Teaching Methods Clause Samples

The Teaching Methods clause defines the approaches, techniques, and strategies that an instructor is permitted or required to use when delivering educational content. It may specify whether lectures, group work, hands-on activities, or digital resources are to be employed, and can outline expectations for adapting methods to different learning styles or needs. This clause ensures that both parties have a clear understanding of how instruction will be conducted, promoting consistency and aligning teaching practices with educational objectives.
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Teaching Methods. 1. Instructors’ interaction sufficient 5 4 3 2 1
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Teaching Methods. Effective teaching is best promoted when each teacher is free to pursue, in his/her class, the most effective teaching methods possible. Teachers are able to deliver each lesson in whatever manner is best for the students. The board has the responsibility for approving the topics to be taught, the materials to be used in instruction and the curriculum employed to teach these topics, subject to constraints of law, policy and this agreement. The presentation and discussion of controversial issues in the classroom will be on an informative basis and relevant to state content standards.
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Teaching Methods. The Teacher should master the modern teaching technologies and methods outlined during their training and apply them during the lessons (e.g., TPR, gamification, etc.). When invited, the Teacher is required to attend School-sponsored training.
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Teaching Methods. Tutors shall use teaching methods appropriate to the subject matter and audience. Illustrative examples should be used wherever possible. Unless inappropriate, audience participation and interaction should be encouraged. Tutors should establish at the outset that the audience can hear and understand them clearly.
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Teaching Methods. The Training program provides a total of 300 hours, divided as follows: • 12 hours of knowing the platform / module • 36 hours of classrooms lectures • 108 hours of self-study • 78 hours of e-learning • 12 hours of hands of training • 12 hours of self-assessment • 36 hours of peer assessment • 6 hours of feedback The table below shows the subdivision over a period of 2 months (expected duration for the entire course) and the weekly organization of the teaching methodology envisaged. Knowing the Platform / Module In class lectures Self study Online platform Hands on training Self assessment Peer assessment Feedback Final test Total Per Week Month 1 Week 1 M1 2 6 15 10 1 4 38 Total per week - Week 1 38 Week 2 M1 0 M2 2 6 15 10 1 4 38 Total per week - Week 2 38 Week 3 M1 0 M3 2 6 15 10 1 4 38 Total per week - Week 3 38 Week 4 M1 3 3 2 1 2 1 12 Total per week - Week 4 36 Month 2 Week 5 M1 0 Total per week - Week 5 38 Week 6 M1 0 Total per week - Week 6 38 Week 7 M1 0 M4 0 M5 0 M6 2 6 15 10 1 4 38 Total per week - Week 7 38 Week 8 M1 0 M2 0 M3 0 M4 3 3 2 1 2 1 12 Certification Exam 2 Total 12 36 108 78 12 12 36 6 2 302 3.1. The SAGRI Training platform
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Teaching Methods. Lecture Panel/Group Discussion Audio-Visual Presentations Question and Answer Other, please list
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Teaching Methods. The method of teaching is principally by face-to-face classes held on campus consisting of lectures, seminars, tutorials, workshops and active learning sessions. Classroom based teaching is supported by an online system that includes learning resources and discussion forums. Teaching in capstone units includes work-related activities designed to engage students with industries relevant to their studies. Academic staff are supported by guest lecturers from industry in some units. Assessment methods are designed to encourage learning, provide feedback and measure achievement of unit learning outcomes. Forms of assessment vary among units and include research reports, projects, essays, group work, presentations, problem solving and case studies as well as tests, quizzes and examinations. Students may be required to complete assessment tasks alone or in groups to encourage development of generic skills. Assessments generally require a written submission but may include an oral presentation. In capstone units, assessments may include industry engagement and an extensive report. Please find the following payment methods to accept your offer of enrolment at IMC.
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Teaching Methods. Although Sunsational does not control the manner and methods used by Instructor, it does require that all instructors follow a positive, student-centered approach to teaching, which means that aggressive and/or negative methods are not tolerated. Inappropriate behavior of any sort will not be tolerated.
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Teaching Methods. The Master of Arts SUPSI in Interaction De- sign courses are designed to offer quality training for designers and innovators who want to become key players in the next so- cial, technological, and economic transfor- mations. The courses are taught in English to reflect the international vocation of the Master and the multidisciplinary and multi- cultural working environment. The curriculum’s educational model adop- ts approaches, methods, and practices that are aimed at acquiring the knowledge and skills needed to generate product, process, and service innovation. Teaching takes place mainly in a laboratory environment, characterized by the ‘learning by doing’ approach, where working closely with the teaching staff enables students to acquire skills aimed at transforming ide- as into working design solutions and pro- totypes, to be tested with real users and used for demonstration purposes. The study program consists of design-dri- ven courses and workshops, methodolo- gical and technical courses, and talks and seminars. The design-driven courses and work- shops focus on practical activities and enable students to acquire the fundamental design, methodological and technical skills of the interaction design discipline. They are intended to create a common basis for students from different bachelor’s training programs, to equip them with transversal and shared skills, and an aptitude for mul- tidisciplinary collaboration. The methodological courses include ▇▇▇▇- ning and practicing Human Centred Design (HCD) methodologies, with different levels of depth and complexity. Knowledge of the- se methodologies enables students to acqui- re the conceptual and practical tools useful for structuring a creative process: collecting data and information in an organized man- ner, analyzing the needs of different users, extrapolating evidence to inform the project, setting up and structuring the various desi- gn phases with rigor, defining the user expe- rience and the key features of a product, en- vironment or digital ecosystem. The mastery of these methodologies certi- fies the student’s ability to set up and guide a design process in the most diverse orga- nizations and industries. Technical courses are always project-o- riented. The acquisition of technical and technological skills takes place through the development of projects in which the ▇▇- ▇▇▇▇▇▇ of specific software and hardware programming languages, such as the use of digital fabrication machines, are functio...
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Related to Teaching Methods

  • TEACHING HOURS AND TEACHING LOAD Section 1 Work Day For the applicable agreement period, the normal work day will be seven and one-quarter (7 ¼) hours including arrival time fifteen (15) minutes before and departure time (15) minutes after the students’ school day. The normal work day will include uninterrupted prep time. The Building Principal, as authorized by the Superintendent, upon request of a teacher or group of teachers, may waive the requirement to remain fifteen (15) minutes after the school day for a specific day or days. It is recognized; however, that the proper performance of their duties may, on occasion, require these persons to work longer than the normal work day, i.e. for conferences, faculty meetings, department meetings, etc. Therefore, “mandatory meetings will occur two times per month and be no longer than 90 minutes in length, inclusive of the additional 15 minutes beyond the scheduled student school day. A schedule of the meetings will be distributed by June 30th of the previous school year, but may be changed at the discretion of the Principal with 48 hours’ notice.” Teachers will also remain at school after the fifteen (15) minutes described above, during one (1) day each calendar week for such periods of time as is necessary to provide students extra help, and/or to meet with parents or guardians, concerning the progress of their children or wards. No teacher shall be required to work more than a normal seven and one- quarter (7 ¼) hour day, including fifteen (15) minutes before and (15) minutes after the students’ school day, which will include uninterrupted prep time; this provision does not apply to other contractually agreed upon time and meetings. Should state law require a longer instructional day, or more days, the teachers shall work the added time and the parties shall immediately commence impact bargaining on the issue. This article does not purport to cover the arrival and departure time of teachers involved in special assignments. Section 2 Other Personnel Personnel other than classroom teachers will work at their assigned tasks for the length of the regular teachers' work day. The exact daily schedule will be worked out on an individual basis between the Administration and the employee with notification to the Association. Instructional Coaches are required to work an additional five (5) days at their per diem rate, beyond the work year for a total of 189 days. These days will be determined prior to the start of the new school year and at the discretion of the Superintendent and the Chief Academic Officer.

  • Teaching Load 11-1 The parties recognize that the number of students, the number of preparations, and the amount of planning time are related to student performance. 11-2 CLASS SIZE 11-2-1 The parties recognize that class size is related to economics and that reduction of class size is faced with fiscal constraints. The parties further recognize that it is not feasible at this time to set general numerical limitations upon class size because of physical space available, special programs, special student needs, attendance area variances, differences in scheduling systems, busing, and because of other variable causes affecting class size. Nevertheless, the parties shall make reasonable effort to maintain class size at reasonable, workable, and educationally effective levels in all situations. 11-3 TEACHER LOAD 11-3-1 Teaching load shall be defined as the number of separate class preparations that a teacher has per school day as delineated in the course description guide.

  • TEACHING CONDITIONS The parties recognize that optimum school facilities for both student and teacher are desirable to insure the high quality of education that is the goal of both the Association and the Board. It is also acknowledged that the primary duty and responsibility of the teacher is to teach and that the organization of the school and school day should be directed toward ensuring that the energy of the teacher is primarily utilized to this end.

  • TEACHING HOURS 1. A grade PPI-12 teacher's workday shall consist of not more than seven (7) hours and ten (10) minutes of formal responsibility. Hall duty may be included in the teacher's workday. Every effort will be made mutually by the Administration and the Association to deal with these duties in a most positive manner. The student day may be increased if necessary to meet the State time requirements for instructional hours. Within said time of formal responsibility, a teacher shall be entitled to the following: (a) A duty free lunch period no less than twenty-five (25) minutes to a maximum of thirty-five (35) minutes. (b) For a grade ECSE-5 grade teacher: a minimum of 250 minutes per week of time for preparation. Each preparation period to consist of a minimum of twenty-five (25) duty-free minutes. For a grade 6-12 teacher: a minimum of one preparation per day that shall be equivalent to a normal teaching period or an average of five normal teaching periods per week. (c) Cafeteria duty may be included in the teacher's workday. Every effort will be made to obtain volunteers for this duty, which will be in lieu of a class period. If no volunteer is available who can be scheduled, the administration may assign a teacher to such duties. No teacher may be involuntarily assigned these duties for more than one consecutive year. Every effort will be made mutually by the Administration and the Association to deal with these duties in a most positive manner. (d) Attendance at 6th grade camp shall be voluntary. 2. Before and/or after school, a grade ECSE-12 teacher shall be attending to his/her teaching duties in his/her building for up to thirty (30) minutes but not to exceed the workday of seven (7) hours and ten (10) minutes. At the beginning of each year, the administration at each level shall determine what portion of the above times will be used before and after school. Teacher input will be encouraged. It is expressly understood that an individual teacher's day may be adjusted to facilitate the administration of the individual building. Early leave may be granted at the discretion of the Administration. 3. The daily preparation period will first be used for such things as thorough preparations, conferences with parents, teachers, and administrators, I.E.P.T.'s, and special assistance to students. 4. Activities involving teachers beyond the scope of the formal teaching day shall be determined cooperatively between a faculty selected committee and the administration at that level. Teachers shall be given forty-eight (48) hour notice of such activities and shall be encouraged and expected by the Association to attend. Special teachers shall be encouraged to attend as their time and schedules allow. 5. In the event that it becomes necessary to determine a new building schedule, a committee will be formed, comprised of an equal number of administrators and teachers to examine alternative scheduling. A recommendation on the study will be presented to the superintendent. No recommendation will be made that would jeopardize accreditation. 6. A teacher’s building assignment shall be determined by where he/she is assigned for over half of his/her schedule. A teacher who has a split building assignment will have their workday schedule determined by the building administrators. A teacher who has a split building assignment will have a minimum of 30 minutes for travel. If the travel time encumbers the teacher’s preparation period or duty free lunch, or extends the teacher’s day beyond the contractual limits, then the teacher shall be paid for a minimum of thirty (30) minutes at the teacher’s per diem rate (unless this time is recouped through other minutes during the day).

  • Accounting Methods Implement or adopt any change in its accounting principles, practices or methods, other than as may be required by generally accepted accounting principles.