scholarly journals Teaching and Learning Strategies in Montessori Schools

2018 ◽  
Vol 7 ◽  
pp. 43-45
Author(s):  
Rajendra Pd. Mahato Tharu
Keyword(s):  
Learning Strategies ◽  
Teaching And Learning ◽  
Traditional Approach ◽  
Vital Role ◽  
Childhood Education ◽  
Montessori Schools ◽  
Montessori Method ◽  
Teaching And Learning Strategies ◽  
Teaching Learning ◽  
Primary Section

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.

scholarly journals The Effect of Discussion Learning on Cognitive Students 'Ability in Teaching Learning Strategies

2020 ◽  
Vol 2 (3) ◽  
Author(s):  
Nurulwati Nurulwati ◽  
Zulfahmi Zulfahmi ◽  
Susanna Susanna
Keyword(s):  
Learning Strategies ◽  
Physics Education ◽  
Cognitive Abilities ◽  
Teaching And Learning ◽  
Sample Selection ◽  
Cognitive Learning ◽  
Thinking Skills ◽  
Student Responses ◽  
Teaching And Learning Strategies ◽  
Teaching Learning

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.

scholarly journals Insights from training a blind student in biological sciences

2021 ◽  
Vol 117 (5/6) ◽  
Author(s):  
Rethabile Tekane ◽  
Marietjie Potgieter
Keyword(s):  
Biological Sciences ◽  
South Africa ◽  
Students With Disabilities ◽  
Learning Strategies ◽  
Teaching And Learning ◽  
Low Vision ◽  
Bachelor's Degree ◽  
Teaching And Learning Strategies ◽  
Teaching Learning ◽  
Science Disciplines

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.

Transformative Learning and Technology in Adult and Vocational Education

2013 ◽  
Vol 9 (1) ◽  
pp. 26-37 ◽  
Author(s):  
Victor X. Wang ◽  
Patricia Cranton
Keyword(s):  
Adult Learners ◽  
Transformative Learning ◽  
Learning Strategies ◽  
Teaching And Learning ◽  
Vital Role ◽  
Learning Technology ◽  
Use Of Technology ◽  
Teaching And Learning Strategies ◽  
The Media

Adult learners often fear that they will be unable to find work if they are lacking in technological skills. The media, including newspapers, magazines, and advertisements for positions often emphasize the importance of the use of technology in the workplace. It is the case that without adequate skills in the use of appropriate technologies, adult workers may face challenges in finding employment. But what technologies can do is to provide powerful teaching and learning strategies. This article addresses technological applications in vocational and adult education advancement from different perspectives. Technology has the potential to support transformative learning. Technology, along with the vital role of adult educators, helps learners grow, change, and develop. Through the discussion of these, and related issues, a model titled Learners’ Seeking Transformation via Web 2.0 Technologies, has emerged.

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
Keyword(s):  
Learning Strategies ◽  
Teaching And Learning ◽  
The Philippines ◽  
Global Challenge ◽  
Teaching And Learning Strategies ◽  
Career Teachers ◽  
Midcareer Teachers ◽  
Teaching Learning ◽  
Phenomenological Case Study

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.

scholarly journals A Contrastive Study of Teaching and Learning strategies of the Adverb of Range “都” and “đều” in Chinese and Vietnamese

2021 ◽  
Vol 3 (6) ◽  
pp. 113-119
Author(s):  
Hong Nguyet Binh
Keyword(s):  
Learning Strategies ◽  
Teaching And Learning ◽  
Vital Role ◽  
Teaching Process ◽  
Contrastive Study ◽  
Teaching And Learning Strategies ◽  
Similarities And Differences

Adverbs play a vital role in both Chinese and Vietnamese. All adverbs belong to expletive words. That means they do not have any real meanings. They only express their value through grammatical aspects. This study analyses and contrasts the adverb “đều” in Chinese and Vietnamese based on the syntactic, semantic, pragmatic context. Reviewing and contrasting methods is used to carry out this study. Thus, the similarities and differences when using the adverb of range “都” and “đều” between the two languages will be pointed out. Some recommendations are given not only for students but also for teachers. The study is expected to be useful to help teachers in their teaching process and students in their learning one.

Transformative Learning and Technology in Adult and Vocational Education

2017 ◽  
pp. 34-48
Author(s):  
Victor X. Wang ◽  
Patricia Cranton
Keyword(s):  
Transformative Learning ◽  
Learning Strategies ◽  
Teaching And Learning ◽  
Vital Role ◽  
Adult Educators ◽  
Learning Technology ◽  
Use Of Technology ◽  
Teaching And Learning Strategies ◽  
The Media

Adult learners often fear that they will be unable to find work if they are lacking in technological skills. The media, including newspapers, magazines, and advertisements for positions usually emphasize the importance of the use of technology in the workplace. Without adequate skills in the use of appropriate technologies, adult workers may face challenges in finding employment. But what technologies can do is to provide powerful teaching and learning strategies. This article addresses technological applications in vocational and adult education advancement from different perspectives. Technology has the potential to support transformative learning. Technology, along with the vital role of adult educators, helps learners grow, change, and develop. Through the discussion of these, and related issues, a model titled Learners' Seeking Transformation via Web 2.0 Technologies, has emerged.

Transformative Learning and Technology in Adult and Vocational Education

2014 ◽  
pp. 1102-1113
Author(s):  
Victor X. Wang ◽  
Patricia Cranton
Keyword(s):  
Transformative Learning ◽  
Learning Strategies ◽  
Teaching And Learning ◽  
Vital Role ◽  
Adult Educators ◽  
Learning Technology ◽  
Use Of Technology ◽  
Teaching And Learning Strategies ◽  
The Media

Adult learners often fear that they will be unable to find work if they are lacking in technological skills. The media, including newspapers, magazines, and advertisements for positions often emphasize the importance of the use of technology in the workplace. It is the case that without adequate skills in the use of appropriate technologies, adult workers may face challenges in finding employment. But what technologies can do is to provide powerful teaching and learning strategies. This article addresses technological applications in vocational and adult education advancement from different perspectives. Technology has the potential to support transformative learning. Technology, along with the vital role of adult educators, helps learners grow, change, and develop. Through the discussion of these, and related issues, a model titled Learners' Seeking Transformation via Web 2.0 Technologies, has emerged.

Using reflection. Mentoring midwifery students in India

2020 ◽  
Vol 3 (2) ◽  
Author(s):  
Glenda Hawley ◽  
Anthony Tuckett
Keyword(s):  
Learning Strategies ◽  
Cultural Awareness ◽  
Teaching And Learning ◽  
Academic Staff ◽  
Action Plan ◽  
Constructivist Theory ◽  
Clinical Placements ◽  
Teaching And Learning Strategies ◽  
Global Health Care ◽  
Insight Into

Purpose: This study aims to offer guidance to lecturers and undergraduate midwifery students in using reflective practice and to offer a roadmap for academic staff accompanying undergraduate midwifery students on international clinical placements. Design: Drawing on reflection within the Constructivist Theory, the Gibbs Reflective Cycle (GRC) provides opportunities to review experiences and share new knowledge by working through five stages—feelings, evaluation, analysis, conclusion and action plan. Findings:  The reflections of the midwifery students in this study provide insight into expectations prior to leaving for international placement, practical aspects of what local knowledge is beneficial, necessary teaching and learning strategies and the students’ cultural awareness growth. Implications: The analysis and a reflective approach have wider implications for universities seeking to improve preparations when embarking on an international clinical placement. It can also inform practices that utilise reflection as an impetus to shape midwifery students to be more receptive to global health care issues. 

scholarly journals Conceiving Socioscientific Issues in STEM Lessons from Science Education Research and Practice

2021 ◽  
Vol 11 (5) ◽  
pp. 238
Author(s):  
Silvia Alcaraz-Dominguez ◽  
Mario Barajas
Keyword(s):  
Science Education ◽  
Learning Strategies ◽  
Teaching And Learning ◽  
Socioscientific Issues ◽  
Educational Systems ◽  
Group Discussions ◽  
Inquiry Based Learning ◽  
Teaching And Learning Strategies ◽  
Assessment Of Student Learning ◽  
Method Of Assessment

This paper aims to elicit the different conceptions of Socioscientific Issues (SSI) in formal, non-tertiary STEM lessons. An examination of recent publications in the field of science education was conducted to elicit the most common conceptions of SSI as per the components of STEM lessons, namely: purpose, contents, teaching and learning strategies and assessment. As for purpose, the conceptions elicited have been organized in terms of contributing to citizenship goals, or to scientific competence. As for contents, it was found that SSI are related both to knowledge of science and knowledge about science and linked to skills such as argumentation. In terms of teaching and learning strategies, SSI are mainly associated with Inquiry-Based Learning; and with student engagement techniques such as dilemmas and group discussions. Lastly, performance assessment of student learning processes and results is typical when SSI are conceived as a method of assessment of STEM lessons. This conception sets up strong foundations for the design and evaluation of innovative SSI teaching. It shall also help to open new lines of research establishing connections among applications of SSI in different subjects, cultural contexts and educational systems.

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