Translanguaging and scaffolding as pedagogical strategies in a primary bilingual classroom

2021 ◽  
pp. 1-24
Author(s):  
Nayalin Pinho Feller
Keyword(s):  
Pedagogical Strategies ◽  
Bilingual Classroom

What is Ethnography? Teaching ethnographic sensibilities without fieldwork

Journal ◽  
2015 ◽  
Vol 4 ◽  
Author(s):  
Carole McGranahan
Keyword(s):  
Qualitative Methods ◽  
Undergraduate Students ◽  
Ethnographic Research ◽  
Cultural Group ◽  
Pedagogical Strategies ◽  
Ethnographic Approach ◽  
Learn By Doing ◽  
Do So

How do we teach undergraduate students to think ethnographically, to recognize something as ethnographic and not just as qualitative? Importantly, how do we do so not in the field, where students might learn by doing their own research, but in the static classroom? One approach is to have students cultivate a concept, awareness, and practice of an ethnographic sensibility, that is, of a sense of the ethnographic as the lived expectations, complexities, contradictions, possibilities, and ground of any given cultural group. Such a view opens up an understanding of ethnography and ethnographic research as more than available qualitative methods. Instead, it takes an ethnographic approach to be an epistemological one. Yet, how might we do this? In this article, I discuss my pedagogical strategies for teaching students an ethnographic sensibility without having them conduct fieldwork. I argue that it is both possible and valuable to generate an ethnographic sensibility in the classroom. 

Teaching the Bible and Popular Media as Part of Contemporary Rape Culture

2020 ◽  
pp. 423-439
Author(s):  
Beatrice J. W. Lawrence
Keyword(s):  
Popular Culture ◽  
Sexual Assault ◽  
Biblical Studies ◽  
Popular Media ◽  
Rape Culture ◽  
Pedagogical Strategies ◽  
The Bible ◽  
Cultural Myths ◽  
Biblical Texts

This essay explores pedagogical strategies for addressing rape culture in biblical studies courses, employing Genesis 34 and Judges 19–21 as primary texts. The first section discusses the nature of popular culture and its impact on gender. The following four sections highlight cultural myths about sexual assault by focusing on significant biblical texts and incorporating aspects of popular media to facilitate conversations about rape culture. The conclusion summarizes the main points and encourage further studies that combine the study of popular media and biblical texts. Overall, the essay contributes to the reading and teaching of the Bible within contemporary rape culture so that students become critical interpreters of biblical texts, as they become resistant readers of past and present rape culture.

scholarly journals Pedagogical Strategies for the Enhancement of Medical Education

2021 ◽  
Author(s):  
Mohammad B. Azzam ◽  
Ronald A. Easteal
Keyword(s):  
Medical Education ◽  
Cognitive Science ◽  
Retrieval Practice ◽  
Memory Storage ◽  
Long Term Memory ◽  
Memory And Learning ◽  
Pedagogical Strategies ◽  
Term Memory ◽  
Sleep Consolidation

AbstractClearly, memory and learning are essential to medical education. To make memory and learning more robust and long-term, educators should turn to the advances in neuroscience and cognitive science to direct their efforts. This paper describes the memory pathways and stages with emphasis leading to long-term memory storage. Particular stress is placed on this storage as a construct known as schema. Leading from this background, several pedagogical strategies are described: cognitive load, dual encoding, spiral syllabus, bridging and chunking, sleep consolidation, and retrieval practice.

scholarly journals One Room Schoolhouse: A Novel Intervention for Inspired Academic Half-Day Learning in Distributed Campus Settings

2021 ◽  
Vol 8 ◽  
pp. 238212052110294
Author(s):  
Sheila Harms ◽  
Anita Acai ◽  
Bryce JM Bogie ◽  
Meghan M McConnell ◽  
Ben McCutchen ◽  
...  
Keyword(s):  
Clinical Experiences ◽  
Pedagogical Strategies ◽  
Main Campus ◽  
Self Confidence ◽  
Significant Difference ◽  
Regional Campus ◽  
Educational Engagement ◽  
Learner Agency ◽  
Multi Method Approach ◽  
The One

Introduction: Some studies on academic half days (AHDs) suggest that learning in this context is associated with a lack of educational engagement. This challenge may be amplified in distributed campus settings, where geographical disadvantages demand reliance on videoconferencing or considerable time spent travelling to in-person learning events. Concerns about the educational effectiveness of AHDs by learners within our distributed campus setting led to the development and evaluation of the One Room Schoolhouse (ORS), a unique, evidence-informed, community-based curriculum that partially replaced the AHD sessions delivered at the main campus. It was hypothesized that creating an AHD experience that was clinically reflective of the community in which residents practiced and where residents were given the autonomy to implement novel pedagogical elements would result in better test scores and improved learner satisfaction among ORS learners. Methods: The ORS was implemented at McMaster University’s Waterloo Regional Campus in 2017. Residents across training cohorts (N = 9) engaged in co-learning based on scenarios co-developed from clinical experiences within the region. The learning approach relied on multiple, evidence-informed pedagogical strategies. A multi-method approach was used to evaluate the ORS curriculum. Between-subject analyses of variance were used to compare scores on practice exams (COPE and PRITE), in-training assessment reports (ITARs), and objective structured clinical exams (OSCEs) between learners who took part in the ORS and learners at the main campus. A semi-structured focus group probing residents’ experiences with the ORS was analyzed using interpretive description. Results: ORS learners significantly outperformed learners at the main campus on the November OSCE ( p = .02), but not on the COPE, PRITE, ITARs, or September OSCE ( p’s < .05). Qualitative themes suggested advantages of the ORS in inspiring learning, engaging learners, and improving self-confidence in knowledge acquisition. These findings are aligned with the broader literature on learner agency, social development, and communities of practice. Conclusion: While the quantitative data only showed a significant difference between the 2 curricula on 1 measure (ie, the November OSCE), the qualitative findings offered an opportunity for educators to reimagine what medical education might consist of beyond the confines of a “traditional” AHD. Creating opportunities to enhance personal agency when acquiring knowledge, inspiring engagement about patient-related problems, and incorporating interdisciplinary learning through community engagement were critical pedagogical elements that were attributed to the success of the ORS.

Pedagogical Strategies for Reflection in Project-based HCI Education with End Users

2021 ◽  
Author(s):  
Wendy Roldan ◽  
Ziyue Li ◽  
Xin Gao ◽  
Sarah Kay Strickler ◽  
Allison Marie Hishikawa ◽  
...  
Keyword(s):  
End Users ◽  
Pedagogical Strategies

My living theory of a professional framework for art education

2020 ◽  
pp. 147675032097101
Author(s):  
Merna Meyer ◽  
Lesley Wood
Keyword(s):  
South African ◽  
Transformational Learning ◽  
Social Issues ◽  
Leadership Skills ◽  
Art Teachers ◽  
Pedagogical Strategies ◽  
Diverse Learning ◽  
African Context ◽  
Learning Platforms ◽  
Reflective Practitioners

This article explains my living educational theory in the form of a professional framework that I call PART, which conceptually unites the roles of the artist, researcher and teacher (ART) to foster critical, participatory (P), and socially engaged action. I discuss how I improved my practice over four action research cycles to be more in line with my professed values of creativity, connectedness and care, followed by six learning platforms conducted with pre-service art teachers and community children in a South African context. Evidence of the students’ transformational learning was gathered over six learning platforms. Reflecting on my observations, pedagogical strategies and on students’ visual images and critical reflections on their learning, I found that the professional framework changed pre-service art teachers’ views – they became more learner-centred, using art as a mediating tool to engage learners in thinking about critical social issues and developed collaborative and leadership skills. The fundamental principles of the framework, aimed at developing critically engaged and reflective practitioners, working in diverse learning environments could be applied to almost any discipline within teacher education.

Caregiving adversity during infancy and preschool cognitive function: adaptations to context?

2021 ◽  
pp. 1-12
Author(s):  
Anne Rifkin-Graboi ◽  
Shaun Kok-Yew Goh ◽  
Hui Jun Chong ◽  
Stella Tsotsi ◽  
Lit Wee Sim ◽  
...  
Keyword(s):  
Cognitive Performance ◽  
Inhibitory Control ◽  
Cognitive Flexibility ◽  
Early Life ◽  
Memory Performance ◽  
Maternal Sensitivity ◽  
Wald Test ◽  
Well Being ◽  
Pedagogical Strategies ◽  
Framework Approach

Abstract From a conditional adaptation vantage point, early life caregiving adversity likely enhances aspects of cognition needed to manage interpersonal threats. Yet, research examining early life care and offspring cognition predominantly relies upon experiments including affectively neutral stimuli, with findings generally interpreted as “early-life caregiving adversity is, de facto, ‘bad’ for cognitive performance.” Here, in a Southeast Asian sample, we examined observed maternal sensitivity in infancy and cognitive performance 3 years later as preschoolers took part in three tasks, each involving both a socioemotional (SE) and non-socioemotional (NSE) version: relational memory (n = 236), cognitive flexibility (n = 203), and inhibitory control (n = 255). Results indicate the relation between early life caregiving adversity and memory performance significantly differs (Wald test = 7.67, (1), P = 0.006) depending on the SE versus NSE context, with maternal sensitivity in infancy highly predictive of worse memory for SE stimuli, and amongst girls, also predictive of better memory when NSE stimuli are used. Results concerning inhibitory control, as well as cognitive flexibility in girls, also tentatively suggest the importance of considering the SE nature of stimuli when assessing relations between the caregiving environment and cognitive performance. As not all approaches to missing data yielded similar results, implications for statistical approaches are elaborated. We conclude by considering how an adaptation-to-context framework approach may aid in designing pedagogical strategies and well-being interventions that harness pre-existing cognitive strengths.

scholarly journals NOVICE DESIGNERS' USE OF PROTOTYPES AS COMMUNICATION TOOLS

2021 ◽  
Vol 1 ◽  
pp. 2277-2286
Author(s):  
Sandeep Krishnakumar ◽  
Carlye Lauff ◽  
Christopher McComb ◽  
Catherine Berdanier ◽  
Jessica Menold
Keyword(s):  
Adverse Outcomes ◽  
Design Teams ◽  
Prior Work ◽  
Communication Tools ◽  
Design Decisions ◽  
Pedagogical Strategies ◽  
Critical Design ◽  
Undergraduate Engineering ◽  
Novice Designers ◽  
Future Work

AbstractPrototypes are critical design artifacts, and recent studies have established the ability of prototypes to facilitate communication. However, prior work suggests that novice designers often fail to perceive prototypes as effective communication tools, and struggle to rationalize design decisions made during prototyping tasks. To understand the interactions between communication and prototypes, design pitches from 40 undergraduate engineering design teams were collected and qualitatively analysed. Our findings suggest that students used prototypes to explain and persuade, aligning with prior studies of design practitioners. The results also suggest that students tend to use prototypes to justify design decisions and adverse outcomes. Future work will seek to understand novice designers’ use of prototypes as communication tools in further depth. Ultimately, this work will inform the creation of pedagogical strategies to provide students with the skills needed to effectively communicate design solutions and intent.

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