PROJECT-BASED LEARNING Sample Clauses

PROJECT-BASED LEARNING. (a) The Project-Based Learning model (“PBL”) for delivering instruction is considered by many educators as the best instructional practice. It is ideally suited for differentiating instruction among varied levels of student readiness and is proven to be effective in preparing students for standards-based assessments. PBL in practice supports student learning of 21st century skills, including critical thinking, collaboration, communication, creativity and innovation, self-direction, global connections, local connections and using technology.
Sample 1
AutoNDA by SimpleDocs
PROJECT-BASED LEARNING. Our approach emphasizes hands-on, project-based learning, encouraging students to apply design thinking principles in real-life scenarios.
Sample 1
PROJECT-BASED LEARNING. All staff will be trained in project-based learning. As this will be a journey of professional learning and reflection, in addition to Summit Learning we plan to work with the Buck Institute to support our staff through this process. They provide research- informed workshops and frameworks designed to develop and improve teaching practice. The PBL 101 workshop will teach participants how to implement rigorous standards-based projects. PBLWorks, will provide the support we need to make sustained change in teaching practice. AVID – RISE will aim to become an AVID school once the Summit learning curriculum is solidly in place and teachers have had an opportunity to familiarize themselves with it and complete the necessary training to fully and effectively implement this curriculum. Through participating in AVID training, teachers will prioritize how material is taught. Implementation of the AVID framework will help inform intentional district and school leadership actions to eliminate achievement gaps. With emphasis on the four AVID domains including leadership, instruction, culture, and systems RISE staff will understand the following: What students Need? • Rigorous academic preparedness • Student agency • Opportunity Knowledge What educators do? • Insist on rigor • Breakdown barriers • Align the work • Advocate for students Ongoing professional development aligned with RISE’s mission and vision will be provided. Through our partnership with Bluum and connections to other schools, we plan to capitalize on the expertise within these organizations to pursue additional professional development and training opportunities. Systems Training Annual training will be provided to meet state and federal regulations. These requirements include training staff in special services for students such as special education, second language learners, 504s, etc. Additional training requirements will be met in the areas of FERPA, XxXxxxxx-Xxxxx, mandatory reporting, suicide prevention, bullying/harassment, and Title IX. Staff will also participate in training provided by Xxxxxxxx School District including ethics training and training provided by the school nurses in meeting student and staff health care needs. Instructional Coaching/Lead Teacher Current Research from Education Next50 indicates instructional coaching can have a significant impact on implementation of instructional strategies and positively affects student achievement. 50 Xxxxx, X., & Xxxxxx, D. (2018). Taking Teac...
Sample 1
PROJECT-BASED LEARNING. The basic premise of the project-based approach to curriculum integration is that successful, productive adults carry out a purposeful problem-solving process at work and in other areas of their lives. By completing appropriately scaled down versions of adult action-based projects, students are both developing the capacity for success in their personal and work life and demonstrating their degree of preparedness for work or for the next level of education. During the course of each semester students will participate in at least one major project-based assignment, requiring students to work cooperatively, incorporating the skills and knowledge gained from their various classes.
Sample 1
PROJECT-BASED LEARNING i) Project Based Learning is a teaching method in which students gain knowledge and skills by working for an extended period of time to investigate and respond to an engaging and complex question, problem, or challenge. In Essential Project Design Elements (based on setting the standard for PBL) include:
Sample 1
PROJECT-BASED LEARNING. In Division III and the Senior Institute, students’ internships will provide an important context for most course-based learning. In Divisions I and II, coursework will be focused more on school-developed projects that are tied to real-world contexts. Whenever possible, students will be supported to make connections across disciplines by engaging in project-based learning. For example, a Division I project might focus on the theme of globalization by engaging students in an interdisciplinary project where students collect data by checking the labels on their clothes, shoes, backpacks to see what country the items were made in. They would tabulate, figure the percentage and graph these countries and then locate and mark them on a large world map. Using data from websites and almanacs, they would find the annual wages of people making common items in each country. They would then compare those annual wages and convert them to hourly, daily, weekly and monthly rates. These data would then be used to create charts and analysis to grapple with a range of questions; for example: What additional data is necessary to determine how difficult it would be to live on certain wages in a country? How could you find that data? Why do companies move their operations to countries where the wages are low? When companies move jobs to lower-wage countries, what are the consequences for the workers and communities where the companies were originally located? What movements exist to improve the wages and working conditions of people working under these conditions? As this example illustrates, Los Ositos students will master core competencies across the disciplines through projects that foreground the relevance and meaning of what they are learning. Wellness and the Arts: In addition to mastering core competencies in language arts, social studies, math, science and technology, Los Ositos students will be expected to master one of the visual or performing arts as well as their own physical well-being. These areas will not be framed as electives, but rather as an integral part of students’ learning. In keeping with the school’s spiral curriculum, Los Ositos students will be encouraged to assume more and more responsibility for their learning in these areas as they progress through the Upper School. In Division I, students will participate in the same broad range of physical and artistic learning experiences. In Division II, they will be encouraged to focus further on areas in phys...
Sample 1

Related to PROJECT-BASED LEARNING

  • Project Background 6.1.1. Brief description of Contracting Agency’s project background and/or situation leading to this Project

  • Contractor Performance Evaluations The Contract Administrator will evaluate Contractor’s performance as often as the Contract Administrator deems necessary throughout the term of the contract. This evaluation will be based on criteria including the quality of goods or services, the timeliness of performance, and adherence to applicable laws, including prevailing wage and living wage. City will provide Contractors who receive an unsatisfactory rating with a copy of the evaluation and an opportunity to respond. City may consider final evaluations, including Contractor’s response, in evaluating future proposals and bids for contract award.

  • Performance Evaluations 34.1. The Contractor is subject to an annual performance evaluation to be conducted by NYCDOT pursuant to the PPB Rules.

  • Program Evaluation The School District and the College will develop a plan for the evaluation of the Dual Credit program to be completed each year. The evaluation will include, but is not limited to, disaggregated attendance and retention rates, GPA of high-school-credit-only courses and college courses, satisfactory progress in college courses, state assessment results, SAT/ACT, as applicable, TSIA readiness by grade level, and adequate progress toward the college-readiness of the students in the program. The School District commits to collecting longitudinal data as specified by the College, and making data and performance outcomes available to the College upon request. HB 1638 and SACSCOC require the collection of data points to be longitudinally captured by the School District, in collaboration with the College, will include, at minimum: student enrollment, GPA, retention, persistence, completion, transfer and scholarships. School District will provide parent contact and demographic information to the College upon request for targeted marketing of degree completion or workforce development information to parents of Students. School District agrees to obtain valid FERPA releases drafted to support the supply of such data if deemed required by counsel to either School District or the College. The College conducts and reports regular and ongoing evaluations of the Dual Credit program effectiveness and uses the results for continuous improvement.

  • Project/Milestones Taxpayer is a developer, manufacturer, and distributor of dental products for dental laboratories. In consideration for the Credit, Taxpayer agrees to hire full time employees and invest in computer and manufacturing equipment, tenant improvements, software licenses, and furniture and fixtures as part of its expansion in San Diego, California (collectively, the “Project”). Further, Taxpayer agrees to satisfy the milestones as described in Exhibit A (“Milestones”) and must maintain Milestones for a minimum of three (3) taxable years thereafter. In the event Taxpayer employs more than the number of full-time employees, determined on an annual full-time equivalent basis, than required in Exhibit A, for purposes of satisfying the “Minimum Annual Salary of California Full-time Employees Hired” and the “Cumulative Average Annual Salary of California Full-time Employees Hired,” Taxpayer may use the salaries of any of the full-time employees hired within the required time period. For purposes of calculating the “Minimum Annual Salary of California Full-time Employees Hired” and the “Cumulative Average Annual Salary of California Full-time Employees Hired,” the salary of any full-time employee that is not employed by Taxpayer for the entire taxable year shall be annualized. In addition, the salary of any full-time employee hired to fill a vacated position in which a full-time employee was employed during Taxpayer’s Base Year shall be disregarded.

Time is Money Join Law Insider Premium to draft better contracts faster.