scholarly journals The Fledgling Mindset

2020 ◽  
Vol 3 (2) ◽  
pp. 47-75
Author(s):  
Laura Cruz ◽  
Jennifer Meadows ◽  
Nikki Panter
Keyword(s):  
Teaching And Learning ◽  
Soft Skills ◽  
Ability To Work ◽  
Professional Skills ◽  
Skill Levels ◽  
Student Centered ◽  
Biology Students ◽  
Inquiry Approach ◽  
Approach To Teaching ◽  
Scientific Skills

As Biology students prepare to complete their undergraduate degrees and continue into either a career or to another degree, the scientific skills learned in the classroom are not enough to secure their professional path. In this study, the soft skills such as the ability to work in a team and to communicate effectively were emphasized within the context of a newly designed Biology course. As a required course for majors within the Department of Biology, students represented a wide array of experiences, skill levels, and motivation. By adopting a guided inquiry approach to teaching and learning, instructors designed a student-centered course that focused on four categories of professional skills: problem solving, communication, teamwork, and career management. Data collected from student surveys were analyzed to determine the effectiveness of these interventions in enhancing student’s abilities and attitudes towards professional skills. These data suggest that students increased their proficiency in attributes valued by employers regardless of gender or major; became more likely to recognize those traits sought by employers; and gained confidence in their ability to use these skills in the workplace.

scholarly journals The Ups and Downs of a French Immersion Kindergarten Teacher: My Journey Toward an Inquiry-Based Approach to Teaching

2014 ◽  
Vol 8 (1) ◽  
pp. 123-138
Author(s):  
Paula Fortier
Keyword(s):  
Teaching And Learning ◽  
French Immersion ◽  
Learning Theories ◽  
Pedagogical Approach ◽  
Emergent Curriculum ◽  
Student Centered ◽  
Inquiry Based Learning ◽  
Inquiry Approach ◽  
Approach To Teaching ◽  
Kindergarten Classroom

Drawing on her lived experiences, and using the metaphor of a Snakes and Ladders game, the author reflects on her teacher practice related to using an inquiry approach in her French Immersion Kindergarten classroom. Looking backward while moving forward in time, she makes visible her process of change, foregrounding how her beliefs about children, teaching, and learning—her educational philosophy—paired with a new understanding of learning theories—in particular, constructivism—shape a pedagogical approach centered in inquiry-based learning. She stories her move from being structured and teacher-directed in her pedagogical approach to embracing an emergent curriculum and a student-centered pedagogy.

Learner-Centered Pedagogies

2017 ◽  
pp. 373-390
Author(s):  
Anne W. Kanga
Keyword(s):  
Deep Learning ◽  
Theoretical Approach ◽  
Teaching And Learning ◽  
Educational Institutions ◽  
Student Centered ◽  
Student Centered Learning ◽  
Learner Centered ◽  
African Context ◽  
Approach To Teaching ◽  
Global World

This chapter is a critical review of conventional and not so conventional Student-Centered Learning (SCL) pedagogies. Additionally, in the African context, educational institutions have been caught up in a theoretical approach to teaching and learning, characterized by a desire to pass examinations. Consequently, this approach leads to surface learning as opposed to deep learning. Hence, teaching and learning outcomes lack quality and definitely fails to meet and promote skills required by the fast changing modern and postmodern global world. To address this need, this chapter examines the following: Overview of SCL pedagogies; Conventional and not so Conventional SCL pedagogies; Implications for SCL pedagogies to learners, instructors, curriculum, and assessment. Finally, this chapter examines the misconceptions and advantages of adopting SCL in the light of learners and instructors.

Learner-Centered Pedagogies

2020 ◽  
pp. 1678-1695
Author(s):  
Anne W. Kanga
Keyword(s):  
Deep Learning ◽  
Theoretical Approach ◽  
Teaching And Learning ◽  
Educational Institutions ◽  
Student Centered ◽  
Student Centered Learning ◽  
Learner Centered ◽  
African Context ◽  
Approach To Teaching ◽  
Global World

This chapter is a critical review of conventional and not so conventional Student-Centered Learning (SCL) pedagogies. Additionally, in the African context, educational institutions have been caught up in a theoretical approach to teaching and learning, characterized by a desire to pass examinations. Consequently, this approach leads to surface learning as opposed to deep learning. Hence, teaching and learning outcomes lack quality and definitely fails to meet and promote skills required by the fast changing modern and postmodern global world. To address this need, this chapter examines the following: Overview of SCL pedagogies; Conventional and not so Conventional SCL pedagogies; Implications for SCL pedagogies to learners, instructors, curriculum, and assessment. Finally, this chapter examines the misconceptions and advantages of adopting SCL in the light of learners and instructors.

scholarly journals Student Centered Approach to Teaching: What Does it Mean for the Stakeholders of a Community School in Karachi, Pakistan?

2014 ◽  
Vol 4 (1) ◽  
pp. 24-38 ◽  
Author(s):  
Sadruddin Bahadur Qutoshi ◽  
Tikaram Poudel
Keyword(s):  
Teaching And Learning ◽  
Classroom Practices ◽  
Community Schools ◽  
Learning Activities ◽  
Community School ◽  
Student Centered ◽  
Policy Makers ◽  
Individual Interaction ◽  
Approach To Teaching ◽  
Teaching Learning

Assuming the effectiveness of student-centered approach to teaching, this study explores the perceptions of purposefully selected seven students and teachers from a community school in Karachi about this pedagogical approach. Using interviews and observations of classroom practices as methodological tools, we concentrate on finding answers to the questions: How does student-centered approach to teaching used in community schools in Pakistan contribute to achieving quality education? How does this approach affect teaching and learning activities?  How does this approach facilitate teachers to overcome the problems of teaching and learning? The findings of this study identify that student-centered approach to teaching encourages students’ engagement in teaching-learning activities focusing on individual interaction to achieve common objectives. However, inadequate resources, small sized classrooms, and lack of expertise on the part of teachers were the challenges to the teaching learning activities in the community schools. These findings would be valuable to teaching and learning communities and educational policy makers as well.DOI: http://dx.doi.org/10.3126/jer.v4i1.9620 Journal of Education and Research, March 2014, Vol. 4, No. 1, pp. 19-33

scholarly journals PENDEKATAN CONTEXTUAL TEACHING AND LEARNING (CTL) BERBASIS JAS (JELAJAH ALAM SEKITAR) DALAM PEMBELAJARAN SAINS DI MADRASAH IBTIDAIYAH

2020 ◽  
Vol 2 (2) ◽  
pp. 64
Author(s):  
Ummu Khairiyah
Keyword(s):  
Learning Process ◽  
Quantitative Research ◽  
Teaching And Learning ◽  
Survey Methods ◽  
Group Discussion ◽  
Authentic Assessment ◽  
Student Centered ◽  
Student Centered Learning ◽  
Contextual Teaching ◽  
Scientific Skills

The research objective is to describe the activities of students during the learning process that uses the Contextual Teaching and Learning (CTL) approach based on Jelajah Alam Sekitar (JAS) and determine students' responses to learning using the JAS-based CTL approach. Research is a descriptive quantitative research that uses survey methods and literature studies. The learning activities with CTL approach based on the Jelajah Alam Sekitar (JAS) in science or IPA  is a group discussion, direct observation, practicum, game, and final/ test. Where through these activities in accordance with the principles of the JAS approach which consists of exploration, constructivism, the scientific process, learing community, bioedutainment and authentic assessment. So that the learning process based on Student Centered Learning is no longer Teacher Centered Learning which can make students 'scientific skills honed. Students' responses to learning with the CTL approach based on Jelajah Alam Sekitar (JAS) is 89% in the good category (interest and very interest).

Using Facebook in Teaching

2013 ◽  
pp. 86-103
Author(s):  
Ioana Boghian
Keyword(s):  
Social Networking ◽  
Social Networking Sites ◽  
Teaching And Learning ◽  
Information Dissemination ◽  
Common Denominator ◽  
Educational Tool ◽  
Student Centered ◽  
Approach To Teaching ◽  
The Common

Educators have started to turn to social networking sites as they began to recognize the assistance that such sites may provide in information dissemination, creation and cooperation activities, and also in receiving feedback. As promoter of personality, individuality, self-expression, self-assertion, and communication, Facebook responds well to the particularities and requirements of the student-centered approach to teaching and learning. By critically analyzing certain pedagogic approaches to Facebook and by highlighting the common denominator of Facebook and student-centered strategies in terms of didactic benefits, this paper intends to answer the following questions: Can Facebook be regarded and used as an effective and efficient educational tool? If yes, in what way(s)?

Learner-Centered Pedagogies

2020 ◽  
pp. 1559-1576
Author(s):  
Anne W. Kanga
Keyword(s):  
Deep Learning ◽  
Theoretical Approach ◽  
Teaching And Learning ◽  
Educational Institutions ◽  
Student Centered ◽  
Student Centered Learning ◽  
Learner Centered ◽  
African Context ◽  
Approach To Teaching ◽  
Global World

This chapter is a critical review of conventional and not so conventional Student-Centered Learning (SCL) pedagogies. Additionally, in the African context, educational institutions have been caught up in a theoretical approach to teaching and learning, characterized by a desire to pass examinations. Consequently, this approach leads to surface learning as opposed to deep learning. Hence, teaching and learning outcomes lack quality and definitely fails to meet and promote skills required by the fast changing modern and postmodern global world. To address this need, this chapter examines the following: Overview of SCL pedagogies; Conventional and not so Conventional SCL pedagogies; Implications for SCL pedagogies to learners, instructors, curriculum, and assessment. Finally, this chapter examines the misconceptions and advantages of adopting SCL in the light of learners and instructors.

On My Mind: Getting Back to Class

2003 ◽  
Vol 9 (1) ◽  
pp. 8-10
Author(s):  
Daniel J. Brahier
Keyword(s):  
Teaching And Learning ◽  
Full Time ◽  
College Level ◽  
Inquiry Approach ◽  
University Professor ◽  
Approach To Teaching ◽  
Time Basis

These are just a few of the expressions that I have heard tossed about by teenagers in my classroom this past year. I have even secretly pulled students aside after class and occasionally asked what a slang phrase meant. I have been serving as an administrator, consultant, and university professor for over a decade, and it had been thirteen years since I last taught mathematics on a full-time basis. I decided that it was time to immerse myself in the life of a teacher and took a sabbatical from my college-level work to step back into a classroom and teach full time for a year. The experience was as much of an education for me as it was for my students. I learned many important lessons during that year, but probably the most significant is to keep up the efforts to spread the word about reforms advocated by the NCTM's Standards. An inquiry approach to teaching and learning really does work.

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