scholarly journals TOWARDS A HOLISTIC AND INCLUSIVE PEDAGOGY FOR STUDENTS FROM DIVERSE LINGUISTIC BACKGROUNDS

2020 ◽  
Vol 31 (1) ◽  
pp. 139
Author(s):  
Samrat Bisai ◽  
Smriti Singh
Keyword(s):  
Student Learning ◽  
Clear Picture ◽  
Practical Implementation ◽  
Teaching Context ◽  
Inclusive Pedagogy ◽  
Multilingual Classroom ◽  
The Individual ◽  
Linguistic Backgrounds ◽  
Enhance Student Learning

In a multilingual classroom, students come from various cultural, linguistic, and racial backgrounds. They have different ideologies, opinions, and needs. In this regard, ‘one size fits all’ pedagogy is not only irrelevant but also absurd because the instructions and interactions in the classroom do not cater to the needs of all the students. Therefore, a carefully planned pedagogy that addresses the needs of the individual learners differently in the classroom is needed. In this scenario, implementing multilingual pedagogy in the classroom might be a better idea as it can address the needs of individual learners by making education inclusive and accessible to all. Multilingual pedagogy here is defined as a set of principles that are used to varying degrees in different approaches depending on the teaching context, learners, and curriculum (Neuner, 2004). This paper discusses various approaches, methods, and strategies within the framework of multilingual pedagogy that can be implemented in a classroom consisting of students from diverse linguistic backgrounds. To provide a clear picture of the theoretical ideas, the practical implementation of the ideas in some schools are also discussed. During the implementation, it is indicated that multilingual pedagogy holds the potential to enhance student learning.

scholarly journals Teaching Animal Behavior in the Midst of a Pandemic: A Primer

2020 ◽  
Author(s):  
Melissa Hughes ◽  
Anna Young ◽  
Justin Merry ◽  
Gita Kolluru ◽  
Aimee S. Dunlap ◽  
...  
Keyword(s):  
Student Learning ◽  
Animal Behavior ◽  
Online Behavior ◽  
Face To Face ◽  
Teaching Animal ◽  
Inclusive Pedagogy ◽  
Community Science ◽  
Laboratory Experiences ◽  
Student Projects ◽  
Enhance Student Learning

Face-to-face classes in animal behavior often stress experiential learning through laboratories that involve observation of live animals, as well as a lecture component that emphasizes formative assessment, discussion and critical thinking. As a result, behavior courses face unique challenges when moving to an online environment, as has been made necessary at many institutions due to the COVID-19 pandemic. Although online behavior courses may be remote, they can still be interactive and social, and designed with inclusive pedagogy. Here we discuss some of the key decisions that instructors should consider, provide recommendations, and point out new opportunities for student learning that stem directly from the move to online instruction. Specific topics include challenges related to generating an inclusive and engaging online learning environment, synchronous versus asynchronous formats, assignments that enhance student learning, testing format and execution, grade schemes, design of laboratory experiences including opportunities for Community Science, design of synthetic student projects, and workload balance for students and instructors.

Personalized Professional Learning

2017 ◽  
pp. 23-45
Keyword(s):  
Professional Development ◽  
Student Learning ◽  
Professional Learning ◽  
Learning Technology ◽  
Learning Approaches ◽  
Teacher Capacity ◽  
Teaching Context ◽  
Teacher Success ◽  
Teacher Needs ◽  
The Individual

The goal of teacher professional learning is to build teacher capacity and to facilitate improved student learning. Personalized professional learning should be differentiated based on teacher needs and prior knowledge and embedded within the individual teaching context in a job-embedded approach. Further, professional development is meant to provide teachers with on-going opportunities to keep current on new research regarding student learning, technology tools for the classroom, and curriculum resources. The content in this chapter builds upon the foundational concepts previously discussed to define personalized professional learning, explains the differences between traditional and personalized professional development models, and enlightens the reader regarding recommended changes in professional learning approaches to achieve greater teacher success in the classroom.

Students’ perceptions of an in-house developed pharmacy serious game for professional skills training

2020 ◽  
Vol 6 (5) ◽  
pp. 293-296
Author(s):  
Kevin Yi-Lwern Yap ◽  
Shawn Ignatius Boon Heng Tan ◽  
Kai Zhen Yap ◽  
John Yin Gwee Yap
Keyword(s):  
Student Learning ◽  
Three Dimensional ◽  
Skills Training ◽  
Role Playing ◽  
Clinical Practices ◽  
Professional Skills ◽  
Role Playing Game ◽  
Game Engagement ◽  
Self Administered Questionnaire ◽  
Enhance Student Learning

BackgroundAn in-house three-dimensional (3D) multiplayer online role-playing game was developed for professional skills training of pharmacy students. Students play the game in a post-apocalyptic world to save humankind from zombies. They solve virtual patient encounters through visual and motion-capture technologies. Their gaming perceptions and experiences were investigated.MethodA self-administered questionnaire obtained participants’ demographics, gaming interests, perceptions of game effectiveness, preferences on gaming elements and gameplay experience through the Game Engagement Questionnaire (GEQ). Pre-gameplay and post-gameplay assessments were tracked to assess student learning. Descriptive statistics and paired sample t-tests were used for analysis.ResultsFifty-five students were recruited. Two-thirds of the gameplay group (67.9%) liked the post-apocalyptic fantasy settings and heroic storyline (66.0%). Three quarters liked the modern setting (73.1%), authentic plots (73.5%) and plot animations (72.3%). Participants felt the game was effective in training health communication and patient history-taking skills (81.8%). Participants’ test scores for counselling increased from 66.1%±7.6% (pre-gameplay) to 70.3%±8.0% (post-gameplay, p=0.004). The highest scoring GEQ dimension was sensory and imaginative immersion (2.92±0.74).ConclusionStudents found the game useful for pharmacy professional skills training. With proper implementation, this game can become a useful tool to enhance student learning and gear them towards clinical practices.

Using Assessment and SoTL to Enhance Student Learning

2013 ◽  
Vol 2013 (136) ◽  
pp. 7-16 ◽  
Author(s):  
K. Laurie Dickson ◽  
Melinda M. Treml
Keyword(s):  
Student Learning ◽  
Enhance Student Learning

TECHNOLOGY IN THE TEACHING OF NEUROSCIENCE: ENHANCED STUDENT LEARNING

2003 ◽  
Vol 27 (3) ◽  
pp. 146-155 ◽  
Author(s):  
John D. Griffin
Keyword(s):  
Student Learning ◽  
Group Learning ◽  
Education Technology ◽  
Technology Enhanced Learning ◽  
Teaching Tools ◽  
Use Of Technology ◽  
Hands On ◽  
Computer Based ◽  
Enhanced Learning ◽  
Enhance Student Learning

The primary motivation for integrating any form of education technology into a particular course or curriculum should always be to enhance student learning. However, it can be difficult to determine which technologies will be the most appropriate and effective teaching tools. Through the alignment of technology-enhanced learning experiences with a clear set of learning objectives, teaching becomes more efficient and effective and learning is truly enhanced. In this article, I describe how I have made extensive use of technology in two neuroscience courses that differ in structure and content. Course websites function as resource centers and provide a forum for student interaction. PowerPoint presentations enhance formal lectures and provide an organized outline of presented material. Some lectures are also supplemented with interactive CD-ROMs, used in the presentation of difficult physiological concepts. In addition, a computer-based physiological recording system is used in laboratory sessions, improving the hands-on experience of group learning while reinforcing the concepts of the research method. Although technology can provide powerful teaching tools, the enhancement of the learning environment is still dependent on the instructor. It is the skill and enthusiasm of the instructor that determines whether technology will be used effectively.

Vocal Pedagogy in the Choral Rehearsal

2017 ◽  
Author(s):  
Duane Cottrell
Keyword(s):  
Scientific Research ◽  
Vocal Pedagogy ◽  
Practical Implementation ◽  
Vocal Production ◽  
Vocal Technique ◽  
Choral Conductors ◽  
Choral Singing ◽  
Choral Rehearsal ◽  
Choral Tone ◽  
The Individual

One of the primary endeavors of choral conductors is the facilitation of good choral tone, which is largely dependent upon the vocal technique of the individual singers. This chapter examines principles of historical vocal pedagogy, discussing their correlation with modern scientific research, and present suggestions for practical implementation of specific techniques in choral rehearsals. The chapter discusses four primary areas of vocal pedagogy in choral rehearsals: first, the significance of laryngeal position in choral singing; second, principles of resonance in singing and their impact on the choral sound; third, a discussion of breath support in choral singing; and fourth, principles of phonation and vocal production for singers in a choral setting. Each of these four discussions contain practical suggestions for the application of specific practices and exercises that will strengthen the vocal technique of choral singers.

scholarly journals Development and Evaluation of an Electronic Guide for Introductory Microbiology Skills

2005 ◽  
Vol 6 (1) ◽  
pp. 28-35
Author(s):  
ALICE WRIGHT ◽  
ETHELYNDA E. HARDING
Keyword(s):  
Student Learning ◽  
Effective Learning ◽  
Written Examination ◽  
Lower Division ◽  
Assessment Of Student Learning ◽  
Upper Level ◽  
Poster Presentations ◽  
Enhance Student Learning ◽  
Biology Majors

To increase the quality of instruction, enhance student learning, and decrease laboratory time spent on laboratory safety, basic skills, and the use of equipment, we developed the Micro eGuide website. We compared the performance of students who used the Micro eGuide to students provided more traditional instruction in both an upper-level introductory microbiology course for biology majors and in a lower-division introductory microbiology course for nonmajors. Assessment of student learning included written pretests and posttests, practical testing of laboratory skills, and for the major’s class, a review of poster presentations of independent projects. Students who used the Micro eGuide showed a statistically significant increase in performance on written examination in the introductory microbiology courses for both biology majors and nonmajors. Use of the Micro eGuide in the sophomore-level course for nonbiology majors resulted in a statistically significant improvement in laboratory skills. Though the increase in laboratory skills in the majors courses was not statistically significant, instructors were able to use the site as an effective learning source and decrease the time spent in class on topics covered in the Micro eGuide. While the number of student independent research projects was too small for statistical analysis on the quality of the poster presentations, the improvement in student attitude and the increase in the diversity in topics selected suggests that students using the Micro eGuide had increased comfort with microbiology and increased interest in exploring microbiology.

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