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Teachers Without Borders teacher development program in Port-au-Prince (in partnership with Organization of American States)
Twitter has been the best thing to happen to professional development since the invention of the printing press. Okay-- scratch that, the PEOPLE on Twitter have been the BEST. The PLN: Personal, Positive, Passionate Learning Network!
The ICC Institute of World Business Law held and advanced-level training on the assessment of damages by arbitrators ahead of the ICC Asia Conference on International Arbitration on 25 June 2019 in Singapore.
Teachers are viewing student work and posting their narrative reactions of what's working and what could work better. the benefits come with a closure activity of what advice would they give themselves to increase the quality of student work back home.
Spc. Delorean L. Graham and Pfc. Joshua J. Wertz, mortarmen with the 82nd Airborne Division's 1st Brigade Combat Team, brace themselves as a round leaves their mortar tube, Aug. 9, 2013, on Fort Bragg, N.C. The mortarmen fired more than 30 rounds as part of a professional development training session for leaders in Headquarters and Headquarters Company, 1st Battalion, 504th Parachute Infantry Regiment.
(U.S. Army photo by Staff Sgt. Mary S. Katzenberger)
The Principal’s Fellowship program kicked off with a gallery tour and dinner at the Reginald F. Lewis Museum. Our 2021 fellows cannot wait to create opportunities through the arts for their students and communities.
I'm getting ready for tonight's #geniushour chat. We'll be talking about Sir Ken Robinson's book The Element and passion-based choices in education. We want to hook children, helping them find their Element--that which they are good at and passionate about.
The second day of staff training offered fun cooperative activities to inspire the teachers. The entire organization gathered to announce company accomplishments, award recognition, and raffle prizes winners.
Anne Arundel County educators learned to integrate three different art forms into other academic areas. They rotated throughout the day, spending equal time weaving and stitching with Katherine Dilworth, a Young Audiences fiber artist; learning the elements of dance with Lacey Sheppard, Arts Integration Teacher Specialist; and forming clay vessels with Chesapeake Arts Center artist Cami Ascher.
HEART (HEaring And Realising Teaching voice) is a learning design support strategy for teachers and learning designers involved in planning, developing or reviewing course (or learning) designs. The strategy helps users to elicit and visualise what we have called the 'teaching voice'; that is, the confluence of teaching beliefs and educational practice in the form of pedagogical dimensions.
The HEART strategy involves using a questionnaire that addresses these pedagogical dimensions, a visualisation tool, and facilitated face-to-face and online discussion. It can be used in a variety of course or resource development stages (e.g. planning, design, or review), either collaboratively between course lecturers and learning designers, by individual teachers or learning designers, or by a teaching programme team. Once the questionnaire is completed, the results are submitted directly to the visualisation tool. The visual representations illustrate the pedagogical dimensions of the course or learning design. Currently we are trialling different visual representations and dimensions, including the 'bubble chart' you see above.
For more information, see:
The ICC Institute of World Business Law hosted an advanced-level training on the production of documents in Singapore on 27 June 2017.
Building a supportive, collaborative learning community for our Summer Arts & Learning Academy teachers.
(Photos by Karl Weisel)
Officers and NCOs got a lesson in how the Hessen Parliament functions during a tour of the Landtag Feb. 10, 2014.
We don't see things as they are, we see things as we are. (Cicero, Philosopher)
Teacher education is often criticised for appearing to reinforce approaches to practice that (inadvertently) support a 'transmission' or 'banking' model (Friere, 1970)--a model that has further reinforced traditional notions of learning to teach by apprenticeship, replication and staged socialisation into the profession. Teaching is seen as telling, and listening is seen as learning (Berry & Loughran, 2002; Russell, 1999).
From Roundtable Reflections: (Re) Defining the Role of the Teacher Educator and the Preservice Teacher as 'Co-Learners' Journal article by Robyn Brandenburg; Australian Journal of Education, Vol. 48, 2004