Teaching and Learning in a Classroom Context

2013 ◽  
pp. 730-768
Keyword(s):  
Teaching And Learning ◽  
Classroom Context

scholarly journals Improving Teaching Practices and Repertoire using the Cognitive Coaching Approach for 21st Century Teachers: A Call for Action

2021 ◽  
Author(s):  
Aubrey Hibajene Mweemba ◽  
John McClain, Jr ◽  
Beverley Harris ◽  
Enid F. Newell-McLymont
Keyword(s):  
Teaching Practices ◽  
Teaching And Learning ◽  
Cognitive Coaching ◽  
Classroom Context ◽  
Cognitive Approach ◽  
Teacher Isolation ◽  
Teacher Networks ◽  
The Individual ◽  
Teaching Learning ◽  
Coaching Approach

The teaching and learning enterprise require several inputs and a framework upon which the teacher’s practice and repertoires are put into action and one such input is cognitive coaching. It is important to note that schools that are known to be successful have a distinction and ability to enhance teaching practices, where teachers can collaborate among themselves in designing subject materials and other professional undertakings .Additionally, the ability to inform and critique each other in an honest way has a long lasting feature to ensure growth and improvement in the individual teacher and also in the ability to sustain an effective organization. This paper provides a platform upon which the construct of cognitive coaching can be examined. The paper embodies a critical analysis of chapters two, five and seven of Newell-McLymont (2015). In Chapter two, Collaboration in the classroom context is seen as a critical component in the teaching/learning environment, bringing benefits to both teachers and the students at their disposal. Collaboration has been proven to be the panacea for eliminating teacher isolation and encourages problem solving approaches. An analytic perspective on generating the cognitive coaching approach, while bearing in mind, the power of teacher networks, is the thrust of chapter five. Chapter seven in examining the cognitive approach through application presents several studies that looked at the environment and culture as essential consideration for collaborative learning. Given the benefits of cognitive coaching, the reviewers have sounded the call for this to be fully embraced especially during the COVID 19 period of crisis.

Simulation Rhetoric and Activity Theory: Experiential Learning in Intercultural Simulations

2019 ◽  
Vol 49 (2) ◽  
pp. 213-231 ◽  
Author(s):  
Junhua Wang
Keyword(s):  
Activity Theory ◽  
Intercultural Communication ◽  
Intercultural Competence ◽  
Technical Communication ◽  
Cultural Awareness ◽  
Teaching And Learning ◽  
Teaching Approaches ◽  
Classroom Context ◽  
Study Abroad Programs ◽  
Theoretical Understanding

In the field of intercultural business and technical communication, intercultural communication has been a regular topic in curriculum for decades; various teaching approaches exist for developing students’ cultural awareness and helping them achieve a theoretical understanding about the concept of culture, cultural differences, and cultural conflict. But quite often teaching and learning are limited in the classroom context, although it is true that study abroad programs are available for a small group of students. As a result, students do not have enough opportunities to interact with members of other cultures, which limits students’ potentials for gaining intercultural competence. This study explores the rhetorical nature of simulations, defines the perspective of using activity theory as a framework to understand the learning process occurring in simulations, and provides an intercultural simulation example to explain how instructors can incorporate simulations into the business and technical communication curriculum.

scholarly journals The Role of EFL Teacher’s Talk and Identity in Iranian Classroom Context

2018 ◽  
Vol 8 (6) ◽  
pp. 606
Author(s):  
Afsaneh Alijani ◽  
Hamed Barjesteh
Keyword(s):  
Teaching And Learning ◽  
Classroom Context ◽  
Student Centered ◽  
Traditional Lecture ◽  
Social Actions ◽  
The Social ◽  
Dominant Individual ◽  
Spoken Interaction ◽  
Response Feedback

Identity is a comprehensive and complicated concept in the process of language teaching and learning. The present study attempted to examine the effect of teachers’ talk and identity in the classroom context on EFL learners’ achievements. The Conversation Analysis (CA) approach was applied to gather and analyze naturally-occurring spoken interaction. The teachers’ interactions with their learners were audio-recorded and analyzed in terms of the IRF cycle (Initiation-Response-Feedback), turn-taking and renovate. The findings indicated that the plenty of interaction was assembled and retained through dissymmetrical and privileged relations. The teacher identified, and regulated most of the social actions that happened in the classroom context, most of which were also completely designed on a goal-oriented basis .It was concluded that it is time to re-assert the role of teacher as a dominant individual who controls learning inside and outside the classroom; educators and teachers should develop an instructional design that focuses on incorporating active learning and student-centered pedagogy into the traditional lecture-based courses.

scholarly journals MULTILINGUAL INTERACTION IN CLASSROOM CONTEXT

2020 ◽  
Vol 6 (2) ◽  
pp. 381
Author(s):  
Andi Muhammad Syafri Idris ◽  
Adliah Adliah ◽  
Syatria Alfina
Keyword(s):  
Learning Process ◽  
Teaching And Learning ◽  
Classroom Context ◽  
Relevant Research ◽  
Research Participants ◽  
Classroom Activities ◽  
Data Analysis Procedure ◽  
Teacher Students ◽  
Collection Data

This research aimed at exploring teacher and student ways of interacting in multilingual EFL classrooms. This research was a qualitative study using case study design. This research participants consisted of 1 EFL and 4 SMKN 5 Jeneponto students at Sulawesi Selatan. The data was obtained by observation and interview. The data was analyzed on the basis of data analysis procedure consisting of data collection, data display, data condensation, and conclusion: drawing / verification. The finding showed that there were three ways through multilingual interaction in the teaching and learning process, beginning the class, during learning process and closing the class.  The findings led to the conclusion that the multilingual interaction within the classroom had already made the teacher-students and student-students more interactive. Furthermore, the students were even good in communicating and influencing their attitude so they participated actively in classroom activities and felt comfort interacting with the class using multilingual interaction. The researcher also suggests that future researchers should conduct the relevant research by adding some new aspects to it. The aspects can be extended in terms of the method used, the number of research variables, research participants, etc.

scholarly journals ADAPTIVE MUTUAL CURRICULUM: A BREAKTHROUGH IN CHARACTER EDUCATION

QUALITY ◽  
2017 ◽  
Vol 5 (2) ◽  
Author(s):  
Tedi Rohadi
Keyword(s):  
Character Education ◽  
Teaching And Learning ◽  
Learning Experiences ◽  
Instructional Materials ◽  
Classroom Context ◽  
Clear Cut ◽  
Contexts Of Teaching ◽  
Practical Guidance ◽  
Curriculum Manual

<p><em>Character education is perceived differently and has been implemented partially. In addition, its execution in classroom context seems to simply be on the concept level which later on leads to the ineffectiveness of the program. Therefore, a reference or guidance in the form of applicable curriculum is necessitated. The study seeks to create a model of an adaptive mutual curriculum that can provide a clear cut practical guidance for teachers in implementing character education and validates it. The </em><em>mutual adaptive curriculum as the product of the study</em><em> </em><em>in its implementation is adjusted to contextual needs, real and existing condition, and adopted developmental requirements. </em><em>The design and content of curriculum is designed and determined by the external contexts of teaching and learning. The adaptation is carried out in pre and whilst the process of the implementation. </em><em>The design of mutual adaptive curriculum is actualized in the forms of objectives, content or materials, learning experiences, and evaluations which are realized in the form of curriculum manual and instructional materials and activities for students. Despite the weaknesses and the problems that the mutual adaptive curriculum has, it has in certain extent proven to be a validated model of curriculum in character education</em></p>

scholarly journals Students´ reasoning on multiplication in primary school classroom context

2019 ◽  
Vol 8 (1) ◽  
pp. 6
Author(s):  
Odd Tore Kaufmann
Keyword(s):  
Primary School ◽  
Teaching And Learning ◽  
Strategy Use ◽  
Third Grade ◽  
Classroom Context ◽  
Multiplicative Reasoning ◽  
Strong Emphasis ◽  
School Classroom ◽  
Different Characteristics ◽  
Mathematical Relationships

This article investigates how students in third grade discuss and reason on multiplication when they first encounter that concept in the classroom context. By analysing the data from 24 classrooms focused on teaching and learning multiplication, the article aims at contributing to the research and conceptualisations about students´ reasoning and strategy use in multiplication. The analysis shows that some of the features within previous research are helpful in characterizing the students´ reasoning about multiplication. However, the data material also reveals new aspects of students´ reasoning multiplication in classroom settings. One aspect is how students reason about different characteristics of multiplication, and reason about the concept of multiplication in a more general way. They put it in a broader context by going beyond the actual example in which the activity takes place. The students have moved away from the actual example, shifting their attention towards a focus on mathematical relationships. Another aspect is how a strong emphasis on using addition when they work with multiplication, by for instance that some students may begin to use different sub-totals, can cause tensions in the discussions between the teacher and students. Results are discussed in relation to previous studies of students´ multiplicative reasoning and implications for practice are elaborated upon.

scholarly journals A Review of Theories and Practices of Multiliteracies in Classroom: Issues and Trends

2020 ◽  
Vol 19 (11) ◽  
pp. 41-52
Author(s):  
Ang Leng Hong ◽  
Tan Kim Hua
Keyword(s):  
Literature Review ◽  
Learning Process ◽  
Classroom Practice ◽  
Teaching And Learning ◽  
Meaning Making ◽  
Pedagogical Practices ◽  
Classroom Teaching ◽  
Classroom Context ◽  
Print Medium ◽  
Digital Classroom

This paper aims to review the concepts of literacy, multiliteracies, and multimodality in educational settings and their relevance in classroom practice. Literacy has emerged in recent years as an essential concept in the classroom teaching and learning process. With literacy views beyond the conventional print medium, it is important for teachers, educators, and learners to be given a new understanding of multiliteracies pedagogies. This paper also reflects on the development of multiliteracies paradigms. Specifically, it discusses the relevance and potentials of multimodal teaching and learning in dealing with the multiliteracies school learners bring into the classrooms including digital literacies and online literacies. This paper adopted a systematic literature review approach exploring issues and trends related to multiliteracies in the classroom context. The findings indicate that past studies often consider both the multimodality of meaning-making and meaning-recreating as well as different multiliteracies skills learners bring to the classroom. The review presented here addresses multiliteracies pedagogy in classroom teaching that benefits teachers, educators, and learners. Recommendations are made for future multiliteracies studies to strengthen the pedagogical practices in the emerging digital classroom.

scholarly journals Synergistic Team Teaching for Professional Development: A Case Study Approach

2020 ◽  
Vol 20 (35) ◽  
Author(s):  
Natalia Ramírez Casalvolone
Keyword(s):  
Professional Development ◽  
Team Teaching ◽  
Teaching And Learning ◽  
Classroom Context ◽  
Structured Interviews ◽  
Study Approach ◽  
Contextualized Learning ◽  
The University ◽  
Teacher's Knowledge

This study proposes an innovative approach for English professors who lack the time to engage in professional development (PD) programs, believe such programs are conducted in a decontextualized manner, or regard them as too expensive. Based on a qualitative case study performed from January to September 2018, this study addresses the following question: How can team teaching promote PD for mid-career English as a foreign language university professors? It investigates the types of PD that emerged when two English professors at the University of Costa Rica engaged in synergistic team teaching. Theparticipants team taught a course for students newly admitted into the English-teaching major. In this study, synergistic team teaching is understood as a method in which two professors share classroom space and teaching practices and engage in planning discussions together. To understand what the participants learned when practicing team teaching, data were collected through semi-structured interviews and coded following Creswell and Poth’s (2018) data analysis spiral. The coding was developed in light of the conceptualization of PD developed by Guskey (2002), Sparks (2002), and Johnson (2006). Accordingly, thisstudy identifies instances (during the interview or during the classroom observation) that can be interpreted as change of the classroom practices, change in the attitudes and beliefs of the professors (Guskey, 2002), continuous improvement of teaching and learning (Sparks, 2002), and teacher’s knowledge transformed into practice (Johnson, 2006). This study shows how team teaching offers professors a community of practice in which they can share, discuss, and implement new teaching knowledge. Through team teaching, teachers receive PD benefits that match their classroom context perfectly, enabling them to engage in authentic, fully contextualized learning opportunities.

scholarly journals Investigating Factors that Contribute to Effective Teaching-Learning Practices: EFL/ESL Classroom Context

2017 ◽  
Vol 10 (4) ◽  
pp. 15
Author(s):  
Rukaia Islam
Keyword(s):  
Teaching And Learning ◽  
Classroom Interaction ◽  
Teacher Talk ◽  
Classroom Context ◽  
Learning Practices ◽  
Key Issues ◽  
Learner Differences ◽  
Teaching Learning ◽  
Learning Factors ◽  
Esl Classroom

This paper seeks to address some key issues, which can influence as well as determine the nature of teaching and learning practices in an ELT classroom directly or indirectly. This paper views an EFL or ESL classroom as a dynamic and multi-dimensional platform open to different interpretations of teaching and learning. Factors like teachers’ beliefs, teacher talk, teachers’ questioning, diversity and complexity of ELT classroom, classroom values and individual learner differences require thoughtful attention irrespective of teaching methods and approaches. However, these issues are not straight forward, rather inherent in the activities related to classroom interaction and management and demand proper conceptualization by teachers, ELT practitioners and researchers.

scholarly journals Teachers’ and Learners’ Perceptions Towards Digital Game-Based Learning in ESL Classroom

2020 ◽  
Vol 8 (1) ◽  
pp. 166
Author(s):  
Amal Abdullah Alhebshi ◽  
Maha Saeed Halabi
Keyword(s):  
Teaching And Learning ◽  
English Language ◽  
Positive Impact ◽  
Learning Experience ◽  
Relevant Literature ◽  
Digital Game ◽  
Classroom Context ◽  
Game Based Learning ◽  
Learning And Teaching ◽  
Teachers And Students

Technology is being used in teaching environments to engage students and teachers effectively in the classroom context and building their interest to explore the versatile phenomenon of learning. Digital game-based learning has become a new learning experience that enhances students’ and teachers’ motivation to achieve competencies. The present research explores the perceptions of teachers and students about digital game-based learning in ESL classrooms. The researcher draws on the relevant literature to demonstrate and support the study's findings. The research is investigated quantitatively by administering a questionnaire to measure the perspectives of ESL teachers and the foundation-year students at King Abdulaziz University, Kingdom of Saudi Arabia. The quantitative data gathered from students and teachers were analyzed through SPSS software. The findings indicate that a significant number of respondents prefer using technological devices for better outcomes in the teaching and learning process. It also shows that using digital games had positive impact in relation to three main variables; engagement with learning and teaching, acceptance of DGBL and the effects of DGBL to learn the English language. This also helps participants to gain learning experience in their environment at any time and from anywhere.

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