Sentences with phrase «about teaching pedagogy»

Similarly, the endless navel - gazing discussions about teaching pedagogy, exam writing and exam - taking advice, practical credentials for doctrinal faculty, curricular reform, law school rankings, and the very identity and purpose of a law school and its relationship to lawyering would benefit from some thought and understanding about the role of the LRW course.

Although it's essential that they be master teachers in their classrooms, they don't necessarily know everything there is to know about teaching pedagogy.

Not exact matches

The contrast pair «classroom / field» has to do with pedagogy, with questions about how to teach and in what contexts so that people learn best.

Peter Poutiatine began teaching 25 years ago in the backcountry of Washington State, and the early lessons he learned about experiential education, the expeditionary model, and real - world connectedness have guided his classroom pedagogy for nearly two decades.

Second, the question of pedagogy raises ethical and political questions about the rightfulness of authority over students, the purposes that are being pursued, and the social and political effects of what is taught.

At the University of Pennsylvania's PENN Postdoctoral Opportunities in Research and Teaching (PENN - PORT) program, which just had its 5 - year IRACDA grant renewed for a second term, first - year postdocs spend about 85 % of their time doing mentored research and about 15 % taking pedagogy classes and preparing to teach at one of three minority - serving institutions nearby: Lincoln University, which is recognized as the United States» first historically black university, in unincorporated southern Pennsylvania; Delaware County Community College (DCCC), which is in Pennsylvania; and Rutgers University, Camden, in New Jersey.

In middle school, I think it's about pedagogy, whereas in high school content reigns supreme, and I am fascinated by the act of teaching.

So, when I talk about modern pedagogy, what I mean is we have redesigned the teaching and learning of maths with a group of students and teachers, based on three parts.

Teach the same curriculum to the same tests at the same speed with the same pedagogy with teachers who have fixed mindsets about student achievement - no wonder grouping to ability doesn't save the planet.

With a combination of journalistic drama and well - merited concern about our current educational outcomes, Green sets out a compelling argument that effective pedagogy embodies a highly complex set of skills and knowledge that can and should be taught to teachers.

A successful classroom teacher, Lampert taught teacher education classes at Michigan State University, then returned to the classroom to conduct on - the - ground research about math teaching and pedagogy.

Fourth, big changes are brewing in teacher preparation and licensure as ed schools come under fire, as «alternate routes» proliferate, as programs like Teach For America get greater traction, and as more attention is paid to what a teacher knows about her subject than to what pedagogy courses she took in college.

Our plan is grounded in the following two premises: 1) When purposefully synchronized with one another across multiple forms of media («cross-media»), children's and adolescents» exposure to high quality youth - oriented social and ethical story content, i.e. stories of substance specifically about character development, compassion, and courage (CCC), is a powerful way to promote youth academic achievement and ethical values; 2) Especially if these stories, told and «read» across media, in their various genres (human interest, biography, history and historical fiction, civic engagement, coming of age, social change, spiritual awakening, moral issues, etc.), are «taught» by «educators» (broadly defined) using an «evidence - based» pedagogy that A) makes use of peer to peer, and adult facilitated group discussion and debate as a primary form of instruction, and B) takes advantage of access to the texts of the story that are made available cross-media (narratives, scripts, videos, etc.) to foster students» critical thinking and ethical reflection skills.

This was not always related directly to teaching or pedagogy — it might, for example be an update about the correct use of Epi - pens or a new form of data collection or pupil monitoring.

Marlene Kliman, senior scientist at TERC, recommends providing a variety of fun and engaging ways for parents to learn about math content and pedagogy — especially when the teaching of mathematics looks different from the instruction that most adults experienced when they were in school.

The students spoke about sitting at uni, learning out of a textbook how to teach and then being in front of groups of students feeling so overwhelmed because they hadn't learnt the unique pedagogy required to teach drama lessons.

A. Like hearing someone who talks about reading a new book, who's excited about something they've read about different pedagogies or teaching styles and strategies, for instance.

Culturally responsive pedagogy is a student - centered approach to teaching in which the students» unique cultural strengths are identified and nurtured to promote student achievement and a sense of well - being about the student's cultural place in the world.

The Best Resources About «Culturally Responsive Teaching» & «Culturally Sustaining Pedagogy» — Please Share More!

By the time we met in the spring of 2013, DragonBox had already been downloaded about 85,000 times, mostly by parents, and Huynh had become convinced that the iPad's ability to let children access the material directly, as well as the app's straightforward pedagogy, made them «the single best resource I can use» to teach children.

We received a 90 minute talk by Kris about what research tells us is effective pedagogy in teaching maths to minimise cognitive load on pupils.

«For teachers, both that community college teacher and that K - 12 teacher, it's about arming them with deeper insights into where areas of struggle or where areas of acceleration exist within their student populations while allowing them to operate in the pedagogy and teaching style that works for them.»

To teach, teachers need to have developed an integrated knowledge structure that incorporates knowledge about subject matter, learners, pedagogy, curriculum, and schools; they need to have developed a pedagogical content knowledge, or PCK, for teaching their subjects.

With the input of colleagues who teach writing pedagogies and linguistics courses at my university, I designed an interview protocol meant to elicit a variety of information about curriculum, instruction, beliefs about teaching writing, and the particular qualities of their students from participating teachers.

Here's an example of how a group of teachers with a passion for professional teaching could collectively work on a question they have about their pedagogy: Let's say your students are struggling with learning new information.

And while his rapport with his class was excellent and while I also learned a great deal about using problem - solving tasks to teach algebra concepts, I took something away that was quite possibly more powerful than specifics about pedagogy and classroom management.

We are exceptionally fortunate to have an amazing group of teaching professionals taking the best of what they know about pedagogy and marrying it with the tools of today for tomorrow.

The draft repeatedly and explicitly emphasizes a process in which teachers ask «how the technology can support and expand effective teaching and learning within the discipline, while simultaneously adjusting to the changes in content and pedagogy that technology by its very nature brings about» (Swenson et al., 2005, p. 222).

(2017) Learning outside the classroom, Issue 302, p38 Frauman, E. (2010) Incorporating the concept of mindfulness in informal outdoor education settings, Journal of Experiential Education, Vol.33, Issue 3, p225 - 238 Humberstone, B; Stan, I. (2009) Well - being and outdoor pedagogies in primary schooling: The nexus of well - being and safety, Australian Journal of Outdoor Education, Vol.13, Issue 2, p24 - 32 Marzano, R., Pickering, D. (2007) The case for and against homework, Educational Leadership, Vol.64, Issue 6, p74 - 79 Moffett, P. (2012) Learning about outdoor education through authentic activity, Mathematics Teaching, p12 - 14 Mudd, A. (2007) Outdoor learning in the school grounds (primary), Environmental Education, Vol.84, p5 - 6 Scott, G., Boyd, M., Colquhoun, D. (2013) Changing spaces, changing relationships: the positive impact of learning out of doors, Australian Journal of Outdoor Education, Vol.17, Issue 1, p47 - 53 Sharpe, D. (2014) Independent thinkers and learners: a critical evaluation of the «Growing Together Schools Programme, Pastoral Care in Education, Vol.32, Issue 3, p197 - 207 Skates, E. (2014) On the up: Learning outside and raising attainment, Primary Geography, Issue 85, p14 - 15 Whawell, G., Tanner, J. (2015) Not like in the classroom, Primary Geography, Vol.

Although there is a rich theoretical literature about culturally responsive pedagogy, there are few tools that equip pre-service and in - service teachers how to implement CRP in their day - to - day teaching activities (Young, 2010).

Dedicated to the idea that librarians are first and foremost educators, he is continually looking for ways to improve himself and learn more about teaching methods, pedagogy, educational theory, assessment and instructional design.

She teaches at UCLA and frequent writes about socially engaged art practice and pedagogy.

The psychological value of the films as a tool to teach youth about climate change has been discussed at meetings of a number of prominent institutions including the National Education Association, EPA, National Science Foundation, National Academy of Sciences, Ecological Society of America, the National Science Teachers Association and the North American Association for Environmental Education — groups that are embracing the use of the films to change the pedagogy of teaching about climate change.

In sum, this Volume provides us with a diverse and engaging range of articles that challenge us to examine our teaching, our theory, and our assumptions about legal writing pedagogy and legal education.

Possible topics about pedagogy include: • Structuring statutory drafting courses • Simulation courses designed using mock legislatures or committees • Course linkages with real - world legislators and special interest organizations • Service learning or clinical opportunities for law students • Courses focused on law reform efforts • How to employ Plain - English principles in statutory and rule drafting • Theoretical perspectives on statutory drafting • Involving political realities in law school drafting courses • Teaching practical aspects of drafting that addresses theories and principles of statutory interpretation and construction Possible topics about practice include: • Unique challenges of drafting laws and / or regulations in specific areas such as criminal law, environmental, health law, etc. • Lawyering for non-profits, federal and state agencies, local governments, and other clients in frequent need of rule - drafting • Practicing in employment law, health law, environmental law, and other heavily regulated fields where private clients require rule and policy drafting • Non-legal drafting opportunities, such as sports league rules, industry trade group policies, and university rules Possible topics about politics include: • Political influences affecting legislative drafting • Direct democracy and the unique challenges of drafting initiatives and referenda • The implications of special interests driving drafting decisions • Polictics and its influence on legislative history • Lobbyists as legislative drafters.

Particularly in sharing in print his unfolding thinking and decision - making about pedagogy, in a profession where so few legal academics talk in print about Socratic case method teaching, Bainbridge remains a must - read.

About Blog The purpose of this blog is to build a community of anthropologists interested in pedagogy and to provide them with a reputable source of information and a way to share news on teaching anthropology, publishing in the field, new innovations, and new books.

Throughout the book, scenarios are presented as examples of everyday practice and the discussion that follows provides information about how teaching, or pedagogy, can be understood and then discussed.