scholarly journals Innovating Culturally Responsive Pedagogy With the Craft Fun Kit (CFK)

2021 ◽  
Vol 30 (3) ◽  
pp. 251-263
Author(s):  
Siti Zuraida Maaruf ◽  
Mohamad Nizam Bin Mohamad Helmi
Keyword(s):  
Visual Art ◽  
Culturally Responsive ◽  
Teaching And Learning ◽  
Culturally Responsive Pedagogy ◽  
School Level ◽  
Learning Tool ◽  
Cultural Elements ◽  
Visual Arts Education ◽  
Secondary School Level ◽  
Teaching Learning

This study presents findings on the implementation of a teaching learning tool to enhance culturally responsive learning to enhance awareness of and knowledge about Malaysian traditional crafts in Visual Art classes. Most research in the Malaysian context exploring culturally responsive pedagogical methods has investigated theoretical and general properties, but few have attempted to investigate innovating tools to improve teaching and learning in schools and higher education. New methods with interesting features to teach certain cultural elements will not only trigger learning but can also instil the targeted values in students especially those living in multi racial countries. Using the Design and Development Method for one such tool, this study presents an evaluation of the Craft Fun Kit utilised by an experienced Visual Arts Education teacher in his class to study the students’ responses to and acceptance of the tool both to enhance learning and multicultural awareness. The overall results found that the Craft Fun Kit is relevant and appropriate as a learning tool which can enable students to attain Visual Art education learning outcomes at the secondary school level in Malaysia.

scholarly journals Learning by Nature: The Implementation and Evaluation of Culturally Responsive Pictorial Module of Nature Tie-Dye Batik Craft

2019 ◽  
Vol 16 (2) ◽  
pp. 117
Author(s):  
Siti Zuraida Maaruf ◽  
Ahmed Waliyuddin Basri
Keyword(s):  
Art Education ◽  
Visual Art ◽  
Culturally Responsive ◽  
Teaching And Learning ◽  
School Teacher ◽  
School Level ◽  
Proximal Development ◽  
Design Development ◽  
Senior Lecturer ◽  
Positive Feedbacks

The aim of this study is to determine the usefulness of Culturally Responsive Pictorial Module of Nature Tie-Dye Batik Craft for teaching and learning the topic ‘Batik Pelangi’ in Visual Art Education (VAE). The pictorial module was developed using the ADDIE Model that was supported by Zone of Proximal Development (ZPD) – Scaffolding by Lev Vygotsky (1978). This study uses the Design Development Research (DDR) approach. The Pictorial Module was evaluated by two expert panels which is one experienced VAE school teacher and one Visual Art senior lecturer at a local university. A purposive sampling consisting of 29 VAE students and one VAE teacher were used in this research to measure their acceptance using the module. Both the responding groups of students and VAE teacher provided positive feedbacks toward learning and teaching using the module. Based on the findings, the Pictorial Module is relevant and appropriate to be implemented at secondary school level for art education in Malaysia.

scholarly journals "Computerized Multimedia Package in Teaching and Learning Process of Social Sciences at Secondary School Level- An Experimental Study "

2017 ◽  
Vol 9 (1) ◽  
Author(s):  
Girija N ◽  
Vijayalakshmi S
Keyword(s):  
Social Sciences ◽  
Learning Process ◽  
Teaching And Learning ◽  
Evaluation Process ◽  
School Level ◽  
Innovative Strategies ◽  
Self Evaluation ◽  
Secondary School Level ◽  
Present Context ◽  
Teaching Learning

In the present context of world peace, there is a great need of strengthening the Teaching of Social, Economical, Cultural, Religious and Technological Values in the society. Since Social Sciences a wonderful treasure house of information and values, teaching of Social Sciences should be made more interesting to the students to learn at all the levels. In this regard Instructional Media has stimulated Social Sciences teachers to seek innovative strategies in teaching learning process. These strategies are concerned with the systematic application of various media and skills to the requirements of educating the syllabus of Social Sciences.Based on instructional design, a Multimedia Package is prepared with the combination of text, graphics, sound, animation and video elements and presentation delivered by the computer. It is an individualized learning Package with Multimeda techniques which has built in self-evaluation process also. This was validated by different groups of experts at different levels and was also field tested. Finally the achievement test was administered to the learners.Thus the effectiveness of Multimedia package (SLM) on achievement was studied and analyzed statistically with the help of scores obtained.

scholarly journals Culturally Responsive Pedagogy and Academic Vocabulary Teaching and Learning: An Integrated Approach in the Elementary Classroom

2020 ◽  
Vol 37 (1) ◽  
pp. 51-62
Author(s):  
Hetty Roessingh
Keyword(s):  
Culturally Responsive ◽  
Teaching And Learning ◽  
Culturally Responsive Pedagogy ◽  
Video Clip ◽  
Linguistically Diverse ◽  
Integrated Approach ◽  
Elementary Classroom ◽  
Academic Vocabulary ◽  
Responsive Pedagogy ◽  
Langue Seconde

Culturally responsive pedagogy (CRP) which provides a general framework for working with culturally and linguistically diverse learners has become the reality in the contemporary elementary classroom in Canada and around the world. This theory-to-practice article presents five research-based teaching practices which make a tangible impact on students’ academic vocabulary learning, their academic literacy, and longitudinal educational success. The author illustrates how this vocabulary can be identified, clustered, and contextualized within the frame of a thematic unit. The reader is invited to a classroom in Quebec via a video clip of a dual-language book project that illustrates how principles and practices of CRP can be applied in an FSL setting. La pédagogie sensible à la culture, fournissant un cadre de travail général quand on travaille avec des apprenants de cultures et de langues diverses, est devenue une réalité dans la salle de classe élémentaire contemporaine au Canada et dans le monde entier. Le présent article, de mise en pratique de la théorie, présente cinq pratiques d’enseignement fondées sur la recherche qui ont un impact tangible sur l’apprentissage du vocabulaire scolaire des élèves, sur leur littératie scolaire et sur leur réussite scolaire à long terme. L’auteur illustre comment on peut identifier ce vocabulaire, le regrouper et le contextualiser dans le cadre d’une unité thématique. Le lecteur est invité dans une salle de classe au Québec grâce à un clip vidéo qui montre un projet de lecture bilingue illustrant comment les principes et les pratiques de la pédagogie qui prend en compte les réalités culturelles peuvent être appliqués dans un contexte de français langue seconde.

scholarly journals The Story of Drama Club: A Contemporary Counternarrative of a Transformative Culture of Teaching and Learning for Disenfranchised Black Youth in the School-to-Prison Pipeline

2015 ◽  
Vol 5 (3) ◽  
pp. 242
Author(s):  
Debra Mayes Pane
Keyword(s):  
Critical Race Theory ◽  
Culturally Responsive ◽  
Teaching And Learning ◽  
Culturally Responsive Pedagogy ◽  
Black Youth ◽  
Future Research ◽  
Race Theory ◽  
School To Prison Pipeline ◽  
Teachers And Students ◽  
Culture Of Teaching

<p>This study explored a contemporary counternarrative of Drama Club, a transformative culture of teaching and learning for disenfranchised Black youth who had been systematically funneled out of classrooms and into the school-to-prison pipeline.  Auto/biographical and auto/ethnographical data were collected and assembled as a metaphor of the teachers’ and students’ experiences in Drama Club and their understanding of the teaching and learning process and of themselves within it.  The collective story of Drama Club was analyzed through the lens of culturally responsive pedagogy theory and critical race theory in education.  Implications for future research and teacher education that set out to impact disenfranchised students are included.</p>

scholarly journals Negotiating the Cultural Terrain in Transforming Classrooms—The LEAP MODEL

2021 ◽  
Vol 14 (3) ◽  
pp. 51
Author(s):  
Lifeas Kudakwashe Kapofu
Keyword(s):  
High School ◽  
Culturally Responsive Teaching ◽  
Culturally Responsive ◽  
Teaching And Learning ◽  
Culturally Diverse ◽  
Teacher Practices ◽  
Responsive Teaching ◽  
Learning Tool ◽  
Negative Experiences ◽  
Limited Knowledge

This study recentres the sociocultural in culturally transforming pedagogic settings whilst foregrounding culturally responsive teaching (CRT). Through a protracted anthropological excavation, teachers&rsquo; experiences in a culturally diverse integrated high school were explored and interpreted vis-&agrave;-vis tenets and precepts of CRT. Findings from observation and interviews indicate that the pedagogic settings as structured by the teachers were not attendant to the aspirations of CRT and teacher practices were not reflective of dispositions of CRT. Teachers professed negative experiences of the pedagogic setting, demonstrated and professed limited knowledge of the cultural being of their learners. The findings highlighted the need for micro-context cultural excavations to remedy socioculturally detached teaching. Cognisant of the emergent need for a learning tool, the LEAP model is proposed premised on centering the humanistic world of the learners and the inherent currency in their culture for progressive teaching and learning engagements.

scholarly journals Meeting Tomorrow's Skill Needs through Pre-Employment Teaching Programmes for New Zealand Schools

1970 ◽  
Author(s):  
Mark J. Williams ◽  
Alan Williams
Keyword(s):  
New Zealand ◽  
Formal Education ◽  
Local Community ◽  
Engineering Industry ◽  
School Level ◽  
Job Seekers ◽  
Replacement Rate ◽  
Specific Category ◽  
Secondary School Level ◽  
Teaching Learning

This paper will review work in progress on a teaching programme for students whose formal education tends to terminate at the secondary school level. The perception of need is based initially on the structural shifts taking place in industrial demographics that postulate a decline in the new entrant replacement rate in western style development economies, and a rising dependence on indigenous labour supply. These trends suggest it is time to reconsider the case of New Zealand, using Torsten Husen’s seminal concept of the reserve of talent. It proposes a triadic model as a possible strategic tool, in which a given school and its local community, together with a designated employing firm in a specific category of skilled work, collaborate in a combination of teaching-learning and practical exercises. The intention is to raise the level of information available to job seekers, employing firms and the socio-economic perception of employment opportunities, within the community. While the course intended to have a general application across industries it will utilize as an example, a working model of the civil engineering industry, which has been the focus of some preliminary testing.

EFFECTIVENESS OF ELECTRONIC CLASSROOM FOR TEACHING GENERAL SCIENCE AT SECONDARY SCHOOL LEVEL

2016 ◽  
pp. 66-85
Author(s):  
Moolraj Sharma ◽  
Arun K Gupta
Keyword(s):  
Secondary School ◽  
Teaching And Learning ◽  
School Level ◽  
Background Information ◽  
Teaching Methodology ◽  
General Science ◽  
Electronic Classroom ◽  
Secondary School Level ◽  
Achievement Levels

This paper is based on a research to understand the effectiveness of a new teaching methodology i.e. an ‘Electronic Classroom’ adopted by the teachers in a school for teaching General Science. In this study, a Students Questionnaire on Effectiveness of Electronic Classroom (SQEEC) was developed and validated on a selected sample of students from a secondary school where this technology has been introduced and implemented for teaching and learning. The paper provides the background information related to the setup of an electronic classroom and its importance in the teaching of General Science. SQEEC was found to be a reliable and valid tool for assessing the effectiveness of the electronic classroom. Results of the study show that the electronic classroom as a methodology was found to be effective for teaching General Science in terms of improved achievement levels of the students and on the basis of their grade and age levels. However, no significant differences were found to exist between different groups of students on the basis of their gender.

Sign in / Sign up

Export Citation Format

Share Document