scholarly journals Realising the Pedagogical Potential of Multilingual Pre-service Primary Teachers

2014 ◽  
Vol 2 (1) ◽  
pp. 35-52 ◽  
Author(s):  
Jackie Coleman ◽  
Jacqueline Coleman
Keyword(s):  
Teaching And Learning ◽  
Best Practice ◽  
Funds Of Knowledge ◽  
Primary Teachers ◽  
Thinking Skills ◽  
Early Career ◽  
Pedagogical Practices ◽  
Higher Order Thinking Skills ◽  
Early Career Researcher ◽  
Pre Service Teacher

This paper reports on a small, qualitative study undertaken by an early career researcher in an Australian university into the meanings which multilingual and bilingual pre-service teachers attach to their linguistic ‘funds of knowledge’ (Moll, Amanti, Neff and Gonzalez, 1992) in relation to their university studies, and to their emerging identities as teachers. Current pedagogical best practice in Australia indicates that drawing on students’ existing funds of knowledge in teaching and learning results in increased intellectual quality, such as higher order thinking skills, and higher academic outcomes. However, the participants in this study did not conceptualise their linguistic abilitiesas having any value in relation to their higher education. They also appeared to tacitly accept reported institutional and pedagogical practices,which marginalisedthese abilities both as tools for learning and for informing their developing identities as teachers.  On the basis of these findings, broad preliminary recommendations are made as to how the learning experiences of bilingual andmultilingual pre-service primary teachers, and of their monolingual peers, may be improved at this university.The study’s findings point to the need for a larger-scale research study into this under-investigated aspect of pre-service teacher education in Australia. Photo credit: By Fluss (Own work) [GFDL (http://www.gnu.org/copyleft/fdl.html) or CC-BY-SA-3.0 (http://creativecommons.org/licenses/by-sa/3.0)], via Wikimedia Commons

scholarly journals Evaluating the Best-Practice Criteria of Higher-Order Thinking Skills for Design and Technology Courses

2019 ◽  
Vol 8 (3) ◽  
pp. 7933-7936
Keyword(s):  
Teaching And Learning ◽  
Best Practice ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Higher Order ◽  
Design And Technology ◽  
Education Development ◽  
Educational Transformation ◽  
Higher Order Thinking Skills ◽  
Technology And Communication

A more systematic and better Higher-Order Thinking Skills (HOTS) approach would allow teachers to offer their best effort in order to produce students with higher-order thinking skills. Successful nurturing of HOTS requires the student’s initiative to change from normal thinking to a critical way of thinking. Educational transformation aimed at cultivating HOTS is in line with contemporary situations because teachers also encounter students who are far different today compared to a decade or so before. The implementation of HOTS among teachers should be intensive and continuous via various methods to ensure the teacher’s capability to teach and learn is always improving. Failure to implement a good HOTS would weaken the objective of the Malaysia Education Development Plan 2013-2025 (PPPM 2013-2025) aimed at producing students who are highly productive and skilled in using information technology and communication. Hence, this paper intended to comprehensively identify the criteria for best-practice for HOTS in the Design and Technology course as well as evaluate the criteria by using the Delphi Method. This method comprised three interview sessions with a panel of 15 experts whose function was to determine the criteria obtained from literature sources. These criteria were then used as components to develop an instrument to measure teachers’ experience when carrying out HOTS during the teaching and learning sessions.

Impacts of International Baccalaureate programmes on teaching and learning: A review of the literature

2018 ◽  
Vol 17 (3) ◽  
pp. 240-261 ◽  
Author(s):  
Anisah Dickson ◽  
Laura B. Perry ◽  
Susan Ledger
Keyword(s):  
Teaching And Learning ◽  
International Baccalaureate ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Pedagogical Practices ◽  
Additional Stress ◽  
Future Research ◽  
Wide Range ◽  
Teachers And Students ◽  
The Impact

International Baccalaureate (IB) programmes are growing rapidly worldwide, driven in part by their global reputation and concept-driven, inquiry-based approach to teaching and learning. This thematic review of a range of literature sources examines the impact of IB programmes on teaching and learning, highlighting trends, challenges, and benefits. Findings of the review revealed that most of the studies, both qualitative and quantitative, examined stakeholders’ perspectives or self-reported experiences of IB programmes; a very small number used research designs that control for confounding factors or allow causal inferences to be drawn. A wide range of stakeholders report that IB programmes develop research and critical thinking skills, intercultural appreciation and global awareness, as well as cultivate collaborative working cultures and creative pedagogical practices among teachers. Challenges include extra demands on teachers for lesson planning and assessment, additional stress for teachers and students, and competing demands and expectations with national requirements. Recommendations are provided which may guide future research endeavours.

Paradigm Shift toward Student Engagement in Technology Mediated Courses

2015 ◽  
pp. 74-92 ◽  
Author(s):  
Melissa Roberts Becker ◽  
Karen McCaleb ◽  
Credence Baker
Keyword(s):  
Learning Process ◽  
Paradigm Shift ◽  
Teaching And Learning ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Higher Order Thinking Skills ◽  
College Classrooms ◽  
University Recruitment ◽  
Education Environment ◽  
University Instructors

University recruitment websites continue to show students happily using technology in the higher education environment. Exactly how technology is used in the teaching and learning process continues to challenge and frustrate university instructors and students. A frequent depiction of college classrooms consists of an instructor lecturing from the front of the classroom and reprimanding students for talking to each other. In this paradigm, the professor is the “sage on the stage” and is the single transmitter of knowledge. Is this teaching and learning approach the most effective way to educate students? With recent discoveries about how students learn most optimally, and how technology can augment the process, a paradigm shift is required towards appropriate and intentional implementation of technology tools for engaging students to use higher-order thinking skills. This chapter explores the use and application of free digital tools that both improve and in turn enhance the learning process.

‘First Listen to My Voice'

2021 ◽  
pp. 189-207
Author(s):  
Raz Shpeizer ◽  
Amnon Glassner
Keyword(s):  
Teaching And Learning ◽  
Mikhail Bakhtin ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Higher Order ◽  
Higher Order Thinking Skills ◽  
Authentic Self

This chapter offers to illuminate some of the complex relations between conscious, rational, higher order human functions and unconscious and intuitive processes, especially in the context of teaching and learning of higher order thinking. The chapter will consider dialogical models, especially those of Richard Paul and Mikhail Bakhtin, for teaching and learning of higher order thinking, which take into account these complex relations, and aims at optimizing higher order thinking skills and dispositions, without neglecting human's emotional side and their need for authentic self-expression.

scholarly journals Thinking in Dewey's Experimentalist Education: The Contribution of the Internet and Digital Tools

2018 ◽  
Vol 1 (2) ◽  
pp. 1-22
Author(s):  
Leonard J. Waks
Keyword(s):  
Teaching And Learning ◽  
Thought Experiment ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Higher Order ◽  
Digital Tools ◽  
The Internet ◽  
Online Information ◽  
Higher Order Thinking Skills ◽  
Information And Communication

Purpose —The purpose of this paper is to explain how the introduction of the Internet and digital tools renews and enriches John Dewey's experimentalist model for teaching and learning with particular attention to the place of and resources for higher order thinking. Design/Approach/Methods —The methods include a close exposition of Dewey's classical texts, and a thought experiment introducing ICT elements into Dewey's design diagrams for teaching and learning. Findings —Dewey's model has inherent difficulties, and that digital technologies helps resolve them. Originality/Value —With the Internet and new digital tools, teachers can design new virtual learning spaces and learning activities. Learners can use online information and communication tools to act more effectively using higher-order thinking skills.

scholarly journals Higher order thinking skills competencies required by outcomes-based education from learners

Curationis ◽  
2006 ◽  
Vol 29 (3) ◽  
Author(s):  
MM Chabeli
Keyword(s):  
Creative Thinking ◽  
Teaching And Learning ◽  
Theoretical Perspective ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Higher Order ◽  
Higher Order Thinking Skills ◽  
Teacher Input ◽  
Learner Outcomes ◽  
Outcomes Based Education

Outcomes-Based Education (OBE) brought about a significant paradigm shift in the education and training of learners in South Africa. OBE requires a shift from focusing on the teacher input (instruction offerings or syllabuses expressed in terms of content), to focusing on learner outcomes. OBE is moving away from ‘transmission’ models to constructivistic, learner-centered models that put emphasis on learning as an active process (Nieburh, 1996:30). Teachers act as facilitators and mediators of learning (Norms and Standards, Government Gazette vol 415, no 20844 of 2000). Facilitators are responsible to create the environment that is conducive for learners to construct their own knowledge, skills and values through interaction (Peters, 2000). The first critical cross-field outcome accepted by the South African Qualification Framework (SAQA) is that learners should be able to identify and solve problems by using critical and creative thinking skills. This paper seeks to explore some higher order thinking skills competencies required by OBE from learners such as critical thinking, reflective thinking, creative thinking, dialogic / dialectic thinking, decision making, problem solving and emotional intelligence and their implications in facilitating teaching and learning from the theoretical perspective. The philosophical underpinning of these higher order thinking skills is described to give direction to the study. It is recommended that a study focusing on the assessment of these intellectual concepts be made. The study may be qualitative, quantitative or mixed methods in nature (Creswell 2005).

scholarly journals Teachers’ Capacity of Instruction for Developing Higher – Order Thinking Skills for Upper Secondary Students – A Case Study in Teaching Mathematics in Vietnam

2018 ◽  
Vol 10 (1.SP) ◽  
pp. 8
Author(s):  
Ha Thi CAO
Keyword(s):  
Critical Thinking ◽  
Secondary Students ◽  
Teaching And Learning ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Higher Order ◽  
Critical Thinking Skills ◽  
Social Model ◽  
Higher Order Thinking Skills ◽  
Teaching And Learning Mathematics

In the social model, in order to live and work in a complex and competitive environment of the 21st century, students must be well-equipped with such important skills and qualifications, of which creativity, critical thinking, communication and collaboration skills are very necessary for learners in the future. In this paper, the researcher aims to focus on teachers’ competency of instruction for developing higher-order thinking skills (creativity, critical thinking skills) through teaching and learning Mathematics in Vietnam.

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