Planning for an Inclusive Approach to Learning and Teaching

2010 ◽  
pp. 192-206
Keyword(s):  
Approach To Learning ◽  
Learning And Teaching ◽  
Inclusive Approach

scholarly journals Exploring Active Blended Learning Through the Lens of Team-Based Learning

2021 ◽  
pp. 172-192
Author(s):  
Rachel Maxwell ◽  
Roshni Khatri
Keyword(s):  
Blended Learning ◽  
Learning Experience ◽  
Teaching Strategy ◽  
Learning Technologies ◽  
Learning Spaces ◽  
Approach To Learning ◽  
Learning And Teaching ◽  
The Core ◽  
Team Based Learning ◽  
Core Concepts

This chapter showcases how the collaborative learning and teaching strategy known as Team-Based Learning™ (TBL) can deliver against the conceptual components within active blended learning (ABL), through exploration of different case studies from the authors' university. It begins by detailing the core concepts and theories underpinning each pedagogic approach before considering how adoption of TBL is consistent with the wider implementation of ABL. Case histories are used to highlight how these approaches enhance the student learning experience and how learning technologies can enable staff to do more of what they value within the classroom. The value of different learning spaces to facilitate TBL and augment the learning experience for both staff and students is considered. Finally, the chapter explores some of the more difficult questions around the lack of broader uptake of TBL within an institution committed to ABL as its standard approach to learning and teaching.

Music is music? Striking the balance in music education in Wales

2021 ◽  
Vol 5 (1) ◽  
pp. 39-54 ◽  
Author(s):  
Paula Gardiner ◽  
Rachel Kilby
Keyword(s):  
Music Education ◽  
Digital Literacy ◽  
Current Practice ◽  
Higher Order ◽  
Significant Shift ◽  
Approach To Learning ◽  
Practice Survey ◽  
Learning And Teaching ◽  
Mainstream Education ◽  
Independent Review

Through the examination of past and current practice, survey and interview, this article discusses how music from the widest parameters may be included in mainstream education in Wales. In 2014, the Welsh Government commissioned Professor Graham Donaldson to review the curriculum and assessment arrangements in schools in Wales. The outcome, Successful Futures: Independent Review of Curriculum and Assessment Arrangements in Wales (2015), was adopted by the Welsh Government for implementation by 2021. This new curriculum and its approach to learning and teaching offers the opportunity to re-examine the provision of music in schools, outlining a significant shift from ‘…“learning about” to “learning to” with a growing skills focus and an emphasis on application and development of higher-order skills, particularly creativity (entrepreneurship) and digital literacy’ (Donaldson 2015: 18). This vision requires exploration and engagement in a greater diversity of music.

What the willow teaches: Sustainability learning as craft

2014 ◽  
Vol 7 (2) ◽  
pp. 4-27 ◽  
Author(s):  
Molly Scott Cato
Keyword(s):  
Higher Education ◽  
Sustainability Education ◽  
Learning By Doing ◽  
Approach To Learning ◽  
Shared Learning ◽  
Learning And Teaching ◽  
Sustainability Learning ◽  
Basket Weaving ◽  
Sustainability In Higher Education ◽  
University Level

Whilst the importance of mainstreaming sustainability in higher education curricula is now widely acknowledged, the challenge for educators at university level is to develop and maintain authority and confidence in an area dominated by limited knowledge and uncertainty. This article suggests that the most empowering and authentic response is to adopt an approach of shared learning, but with the pedagogue demonstrating expertise and inspiration. I suggest that this is an approach to learning and teaching more familiar in areas of craft learning, characterised by apprenticeship and learning-by-doing. The article relies heavily on the work of Richard Sennett in providing a sociological account of craft learning, which is then applied to the field of sustainability. I explore how his three modes of instruction – 'sympathetic illustration', 'narrative' and 'metaphor' – are being used in the field of sustainability education, and draw parallels from the craft of basket weaving in particular, to show how these approaches might be developed. I conclude by suggesting that sustainability education is best undertaken within a community and in place, rather than abstractly and in the classroom.

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