scholarly journals DISCOURSE AND THIRD SPACE IN FRANK MCCOURT�S NOVEL "TEACHER MAN" AND TOM SCHULMAN�S PLAY "DEAD POETS SOCIETY"; A REFLECTIVE PRACTICE FOR TEACHERS

2017 ◽  
Vol 2 (2) ◽  
pp. 457
Author(s):  
Eka Sugeng Ariadi
Keyword(s):  
Teaching And Learning ◽  
Literacy Practices ◽  
Meaning Making ◽  
Life Experiences ◽  
Third Space ◽  
Real Life ◽  
Knowledge Domain ◽  
Frank Mccourt ◽  
Home Space ◽  
Home And School

Pahl and Rowsell (2005) elucidate that Discourse is ways of dressing, speaking and acting which delineates person�s identities in literacy practices, while a third space is as a meeting spaces between home space and school space, blend and mix space, in which lets teachers think how their students� meaning-making are happened between school and home. This paper investigates how these theories are fruitfully presented in the character of Mr. McCourt Teacher Man and Mr. Keating Dead Poets Society. Subsequently, it is interconnected with educational theory A taxonomy for Learning, teaching, and assessing: A revision of Bloom�s taxonomy of educational objectives, as recommended by Anderson and Krathwohl (2001). The result shows that the Metacognitive Knowledge domain prominently becomes the intersection as it is emphasizing on the student�s awareness of one�s own cognition and cognitive processes, particularly contextualizing students� knowledge and general knowledge. Mr. McCourt and Mr. Keating have succeeded in shifting frighten and strict classroom situation generated by most teachers become so challenging and much interesting by utilizing multimodal styles and skills, and piloting third space activity. Henceforth, the writer recommends teachers to maximize their own potentials characters to accommodate their students� preferences or styles in learning the subjects. In addition, designing teaching and learning process in-between home and school is necessary to be done, in order to contextualizing and perceiving real life experiences.

Interdisciplinary K-12 Teaching and Learning

2017 ◽  
pp. 1-27
Keyword(s):  
Teaching And Learning ◽  
Meaning Making ◽  
Life Experiences ◽  
Interdisciplinary Curriculum ◽  
Interdisciplinary Learning ◽  
Lead Teachers ◽  
K 12 ◽  
Integrated Or ◽  
Meaningful Connections ◽  
Interdisciplinary Process

Educators understand the value of designing curriculum to meet the needs of diverse students (Wiggins & McTighe, 2005). Often an approach to creating and implementing learning experiences is initiated through school reform (Stegman, 2014). Theories, best practices and standards lead teachers to create effective curriculum (Keene & Zimmerman, 2007). In this chapter, the authors address the question, Why integrate curriculum? An integrated or interdisciplinary curriculum includes lessons based upon themes, problems, or projects that are student initiated. Through interdisciplinary learning, students make meaningful connections between the content knowledge, skills and practices in multiple disciplines with life experiences, gaining a deeper comprehension of what is studied. Meaning making is critical to the interdisciplinary process and involves knowledge transfer between disciplines (Post, Ellis, Humphreys, & Buggey, 1997). The intent of the authors of this text is to encourage teachers to redesign the K-12 curriculum to include interdisciplinary learning.

scholarly journals CONSTRUCTIVIST TEACHING AND LEARNING

2020 ◽  
Author(s):  
Nishi Sharma
Keyword(s):  
Cognitive Development ◽  
Teaching And Learning ◽  
Life Experiences ◽  
Real Life ◽  
Cognitive Map ◽  
Constructivist Learning ◽  
Constructivist Teaching ◽  
Learning Design ◽  
Past Experiences

The idea of constructivism brings the elements of learning, creativity and cognitive development together. The process provides better engagement among teacher and students through dynamic and interactive feeding of information that the children tries to comprehend themselves through past experiences. Constructivism focuses on process rather than the product. Learning through real life experiences and creating cognitive map makes children grasp the concepts better and apply them in real life applications. The paper tries to overview the theoretical aspects of the constructivist principles and constructivist learning design to execute constructivist teaching and learning in the classrooms

scholarly journals PEMBELAJARAN MATEMATIKA REALISTIK PADA MATERI PENJUMLAHAN DAN PENGURANGAN BILANGAN BULAT BAGI SISWA KELAS IV SEKOLAH DASAR

2016 ◽  
Vol 5 (01) ◽  
Author(s):  
Rissa Prima Kurniawati
Keyword(s):  
Teaching And Learning ◽  
Life Experiences ◽  
Mastery Learning ◽  
Mathematics Learning ◽  
Real Life ◽  
Research Subjects ◽  
Student Activities ◽  
Realistic Mathematics ◽  
Fourth Grade Students ◽  
Addition And Subtraction

<p>Mathematics has characteristic in good abstract object. That cause students have difficulty in understanding of mathematics. Therefore, the real-life experiences of children in the classroom are important for learning and students will understand the material quickly. This study is aimed to describe the activities of students during the learning process that takes place in the material realistic arithmetic addition and subtraction and describe the learning completeness students after being taught with realistic learning the material arithmetic addition and subtraction of integers. This type of research used in this research is qualitative research. Subjects in this study were students of class IV SDN Jenangan, Kwadungan, Ngawi.Based on this research, student activities relevant to teaching (teaching and learning) of 98.83% classified in the category very well. While the student activity which is not relevant to the teaching of 10.15%. Completeness students in realistic mathematics learning on the material arithmetic operations of addition and subtraction of integers for fourth grade students of SDN Jenangan, Kwadungan, Ngawi gained mastery learning students individually sebannyak 12 students from the number of students as many as 15 students altogether, which is not completed individually as 3 students. While the classical completeness, acquired 80% of students who completed study.</p><p> </p><p> </p>

Semantics and Pragmatics in Mathematical Events

2018 ◽  
pp. 134-148
Author(s):  
Vinod Kumar Kanvaria
Keyword(s):  
Teaching And Learning ◽  
Meaning Making ◽  
Life Experiences ◽  
Optimum Level ◽  
Mathematical Meaning ◽  
Conceptual Semantics ◽  
Simple Event ◽  
Semantics And Pragmatics ◽  
Contextual Values ◽  
Mathematical Semantics

The current chapter throws light on mathematical semantics and pragmatics. Believing that the mathematics has its own language and hence linguistics principles, the chapter tries to have an in-depth insight on how learner makes a meaning from an even simple event, while it takes place, and how these finally are assimilated by the learner. As learning is also experiential in nature, the contextual values, relationship, rapport, trust, confidence, in addition to simple interaction and plain interaction between learners and facilitators, play a vital and significant role in conceptual semantics and pragmatics of events and understanding of underlying mathematics. Context and situation are capable enough of changing perception-based mathematical meaning and meaning-making process, based on linguistics, associated with even the similar simple events. Hence, the context and situations must be created, associated and exploited up to the optimum level for enhanced conceptual teaching and learning of mathematics at par the daily life experiences for a better meaning-making process.

A Teacher Educator's Meaning-Making From a Hybrid “Online Teaching Fellows” Professional Learning Experience

2021 ◽  
pp. 422-455
Author(s):  
Christi Edge
Keyword(s):  
Lived Experience ◽  
Professional Learning ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Literacy Practices ◽  
Online Courses ◽  
Meaning Making ◽  
Learning Experience ◽  
Teaching Fellows ◽  
Theory Of Reading

This chapter describes a two-part, hybrid “Online Teaching Fellows” faculty development initiative and the tensions and transformations one faculty participant experienced. Case study and self-study research methodologies were utilized to systematically document and explore, from an insider's perspective, the lived experience of professional learning related to the design and delivery of online courses. This chapter identifies and describes tensions and transformations that contributed to professional learning and concludes with a discussion of how literacy practices in the design of frameworks for teaching and for learning may contribute to understanding how instructors read and make meaning from experiences in the context of professional learning. Implications extend Rosenblatt's transactional theory of reading and writing to multimodal online teaching and learning contexts.

scholarly journals Improving Communicative Competence through Mime: Bringing Students’ ‘Out-of-School’ Literacy Practices into Japanese University EFL Oral Communication Classes

2018 ◽  
Vol XII (2) ◽  
pp. 13-30
Author(s):  
Samuel Nfor
Keyword(s):  
Formal Education ◽  
Literacy Practices ◽  
Life Experiences ◽  
Language Teaching ◽  
Real Life ◽  
Oral Communication ◽  
Communicative Language Teaching ◽  
Japanese University ◽  
Classroom Language ◽  
Out Of School

This study uses the Communicative Language Teaching (CLT) approach to emphasize interaction in EFL study to prepare students for real life communication outside of formal language teaching contexts. Using mime drama techniques to show a range of literacy practices, the study seeks to show that establishing creative links between students’ language use and learning inside and outside of the classroom is essential for making formal education more relevant to students’ life experiences and identities. The study examines the benefits and challenges of experimental CLT in a Japanese university EFL oral communication class and concludes that bringing students’ ‘out-of-school’ literacy practices from outside the context of formal education into the EFL classroom acknowledges their investment in classroom language practices, secures student engagement, and yields perceived improvement.

scholarly journals The Challenges Faced by Graduates of Teacher Professional Education Program

2020 ◽  
Vol 5 (12) ◽  
pp. 1754
Author(s):  
Lilis Nur Hidayati ◽  
Utami Widiati ◽  
Enny Irawati
Keyword(s):  
Learning Process ◽  
Education Program ◽  
Professional Education ◽  
Teaching And Learning ◽  
Life Experiences ◽  
Narrative Research ◽  
Lesson Planning ◽  
Real Life ◽  
Three Phase ◽  
Teacher Professional

<p><strong>Abstract:</strong> This article gives a report on a study on the challenges faced by graduates of Teacher Professional Education Program in terms of lesson planning, execution stage, and evaluation. Narrative research is used for this study to understand present real-life experiences. The study revealed that the graduates of PPG experienced some challenges in those three phase of teaching and learning process; however, along with those challenges, they were able to give responses which they thought to be the most effective responses.</p><strong>Abstrak:</strong><em> </em>Penelitian ini melaporkan hasil penelitian tentang tantangan yang dihadapi oleh lulusan Program Pendidikan Profesi Guru dalam merencanakan pembelajaran, mengimplementasikan rencana pembelajaran, dan evaluasi pembelajaran. Penelitian naratif digunakan untuk memahami pengalaman nyata dalam kehidupan. Penelitian ini mengungkapkan bahwa lulusan program PPG mengalami beberapa tantangan dalam ketiga tahapan pembelajaran tersebut, namun bersama dengan itu, mereka mampu memberikan respons yang menurut mereka paling efektif untuk dilakukan

Semantics and Pragmatics in Mathematical Events

2016 ◽  
pp. 772-785
Author(s):  
Vinod Kumar Kanvaria
Keyword(s):  
Teaching And Learning ◽  
Meaning Making ◽  
Life Experiences ◽  
Optimum Level ◽  
Mathematical Meaning ◽  
Conceptual Semantics ◽  
Simple Event ◽  
Semantics And Pragmatics ◽  
Contextual Values ◽  
Mathematical Semantics

The current chapter throws light on mathematical semantics and pragmatics. Believing that the mathematics has its own language and hence linguistics principles, the chapter tries to have an in-depth insight on how learner makes a meaning from an even simple event, while it takes place, and how these finally are assimilated by the learner. As learning is also experiential in nature, the contextual values, relationship, rapport, trust, confidence, in addition to simple interaction and plain interaction between learners and facilitators, play a vital and significant role in conceptual semantics and pragmatics of events and understanding of underlying mathematics. Context and situation are capable enough of changing perception-based mathematical meaning and meaning-making process, based on linguistics, associated with even the similar simple events. Hence, the context and situations must be created, associated and exploited up to the optimum level for enhanced conceptual teaching and learning of mathematics at par the daily life experiences for a better meaning-making process.

A Teacher Educator's Meaning-Making From a Hybrid “Online Teaching Fellows” Professional Learning Experience

2019 ◽  
pp. 76-109
Author(s):  
Christi Edge
Keyword(s):  
Lived Experience ◽  
Professional Learning ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Literacy Practices ◽  
Online Courses ◽  
Meaning Making ◽  
Learning Experience ◽  
Teaching Fellows ◽  
Theory Of Reading

This chapter describes a two-part, hybrid “Online Teaching Fellows” faculty development initiative and the tensions and transformations one faculty participant experienced. Case study and self-study research methodologies were utilized to systematically document and explore, from an insider's perspective, the lived experience of professional learning related to the design and delivery of online courses. This chapter identifies and describes tensions and transformations that contributed to professional learning and concludes with a discussion of how literacy practices in the design of frameworks for teaching and for learning may contribute to understanding how instructors read and make meaning from experiences in the context of professional learning. Implications extend Rosenblatt's transactional theory of reading and writing to multimodal online teaching and learning contexts.

Sign in / Sign up

Export Citation Format

Share Document