Expertise for the Future

2019 ◽  
pp. 902-926
Author(s):  
Lauren B. Resnick ◽  
Jennifer Lin Russell ◽  
Faith Schantz
Keyword(s):  
Learning Outcomes ◽  
Teaching And Learning ◽  
Future Research ◽  
Educational Systems ◽  
General Knowledge ◽  
Dialogic Teaching ◽  
Powerful Learning ◽  
The Social ◽  
Institutional Structures ◽  
Growing Body

This chapter discusses how learning outcomes can be improved by focusing educational systems on developing expertise in reasoning. A small but growing body of international research suggests that a wide variety of students can develop expertise in argumentation, and by extension, expertise in reasoning. Studies show that argument-based classroom talk can lead to the acquisition and retention of general knowledge, beyond the topics taught through discussion. The chapter considers how teachers develop expertise in this form of teaching, often called “dialogic,” and outline some of the challenges to spreading dialogic teaching beyond elite classrooms. It looks at how systems build organizational expertise to support dialogic teaching and learning, which involves considering the social and institutional structures within which teachers work. Finally, in a discussion of future research in this field, the chapter calls for engaging all levels of the educational system in supporting practices that will grow powerful learning.

Inclusion of L2 (Basque) learners in Dialogic Literary Gatherings in a linguistically diverse context

2021 ◽  
pp. 136216882199414
Author(s):  
Maite Santiago-Garabieta ◽  
Rocío García-Carrión ◽  
Harkaitz Zubiri-Esnaola ◽  
Garazi López de Aguileta
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Teaching And Learning ◽  
Linguistic Diversity ◽  
Linguistically Diverse ◽  
Educational Systems ◽  
Language Of Instruction ◽  
Dialogic Teaching ◽  
Collaborative Interactions ◽  
Diverse Context

The increasing linguistic diversity of the students in schools poses a major challenge for inclusive educational systems in which everyone can learn the language of instruction effectively and, likewise, can have access to contents, being language the necessary tool to the latter end. Research suggests that there is a robust connection between interaction and language acquisition. Therefore, there is a need to identify the forms of interaction that are most effective for that purpose. In this sense, a greater emphasis on dialogic teaching and learning that increases quality interactions among students may facilitate the learning process. The present study analyses the implementation of a dialogue-based educational action called Dialogic Literary Gatherings (DLG) to promote teaching and learning Basque, a minority language, in a linguistically diverse context. Our research is an exploratory case study: 9 lessons were video-recorded and 2 interviews were conducted with a group of students and their teacher respectively. Results suggest that the DLG creates affordances for encouraging participation in collaborative interactions in the second language, promoting the inclusion of L2 learners, and fostering literature competence as well as a taste for the universal literature. We discuss the implications of these findings for second language learning.

A Profitable Education

2020 ◽  
pp. 359-381
Author(s):  
Rohit Mehta ◽  
Edwin Creely ◽  
Danah Henriksen
Keyword(s):  
21St Century ◽  
21St Century Skills ◽  
Teaching And Learning ◽  
Educational Practice ◽  
Educational Systems ◽  
Critical Approach ◽  
Political Influences ◽  
The Core ◽  
The Social

In this chapter, the authors take a multifaceted critical approach to understanding and deconstructing the term 21st century skills, especially in regard to technology and the role of corporations in the discourses about education. They also consider a range of cultural and political influences in our exploration of the social and academic meanings of the term, including its history and politics. The application of the term in present-day educational contexts is considered as well as possible futures implied through the term. The goal in this chapter is to counter ideas that might diminish a humanized educational practice. Specifically, the authors offer a critique of neoliberal discourses in education, particularly the neoliberal and corporate narrative around 21st century teaching and learning. They raise concerns about what an undue emphasis on industry-oriented educational systems can mean for the core purposes of education.

The Influence of Clickers Use on Metacognition and Learning Outcomes in College English Classroom

2014 ◽  
Vol 10 (2) ◽  
pp. 50-61 ◽  
Author(s):  
Yu Zhonggen ◽  
Chang Liu
Keyword(s):  
Learning Outcomes ◽  
Teaching And Learning ◽  
English Proficiency ◽  
Classroom Teaching ◽  
Future Research ◽  
College English ◽  
English Class ◽  
English Classroom

Use of Clickers in classroom teaching and learning has become growingly popular in USA. This study aims to identify whether use of Clickers in college English class can improve learners' English proficiency and enhance students' awareness of metacognition compared with traditional multimedia aided pedagogy in Malaysian contexts. By comparing the data obtained from three questionnaires and an IELTS test instructed via Clickers and traditional multimedia at the end of corresponding semesters, it is found that Clickers pedagogy can give rise to better learning outcomes and higher metacognitive levels than traditional multimedia. Limitations of this study are also discussed, coupled with recommendations for future research.

scholarly journals Powerful learning tool or ‘cool factor’? Instructors’ perceptions of using film and video within teaching and learning

2020 ◽  
Vol 20 (1) ◽  
Author(s):  
Elizabeth Marquis ◽  
Cassia Wojcik ◽  
Effie Lin ◽  
Victoria McKinnon
Keyword(s):  
Teaching And Learning ◽  
Online Survey ◽  
Future Research ◽  
Process Data ◽  
Learning Tool ◽  
Pedagogical Tool ◽  
Powerful Learning ◽  
Film And Video ◽  
Student Attention

This study builds upon previous research that explores the use of film and video in a pedagogical context by explicitly asking instructors about their attitudes towards and motivations for employing such texts in their teaching, as well as the challenges they face in the process. Data were gathered through an anonymous, online survey of instructors across disciplines at seven Ontario universities. Commonalities were found amongst participants in the purposes cited for using film and video as well as in the challenges that accompany use of this pedagogical tool. For example, instructors in four of our six Faculty groupings commonly noted drawing on film and video to engage student attention, and the two most frequently selected challenges in five of our six Faculty groupings were ‘technical difficulties screening films’ and ‘problems finding appropriate materials’. We consider the implications of these findings for teaching and learning and suggest areas for future research.

scholarly journals Theoretical Framework for Facilitating Young Musicians’ Learning of Expressive Performance

2021 ◽  
Vol 11 ◽  
Author(s):  
Henrique Meissner
Keyword(s):  
Music Education ◽  
Instrumental Music ◽  
Teaching And Learning ◽  
Music Performance ◽  
Theoretical Framework ◽  
Future Research ◽  
Embodied Experience ◽  
Dialogic Teaching ◽  
Instrumental Music Education ◽  
Music Lessons

Since communication and expression are central aspects of music performance it is important to develop a systematic pedagogy of teaching children and teenagers expressiveness. Although research has been growing in this area a comprehensive literature review that unifies the different approaches to teaching young musicians expressiveness has been lacking. Therefore, the aim of this article is to provide an overview of literature related to teaching and learning of expressiveness from music psychology and music education research in order to build a new theoretical framework for teaching and learning expressive music performance in instrumental music lessons with children and teenagers. The article will start with a brief discussion of interpretation and expression in music performance, before providing an overview of studies that investigated teaching and learning of performance expression in instrumental music education with adults and children. On the foundation of this research a theoretical framework for dialogic teaching and learning of expressive music performance will be proposed and the rationale explained. Dialogic teaching can be useful for scaffolding young musicians’ learning of expressivity as open questions can stimulate thinking about the interpretation and may serve to connect musical ideas to the embodied experience of the learner. A “toolkit” for teaching and learning of expressiveness will be presented for practical application in music lessons. In addition, a theoretical model will be proposed to further our understanding of teaching and learning of expressive music performance as a multifaceted and interactive process that is embedded in the context of tutors’ and learners’ experiences and environment. Finally, implications of this framework and suggestions for future research will be discussed.

The Influence of Clickers Use on Metacognition and Learning Outcomes in College English Classroom

2017 ◽  
pp. 158-171 ◽  
Author(s):  
Yu Zhonggen
Keyword(s):  
Learning Outcomes ◽  
Teaching And Learning ◽  
English Proficiency ◽  
Classroom Teaching ◽  
Future Research ◽  
College English ◽  
English Class ◽  
English Classroom

Use of Clickers in classroom teaching and learning has become growingly popular in USA. This study aims to identify whether use of Clickers in college English class can improve learners' English proficiency and enhance students' awareness of metacognition compared with traditional multimedia aided pedagogy in Malaysian contexts. By comparing the data obtained from three questionnaires and an IELTS test instructed via Clickers and traditional multimedia at the end of corresponding semesters, it is found that Clickers pedagogy can give rise to better learning outcomes and higher metacognitive levels than traditional multimedia. Limitations of this study are also discussed, coupled with recommendations for future research.

scholarly journals Social, usability, and pedagogical factors influencing students’ learning experiences with wikis and blogs

2008 ◽  
Vol 16 (2) ◽  
pp. 272-306
Author(s):  
Shailey Minocha ◽  
Dave Roberts
Keyword(s):  
Student Satisfaction ◽  
Learning Outcomes ◽  
Teaching And Learning ◽  
Learning Experience ◽  
Use Of Technology ◽  
The Social ◽  
Perceptions And Expectations ◽  
Intended Learning Outcomes

With a variety of technology-enabled tools and environments to choose from, it is increasingly difficult for educators to ascertain the factors that influence the quality of the students’ learning experience and hence make appropriate choices for the use of technology. In this paper, we discuss the role of two technologies — wikis and blogs — in teaching and learning. We provide case studies of two courses at the Open Umiversity, UK and empirical evidence of students’ experiences, perceptions, and expectations on these courses. We discuss the context of these courses and the usage of these technologies: The pedagogical underpinnings and the rationale for introducing these technologies; the intended learning outcomes from the usage of these tools; and the extent to which the activities based around these tools have enabled the intended learning and facilitated the learning process. We report on the social, usability, and pedagogical factors that have influenced the quality of students’ learning experience. The research reported in this paper aims to provide guidance to course designers and educators for choosing tools, particularly wikis and blogs, for their contexts and for creating value and generating a positive student experience to engender student satisfaction and retention.

scholarly journals Motivational Dialogue in the Second Language Setting

2021 ◽  
Keyword(s):  
Second Language ◽  
Social Interaction ◽  
Teaching And Learning ◽  
Social Situation ◽  
Inner Speech ◽  
Future Research ◽  
Social Environments ◽  
Educational Settings ◽  
The Social

This study argues for the relevance of a model of social interaction referred to as “motivational dialogue” as proposed by Patyayeva (2012) grounded in the concept of dialogue as proposed by L. S. Vygotsky and M. Bakhtin. The model accounts for two types of motivational dialogue: that which unfolds in social environments between two or more individuals and that which unfolds internally as private or inner speech. In the extension of Patyayeva’s model to L2 teaching and learning situations, as proposed in the present study, two critical concepts of Vygotsky’s theory are also brought into consideration: perezhivanie (the dialectical interaction between emotion and intellect) and the social situation of development (how a particular context is refracted through the personality of an individual who participates in that context. Two examples from the published literature (Matusov 2011) and Lantolf and Genung (2002) are used to illustrate how motivational dialogue might operate in educational settings. The study concludes with several recommendations for how future research might be carried out in L2 settings.

scholarly journals Can The Social Mission Model Improve the Students’ Interest?

2020 ◽  
Vol 8 (1) ◽  
pp. 54-65
Author(s):  
Mar'atus Sholikah ◽  
Sutirman Sutirman ◽  
Febrika Yogie Hermanto
Keyword(s):  
High School Students ◽  
Student Learning ◽  
Learning Outcomes ◽  
Student Learning Outcomes ◽  
Learning Model ◽  
Future Research ◽  
Learning Models ◽  
School Students ◽  
Social Mission ◽  
The Social

This study aims to determine the effectiveness of entrepreneurship learning models based on social missions to advance entrepreneurial interest in vocational high school students. Experimental research use as a method, with 72 students participating in Class XII of SMK Negeri 1 Kudus. Data collection using questionnaires and learning outcomes. Data analysis using ANOVA and Scheffe test. The results showed that student learning outcomes with social mission learning models and conventional learning models have differences, where the social mission learning model is more useful to improve student learning outcomes and entrepreneurial interest. More than that, the social mission-based entrepreneurship learning model is needed in the curriculum. Entrepreneurship training through social mission will prepare students to become entrepreneurs, in addition to being more concerned about the environment and society. Future research needs to focus more on studying entrepreneurship learning curricula in vocational high schools.  

Students of a Feather “Flocked” Together: A Group Assignment Method for Reducing Free-Riding and Improving Group and Individual Learning Outcomes

2017 ◽  
Vol 40 (2) ◽  
pp. 117-127 ◽  
Author(s):  
Lora Mitchell Harding
Keyword(s):  
Learning Outcomes ◽  
Teaching And Learning ◽  
Free Riding ◽  
Future Research ◽  
Social Loafing ◽  
Assignment Method ◽  
Group Assignment ◽  
Group A ◽  
Group Members ◽  
Business Curricula

Group-based teaching and learning is ubiquitous across undergraduate and graduate business curricula, and with any type of group work, free-riding—a form of social loafing in which free-riding group members reap the rewards of nonloafing members without exerting comparable effort—is a concern. This research examines a group assignment method, herein called the flocking method, designed to reduce free-riding by improving students’ motivation and availability to contribute to the group. A quasi-experiment is described in which students were flocked, or matched, according to their schedule availability and willingness to devote time to the course, such that motivated students (i.e., those who planned to devote more time) were grouped with other motivated students with similar schedules, whereas unmotivated students were grouped with other unmotivated students with similar schedules. Compared with self-selected groups, students in flocked groups not only reported less free-riding, they also performed better on group and individual assignments, indicating an actual reduction in free-riding. Additionally, compared with the most prominent methods for reducing free-riding examined in literature, the flocking method of group assignment reduces resource demands on the instructor and students, making it as efficient to implement as it is effective. Limitations and directions for future research are discussed.

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