107 Awesome Elementary Teaching Ideas You Can Implement Tomorrow

2020 ◽  
Author(s):  
Reifman Steve
Keyword(s):  
Elementary Teaching ◽  
Teaching Ideas

Introducing Kodály Principles into Elementary Teaching

1967 ◽  
Vol 54 (3) ◽  
pp. 43-45 ◽  
Author(s):  
Geoffry Russell-Smith
Keyword(s):  
Elementary Teaching

scholarly journals Frameworks for understanding the nature of interactions, networking, and community in a social networking site for academic practice

2011 ◽  
Vol 12 (3) ◽  
pp. 119 ◽  
Author(s):  
Grainne Conole ◽  
Rebecca Galley ◽  
Juliette Culver
Keyword(s):  
Social Networking ◽  
New Technologies ◽  
Social Networking Site ◽  
Current Debate ◽  
User Interactions ◽  
Academic Practice ◽  
User Behaviour ◽  
Learning And Teaching ◽  
Changing Patterns ◽  
Teaching Ideas

This paper describes a new social networking site, Cloudworks, which has been developed to enable discussion and sharing of learning and teaching ideas/designs and to promote reflective academic practice. The site aims to foster new forms of social and participatory practices (peer critiquing, sharing, user-generated content, aggregation, and personalisation) within an educational context. One of the key challenges in the development of the site has been to understand the user interactions and the changing patterns of user behaviour as it evolves. The paper explores the extent to which four frameworks that have been used in researching networked learning contexts can provide insights into the patterns of user behaviour that we see in Cloudworks. The paper considers this within the current debate about the new types of interactions, networking, and community being observed as users adapt to and appropriate new technologies.

Art Is Elementary: Teaching Visual Thinking through Art Concepts

Leonardo ◽  
1979 ◽  
Vol 12 (1) ◽  
pp. 84
Author(s):  
David Friend ◽  
Ivan E. Cornia ◽  
Charles B. Stubbs ◽  
Nathan B. Winters
Keyword(s):  
Visual Thinking ◽  
Elementary Teaching

scholarly journals Construction and Implementation of Teaching Mode for Digital Mapping based on Interactive Micro-course Technology

2018 ◽  
Vol 13 (02) ◽  
pp. 21
Author(s):  
Ning Gao
Keyword(s):  
Learning Styles ◽  
Learning Style ◽  
Classroom Organization ◽  
Teaching Mode ◽  
Self Evaluation ◽  
Internet Education ◽  
Digital Mapping ◽  
Engineering Department ◽  
Evaluation Of Learning ◽  
Teaching Ideas

The era of “Internet + education” has caused reforms in teaching ideas, teaching modes, and learning styles. The emergence of micro-course technology provides new strategies for integrating learning styles. Task-driven digital mapping teaching, known as traditional classroom organization, has poor teaching effect due to single learning style and strategy. A new teaching mode for digital mapping was constructed in this study based on micro-course technology by combining interactive micro-course technology and digital mapping teaching to adapt to the demands of modern teaching. This teaching mode mainly included four modules, namely, micro-courseware, micro-video, micro-exercise, and micro-examination. It realized the hierarchical teaching of knowledge points in digital mapping course, simplification of basic principles, simulation of engineering cases, and self-evaluation of learning outcomes. The teaching mode was applied to 114 students from the Mapping Engineering Department of Henan University of Urban Construction. Results indicate that the proposed teaching mode based on interactive micro-course technology promoting the independent after-class learning of the students, stimulating their learning enthusiasm, enhancing their practical abilities of the students, and improving the effect of teaching. This mode of teaching provides a new concept for the teaching mode reform of other courses in mapping engineering.

scholarly journals Instructors’ ideas on the use of code-switching in EFL in Turkey: A case study

2017 ◽  
Vol 7 (1) ◽  
pp. 9-17
Author(s):  
Engin Evrim Onem
Keyword(s):  
Rank Order ◽  
Relevant Literature ◽  
Code Switching ◽  
State Universities ◽  
Future Research ◽  
Efl Teachers ◽  
Language Classrooms ◽  
Foreign Language Instructors ◽  
Teaching Ideas

Abstract   Code switching is a very common phenomenon in EFL language classrooms. The goal of this case study is to find out the possible reasons why EFL instructors employ code switching in ELT classes in Turkey. To achieve this, a brief questionnaire composed of the most common seven reasons mentioned in the relevant literature on code switching in language classrooms was compiled by the researcher and administered to ten EFL teachers working at different state universities in Turkey. The participants were asked to rank order the reasons from the most ideal to the least ideal purpose of employing code switching in classrooms for themselves and were later asked to write the reasons for their choices. It was found that “leaving no confusion about the topic” was the most common reason for the participants and the teachers who prioritized that reason seemed to have similar ideas about employing code switching in EFL. Discussion of the results and implications for future research are presented. Keywords: Code switching, language teaching, ideas about code switching, foreign language instructors.    

scholarly journals Exploring university students’ use of technologies beyond the formal learning context: A tale of two online platforms

2015 ◽  
Vol 31 (3) ◽  
Author(s):  
Liping Deng ◽  
Nicole Judith Tavares
Keyword(s):  
Informal Learning ◽  
Teaching Practice ◽  
Formal Learning ◽  
Emotional Needs ◽  
Learning Context ◽  
Online Participation ◽  
Teaching Resources ◽  
Individual Interviews ◽  
And Control ◽  
Teaching Ideas

<p class="abstract">Situated within an informal learning context, this study examines how a group of pre-service teachers in Hong Kong use Facebook and Google Sites on their own initiative to fulfil their academic and socio-emotional needs during their teaching practice. Also included in the study are the motivating and inhibiting factors that influence student online participation. Guided by an informal learning model and the literature relating to online participation and sense of community, this exploratory study generates its findings from questionnaires, individual interviews and online postings. The results show that the Google Sites created an avenue for the students to share a range of self-developed teaching resources and ideas. Facebook is a more interactive platform through which the participants seek peer support, exchange teaching ideas, and engage in discussions on a variety of topics. Structure and control provided by Google Sites and immediacy and interactivity afforded by Facebook become complementary to each other.</p><p> </p>

scholarly journals Research on Flipped Classroom Teaching Mode From the Perspective of Multimodality

2021 ◽  
Vol 11 (10) ◽  
pp. 1258-1265
Author(s):  
Yingjie Liu
Keyword(s):  
Flipped Classroom ◽  
Theoretical Perspective ◽  
Analytical Framework ◽  
Classroom Teaching ◽  
Multimodal Learning ◽  
Teaching Mode ◽  
Teaching Content ◽  
Concept Teaching ◽  
Teaching Ideas ◽  
Education Concept

Flipped classroom is not only the flipping of knowledge imparting and knowledge internalization, but also the all-round reform of education concept, teaching content, teaching methods, teaching means and teaching evaluation. Multimodality provides a theoretical perspective and analytical framework for the teaching design of flipped classroom. Multimodality theory fits many characteristics of flipped classroom, which is conducive to giving full play to the advantages of flipped classroom. With the help of multimodal theory and multimodal teaching ideas, this study constructs a flipped classroom teaching mode under the multimodal perspective, which takes the dynamic teaching structure as the core and the open multimodal learning environment as the all-round support, and gives some operational suggestions.

scholarly journals PROMOTING PROFESSIONAL IDENTITY AMONG PRE-SERVICE ENGLISH TEACHERS THROUGH TEACHER CAMPS

2021 ◽  
Vol 32 (2) ◽  
pp. 214
Author(s):  
Anderson Hidarto ◽  
Chindy Christine
Keyword(s):  
Professional Identity ◽  
Identity Formation ◽  
English Language ◽  
Principal Component ◽  
Language Teachers ◽  
Resource Exploitation ◽  
Before And After ◽  
Pre Service Teacher ◽  
Teaching Ideas

With a mission to enhance the quality of EFL teachers, the Regional English Language Office (RELO) of the U.S. Embassy in Indonesia has conducted a pre-service teacher camp where practical teaching innovations are taught alongside reflective practices and the development of social and intercultural competences. This paper aims to examine how the participants, who are pre-service language teachers, perceived their professional identity as potential EFL educators after attending Camp EPIC and to what extent the program contributed to this process of professional identity formation. The study employed a mixed-methods survey where a total of 45 participants of Camp EPIC 2018 were purposively selected. They were asked to provide descriptions of themselves as teachers before and after the teacher camp, which were then analysed qualitatively using thematic analysis. As for the quantitative data, a set of thirty-three Likert-scale items were examined using Principal Component Analysis (PCA). The triangulated data indicated that the participants’ perception was positively altered after the camp. While some mentioned that they were more resourceful and creative with teaching ideas, others showed a higher level of self-efficacy concerning their competence. These changes could be attributed to four major features of the camp: reflection, feedback, resource exploitation, and collaboration.

scholarly journals Introduction: Digital Pedagogy in American Studies

2020 ◽  
Author(s):  
Ingrid Gessner ◽  
Uwe Küchler
Keyword(s):  
American Studies ◽  
Digital Technologies ◽  
Technical Support ◽  
The Other ◽  
Special Issue ◽  
Practical Guidelines ◽  
Digital Pedagogy ◽  
Teaching Ideas ◽  
Looking Back ◽  
Summer Semester

As we are writing the introduction to this special issue we are looking back on the online summer semester 2020, which has profoundly and perhaps lastingly impacted how we do American Studies, not least by pushing us to embrace digital technologies to an extent unimaginable half a year ago. Did we really need a viral pandemic to provide the necessary push for some of our colleagues to become (more) digitally naturalized? Of course not. On the other hand, we would have appreciated practical guidelines and offers of technical support for our digital teaching ideas (as most universities have provided them in the last months) much earlier. Yet, most of these offerings were merely technological or only contained a list of tools available. How can we think critically about our tools, and how can we implement them successfully?

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