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14 results for “teacher development”
Getting to know people is important, and that's how you create networks and collaborative networks. People really wanna collaborate. And so how does someone who comes into Wellington really form those networks is important over time. And then over ti
14:11 / 15:20
from transcript14:11 – 15:20
So that's one part of the evaluation process. So if you take our director of research, Mary Prishak, who's responsible for all of the analysts, she will get feedback on the 60 plus global equity analysts, and it'll be very rich and robust feedback. T
15:02 / 16:04
from transcript15:02 – 16:04
managing people in leadership in some of these softer skills, which maybe they put more emphasis on in the early training. But also, I think, served me well as I went through my career at CPP Investments. What are some of your favorite software skill
10:30 / 11:38
from transcript10:30 – 11:38
“This app helps teachers AI-proof their assessments using learning theory”
...show teachers that in there's something called a Bloom's taxonomy pyramid in of learning.
6:12 / 6:35
tactical advice6:12 – 6:35
“Are schools training students for an AI world or leaving them behind?”
...training teachers on how to use AI and how to think in a different mindset on teaching compared to what they've done in the past. What would you say is number one skill that schools should be teaching
0:22 / 0:50
market insight0:22 – 0:50
a sovereign fund, let alone the difference between a reserve investment corporation and a stabilization fund. We wanted to make working at a pension fund as cool as it possibly could be so that young people got excited. We looked at the success of Te
48:43 / 49:47
from transcript48:43 – 49:47
When it comes to developing talent inside the investment office, you've had a few new initiatives to train young people on the asset owner side. Love to hear what you're doing there. We've invented a new fellowship. We had an observation two or three
48:00 / 49:04
from transcript48:00 – 49:04
...gifted teacher knows more about human behavior than anybody else I've ever met. And I've worked with Susan for years to turn the lights on to why people do what they do, why we behave in the way we do. There's an even longer list of people I've worke
11:10 / 12:23
from transcript11:10 – 12:23
...teachers, PhDs, developers, whatever it is, come in, give their expertise, and then look at the searches that are occurring, look at where things are breaking down, where people give the thumbs down to a physics question. Oh, that was a bad response.
1:01:30 / 1:02:29
from transcript1:01:30 – 1:02:29
...teachers, PhDs, developers, whatever it is, come in, give their expertise, and then look at the searches that are occurring, look at where things are breaking down, where people give the thumbs down to a physics question. Oh, that was a bad response.
1:00:33 / 1:01:49
from transcript1:00:33 – 1:01:49
...a teacher. Yes. I am. You're a teacher in Atlanta? Yeah. I'm well, I'm in Gwinnett County Schools. It's the largest school district in Georgia. Yeah. Oh, cool. What do you teach? So, I was teaching entrepreneurship. Oh, awesome. Nice. But now I'm mor
42:43 / 43:45
from transcript42:43 – 43:45
...great teachers know, like, to develop intuition for how to explain things to the agents differently. Ultimately, so for example, MicroGPT, like, I asked I tried to get an agent to write MicroGPT. Mhmm. So I told her, like, try to boil down the simple
1:04:29 / 1:05:38
from transcript1:04:29 – 1:05:38
...here. If every teacher took off Friday and had a professional development day, right, to research stuff, whatever, or maybe do one on one tutoring, Then you need, theoretically, 20% more tutoring, so you hire, you know, whatever, a science person who
10:16 / 11:38
from transcript10:16 – 11:38
...teacher, Jim Rohn, a personal development speaker, more of a business philosopher, he I went to him one time when I was really young, just beginning with him, and I said, all my fathers are good humans, why were we always broke? And I said, and I loo
11:28 / 13:41
from transcript11:28 – 13:41
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