scholarly journals Student Engagement and Success Using an Inquiry Approach and Integrated Curriculum in Primary Education

2016 ◽  
Vol 38 (2) ◽  
pp. 41-44
Author(s):  
Alison Board
Keyword(s):  
Student Engagement ◽  
Visual Arts ◽  
Integrated Curriculum ◽  
Teaching And Learning ◽  
Knowledge Building ◽  
Critical Pathways ◽  
Reading And Writing ◽  
Oral Responses ◽  
Inquiry Approach ◽  
Prescribed Curriculum

Intended for educators working within a prescribed curriculum, this article demonstrates how student engagement and success are achieved using an inquiry approach and integrating the curriculum. Alison outlines how she initially planned for this outcome by selecting four questions that were provided for the Toronto District School Board’s Teaching and Learning Critical Pathways for Literacy. She then documents the children’s responses throughout the inquiry to assess their understanding. Subquestions, rich narrative stories, and knowledge building were used to support the children’s learning in a deeper context. Ultimately, the children with the most challenges in reading and writing were able to demonstrate their knowledge using a variety of assessment forms that included oral responses, visual arts, science journals, and technology.

scholarly journals Academic analytics in a medical curriculum: Enabling educational excellence

2012 ◽  
Vol 28 (1) ◽  
Author(s):  
Martin Olmos ◽  
Linda Corrin
Keyword(s):  
Student Engagement ◽  
Integrated Curriculum ◽  
Teaching And Learning ◽  
Medical Curriculum ◽  
Educational Systems ◽  
Tool Selection ◽  
Flexible Approach ◽  
Academic Analytics ◽  
Educational Excellence ◽  
Curriculum Coverage

<span>The developing field of academic analytics seeks to turn data from educational systems into actionable intelligence for the improvement of teaching and learning. This paper reports on the implementation of analytics in a new medical school with an integrated curriculum and clinical focus. Analytics addressed two challenges in the curriculum: providing evidence of appropriate curriculum coverage and assessing student engagement and equity while on clinical placement. This paper describes the tools and approaches used, and outlines the lessons learnt. These lessons include the risk of a simplistic use of visualisations, their potential to generate important questions, the value of a flexible approach to tool selection, the need for relevant skills, and the importance of keeping the audience central. Although there is much further potential for the school to realise, academic analytics have already been a critical enabler of educational excellence.</span>

Pandemic-Driven Online Teaching - the Natural Setting for a Flipped Classroom?

2021 ◽  
Author(s):  
Victor K. Lai
Keyword(s):  
Online Learning ◽  
Student Engagement ◽  
Online Teaching ◽  
Flipped Classroom ◽  
Teaching And Learning ◽  
Chemical Engineering ◽  
Natural Setting ◽  
Traditional Lectures ◽  
Online Setting ◽  
Method Of Instruction

Abstract As the COVID-19 pandemic forced a sudden shift to online teaching and learning in April 2020, one of the more significant challenges faced by instructors is encouraging and maintaining student engagement in their online classes. This paper describes my experience of flipping an online classroom for a core Chemical Engineering Fluid Mechanics class to promote student engagement and collaboration in an online setting. Comparing exam scores with prior semesters involving in-person, traditional lecture-style classes suggests students need a certain degree of adjustment to adapt to this new learning mode. A decrease in Student Rating of Teaching (SRT) scores indicates that students largely prefer in-person, traditional lectures over an online flipped class, even though written comments in the SRT contained several responses favorable to flipping the class in an online setting. Overall, SRT scores on a department level also showed a similar decrease, which suggests students were less satisfied with the quality of teaching overall throughout the department, with this flipped method of instruction neither improving nor worsening student sentiment towards online learning. In addition, whereas most students liked the pre-recorded lecture videos, they were less enthusiastic about using breakout rooms to encourage student collaboration and discussion. Further thought and discussion on best practices to facilitate online student interaction and collaboration are recommended, as online learning will likely continue to grow in popularity even when in-person instruction resumes after the pandemic.

Game-Based Learning

2014 ◽  
Vol 4 (1) ◽  
pp. 63-75 ◽  
Author(s):  
Rui Leitão ◽  
J.M.F. Rodrigues ◽  
Adérito Fernandes Marcos
Keyword(s):  
Student Engagement ◽  
Augmented Reality ◽  
Primary School ◽  
Teaching And Learning ◽  
Access To Information ◽  
Game Based Learning ◽  
Learning Context ◽  
Geometric Objects ◽  
Geometric Solids ◽  
Virtual And Augmented Reality

In teaching, the use of virtual and augmented reality has been on the rise, exploring different means of interaction and student engagement. Based on constructivist pedagogic principles, augmented reality pretends to provide the learner/user with effective access to information through real-time immersive experiences. Game-based learning is one of the approaches that have received growing interest. This paper presents the development of a game in a teaching and learning context, aiming to help students acquire knowledge in the field of geometry. The game was intended to develop the following competences in primary school learners (8-10 years): a better visualization of geometric objects on a plane and in space; understanding of the properties of geometric solids; and familiarization with the vocabulary of geometry. The authors will show that by using the game students have improved around 35% the hits of correct responses to the classification and differentiation between edge, vertex and face in 3D solids.

scholarly journals The effectiveness of generating interactions between schemata and text (gist) strategy towards the students’ writing skill in Indramayu

2021 ◽  
Vol 2 (1) ◽  
pp. 178
Author(s):  
Indra Yoga Prawiro
Keyword(s):  
Teaching And Learning ◽  
Second Grade ◽  
Reading And Writing ◽  
First Semester ◽  
Is Strategy ◽  
Writing Skill ◽  
Teachers And Students ◽  
Post Test ◽  
Quasi Experimental ◽  
Report Text

Many students have difficulties in writing the text. Some of the problems in writing such as the difficulties in expressing their idea into the words, time consuming activities and the limited number of vocabularies. This study focused on the effectiveness of GIST (Generating Interaction between Schemata and Text) strategy in improving students’ writing skill at the second grade of SMK Negeri 1 Sindang. The GIST is strategy for taking notes while the students are reading and writing good summaries. This strategy works on many levels, this allows students to put concept into their own words. This activity helps teachers and students to identify key concept. By using quasi-experimental method non-equivalent design, the instruments of this research were pre-test and post-test. The participants of the research were class XI TOI 1 and XI TOI 2 of first semester in SMK Negeri 1 Sindang. Each class consisted of 33 students. The statistical analysis showed the value of Tobs was 2.23 while the value of Ttable was 1.669 which means Tobs was higher than Ttable 2.23>1.669 (Tobs>Ttable). It means that the GIST strategy is effective in teaching and learning writing especially in report text.Key words: GIST strategy; writing skill; report text

scholarly journals Developing Creativity Through Creative Engagement in Art Appreciation: Outcomes in Teaching Humanities

2021 ◽  
Vol 3 (4) ◽  
pp. 49-59
Author(s):  
Ma Cecilia Alimen ◽  
Pinky Jasmin Poral ◽  
Rhounella Rhane Magpantay ◽  
Rosella Quiros ◽  
Ma Elena Azarcon
Keyword(s):  
Student Engagement ◽  
Teaching And Learning ◽  
Art Appreciation ◽  
Personal Reflection ◽  
New Approach ◽  
Outcome Based Education ◽  
The Arts ◽  
Significant Difference ◽  
Approach To Teaching ◽  
Art Activities

This descriptive-correlational study determined the level of creative engagement as part of humanities teaching in the outcome-based education. This focuses on the dimension of student engagement and creativity in the context of a new approach to teaching and learning primarily through the arts. This study captures student creative engagement supported by their personal reflection after the course term. There were eight (8) classes utilized with 134 students. Results showed that the level of students’ creativity in art appreciation was “high” and it was also “high” when they were grouped as to sex. Creative engagement in art appreciation was considered “highly influential” and it was “highly influential” when they were grouped as to sex. No significant difference was noted in the level of the students’ creative engagement and development of creativity. There was a moderate and positive correlation between the level of the students’ creative engagement and influence of creative engagement in art appreciation classes to their development of creativity. The most highly valued creative engagement practices of students in art appreciation are: “I have developed an appreciation for the local arts;” “I have deepened my sensitivity of myself, my community and the society,” and “Inclusion of art activities demonstrated my understanding of art appreciation.

scholarly journals The Effect of the COVID-19 Pandemic on Learning Quality and Practices in Higher Education—Using Deep and Surface Approaches

2021 ◽  
Vol 11 (9) ◽  
pp. 462
Author(s):  
Salah Alhammadi
Keyword(s):  
Student Engagement ◽  
Student Learning ◽  
Teaching And Learning ◽  
Learning Experience ◽  
Mode Of Delivery ◽  
Class Discussion ◽  
The Face ◽  
Face To Face Learning ◽  
Future Of Education

This paper explores the student learning experience using technology as an e-learning tool during the COVID-19 pandemic. This article utilized qualitative methods to examine the quality of student learning using deep and surface approaches to understand what influences student engagement with technology. Interviews were conducted with 21 students from various academic majors using deductive content analysis to evaluate their responses. The findings show that technology increased student engagement with class discussion, and students became more informed about lecture material. It is noteworthy that there were some variations in the students’ interpretation of the learning experience with technology, indicating a gap in the quality of learning. Notably, there was an improvement in grades compared to the last online session and the face-to-face learning experience prior to the COVID-19 pandemic, and there were fewer missing quizzes and late assignments. These outcomes may be used to enhance teaching strategies and problem solving within teaching and learning to develop a new mode of delivery. In addition, these findings are important for the future of education in a post-pandemic world.

scholarly journals Ngāti Whakaue Iho Ake – An Iwi Science Education Exploration

2021 ◽  
Author(s):  
◽  
Hiria Stacey McRae
Keyword(s):  
Science Education ◽  
Student Engagement ◽  
Learning Styles ◽  
Science Teachers ◽  
Teaching And Learning ◽  
Local Environment ◽  
Indigenous Communities ◽  
School Science ◽  
Secondary Science ◽  
Tribal Community

<p>This thesis aims to provide a pathway to improve Māori student engagement with science education. Internationally, some indigenous communities have worked with schools in the delivery of science programmes, resulting in positive indigenous student engagement. These outcomes show that together indigenous students, schools and indigenous communities can contribute to the development of their particular place when science programmes allow the exploration of self, relating to others, the local environment and the wider world. This thesis investigates the perceptions of Māori students, teachers and kaumātua of science education in the Māori tribal community of Ngāti Whakaue to identify how Ngāti Whakaue is recognised in school science programmes. Individual and focus group interviews were conducted with local Māori elders, Māori secondary science students, and secondary science teachers from six English and Māori medium secondary schools in Rotorua. Data analyses revealed that participant perceptions and experiences of place, science and the Māori culture were disconnected from Ngāti Whakaue, despite its rich potential as a setting for science education. Participants held diverse perceptions and views within and between groups, including student and teacher understandings of Māori culture, attitudes regarding the place of Māori culture and knowledge in science education, and preferences regarding teaching and learning styles. Findings are examined as to how schools and Ngāti Whakaue could work together to better support positive Māori student engagement with science education and suggestions are made about how these relationships could be improved.</p>

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