Sentences with phrase «learning professionals deeply»

«WALS membership provides me with a community of teaching and learning professionals deeply committed to refining our collective understanding and execution of lesson study.

Today, learning professionals deeply understand the significance of videos, all they need is the blend of perfect tools and technologies to use videos efficiently.

Not exact matches

«I believe we are missing a key opportunity to see beyond ourselves, as educators, researchers, and professional photographers, to inquire more deeply into learning how children understand themselves as subjects and as protagonists in their own right — not simply for who they are becoming,» said Luttrell, who researches how children use photography to interpret their world and express their concerns.

It will support faculty and students who care deeply about improving outcomes for very young children, and will become an essential source at the university and across the country for scholarship, partnership, and professional learning.»

I learned the conditions and skill set need to approach conversations that are uncomfortable but deeply needed from a variety of perspectives — personal and professional.

This deeply personal experience led Al Hroub to a new professional focus, one in which she helps guide the learning of children growing up in troubled environments who have been exposed to trauma.

We create professional learning communities of educators who are deeply engaged in the work of continuous improvement.

How do these principles guide schools» efforts to sustain the professional learning community model until it becomes deeply embedded in the culture of the school?

LIFT superintendents deeply engage in implementation work, common advocacy efforts, and professional learning.

I believe deeply that the key to instructional improvement and closing the achievement gap is investing in the professional quality of the faculty through engaging teachers and administrators in reflective practice and collaborative learning.

Active learning engages educators in using authentic artifacts, interactive activities, and other strategies to provide deeply embedded, contextualized professional learning.

All partnerships with REAL School Gardens center around a two - year Professional Learning Program which makes it easy for teachers to get students deeply engaged and excited about lLearning Program which makes it easy for teachers to get students deeply engaged and excited about learninglearning.

Over time, this work can be more deeply supported if professional learning opportunities are conceptualized as part of a career continuum that encourages teachers to gain and share expertise.

They offer examples of what it looks like to deeply connect professional learning to the everyday work of teachers and teacher leaders and to a coordinated, system - wide strategy for student success.

Professional game designers serve as classroom advisors to students, and game jams held in each city offer further opportunities for students to learn game design and programming, diving deeply into the theme topics with local technologists, architects, conservationists and other civic leaders.

The Report's central conclusion is that, although traditional legal pedagogy is very effective in certain aspects, it overemphasizes legal theory and underemphasizes practical skills and professional development.5 By focusing on theory in the abstract setting of the classroom, the Report argues, traditional legal education undermines the ethical foundations of law students and fails to prepare them adequately for actual practice.6 Traditional legal education is effective in teaching students to «think like lawyers,» but needs significant improvement in teaching them to function as ethical and responsible professionals after law school.7 As I will discuss in greater detail below, in general, the Report recommends «contextualizing» and «humanizing» legal education by integrating clinical and professional responsibility courses into the traditional core curriculum.8 In this way, students will learn to think like lawyers in the concrete setting of actual cases and clients.9 The Report refers to pedagogical theories developed in other educational settings and argues that these theories show that teaching legal theory in the context of practice will not only better prepare students to be lawyers, it will also foster development of a greater and more deeply felt sense of ethical and professional identity.10

Dig deeply into core topics in professional learning through interactive presentations, videos, readings from some of the leading thinkers in the field, and more.