BALANCE BETWEEN LEADING AND FOLLOWING AND INTERNATIONAL PEDAGOGICAL INNOVATIONS

2019 ◽  
Vol 1 ◽  
pp. 449
Author(s):  
Michael Radin ◽  
Olga Orlova
Keyword(s):  
Teaching And Learning ◽  
Essential Role ◽  
Teaching Styles ◽  
Research Projects ◽  
Interdisciplinary Teaching ◽  
Risk Of Failure ◽  
New Ideas ◽  
Pedagogical Innovations ◽  
New Research

The primary goal of this paper is to portray how the balance between leading and following can often guide us to new pedagogical innovations and leadership. First of all, we will examine how students’ feedback plays an essential role in devising new teaching styles that enhance the amiable learning atmosphere and directs us to new innovations and leadership. Second of all, we will focus on how feedback from colleagues can open new opportunities for new seminars, for new research projects, for writing new papers and textbooks and welcome us to new international and interdisciplinary teaching and learning atmosphere and new innovations. In addition, our aim is to address and understand the concerns and questions from students’ and colleagues’ feedback can be used to minimize the risk of failure and to steer us in designing new innovations and leadership. Furthermore, our intent is to portray that balance between leading and following is an essential technique in development of new ideas and innovations. Moreover, we will share examples of successful pedagogical innovations that were suggested by students and colleagues. Throughout this paper we will remit the following vital question: do creativity and innovations come directly from us?

scholarly journals VALUE ORIENTATIONS, EMOTIONAL INTELLIGENCE AND INTERNATIONAL PEDAGOGICAL INNOVATIONS

2020 ◽  
Vol 2 ◽  
pp. 256
Author(s):  
Michael Alexander Radin ◽  
Natalia Shlat
Keyword(s):  
Emotional Intelligence ◽  
Learning Styles ◽  
Teaching And Learning ◽  
Current Knowledge ◽  
Value Orientations ◽  
Learning Practices ◽  
New Learning ◽  
Teachers And Students ◽  
New Ideas ◽  
Pedagogical Innovations

The primary goal of this paper is to portray how the value orientations and priorities can direct us to new pedagogical cores and innovations and leadership. First of all, we will examine how the students’ value orientations and priorities become a pertinent factor in conceiving new teaching practices that enhance the amiable learning atmosphere and guides us to new ideas and leadership. Second of all, we will focus on how value orientations and priorities expand our current knowledge and comprehension of the students’ learning styles and demands and gravitate teachers and students to the concept of emotional intelligence; this then leads students and teachers to new international and interdisciplinary environment(s) and to new teaching and learning practices. In addition, our aim is to address the students’ value orientations and priorities and apply them to steer us to design new learning environment(s) and to the transformational and primal leaderships. Furthermore, our intent is to render how value orientations guide to the emotional intelligence, which then directs to new practices, ideas and innovations. Moreover, we will share specific examples of successful pedagogical innovations that lead to the emotional intelligence and were guided by the students’ value orientations and priorities. Throughout this paper we will remit the following vital question: how do we link the value orientations together with the emotional intelligence and the transformational and primal leaderships?

PENGEMBANGAN VARIASI MENGAJAR DALAM MENINGKATKAN MOTIVASI BELAJAR

2018 ◽  
Vol 6 (1) ◽  
pp. 696-714
Author(s):  
ARIANTI Arianti
Keyword(s):  
Learning Process ◽  
Student Motivation ◽  
Teaching And Learning ◽  
Teaching Styles ◽  
Learning Activities ◽  
Learning Activity ◽  
Motivation To Learn ◽  
Strategic Role ◽  
Strong Motivation ◽  
The Individual

Abstract. This journal discusses the development of variations in teaching in increasing learning motivation. The learning process is an activity that involves an individual (physical and spiritual), learning activities are never carried out without a strong motivation or motivation from within the individual or from outside the individual who participates in learning activities. Therefore, the learning process requires the development and use of variations in teaching to generate student motivation. Variations in teaching include variations in teaching styles, variations in media and materials, and variations in teaching and learning interactions. Motivation has a very important role in learning activities, there is no learning activity without motivation, therefore motivation has a strategic role in achieving the goals or results of learning. Keywords: Development Of Teaching Variations and Motivation to Learn

scholarly journals LO19: Introduction of a regional interactive group supervision tool to maximize multi-program research project support

CJEM ◽  
2017 ◽  
Vol 19 (S1) ◽  
pp. S33-S34
Author(s):  
P.R. Atkinson ◽  
K. Magee ◽  
A. Carter ◽  
K.F. Hurley ◽  
A. Sibley ◽  
...  
Keyword(s):  
Emergency Medicine ◽  
Prince Edward Island ◽  
Pediatric Emergency ◽  
Group Supervision ◽  
Research Projects ◽  
Research Administration ◽  
Research Committee ◽  
University Departments ◽  
New Research ◽  
Program Research

Introduction/Innovation Concept: University Departments of Emergency Medicine are responsible for the supervision of research and other scholarly projects for fellows, residents and students, though often lack resources to provide adequate input and oversight. Many departments cover large geographical areas and several programs. We piloted new research committee structures and processes to improve oversight and output of research projects. Methods: We created an interactive group supervision tool based around formation of a collaborative research committee, with rotating chairs from each program, to provide supervision and face to face interaction, and direction for research learners. Included were all Dalhousie University adult and pediatric emergency medicine residency and fellowship programs, as well as trauma and EMS programs across Nova Scotia, New Brunswick, and Prince Edward Island. In addition to providing expertise in clinical trial coordination, database management, research administration, grant applications and Research Ethics Board submissions, we have completed a 2-year pilot of our interactive group supervision tool for research projects. Curriculum, Tool, or Material: The interactive tool consists of a structured PICOD form; allocation of topic and research mentors; standardized yearly milestones from project development through presentation and publication; and regular video-conferenced and in-person interactive group sessions involving several project leads, as well as program research directors, researchers, and co-ordinators. To date, all participating program learners have engaged with the tool, with positive feedback from learners, supervisors and program directors. Conclusion: We report our development of a regional collaborative interactive group supervision tool, that maximizes expert resources in the provision of research and scholarly project supervision.

scholarly journals Development of Interdisciplinary Lessons Integrating Science and Engineering in Heterogeneous Teams: Education Students’ Attitudes

2016 ◽  
Vol 6 (2) ◽  
pp. 59 ◽  
Author(s):  
Aharon Gero
Keyword(s):  
Engineering Education ◽  
Nature Of Science ◽  
Teaching And Learning ◽  
Education Students ◽  
Science And Engineering ◽  
Theoretical Part ◽  
Interdisciplinary Teaching ◽  
Science And Engineering Education ◽  
Students Attitudes ◽  
Heterogeneous Teams

The course “Interdisciplinary Aspects in Science and Engineering Education” is a unique course designed to expose students of science and engineering education to the characteristics of interdisciplinary teaching and learning. The theoretical part of the course deals with the nature of science and engineering and the interaction between the two, various hierarchies describing the level of integration between disciplines, and possible strategies for developing interdisciplinary lessons. In the practical section, the participants develop, in heterogeneous teams of students from different academic backgrounds, an interdisciplinary lesson integrating science and engineering, and teach it to their peers. Using qualitative tools, the research described in this paper characterized the attitudes of 112 students towards developing an interdisciplinary lesson as part of a team. The findings indicate that the students identified both the difficulties involved in developing an interdisciplinary lesson as part of a team and the advantages inherent to teamwork. It was further found that the weight of the attitude component that recognized the contribution of teamwork to the development of interdisciplinary lessons was considerably higher than the weight of the component indicating the difficulties that involved teamwork.

Handbook of undergraduate second language education. Judith W. Rosenthal (Ed.). Mahwah, NJ: Erlbaum, 2000. Pp. 400.

2001 ◽  
Vol 22 (2) ◽  
pp. 278-281
Author(s):  
D. Bradford Marshall
Keyword(s):  
Second Language ◽  
Foreign Language ◽  
Teaching And Learning ◽  
Language Education ◽  
Student Population ◽  
Second Language Education ◽  
Diverse Student ◽  
New Ideas ◽  
Diverse Student Population

Judith Rosenthal has brought together a wide variety of articles on second language (L2) teaching and learning that will surely interest foreign language (FL) educators in U.S. universities who are struggling to increase or maintain enrollment in their courses or who are seeking new ideas to meet the needs and demands of an increasingly diverse student population. Rather than encourage individual language departments to continue their separate battles for survival, Rosenthal hopes to enhance the “integration” of FL programs in order “to better promote proficiency in more than one language” (p. 353). This volume clearly illustrates how teachers of various languages can collaborate and share experiences in order to find solutions to what are often very similar problems.

scholarly journals The "Art" of the Right to the City: Interdisciplinary Teaching and Learning in Pointe-St-Charles

2016 ◽  
Vol 10 (1) ◽  
pp. 387-418 ◽  
Author(s):  
Kathleen Vaughan ◽  
Emanuelle Dufour ◽  
Cynthia Hammond
Keyword(s):  
Community Engagement ◽  
Oral History ◽  
Teaching And Learning ◽  
Right To The City ◽  
Interdisciplinary Teaching ◽  
Concordia University ◽  
The Right ◽  
Oral History Interview ◽  
The City ◽  
Teaching Initiative

What does it mean for artists within academia to make art, teach and learn with and in community, in particular the challenged and challenging Montreal neighborhood of Pointe-St-Charles? This article addresses community engagement in "The Point" from the perspectives of a doctoral student and two instructors involved in "The Right to the City" (TRTC), a three-year, interdisciplinary, placed-based teaching initiative of Concordia University (Montreal). Showcasing the student’s graphic novella, based on the oral history interview of a longtime resident, this article affirms the importance of reciprocity—learning with rather than about—within academic and artistic outreach.

scholarly journals INTERDISCIPLINARIDADE E OUTROS NÍVEIS DE CONHECIMENTO: DESAFIOS CONTEMPORÂNEOS ÀS PRÁTICAS EDUCATIVAS

polemica ◽  
2018 ◽  
Vol 18 (1) ◽  
pp. 68-83
Author(s):  
Antônio Roberto Xavier ◽  
José Gerardo Vasconcelos ◽  
Maria Jucilene Freire Lopes Marinho ◽  
Ana Paula Sthel Caiado
Keyword(s):  
Teaching And Learning ◽  
Qualitative Approach ◽  
Educational Practices ◽  
Formal Knowledge ◽  
Secondary Sources ◽  
Interdisciplinary Teaching ◽  
Cultural Framework ◽  
Depth Analysis ◽  
Epistemological Debate ◽  
Teaching Learning

Resumo: Este artigo objetiva, sobretudo, promover o debate teórico-epistemológico sobre os desafios e possibilidades do desenvolvimento de ensino-aprendizagem interdisciplinar em razão das matrizes curriculares adotadas. É fato que a discussão sobre interdisciplinaridade no trabalho docente, apesar de não ser tão nova, encontra-se em alta e mantém interfaces com outras categorias do gênero, principalmente quando se relaciona com a gestão e as práticas educativas em sala de aula. Nesse sentido, para a produção deste artigo, seguiram-se os caminhos metodológicos da pesquisa bibliográfica do tipo descritiva com base em revisão de literatura de fontes secundárias de livros, artigos, legislação e documentos oficiais. No tocante à abordagem, acolheu-se a qualitativa, visando análise mais aprofundada das categorias elencadas, a saber: interdisciplinaridade, etnociência, multidisciplinaridade, pluridisciplinaridade e transdisciplinaridade, destacadas nos respectivos tópicos deste artigo. Com relação à técnica interpretacional, recorreu-se à análise do discurso na perspectiva da relação indissociável do histórico com o social. Como conclusão sucinta, deixou-se posto que as práticas educativas de forma interdisciplinar são dinamizadoras e facilitadoras para uma compreensão mais ampla e diversa do ensino-aprendizagem. Desse modo, possibilitam a formulação de um saber crítico-reflexivo, promovendo a integração de conteúdos nas mais diversas áreas de conhecimento, incluindo, inclusive, o arcabouço cultural dos saberes populares e não formais aos formais e científicos.Palavras-chave: Interdisciplinaridade. Etnociência. Multidisciplinaridade.Abstract: This article aims, above all, to promote the theoretical-epistemological debate on the challenges and possibilities of the development of interdisciplinary teaching-learning due to the curricular matrices adopted. It is a fact that the discussion about interdisciplinarity in teaching work, although not so new, is up and maintains interfaces with other categories of the genre, especially when it is related to management and educational practices in the classroom. In this sense, for the production of this article, we followed the methodological paths of bibliographic research of the descriptive type based on literature review of secondary sources of books, articles, legislation and official documents. With regard to the approach, the qualitative approach was adopted, aiming at a more in-depth analysis of the categories listed, namely: interdisciplinarity, ethnoscience, multidisciplinarity, multidisciplinarity and transdisciplinarity, highlighted in the respective topics of this article. With regard to the interpretative technique, we used the analysis of discourse in the perspective of the inseparable relationship between historical and social. As a succinct conclusion, it is emphasized that interdisciplinary educational practices are dynamic and facilitating a broader and more diverse understanding of teaching and learning. In this way, its allows the formulation of a critical-reflexive knowledge, promoting the integration of contents in the most diverse areas of knowledge, including the cultural framework of popular and non-formal knowledge to formal and scientific knowledge.Keywords: Interdisciplinarity. Ethnoscience. Multidisciplinarity.

scholarly journals UNRAVELING THE POWER OF TEACHERS’ COMPETENCY AND TEACHING STYLES IN CURRICULUM IMPLEMENTATION: A PERSPECTIVE OF ENGLISH LANGUAGE AS A MEDIUM OF INSTRUCTION

2021 ◽  
Vol 8 (8) ◽  
Author(s):  
Anne Nipher Olieba ◽  
Ronald Kikechi
Keyword(s):  
Primary Schools ◽  
Teaching And Learning ◽  
English Language ◽  
Curriculum Implementation ◽  
Teaching Styles ◽  
Target Population ◽  
Primary Data ◽  
Medium Of Instruction ◽  
Head Teachers ◽  
Local Dialect

<p>The language policy in Rwanda states that English is the medium of Instruction (MOI) to be used in the Education system following the 2008 Language shift. However, this change in the MOI brought about extreme challenges to both Rwandan teachers and learners. Moreover, the extensive day to day usage of Kinyarwanda, the local dialect, has greatly inhibited the use of English. This has adversely obstructed the use of the English language as a MOI and the curriculum implementation for over 20 years hence adversely affecting the teaching and learning process. The proficiency of the teachers who are meant to teach in the MOI is quite questionable; many realize the need to learn English while teaching or risk unemployment. As such, this study purposed to examine the teacher competency and teaching styles in use of English as a MOI in facilitating  curriculum implementation in rural primary schools in Rwanda. Guided by the inter language theory and the Discrepancy theory, the study applied a descriptive survey research design. With a target population of 3,269, the study entailed a sample of 1470 randomly selected learners from Primary 4 to Primary 6, teachers and head teachers from 21 schools. The study used questionnaires, interviews, and observation to collect primary data. The study found that the teachers’ competency in using English language as MOI had significant influence on curriculum implementation in rural primary schools in Muhanga district and in the entire republic of Rwanda. The teaching styles factors positively and significantly influence the use of MOI in curriculum implementation when other factors are held constant.</p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0807/a.php" alt="Hit counter" /></p>

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