond the school gates: Developing children's zones for England by Alan Dyson, professor of education at the University of Manchester and co-director of the Centre for Equity in Education, Kirstin Kerr, lecturer in education at the University of Manchester and Chris Wellings, head of programme policy in Save the Children's UK Programme; After school: Promoting opportunities for all young people in a locality by Ann Hodgson, professor of education and director of the Learning for London @IOE Research Centre, Institute of Education, University of London and Ken Spours, professor or education and co-director of the Centre for Post-14 Research and Innovation at the Institute of Education, University of London.

USING COLOURFUL SEMANTICS TO WRITE: Colorful semantics is an exciting language intervention that indirectly works on developing a child's grammar through the use of: • Spoken sentences • Answering W / H questions • Use of nouns, verbs, prepositions and adjectives • Story telling skills • Written sentences and language comprehension Colorful semantics works particularly well in the special education classroom, helping students with difficulty in understanding language to compose sentences.

In the classrooms of the Performance Learning Centers, the students work through an online curriculum at their own pace, but also complete projects and research reports and meet with teacher facilitators.

The KAPOW curriculum, therefore, designed to be completed in a single year (typically third, fourth, or fifth grade), introduces students to the workplace both conceptually and physically through a combination of classroom work and on - site experiences.

... They talked about teachers who went beyond the classroom walls to find out how they're doing, and particularly talked about teachers who they were working with in their homework clubs, more so because the teachers would have one - on - one time and they would support them, they would be able to know what they were struggling with and then support them through that process.

The institute currently works with over 300 schools in the UK and abroad to facilitate student - led research projects and empowers teachers in STEM through its bespoke accredited continuing professional development (CPD) programmes, downloadable classroom material and dedicated staff.

In the 2000 — 01 school year, Cincinnati launched the Teacher Evaluation System (TES) in which teachers» performance in and out of the classroom is assessed through classroom observations and a review of work productIn the 2000 — 01 school year, Cincinnati launched the Teacher Evaluation System (TES) in which teachers» performance in and out of the classroom is assessed through classroom observations and a review of work productin which teachers» performance in and out of the classroom is assessed through classroom observations and a review of work productin and out of the classroom is assessed through classroom observations and a review of work products.

[That] then was used through an iterative professional learning and development program to work in a number of schools to try and implement that Effective Teaching Profile into classrooms.

Working in places that value outcomes for all students through a culture of shared learning led her to explore opportunities outside the classroom.

In fact, teachers from all the year levels, pre-Prep through to Year 12, work together on issues of teaching and learning science in today's classroomIn fact, teachers from all the year levels, pre-Prep through to Year 12, work together on issues of teaching and learning science in today's classroomin today's classrooms.

Through this, leaders can search for specific skills, specialisms, and classroom year groups, establish direct contact with potential teachers in the local area and confirm work with them, rather than relying on the word of an agency that «they'll show up at 8 am tomorrow!»

Premier League and professional football clubs will support Super Movers through their work in local schools, helping teachers use the Super Movers videos in classrooms and encouraging an active ethos.

Our grant work thus far has reinvigorated our teachers through sustained professional learning, and provided our students with increasing opportunities to connect their work in the classroom with their passions in the world.

While working through these objectives, participants will reflect on the role that schools play in supporting girls» long - term achievements and explore the importance of classroom culture and the value of ethos and atmosphere.

In meetings with families and community members, the district developed the Big Ten — character traits like work ethics and trustworthiness — to be taught and practiced in every classroom through the regular curriculuIn meetings with families and community members, the district developed the Big Ten — character traits like work ethics and trustworthiness — to be taught and practiced in every classroom through the regular curriculuin every classroom through the regular curriculum.

In addition to the work that teachers do in their own classroom, the architecture, science, and social studies teachers joined the model - building phase of the architecture project to help and support students, ask questions, offer a new perspective on their design, and help them push through any obstacleIn addition to the work that teachers do in their own classroom, the architecture, science, and social studies teachers joined the model - building phase of the architecture project to help and support students, ask questions, offer a new perspective on their design, and help them push through any obstaclein their own classroom, the architecture, science, and social studies teachers joined the model - building phase of the architecture project to help and support students, ask questions, offer a new perspective on their design, and help them push through any obstacles.

«To me this means first acknowledging the work that community educators, mostly in communities of color, are doing to supplement the information our children receive about themselves, their histories, and the worlds in which we exist through schools and classrooms,» says Torres Covarrubias, citing as an example the work of her friend Patrisse Cullors - Brignac at Dignity and Power Now, an organization that helps people affected by the Prison Industrial Complex.

Colourful semantics is an exciting language intervention that indirectly works on developing a child's grammar through the use of: • Spoken sentences • Answering W / H questions • Use of nouns, verbs, prepositions and adjectives • Story telling skills • Written sentences and language comprehension Colourful semantics works particularly well in the special education classroom, helping students with difficulty in understanding language to compose sentences.

Through our work in the Mixed Reality Research Lab, Dr James Birt, of the Gold Coast's Bond University, and I are often asked to recommend mixed reality hardware and software solutions for the secondary school classroom.

* Colorful semantics is an exciting language intervention that indirectly works on developing a child's grammar through the use of: • Spoken sentences • Answering W / H questions • Use of nouns, verbs, prepositions and adjectives • Story telling skills • Written sentences and language comprehension Colorful semantics works particularly well in the special education classroom, helping students with difficulty in understanding language to compose sentences.

Join this webinar to learn about: • Improving quality of life for students and educators through blended learning • Stretching existing or limited resources and staff • Adding project - based learning and authentic assessments into classrooms • Selecting the right learning management system and online curriculum • Keeping pace with global evolutions in technology and education • Maintaining the human element in face - to - face and online course work