Teaching Generation Y: Which Instructional Tools Do Students Prefer in a Traditional Classroom Setting?

The paper evaluates different teaching aids used in an introductory in-class course that focuses on planning theories. We examine the perceptions of students regarding specific teaching tools and how helpful they were in making the course more approachable and providing a better learning experience. The analysis covers 133 student responses over a period of four consecutive years. Findings show that certain instructional tools are regarded as more helpful in making the course material more intelligible. This suggests educators in planning theory courses should review and continuously monitor the didactic tools they use in class.

Active Discussion Approaches for the Synchronous Online World Language Classroom

The COVID-19 pandemic changed the context of world language teaching and learning around the globe in 2020 when schools unexpectedly switched to remote learning. In the face of this unanticipated shift, world language educators sought ways to adapt communicative language teaching to remote delivery. Active discussion approaches effectively encourage students to master course material and gain proficiency in synchronous online classes. This chapter discusses best practices for active discussions and offers examples for creating engaging discussion approaches for synchronous online world language classes.

Preparing Bilingual Teachers to Enact Culturally Sustaining Pedagogy

Bilingual students and teachers in the U.S. live in a context where linguistic and ethnic minorities are associated with inferiority. Preparing bilingual teachers of color without explicit attention to issues of race, language, and power would maintain and feed the vicious cycle of linguistic hegemony. With the goal of preparing critically conscious future bilingual teachers equipped to enact culturally sustaining pedagogy (CSP), the authors centered issues of race, language, and power alongside bilingual instructional methodology and theories of bilingualism in their respective bilingual teacher preparation programs. Drawing on bilingual teacher preparation course material, student reflections, and bilingual teacher candidate interviews, they illustrate how two bilingual teacher preparation programs take two distinct approaches to developing bilingual teachers' critical consciousness and CSP practices. In this way, they outline how bilingual teacher educators can prepare and support bilingual teachers to enact CSP with their K-12 students.

Kontribusi Kunjungan Rumah terhadap Kesulitan Belajar Siswa

Home visits are carried out to recognise family conditions related to problems faced by children, such as learning difficulties during the Covid-19 pandemic, students lack of concentration, do not understand the course material, and indifference in learning. The purpose of this study is to describe home visits, learning difficulties and to determine the contribution of home visits to students' learning difficulties. The research design in this study is quantitative with a simple regression analysis method. The population is 684 students using purposive sampling technique and recruiting as many as 65 students in class X. The instrument is the scale of home visits and learning difficulties. The results showed that home visits contributed to learning difficulties experienced by students by 12%. Based on the ANOVA test, it can be seen that the significance value of .005 which is smaller than .05. It can be concluded that home visits have a significant effect on student learning difficulties and the implications in guidance and counselling in the form of follow-up to guidance and counselling teachers in the implementation of group guidance services, content mastery and group counselling.

An Active Learning Seminar and Sequential Research Project Experience

I present two key components from a course designed to introduce undergraduate students to human rights: a set of group-based active learning tasks and an individual-based sequential research project. In the classroom, active learning opportunities allow students to creatively and collectively engage with course material. The sequential research project is a step-by-step guide for creating an original research paper. For the two components, the students draw from a set of primary source documents combined with additional readings to build knowledge in the classroom. With this new knowledge, the students generate ideas and content that they use to write a sequence of research essays about that course topic outside the classroom. In this manuscript, I describe the shared structure of the two learning components, discuss details about each of the sequential essays, present assessment data, and provide suggestions about how to adapt the course to other social science topics.

Development of Indonesian Language Teaching materials in Universities

This study aims to develop a valid and relevant teaching materials with Indonesian language course material. This study uses a Research and Development (R&D) approach. The research subjects are lecturers and students. Data collection techniques in this study used observation, literature study, documentation, interviews, and assessment questionnaires. The stages in this research start from assessing potential and problems, collecting data, making product designs, validating product designs, revising products, and testing products. As a result, the textbooks developed were to support lectures and become a handbook for lecturers and students for academic purposes. The results and conclusions in this study, Indonesian language textbooks are good for college students to use. This teaching materials can also be used as a guide for lecturers in carrying out teaching and learning activities in universities.

Actively Engaging with Social Entrepreneurs: The Social Enterprise Audit

Social entrepreneurship is on the rise. For educators, it is no longer a question of if we should teach social entrepreneurship, but rather how we might best do so. The Social Enterprise Audit is introduced as an innovative way to combine in-class learning with active engagement in the social entrepreneurship community. Student teams are matched with local social enterprises. As foundational concepts of social entrepreneurship are taught in the classroom, student teams visit and meet with their social enterprise partner to apply the concepts. The final deliverable includes an analysis and critique of the social enterprise along with a set of recommendations. The structured approach is easy for the instructor to implement and aligns directly with course material. Students benefit by nurturing their identity as a social entrepreneur while developing a skillset that equips them to make a difference.

San Jose City College Peer Leaders Share Peer-to-Peer Observation and Feedback Processes

San Jose City College offers a comprehensive Certificate of Specialization in Peer Leader Training for students who are gainfully employed in Peer-Led Team Learning (PLTL) and/or Supplemental Instruction (SI) programs. Led by veteran Peer Leaders (PLs), faculty and support staff, newly hired PLs begin their intensive training at two biannual orientations scheduled during summer and winter intersessions. PLTL & SI PLs are also expected to concurrently enroll in one of three 0.5 unit training courses over three semesters and attend monthly one-hour meetings with faculty coordinators and staff, while facilitating weekly PLTL and/or SI workshops. Additionally, PLTL PLs enroll in a 0.5-unit directed studies course and meet weekly with their Lead Faculty PLTL Practitioner to ensure course material and workshop activities are aligned. Among their employment responsibilities, PLs are expected to also engage in Peer-to-Peer (P2P) observations, both as observees and observers. Their active participation in P2P duty plays an important role in maintaining the quality of student participants’ experiences in workshops while simultaneously furthering their professional development and is the focus of this paper.

Psychological and pedagogical foundations of preventive work in educational institutions

Theoretical analysis was used in this article to define the concepts of a teenager's social deviation prevention and the degree of elaboration of the issue in question in the literature. Via modeling, the authors described sections of the psychological and pedagogical foundations of preventive work at school. Mathematical methods were used for processing and presenting the course fragment introduction results. General logical methods were applied for the work text design, conclusion formulation. Future teachers' readiness for preventive work is characterized; the theory key points and methods of prevention of social deviations at schools are presented; the developed content introduction into work with students receiving pedagogical education with two educational profiles (majoring in “Primary Education and Life Safety”) (based on the “pedagogy” course material) is described; methodological recommendations for teaching the course are highlighted.

The use of a publishing platform to facilitate the adaptation and development of Open Textbooks: A Pilot Report

After a successful proof of concept to expand the university’s commitment to Open Educational Resources (OER), a pilot program was launched to facilitate the adaptation and development of Open Textbooks by academic staff for students as well as broader audiences. The pilot involved the use of the publishing platform Pressbooks as a mechanism to raise awareness of Open Educational Resources, and to provide a university-supported tool with which to develop Open Textbooks. Commencing in Semester 2, 2020, participants in the pilot received vendor training from Pressbooks, as well as support from learning and teaching and library staff. Pilot participants used the Pressbooks platform in a number of ways. Academics created textbooks as course material in a single unit, academics adapted open textbooks for Australian contexts over a number of units, and academics created open textbooks based on their research and not for a specific unit of study. Of the 13 pilot participants, five open textbooks were created, with one still in development. Responses to the pilot were mixed. Student feedback on the use of Pressbooks indicates that they enjoyed the structured and easy-to-read course material. Other students expressed frustration with the higher workload expectations of consuming material online prior to participating in synchronous classes. Students appreciated the zero cost of engaging with an open textbook. Academic feedback was also mixed, with some appreciating the flexibility and engagement that they can achieve in Pressbooks. Others were discouraged by the amount of time spent on creating material for little perceived benefit. The majority of academic staff who developed a textbook using Pressbooks would like to continue to use the platform.