Children as capable: daily plans in a preschool community

2020 ◽  
pp. 146394912096608
Author(s):  
Leslie Gleim ◽  
Jeanne Marie Iorio ◽  
Catherine Hamm ◽  
Kirsten Sadler
Keyword(s):  
Early Childhood ◽  
Teaching And Learning ◽  
Reciprocal Relationship ◽  
Quality Teaching ◽  
Learning And Teaching ◽  
Teaching Learning ◽  
Deep Listening

Quality, teaching and assessment in early childhood are often steeped in developmental logic and narrow understandings of teaching and learning. Pedagogy situated in agency and complexity disrupts these taken-for-granted narratives and offers multiple ways of teaching, learning and doing. In this article, the authors offer an example of these pedagogies through daily plans. Daily plans are a process of mark-making, deep listening and engagement with children’s theories of their everyday worlds. Further, they illustrate a reciprocal relationship between child and teacher, co-participating in learning and teaching. Through daily plans, children engage as capable, pedagogical intentions are made visible, and the complexity of teaching and learning is realized.

Teaching and Learning With Artificial Intelligence

2021 ◽  
pp. 73-98
Author(s):  
Libi Shen ◽  
Irene Chen ◽  
Anne Grey ◽  
Anchi Su
Keyword(s):  
Artificial Intelligence ◽  
Teaching And Learning ◽  
Learning Assessment ◽  
Modern World ◽  
Learning And Teaching ◽  
Curriculum Assessment ◽  
Education Major ◽  
Fast Speed ◽  
Artificial Intelligence In Education ◽  
Teaching Learning

Artificial intelligence (AI) is developing at a fast speed and has incessantly impacted the modern world for decades. AI technologies are beneficial for all kinds of industries, including businesses, economics, transportation, hospitals, schools, universities, and so forth. Many researchers have investigated the development of artificial intelligence in education (AIEd), specifically on how AI assists teaching, learning, assessment, references, and collaboration. Several questions arise. What impact do AI technologies have on education? How do AI technologies assist teaching (e.g., curriculum, assessment, student learning, and teaching practices)? How do teachers cope with AI Technologies in education? What are the ethical concerns of AI technologies? What are the barriers of AI-based learning in education? The purpose of this chapter is to explore the evolution and the challenges of AI technologies in education. Major research on AI from 1999 to 2019 will be reviewed. Problems with AI in education will be raised and solutions for solving the issues will be recommended.

scholarly journals Increasing complexities: Teaching public policy in the age of discontent

2019 ◽  
Vol 38 (1) ◽  
pp. 24-45
Author(s):  
Yvonne Haigh
Keyword(s):  
Public Policy ◽  
Teaching And Learning ◽  
Course Evaluation ◽  
Student Experiences ◽  
Complex Environments ◽  
Learning And Teaching ◽  
Qualitative Survey ◽  
Teaching And Learning Environment ◽  
Teaching Learning ◽  
Student Course Evaluation

This paper draws on nine years of undergraduate student course evaluation surveys to explore learning and teaching practices in an introductory public policy course in Australia. The paper situates student responses in terms of an increasingly complex teaching and learning environment. The student cohort includes a diverse group of arts, law, business and technology-based undergraduates. The paper explores both quantitative and qualitative survey data in order to draw out students’ perceptions and views on teaching, learning and their engagement with public policy. The paper considers some of the ways students grapple with increasing levels of complexity, their perceptions of interactive and participatory teaching strategies as tools for learning, and their views around enhancing university learning. The paper provides a set of reflections that may enhance student experiences in increasingly complex environments.

language teaching

2007 ◽  
Vol 40 (1) ◽  
pp. i-i ◽  
Keyword(s):  
Language Learning ◽  
Teaching And Learning ◽  
Language Teaching ◽  
Educational Practice ◽  
Theory And Practice ◽  
Learning And Teaching ◽  
Replication Research ◽  
Timely Response ◽  
New Research ◽  
Teaching Learning

Phil Benson's state-of-the-art review of autonomy in L2 learning and teaching is a timely response to an ever-growing interest in autonomous language learning. Focusing his attention on the recent literature, he explores how this interest in autonomy is influencing theory and practice, leading to the emergence of new research agendas in the field. He focuses particularly on the ways in which conceptions of autonomy have evolved and continue to change, and how these new conceptions fit in with broader developments in language teaching and learning theory, educational practice, and social thought.This issue includes also a call for papers on Replication Research Studies, two features marking the publication of this fortieth volume of the journal, and reports on a series of research seminars.Richard Johnstone's article in which he reviews research published in 2004 and 2005 on language teaching, learning and policy is available online at <http://journals.cambridge.org/jidLTA&volumeId=39&issueId=04>.

scholarly journals Evaluating Pangasinan State University Faculty Performance Using Associative Rule Analysis

2022 ◽  
Vol 12 (1) ◽  
pp. 21-29
Author(s):  
Frederick F. Patacsil ◽  
◽  
Paulo V. Cenas ◽  
Bobby F. Roaring ◽  
Jennifer M. Parrone ◽  
...  
Keyword(s):  
Effective Teachers ◽  
Teaching And Learning ◽  
Student Evaluation ◽  
Faculty Evaluation ◽  
The Philippines ◽  
Faculty Members ◽  
Teaching Performance ◽  
State University ◽  
Learning And Teaching ◽  
Teaching Learning

Evaluating faculty members' performance is a very complex area to study. In addition, predicting the performance of these faculty members is a very difficult and challenging task. However, the core of education is teaching and learning, and teaching-learning works to its fullest when there are effective teachers. Measuring the effectiveness of faculty members is done based on the student evaluation of faculty. This research aims to develop a model to predict the performance of the faculty members using associative rule based on the existing evaluation form used by PSU to evaluate faculty members. The model is designed to utilize the knowledge of text analytics rule capabilities that will provide great support for the decision-making of Pangasinan State University in the Philippines. The result reveals that the term good is still the top one terms occurred for all campuses followed by teaching. The results indicated that teacher/faculty members on all campuses are good teachers. Associating words reveal that "teaching good subject/topic," "explains simply" and other meaningful associated words can be utilized to evaluate the performance of the teacher. The results exposed not only the quantitative values of faculty evaluation it also exposed the qualitative opinion of the students in the performance of their faculty members. This study reveals important aspects of the faculty member's teaching performance in terms of words/association of words that will describe their teaching performance. The results can be utilized in coaching and mentoring faculty members to cope with their weaknesses. The proposed model can be utilized by Pangasinan State University to evaluate the faculty members in terms of their teaching performance by utilizing the comments/opinions of the students.

scholarly journals EFFECT OF COVID-19 ON SCHOOL EDUCATION SYSTEM: CHALLENGES AND OPPORTUNITIES TO ADOPT ONLINE TEACHING AND LEARNING

2020 ◽  
Vol 8 (6) ◽  
pp. 10-17
Author(s):  
Sunayana Garg ◽  
Diwakar Aggarwal ◽  
Sushil Kumar Upadhyay ◽  
Gautam Kumar ◽  
Gulbir Singh
Keyword(s):  
Online Education ◽  
Education System ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Training System ◽  
School Students ◽  
Global Epidemic ◽  
Learning And Teaching ◽  
Challenges And Opportunities ◽  
Teaching Learning

Purpose of Study: Severe Acute Respiratory Syndrome Coronavirus 2 (SARS-CoV-2), deals with Coronavirus Disease 2019 (COVID-19) has instantly spread worldwide, leading to an episode of intense irresistible pneumonia. The COVID-19 pandemic has created a phenomenal change in educational teaching-learning framework globally. Other than financial and social effects, there is a difficulty in adopting new online education systems by stakeholders of academic institutions. Methodology: The review presented here is based on the platinum open access literature focusing on the adoption of the online education system during the current pandemic situation. This compilation of the findings is based on a systematic review published by the scholars of the relevant field of research targeted to opportunities and challenges in adopting ICT (Information and Communication Technology) and online teaching-learning pedagogy.  Main Findings: Specifically, school students need to deal with various sorts of ecological, electronic, and mental battles because of the COVID-19 pandemic. The whole education system from elementary to tertiary level has been imploded during the lockdown time of the COVID-19 in India and worldwide. The New Education Policy (NEP) 2020 has been delivered by the recently renamed Ministry of Education. The approach has given another face to the Online Education System in India. Applications of this study: The finding of the current investigation is a portrayal of opportunities and challenges in receiving the online teaching-learning education system by the public and private educational institutions. It will help in the planning and development of strategies to handle the challenges and opportunities of e-learning during the current global epidemic. Novelty of the study: The authors endeavored to address the web-based learning and teaching in the school training system in the midst of the COVID-19 pandemic. The capacity of offered resources in academic organization effectively changed conventional education into online schooling with the help of virtual classes and other urgent online gadgets in this reliably moving instructive scene.

scholarly journals Dental students’ perceptions and feedback on teaching and learning pharmacology

2017 ◽  
Vol 6 (9) ◽  
pp. 2250
Author(s):  
Amit P. Patel ◽  
Savitri Katlam
Keyword(s):  
Teaching And Learning ◽  
Dental Students ◽  
Microsoft Excel ◽  
Cross Sectional ◽  
Learning And Teaching ◽  
General Pharmacology ◽  
Standard Text ◽  
Teaching Learning ◽  
Method Of Evaluation

Background: There is a shift in the teaching learning process with the advent of newer methodologies. The present study was conducted to obtain feedback from 2 year dental students regarding teaching and learning methodology and their perception about pharmacology.Methods: This was an observational, cross-sectional questionnaire based survey. A self-designed questionnaire containing 10 questions with 4-6 options regarding the teaching and learning methodology was given to 2nd year dental students. Responses was collected and data was compiled in Microsoft excel and statistically analyzed.Results: A total of 97 students participated in this survey. Students opinion revealed that, Gastrointestinal followed by general pharmacology and cardiovascular system were the most favorite topics. Majority preferred studying from “standard text books” and method of learning was “understanding” of the subject rather mugging. Majority of the students said that preferred lectures taken via LCD projectors and rated viva and MCQ as preferred method of evaluation university exams. Interactive classes and tutorials were the most preferred techniques.Conclusions: The study concluded that interactive classes and overhead /LCD based lectures should be inculcated in routine learning and teaching program of pharmacology. There is a need to qualitatively assess the various teaching and learning methods, so as to understand students views and their perception for improving teaching and learning pharmacology. The outcome will help us to modify and improve quality of under graduate dental pharmacology teaching and learning.

The Scholarship of Learning and Teaching in the Dynamic Discipline of Pharmacology and Chemistry

2018 ◽  
pp. 12-36
Author(s):  
Abdullah Karaksha
Keyword(s):  
Teaching And Learning ◽  
Chemistry Education ◽  
Adverse Drug Events ◽  
Learning Experience ◽  
Rapid Expansion ◽  
Learning And Teaching ◽  
Curriculum Review ◽  
United States Food ◽  
Approved Drugs ◽  
Teaching Learning

The scholarship of learning and teaching (SoLT) involves research into practices of teaching, learning, and curriculum. SoLT's main principle is that effective teachers in higher education should engage in scholarly teaching practices as a matter of course by staying in touch with the latest research developments in their discipline, integrating these developments into their curriculum, and routinely gathering and using student feedback to guide curriculum review and improvement. SoLT research focuses on understanding student learning in order to improve the teaching and learning experience for participants. SoLT principles are particularly important in pharmacology and chemistry education because they entail rich content that is rapidly changing. Over the years, the discipline of pharmacology has undergone rapid expansion and advancement: the number of United States Food and Drug Administration-approved drugs has increased exponentially, patients have become more educated, and our knowledge of the mechanisms underlying many adverse drug events and interactions has evolved.

scholarly journals Designing for Learning in a MOOC: A Pedagogical Model in Disguise

2017 ◽  
Vol 5 (3) ◽  
Author(s):  
Claire Leonie Donald ◽  
Elizabeth Ramsay ◽  
Inken Joerg
Keyword(s):  
Teaching And Learning ◽  
Lessons Learned ◽  
Introductory Statistics ◽  
Learning Design ◽  
Design Features ◽  
Pedagogical Model ◽  
Learning And Teaching ◽  
Surface Functionality ◽  
Teaching Learning ◽  
University Classrooms

This paper describes a recently developed MOOC on introductory statistics from the perspective of the educators, learning designers and learners. It portrays their experiences of the learning design, both as process and product, and compares the teaching intentions inherent in the learning design to the experience of teaching and learning on the MOOC for the first two years of its implementation. We describe the pedagogical model, ‘disguised’ beneath the surface functionality and steps of the MOOC platform, and how it frames some of the planned learning sequences. Reflecting on the teaching, learning and design features of this highly structured MOOC, we share the lessons learned about designing for learning and teaching that pertain to MOOC environments, and those that apply to other contemporary university classrooms.

scholarly journals Early Childhood Education: Contextual Thematic Teaching Materials Based on Classroom Activities

2021 ◽  
Vol 15 (1) ◽  
pp. 181-200
Author(s):  
L. Julius Juih ◽  
Elindra Yetti ◽  
Nurbiana Dhieni
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Teaching And Learning ◽  
Teaching Materials ◽  
Childhood Education ◽  
Group Test ◽  
Classroom Activities ◽  
Contextual Teaching ◽  
Teaching Learning ◽  
Teacher Guides

Contextual learning binds the content of the subjects in the classroom with the context of the children's daily lives. Learning in early childhood classes (0-8 years) is carried out using the thematic method, which combines several learning materials into one subject. Thematic teaching resources in early childhood classes are still limited in number and rely on textbooks provided by the government. This study aims to develop activity-based teaching materials to assess contextual thematic learning. This research method uses model development research by Borg and Gall with data collection techniques using panels and questionnaires on expert tests, one to one test, small-group test, and large-group test. The research data analysis technique used mixed methods, namely quantitative data tabulated in the form of percentages and described in the qualitative form. The expert test provides recommendations that the instrument can be used to assess student teaching materials and teacher guidance. Teaching materials and teacher guides are suitable for use, and further testing is carried out. Based on the results of the one-to-one test, small-group test, and large-group test, both teaching materials and teacher guides are readability and eligibility with an average of 85.00. The implication of this research, it is suggested that early childhood education institutions where the pilot can use teaching materials and teacher guides in developing and assessing activity-based contextual thematic learning for further research. Keywords: Early Childhood Education, Contextual Thematic, Classroom Activities References: Aini, Q., & Relmasira, S. C. (2018). Penerapan Pembelajaran Tematik Integratif Berbasis Kontekstual untuk Meningkatkan Keaktifan dan Hasil Belajar Siswa Kelas 1 SD. Sekolah Dasar: Kajian Teori Dan Praktik Pendidikan, 27(2), 124–132. https://doi.org/10.17977/um009v27i22018p124 Anggo, M., Kadir, Lambertus, Jazuli, L. O., Suhar, & Kansil, Y. E. (2015). Metacognitive strategies on mathematics learning to improve student’s environmental awareness. International Journal of Education and Research, 3(4), 133–142. Borg, W. R., & Gall, M. D. (2007). Educational Research An Introduction. Fourth Edition. Bacon Publishing. Crain, S., & Thornton, R. (2012). Syntax acquisition. Wiley Interdisciplinary Reviews: Cognitive Science, 3(2), 185–203. https://doi.org/10.1002/wcs.1158 Daryanto. (2011). Media Pembelajaran. Satu Nusa. Davidova, J. (2020). Thematic Approach as The Basis of Integrative Music Teaching/Learning in Preschool. 4177–4185. https://doi.org/10.21125/iceri.2020.0934 Fadillah, A., Dewi, N. P. L. C., Ridho, D., Majid, A. N., & Prastiwi, M. N. B. P. (2017). The Effect of Application of Contextual Teaching and Learning (CTL) Model-Based on Lesson Study with Mind Mapping Media to Assess Student Learning Outcomes on Chemistry on Colloid Systems. International Journal of Science and Applied Science, 1(2), 101–108. Fogarty, R. (1991). Ten Ways to Integrate Curriculum. Educational Leadership, 49(2), 61–65. Johnson, E. B. (2007). Contextual Teaching & Learning (I. Setiawan, Ed.). MLC. Krasovska, O., Miskova, N., & Veremchuk, A. (2020). Professional Training of Future Preschool Teachers in the Field of Artistic and Aesthetic Education by Means of Contextual Learning Technologies. Behavioral Sciences, 10(2), 50. https://doi.org/10.3390/bs10020050 Atwi Suparman. (2007). Desain Instruksional Modern: Panduan Para Pengajar dan Inovator Pendidikan. Erlangga. Majid, A. (2014). Pembelajaran Tematik Terpadu. Remaja Rosda Karya. Miles, M. B., Huberman, A. M., & Saldaña, J. (2014). Qualitative data analysis: A methods sourcebook (Third edition). SAGE Publications, Inc. Mudlofir, A. (2011). Aplikasi Pengembangan Kurikulum Tingkat Satuan Pendidikan dan Bahan Ajar dalam Pendidikan Agama Islam. Raja Grafindo Persada. Ormrod, J. E. (2008). Psikologi Pendidikan Membantu Siswa Tumbuh dan Berkembang, Erlangga, 2008 (6th ed.). Erlangga. Prastowo, A. (2011). Panduan kreatif membuat bahan ajar inovatif. Diva Press. Puskur. (2018). Monitoring dan Evaluasi Pelaksanaan Pembelajaran Tematik. Puspita, A. M. I. (2018). The Effect of Contextual-Based Thematic Teaching Materials towards Student Learning Activity. Jurnal Inovasi Pendidikan Dasar, 3(2), 47–52. Sadjati, I. M. (2017). Hakikat Bahan Ajar (Vol. 3, Issue 1). Universitas Terbuka. https://doi.org/10.1017/CBO9781107415324.004 Semiawan, C. R. (2008). Belajar dan Pembelajaran Prasekolah dan Sekolah Dasar. Indeks. Slavin, RobertE. (2018). Educational psychology. In Psychological Bulletin (12th ed.). Pearson. https://doi.org/10.1037/h0075790 Soedijarto, Thamrin, Karyadi, B., Siskandar, & Sumiyati. (2010). Sejarah Pusat Kurikulum. Sukmawati, F. (2015). Pengembangan Bahan Ajar Biologi Berbasis Contextual Teaching Learning untuk Mengefektifkan Pembelajaran Bagi Siswa SMA. FENOMENA, 7(1), 145–154. Susialita, T. (2016). The Development of Audio-Visual Students Portofolio (LKS) Contextual Teaching and Learning-Based (CTL) on Sound Chapter of Science Subject for Deaf Students. Jurnal Pendidikan IPA Indonesia, 5(2), 192–198. Trianto. (2011). Desain Pengembangan Pembelajaran Tematik Bagi Anak Usia Dini TK/RA & Anak kelas awal SD/MI. Kencana Prenada Media Group. Ukala, C. C. (2012). Resource capacity for the implementation of early childhood Education in Public and private school in Rivers State. University of Port Harcourt.        

scholarly journals Vygotsky’s Legacy on Teaching and Learning Writing as Social Process

2018 ◽  
Vol 4 (2) ◽  
pp. 149 ◽  
Author(s):  
Sitti Nurfaidah
Keyword(s):  
Language Learning ◽  
Teaching And Learning ◽  
Collaborative Work ◽  
Social Process ◽  
Work Activity ◽  
Learning And Teaching ◽  
Children’S Learning ◽  
Learning Development ◽  
Teaching Learning ◽  
Children's Learning

Vygotsky has imprinted many influences on learning and teaching learning development. Although his main works focus on psychological aspects of children’s learning, it is very useful both for the teachers and researchers in understanding and exploring the best they can do for the development of the children’s learning. One of Vygotsky’s legacy can be traced in the process of teaching and learning writing in which this skill is regarded as social process. Scholars believe that his idea on sociohistorical perspective becomes the foundation in giving scaffolding in teaching writing, collaborative work activity in writing lesson, as well as teacher reflection on his teaching and learning activities in the classroom, as much as the teaching and learning writing as social process. This article, therefore, represents review on how Vygotsky’s influences on language learning and teaching development, particularly in writing which is considered as social process.

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