Sentences with phrase «teaching with dimensions»

A different kind of classroom: Teaching with dimensions of learning.

(See Marzano: A different kind of classroom: Teaching with dimensions of learning.)

Not exact matches

One should not perhaps make too much of this, but it does seem to imply that the pastoral dimension of the Church extends to teaching as well, that is, to the feeding of our minds with sound doctrine.

Gods will is for us humans today to evolved to a level of conciousness that will prepare us for the challenges of our future survival, Scientists now predicts of hardships in the future due to over population and changes to the natural environment.and that is happening now with activists through out the world are reminding us of protecting nature.That is why we need a phsychological revolution to hasten the evolution of consciousness that will address the problems.Ideological and philosophical enlightenment had the past great minds to develop ideas and belief because God sent them to reality in their times.Abraham, Jesus, Mohammad, Buddha, and many other religious leaders to teach humanity the doctrines that God willed to be appropriate and applicable in those periods of their existence, Also great philosophers in another dimension of social involvement were born to interprete and connect philosophically as the second element of our conscience, Kant, Marx and countless of them also were born.To complete the triangular structure or dimension of our conscience is knowledge.

How far the renewed interest of some Christians in the mystical and contemplative traditions is indebted to Hinduism it is hard to say, but Western Christians can still be helped to discover a deeper dimension to life by encounter with the authentic spiritual teaching and practice of Hinduism.

The question of how to highlight the cosmic dimension of Jesus in our teaching, reflection, preaching and praying must be asked from the point of view of our concern with sustaining and nurturing suffering people.

«At the end of the day, it's about physical dimensions,» his father Kevin Knox Sr., an assistant coach with Each 1 Teach 1, told SB Nation.

Combining yoga practices with personal development techniques, our teachings create a bridge to the spiritual dimension while supporting the aspiration to live our practice in daily life.

IMPACT's features are broadly consistent with emerging best - practice design principles informed by the Measures of Effective Teaching project, and are intended to drive improvements in teacher quality and student achievement (see «Capturing the Dimensions of Effective Teaching,» features, Fall 2012).

• In the Measures of Effective Teaching Project, students were surveyed about many dimensions of the instruction they received and these were correlated with their teachers» value - added estimates.

For example, several of the 13 dimensions of teaching expertise were measured using student surveys, with questions such as, «An important reason why I do homework is because I like to learn new things,» or, «I do my schoolwork because I'm interested in it.»

Let's begin with the authors» using 13 «dimensions of teaching expertise» as their evaluation criteria instead of student test scores.

Now, after completing her master's in learning and teaching, the recent Ed School alum is preparing to open Dimensions Family School, a nonprofit organization that provides homeschoolers — both students and educators — with support in numerous areas, including electives, extracurricular activities, professional development, facilities, and community - building.

These lessons and resources help teach about mountains and sustainability with a global dimension.

In collaboration with the University of Bristol's Effective Lifelong Learning Inventory project (ELLI), Westbury Park uses seven dimensions for effective teaching and learning: learning relationships, changing and learning, creativity, resilience, curiosity, meaning making and strategic awareness.

In contrast to statistically nonsignificant differences for the teachers within levels of school effectiveness, these statistically significant differences among teachers across schools suggest that a teacher's preferred style of interacting with students is a teaching dimension which is less well influenced by the practice of others at the school level than other dimensions of teaching being investigated in our study (e.g., time spent by students in independent reading, or degree of home communication).

Since leaders can not lead what they don't know, the work begins with a firm grounding in a research - based instructional framework, in this case, CEL's 5 Dimensions of Teaching and Learning ™ and its alignment to Louisiana's Compass Teacher Rubric.

Especially for the districts across the country using CEL's 5 Dimensions of Teaching and Learning instructional framework, we see that the foundational work in improving outcomes for students begins with a deep understanding of the transformative role of purpose in learning.

Pairing teacher reflective narratives with scholarly chapters, the volume presents the case for programs of teacher formation based in the communal, social and spiritual dimensions of teaching and educational leadership.

With the development of comprehensive instructional frameworks such as the 5 Dimensions of Teaching and Learning (5D ™), we have clearly addressed what we mean by quality tTeaching and Learning (5D ™), we have clearly addressed what we mean by quality teachingteaching.

Along with the one - on - one ILD coaching, CEL staff led principals through training in the Center's research - based instructional framework, the 5 Dimensions of Teaching and Learning ™.

Using examples from classroom teachers with whom she has worked, Collay describes four dimensions of powerful classroom - based leadership: (1) teaching well by drawing on professional knowledge to respond to the complex relationship challenges that affect learning; (2) finding creative ways to collaborate with both colleagues and parents; (3) conducting classroom - based inquiry, both through informal observation and through formal, structured research; and (4) using partnerships with outside organizations to support student learning.

School climate is best evaluated with surveys that have been developed in a scientifically sound manner and are comprehensive in two ways: (1) recognizing student, parent, and school personnel voice and (2) assessing all the dimensions that color and shape the process of teaching and learning and educators» and students» experiences in the school building.

The process itself can be used with any instructional framework, including CEL's 5 Dimensions of Teaching and Learning ™, Danielson's Framework for Teaching, Marshall's Teacher Evaluation Rubric, Marzano's Art and Science of Teaching Framework, and the Thoughtful Classroom Teacher Effectiveness Framework.

One of the funded sites, Anacortes School District, has invited CEL to collaborate with them in developing a teacher evaluation tool based on CEL's Five Dimensions of Teaching and Learning (5D) framework.

Her love of teaching and love of dogs brought a new dimension to her life when she became a Karen Pryor Academy Certified Training Partner in February, 2015, earning her KPA CTP certification with distinction.

GILLIAN WEARING I'd Like to Teach the World to Sing 1995 colour projection with sound dimensions variable 1 minute 49 seconds

[24] She cites her studies with painter Paul Brach as teaching her to «understand the stroke as an event in time» and to think of her performers as «colors in three dimensions.»

Running for the duration of the exhibition, this performance showcases Barry's longstanding interest in exploring the temporal dimension of art and continues his history of artistic collaborations with Hunter College students, which began when he taught at the college in the 1960s and 1970s.

Its eight carved and painted wood portraits — roughly two - thirds of the work of Ames's brief maturity — introduce an artist who translated the style of self - taught American portrait painters into three dimensions, imbuing their artificiality with the sense of suspended life found in 19th - century photography.

Foreword by James Rosenquist vii Preface by Ira Goldberg viii Acknowledgments x Introduction: Miracle on 57th Street 1 Part 1: Lessons and Demos 15 Henry Finkelstein: On Painting, with a Critique 17 Mary Beth McKenzie: Painting from Life 27 Ephraim Rubenstein: Painting from Observation 39 Thomas Torak: A Contemporary Approach to Classical Painting 59 Dan Thompson: Learning to Paint the Human Figure from Life 75 Sharon Sprung: Figure Painting from Life in Oils 91 Frederick Brosen: Classic Watercolor Realism 107 Naomi Campbell: Working Large in Watercolor 123 Ellen Eagle: Poetic Realism in Pastel 135 Costa Vavagiakis: The Evolution of a Concept 148 Part 2: Advice and Philosophies 165 William Scharf: Knowing that Miracles Happen 167 Peter Homitzky: Inventing from Observation 181 Charles Hinman: Painting in Three Dimensions 193 Deborah Winiarski: Painting and Encaustic 203 James L. McElhinney: Journal Painting and Composition 213 Part 3: Interviews 229 Frank O'Cain: Abstraction from Nature 231 Ronnie Landfield: On Learning and Teaching 251 Knox Martin: Learning from Old and Modern Masters 269 Concours: Painting and the Public at the Art Students League by Dr. Jillian Russo 282 Index 286

Several law schools have experimented with introducing foreign and international issues into basic LRW instruction.68 Some have responded to these arguments by creating either upper - class elective seminars with a global LRW focus, 69 or by creating a specialized foreign / international section of the basic LRW course.70 Typically, this has been accomplished in a largely ad hoc fashion through the creative efforts of individual instructors, who sometimes offer a special «international» section of the basic LRW course.71 Additionally, LRW professors whose primary responsibility is to educate foreign students have naturally gravitated toward incorporating global dimensions in their problems and assignments.72 Faculty specializing in teaching legal English have observed that English is increasingly the language of choice for transnational negotiations and legal instruments, even in circumstances where the underlying transactions do not involve Anglo - American law.73 Consequently, they also emphasize a transnational approach that responds to the needs of their students.

Dads / Daily life / Daily living settings / Dance / Debriefing / Decision making / Deficits and strengths / Defining child and youth care practice / Defining emotional abuse / Defining our field / Defining our work / Defining the carer / Definition of need / Definitions / Delinquency programs / Democratization / Demonizing Youth / Dependence cycle / Dependence support / Depression (1) / Depression (2) / Deprivation and communication / Deprivation versus nurturance / Destruction and waste / Detached worker / Detached youthwork / Detached youth workers / Developing alternatives / Developing an identity (1) / Developing an identity (2) / Developing close relationships / Developing peer helping groups / Developing relationships / Development (1) / Development (2) / Development and care (1) / Development and care (2) / Development and care (3) / Developmental perspective (1) / Developmental perspective (2) / Developmental perspective (3) / Developmental perspective (4) / Developmental rites of passage / Developmental work / Dialectic of care / Dibs / Differences / Differences and teams / Difficult behaviours / Difficult questions / Difficulties in care / Dimensions of programme / Dining room / Direct care practice (1) / Direct care practice (2) / Direct care worker / Direct care workers / Direct gratification / Discipline (1) / Discipline (2) / Discipline (3) / Discipline (4) / Discipline (5) / Discipline and Liberty / Discipline and profession / Discipline versus punishment / Discipline with dignity / Discovering the Unknown Island / Disengaging from hostility / Displays of dignity / Distorted private logic / Diversion / Divided team / «Do it this way» / Do schools teach aggression?

When quality is discussed, it is typically measured by two dimensions: (1) process variables (e.g., the nature of children's interactions with adult caregivers) and (2) structural variables (e.g., the characteristics that can be regulated by policy and that create beneficial conditions for children's development, including adult: child ratios, group size, and teacher training).1, 2 In discussions of quality, curriculum — or the content of what is taught to children — has not been the focal point until recently.

Schools may find the following standards from the teaching and learning dimension of the quality framework particularly helpful in providing for students with special educational needs: Appendix 5: Looking at our school 2016 — A quality framework for post-primary schools

Higher CWL total scores were associated with higher levels of the FIMP dimensions Structure, Teaching, and Overall development from baseline to 6 and 18 months.