scholarly journals Problem-Based Strategies for Teaching Military English

2019 ◽  
Vol 25 (2) ◽  
pp. 240-244
Author(s):  
Isabela-Anda Dragomir ◽  
Brânduşa-Oana Niculescu ◽  
Georgeta Obilişteanu
Keyword(s):  
Real Life ◽  
Project Based Learning ◽  
Instructional Methodology ◽  
Knowledge Based ◽  
Professional Careers ◽  
Key Skills ◽  
Teachers And Students ◽  
Based Instruction ◽  
Problem Solvers

Abstract Educators generally concur to the idea that one of the most essential goals of schooling is to empower students to become efficient problem solvers for the knowledge-based society. Problem-based learning (PBL) is an instructional methodology mainly focused on developing students’ abilities to deal with solving realistic issues by employing team-oriented strategies. The present paper discusses the opportunities of integrating PBL in the teaching of English for specific purposes, starting from the firm belief that by putting students in the role of effective collaborators, critical thinkers, creative problem-solvers, and capable communicators, the proposed strategies efficiently prepare cadets for real-life environments, for the challenges of their professional careers, and for an active citizenship. Drawing on a solid theoretical conceptualization of problem-based instruction, the article outlines the advantages of PBL for both teachers and students and proposes a series of practical strategies that are intended to facilitate our cadets’ development in four key skills – critical thinking, creativity, communication and collaboration, –with the help of project-based learning.

America’s Army

2012 ◽  
Vol 4 (2) ◽  
pp. 19-36 ◽  
Author(s):  
Mark Pearcy
Keyword(s):  
Video Game ◽  
Real Life ◽  
The Internet ◽  
Online Video ◽  
Educational Role ◽  
Teachers And Students ◽  
Recruitment Tool ◽  
First Person Shooter ◽  
The U.S

America’s Army is a first-person “shooter” online video game produced by the U.S. Army and freely available on the Internet. Ostensibly a recruitment tool, the game constitutes a “mimetic” experience that encompasses real-life Army codes, regulations, and behaviors, approximating an authentic military experience, including realistic missions that involve violence. This article considers the educational role of such mimetic games, practical impediments to its inclusion in classrooms, and the conceptual demands the use of such games may place on teachers and students. Additionally, this article considers the ideological barriers and arguments against the educational use of games like America’s Army. Finally, this article connects the experience of America’s Army to Douglas’ (2008) concept of “playful hatred,” calling for a reconceptualization of the term towards a more competitive and pedagogically useful approach.

scholarly journals Aprendizaje basado en proyectos en educación secundaria: el orientador como agente de cambio/Project-based learning in secondary education: the school counselor as change agent

2018 ◽  
Vol 29 (3) ◽  
pp. 45
Author(s):  
Laura Balsalobre Aguilar ◽  
Rosario Isabel Herrada Valverde
Keyword(s):  
School Counselor ◽  
Structured Interview ◽  
Project Based Learning ◽  
Educational Community ◽  
Educational Innovations ◽  
School Counsellors ◽  
Agents Of Change ◽  
Teachers And Students ◽  
Agent Of Change

RESUMEN El Aprendizaje Basado en Proyectos (ABP) es una metodología activa que está adquiriendo una gran importancia a la hora de promover la implicación de toda la comunidad educativa, dar respuesta a las necesidades de su alumnado, y atender a las demandas sociales emergentes. En el presente estudio, se indaga en el papel desarrollado por el orientador como agente de cambio y asesor para el desarrollo de innovaciones educativas y metodologías activas en un instituto de educación secundaria (IES) en el que se aplica ABP. Entre otros aspectos, se analizan las funciones que desempeña el orientador a la hora de aplicar dicha metodología; qué conceptos manejan el orientador, los docentes y el alumnado sobre metodologías activas; los cambios provocados por el ABP en términos de coordinación, organización y relación entre personas; así como la relevancia y proyección de futuro de esta metodología en el currículo. Para ello, se lleva a cabo una investigación cualitativa basada en el paradigma fenomenológico o etnográfico, en el que se analizan las opiniones del orientador, director, docentes, y alumnos de este centro educativo. Para la recogida de información con los docentes y el orientador, se escogió la técnica de la entrevista semi-estructurada. A partir de los resultados obtenidos, se concluye que el orientador es un agente de cambio fundamental no solo por el asesoramiento y apoyo que ofrece al equipo directivo, sino también para toda la comunidad educativa en la que se involucra.ABSTRACT Project-Based Learning (PBL) is an active methodology that is becoming increasingly important in promoting the involvement of the entire educational community, responding to the needs of its students, and meeting emerging social demands. The present investigation analyzes the role of the school counselor as an agent of change and advisor for the development of educational innovations and active methodologies in a secondary school in which PBL is applied. In particular, they are analyzed the functions that the school counselor plays when applying this methodology; the information the counselor, teachers and students have about active methodologies; the changes caused by the ABP in terms of coordination, organization and relationship between people; as well as the relevance and future projection of this methodology in the curriculum. To this end, qualitative research is carried out based on the phenomenological or ethnographic paradigm, in which the opinions of the advisor, director, teachers and students are analysed. The semi-structured interview technique was chosen for the collection of information with the teachers and the counsellor. From the results obtained, it is concluded that the school counsellors are important agents of change not only because of the advice and support they offer to the management team, but also the entire educational community.

scholarly journals Critical Pedagogy Trends in English Language Teaching

2021 ◽  
Vol 23 (2) ◽  
pp. 155-165
Author(s):  
Brenda Portilla Quintero ◽  
Jennifer Herrera Molina
Keyword(s):  
Critical Pedagogy ◽  
English Language ◽  
Language Teaching ◽  
Real Life ◽  
English Language Teaching ◽  
English Classes ◽  
Teachers And Students ◽  
Mixed Approach ◽  
Meaningful Experiences

This article presents a literature review regarding the latest trends in the inclusion of Critical Pedagogy (CP) in English Language Teaching (ELT) in different countries worldwide and in Colombia, considering its different regions. A review of different articles was conducted by considering four databases that include two regional and two international journal directories in both English and Spanish. The papers were analyzed and discussed from a mixed approach in which four keywords were tracked, and factors such as geographical distribution, as well as the way in which CP was implemented in the studies, were identified. The results of this query show that CP in ELT is an emerging trend, especially in countries where political, social, and economic inequality remains. In the same way, the findings suggest that different strategies regarding curricula analysis, the role of teachers and students as social subjects, among others, have been carried out in order to foster the understanding of this theory and its application and considerations in real-life contexts. Attempts to implement CP in English classes have proven to be meaningful experiences and constructive at developing critical thinking strategies in students.

scholarly journals Barriers to Inquiry-Based Instruction

2019 ◽  
Author(s):  
Isabella Boutros
Keyword(s):  
Science Education ◽  
Science Instruction ◽  
Policy Studies ◽  
Policy Makers ◽  
Knowledge Based ◽  
Theoretical Perspectives ◽  
Teachers And Students ◽  
Based Instruction ◽  
Education And Society ◽  
The Impact

Inquiry-based science instruction has the potential to transform science education for both teachers and students. The implementation of inquiry-based science instruction in school curricula requires not only a shift in teachers’ theoretical perspectives on science and science education, but also a change in school policy. Studies examining the impact of teachers’ theoretical lenses on their teaching practices reveal that teachers who recognize the interplay of science education and society, and the idea that students build knowledge based on preexisting knowledge over time, will be more likely to see the importance of, and attempt to implement, inquiry-based instruction in their classrooms. Additionally, an analysis of policy documents reveals that: organizational change is difficult especially because those creating and implementing the policy do not fully understand or even realize the impact on teachers and students. Teachers should be fully involved in this process. Inquiry-based instruction has the potential to significantly improve the experience of science education for students and should be seriously considered by educators and policy makers.

scholarly journals Teaching English to the University Students by Using “Wall Magazine” Media as a Project Based Learning

JET ADI BUANA ◽  
2019 ◽  
Vol 4 (1) ◽  
pp. 13-23
Author(s):  
Tira Nur Fitria
Keyword(s):  
Qualitative Research ◽  
University Students ◽  
Learning Process ◽  
Real Life ◽  
Project Based Learning ◽  
Background Information ◽  
Teaching English ◽  
The Media ◽  
The University

This research is to describe the implementation of Project-based Learning by using the media of wall magazine as the students’ project in teaching English to the students of STIE AAS Surakarta.  This study is descriptive qualitative research. From the result of this research, there are some steps in implementing project-based learning, they are 1) Setting the stage for students with real-life samples of the projects they will be doing. 2) Taking on the role of project designers, possibly establishing a forum for display or competition. 3) Discussing and accumulating the background information needed for their designs. 4). Negotiating the criteria for evaluating the projects. 5). Accumulating the materials necessary for the project. 6). Creating their projects. 7). Preparing to present their projects. 8). Presenting their projects. 9). Reflecting on the process and evaluating the projects based on the criteria established. By using wall magazine also bring some advantages for the students in their learning process. Project-based Learning shows the students’ participation of their competitive work in class and gives the students opportunities to share their individual opinion and information with their group's members in order to arrange their ideas and achieve their projects. Project-based Learning creates a positive atmosphere which allows the students to be more creative in learning English

HRM as a high performance work system for university spin-offs

2014 ◽  
Author(s):  
Milton Sousa ◽  
Ana Barroca ◽  
Fleur Flohil ◽  
Catarina Neto
Keyword(s):  
High Performance ◽  
Learning Experience ◽  
Full Range ◽  
Learning By Doing ◽  
Entrepreneurship Training ◽  
Knowledge Based ◽  
Full Range Leadership ◽  
Entrepreneurial Skills ◽  
Key Skills ◽  
Teachers And Students

SPIN-UP Entrepreneurship Training and Coaching Programme was specifically design to meet the needs of management teams in University Spin-Offs. The ultimate goal of the SPIN-UP Training and Coaching Program is the development of Key Entrepreneurial Skills (KES) in University Spin-Offs (USO), enabling/leveraging their growth and allowing for the creation of new knowledge based jobs. The term USO here employed refers to entrepreneurial initiatives often resulting from research and development projects (but not exclusively), led by academic entrepreneurs (professors, teachers and students in High Education Institutions,-HEI). USO can, therefore, be categorized as innovative and knowledge based enterprises. Based on research conducted in 4 European countries–Finland,Poland,Portugaland TheNetherlands-that enabled for the identification of key entrepreneurial skills lacking in University Spin-Offs, the SPIN-UP Entrepreneurship Training and Coaching Programme can act directly on one of the main factors hampering the growth of these kinds of enterprises. SPIN-UP Entrepreneurship Training and Coaching Programme proposes a very practical approach to the learning of entrepreneurial skills, where learning by-doing and other ative learning methodologies, learning with peers and methodologies such as coaching, are blended to provide for a very effective learning experience. By the end of training and coaching sessions, trainees should have improved their abilities in a set of management areas that enable them to face and deal more properly with challenges posed in their enterprises. SPIN-UP training in HRM and Leadership aims to develop in trainees a set of key skills that were found to be essential to enable University Spin-Offs growth. The main objetives are to: know the basics about HRM and Leadership (understand the main concepts around High Performance Work Systems–HPWS - as a model for HRM and understand the model of full range leadership); Identifying HRM and Leadership practices for growth; Developing own HPWS and leadership path for growth.

scholarly journals Teaching English to the University Students by Using “Wall Magazine” Media as a Project Based Learning

JET ADI BUANA ◽  
2019 ◽  
Vol 4 (1) ◽  
pp. 13-23
Author(s):  
Tira Nur Fitria
Keyword(s):  
Qualitative Research ◽  
University Students ◽  
Learning Process ◽  
Real Life ◽  
Project Based Learning ◽  
Background Information ◽  
Teaching English ◽  
The Media ◽  
The University

This research is to describe the implementation of Project-based Learning by using the media of wall magazine as the students’ project in teaching English to the students of STIE AAS Surakarta.  This study is descriptive qualitative research. From the result of this research, there are some steps in implementing project-based learning, they are 1) Setting the stage for students with real-life samples of the projects they will be doing. 2) Taking on the role of project designers, possibly establishing a forum for display or competition. 3) Discussing and accumulating the background information needed for their designs. 4). Negotiating the criteria for evaluating the projects. 5). Accumulating the materials necessary for the project. 6). Creating their projects. 7). Preparing to present their projects. 8). Presenting their projects. 9). Reflecting on the process and evaluating the projects based on the criteria established. By using wall magazine also bring some advantages for the students in their learning process. Project-based Learning shows the students’ participation of their competitive work in class and gives the students opportunities to share their individual opinion and information with their group's members in order to arrange their ideas and achieve their projects. Project-based Learning creates a positive atmosphere which allows the students to be more creative in learning English

scholarly journals The STAR Framework: Towards a more Communicative EFL Class

2020 ◽  
pp. 11-30
Author(s):  
Cinthya Olivares Garita ◽  
Lena Barrantes Elizondo ◽  
Verónica Brenes Sánchez
Keyword(s):  
Risk Taking ◽  
Real Life ◽  
Public University ◽  
Language Program ◽  
Increase Risk ◽  
Based Instruction ◽  
Task Based Instruction ◽  
English Instruction ◽  
Suitable Environment

English instruction needs to be transformed to provide learners with a suitable environment that allows them to interact in real life situations. For this reason, Task-based Instruction (TBI) has been included into a communicative framework to offer opportunities for learners to use the language without penalizing them for inevitable failures in accuracy, motivating them to engage in the learning process (Willis & Willis, 2007). Inspired by the TBI methodology, a framework called STAR was created to intensify the use of communication in each stage of the lesson (starter, tackle, automatization and recycling stages). Bearing this in mind, the purpose of this qualitative study is to demonstrate the extent to which STAR fosters a more communicative environment for English teaching. This research was conducted in a language program in a public university in Costa Rica, where twenty-five English teachers were consulted about the effectiveness of the framework; added to this, classroom observations and researchers’ logs provided a deeper understanding about the role of STAR. The results evinced the effectiveness of the use of communicative activities within the framework proposed to foster spontaneous speech, heighten engagement, increase risk taking skills, boost learners’ autonomy and build up collaboration in the EFL classroom.

scholarly journals What Really Matters in STEM Education

2014 ◽  
Vol 136 (07) ◽  
pp. 44-51
Author(s):  
Alan S. Brown
Keyword(s):  
Middle School ◽  
Critical Thinking ◽  
Real Life ◽  
Critical Time ◽  
Project Based Learning ◽  
Science Standards ◽  
Life Choices ◽  
Disadvantaged Communities ◽  
Award Winning

This article presents the discussion on challenges, triumphs, and contradictions that were on display at Critical Thinking, Critical Choices: What Really Matters in science, technology, engineering, and math (STEM). The forum focused on middle school, where students become teenagers and develop many of the interests and attitudes that will guide their life choices. This makes middle school a critical time for STEM educators. Critical Thinking, Critical Choices is part of the ASME Decision Point Dialogues thought leadership program, where leaders debate the complexities underlying an issue by focusing on the decisions people must make in real life. Unlike typical conference sessions, the panellists’ opinions were challenged by other panellists and the moderator, Peabody and Emmy Award-winning journalist John Hockenberry. The conversation ranged from how to serve disadvantaged communities and the role of testing versus project-based learning to the contentious Common Core and Next-Generation Science Standards.

ДІАЛОГ ЯК МЕХАНІЗМ АКСІОГЕНЕЗУ ОСОБИСТОСТІ В ПРОЦЕСІ ВИЩОЇ ПРОФЕСІЙНОЇ ОСВІТИ

1970 ◽  
Vol 8 (1) ◽  
pp. 103-109
Author(s):  
Галина Радчук
Keyword(s):  
Real Life ◽  
Educational Environment ◽  
Educational Process ◽  
Cognitive Approach ◽  
Developmental Potential ◽  
Educational Dialogue ◽  
Cultural Orientations ◽  
Teachers And Students ◽  
Stereotyped Role ◽  
Internal Initiation

Статтю  присвячено  проблемі  теоретичного  обґрунтування  діалогу  як  механізму  аксіогенезу  особистості в освітньому процесі та виокремлення сутнісних аспектів діалогізації освітнього середовища  вищої школи. Обґрунтовано, що провідними цілями сучасної вищої освіти в контексті її гуманітаризації є  загальнокультурні орієнтири, які дозволяють замінити власне  когнітивний  підхід на смислотворчий, де і  викладач, і студент є активними суб’єктами освітнього діалогу. Показано, що освітній діалог виступає  зовнішньою   спонукою   внутрішнього   ініціювання   особистісно-професійного   становлення   майбутнього  фахівця,  становлення  його  ціннісно-смислової  сфери,  а  рівень  діалогізації  освітнього  середовища  може  слугувати  мірилом  реалізації  особистісно-розвивального  потенціалу  освіти.  На  підставі  емпіричного  дослідження   визначено,  що  у   реальному   освітньому   процесі  найбільшою   перешкодою  у   діалогізації  освітнього   середовища   є      догматичність,   формалізованість   освітнього   процесу   та   закритість,  стереотипність рольової поведінки викладачів та студентів.  The  article  is  focused  on  theoretical  argumentation  of the  dialogue  as  a  mechanism  for  personality  axiogenesis in  educational process and separation of essential dialogue aspects in higher educational environment.  The author argues that general cultural orientations are main goals of modern higher education in the context of its  humanization. This allows to replace the actual cognitive approach with sense creation one, where both teacher and  student are active subjects of educational dialogue. It is shown that educational dialogue is an external stimulus of  internal initiation of personal and professional formation in future specialists, as well as formation of their value- semantic sphere. The level of dialogue in educational environment can serve as a measure of implementation of  personality and developmental potential in education. On the basis of empirical research it is determined that  dogmatism,  formalization  of  educational  process,  and  closeness,  stereotyped  role  of  teachers’  and  students’  behavior  are  the  greatest  obstacles  for  educational  environment  becoming  more  dialogue  driven  in  real-life  educational process.

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