Sentences with phrase «learning and teaching practice»

Lead author, «Classroom Observation Study: Student - Centered Active Learning and Teaching Practice» with Valeria Rocha, Abdalla Ababneh, Imad Ababneh, Khattab Lebdeh, Sheren Hamed., (2012)

I am thrilled to be part of the One Yoga mentorship program, feeling blessed to be able to both learn and teach the practice that I love.

Inclusion is both a principle and process, arising from a clear recognition that exclusion happens not only from education but also within education; it requires adapting and or transforming the education systems at large, notably the way in which schools and other learning settings adapt their learning and teaching practices to cater for all learners with respect to diversity.

Sharing data resulted in more informed instructional decisions around student learning and teaching practices

Not exact matches

While this is true and it's always good practice for leaders to teach those working under them, there are things management can learn from their employees, as well.

The entrepreneurial mindset is taught, learned and practiced by finding ways to link these concepts to concrete actions.

His experience as an athlete served as his inspiration, and his teammates were vital networking resources — but Westervelt says it's the lessons he learned from years of practice, matches and training sessions that taught him to excel in business.

Report on Candler School of Theology's attempt to provide the means of integrating theological learning and practice — i.e. teaching theology in context.

How do we learn this, make it practice, and then teach it?

A theological school consists of a number of social practices, central to which are practices of teaching and learning.

Does that which not only unifies this school's practices of teaching and learning into a single course of study but makes it adequate to pluralism imply a contrast between «academic» schooling and «professional» schooling?

Any polity must be so designed as to hold practices of teaching and learning accountable in this regard.

These factors determine the concrete reality of the practices that comprise the school; how do they shape its practices of teaching and learning «having to do with God»?

Practices of teaching and learning are not different in kind from practices of governance and self - maintenance, as though one type were «concrete» and the other not, one type «institutionalized» and the other not.

Central to their being schools are their practices of teaching and learning.

They are not only practices of teaching and learning, but also practices of raising funds and maintaining the school's resources; not only practices of governing various aspects of the school's common life, but also practices of various kinds of research; practices not only of assessing students and when they should be deemed to have completed their courses of study, but also of assessing faculty and judging when they should be promoted and when terminated; and so on.

All these practices of teaching and learning are constitutive of a school, but no one of them alone is.

Secondly, these practices of teaching and learning each require distinctive sorts of social space.

The set will include practices of teaching and learning, practices of research, practices of governance of the school's common life, practices having to do with maintenance of the school's resources, practices in which persons are selected for the student body and for the faculty, and practices in which students move through and then are deemed to have completed a course of study.

what makes the school a theological school is that its practices of teaching and learning yield growth in abilities and capacities to discern and respond to God in the particular and odd ways in which God is present when and if God is present.

The practices that involve these transactions can not be neatly separated from the practices through which are taught and learned concepts bearing on understanding God.

It will institutionalize practices by which to select who participates in teaching and learning and by which to hold them accountable for the relative excellence with which they engage in those practices.

Such a view is plausible only on the assumption that the school's practices of teaching and learning through which it seeks to understand God are relatively disengaged from its practices of governance and self - maintenance.

What answer to this question is assumed by this school's practices, especially its practices of teaching and learning?

How do practices other than those of explicit teaching and learning nonetheless conceptually form persons in the micro-culture that is the school?

Practices of teaching and learning and the practices that maintain the social spaces that learning and teaching create all require a variety of kinds of material support.

How does this school's particular way of «having to do with God» both unify the school's practices of teaching and learning into a single course of study and make them adequate to pluralism?

Its concreteness in part consists of its transactions with its immediate host community, and its schooling is excellent to the extent that its transactions are deliberately and self - critically shaped in such a way that what they symbolize to the immediate neighborhood and what they teach members of the school community itself are consonant with the concepts taught and learned in its central practices.

What these men have in mind was expressed by one of them who said in effect: The seminary prepared me for preaching and taught me the difference between preaching and public speaking; it helped me to become a pastoral counselor and not simply a counselor; it prepared me for the work of Christian education; but it gave me no preparation to administer a church as Church; what I learned about church administration was a nontheological smattering of successful business practices.

You'd think I'd learn and start practicing the traditional ministry model I was taught and have read about where the pastor keeps some emotional distance from the congregation.

And if you remember, we learned that His normal style and practice of teaching was to teach through books of Bible line by liAnd if you remember, we learned that His normal style and practice of teaching was to teach through books of Bible line by liand practice of teaching was to teach through books of Bible line by line.

Drawing on the humanists» assumptions about teaching and learning, the Reformers viewed the catechism as a kind of classic text to be internalized through imitation and practice.

They arose instead from the practices and the teachings of the ancient Hebrews, a people whose deep and widely celebrated commitment to learning was and still is informed by an epistemology that is profoundly communal in character.

Yesterday we learned that in 2 Timothy 4:2, Paul warns against «unhealthy teaching» which is where people just want to hear more and more teaching, and rarely, if ever, put what they have learned into actual practice.

One clear scriptural principle is that God does not teach us more until we have learned to obey what we already know, and if we do not put into practice what we know, even what we know will be taken from us (see Luke 8:17 - 18).

Yes, we can study Scripture on our own, but whatever we think we learn must be measured against what others have learned and taught as well, and must be lived out and practiced in a community.

I think that this putting into practice what we have learned would be of great encouragement to all of us, more than just gathering and teaching all by itself.

In the next several posts, I am going to make some practical suggestions for how churches can practice healthy teaching, and not only learn the Scriptures, but also put into practice what has been learned in tangible ways in the community.

Muslims are taught in the Q'uran to be humble people, pray to remember God and achieve peacefulness of spirit, fast during Ramadan to learn self - control, and to practice charity toward others whether Muslim or not.

Arrogance and the superiority complexes on the part of nonbelievers prevents them from learning and practicing what Jesus teaches.

The distinctive function of theological education in this area is one of interpreting, learning, and teaching how theory and practice are related and ought to be related through the clarification of that kind of justice which can, and ought to, guide praxis.

Teaching is a practice and learning is a practice because we believe that we have something worth passing on from one generation to another.

Central to the practices that comprise a theological school are practices of teaching and learning.

Well I would say one of the most important tools I practice and try to teach others, is learning how to listen to what you need each moment, each day.

Each weekend builds on what was learned the previous week, and includes a practice training race where professional cycling teachers ride with you and teach you during the «race.»

With the VTech Sit - to - Stand Learning Walker, your little one will be able to practice motor skills while interacting with an exciting, bright, and colorful toy that teaches all sorts of new information!

Download one chapter at a time due to the very large file size Chapter One Waldorf Education and Education Reform Chapter Two The Waldorf Understanding of the Purpose of Education Chapter Three Research Objectives and Procedures Chapter Four How Waldorf Teachers Set Learning Goals Chapter Five Teaching and Making Assessments in a Waldorf Classroom Chapter Six Formal Assessments in Waldorf Education Chapter Seven Learning - centered Assessments: Waldorf Methods in Concept Chapter Eight The Preparation, Profession, and Practice of a Waldorf Class Teacher Chapter Nine Teacher Evaluation in Waldorf Elementary Schools Chapter Ten Waldorf Education and the Future of Assessment for Learning

Teach your child social skills needed to make friends by helping him learn and practice games and activities at home that are popular at school.

Now, some folks might argue that children don't even need instruction or guidance, since most learning comes from observation and practice, not from formal teaching.

Above all else, parents should stay positive and teach children that making friends is a skill that anyone can learn with practice.