Sentences with phrase «with reflective practice»

At the state level, program staff meet regularly with reflective practice consultants to create a state system supporting local reflective practices.

At the state level, home visiting program staff meet regularly with reflective practice consultants to create a state system supporting reflective practices.

Cost: $ 1,550 incl GST (with Reflective Practice Handbook), and $ 1480 incl GST (without Reflective Practice Handbook)

In this session participants will explore the components of reflective supervision, observe and practice key skills associated with reflective practice and explore strategies for providing responsive...

Enhancing the capacity of home visitors with a reflective practice approach.

In this session participants will explore the components of reflective supervision, observe and practice key skills associated with reflective practice and explore strategies for providing responsive versus reactive responses in the supervisory relationship.

In addition to assisting with reflective practice and better communication among faculty, curriculum mapping also helps to improve overall coherence from grade to grade, thus increasing the likelihood of students achieving program - or school - level outcomes.

Familiarity with technology may support preservice teachers» engagement with reflective practice, encouraging preservice teachers to focus on the reflection created rather than the form of technology used.

Preservice English teachers» concern over the specific length of their reflections illustrates the inflexibility commonly associated with reflective practice.

Not exact matches

Instead of accommodating its usage» and so its ideas and assumptions» a translation of Holy Scripture should serve the end of conversion by employing principles that recognize Christianity as its own culture with its own language and practices, raising readers up and rooting them in a rich tradition of translation, transforming them through the creative rationality, beauty, goodness, and truth reflective of the triune God who speaks his Word.

More significant, it has encouraged faculty to treat contextual education as a «real course» with substantial content — syllabi, readings, reflective pedagogical practices.

Individual persons can be self - reflective and thus by entering, in a sense, into a relationship with themselves, effect changes in their own practices; so, by analogy, can schools in their own fashion.

«People in both camps would quickly discover that some long - cherished divisions — the favorite one, for instance, between the academic and the practical, the reflective and the active, theory and practice — are confounded when you look with any care at the life of an actual congregation, and see the ways that theory is always in practice, that even the act of theorizing is an act of practice.

For example, native beliefs and practices, which exclude persons on the basis of caste, race, color, and gender, are not reflective of the presence and activity of God as revealed by Jesus, whereas symbols, rites, and religious motifs that challenge such exclusions are in continuity with the transformation characteristic of the God dynamic expressed in Jesus.

It encourages a reflective approach, allowing practitioners to audit their own practice, and aims to enhance understanding of the need to engage more effectively with fathers and other men in child protection work.

If you are currently engaged in relationship - based practice with infants and their families, receive reflective supervision and have consistently updated your knowledge and skills through specialized in - service training or enrollment in university or college course work specific to infancy, early parenthood and infant mental health, you will most likely be very well prepared.

The CBI philosophy and the importance of reflective practice has changed the way she interacts with everyone in her life (not just her clients) and has shaped who she is.

Working with doctors and nurses who'd never heard of a doula, she realized the importance of effective communication and reflective practice.

Unwind into the final days of August with vigour and play — while heeding the call to anchor in and cultivate reflective practices to support you as the seasons shift and the autumn «new year» arrives.

We will cover... Why Yin: The Physiology of Stretch Skeletal Anatomy Relevant to Yin History, Culture + Players of Yin Yoga Introduction to Meridians Theory Ayurvedic Lens on Yin Yoga Teaching Methods for a Healing Atmosphere Yin Sequences for Beginners and Advanced Practices Supportive + Advanced Posture Prop Use Reflective Homework for Practice and Teaching Development Participants with a 200 Hour Yoga Teacher Certification will earn a Yin Yoga Teaching Certificate and 32 hours of Continuing Education Units for Yoga Alliance.

She has integrated over 18 years of Yoga practice with her training to develop her own approach to teaching and practice that is strongly rooted in the ancient traditions but also reflective of modern interests and orientations.

Many of you said Teacher helps you on a really practical level, «[I take the articles] to professional discussions with a focus on reflective practice, to feed into professional learning communities, influence strategic planning agendas and to focus on the bigger picture through strategic steps towards improvement.»

These were: well - being and welfare — insisting upon the adoption of well - being policies in all education settings; empowering and enabling — identifying the balance between empowering and overburdening staff; freedom and flexibility - reversing the trend for testing and increasingly structured curriculum frameworks and trust and train teachers to do their job with a focus on reflective practice; and celebrating success — making sure we all better celebrate the amazing experiences and achievements of teachers to help stem a current tendency for public pessimism.

Analyse what we know already about what Christian morals are based on - 10 commandments Categorise those commandments and make links with modern Christian teachings - 2 greatest commandments Creative work based on Good Samaritan story Reflective independent work based on modern news story and how those beliefes being put into practice could have changed the outcome.

Embracing these reflective habits of mind will allow me to look at the complex challenges associated with my practice and drive me to continually formulate and reformulate strategies to better teach all students, lead for short - term and long - term change, and more effectively promote democracy and equity in education.

It also allows teachers to learn from each other with a focus on the student experience and deepening their own reflective practice.

Engaging with outdoor learning stimulates teachers» reflective practices and creativity.

This collection draws from the best of the ERS Spectrum principalship literature over the past five years to provide K - 12 principals with a guide to reflective practice.

Clarke says reflective practice is likely to be more powerful when it's done with colleagues because collaboration has the potential to encourage interdependence, collective commitment, shared responsibility, review and critique.

Once again, these finding are consistent with adult learning in that these process elements value adult identity and experience, engage adults in the development of their own learning activities, allow dialogue and sharing of experience, provide time for teacher reflective practices, and provide more authentic and immediate use of learning.

With this in mind and my recent readings of John Hattie (2014), I am keen to explore some of his project's findings during my reflective practice.

Valuing adult experiences translates to (1) engaging adults in the development of their own learning activities, (2) developing activities that encourage dialogue and sharing of experience, (3) supporting and teaching reflective practices that allow adults to adjust and grow from new and potential disruptive experiences, and (4) providing experiences that allow adults to more immediately use learning to deal with life or work issues (Drago - Severson, 2009; Knowles, 1984; Merriam et al., 2007).

Graduates of the Teaching Academy are reflective educators who continually improve their practice through combining the latest research literature with best professional practices in pursuit of equitable outcomes for students.

These preservice teachers engaged in series of reflective dialogues blending theory and practice — the hallmark of praxis — with their classmates, with other preservice teachers from around the country, and with practicing social studies educators from around the world.

Both the principal and the literacy coach supported teachers by reviewing lesson plans, observing instruction, and engaging in reflective dialogue with teachers about their instructional practice.

With variations on the implementation, teacher educators are incorporating different forms of technology into reflective practice, with implications for both preservice teachers» reflection and their understanding of technology (Germann, Young - Soo, & Patton, 2001; Koszalka, Grabowski, & McCarthy, 2003; Romano & Schwartz, 20With variations on the implementation, teacher educators are incorporating different forms of technology into reflective practice, with implications for both preservice teachers» reflection and their understanding of technology (Germann, Young - Soo, & Patton, 2001; Koszalka, Grabowski, & McCarthy, 2003; Romano & Schwartz, 20with implications for both preservice teachers» reflection and their understanding of technology (Germann, Young - Soo, & Patton, 2001; Koszalka, Grabowski, & McCarthy, 2003; Romano & Schwartz, 2005).

Reflective practices are also in line with the constructivist approach to teacher preparation to develop reflective teachers (McIntyre et al., 1996; Pinar, 1989; ValReflective practices are also in line with the constructivist approach to teacher preparation to develop reflective teachers (McIntyre et al., 1996; Pinar, 1989; Valreflective teachers (McIntyre et al., 1996; Pinar, 1989; Valli, 1992).

Reflective practice provides a meaningful context in which to engage preservice English teachers with different forms of technology.

The opportunity to dialogue with colleagues or cohorts is an important aspect of teacher inquiry and reflective practice (Wilson & Berne, 1999).

Situated in informal reflection (Shoffner, 2008), preservice English teachers» choice of a specific technology medium for reflective practice is examined for satisfaction with their choice and understanding of that medium's influence on their reflection.

The implications of the preservice English teachers» views on technology use for reflection are then explored, with attention to the choice of «easy» forms of technology and the elements of journal length, choice of expression, and audience awareness in reflective practice.

First, the technology tools were assigned a ranking from 1 - 3, with 1 being the highest, indicating the order in which each beginning teacher placed the three cards as effective for encouraging reflective practice.

Furthermore, teacher educators should explore the benefits and drawbacks of different technology media as related to reflective practice, just as they should «experiment with the form, process and method of reflection» itself (Shoffner, 2008, p. 132).

Having other teachers to work with beginning teachers as they reflect on their practice might enhance this reflective exercise.

Using reflection to consider specific issues critically — such as the rapid rate of technological change, the design of technology for educational purposes or the use of specific forms of technology to support the situated nature of learning (Mishra & Koehler, 2006)-- provides preservice teachers with the opportunity to develop their technological pedagogical content knowledge while engaging in meaningful reflective practice.

Despite consistently lower rankings when asked if online discussions encouraged reflective practice, the beginning teachers expressed many benefits associated with the online discussions.

While I can not say the ideas presented are new to me, I can whole - heartedly say this is a book I will use with the teachers and administrators I work with to give them a strong understanding and research base around developing reflective practices.

Her use of current and established research also makes this a great resource for school and district leaders who work with teachers to build reflective practice.

This three chapter monograph starts with Ann W. Hart, Nancy B. Sorensen and Kerrie Naylor's studying a reflective practice pilot program in Learning to Lead: Reflective Practice in Preservice Prreflective practice pilot program in Learning to Lead: Reflective Practice in Preservice Preppractice pilot program in Learning to Lead: Reflective Practice in Preservice PrReflective Practice in Preservice PrepPractice in Preservice Preparation.

Candidates are matched to a trained, agency - based Reflective Coach who supports the candidate to grow in their practice using strategies and teaching innovations aligned with the new California Standards.