Exemplary Teaching and the Unacknowledged Consensus

Abstract. During the summer of 2020, many geology field camps were canceled due to the COVID-19 pandemic, including the karst geomorphology field course I was scheduled to co-teach through Western Kentucky University. When the National Association of Geoscience Teachers (NAGT), in collaboration with the International Association for Geoscience Diversity (IAGD), began the project of supporting working groups to create online field experience teaching materials, this presented an opportunity. This paper describes the development of two activities derived from that field camp curriculum that are now freely available as peer-reviewed exemplary teaching activities on the Science Education Resource Center (SERC) Online Field Experiences repository under “Karst hydrogeology: a virtual field introduction using © Google Earth and Geographic Information Systems (GIS)” and “Karst hydrogeology: a virtual field experience using © Google Earth, GIS, and TAK [Topographic Analysis Kit].” Each product includes a student handout, an instructor workflow reference, a grading rubric, and NAGT-established learning objectives. The introductory activity is the more basic of the two, is expected to take about an 8 h workday to teach, and walks students through all the steps, as well as providing global examples of karst landscapes that can be virtually explored. The other activity, “Karst hydrogeology and geomorphology”, assumes student familiarity with © Google Earth, GIS, and karst drainage systems and is expected to take about twice as long as the introductory activity to teach. To make these learning opportunities financially accessible, all software required for the activities is open source, and alternative workflows for the introductory module are provided so that the entire exercise can be completed using a mobile device. Addressing this need for virtual capstone options during the pandemic, and providing a virtual alternative for years to come, these karst activities, along with a subset of other SERC activities, were assembled into three learning tracks, each one providing learning hours equivalent to a traditional field camp, that have been added to the course offerings at the University of Cincinnati Department of Geology. In addition to providing online capstone activities in the time of a pandemic, these learning materials provide alternative experiences to traditional field camps that are inclusive for all geoscience students.

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Application of exemplary teaching within the subject nature and society

Godisnjak Uciteljskog fakulteta u Vranju ◽

10.5937/gufv1405427m ◽

2014 ◽

pp. 427-435

Author(s):

Ljiljana Mitic ◽

Danijela Vasilijevic

Keyword(s):

Exemplary Teaching ◽

The Subject ◽

Nature And Society

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Certified B Corporations and Benefit Corporations

Management ◽

10.1093/obo/9780199846740-0203 ◽

2021 ◽

Keyword(s):

Theoretical Work ◽

The United States ◽

Data Sets ◽

Central Research ◽

Legal Form ◽

Exemplary Teaching ◽

For Profit ◽

Theoretical Perspectives ◽

Research Themes ◽

Benefit Corporations

Over the past decade, Certified B Corporations and Benefit Corporations, commonly known as B Corps, have emerged as a global phenomenon. Both organizational forms are for-profit businesses. Whereas Certified B Corporations have been accredited for their environmental, social, and governance (ESG) practices, Benefit Corporations are a new legal form, currently available in thirty-eight states and jurisdictions in the United States (US) as well as in British Columbia (Canada), Colombia, Ecuador, and Italy. Both types were promulgated by B Lab, a US-based nonprofit organization. Founded in 2006 in the suburbs of Philadelphia, Pennsylvania, B Lab has sought to institutionalize business as a force for good. At present, certification is available to any business worldwide, and approximately 3,700 companies in seventy-four countries are currently certified. Prominent Certified B Corporations include Ben & Jerry’s, Danone North America, and Patagonia. Examples of Benefit Corporations include Data.World, Kickstarter, and Plum Organics. Overall, the B Corp movement’s radical aspiration to redefine business has garnered substantial attention from policymakers, media, businesses, nongovernmental organizations (NGOs), and academe. This article provides an overview of burgeoning scholarly work—ranging from general references and cutting-edge theoretical work to accumulating empirical findings and key pedagogical resources. A core focus is on enumerating the variety of theoretical perspectives that have been taken and the central research themes in extant work, including interdisciplinary publications. We close by discussing exemplary teaching materials and introducing other resources, such as the B Academics research community and available data sets for research.

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Reflections on a School Teaching: An Exemplary Teaching about Primary Productivity & Energy Flow in Natural Ecosystems

Journal of Education and Learning ◽

10.5539/jel.v5n4p291 ◽

2016 ◽

Vol 5 (4) ◽

pp. 291

Author(s):

Maria Kalathaki

Keyword(s):

Primary Productivity ◽

Energy Flow ◽

Assessment Process ◽

Flow Diagram ◽

Natural Ecosystems ◽

Self Assessment ◽

Exemplary Teaching ◽

School Teaching ◽

In The Beginning ◽

Evaluation Sheet

The research has been carried out in the material that Biologist teacher have prepared for the students and teachers, focusing mostly on the sub-query of teacher’s self-assessment, since teacher had written a self-assessment, a reflection, upon differentiation points from an ordinary teaching, with a structured way. This paper searches on the reflections on a school exemplary teaching of Biology about primary productivity & energy flow in natural ecosystems.Graduated students of Lyceum were asked to answer a questionnaire on how they felt during the lesson and how they assessed themselves toward the teaching, in relation to the content taught, the methodology followed, their performance and the degree of involvement with a students’ Evaluation Sheet.In a self-assessment process, the teacher asked to reflect where this exemplary teaching is differentiated from the ordinary. A content analysis was held in the material that Biologist teacher had prepared to satisfy the demands of the exemplary teaching. This material was given to the students in the beginning of the teaching, consisted of a multipage printed document with the flow diagram, the worksheet, the parallel texts for home study and the self-evaluation sheet.The statistical analysis of the replies of the Students’ Evaluation Sheet revealed the feeling of pleasure experienced by students and success of teacher. All data, when analyzed carefully, enables teacher’s self-assessment for further improvement.

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The Development of Exemplary Teaching Practices in Reading Instruction among Five Francophone Teachers

Language and Literacy ◽

10.20360/g23w24 ◽

2010 ◽

Vol 12 (1) ◽

pp. 128

Author(s):

Catherine Turcotte

Keyword(s):

Elementary School ◽

Life History ◽

Comparative Analysis ◽

Elementary School Teachers ◽

Reading Instruction ◽

Teaching Practices ◽

School Failure ◽

School Teachers ◽

Exemplary Teaching ◽

Reflection On Practice

Effective reading instruction is considered one the best means of preventing school failure. This study examines how effective teaching practices of reading are formed among five exemplary elementary school teachers. By using a life history protocol informed by phenomenology, these teachers describe their past and present experiences as readers and teachers, and then explain the meaning they make out of these experiences. Individual and comparative analysis reveal that, although these teachers exhibit different experiences and teaching strategies, they share many personal and contextual experiences, such as reading models and engagement, reflection on practice and the importance of sharing experiences.

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A Cross-Cultural Study of Exemplary Teaching: What Do Singapore and the United States Secondary Gifted Class Teachers Say?

Gifted and Talented International ◽

10.1080/15332276.2006.11673474 ◽

2006 ◽

Vol 21 (2) ◽

pp. 38-47 ◽

Cited By ~ 14

Author(s):

Joyce VanTassel-Baska ◽

Bronwyn MacFarlane ◽

Annie Xuemei Feng

Keyword(s):

United States ◽

Cultural Study ◽

The United States ◽

Cross Cultural ◽

Exemplary Teaching ◽

Cross Cultural Study

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Model Pendidikan Akhlaq Santri di Pesantren dalam Meningkatkan Akhlaq Siswa Di Kabupaten Bireuen

Nadwa ◽

10.21580/nw.2018.12.1.2232 ◽

2018 ◽

Vol 12 (1) ◽

pp. 89

Author(s):

Muhammad Rizal ◽

Muhammad Iqbal ◽

Najmuddin MA

Keyword(s):

Character Education ◽

Government Policy ◽

Qualitative Method ◽

Religious Practice ◽

Video Playback ◽

Teaching Process ◽

Exemplary Teaching ◽

Descriptive Approach ◽

Professional Fields ◽

Reward And Punishment

The research was conducted begins on government policy on implementation of Islamic sharia in Aceh. Pesantren’s education pattern has emphasized more on strengthen professional fields simultanously and strengthenIislamic scope dan akhlakul karimah (character education). Qualitative method was used in this study with descriptive approach. Result showed that curriculum currently used in pesantren is refer to dayah salafi (traditional pesantren) in Aceh, which used Kitab as main source of knowledge in teaching process. While media used in teaching process were Arab’s Kitab, video, playback of religious lectures, and wall magazines. The methode used in teaching process were advice, teacher exemplary, teaching and counseling, habituation of religious practice, motivation straightening, coordination with santri’s parents, and coordination with dayah’s stakeholder, morals coaching output, and reward and punishment methods. AbstrakPenelitian dilakukan berawal dari kebijakan Pemerintah terhadap implementasi syariat Islam di Aceh. Pola pendidikan pesantren memiliki tradisi dan kultur akademik yang lebih menekankan pada penguatan bidang profesional secarasi simultan, serta penguatan pada bidang-bidang keislaman dan pendidikan akhlakul karimah. Penulis menggunakan metode penelitian kualitatif dengan pendekatan deskriptif.. Hasil penelitian menunjukkan bahwa kurikulum yang berlaku di pesantren semuanya mengacu kepada kurikulum dayah salafi di Aceh dengan menjadikan kitab sebagai sumber utama dalam proses belajar mengajar. Media yang digunakan pada proses pembelajaran adalah kitab-kitab Arab, tayangan vidio, pemutaran ceramah agama dan pemanfaatan madding. Sedangkan metode yang digunakan meliputi metode nasehat, keteladanan guru, bimbingan dan pendampingan, praktek dan pembiasaan amalan ibadah, pelurusan motivasi, koordinasi dengan wali santri, koordinasi dengan stakeholder dayah, out put pembinaan akhlak dan reward serta punisment.

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