scholarly journals Enhancing innovative delivery in schools using design thinking

F1000Research ◽  
2022 ◽  
Vol 10 ◽  
pp. 927
Author(s):  
Sharmini Gopinathan ◽  
Anisha Haveena Kaur ◽  
Kanesaraj Ramasamy ◽  
Murali Raman
Keyword(s):  
Design Thinking ◽  
Secondary School Teachers ◽  
Content Delivery ◽  
Traditional Teaching ◽  
Ministry Of Education ◽  
School Teachers ◽  
Primary School Teachers ◽  
Alternative Approach ◽  
Thinking Process ◽  
Economy And Education

The pandemic has created challenges in all sectors of the economy and education. Traditional teaching approaches seem futile in the new context, thus the need to constantly reinvent the delivery to meet the fast-paced changes in the education domain. Hence, Design Thinking (DT) is an alternative approach that might be useful in the given context. DT is known to be a human-centric approach to innovative problem-solving processes. DT could be employed in the delivery process to develop twenty-first-century skills and enhance creativity and innovation, in an attempt to identify alternative solutions. The study explores the role of design thinking (DT) in the form of empathy, thinking process, gamified lessons and curriculum enhancement, which leads to innovative delivery among teachers. It enhances and facilitates innovative content delivery by leveraging creativity. The study targeted 131 teachers, whereby 61 are primary school teachers and 70 are secondary school teachers. A questionnaire constituting of 23 close-ended questions using the 5-point Likert scale was used to collect data. Data was analyzed using SmartPLS to establish relationships between DT and Innovative Delivery in schools. The data was further analyzed to seek co-relations between the DT steps and the successful transformation of content delivery by teachers. The study established a framework for the application of design thinking for teachers as the primary support in developing activities for their students. It shows that thinking process, gamifying lessons and curriculum enhancement have positive significance in innovative delivery, whereas empathy did not show a significant positive relationship. The outcome of this study will help fill the gap towards creating an interesting method of delivery in schools and constantly innovating the method to suit the evolving generation. This insight is crucial for the Ministry of Education and policymakers to enhance teachers’ ability to innovatively deliver content to students.

scholarly journals Enhancing innovative delivery in schools using design thinking

F1000Research ◽  
2021 ◽  
Vol 10 ◽  
pp. 927
Author(s):  
Sharmini Gopinathan ◽  
Anisha Haveena Kaur ◽  
Kanesaraj Ramasamy ◽  
Murali Raman
Keyword(s):  
Design Thinking ◽  
Secondary School Teachers ◽  
Content Delivery ◽  
Traditional Teaching ◽  
Ministry Of Education ◽  
School Teachers ◽  
Primary School Teachers ◽  
Alternative Approach ◽  
Thinking Process ◽  
Economy And Education

The pandemic has created challenges in all sectors of the economy and education. Traditional teaching approaches seem futile in the new context, thus the need to constantly reinvent the delivery to meet the fast-paced changes in the education domain. Hence, Design Thinking (DT) is an alternative approach that might be useful in the given context. DT is known to be a human-centric approach to innovative problem-solving processes. DT could be employed in the delivery process to develop twenty-first-century skills and enhance creativity and innovation, in an attempt to identify alternative solutions. The study explores the role of design thinking (DT) in the form of empathy, thinking process, gamified lessons and curriculum enhancement, which leads to innovative delivery among teachers. It enhances and facilitates innovative content delivery by leveraging creativity. The study targeted 131 teachers, whereby 61 are primary school teachers and 70 are secondary school teachers. A questionnaire constituting of 23 close-ended questions using the 5-point Likert scale was used to collect data. Data was analyzed using SmartPLS to establish relationships between DT and Innovative Delivery in schools. The data was further analyzed to seek co-relations between the DT steps and the successful transformation of content delivery by teachers. The study established a framework for the application of design thinking for teachers as the primary support in developing activities for their students. The study showed that thinking process, gamifying lessons and curriculum enhancement have positive significance in innovative delivery, whereas empathy did not show a significant positive relationship. The outcome of this study will help fill the gap towards creating an interesting method of delivery in schools and constantly innovating the method to suit the evolving generation. This insight is crucial for the Ministry of Education and policymakers to enhance teachers’ ability to innovatively deliver content to students.

scholarly journals Enhancing innovative delivery in schools using design thinking

F1000Research ◽  
2021 ◽  
Vol 10 ◽  
pp. 927
Author(s):  
Sharmini Gopinathan ◽  
Anisha Haveena Kaur ◽  
Kanesaraj Ramasamy ◽  
Murali Raman
Keyword(s):  
Online Survey ◽  
Design Thinking ◽  
Content Delivery ◽  
First Century ◽  
Traditional Teaching ◽  
Ministry Of Education ◽  
Alternative Approach ◽  
Economy And Education ◽  
The Given

The pandemic has created challenges in all sectors of the economy and education. Traditional teaching approaches seem futile in the new context, thus the need to constantly reinvent the delivery to meet the fast-paced changes in the education domain. Hence, Design Thinking (DT) is an alternative approach that might be useful in the given context. DT is known to be a human-centric approach to innovative problem-solving processes. DT could be employed in the delivery process to develop twenty-first-century skills and enhance creativity and innovation, in an attempt to identify alternative solutions. The study explores the role of design thinking (DT) mindset in innovative delivery among teachers. It enhances and facilitates innovative content delivery by leveraging creativity. The study targeted 131 teachers from primary and secondary schools in Malaysia. Data was collected through an online survey and was analyzed using SmartPLS to establish relationships between DT and Innovative Delivery in schools. The data was further analyzed to seek co-relations between the DT steps and the successful transformation of content delivery by teachers. The study established a framework for the application of design thinking for teachers as the primary support in developing activities for their students. The outcome of this study will help fill the gap towards creating an interesting method of delivery in schools and constantly innovating the method to suit the evolving generation. It provides an in-depth reason as to why students are not interested in the teacher's lessons which, in turn, affects their performance. This insight is crucial for the Ministry of Education and policymakers to enhance teachers’ ability to innovatively deliver content to students.

scholarly journals Ascertaining the Suitability of Writing Syllabus Specifications to the CEFR: Subject Matter Experts’ Perspectives

2020 ◽  
Vol 9 (1) ◽  
pp. 1-14
Author(s):  
Nurul Farehah Mohamad Uri ◽  
Mohd Sallehhudin Abd Aziz
Keyword(s):  
Data Analysis ◽  
Secondary School ◽  
Level Set ◽  
Subject Matter ◽  
Secondary School Teachers ◽  
Global Scale ◽  
Ministry Of Education ◽  
Subject Matter Experts ◽  
School Teachers ◽  
Second Stage

The Implementation of CEFR in Malaysia is currently at the second stage whereby the classroom usage of the new CEFR-aligned syllabus and assessment has taken place since 2017 at all stages except for Form 5. Previous studies on CEFR in Malaysia have focused more on teachers’ views and their readiness in accepting the new changes. However, this study focusses more on ascertaining the suitability of the writing syllabus specifications against the CEFR writing scale to find out if the CEFR levels of writing syllabus specifications recommended by the teachers match the CEFR level set by the Ministry of Education, Malaysia. A total of 331 secondary school teachers were asked to respond to the writing syllabus checklist and the Winstep SPSS was used for data analysis. Findings have shown that productive skills of the writing syllabus specifications were found not to be aligned to the target CEFR level set by the Ministry. In conclusion, adjustment and alignment processes should be made accordingly to align and match the non-CEFR aligned English syllabus to the CEFR global scale instead of eradicating it.

scholarly journals Teachers’ reflecting on professional knowledge in the numeracy (mathematics) classroom

2020 ◽  
Vol 20 ◽  
Author(s):  
Judith Mills
Keyword(s):  
New Zealand ◽  
Classroom Practice ◽  
Teaching Practice ◽  
Mathematics Classroom ◽  
Professional Knowledge ◽  
Ministry Of Education ◽  
School Teachers ◽  
Primary School Teachers ◽  
Effective Pedagogy ◽  
Teaching Learning

New Zealand primary school teachers are expected to regularly reflect on their teaching practice in order to consider the implications of past teaching on future planning. Aligned to teachers’ ongoing reflection, the New Zealand Curriculum (Ministry of Education, 2007) contains a section on effective pedagogy—teacher actions promoting student learning, which includes a Teaching as Inquiry Cycle (pp. 34–35). Embedded within their inquiry, teachers consider the teaching-learning relationship and often turn to frameworks of knowledge for guidance. This article shares the implications of using a framework of teacher knowledge in research. While the framework used contained much detail for the researcher, it overlapped categories and at the same time lacked acknowledgement of some important concepts for teachers in classroom practice. Findings from using a framework in this research were combined with findings from previous research to formulate the Wheel of Professional Knowledge, which was developed for mathematics teachers to use when reflecting on their practice.

scholarly journals Teacher-Centered Approach Prevalence in Algerian Secondary-School EFL Classes: The Case of English Teachers and Learners in Mostaganem District

2021 ◽  
Vol 12 (2) ◽  
pp. 268-278
Author(s):  
Meriem Baghoussi
Keyword(s):  
Secondary School ◽  
Classroom Environment ◽  
Secondary School Teachers ◽  
English Teachers ◽  
Traditional Teaching ◽  
Teaching Approaches ◽  
School Teachers ◽  
Time Restrictions ◽  
Competency Based ◽  
Teacher Centered

Before implementing the Competency-Based Approach (CBA) in 2003, the Algerian educational system was based on traditional teaching methods that focused mainly on acquiring the knowledge about language delivered by the teacher and the amount of information the learner could accumulate to pass the exams. Although CBA has shifted the teacher’s role from a knowledge transmitter to a facilitator and the learner from a passive recipient to an active participant, the teacher-centered paradigm still prevails among secondary-school teachers. To shed light on that prevalence, the researcher attempts to explore the perceptions secondary-school teachers hold about Teacher-Centred Approach (TCA) and the reasons behind its widespread use. Therefore, the present study investigates the causes of TCA prevalence in English as a Foreign Language (EFL) classes using a mixed-methods approach. To reach that aim, the researcher put forward the following hypothesis. Although teachers know the various teaching approaches, they have to adopt the teacher-centered method because of several constraints. To collect the necessary data to identify those constraints, thirty English teachers from some secondary schools in the district of Mostaganem received a questionnaire. The research results confirmed the hypothesis stated above. They revealed that teachers are well-informed about the viability of various teaching approaches and methods; however, they keep adopting the teacher-centered approach. Such behavior is due to multiple constraints such as classrooms crowdedness, the traditional physical classroom environment, the baccalaureate (BAC) exam requirements, and the time restrictions due to the lengthy English programs.

Implications of Using Corpus Tools in Primary and Secondary Education

2020 ◽  
pp. 179-190
Keyword(s):  
Secondary Education ◽  
Primary School ◽  
Language Learning ◽  
Secondary School Teachers ◽  
School Teachers ◽  
Primary School Teachers ◽  
Educational Levels ◽  
Teaching Activities ◽  
Advantages And Disadvantages ◽  
The Given

This chapter will give a comparison of using computer corpora in primary and in secondary schools. It will compare information that was collected from primary school teachers and secondary school teachers about using computer corpora for language subjects on primary and secondary educational levels. Based on the given information, the chapter will provide an explanation of the advantages and disadvantages of using computer corpora in language learning on those two educational levels. The chapter will explore which educational levels have more possibilities for incorporating computer corpora in their teaching activities and how it can be used in the classroom with students.

scholarly journals Primary School Teachers’ Views on the Preparation and Usage of Authentic Material

2016 ◽  
Vol 6 (3) ◽  
pp. 138 ◽  
Author(s):  
Gülay Bedir ◽  
Özlem Yesim Özbek
Keyword(s):  
Primary School ◽  
Three Dimensional ◽  
Structured Interview ◽  
Instructional Materials ◽  
Traditional Teaching ◽  
School Teachers ◽  
Daily Lives ◽  
Primary School Teachers ◽  
Content Analysis Method ◽  
Qualitative Pattern

The students of primary school, secondary school, high school and university confront a vast array of stimulants along with the developing technology in their daily lives. With the classroom environment’s lack of rich stimulus, it is difficult to get the students’ attention using traditional teaching methods. If teachers choose both technological materials and two-three dimensional materials and use them effectively, lessons will be more understandable to the students. The objective of this research is to record the opinion of primary school teachers about the preparation and usage of educational materials. The research was methodized by employing a qualitative pattern. The working group consists of 106 teachers who attended the Instructional Materials Seminar in Aksaray, Turkey. A semi-structured interview form was used to collect the data of this research. The research data was analyzed by using a content analysis method (specifically, the Phenomenological pattern). Teachers stated that it is of primary importance to use materials for concretizing topics and easier and permanent learning. The most important problems for teachers during preparation of materials are listed as a lack of time, money, equipment and knowledge. All the teachers who attended the research stated that it is necessary to prepare materials in all professions but it is especially important for Mathematics. Teachers also stated that materials that students can touch and see help most while teaching abstract topics.

scholarly journals Teacher Efficacy and Affective Well-Being in Hong Kong: An Examination of Their Relationships and Individual Differences

2018 ◽  
Vol 1 (2) ◽  
pp. 102-126 ◽  
Author(s):  
Shenghua Huang ◽  
Hongbiao Yin
Keyword(s):  
Hong Kong ◽  
Student Engagement ◽  
Teacher Efficacy ◽  
Secondary School Teachers ◽  
Well Being ◽  
Educational Background ◽  
Three Dimensions ◽  
School Teachers ◽  
Primary School Teachers ◽  
Modest Level

Purpose —The aim of this study is to explore the relationships between dimensions of teacher efficacy and affective well-being while focusing on the roles of demographic characteristics (gender, grade level, educational background, and seniority). Design/Approach/Methods —1,115 primary and 541 secondary school teachers in Hong Kong participated in the questionnaire survey. A series of t-tests, ANOVA, correlation analysis, and hierarchical multiple regressions were conducted. Findings —The younger teachers reported lower scores for well-being and efficacy than their senior counterparts, and the female and primary school teachers reported significantly higher levels of teacher efficacy for student engagement than their respective counterparts. Of the dimensions of affective well-being, pleasant affect was more closely related to teacher efficacy than negative affect, and the activated pleasant dimension of enthusiasm had the strongest influence. Of the three dimensions of teacher efficacy, efficacy for student engagement was most strongly associated with affective well-being. Originality/Value —The study revealed that teachers’ affective well-being is not only important in itself, but also contributes to classroom teaching. The enthusiasm and passion possessed and maintained by teachers could play important roles in enhancing their self-efficacy. Furthermore, maintaining a good affective well-being status and even a modest level of anxiety contributes to their efficacy for student engagement, a dimension on which teachers reported the least confidence. Suggestions were put forward on how to improve teacher efficacy and well-being.

scholarly journals Opinions of primary education teachers on the advantages and disadvantages of on-line teaching

Educatia 21 ◽  
2020 ◽  
pp. 143-147
Author(s):  
Delia Muste
Keyword(s):  
Online Teaching ◽  
Online Courses ◽  
Educational Process ◽  
Ministry Of Education ◽  
School Teachers ◽  
Primary School Teachers ◽  
Advantages And Disadvantages ◽  
Online Platforms ◽  
Local Decision ◽  
On Line

"In Romania, schools were closed, courses were suspended on March 11, 2020. The Ministry of Education and Research sent teachers the recommendation to conduct online courses at home. Over the following weeks, this recommendation was supplemented by others, the Ministry recommend that teachers take online courses, without making them compulsory. On March 20, 2020, the Ministry of Education approved the Methodology on the distance continuation of the educational process in quarantine conditions that establishes the way to continue the educational process in primary, secondary and high school institutions in quarantine conditions. The methodology establishes the obligation to conduct distance learning courses through various online platforms (eg Viber, Whatsapp, Facebook, Google Classroom, Zoom, etc.) and allows the assessment of students during this period and the registration of grades in the catalog. The large number of platforms available online for conducting such courses, as well as the lack of a national or local decision on the use of a single platform, has generated quite a bit of confusion among teachers and especially among students. We wanted to find out the opinions of primary school teachers regarding the advantages and disadvantages they perceive regarding online teaching, through interviews with them."

scholarly journals Formation of professional readiness of future primary school teachers to ensure social partnership with parents in the nomadic school of the far north

2020 ◽  
pp. 79-89
Author(s):  
N. M. Nuzhnova
Keyword(s):  
Primary School ◽  
Legal Regulation ◽  
Educational Process ◽  
Ministry Of Education ◽  
Joint Work ◽  
School Teachers ◽  
Primary School Teachers ◽  
Social Partnership ◽  
Joint Activities ◽  
Far North

The article deals with the formation of professional readiness of future primary school teachers to ensure and implement social partnership with parents of students in the Far North. The article focuses on the relevance of the project „Nomadic school” in modern conditions, shows the trends of modernization of education, in particular, the proposals of the Ministry of education of Russia in the field of legal regulation in nomadic education. The advantages of teaching children in primary classes of nomadic school, concerning the issues of adaptation process to primary education, preservation of traditional family education, native language and national culture are substantiated. In the context of successfully carried out training of primary school teachers to work in nomadic schools of the Yamal-Nenets Autonomous District, the content of training sessions with students studying at Herzen State Pedagogical University of Russia is revealed when mastering the disciplines of the module „Social Partnership with Parents”. The author believes that the joint work of the teacher with the parents can lead the latter to change their position from an observer to an active assistant, partner of the educational process in the quality of education and upbringing of children in their nomadic places. The presented forms of work with students make it possible to increase their motivation to organize and ensure social partnership with parents, to develop certain skills related to the application of technologies of organization of joint activities with parents in the field of education of students, demonstrate its achievements in organizing a social partnership between the nomadic school and parents.

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