A Multiple Perspective Framework to Differentiate Curricula

A framework presenting the multiple definitions of options to differentiate the curriculum for gifted students is outlined. The framework also conveys the accompanying characteristics to consider to facilitate the appropriate selection and implementation of these options across grade levels and subject areas. The framework enables teachers to examine each of the options to determine their feasibility to differentiate curriculum to meet the educational expectations for gifted students and the perceived needs of the teaching/learning processes.

Future designs of tertiary dance education: Scanning the field for decolonizing potentials in a major change project at the Department for Dance Pedagogy at Stockholm University of the Arts

This performative hybrid research and development project contributes knowledge about the decolonizing potentials and challenges that are articulated through an initial scanning of the dance pedagogical field as part of a large change project in tertiary dance education at the Department for Dance Pedagogy at Stockholm University of the Arts in Sweden. To do this scanning in a way that would promote collective learning, multiple perspective taking and creativity, we utilised design thinking. In total, 140 scan cards collected through the project were analysed. Both students and staff and other people in different parts of the world within the dance educational field created the scan cards. As a result, we suggest that the scanning of the field has pushed ourselves, the rest of the staff, students, and others into a process of collective learning, multiple perspective taking, and creativity, in which clear decolonizing potentials, as well as challenges to change are expressed.

The Socio-Cultural Impress on the Promotion of Self-Directed-Learning in Algerian Universities

The Algerian universities have witnessed significant changes since the establishment of the three-tier system composed of Licence, Master, and Doctorate (LMD). The latter necessitates many changes in the learning process as well as teaching methods. Yet, to achieve self-directed learning, the learner should first achieve autonomy at the personal level. Thus, this paper is mainly devoted to analyzing the impress of Algerian cultural and social traditions on the development of self-directed learning. This study addresses the following question: Do the Algerian cultural and social traditions enhance and facilitate self-directed learning or impede its implementation at university? The main aim of this paper is to investigate the aspects of the Algerian culture that hinder the promotion of self-directed learning. The research has been conducted in Saida University among Master students. To investigate the socio-cultural impact on the development of self-directedness, the researcher used a questionnaire and an interview that was related to Hofstede’s six-D Model. Discussing the Algerian culture through the lens of Hofstede’s six-D Model helped the researcher to diagnose the reasons behind the failure to promote self-directedness. The main finding of this research is that the collectivist nature of the Algerian culture retards the progress of self-directed learning. This paper also suggests that if the Algerian culture does not favor self-directed learning, educators should adopt new approaches and strategies that engage their learners in the learning experiences. Educators should counterbalance the parochial and paternalistic traditions with glocalization and multiple perspective curricula.

The Socio-Cultural Impress on the Promotion of Self-Directed-Learning in Algerian Universities

The Algerian universities have witnessed significant changes since the establishment of the three-tier system composed of Licence, Master, and Doctorate (LMD). The latter necessitates many changes in the learning process as well as teaching methods. Yet, to achieve self-directed learning, the learner should first achieve autonomy at the personal level. Thus, this paper is mainly devoted to analyzing the impress of Algerian cultural and social traditions on the development of self-directed learning. This study addresses the following question: Do the Algerian cultural and social traditions enhance and facilitate self-directed learning or impede its implementation at university? The main aim of this paper is to investigate the aspects of the Algerian culture that hinder the promotion of self-directed learning. The research has been conducted in Saida University among Master students. To investigate the socio-cultural impact on the development of self-directedness, the researcher used a questionnaire and an interview that was related to Hofstede’s six-D Model. Discussing the Algerian culture through the lens of Hofstede’s six-D Model helped the researcher to diagnose the reasons behind the failure to promote self-directedness. The main finding of this research is that the collectivist nature of the Algerian culture retards the progress of self-directed learning. This paper also suggests that if the Algerian culture does not favor self-directed learning, educators should adopt new approaches and strategies that engage their learners in the learning experiences. Educators should counterbalance the parochial and paternalistic traditions with glocalization and multiple perspective curricula.

Shakespeare’s Renaissance Realism

This chapter illustrates William Shakespeare’s Renaissance realism, an intermediate mode between medieval and modern. Locally, this may imitate reality naturalistically; but in its larger coherence, it adopts multiple-perspective viewpoints that are often related morally or psychologically rather than causally. Shakespeare’s comedies even combine allegory with illusionistic representation. The chapter then turns to Shakespeare’s tragedies, particularly examining Hamlet. In Shakespeare’s Renaissance realism, what may seem gaps are really transitions between perspectives. Realism through relational mirror images seems to have been quite accessible to Renaissance audiences. Direct and indirect mimesis were not conflicting opposites but complementary, mutually supportive perspectives. Shakespearean mimesis could ‘suit the action to the words’, combining indirect with direct representation, ‘external’ metaphors with subjective introspection.

STUDENTS AS PARTNERS PEDAGOGICAL APPROACH IN ENGINEERING EDUCATION: A CASE STUDY AND MULTIPLE PERSPECTIVE REFLECTION

Instructors engaging students as partners in curriculum development is a growing pedagogical approach. This can promote a two-way conversation between instructors and students and jointly benefit both sides of the partnership. This paper will take the form of a case study centered on implementation of the Students asPartners Program (SaPP) for two compulsory biomedical engineering courses at Carleton University. Reflections on student partnership and its effects will be considered from multiple perspectives: from the instructor, from the SaPP student, and from a student who took one of the courses. Generalized observations will be presented, as well as reflections that may be applicable to the engineering academic community at large.

Transformation At ZABTech; An Institute Of Technical And Vocational Education (ITVE)

Subject Area of the Teaching Case. Managing Organizational Change, A Multiple Perspective Approach 3rd Edition Student level (e.g., BA level) and proposed courses the teaching case can be used on. This case could be helpful to discover, build, design and sustain the change and innovation in organizations for both undergraduates and graduates' students of BBA and MBA. Brief overview of the teaching case. This case-based on change managing organizational change course, i.e. appreciative inquiry 4D-cycle. This case could be helpful to discover, Dream (build), design and Destiney to sustain the change and innovation in organizations for both undergraduate and graduate students in their elective course. This case can be used as a motivational story in a short seminar to bring and sustain the change effectively and efficiently. Expected learning outcomes. To highlight the major issues which need to be discovered or appreciation for the best of what is current practice in technical and vocational institute in developing country; such as Pakistan. Based on the available knowledge students need to envision (or dream) about what the future could be. To explore the influence of leader in designing or co-constructing (through collective dialogue) and overcome the specified issues in ZABTech (iTVE). Students should identify the actions taken by leader to sustaining the organization's destiny or future.