The Early Literacy Project: Connecting across the Literacy Curriculum

1995 ◽  
Vol 18 (4) ◽  
pp. 253-275 ◽  
Author(s):  
Carol Sue Englert ◽  
Art Garmon ◽  
Troy Mariage ◽  
Mary Rozendal ◽  
Kathi Tarrant ◽  
...  
Keyword(s):  
Early Literacy ◽  
Teaching And Learning ◽  
Literacy Program ◽  
First Year ◽  
Proximal Development ◽  
Learning To Learn ◽  
Literacy Curriculum ◽  
Teachers And Students ◽  
Literacy Communities ◽  
Responsive Instruction

Research was conducted on the efficacy of an integrated reading-writing program for primary-grade students with mild disabilities. The literacy program was designed to incorporate five principles of teaching and learning: the involvement of students in contextualized literacy activities, the development of learning-to-learn strategies, the construction of classroom dialogues about literacy, the enactment of responsive instruction designed to support learners in their zones of proximal development, and the creation of literacy communities. Furthermore, the study involved three different groups of learners: students of control teachers, students of first-year teachers, and students of second-year teachers. The results clearly indicated the effects of the integrated literacy program on students' reading and writing performance, especially the students of the most experienced teachers. Possible explanations for these findings are discussed.

scholarly journals A Critical Review of Vygotsky’s Socio-Cultural Theory in Second Language Acquisition

2018 ◽  
Vol 8 (4) ◽  
pp. 232 ◽  
Author(s):  
Habibullah Pathan ◽  
Rafique A. Memon ◽  
Shumaila Memon ◽  
Ali Raza Khoso ◽  
Illahi Bux
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Teaching And Learning ◽  
Cultural Theory ◽  
Learning Problems ◽  
Proximal Development ◽  
Learning To Learn ◽  
Learning And Teaching ◽  
The Impact

The purpose of this study is to explore Vygotsky’s contribution to the socio-cultural theory in the field of education in general, and applied linguistics in particular. The study aims to elaborate the impact of social-cultural theory in the existing body of literature. The study also reviews implications and applications of socio-cultural theory in second language acquisition (SLA). Moreover, this study also critiques the basic concepts of the theory and how far these concepts have been implicated in the domain of research. The central focus is to explore and to critically understand central ideas such as Zone of Proximal Development, mediation, scaffolding, internalization, and private speech. The socio-cultural theory focuses on what learners learn and the solution to their learning problems. Socio- cultural theory has made a great effect on learning and teaching languages. It also regards learning second language as a semiotic process where participation in socially mediated activities is very important (Ellis, 2000). Vygotsky (1987) singled out and studied the dynamic social surroundings which indicate the connection between teacher and the child. Moreover, he focused on the social, cultural and historical artifacts which play a pivotal role in the children’s cognitive development as well as their potential performance. The study concludes with the idea of Williams & Burden (1997) that socio-cultural theory suggests that education should be associated with learning to learn and making learning experiences meaningful and relevant to the learner. The study also suggests some pedagogical implications and offers teaching and learning practices in relation to socio-cultural theory.

scholarly journals PENERAPAN MEDIA PEMBELAJARAN MELALUI MEDIA DISPLAY UNTUK MENINGKATKAN HASIL BELAJAR SISWA PADA MATA PELAJARAN PPKN KEANEKARAGAMAN SUKU BANGSA KELAS 4 DI SEKOLAH DASAR

2022 ◽  
Vol 7 (02) ◽  
pp. 581-586
Author(s):  
Sindy Wulandari
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Ethnic Groups ◽  
Learning Process ◽  
Ethnic Diversity ◽  
Teaching And Learning ◽  
Three Dimensional ◽  
Learning Objectives ◽  
Learning To Learn ◽  
Teachers And Students

Learning media is a tool that is used as a support for the implementation of learning to learn to learn to learn, ranging from book sources to other media, and researchers also provide learning media in the form of display board media to 4th grade students in SDN Panunggulan 2 as a learning media tool so that learning can run effectively. The display media itself is a medium that can be used to display images such as posters, and other small objects that are three-dimensional with this also as a support for student learning so that students can be used in learning and also seen directly by students. Therefore, researchers provided a media display in the form of this image to the 4th class on the material of ethnic diversity in Indonesia because in the material is still low learning results about VAT material diversity of ethnic groups in Indonesia and.the use of this media aims to help teachers and students in improving learning outcomes. Learning outcomes are changes in students including their behavior in real terms that are done through the teaching and learning process that is in accordance with the learning objectives and with the learning outcomes teachers are able to see the development that has been owned by the student.

scholarly journals The Development Of Expert Learners In The Classroom

2010 ◽  
Vol 3 (6) ◽  
pp. 1
Author(s):  
Saemah Rahman ◽  
Zuria Mahmud ◽  
Siti Fatimah Mohd Yassin ◽  
Ruslin Amir ◽  
Khadijah Wan Ilias
Keyword(s):  
Learning Strategies ◽  
Learning Process ◽  
Teaching And Learning ◽  
Learning To Learn ◽  
Teachers Perceptions ◽  
Literature Reviews ◽  
Teachers And Students ◽  
Role Of Teachers ◽  
Learn Approach

The term ‘expert learner’ refers to students who are actively engaged with the materials learned and take responsibility for their own learning. Literature reviews suggested the use of metacognitive approach to help develop students to become expert learners. Research on development of expert learners can be traced from movements that focused on the importance of learning strategies and “learning how to learn” approach. Some researchers combined the role of teachers and students in formulating a framework on how to develop expert learners. This study aimed to identify issues related to the development of expert learners in the classroom. Data were collected from focus group with students and teachers in Malaysia.  Findings were reduced into thematic categories representing students’ and teachers’ perceptions on the issues. Results of the study showed that the use of metacognitive strategies among students is very minimal and many teachers did not aware the benefit of making the learning process visible to students. The implementation of “learning to learn” approach in the teaching and learning process remain one of the key problem need to be address in order to help students learn effectively in the classroom.

The Learning Toolkit

2010 ◽  
pp. 168-188 ◽  
Author(s):  
Philip C. Abrami ◽  
Robert S. Savage ◽  
Gia Deleveaux ◽  
Anne Wade ◽  
Elizabeth Meyer ◽  
...  
Keyword(s):  
Early Literacy ◽  
Teaching And Learning ◽  
Field Experiments ◽  
Modular Design ◽  
Self Regulation ◽  
Future Research ◽  
Design Development ◽  
Emerging Readers ◽  
Teachers And Students ◽  
Wide Scale

In this chapter the authors summarize the design, development, testing, and dissemination of the Learning Toolkit—currently a suite of three highly interactive, multimedia tools for learning. ABRACADABRA is early literacy software designed to encourage the development of reading and writing skills of emerging readers, especially students at-risk of school failure. The authors highlight the important modular design considerations underlying ABRACADABRA; how it scaffolds and supports both teachers and students; the evidence on which it is based; the results of field experiments done to date; and directions for future research, development, and applications. They also present ePEARL and explain how it can be used with ABRACADABRA to promote self-regulation, comprehension and writing. They briefly discuss ISIS-21 the prototype of a tool designed to enhance student inquiry skills and promote information literacy. As an evidence-based toolkit available without charge to educators, the authors believe the suite of tools comprising the Learning Toolkit breaks new ground in bringing research evidence to practice in ways that promote wide scale and sustainable changes in teaching and learning using technology.

scholarly journals Reticence in Chinese EFL Students at Varied Proficiency Levels

2009 ◽  
Vol 26 (2) ◽  
pp. 65 ◽  
Author(s):  
Meihua Liu ◽  
Jane Jackson
Keyword(s):  
Foreign Language ◽  
Interpersonal Communication ◽  
Teaching And Learning ◽  
Active Role ◽  
Language Teachers ◽  
First Year ◽  
Speech Communication ◽  
Proficiency Levels ◽  
Spoken English ◽  
Teachers And Students

Reticence in foreign language classes has long been a challenge for both teachers and students. With the advent of globalization, there is a pressing need for EFL (English as a Foreign Language) teachers to help reticent students develop the skills and confidence needed to take an active role in oral English lessons. This article reports on a study of reticence in EFL classrooms in a key university in Beijing. Five hundred, forty-seven first-year non-English majors with three proficiency levels answered a 124-item questionnaire with 20 items on reticence. In addition, one class from each proficiency group was selected for a more focused investigation of reticence and participation in oral EFL lessons. As well as the survey, data gathered during the 14-week term included reflective journals, videotaped observations, and interviews. Analyses of the data revealed that (a) the students were willing to communicate with their peers in English in class and considered speech communication valuable; the more proficient were most positive about interpersonal communication and the most willing to engage in interaction; (b) all the students, irrespective of proficiency level, were the most active during pair work and the least active when responding to teachers’ questions; the more proficient students tended to be the most active in all classroom activities; and (c) with increased exposure to spoken English and more familiarity with the English-learning environment, students at all proficiency levels became (more) active in class. Based on the findings, pedagogical implications are discussed with the aim of enhancing the teaching and learning of spoken English in foreign-language contexts.

A novel social constructivist pedagogy to teach basic electrical engineering course to undergraduate students in online mode

2021 ◽  
pp. 002072092199974
Author(s):  
Srikanth Allamsetty ◽  
MVSS Chandra ◽  
Chinmoy Kumar Panigrahi
Keyword(s):  
Undergraduate Students ◽  
Teaching And Learning ◽  
Teacher Practices ◽  
Electrical Engineering ◽  
Social Constructivist ◽  
Practical Implementation ◽  
First Year ◽  
Online Mode ◽  
The Social ◽  
Teachers And Students

The way the teachers deliver the content of any course curriculum is always important. It must create enough interest in the students, especially, when it is in the online mode. In this paper, a novel pedagogy has been proposed, which can work for both online and offline classes based on the social constructivist methods. The methods followed in the proposed pedagogy are classified into two types, viz. social examples and technical drama. One of the courses of first-year engineering undergraduates, Basic Electrical Engineering (BEE), has been taken into consideration for the practical implementation of this pedagogy. A detailed explanation of the above mentioned two methods has been presented in this paper as teaching experiments (TE), with the support of different topics of the course considered. The teachers of the courses such as BEE can follow the methods described in this paper to facilitate active learning, leading to a good understanding of the concepts. The methods have been designed such as to make both teachers and students active participants in the process of teaching and learning in both online and offline classrooms. Students are well satisfied with this novel pedagogy and it is reflected in their feedback on teacher practices as well as in their performance in the semester examinations.

scholarly journals Exploring the Components of Digital literacy Curriculum: EFL and IT Instructors’ Voice

2021 ◽  
Vol 3 (1) ◽  
pp. 25-34
Author(s):  
Shadi Forutanian
Keyword(s):  
Digital Literacy ◽  
Teaching And Learning ◽  
Real Life ◽  
Digital Tools ◽  
Literacy Curriculum ◽  
Digital Curriculum ◽  
Need Analysis ◽  
Curriculum Framework ◽  
Teachers And Students ◽  
Communication Evaluation

Every day we are moving toward digitalization and computerization. In education and especially online learning, we are observing fast developments. The need of a digital curriculum and digital literacy for better teaching and learning is sensible. Thus, a digital literacy curriculum is a necessary tool for teachers and students. This qualitative study explored some components of the digital literacy curriculum based on EFL and IT instructors’ voice. Also, the researchers found digital tools that they used a lot and their purposes behind applying these digital tools. The results show that EFL and IT instructors had focused on production, communication, evaluation of digital skills in cyberspace. Most of them were aware of digital literacy definition and suggested some components of the digital literacy definition components and suggested designing a digital literacy curriculum. Among all digital tools, they used WhatsApp and Bigbluebutton more. Based on all retrieved data, the researchers proposed a digital literacy curriculum framework and identified the need for further study about applying this framework in real life. Doing need analysis before designing a digital literacy curriculum to know students' and teachers' digital talent and awareness is another area that further research should have done. 

scholarly journals Learning and Language: Supporting Group Work So Group Work Supports Learning

2005 ◽  
Vol 2 (2) ◽  
pp. 4-16
Author(s):  
Terri Mylett ◽  
◽  
Russell Gluck ◽  
Keyword(s):  
Group Work ◽  
Teaching And Learning ◽  
Development Theory ◽  
First Year ◽  
Employment Relations ◽  
Proximal Development ◽  
Learning Group ◽  
Lecture Theatre ◽  
Learning Development ◽  
The University

This paper reports on developments in teaching and learning for first year employment relations students at the University of Wollongong based on creating conditions of learning informed by Vygotsky’s ‘zone of proximal development’ theory. Essentially, this meant emphasising collaborative learning (group work) in the lecture theatre and in assessment tasks to provide opportunities for students to ‘learn the language’ of employment relations. The paper also considers collaboration between an employment relations discipline lecturer and an learning development discipline lecturer that helped identify the objectives for teaching and learning (the desired attributes of a Wollongong Graduate, ethical concerns about how students’ may affect one another in group work, and developing knowledge and skills to equip students to be effective in employment relations practice) within a particular task environment (characterised by an organisational imperative to ‘do more with less’, and students’ beliefs that lectures have the purpose of didactic information delivery) simultaneously with teaching. This paper offers readers a case study of the application of a teaching and learning theory that may stimulate reflection on their practice.

scholarly journals LEARNER AUTONOMY: PRACTICES USED AND CHALLENGES ENCOUNTERED BY EFL TEACHERS IN FOSTERING LEARNER AUTONOMY AT TERTIARY LEVEL

2019 ◽  
Vol 35 (4) ◽  
Author(s):  
Le Van Tuyen ◽  
Huynh Thi An
Keyword(s):  
Teaching And Learning ◽  
English Language ◽  
Language Education ◽  
Learner Autonomy ◽  
First Year ◽  
Tertiary Level ◽  
First Year Students ◽  
Teachers Perceptions ◽  
Efl Teachers ◽  
Teachers And Students

It is undoubted that teacher autonomy (TA) and learner autonomy (LA) are among the factors that affect the effectiveness of English teaching and learning in non-native English speaking contexts like Vietnam.  Investigating how teachers and students perceive TA and LA may be considered a valuable addition to the literature. This study, therefore, aimed to explore students’ perceptions of teachers’ practices used to foster LA and teachers’ perceptions of challenges they may encounter in fostering LA in EFL classes at Ho Chi Minh City University of Technology (HUTECH)-Vietnam. Two instruments were employed to collect both qualitative and quantitative data, namely the questionnaire and interview with the participation of 12 EFL teachers and 160 first-year English majored students. The findings of the study revealed that most of the EFL teachers who taught the first-year students used practices through responsibility-informing and in-class activities to foster LA. However, the findings also indicated that the teachers encountered several challenges related to students, teachers and the context. It is expected that the findings of the study would partly contribute to the enhancement of TA and LA in English language education at HUTECH in particular and at the Vietnamese tertiary level in general.

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