Sentences with phrase «collective learning as»

Providing opportunities for collaborative examination of practice, collegial feedback and collective learning as well as regular library duties.

Providing occasional opportunities for collaborative examination of practice, collegial feedback and collective learning as well as regular library duties.

Not exact matches

In order to innovate, companies need to recognize the possibility of failure and recast it as learning, and change the collective mentality of how they view failure.»

Whether it is as a supplier, partner, or even a customer themselves — there is much to learn in this new form of collective and connected collaboration.

One would almost think that the West had only just had news of that victory, as it had just learned of the conquest of Jerusalem, and that the purpose of the company of statues that now was mustering in the glimmering recesses of cathedral porches was to reveal to men as living presences the figures of their collective dreams.4

As women learn to value their «strong» side, and men their «gentle» side, a change in the collective consciousness and sense of values takes place which leads to a new balancing of the traits previously labeled «feminine» and «masculine.»

As a student and teacher you will receive ongoing lifetime access to our online support in our Facebook group The Nurture Collective, have a Blossom Buddy with another student to help you keep accountability and attend our annual Nurture Day to meet other students and experience new learning and guest speakers.

Share in the wisdom and collective experiences of adopted persons and adoptive parents with transracial families and learn new skills for responding to insensitive comments as well as strategies for expanding the diversity in your life.

The report finds makes a list of recommendations for business, industry, professional bodies and government, namely: Construction businesses · Focus on better human resource management · Introduce and / or expand mentoring schemes · Boost investment in training · Develop talent from the trades as potential managers and professionals · Engage with the community and local education establishments Industry · Rally around social mobility as a collective theme · Promote better human resource management and support the effort of businesses · Promote and develop the UK as an international hub of construction excellence · Support diversity and schemes that widen access to management and the professions · Emphasise and spread understanding of the built environment's impact on social mobility Professional bodies and institutions · Drive the aspirations of Professions for Good for promoting social mobility and diversity · Support wider access to the professions and support those from less - privileged backgrounds · Promote and develop the UK as an international hub of construction excellence · Emphasise and spread understanding of the built environment's impact on social mobility · Provide greater routes for degree - level learning among those working within construction Government · Produce with urgency a plan to boost the UK as an international hub of construction excellence, as a core part of the Industrial Strategy · Provide greater funding to support the travel costs of apprentices · Support wider access to the professions and support those from less - privileged backgrounds · Place greater weight in project appraisal on the impact the built environment has on social mobility The report is being formally launched at an event in the House of Commons later today.

Researchers generally posit two psychological mechanisms underlying conformity: (1) people's desire to adopt the majority position so as to feel liked and accepted or believe they share the prevailing opinions of their community (i.e., social acceptance); and (2) people learn from the «wisdom of crowds,» or assume that other people did the research so their collective wisdom indicates something about the quality of the candidate or platform (i.e., social learning).

Now, as CCEC Director, Justin spearheads this collective impact initiative to better align the learning system of Chautauqua County.

If, as some say, culture is any learned behavior that is shared by a collective, chimpanzees easily make the grade.

So far, Dr Gross and his team have tested Turing Learning in robot swarms but the next step is to reveal the workings of some animal collectives such as schools of fish or colonies of bees.

I learned from Mala Collective, the maker of this gorgeous necklace, that mala beads are traditionally worn as a meditation tool, to help you count mantras as you meditate.

We are all scientists as science is simply the expression of what is thought to be known and is forever changing as the collective conciusness evolves, but that's not to say we can't learn from each other just must be sure of the intentions of those we look to for clues.

The story is as much about their collective growth — their learning to look behind the surface — as Auggie's maturing courage in facing the world.

«I used the metaphor throughout my HGSE studies and during my superintendency,» she says, «to signify that all who lead the learning must serve as beacons to insure — by our collective wisdom, compassion, and action — that all students under our watch are afforded a safe harbor from which to learn, develop, and ultimately sail off to a bright and fulfilling future.»

As K — 12 blended learning has grown, efforts have popped up across the country to create breakthrough proof points that stretch our collective understanding of what is possible for students.

Learn how to treat your eLearning strategy as a living, breathing collective source and not as a static collection of data and information.

They need other government agency colleagues from welfare, health, police and justice alongside them as a collective teaching and care force to combine learning and wellbeing.

«But I think equally important was the fact that you had everybody at the table, and so you could learn and make mistakes together and build a sense of collective trust as you went forward.»

As a consequence, «the adults «collective employment and political interests» are turning the children's opportunity for learning while in school «on its head» and instead the system is providing job guarantees to teachers as well as «preserving the political power of the Board and the Superintendent.&raquAs a consequence, «the adults «collective employment and political interests» are turning the children's opportunity for learning while in school «on its head» and instead the system is providing job guarantees to teachers as well as «preserving the political power of the Board and the Superintendent.&raquas well as «preserving the political power of the Board and the Superintendent.&raquas «preserving the political power of the Board and the Superintendent.»

In their book, A New Culture of Learning, Douglas Thomas and John Seely Brown describe a collective as:

One way that I attempt to help make meaning of a year, give students the final word about their learning, and achieve a collective sense of completion is by assigning a portfolio project as the final major assignment of the year.

In the new culture of learning, collectives, as we define them, become the medium in which participation takes shape.

In this online course, participants learn how to create «cultures of thinking,» communities where a group's collective as well as individual thinking is valued, visible, and actively promoted every day.

In this program, you will learn how to create «cultures of thinking»: places where a group's collective as well as individual thinking is valued, visible, and actively promoted every day.

Global Education can contribute to the visioning process, but it can also play a role in the critique and the creation of new forms where social movements, indigenous and community — non-formal learning approaches — are essential as they allow for values not central to formal learning and give voice to the collective and marginalized.

As a learning professional I have a responsibility to my fellow professionals to uphold the ethics and standards of my profession, and to do nothing that would damage our collective credibility.

Fragmentation can only be overcome by an education process that is deeply rooted in the interconnectedness of knowledge, just as excessive competition can only be overcome by building cultures that strike a more healthy balance between individual and collective learning.

And we're going through another round today, with initiatives such as «Reimagining Learning,» led by Stacey Childress and her team at the NewSchools Venture Fund; the Emerson Collective's XQ SuperSchool project; Marc Zuckerberg's efforts to «personalize learning»; and any number of technology - centric undertakings like Summit Public Schools, Carpe Diem charter schools, and K12 - operated virtual Learning,» led by Stacey Childress and her team at the NewSchools Venture Fund; the Emerson Collective's XQ SuperSchool project; Marc Zuckerberg's efforts to «personalize learning»; and any number of technology - centric undertakings like Summit Public Schools, Carpe Diem charter schools, and K12 - operated virtual learning»; and any number of technology - centric undertakings like Summit Public Schools, Carpe Diem charter schools, and K12 - operated virtual schools.

The process of creating a learning community in your school system involves a step-wise, top - down process that recognizes that professional development programs need to combine an element of self - directedness, as well as connect to the collective (i.e., school) environment.

The content will focus on collective and team - based diagnoses, such as learning from prior scaling efforts and understanding alternative scaling strategies and the tripwires commonly faced.

Creating Learning Communities: Reaffirming our Roles as Lifelong Learners The process of creating a learning community involves a step-wise, top - down process that recognizes that professional development programs need to combine an element of self - directedness, as well as connect to the collective enviLearning Communities: Reaffirming our Roles as Lifelong Learners The process of creating a learning community involves a step-wise, top - down process that recognizes that professional development programs need to combine an element of self - directedness, as well as connect to the collective envilearning community involves a step-wise, top - down process that recognizes that professional development programs need to combine an element of self - directedness, as well as connect to the collective environment.

However, how we acknowledge this leadership and learning connection in terms of language remains a difficulty because who counts as this type of leader is always a tension when highlighting the collective rather than individual space in which teachers lead.

Mass IDEAS will also connect participants to content workshops, learning excursions, and other partner resources available across Massachusetts as way to build collective knowledge.

The first, that to learn to change the world, as is our collective aspiration in this school, one must become a participant in trying to improve it.

Blended learning is defined as «a combination of various instructional modalities intertwined with synchronous and / or asynchronous web - based technologies to facilitate interactive and reflective individual and collective learning» (Lupshenyuk and Adams, 2009, p. 428).

Here we were motivated by questions about (1) district antecedents of school leaders «efficacy, and possible differences in the antecedents of individual as compared with collective leader efficacy, (2) consequences of school - leader efficacy for leader behavior, as well as school and classroom conditions, and (c) effects of leader efficacy on student learning.

What I'm Looking Forward to on the UCEA GSC: I look forward to learning from tenured members of the GSC while also working as a collective to carry graduate student support forward.

Learning Exchanges catalyze individuals and teams to re-imagine how schools and communities can fully engage collective power for the benefit of children, youth, and families by reclaiming the purposes of education as academic, social - emotional, and civic; uniting the power of place and wisdom of local people; redefining professional learning as a hopeful process that engages the heart, mind, & spirit; and taking actions to eliminate inequity and injustice in schools and commLearning Exchanges catalyze individuals and teams to re-imagine how schools and communities can fully engage collective power for the benefit of children, youth, and families by reclaiming the purposes of education as academic, social - emotional, and civic; uniting the power of place and wisdom of local people; redefining professional learning as a hopeful process that engages the heart, mind, & spirit; and taking actions to eliminate inequity and injustice in schools and commlearning as a hopeful process that engages the heart, mind, & spirit; and taking actions to eliminate inequity and injustice in schools and communities.

Rather, it takes time and commitment to effect deep structural changes, such as transforming a professional culture to one that values the collective efficacy of the educators and continuous learning about best instructional practice.

These include many reforms familiar to public education advocates such as Teacher Merit Pay, Parent Trigger, Education Savings Accounts, Charter expansion, Central Charter School Authorizer, Corporate Tax Scholarships, Universal Vouchers, Collective Bargaining, Innovation Schools / Districts, Virtual Charters, Data Mining, District Report Cards / School Grades, Personalized Learning, Open Enrollment, and the conveniently bundled «Indiana Education Reform Package.»

Dean (2005) developed an analytical framework that specifically focused on the collective learning of a group of teachers as they emerged into a professional teaching community.

Three areas of interest emerge from that research: teacher knowledge, skills and dispositions; professional community (schools as a collective enterprise); and program coherence (clear learning goals sustained over time).

Foster opportunities for collaboration to improve student achievement such as teacher teams; regularly scheduled common planning; and structures for teachers to engage in collective reflection or learning and to give each other constructive, actionable feedback.

Students receiving special education services are as different from each other as the members of any other group, assuming pre-determined levels of achievement based on disability status limits these students» opportunity to learn and diminishes the collective responsibility of adults to provide high quality instruction aligned with grade - level content to these students.

Chapter 1: Getting Started as a Collaborative Team Chapter 2: Setting the Stage for Common Formative Assessments Chapter 3: Power Standards — The Essential Outcomes Chapter 4: The Unwrapping Process — Achieving Collective Clarity on Learning Targets Chapter 5: Designing Quality Common Formative Assessments Chapter 6: The Big Picture — Pacing Guides and Unit Design Chapter 7: Now What?

What are some ways to give voice to the wisdom of teachers in individual classrooms and add to the collective knowledge base of staff, as well as the school's capacity to boost student learning?

While improvements in student learning of mathematics has often occurred in pockets of school or district student populations, implementing and sustaining systems for improvement is best achieved as a collective whole through school teams.