Sentences with phrase «use cultural learning»

In a study recently published in Nature Communications, researchers have found that sperm whales not only have such a language system, but that they seem to have distinct dialects, suggesting that these whales use cultural learning to form multilevel, social structures, where individual whales with the same behaviours seem to band together in what the scientists are calling «clans.»

Not exact matches

We're now seeing Uber using a combination of classroom and online, virtual learning (with local office facilitators) to engage 6,000 leaders of an 18,000 - employee firm to accelerate a cultural shift.

And then maybe a year or so later to do a session on learning styles and how to use the different ways God «wired» us to create stronger teams for doing cultural field work for missional stuff and / or church plants.

If you let your children expand their world view through diverse cultural learning and taught respect for all peoples belief's and religions we might actually see hope for the planet, but you are far to short sighted for that and will likely use your indoctrinated offspring to usher in a new religious dark age.

An Emergent definition of relevance, modulated by resistance, might run something like this; relevance means listening before speaking; relevance means interpreting the culture to itself by noting the ways in which certain cultural productions gesture toward a transcendent grace and beauty; relevance means being ready to give an account for the hope that we have and being in places where someone might actually ask; relevance means believing that we might learn something from those who are most unlike us; relevance means not so much translating the churches language to the culture as translating the culture's language back to the church; relevance means making theological sense of the depth that people discover in the oddest places of ordinary living and then using that experience to draw them to the source of that depth (Augustine seems to imply such a move in his reflections on beauty and transience in his Confessions).

We learned that the Haida nation's strict cultural forestry regulations — derived from Yah» guudang — gave Taan Forest a huge advantage in achieving Forest Stewardship Council (FSC) certification, the stringent standard used by Rainforest Alliance.

Part of an Australian Research Council funded study titled Being and becoming musical: towards a cultural ecological model of early musical development, the study aims to provide a comprehensive account of how Australian families use music in their parenting practices and make recommendations for policy and practice in childcare and early learning and development.

Attendees will learn how to use play therapy to assess the differences between individual cultural development and family and group identity development.

This article will help you learning about Cultural Intelligence and how to use mobile microlearning to improve your diversity training.

By using the principles of microlearning (chunking content) and taking advantage of mobile, self - directed learning, you can simplify the way you deliver diversity training about Cultural Intelligence.

Electronic learning is revolutionizing education as we know it, but it can also be used to fight poverty and overcome cultural and linguistic barriers as we move towards a global community.

We may not be getting higher scores when the tests use traditional cultural content (one can't learn that from the video games and the TV shows), but we are apparently getting better at other kinds of tests, such as Raven Matrices, which test for logic, pattern recognition, and task completion.

To enhance e-assessments and implement them successfully, we need to understand how ICT can be used to improve assessment experiences, provide evidence of higher - level learning, and explore its institutional and pedagogic dimensions while addressing sustainability and cultural issues (Guàrdia, Cris & Alsina, 2016).

By broadening the measures used to assess educational outcomes, we can also learn what role, if any, cultural institutions may play in producing those outcomes.

Short films allow us to broaden the linguistic and cultural spectrum within each of these areas of study, allowing the students to be more creative and confident in the language they use, while achieving teaching objectives and learning outcomes.

Gamification is a great platform for this cultural shift, using onboarding, training and learning gamification, with an emphasis on completion and not competition, which brings us to the next phase:

Some of the answers given by students from Allerton High School, Leeds, visiting the National Theatre in October 2015, were: «Trips give me cultural and «outside» experiences that I can use in adult life»; «Meeting someone in the theatre industry may help me when I'm older by letting me understand different jobs»; «School trips highlight the skills I have that I can transfer outside of school»; and «Today everyone got involved and we were learning through doing».

I would say putting people first, improving wellbeing by including all and eradicating poverty via holistic and sustainable approaches are focal points which in many ways are not separated from my strong commitment to vulgarizing education, sharing and learning, communication, cultural exploration and inter-cultural dialogue, art, environmental protection and broadening the use of transformational technologies as a way of combating poverty, achieving millennium development goals and reducing suspicion and development lapses in Africa and the world.

Here in Providence, we've contracted with a firm to look at designs that would be consistent with the kinds of learning activities we imagine students engaged in, such as the use of technology, and connects them with learning activities in business, higher - education, and cultural - institution settings.

As April is National Poetry Month, here are a few ways to use poetry to increase students» cultural competence and enrich their learning:

The Ed School students were divided into groups, with each group talking with one of the Japanese students about ways to improve learning and motivation in five areas addressed in the website, which uses symbols from the hiragana alphabet to introduce cultural topics.

In a separate strand of the project, the RSA will also research how arts - rich schools get the most out of this kind of activity and provide training to encourage more effective use of evidence in the design of cultural learning projects.

When popular media are used as a springboard for learning, she adds, formal education becomes a bridge for youth «from the often insular and entertainment - focused digital culture of the home to a wider, broader range of cultural and civic experiences that support their intellectual, cultural, social and emotional development.»

Situating science in society to help students learn to use their knowledge of scientific concepts and processes to make decisions, participate in civic and cultural affairs, and contribute to economic productivity

This webinar will explore how some educators are using those levers to create interdisciplinary units that integrate a variety of texts and learning methods to help students delve into social issues, including identity, cultural history, diversity, and civic engagement.

Pupils from Boringdon Primary School took part in an exciting afternoon of educational activities to mark the Hindu festival of lights and used special Diwali - themed digital resources - including e-books, videos and online games — from the award - winning Discovery Education Espresso service to learn about this important cultural celebration.

By learning a new language, or learning to use an existing language in new domains and contexts, students are able to notice, compare and reflect on things previously taken for granted; to explore their own linguistic, social and cultural practices as well as those associated with the target language.

In light of these socio - cultural changes, educators need to «keep abreast of change» and embrace curriculum design which integrates the authentic ways that students use AR in their «out of school» experiences as a tool that connects them with peers and content as a means to achieve, both short and long term, learning goals.

We used a conceptual framework, derived from socio - cultural learning theory, to help us identify and understand central office administrators» practices in the PPLCs.

The elements include the recognition and use of heritage languages; pedagogy that stresses traditional cultural characteristics and adult - child interactions; pedagogy in which teaching strategies are congruent with the traditional culture, as well as contemporary ways of knowing and learning; curriculum based on traditional culture that places the education of young children in a contemporary context; strong Native community participation in the planning and operation of school activities; and knowledge and use of the social and political mores of the community.

This bundle contains 17 ready - to - use Renaissance worksheets that are perfect for students to learn about the period from the 14th to the 17th century, considered the bridge between the Middle Ages and Modern history which started a cultural movement in Italy in the Late Medieval period and later spread to the rest of Europe.

Using an existing set of video cases from the Center for the Study of Reading's video series, «Teaching Reading: Strategies from Successful Classrooms,» we developed Reading Classroom Explorer (RCE), a hypermedia learning environment designed to help novices understand that there are many successful tools and approaches available to engage students from diverse cultural, linguistic, and intellectual backgrounds in challenging literacy curricula.

By strengthening relationships, developing social and emotional skills, using restorative interventions, and increasing cultural awareness, we aim to create a positive climate for learning and address the root causes of suspensions and discipline disparities, leading to greater student engagement and success in school.

Candidates will use data collected during PLE # 1 to construct a meaningful account of teacher learning within the cultural and historical context of the school and its community.

Educators in the Marysville priority schools have also participated in Washington Education Association and NEA - led professional development focused on cultural competency and effective data use, in addition to traveling to national forums organized by PSC to share and learn from other school districts engaged in school reform.

Fulfill the requirements of a state - approved preparation program that includes clinical experiences using models of accomplished practice by instructors with K - 12 experience, as well as promotes cultural responsiveness and the ability of teachers to address the individual learning needs and backgrounds of all students;

Students learn about the cultural backgrounds of the art, do tutorials on using the software, and invent their own designs.

A: Challenges for teacher education, in relation to new teachers being prepared to meet the needs of Native students, include finding ways to help future teachers understand (a) what they need to know about their students» cultural backgrounds, (b) culturally responsive teaching for Native students, including the best ways to use different cooperative learning methods; and (c) effective strategies for teaching all students what they need to know about American Indian / Alaska Native (AI / AN) people.

As detailed in P21's Framework for 21st Century Learning, these skills include digital, media, and information literacy to evaluate content and use technology effectively; life and career competencies such as flexibility, time and project management, and self - direction; cultural awareness; leadership; and responsibility.

Designed to facilitate more authentic and deeper learning, teachers will brainstorm ways to integrate the Essential Skills in Economics to also develop students» mastery of other K - 12 English / language arts and social studies skills such as analyzing and synthesizing primary and secondary sources; using evidence to draw conclusions and make generalizations; articulating and defending positions using content vocabulary; comparing and contrasting historical, cultural, and political perspectives; explaining cause - and - effect relationships; and practicing good citizenship skills while collaborating and compromising.

They are the researchers, using primary and secondary sources to learn about key events, figures, and cultural and political ideas.

Qualified administrators use the Intercultural Development Inventory (IDI) to assess the school's ability to respond to cultural differences while acknowledging their own cultural assets and how they impact the teaching and learning process.

Culturally responsive teaching provides opportunities for teachers and students to use cultural content as a bridge to teaching and learning.

The table below presents A Rubric for Cultural Proficiency Professional Learning in Support of Common Core Standards that can be used to examine the school's and / or district's healthy / unhealthy and productive / unproductive values, language and behaviors placed along the Continuum.

In turn, education practitioners can use rich multimedia resources to create opportunities for transformative learning experiences, to give learners of diverse needs, ethnicities and cultural backgrounds a voice, to enable students with various life commitments to study, and to find new ways of enabling learners to reach their desired goals.

Participants will understand the value of using art and objects for increasing cultural competencies and critical thinking; experience pre - and post-museum trip activities that can be used to develop observation, deduction, and language skills, explore themes, and reinforce program learning objectives; and share their own ideas / resources for effective museum - based learning.

These cultural features are footholds in Marie's work, as reflected in her concern for the «economic use of a child's learning time» and the central role that collegial interactions play in professional development.

Culturally responsive teaching is a theoretical framework created by Geneva Gay that relies on «using the cultural knowledge, prior experiences, frames of reference, and performance styles of ethnically diverse students to make learning encounters more relevant to and effective for them.»

CNM students will also benefit from learning about cultural practices specific to Native American students, and indigenous teaching and learning methods used at NACA.

Design instruction using out - of - the - box techniques for planning STEAM - based, arts - integrated unit plans that are standards - based, embrace cultural and community assets, and connect with learning objectives in arts and literacy.