Reflection on IELTS Teaching Transformation from the Iteration of New Oriental IELTS Textbook

2021 ◽  
Vol 03 (01) ◽  
pp. 22-29
Author(s):  
潆娇 邵
Keyword(s):  
Teaching Transformation

scholarly journals An Overview of Chemistry Teaching Transformation during COVID-19 Pandemic: An Experience from University of Botswana

2021 ◽  
pp. 1-6
Author(s):  
Girija S. Singh
Keyword(s):  
Reaction Mechanisms ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Chemistry Education ◽  
Chemistry Teaching ◽  
Face To Face ◽  
University Of Botswana ◽  
National University ◽  
The University ◽  
Teaching Transformation

COVID-19-related disruption in teaching in the University of Botswana led the school to prepare new strategies for running classes and to design innovative way of instruction.  The most notable change was to replace face-to-face lectures with online teaching at least partially (blended teaching and learning). This posed many challenges, especially in the teaching of science and technology subjects. In a laboratory-based discipline such as chemistry the problems encountered were especially daunting.  Moreover, writing mathematical equations, chemical reactions and reaction mechanisms posed their own difficulties.  The present communication provides a brief overview of how chemistry education at the University, the premier national university of Botswana, has been transformed during the last three semesters.  It is based on experience of the author and as judged by the feed-back received from colleagues and the students. Admittedly, the experience is limited and much discussion is still in progress to meet the unresolved challenges. Theory classes at undergraduate levels are now mostly taught online using packages such as Moodle and MS Teams. The tutorial and laboratory sessions have faced the greatest disruptions and the instructors continue to explore ways to conduct these virtually.  Online examinations were found to be limited in their effectiveness, especially in the assessment of drawing chemical structure and reaction mechanisms as well as the students’ ability in scientific writing.

Teaching Transition for International Education from ‘Foreign Students Class’ to ‘International Class’: The Case of Materials Physics Courses

2012 ◽  
Vol 590 ◽  
pp. 521-524
Author(s):  
Li Bing Duan ◽  
Wang Chang Geng ◽  
Fu Li Zhang ◽  
Xiao Long Shi
Keyword(s):  
Higher Education ◽  
International Education ◽  
Foreign Students ◽  
Chinese Students ◽  
Internationalization Of Higher Education ◽  
Modern World ◽  
Chinese Universities ◽  
Physics Courses ◽  
One Year ◽  
Teaching Transformation

Internationalization of higher education has become an irreversible trend of modern world, where international course is the key link. For Chinese universities, during the transition from traditional ‘Foreign students class’ (for foreign students only) to ‘International class’, in which Chinese students and foreign students will be trained under one roof, they have to face great challenges of teaching transition, including teaching contents, methods, examinations transformations. In this paper, taking materials physics courses for example, we put forward some suggestions on teaching transformation of international education from ‘Foreign students class’ to ‘International class’, basing on the experience of one-year visiting in University of Victoria (UVic), Canada and the differences of teaching between our Northwestern Polytechnical University (NPU) and UVic.

scholarly journals Teaching in Grief: Critical Reflections, Redefining Justice, and a Reorientation to Teaching

2016 ◽  
Vol 106 ◽  
Author(s):  
Heather Cherie Moore
Keyword(s):  
Social Movements ◽  
Multicultural Education ◽  
The Self ◽  
Police Brutality ◽  
Police Custody ◽  
New Meanings ◽  
The Creation ◽  
Narrative Method ◽  
Teaching Transformation ◽  
Over Time

Since the creation of the #BlackLivesMatter movement, many scholars from historically underrepresented communities have revisited discourse on social movements. Many supporters of the #BlackLivesMatter movement are outsiders participating in solidarity with organizers across the globe.  But what happens when questions of police brutality and injustice adversely impact your family and your career? Using the self-narrative method and grief framework, the author describes her teaching transformation in a pilot Multicultural Education course immediately following the death of her cousin in police custody. The author describes how the terms injustice, action, and pedagogy changed over time and took on new meanings during an extended grieving period.

scholarly journals Peer Assisted Study Support (PASS) and Students as Change Agents (SACA) in Mathematics at the University of Nottingham

2016 ◽  
Vol 14 (3) ◽  
pp. 39 ◽  
Author(s):  
Stephen Cox ◽  
Laurence Cook ◽  
Sam Nield
Keyword(s):  
Extracurricular Activities ◽  
Teaching And Learning ◽  
Change Agents ◽  
Wide Range ◽  
Change Leaders ◽  
Study Support ◽  
The University ◽  
Teaching Transformation ◽  
Pass Scheme

In 2015-16, a Peer Assisted Study Support (PASS) scheme was introduced in Mathematics at the University of Nottingham.  This PASS scheme is intimately linked to the University’s Nottingham Advantage Award (NAA) scheme, which recognises a wide range of students’ extracurricular activities, including serving as a PASS Leader.  Furthermore, the PASS scheme has been developed in conjunction with the NAA’s Students as Change Agents and Change Leaders (SACA and SACL) programmes, which recognise student-staff partnerships that change teaching and learning practice.  Essential to the success of the scheme has been its genesis through a student-staff partnership, in particular two summer internships in 2015 to develop PASS materials, supported by the Sigma Network and the University’s Teaching Transformation Programme.

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