scholarly journals Coloniality or Cultural Pedagogy? The Hegemony of African Children-Youths in Social Development

2021 ◽  
Vol 76 (1-3) ◽  
Author(s):  
Bunmi I. Omodan
Keyword(s):  
South Africa ◽  
Social Development ◽  
Cultural History ◽  
Learning Strategies ◽  
Participatory Research ◽  
Thematic Analysis ◽  
Learning Process ◽  
Teaching And Learning ◽  
Selection Method ◽  
Teaching And Learning Strategies

ABSTRACT Decoloniality was adopted as a framework to unravel the societal and/or self-inflicted coloniality in a child’s development. This study is lensed under the Transformative Paradigm (TP), designed using Participatory Research (PR). Five lecturers and five teachers, who are also parents in a rural location in South Africa, were selected using the snowballing selection method. The participants were interviewed to share their experiences on the danger of culture and its effects on youths/students’ development. Socio-thematic Analysis (StA) was used to analyse the data. The findings showed that cultural history, elders’ self-righteousness, and stereotyping children as rebels are the challenges facing children’s social development. At the same time, the reorientation of students, parents and educators, restructuring teaching and learning strategies are the dimension of the liberation of children’s social development. This study recommends that teachers, parents, children and community elders be re-orientated while teachers/lecturers should restructure their teaching and learning process to accommodate children’s participatory skills in schools.

As Life Itself

2017 ◽  
pp. 311-332
Author(s):  
Esperanza Mejías ◽  
Carles Monereo
Keyword(s):  
High School ◽  
Learning Strategies ◽  
Learning Process ◽  
Teaching And Learning ◽  
Self Regulation ◽  
Evaluation Strategies ◽  
Teaching And Learning Strategies ◽  
Life Itself ◽  
Authentic Evaluation

The authors present an innovative practice of authentic evaluation of competences carried out in the “teaching and learning strategies” course of the psychology degree. The evaluation proposal central to this course is based on a real, relevant and socializing practice context in which students have to act as counsellors to respond to a high-school teacher's request: to improve a teaching sequence or unit. In order for this authentic project to work and generate a gradual construction of learning, course teachers used a series of evaluation strategies directed at the assessment of both the result and the learning process and aimed at facilitating students' learning self-regulation and teachers' provision of educational help. Results show that students value the processes of formative assessment because they allow them to act in an authentic context. In turn, teachers are highly satisfied with the involvement and quality of the projects.

scholarly journals Teaching and learning process of test-taking strategies in answering reading comprehension section

2021 ◽  
Vol 10 (2) ◽  
pp. 113-124
Author(s):  
Elika Aji Zulmaini
Keyword(s):  
Reading Comprehension ◽  
Learning Strategies ◽  
Learning Process ◽  
Teaching And Learning ◽  
Planning Strategy ◽  
Test Taking ◽  
Qualitative Research Design ◽  
Monitoring Strategies ◽  
Teaching And Learning Strategies ◽  
Test Taking Strategies

The study was aimed at finding the difficulties faced by test takers in Reading Comprehension section of TOEFL and describing the teaching and learning process of test-taking strategies of Reading Comprehension section of TOEFL. This study used qualitative research design. To collect the data, the researchers used document analysis and observation as the instrument of the study. The subjects of this study were the students or test takers and a teacher or tutor in TOEFL preparation class. The study showed the range of difficulty faced by students or test takers are skill 6 (57.14%), skill 8 (50%), skill 7, 9, 10, and 11 (33.3%), skill 3 (31%), skill 4 and 12 (16.7%), skill 1 (8.3%), and skill 5 (0%). In teaching and learning strategies, the Planning Strategy was applied in skills 1, 3, 9, 6, 7, 4, 5, and 8. Monitoring Strategies was applied in in skills 1, 3, 9, 6, and 4. Comprehending strategy was used in skills 1, 3, 6, 7, 4, 10, and 11. Retrieval Strategy was applied in skills 9, 5, and 8. Socioaffective strategy was applied in skill 9. Test-wiseness strategy was applied in skills 1, 3, and 9. Based on findings, the researchers found that there is still high percentage of difficult skills faced by students or test takers and more than one strategies were applied in almost every skill of the Reading Comprehension Section of TOEFL.

scholarly journals Incorporating Advising Strategies into One-to-One Tutoring: Effects on the Awareness Towards Vocabulary Learning

2021 ◽  
pp. 4-20
Author(s):  
Doğuş Aydın ◽  
Birsen Tütüniş
Keyword(s):  
Qualitative Research ◽  
Learning Strategies ◽  
Learning Process ◽  
English Language Learner ◽  
Teaching And Learning ◽  
English Language ◽  
Vocabulary Learning ◽  
Structured Interview ◽  
Language Learner ◽  
Teaching And Learning Strategies

Language advising helps a language learner discover different ways of learning and enables him/her to make decisions for better learning. This paper reports on an inquiry conducted with one English language learner who had difficulty with vocabulary acquisition which led to a perceived lack of progress in learning. The main purpose of the research was to observe and interpret the experience of the learner in terms of how different teaching and learning strategies appeared to affect her vocabulary learning. Qualitative research instruments including a semi-structured interview and a diary were used for this study. The results showed an increase in the learner’s control over her vocabulary learning process which was likely facilitated by the incorporation of language advising strategies into individual private tutoring.

scholarly journals Educational interventions used to improve the cognitive and social development of children and adolescents with autism

2021 ◽  
Vol 10 (9) ◽  
pp. e25710917971
Author(s):  
Karine Alonso dos Santos ◽  
Igor de Oliveira Freire Monteiro ◽  
Gabriely Coêlho dos Santos ◽  
Ian Schröder Anjos ◽  
Annita Maria de Oliveira Fagundes ◽  
...  
Keyword(s):  
Systematic Review ◽  
Social Development ◽  
Children And Adolescents ◽  
Learning Strategies ◽  
Video Modeling ◽  
Teaching And Learning ◽  
Educational Interventions ◽  
Educational Strategies ◽  
Adolescents With Autism ◽  
Teaching And Learning Strategies

Difficulty in communication and socialization are the main characteristics presented by individuals diagnosed with autism. For children and adolescents with autism to have a better inclusion and understanding of the contents covered in the classroom, several methodologies have been developed and used that include active ASD teaching and learning strategies. Therefore, this study aimed to carry out a systematic review to verify which educational interventions have been used to improve the cognitive and social development of children and adolescents diagnosed with autism. For this reason, a search for scientific articles published between the years 2015 and 2020 was carried out in the Scielo, PubMed, Lilacs, Bireme, and Medline databases. The research included only studies that aimed at social and educational interventions for children and adolescents (2 to 18 years old) with autism. In the bibliographic survey, 227 articles were found. From the application of inclusion and exclusion criteria, 16 articles were evaluated in this systematic review. The studies addressed educational strategies that explored various aspects related to vision, hearing, smell, language, and sociability. The use of technological resources (applications, virtual games, video modeling, and robots) stimulated the cognitive and social development of the evaluated population. The results presented were favorable for the increase, mainly, in the frequency of non-verbal initiatives and the use of eye contact in responses to communication partners.

scholarly journals STUDENTS’ LEARNING STYLES IN THE CLASSROOM AND IT’S IMPORTANCE TO EDUCATORS IN THE TEACHING AND LEARNING PROCESS: AN OVERVIEW

2021 ◽  
pp. 64-70
Author(s):  
Baskaran Kannan ◽  
Ganesan Shanmugavelu ◽  
Santhiran Arumugam ◽  
Shobanah Menon Baskaran ◽  
Balakrishnan Parasuraman
Keyword(s):  
Academic Achievement ◽  
Learning Styles ◽  
Learning Strategies ◽  
Learning Style ◽  
Learning Process ◽  
Teaching And Learning ◽  
Teaching And Learning Strategies

This article discusses the various learning styles of students in the teaching and learning process in the classroom. Among the learning style models discussed in this article are such as Dunn and Dunn learning style model, Kolb learning style model, Felder Silverman learning style model, VAK learning style model, Visual, Audio, ‘Read and Write’ and Kinesthetic (VARK) learning style model, Honey and Mumford learning style model, Selmes learning style model. Each learning style model has its strengths and weaknesses. This, a good understanding and mastery of a learning style will allow teachers to help implement teaching and learning strategies that students are interested in according to their tastes. Furthermore, it can increase the interest and effectiveness of students in the teaching and learning process as well as improve the academic achievement of students.

scholarly journals Sondeo sobre las estrategias de enseñanza-aprendizaje del profesorado

2014 ◽  
Vol 8 (15) ◽  
pp. 6-13
Author(s):  
Nora Ramírez ◽  
Sandra Hernández
Keyword(s):  
Learning Strategies ◽  
Learning Process ◽  
Teaching And Learning ◽  
Teaching And Learning Strategies

En este artículo presentamos los resultados obtenidos de un sondeo realizado al estudiantado y profesorado del campus de Santiago de la PUCMM con la finalidad de indagar sobre las estrategias de enseñanza-aprendizaje que el profesorado emplea para favorecer el aprendizaje del estudiantado. En este artículo exponemos los referentes teóricos que dieron lugar al sondeo realizado, utilizando un instrumento construido para el mismo, describiendo su estructura, las condicionantes del estudio y algunas características de la población encuestada. Concluimos con una síntesis de los resultados y hacemos las recomendaciones de lugar.AbstractThis article presents the results yielded by a survey that was conducted among faculty and students on the Pontificia Universidad Católica Madre y Maestra, Santiago Campus, which aimed to probe into the teaching and learning strategies employed by our faculty to facilitate students’ learning process. It describes the theoretical references that provided the base for the designing of the survey, the limitations of the study, along with some of the features of the surveyed population. The report concludes with a summary of the results followed by the appropriate recommendations.

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.

scholarly journals Research on Difficulty in Indonesia Students Learning Chinese Language

2013 ◽  
Vol 7 (1) ◽  
pp. 36
Author(s):  
Lydia Anggreani
Keyword(s):  
Second Language ◽  
Learning Strategies ◽  
Learning Process ◽  
Teaching And Learning ◽  
Chinese Language ◽  
Foreign Accent ◽  
Teaching And Learning Strategies ◽  
Bahasa Indonesia

Chinese has become the world’s second language. Each language has its own law, as is the Chinese. Indonesian students have difficulty in learning Chinese which are are not surprising. Every language has various characteristics, so do Chinese and Bahasa Indonesia. Article analyzes difficulties to learn Chinese, especially for Indonesian students, those are tone, grammar, sounds of “er hua” such as Alice retroflex. The respondents are 100 Indonesian students who are randomly selected for testing samples analyzed. Since there is no tone in Bahasa Indonesia, it makes a lot of Indonesian students in the learning process often appear in Chinese foreign accent phenomenon. This article expects to explore the problem by studying the formation of the causes and solutions. Indonesian students learning Chinese was designed to provide some teaching and learning strategies.

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