Art of Epistemic Reframing as a Particular Way to Include Students

2021 ◽  
pp. 191-198
Keyword(s):  
Multiple Intelligences ◽  
Real Life ◽  
Learning Objectives

When teachers are comfortable with the epistemic inclusion approach, combined with multiple intelligences and the STEM approach, another interesting complementary tool is epistemic reframing. This chapter familiarizes you with the idea of this maneuver and shows how it works in real-life educational situations. How can we make use of off-topic student interventions and comments? How can we transform the perturbations and provocations in the epistemic material to transmit them in the form of knowledge? How can we change students' perception of their learning objectives – notably, whether they are attainable or not in their eyes? How can we render them attainable? These questions are broached and illustrated by real-life situations that stage this maneuver, displaying it with all contextual nuances.

Teacher to Teacher: Credit Card Quiz

2000 ◽  
Vol 6 (3) ◽  
pp. 150-154
Author(s):  
Jeff Marks
Keyword(s):  
Multiple Intelligences ◽  
Teaching Strategies ◽  
Credit Card ◽  
Real Life ◽  
Credit Cards ◽  
Eighth Graders ◽  
Class Period ◽  
Area Of Concern

The students began the class period with a dreaded pop quiz. A few moans were uttered as the students, a nearly equal mix of sixth, seventh, and eighth graders, took out their pencils and paper. The quiz (see fig. 1) was revealed to the students, and the moans gave way to excited chatter and laughter. And so began the prealgebra class's journey into issues involving credit cards. The challenge for the teacher was to meld the content from the textbook with a real-life area of concern by using teaching strategies based on multiple intelligences.

scholarly journals Model Pembelajaran dalam Mengembangkan Multiple Intelligences Pada Anak Usia Dini

2018 ◽  
Vol 6 (2) ◽  
pp. 279
Author(s):  
Rizka Amalia
Keyword(s):  
Multiple Intelligences ◽  
Learning Strategies ◽  
Evolutionary History ◽  
Learning Objectives ◽  
Howard Gardner ◽  
Strategy Method ◽  
General Ability ◽  
Developmental Progression ◽  
Savant Syndrome ◽  
Theory Of Multiple Intelligences

<p><em>Learning method can be interpreted as a way used to implement the plan that has been prepared in the form of real and practical activities to achieve learning objectives. There are several learning methods that can be used to implement learning strategies. Learning model has a broader meaning than the strategy, method or procedure of learning.</em><em></em></p><p><em>M</em><em>ultiple intelligences</em><em> differentiates <a title="Intelligence" href="https://en.wikipedia.org/wiki/Intelligence">intelligence</a> into specific 'modalities', rather than seeing intelligence as dominated by a single <a title="General ability" href="https://en.wikipedia.org/wiki/General_ability">general ability</a>. <a title="Howard Gardner" href="https://en.wikipedia.org/wiki/Howard_Gardner">Howard Gardner</a> proposed this model in his 1983 book Frames of Mind: The Theory of Multiple Intelligences. According to Gardner, an intelligence must fulfill eight criteria: potential for brain isolation by brain damage, place in evolutionary history, presence of core operations, susceptibility to encoding (symbolic expression), a distinct developmental progression, the existence of <a title="Savant syndrome" href="https://en.wikipedia.org/wiki/Savant_syndrome">savants</a>, prodigies and other exceptional people, and support from experimental psychology and <a title="Psychometric" href="https://en.wikipedia.org/wiki/Psychometric">psychometric</a> findings</em><em>.</em></p>

scholarly journals Developing Multiple Intelligences-Based Thematic Comic Module

2017 ◽  
Vol 6 (4) ◽  
Author(s):  
Alif Mudiono ◽  
Sa’dun Akbar ◽  
Arnelia Dwi Yasa ◽  
Denna Delawanti Chrisyarani
Keyword(s):  
Multiple Intelligences ◽  
Family Environment ◽  
Formative Evaluation ◽  
Learning Strategy ◽  
Learning Objectives ◽  
Assessment Instrument ◽  
Learning Material ◽  
Final Test ◽  
Context Analysis ◽  
Content List

This research is aimed to develop multiple intelligences-based thematic comic module. This research used research and development approach Dick Carey and Carey model. The procedures of the module development are: (1) identifying learning objectives, (2) learning analysis, (3) students and context analysis, (4) formulating specific learning objectives, (5) developing assessment instrument, (6) developing learning strategy, (7) developing and choosing learning material, (8) designing and conducting learning formative evaluation, (9) revising learning material. This research has been conducted up to the seventh step that is developing and choosing learning material. The results of this step are: (1) student’s module design, (2) teacher’s guideline design. This student module entitled multiple intelligences-based thematic comic module with environment theme that consists of three sub-theme, they are: (1) family environment, (2) school environment), (3) society environment. The component consists of: opening (title, foreword, user guidelines, module part, character introduction, and content list), main part (concept map, news, and expectation box), and learning (material exploration, let’s practice, assignment, conclusion, independent test, module final test) and the final part (mini vocabulary, assessment guide, bibliography). Teachers’ guide consists of: (1) foreword, (2) teacher’s guidelines, (3) teacher’s role in using the module, (4) fifth grade SKL and KI, (5) multiple intelligences mapping, (6) content list, (7) first sub-theme mapping, (8) second sub-theme mapping, (9) third sub-theme mapping, (10) bibliography, (11) module final test, (12) key answers and scoring.

How Digital Media like TED Talks Are Revolutionizing Teaching and Student Learning

2014 ◽  
pp. 282-298
Author(s):  
Gladys Palma de Schrynemakers
Keyword(s):  
Student Learning ◽  
Digital Media ◽  
Learning Experience ◽  
Real Life ◽  
Learning Objectives ◽  
Teaching Tool ◽  
Student Learning Objectives ◽  
Multi Media ◽  
User Friendly ◽  
Ted Talks

Launched in 1984, Technology, Entertainment, and Design (TED) Talks was successfully developed and implemented as a practical way to bring recognized experts together to discuss the latest developments and improve communication and collaboration across these fields. From its embryonic beginning, TED Talks has today expanded exponentially and is now a multi-media vehicle for delivering pioneering work to a global audience. For faculty wishing to bring user-friendly, cutting-edge research and ideas to the classroom, it can be an exciting teaching tool because students can draw from the real life experiences of outstanding professionals who are trailblazers in their fields. This chapter presents assignments that were created using TED Talks and provides a template that can be used to create unique assignments that are compatible with the needs and goals of the course. The template is designed to help faculty craft a learning experience that is embedded in an encouraging environment for innovative approaches and student involvement—where specific student learning objectives exist, along with approaches to assess student learning.

scholarly journals Higher satisfaction with ethnographic edutainment using YouTube among medical students in Thailand

2014 ◽  
Vol 11 ◽  
pp. 13 ◽  
Author(s):  
Thira Woratanarat
Keyword(s):  
Medical Students ◽  
Transformative Learning ◽  
Real Life ◽  
Learning Objectives ◽  
Short Film ◽  
First Year ◽  
Motivating Factors ◽  
Group Project ◽  
Changing Patterns ◽  
First Year Medical Students

Purpose: At present, transformative learning is one of the most important issues in medical education, since a conventional learning environment is prone to failure due to changing patterns among students. Ethnographic edutainment is a concept that consists of reward, competition, and motivation strategies that be used to effectively engage with learners. Methods: A total 321 first-year medical students took part in ethnographic edutainment sessions in 2011. We defined four preset learning objectives and assigned a term group project using clouding technologies. Participatory evaluation was conducted to assess the delivery of and attitudes towards this method. Results: Career lifestyles in the general population and expected real-life utilization of the final product were used as motivating factors, with competition and rewards provided through a short film contest. Nineteen out of twenty groups (95%) achieved all learning objectives. Females were more satisfied with this activity than males (P<0.001). We found statistically significant differences between lecture-based sessions and field visit sessions, as well as ethnographic edutainment activity sessions and other instructional approaches (P<0.01). The results were consistent in male and female groups. Conclusion: Ethnographic edutainment is well accepted, with higher satisfaction rates than other types of teaching. The concepts of health promotion and the social determinants of health can be learned through ethnographic edutainment activities, which might help train more humanized health professionals.

scholarly journals Competence-based learning and societal awareness: Building up experiences within the discipline of interior architecture

2018 ◽  
Author(s):  
Nathalie Vallet ◽  
Inge Somers ◽  
Michel Corthaut
Keyword(s):  
Qualitative Data ◽  
Public Libraries ◽  
Real Life ◽  
Lessons Learned ◽  
Learning Objectives ◽  
Teaching Staff ◽  
Interior Architecture ◽  
Societal Challenges ◽  
Design Students ◽  
The University

By means of the bachelor proof, students of interior architecture of the University of Antwerp (Faculty of Design Sciences) are stimulated to design interiors for real-life public libraries in view of particular societal challenges. During three subsequent years the teaching staff elaborated a set of learning objectives and activities that jointly form a competence-based learning process focussed on the development of the societal awareness of design students. In this paper we report on the intermediate experiences of the teachning staff and the students as indicated by a set of mainly qualitative data. In short it concerns four lessons learned relating to the over- and underestimation of (i) disciplinary filters, (ii) comfort-zones, (iii) motivating complexities and (iv) copy-cat behavior.

Rebecca's Coffee and Tea House: A Strategic Mapping and Balanced Scorecard Case Study

2016 ◽  
Vol 32 (2) ◽  
pp. 73-81
Author(s):  
James M. Kohlmeyer ◽  
Janet A. Samuels
Keyword(s):  
Small Business ◽  
Balanced Scorecard ◽  
Real Life ◽  
Learning Objectives ◽  
Class Discussion ◽  
The Real ◽  
Employee Evaluation ◽  
Quality Costs ◽  
Strategy Map

ABSTRACT This case is designed to be used in an undergraduate or M.B.A. managerial/cost accounting course. The case asks students to act as advisors to the owner of a relatively new coffee and tea house. Students' familiarity with coffee houses enhances the real-life application of cost/managerial concepts in the case. The primary learning objectives include understanding quality costs, developing a strategy map, designing a balanced scorecard (BSC), analyzing how some of the BSC measures would be captured and monitored, and articulating the advantages/disadvantages of linking a BSC to employee evaluation. The small business is easily understood by students and, therefore, the case allows for rich class discussion.

scholarly journals Penggunaan Media Film Dokumenter dalam Pengembangan Bahan Ajar Menulis Cerita Pendek untuk Siswa Kelas XI

2020 ◽  
Vol 5 (9) ◽  
pp. 1308
Author(s):  
Tince Taela Margirita Nenoliu ◽  
Dawud Dawud ◽  
Endah Tri Priyatni
Keyword(s):  
Short Stories ◽  
Learning Process ◽  
Documentary Film ◽  
Human Life ◽  
Real Life ◽  
Learning Objectives ◽  
Teaching Material ◽  
Documentary Films ◽  
Daily Lives ◽  
Knowledge And Skills

<div><table cellspacing="0" cellpadding="0" align="center"><tbody><tr><td align="left" valign="top"><p><strong>Abstract: </strong> Documentary film is one type of film in the form of actual, creative reports based on reality. Documentary films are films made based on facts not fiction or imagination so that documentaries portray the problems of real human life. Documentary film is used as a medium that is used as a reference for students in writing short stories, because documentaries tell stories about history and real life that occur in students' daily lives. The development of teaching materials starts from conventional to innovative that can help the learning process itself, especially for teachers to help students in the learning process to become interested and fun with a variety of diverse themes. Basically, the material compiled includes knowledge and skills and contains information, facts,<strong> </strong>concepts and learning objectives. Teaching material that has been compiled shows how to write short stories using documentary films as a source of inspiration.</p><p> </p></td></tr></tbody></table></div><strong>Abstrak: </strong> Film dokumenter merupakan salah satu jenis film berupa laporan aktual yang kreatif berdasarkan kenyataan. Film dokumenter merupakan film yang dibuat berdasarkan fakta bukan fiksi atau hasil imajinasi sehingga film dokumenter menggambarkan permasalahan kehidupan manusia yang nyata. Film dokumenter digunakan sebagai media yang dijadikan acuan siswa dalam menulis cerpen karena film dokumenter bercerita tentang sejarah dan kehidupan nyata yang terjadi dalam kehidupan sehari-hari siswa. Pengembangan bahan ajar berawal dari konvesional menuju inovatif yang dapat membantu proses pembelajaran itu sendiri, terutama bagi guru untuk membantu siswa dalam proses belajar agar menjadi tertarik dan menyenangkan dengan berbagai tema yang beragam. Pada dasarnya, bahan yang disusun mencakup pengetahuan maupun keterampilan dan berisi informasi, fakta, konsep serta tujuan pembelajaran. Bahan ajar yang telah disusun menampilkan cara menulis cerpen dengan menggunakan film dokumenter sebagai sumber inspirasi.

scholarly journals Case Article—Forward-Reserve Storage Design: A Case of Carriage Repair Workshop, Indian Railways

2020 ◽  
Vol 21 (1) ◽  
pp. 30-34
Author(s):  
Vishwesh Singbal ◽  
Gajendra K. Adil ◽  
Rakesh Venkitasubramony
Keyword(s):  
Case Studies ◽  
Real Life ◽  
Teaching Experience ◽  
Educational Background ◽  
Learning Objectives ◽  
Optimization Models ◽  
Classroom Teaching ◽  
Critical Part ◽  
Teaching Objectives

Case studies are useful in imparting decision-making skills to students. Warehousing is a critical part of most supply chains, but case studies based on warehousing methods and operations therein are rare. Recognizing the need to bridge this gap, a case study is designed to present a real-life scenario at the carriage repair workshop of Indian Railways. The case study facilitates the learning of students regarding operations in automated warehousing and relevant storage strategies. Additionally, the case encourages the students to explore the use of heuristics and optimization models. This case article highlights the major learning objectives of the case study and discusses the classroom teaching experience. This case can be used in various courses and the case questions can be selected based on the teaching objectives and/or the educational background of the students.

scholarly journals Redefining Learning: Kolb's Theory of Learning Styles with Gardner's Multiple Intelligences

2017 ◽  
Vol 9 (1) ◽  
pp. 330-339 ◽  
Author(s):  
Pulkit Kaushik
Keyword(s):  
Learning Styles ◽  
Multiple Intelligences ◽  
Real Life ◽  
Empirical Support ◽  
Educational Practice ◽  
Learning Techniques ◽  
Concrete Experience ◽  
Life Model ◽  
Theory Of Multiple Intelligences ◽  
Keywords Education

  * Abstract This study attempts to bridge David Kolb’s theory of Learning Styles Howard with Gardner’s Theory of Multiple Intelligences to overcome criticisms to both. The necessity to sequentially achieve Kolb's four learning stages (concrete experience, reflective observation, abstract conceptualization, and active experimentation) and their respective preferred combinations are discussed as an onset. Succeeding that is an analysis of Gardner's Theory of Multiple Intelligences which claims intelligence to be one of eight types of independent arenas of competence, all independent of each other (linguistic. analytical, musical, bodily, interpersonal and intrapersonal, spatial and naturalist). Both theories suffer from certain drawbacks. For instance, Kolb’s theory has sufficient empirical support but lacks scientific backing while Gardner's theory is bereft of empirical support but founded on clinical research on central nervous system. Utilizing a combination of both theories the study examines possibilities to improve quality of education, training and pedagogical advice. The purpose of this study is to examine both theories in detail so as to isolate unique concepts both scientifically accurate and empirically compelling with the intent to formulate a compound theory through active use of pragmatism and quality control. The paper further presents a real life model to overcome impediments faced by the two theories and proposes revisions in learning techniques to facilitate absorption of knowledge and synthetization of information in general educational practice at both amateur and professional level. Keywords: education, learning styles, learning theory, multiple ıntelligences, pedagogical.  

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