Connecting Learning and Teaching Through Assessment

1993 ◽  
Vol 41 (1) ◽  
pp. 13-15
Author(s):  
C. Jean Moon
Keyword(s):  
Teaching Practices ◽  
Learning And Teaching ◽  
Mathematical Connections ◽  
Promising Strategy ◽  
Teacher As Researcher ◽  
Researcher Role ◽  
The Way

We are beginning to understand that the teacher-as-researcher role encourages a teacher to reflect on teaching practices and students' learning, which is a promising strategy for changing the way mathematics is taught, learned, and assessed (Tobin 1989). When teachers actively participate in evaluating classroom lessons, they can begin to create new, more effective frameworks in which to help their students make mathematical connections.

Co creating by degrees – exploring experiences of co design

2017 ◽  
Vol 3 (2) ◽  
Author(s):  
Sue Becker ◽  
Daniel Hopps ◽  
Gill Owens ◽  
Jana Runze ◽  
Sarah Morris ◽  
...  
Keyword(s):  
Higher Education ◽  
Student Engagement ◽  
Teaching Practices ◽  
Learning Experience ◽  
Learning And Teaching

This is a video article. To play the video, please click on the link at the bottom of this page.Co-creation of learning and student engagement in shaping their curricula are becoming more widespread as pedagogic practice in Higher Education. The literature surrounding co-creating the learning experience has focussed primarily on the benefits for staff and students involved in terms of increased student engagement (Cook-Slather et al, 2014). The barriers to co-creation, which include perceived threats to ‘academic as expert’ and role-blurring, in part derive from a lack of transparency about the strategies for embedding co-creation of learning in established learning and teaching practices (Allin, 2014).  The procedure and mechanics of co-creating curricula appear obfuscated by theoretical and academic discussions about the intersection of partnership, co-creation and student engagement. The current project seeks to throw light on and explore two different approaches to co-creating the curricula on level 6 option modules run by Psychology and Business programmes.

Finding Our Way While Leading the Way

2010 ◽  
pp. 144-154
Author(s):  
Gloria Latham ◽  
Julie Faulkner
Keyword(s):  
Primary School ◽  
Teacher Educators ◽  
Virtual School ◽  
Theoretical Frameworks ◽  
Learning And Teaching ◽  
The Creation ◽  
The Way

ABSTRACTThis chapter will follow two teacher educators at RMIT University in Melbourne in their quest to lead and enable others to lead as they capture and critically reflect upon the constructs that frame the creation and implementation of a virtual primary school for pre-service teachers. The school is now six years old and has moved through numerous iterations, but remains guided by theories of Christensen (1997) and Boler (1999). That is, pre-service teachers, through their interactions with the virtual school, are challenged to question and rethink assumptions through sustained innovations and the disruption of habituated practices in learning and teaching. As the school has evolved, the authors have also had to rethink assumptions and build strong theoretical frameworks to support change.

Four L2 Learning Objectives to Guide Podcast Design

2011 ◽  
pp. 21-36
Author(s):  
Claudia Fernández
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Teaching Practices ◽  
Learning Objectives ◽  
Instructional Materials ◽  
L2 Acquisition ◽  
Learning And Teaching ◽  
Comprehension Skills ◽  
L2 Learning ◽  
Target Culture

This chapter addresses the production of podcasts as second language (L2) instructional materials developed by language instructors. The author discusses the importance of having clear language learning objectives when creating podcasts. The clarity of the objectives will depend on the particular nature of these materials and will influence podcast design and outcomes. In an effort to contribute to the understanding of podcast design that effectively promotes L2 acquisition and development, the author proposes that podcasts - when used by students as listening tools - can help the L2 learner accomplish four main learning objectives: (1) language acquisition, (2) development of listening comprehension skills, (3) learning of explicit information about the L2 and (4) awareness of the target culture. As with any L2 learning materials (Mobile Assisted or not), podcast development should be based on what is known about L2 acquisition and best teaching practices (Rosell-Aguilar, 2007; 2009). Therefore, the author addresses some of the aspects of language learning and teaching that should be considered in order to create well-informed podcasts that aim at the four proposed learning objectives.

Applying Kolb Learning Experiential Theory with Cloud Computing in Higher Education Institutions

2016 ◽  
pp. 1968-2000 ◽  
Author(s):  
Camilius Aloyce Sanga ◽  
George Kibirige
Keyword(s):  
Cloud Computing ◽  
Developing Countries ◽  
Open Source ◽  
Digital Libraries ◽  
Low Cost ◽  
Information Storage ◽  
Learning And Teaching ◽  
Library Resources ◽  
Ict Infrastructure ◽  
The Way

The maturity of free and open source movement has brought a number of ICT tools. It has affected the way courses are delivered, the way contents are developed, the way data are interoperable, the way learning and teaching materials are shared, the way learners access classes and the way library resources are shared. In developing countries, several libraries are migrating into digital libraries using low cost technologies readily available due to open access, free and open source technology and e-publishing tools. Recent development of cloud computing technology provides state of art tools for libraries. It provides a common platform for easy information storage and sharing. Thus, there is lowering of the cost required to procure and manage library ICT infrastructure due to the capability of that cloud computing which allows the storage to be on a single, efficient system that saves cost and time. In developing countries where most libraries suffer from limited budgets for ICT services, it is anticipated that the future of digital libraries is on cloud libraries.

scholarly journals Autoethnography as Pedagogy: Writing the “I” in IR

2018 ◽  
Vol 25 (9-10) ◽  
pp. 1106-1114 ◽  
Author(s):  
Michael Barr
Keyword(s):  
International Relations ◽  
Research Method ◽  
Learning And Teaching ◽  
The Social ◽  
The Way

While autoethnography has established itself as a research method, its utility in the classroom remains underexplored. Many writers use autoethnography to describe their roles as educators and students but far fewer detail an actual autoethnographic course. I analyze a highly original MA-level class on autoethnography in international relations. Students report that the course had the “potential to revolutionize” learning and teaching as a means of questioning themselves in relation to the social and political worlds they studied. Autoethnography has transformed the way we approach ourselves and our research; it is now time we let it change how we teach.

Sheng-Sheng (生生) as Being-Between-Generations: On the Existential Structure of Confucian Ethics

2020 ◽  
Vol 2019 (4) ◽  
pp. 119-149
Author(s):  
Sun Xiangcheng
Keyword(s):  
Filial Piety ◽  
The State ◽  
The Other ◽  
Confucian Ethics ◽  
Ontological Status ◽  
Existential Analysis ◽  
Learning And Teaching ◽  
The World ◽  
The Analects ◽  
The Way

AbstractOn the level of existential structure, “Shengsheng Buxi” unfolds an existential structure different from Heidegger’s “being-in-the-world”. This paper calls it “being-between-the-generations”. Through this existential structure, it reveals many aspects which Heidegger ignored in his existential analysis. The existence of “I” between generations is, first of all, a conjunction of generations, “this body” has its own origin. Its original facing the Other is to love his/her parents, and showing the structure of “being-together-with-the-generations” in filial piety; family implements the existence of “inheritance”, thus gaining its ontological status in this structure. The state of mood in generations shows the “Enjoyment-at-home” of this-body; at the same time, being-between-the-generations also makes “learning” and “teaching” indispensable and essential moments in the existential structure, and makes the “Project” of “trans-generations” possible. The “historicity” formed by “generations” has an impact on this. Ultimately, in the memorial ceremony of “death of parents and ancestors”, it builds the structure of “being-together-with-the-generations” within a family, and maintains the dimension of transcendence, in the way of filial piety, whose nature is revealed in The Analects as “Tribute to the death of parents and keeping memory of ancestors” (慎終追遠).

The Innovative Impact of NCTM Journals

2020 ◽  
Vol 113 (1) ◽  
pp. 84-85
Author(s):  
Travis Lemon
Keyword(s):  
Learning And Teaching ◽  
Teaching Of Mathematics ◽  
The Way

NCTM has provided rich resources through the publication of practitioner journals for decades and is now leading the way once again with a digital first dynamic publication focused on the learning and teaching of mathematics. This is a rich opportunity for teachers to engage, to learn and to go.

From the Classroom: Division Discussions: Bridging Student and Teacher Thinking

2004 ◽  
Vol 11 (4) ◽  
pp. 233-235
Keyword(s):  
Instructional Strategies ◽  
Prior Knowledge ◽  
Teacher Thinking ◽  
The Novel ◽  
Support Material ◽  
Student Knowledge ◽  
Mathematical Content ◽  
Mathematical Connections ◽  
Textbook Series ◽  
The Way

Many teachers grapple with ways to connect mathematical content with the prior knowledge of students. This is a persistent challenge in teaching because each new group of students brings its own unique understanding of mathematics. This year, as I wrestled with finding instructional strategies that would help my students make these mathematical connections, the problem was compounded by my school district's adoption of a new textbook series. The textbook, which presents concepts and procedures in novel ways, included new content that my district expected me to help students understand. Connections between content and students' prior knowledge that I had been able to support using the old materials would need to be integrated with new support material or possibly dropped. Furthermore, I would need to forge new connections between student knowledge and the novel content that the textbook contained. This article sketches an example of the complexities of this work in the context of teaching division. It shares how I worked with students to address the problem of connection and explains the way in which this work gave me a chance to reflect on important dimensions of my instructional work.

scholarly journals Rote learning: the ugly duckling of student paramedic education?

2018 ◽  
Vol 3 (2) ◽  
Author(s):  
David Nicholas Long ◽  
Lisa Hobbs ◽  
Scott Devenish
Keyword(s):  
Teaching Practices ◽  
Rote Learning ◽  
Learning And Teaching ◽  
Inherent Value ◽  
Ugly Duckling ◽  
Paramedic Education

The intent of this commentary is to ask questions and stimulate discussion amongst academics and paramedic educators as to whether the inherent value of rote learning has simply been lost in the shadow of more recent learning and teaching practices.

scholarly journals Journal of University Teaching and Learning Practice Editorial 8.3

2011 ◽  
Vol 8 (3) ◽  
pp. 2-4
Author(s):  
Geraldine E. Lefoe ◽  
Keyword(s):  
Higher Education ◽  
Social Inclusion ◽  
Teaching And Learning ◽  
Teaching Practice ◽  
University Teaching ◽  
Learning And Teaching ◽  
New Directions ◽  
The Uk ◽  
The Impact ◽  
The Way

Welcome to the third and final issue of Volume 8 of the Journal of University Teaching and Learning (JUTLP) in 2011. As the year draws to a close we are seeing some striking changes to the higher education sector internationally. In England budget cuts have seen the closure of the twenty-four Higher Education Academy subject centres at the same time as the establishment of student fees. In Australia the cap has been lifted across the board on the number of students that can be enrolled in universities with the resultant projected increased student numbers. The focus in Australia is on social inclusion yet in England the concern for the introduction of fees is just the opposite, these will be the very students who may now be excluded. The changes in both countries see new measures of accountability and more complex regulations put in place. Will this cause people to rethink the way we teach and the way students learn? For the Higher Education Academy in the UK, new directions see the hosting of a summit on learning and teaching with a focus on flexible learning, an indicator of new directions for many institutions. In Australia, we see a renewed opportunity to investigate such changes through the opening of the Office of Learning and Teaching (OLT) and its role of recognising the importance of learning and teaching through grants and awards schemes. We hope in 2012 we’ll hear more from our authors about the impact of these transformations, as well as those changes occurring in other countries around the world, on teaching practice in our universities.

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