scholarly journals My Liberating Approach to Teaching and the Howabouts of Its Transforming Power

2020 ◽  
Vol 5 (3) ◽  
pp. 155-168
Author(s):  
Seyed Mohammad Hassan Hosseini
Keyword(s):  
Instructional Approach ◽  
Pedagogical Approach ◽  
Design Objective ◽  
Team Based Learning ◽  
Approach To Teaching ◽  
Distinguishing Features ◽  
Shed Light

This paper attempts to throw into sharp relief my liberal instructional approach, Competitive Team-Based Learning, and shed light on its design, objective, syllabus, materials, and tasks. It also gives a glimpse of the significance of my pedagogical approach for today's world context of globalization, which is characterized by despotism, capitalism, and imperialism. Most importantly, the paper explicates the howabouts of my liberating approach transforming power and highlights its distinguishing features and characteristics with reference to the present methods and approaches like CLT and particularly CL methods.    

Why we need a new approach to teaching digital literacy

2018 ◽  
Vol 99 (6) ◽  
pp. 27-32 ◽  
Author(s):  
Joel Breakstone ◽  
Sarah McGrew ◽  
Mark Smith ◽  
Teresa Ortega ◽  
Sam Wineburg
Keyword(s):  
Higher Education ◽  
Presidential Election ◽  
Digital Literacy ◽  
Web Searching ◽  
Main Approach ◽  
New Approach ◽  
Approach To Teaching ◽  
K 12 ◽  
Shed Light ◽  
The Web

In recent years — and especially since the 2016 presidential election — numerous media organizations, newspapers, and policy advocates have made efforts to help Americans become more careful consumers of the information they see online. In K-12 and higher education, the main approach has been to provide students with checklists they can use to assess the credibility of individual websites. However, the checklist approach is outdated. It would be far better to teach young people to follow the lead of professional fact-checkers: When confronted by a new and unfamiliar website, they begin by looking elsewhere on the web, searching for any information that might shed light on who created the site in question and for what purpose.

scholarly journals The Use of Personal Pronouns in the Writing of Argumentative Essays by EFL Writers

RELC Journal ◽  
2017 ◽  
Vol 50 (1) ◽  
pp. 6-19
Author(s):  
Robert MacIntyre
Keyword(s):  
Academic Writing ◽  
Native Speakers ◽  
First Year ◽  
Personal Pronouns ◽  
Pedagogical Approach ◽  
Japanese University ◽  
Native Speakers Of English ◽  
Approach To Teaching ◽  
Argumentative Essays ◽  
Style Guides

In many academic writing textbooks and style guides the use of personal pronouns is not encouraged. This is particularly problematic for non-native speakers of English trying to express themselves in a second language as, although personal pronouns are a clear signal of the writers’ identity and presence in a text, they are usually advised not to use them. Therefore, in order to understand more about the use of personal pronouns by non-native speakers, this study examined a corpus of argumentative essays written by first-year Japanese university students. Whilst the use of personal pronouns has been well documented, there has been less written about how we, as educators, can help our learners understand how to use them to shape their identities as academic writers. Therefore, this article attempts to address this by suggesting a possible pedagogical approach to teaching the use of personal pronouns in academic writing.

The Psychological Domain

2018 ◽  
pp. 511-529
Author(s):  
Adrian O'Connor ◽  
Niall Seery ◽  
Donal Canty
Keyword(s):  
Blended Learning ◽  
Classroom Practice ◽  
Teaching And Learning ◽  
Community Of Inquiry ◽  
Traditional Classroom ◽  
Pedagogical Approach ◽  
Traditional Practice ◽  
Approach To Teaching ◽  
K 12 ◽  
Ubiquitous Learning Environment

This chapter will attempt to frame the potential of a flexible approach to teaching and learning that provides diagnostic and formative evidence to enhance traditional practice in K-12 education. Commencing with a brief account of the Community of Inquiry model (Garrison, Anderson, & Archer, 2000) as a potential framework for online and blended learning, this chapter investigates what is it about traditional classroom practice that researchers wish to enhance, the challenges facing contemporary systems of online and blended learning, and how new ubiquitous configurations for teaching and learning have become possible. With an emphasis on supporting discourse through the development of social and cognitive behavior, this chapter will endeavor to qualify the processes that evidence psychological development in a ubiquitous learning environment and provide data to inform the relative efficacy of utilizing such processes in the design of a new pedagogical approach.

Engaging Radical Alterity

2017 ◽  
Author(s):  
Louis Komjathy
Keyword(s):  
Religious Diversity ◽  
Religious Studies ◽  
Interreligious Dialogue ◽  
Comparative Theology ◽  
Pedagogical Approach ◽  
Essential Characteristic ◽  
Theology Of Religions ◽  
Radical Alterity ◽  
Approach To Teaching ◽  
Theological Training

As someone located in Daoist Studies and Religious Studies without formal theological training, I have developed my own pedagogical approach to teaching Comparative Theology and the theologies of religious diversity. I begin with a discussion of the relative appropriateness and problematic nature of the terms “Theology” and “Comparative Theology” for studying non-Christian and even nontheistic traditions. I then move on to present a quasi-normative polytheistic or pluralistic theology of religions and discuss Religious Studies classrooms as dialogic spaces and interreligious encounters. I emphasize that the postcolonial and postmodern study of religion assumes theology is an essential characteristic, which also reveals mutually exclusive, equally convincing accounts of “reality.” Comparative Theology and interreligious dialogue provide helpful methodologies for addressing the challenges of radical alterity. We may endeavor to “think through” alternative perspectives and, in the process, defamiliarize the familiar and familiarize the unfamiliar.

Evaluating the Whole Language Approach to Language Arts

1990 ◽  
Vol 21 (4) ◽  
pp. 244-249 ◽  
Author(s):  
Carolyn Chaney
Keyword(s):  
Word Recognition ◽  
Language Arts ◽  
Oral Language ◽  
Critical Analysis ◽  
Whole Language ◽  
Reading Skills ◽  
Written Language ◽  
Instructional Approach ◽  
Teaching Of Reading ◽  
Approach To Teaching

Whole language is an approach to teaching written language that focuses on the oral language experiences of the child, and the communication of meaning through print, rather than emphasizing the teaching of reading skills such as word recognition, sound symbol associations, or sound blending. This paper provides a critical analysis of the whole language approach, describing both its strengths and weaknesses. An integrated instructional approach which balances meaning and exposure to literature with skills instruction and practice is recommended.

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