When and How Students Take the Reins: Specifying Learner Initiatives in Tutoring Sessions with Preschool-Aged Children

2015 ◽  
Vol 6 (1) ◽  
pp. 23-48
Author(s):  
Catherine DiFelice Box
Keyword(s):  
Conversation Analysis ◽  
Learning Opportunities ◽  
Discursive Practices ◽  
Experienced Teacher ◽  
Educational Settings ◽  
Student Centered ◽  
Growing Body ◽  
Scant Attention ◽  
Mathematics Tutoring ◽  
Preschool Aged Children

AbstractFor decades, scholars across disciplines have lauded educational settings in which students have the interactional space to take initiative (e.g. Dyson 1987; Manke 1997; Renne 1996; Shah et al. 2002). As such, initiatives of this kind are considered an important part of student-centered activities, which in turn lead to greater learning opportunities (Waring 2011). While much research has been devoted to examining contexts in which learner’s voices may be heard, scant attention has been paid to the particular kinds of talk that encourage them to initiate contribution or the ways in which such initiatives, when they do occur, serve to shape the pedagogical trajectory. By utilizing conversation analysis (CA) to study interactions in one-on-one mathematics tutoring sessions between an experienced teacher and preschool-aged children, this study extends the small but growing body of microanalytic work on learner initiatives. It aims to further specify the discursive practices that foster rich environments for learner-led contributions. It also considers how the contributions shape the ensuing lesson, and what such contributions relay to teachers about the learner’s understanding of a concept.

scholarly journals Does Gamifying Homework Influence Performance and Perceived Gameful Experience?

2021 ◽  
Vol 13 (9) ◽  
pp. 4829
Author(s):  
Ahmed Hosny Saleh Metwally ◽  
Maiga Chang ◽  
Yining Wang ◽  
Ahmed Mohamed Fahmy Yousef
Keyword(s):  
Learning Analytics ◽  
Educational Settings ◽  
Control Groups ◽  
Level Of Satisfaction ◽  
Growing Body ◽  
High Level ◽  
And Control

There is a growing body of literature that recognizes the importance of applying gamification in educational settings. This research developed an application to gamify students’ homework to address the concern of the students’ inability to complete their homework. This research aims to investigate students’ performance in doing their homework, and reflections and perceptions of the gameful experience in gamified homework exercises. Based on the data gathered from experimental and control groups (N = 84) via learning analytics, survey, and interview, the results show a high level of satisfaction according to students’ feedback. The most noticeable finding to extract from the analysis is that students can take on a persona, earn points, and experience a deeper sense of achievement through doing the gamified homework. Moreover, the students, on the whole, are likely to be intrinsically motivated whenever the homework is attributed to factors under their own control, when they consider that they have the expertise to be successful learners to achieve their desired objectives, and when they are interested in dealing with the homework for learning, not just achieving high grades.

The Moses Effect: The Spatial Hierarchy and Joint Accomplishment of a Blind Person Navigating

2017 ◽  
Vol 21 (2) ◽  
pp. 129-144 ◽  
Author(s):  
Brian Due ◽  
Simon Bierring Lange
Keyword(s):  
Conversation Analysis ◽  
Empirical Evidence ◽  
Urban Environments ◽  
Blind Person ◽  
Spatial Turn ◽  
Growing Body ◽  
Spatial Hierarchy

Using ethnomethodology and conversation-analytical methodologies, this article shows how a blind person accomplishes going from A to B. Based on an analysis of a blind person’s walk from a zebra crossing to a train platform, the article offers empirical evidence of how pedestrians and the blind avoid collision in orderly and accountable ways. The article shows how the burden of the interactional work involved in avoidance seems consistently to rest on pedestrians rather than the blind. As the blind person walks, sighted pedestrians move aside. To describe this, we use the metaphor of Moses, who separated the waters. The article discusses the collaborative achievement, moral orders, and joint accomplishment of a blind person navigating in urban environments. It thereby contributes to the growing body of research within Ethnomethodology and Conversation Analysis studies focused on the spatial turn and public encounters by invoking a notion of hierarchy among pedestrians.

Embodied orientations towards co-participants in multinational meetings

2012 ◽  
Vol 14 (1) ◽  
pp. 31-52 ◽  
Author(s):  
Vassiliki Markaki ◽  
Lorenza Mondada
Keyword(s):  
Conversation Analysis ◽  
Multinational Company ◽  
Business Meetings ◽  
Or Groups ◽  
Growing Body ◽  
Turn Taking ◽  
The Way

The interactional organization of meetings is an important locus of observation for understanding the way in which institutions are talked into being. This article contributes to this growing body of research by focusing on turn-taking and participation in business meetings, approached within conversation analysis in a sequential and multimodal way. On the basis of a corpus of video-recorded corporate meetings of a multinational company, in which managers coming from several European branches convene, the article takes into consideration the embodied orientations of the participants as they address each other, as they turn to particular addressees or groups in a recipient designed way while describing, informing, announcing events and results, and as they make relevant specific participants’ identities – especially national categories – and, in this way, display specific local expectations regarding rights and obligations to talk and to know.

scholarly journals Conversation, Construction Grammar, and cognition

2015 ◽  
Vol 7 (4) ◽  
pp. 563-588 ◽  
Author(s):  
KERSTIN FISCHER
Keyword(s):  
Conversation Analysis ◽  
Language Use ◽  
Construction Grammar ◽  
Discursive Practices ◽  
Recent Developments ◽  
Grammar And Interaction

abstractRecent developments in grammatical theory seem to invite an integration of grammar and interaction; nevertheless, there are reservations on both sides. While some of these reservations can be traced to misconceptions, others are deeply rooted in the theoretical premises of each approach. The differences are, however, not very well understood; especially theoretical premises regarding the role of cognition in language use have been hindering a fruitful collaboration. Reinterpreting the results of Conversation Analysis (CA; cf. Sacks, Schegloff, & Jefferson, 1974; Sacks, 1992) in terms of Construction Grammar (Goldberg, 1995, 2006; Croft, 2001, Langacker, 2008) recasts the discursive practices identified in CA in terms of participants’ cognitive construals of the communicative situation, making the speaking subjects apparent in their strategies and conceptualizations of the interaction.

Enhancing Experiential Learning in Collaborative-Competitive Student Design Teams

2011 ◽  
Author(s):  
Keith Hurdelbrink ◽  
Bobby Doyle ◽  
David Collins ◽  
Nic N. Evans ◽  
Paul A. Hatch ◽  
...  
Keyword(s):  
Experiential Learning ◽  
Learning Environment ◽  
Learning Opportunities ◽  
Design Teams ◽  
Student Centered ◽  
New Members ◽  
Student Centered Learning ◽  
Concrete Experience ◽  
Hands On ◽  
Team Design

Engineering educators and practitioners have suggested that collaborative-competitive team design events promote innovation. These competitions are popular, and they attract sponsors and participants. Beyond being popular, they are believed to provide rich learning opportunities for students. In this paper we present a peer-to-peer learning environment for student centered learning to have a more appropriate mix of theory and experience (hands-on activities) to provide a complete experiential learning environment for collaborative-competitive student design teams. A student-taught seminar course on designing an FSAE vehicle is being offered to new members of the team to address issues in collaborative-competitive student design teams, which addresses the concrete experience and active experimentation element of the experiential model, but has deficiencies in the reflective observation and abstract conceptualization elements of the cycle. In this paper we will present the structure of the seminar course and how it tries to support and enhance the experiential learning in the FSAE team.

scholarly journals Beginning High School Teachers’ Organization of Students for Learning and Methods for Teaching Mathematics

2020 ◽  
Vol 15 (1) ◽  
pp. 51-68
Author(s):  
Derek Williams ◽  
Michele Cudd ◽  
Karen Hollebrands ◽  
Hollylynne Lee
Keyword(s):  
Beginning Teachers ◽  
High School Teachers ◽  
Prospective Teachers ◽  
Teaching Methods ◽  
Learning Opportunities ◽  
Teaching Mathematics ◽  
School Teachers ◽  
Student Centered ◽  
Practicing Teachers ◽  
Directed Instruction

We observed eight beginning secondary mathematics teachers’ classrooms to investigate which they organized students for learning, uses of instructional methods, and how these may differ based on the level of course being taught. We found that beginning teachers frequently organize their students to learn collaboratively – either in small groups or as a whole class – coupled with an abundance of teacher directed instruction. Differences in organizations, teaching methods, and associated learning opportunities between course levels also exist. Implications for supporting practicing teachers and preparing prospective teachers to establish collaborative learning environments and utilize student centered teaching methods are discussed.

scholarly journals INTRODUCING STUDIO ORIENTED LEARNING ENVIRONMENT (SOLE) IN UPM SERDANG: ACCESSING STUDENT-CENTERED LEARNING (SCL) IN THE ARCHITECTURAL STUDIO

2018 ◽  
Vol 12 (1) ◽  
pp. 241
Author(s):  
Mohd Zairul
Keyword(s):  
Learning Environment ◽  
Peer Assessment ◽  
Learning Opportunities ◽  
Exploratory Research ◽  
Student Centered ◽  
Student Centered Learning ◽  
Student Autonomy ◽  
Environment Model ◽  
Design Perspective ◽  
Initial Results

This article reports the initial results of the exploratory research related to student-centered learning (SCL) in final year Architecture studio education in Universiti Putra Malaysia (UPM). SCL is defined as an approach to empower students in their own learning. Although studies on the adaptability of this concept in education has increased, there are few studies conducted for the benefits of architectural education from studio design perspective. In this article, we define SCL as an approach to increase student autonomy in learning curve especially in making decisions related to design subjects using a summative and formative approach. The objective of this article is to experiment the SOLE model and how it can move forward. The SOLE (Studio Oriented Learning Environment) model encompasses lecturing, sharing and peer review that is inspired by self-regulated theory. However, several problems and difficulties were identified namely, a lack of tutor input and problems in discussion dynamic in addition to resistance to peer assessment. This article suggests a number of improvements for future recommendations. The study will benefit educators in the architectural field in contributing to helping students to build on unique background knowledge and at the same time let the students generate learning opportunities and reconstruct knowledge dynamically in an open-ended learning environment to implement SCL in the studio module.

Transmitting the Teachings of Islam in Contemporary Times: Glimpses from Prophetic Approach

2019 ◽  
Vol 3 (1) ◽  
pp. 15-24
Author(s):  
AbdulGafar Olawale Fahm
Keyword(s):  
Teaching Style ◽  
Practical Method ◽  
Primary Sources ◽  
Student Centered ◽  
Growing Body ◽  
Teacher Centered

There is a growing body of literature that recognizes the importance of proper approach to transmission of learning. This is because an effective method teaching always goes a long way in helping to understanding what is being taught. Contemporary discourse on teaching style often stresses either a teacher-centered or student-centered approaches. This paper takes a critical look at the Prophet Muhammad’s methods of teaching Islam to the Companions (Sahaba). This study attempts to understand the intent of these methods used by the Prophet Muhammad and investigates their possible implications. Through historical and descriptive methods examines the primary sources in Islam – the Qur’ān and the life case of the Prophet Muḥammad as presented in his sayings and teachings (Ḥadīth). The study reveals that the prophetic approach, apart from being very effective, is also a very practical method that can be used in our contemporary times and provides a better understanding of the message of Islam and prophetic heritage.

Is a Pedagogy of Indigenous Solidarity Possible in the International Relations Theory Classroom?

2021 ◽  
Author(s):  
Maryam Khalid ◽  
Mark McMillan ◽  
Jonathan Symons
Keyword(s):  
International Relations ◽  
First Nations ◽  
International Relations Theory ◽  
Class Discussion ◽  
Discursive Practices ◽  
Colonial State ◽  
Recent Scholarship ◽  
Growing Body ◽  
Critical Attention ◽  
Indigenous Perspectives

Abstract How should teachers of international relations in settler-colonial states engage with First Nations’ sovereignty claims? While a growing body of recent scholarship explores how teaching might acknowledge and move beyond the discipline's racist and colonial origins, less research investigates how pedagogy might rectify inattention to Indigenous sovereignty. This paper reports on a class activity that sought to highlight how the discipline's foundational assumptions can naturalize Indigenous dispossession. In the class, students were asked to conduct discourse analysis of debates surrounding the “Uluru Statement from the Heart,” and to consider practices of Indigenous transnationalism. Although students generally succeeded in identifying how discursive practices consolidate the authority of the settler-colonial state, class discussion tended to reproduce the state's justificatory narratives and to classify First Nations’ claims as akin to those of any other ethnic minority. At a time when many universities are seeking to embed more Indigenous content within curriculum, we reflect on how the activity revealed epistemic colonialism's operation within educational settings. We argue that in addition to introducing Indigenous perspectives and knowledges, it is valuable for teaching in settler-colonial states to focus critical attention onto non-Indigenous practices that reproduce systemic injustice.

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