PPT-Reflecting on Practice: Using Inquiry to Build Thinking Classrooms

Reflecting on Practice Park City Mathematics Institute 1 2 Parents satisfied with schools the public not so much 76 of US parents are completely or somewhat satisfied with the quality of education their child is receiving but only 43 of US. A training module at Curriculum Companion Curriculum Camp training. CESA 5/Summer 2012. Foundational . Resource. Comprehension and Collaboration: Inquiry Circles in Action by Harvey & Daniels . Thinking About Our Work. Thinking involves discriminating between beliefs that rest upon tested evidence and those that do not . Thinking about Thinking. Inquiry . is suspension of beliefs (. judgements. SESSION. 1. Overview. Becoming an Independent Reader . is a professional learning resource with four sessions. :. Engaging Early Learners. Making Thinking Visible. Supporting Student Inquiry. Reflecting on Learning. Curiosity. FLOW. INQUIRY. Problem Seeking. Risk Taking. Collab. & . Comm. by embracing. for the purpose of. through. b. y encouraging. fueling. Emersion. Questions. Wonder. Play. Passion. Authentic / purpose audience. SESSION. 2. Overview. Becoming an Independent Reader . is a professional learning resource with four sessions. :. Engaging Early Learners. Making Thinking Visible. Supporting Student Inquiry. Reflecting on Learning. David White . Heucotech, Ltd.. 99 Newbold Road Fairless Hills, PA 19030-4307. 215-736-0712. Davewhite@heubachcolor.com. . Western Coatings Show. October 25-28, 2015. Las Vegas, NV. Agenda. Through AVID critical reading, Socratic Seminar and analytical writing. November 23, 2015. Learning Targets and LEGENDS. I can use questioning strategies to . stimulate discussion and move students . A Professional Development Program for Systemic Change. Presenters. : . Monica Brown, Sarah Klotz, Katherine MacKinnon, and Emelia . Michels. -Ratliff. F.A.I.R. Classrooms. . Faculty Alliance for Inquiry and Research. . - Peter Liljedahl. CONTEXT OF RESEARCH. NOW YOU TRY ONE. catching up on notes (n=0. ). n. =32. STUDENTING. TAKING NOTES (n=30). don’t. n=3. don’t use notes. n=27. yes. n=3. don’t keep up. Priorities. Academies. LTP. CTM. Campaign Plan. Regt Staff Training. Academies. Adjust best on last year’s lessons learned. Move the roles/responsibilities for specific duty positions piece forward into academies. Katie Strom & . Ardella. Dailey. CSUEB Educational Leadership . for Social Justice . EdD. Program. A Different Way of Thinking . To address the massive injustices in our schools/communities and larger societies, we need to be accountable to our realities.. Cristian Noriega . Tori Svoboda. University of Wisconsin – La Crosse. WHERE WE MIGHT GET STUCK. Theory or practice. Calling in or calling out. Safe spaces or academic freedom. Identity-conscious orgs or Intergroup dialogue. Inquiry ModelsWhat it isInquirymodels engage students in actively investigating a discipline actively searching for knowledge or understanding Students generate questions or identify issues or proble In the past 10 years spirituality and spiritual care have been much debated in professional healthcare literature, highlighting the need for a recognised definition of spiritual care to enable appropriate assessment of, and response to, spiritual issues. This accessible and highly relevant book surveys the numerous statements, guidelines and standards highlighted by these discussions, and equips healthcare professionals with the knowledge, skills and competence to provide the essence of spiritual care within their professional practice. Practical and evidence-based, this manual proves that delivery of good, professional spiritual care can build on intuitive human skills, and can be taught, learned, assessed and quantified. It gives readers the opportunity to move on from uncertainties about their role in the delivery of spiritual care by allowing them to asses and improve their understanding, skills and clinical practice in this area of care. Spiritual Care for Healthcare Professionals clearly grounds spiritual care in clinical practice. It is highly recommended for supporting academic study and encouraging healthcare practitioners to reflect on their practice and develop skills in spiritual assessment and care. Aimed at all healthcare professionals, it can be used by individual practitioners for continuing professional development as well as by academic staff developing educational programmes.