PROJECT-BASED LEARNING Sample Clauses

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
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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
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. (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. (b) PBL empowers students by tapping into meaningful individual interests, creative self-expression and developing a sense of ownership of their education such that it: • Results in higher levels of conceptual processing, higher understanding of principles, deeper reflection and increased critical thinking; • Brings about an enhanced retention of information because students are processing information in a distinctly different manner than is typically involved in rote learning; • Leads to an increased use of effective problem-solving strategies and has been shown to be effective in a wide variety of core academic areas including mathematics, science, economics, and history; • Fosters the types of problem-solving skills and deep conceptual skills that are required in the modern work environment of the 21st century; • Involves extensive use of instructional technology by the students and thus fosters expertise in the types of technology used in the 21st century; and • Is effective with lower-achieving students, making this an excellent option for differentiating instruction for struggling students. (c) Utilizing PBL in an urban setting is important to create critical problem-solving skills that can evolve into a vision of a better community for all. PBL helps students recognize their ability to strategize and develop solutions to problems utilizing available assets. RCLA will be responsible for recruiting, procuring, organizing, and distributing those assets for the students. Key to these assets is the human and social capital already available or invested in trying to improve the education of marginalized students. When these students develop the problem-solving skill set that leads to empowerment, the intellectual capital of a community will be compounded and real progress toward social justice and equity will occur.
Sample 1
PROJECT-BASED LEARNING. Our approach emphasizes hands-on, project-based learning, encouraging students to apply design thinking principles in real-life scenarios.
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

  • Performance Evaluations 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 provides refrigerated warehousing and logistic distribution services to clients throughout the United States. In consideration for the Credit, Taxpayer agrees to invest in a new refrigeration and distribution facility in the XxXxxxxxx Park area of Sacramento, California, and hire full-time employees (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.

  • Performance Assessment 6.1 The Performance Plan (Annexure A) to this Agreement sets out key performance indicators and competencies that needs to be evaluated in terms of – 6.1.1 The standards and procedures for evaluating the Employee’s performance; and 6.1.2 During the intervals for the evaluation of the Employee’s performance. 6.2 Despite the establishment of agreed intervals for evaluation, the Employer may in addition review the Employee’s performance at any stage while the contract of employment remains in force; 6.3 Personal growth and development needs identified during any performance review discussion must be documented in a Personal Development Plan as well as the actions agreed to and implementation must take place within set time frames; 6.4 The Employee’s performance will also be measured in terms of contributions to the goals and strategies set out in the Employer’s Integrated Development Plan (IDP) as described in 6.6 – 6.13 below; 6.5 The Employee will submit quarterly performance reports (SDBIP) and a comprehensive annual performance report at least one week prior to the performance assessment meetings to the Evaluation Panel Chairperson for distribution to the panel members for preparation purposes; 6.6 Assessment of the achievement of results as outlined in the performance plan: 6.6.1 Each KPI or group of KPIs shall be assessed according to the extent to which the specified standards or performance targets have been met (qualitative and quantitative) and with due regard to ad-hoc tasks that had to be performed under the KPI; 6.6.2 A rating on the five-point scale described in 6.9 below shall be provided for each KPI or group of KPIs which will then be multiplied by the weighting to calculate the final score; 6.6.3 The Employee will submit his self-evaluation to the Employer prior to the formal assessment; 6.6.4 In the instance where the employee could not perform due to reasons outside the control of the employer and employee, the KPI will not be considered during the evaluation. The employee should provide sufficient evidence in such instances; and 6.6.5 An overall score will be calculated based on the total of the individual scores calculated above.

  • Performance Evaluation The Department may conduct a performance evaluation of Contractor’s Services, including Contractor’s Subcontractors. Results of any evaluation may be made available to Contractor upon request.

  • Final Evaluation IC must submit a final report and a project evaluation to the Arts Commission within thirty (30) days after the completion of the Services. Any and all unexpended funds from IC must be returned to City no later than sixty (60) days after the completion of the Services.

  • Data Protection Impact Assessment and Prior Consultation Processor shall provide reasonable assistance to the Company with any data protection impact assessments, and prior consultations with Supervising Authorities or other competent data privacy authorities, which Company reasonably considers to be required by article 35 or 36 of the GDPR or equivalent provisions of any other Data Protection Law, in each case solely in relation to Processing of Company Personal Data by, and taking into account the nature of the Processing and information available to, the Contracted Processors.

  • Performance Appraisals 3201 The Employer shall complete a written appraisal of a nurse's performance at least bi-annually. Upon request, the nurse shall be given an exact copy of the appraisal. 3202 The nurse shall have an opportunity to read such document. 3203 The nurse's signature on such document merely signifies that the contents of the document have been read. 3204 If the nurse disputes the appraisal, she/he may file a reply to the document in accordance with Article 29, and/or she/he may file a grievance under Article 12 of this Agreement.

  • Independent Evaluation Buyer is experienced and knowledgeable in the oil and gas business. Buyer has been advised by and has relied solely on its own expertise and legal, tax, accounting, marketing, land, engineering, environmental and other professional counsel concerning this transaction, the Subject Property and value thereof.

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