scholarly journals Lived Stories of Mid-Career Teachers: Their Struggles with Millennial Learners in the Philippines

2018 ◽  
Vol 8 (1) ◽  
pp. 39-50
Author(s):  
Evelyn B. Aguirre ◽  
Solomon D. Faller

Abstract This study aimed to explore the teaching-learning congruence between mid-career teachers and millennial learners which remains a global challenge. After 15-30 years of teaching, they face issues on self-absorption with great desire to develop themselves instead of mentoring others. In the Philippines, they resort to printed learning materials, while the millennials are highly addicted to technology and ecopies. Self-reflected learning is dominant in mid-career teachers, while collaborative learning works well with millennial learners. The said divide in their teaching and learning strategies results to constant struggles among mid-career teachers. In Australia and some countries, there is scanty literature on midcareer teachers. This phenomenological case study in a Philippine teaching university unraveled their day-to-day struggles as they coped and bridged the teaching-learning divide. Results can usher in a paradigm shift in mid-career teachers teaching as well as produce policy enablers with capacity building to manage millennials as top priority in the Philippines, in Asia and abroad.

Author(s):  
Nurulwati Nurulwati ◽  
Zulfahmi Zulfahmi ◽  
Susanna Susanna

The purpose of this study was to determine whether or not there was an increase in the cognitive abilities of student learning by applying discussion learning to teaching and learning strategies and student responses to the application of discussion learning. The research was carried out in the physics education department that followed the teaching and learning strategies. The population in this study were all students who took the teaching semester strategy V semester 2019 as many as 60 people. While the research sample was 27 students class 01. Sample selection by purposive sampling. The research method used is the Pre Experiment with the design of Pre test and Post test One Group. The results showed that: tcount> ttable means 20.21 > 1.71. This shows an increase in cognitive learning of students who are taught by learning discussion. While the response of students to the learning process of discussion strongly agreed and agreed at 94.06%. In accordance with the criteria of the percentage of student responses, the response to learning discussion is in the range of 76-100% including the very interested category. Students are motivated to learn by learning discussions that practice his thinking skills and critical thinking in conveying the ideas discussed in class and arises self-confidence in expressing ideas and opinions to others.


2021 ◽  
Vol 117 (5/6) ◽  
Author(s):  
Rethabile Tekane ◽  
Marietjie Potgieter

Higher education institutions have a constitutional obligation to provide reasonable accommodation to students with disabilities. Although the teaching and learning of students with blindness and low vision in STEM disciplines are well documented abroad, to date, there are no published studies in South Africa on successful teaching and learning strategies for students with blindness and low vision in STEM fields, specifically in science disciplines. Therefore, in this paper, we report on how teaching, learning, and assessment were adapted to make science disciplines accessible to John, a blind student enrolled in a biological sciences degree at a research-intensive university in South Africa. Several factors contributed towards the successful completion of John’s bachelor’s degree. These factors include the availability of tutors who committed a large amount of time to help John understand content presented in lectures, tutorials, and practical sessions; a well-resourced and effective Disability Unit; lecturers who ensured that John was well accommodated in lectures, tutorials, and practical sessions; and, finally, John’s commitment and dedication towards learning.


1997 ◽  
Vol 14 (3) ◽  
pp. 251-269 ◽  
Author(s):  
Jane W. Davidson ◽  
Jonathan A. Smith

In recent times the types of teaching and learning strategies adopted within higher education in British music conservatoires have been reviewed and reformed. This paper provides a case study of some of the newer practices adopted by one such institution, the Guildhall School of Music and Drama. It focuses on the work of the Performance and Communication Skills Department, and, drawing on participant observations, makes a detailed analysis of the success of the implementation of the teaching and learning aims and objectives. The findings suggest that, not only are the changes adopted by the conservatoire useful, but also that they are beneficial to teachers and students at a number of levels.


2019 ◽  
Vol 15 (1) ◽  
pp. 140
Author(s):  
Widiastuti Widiastuti

<p>Movement and physical activity are at the center of physical education and the availability of adequate facilities is necessary for the success of learning activities. The limited availability of facilities can hinder physical education classes from running effectively and as expected. A physical education learning strategy is needed to overcome difficulties due to limited physical education facilities. This research is qualitative based on a case study. The instruments used in this research are observation, interviews, and questionnaires. The data is analyzed descriptively. The research shows that the teaching and learning strategies used to overcome limited physical education facilities can include the modification of teaching materials to suit the available facilities, modification of the facilities to suit the teaching materials, or adjusting the available time allocation for the class.</p><p><strong>BAHASA INDONESIA ABSTRAK: </strong>Pembelajaran di dalam pendidikan jasmani tidak lepas dari aktivitas jasmani atau gerak, sehingga sarana prasarana merupakan faktor penting dalam menentukan keberhasilan kegiatan pembelajaran pendidikan jasmani. Kondisi sarana prasarana yang terbatas dapat menghambat pelaksanaan pembelajaran pendidikan jasmani di sekolah. Oleh karena itu, dibutuhkan strategi pembelajaran pendidikan jasmani untuk mengatasi keterbatasan sarana prasarana tersebut. Penelitian ini bertujuan untuk mendekripsikan tentang strategi pembelajaran pendidikan jasmani dalam mengatasi keterbatasan sarana prasarana. Penelitian ini merupakan penelitian kualitatif dengan pendekatan studi kasus. Instrumen penelitian berupa observasi, wawancara, dan kuisioner. Data diolah dengan analisis deskripsi. Hasil dari penelitian ini menunjukkan bahwa strategi pembelajaran yang digunakan untuk mengatasi keterbatasan sarana prasarana adalah dengan pemilihan materi pendidikan jasmani yang disesuaikan dengan sarana prasarana yang ada di sekolah, memodifikasi sarana prasarana, dan menyesuaikan alokasi waktu yang tersedia.</p>


Author(s):  
Keith Edward Savage ◽  
Sharron Galley

Boyer (1990) suggests that in considering the concept of scholarship we take note of four distinct aspects, including that of teaching. His model offers a framework for the comparison of specific pedagogical practice and is employed for that purpose in this paper. College-based Higher Education (CBHE) is dominated by a number of vocational and professional curriculum areas. These professions each have their own distinct culture and ethos. This may be evident in interpersonal relationships, dress codes or the patterns and hours of work. There is a potential clash between establishing a cross-college consistency of good practice and respecting the traditions of distinct workplace environments. This case study draws on a number of sources to explore subject-specific approaches to, and understandings of, teaching and learning. It starts with outcomes recorded at a staff conference. These findings were taken further in peer observations shared with the CBHE teaching teams at a meeting of the HE practitioners’ forum and developed in focus groups. Fifteen colleagues from disciplines including art and design, construction and engineering, social work, childhood studies and education contributed. Finally all those engaged in CBHE, around 80 members of staff, had the opportunity to read and comment on an initial draft of this case study. Written feedback was received from ten colleagues and some of that feedback is included here.This case study reviews some specific aspects of teaching and learning practice. What is meant and understood by the task of writing, being evaluative or critical and the process of reflection are tentatively explored. There is evidence to support the view that discipline- or curriculum-specific understandings of key concepts in teaching and learning exist. It is suggested that further consideration should be given to the origin of these differences and their possible impact on graduate employability.


2018 ◽  
Vol 7 ◽  
pp. 43-45
Author(s):  
Rajendra Pd. Mahato Tharu

Teaching learning strategies of Montessori Method can give better result in spite of the traditional approach. Montessori schools are playing a vital role for early childhood education and in the pre-primary section by following the Montessori Method.


10.28945/2777 ◽  
2004 ◽  
Author(s):  
Mark Toleman ◽  
Dave Roberts ◽  
Charmaine Ryan

This paper discusses how a set of ‘mandated’ generic graduate attributes were incorporated, by a retrofit, into an IS undergraduate degree program. The current challenge is to implement these attributes completely by matching them to course objectives, by explicitly including and assessing them, and by refining teaching and learning strategies to be cognisant of them. Other considerations identified are the extent to which these attributes actually suit the needs of IT/business graduates (including those contemplating postgraduate study), employers of IS graduates, and professional bodies. Attributes not addressed in the generic set are also considered as are attributes students possess prior to beginning degree studies.


Sign in / Sign up

Export Citation Format

Share Document