Effective Modes of Conceptual Teaching and Learning in Pakistan: An Undergraduate Medical Students’ Perspective

Background: There are more than 50 medical colleges in Punjab, and the traditional mode of teaching is ‘teacher dominant’, while students are passive learners. The curriculum prescribed by the University Of Health Sciences (UHS) emphasizes more on theoretical knowledge of subjects along with extensive memorization, but less stress on concept building and development of learning skills. Although traditional modes of teaching are adopted by medical institutes, but knowledge about the students’ perspective regarding concept building and learning skills is utmost necessary to improve the methods of teaching Aim: To assess the students’ perception regarding effective teaching, concept building and learning strategies. Methods: The study involved a total of 378 male and female students from MBBS, BDS and DPT sessions and a structured questionnaire was given to each student after taking consent, and teaching modalities were rated using Likert scale. Results: Out of 378 students, 62% were females, while 38% were males, and among these 43% students were residing in hostels, while 57% were day scholars. Illustration of concepts using white board was rated 61.2%, interactive sessions/tutorials 46.1%, demonstrations by teacher 34%, power point presentation lectures using multi-media 25% while small group discussion was rated 6.5%. Conclusions: White board teaching was considered as most effective tool for development of concept and learning (61.2%), followed by interactive sessions (46.1%). Power point presentation lecture was rated as 2nd least effective method (25%), while small group discussions was rated as least effective modality (6.5%). Keywords: Conceptual teaching, medical students, modes of learning

PENERAPAN GENRE BASED APPROACH (GBA) DALAM PEMBELAJARAN BAHASA INGGRIS SMPN 1 PANIMBANG

Bahasa Inggris sebagai sebuah keterampilan harus dipelajari melalui tahapan yang jelas antara pemodalan, pemodelan dan latihan secara bertahap. Diperlukan suatu model pembelajaran Bahasa Inggris yang mampu memberikan pengalaman belajar tersebut. Tulisan ini betujuan untuk merefleksikan pembelajaran Bahasa Inggris dalam tema Comparing Things and Animals dengan menerapkan Genre Based Approach dengan Model Teaching Learning Cycles (TLC). Penelitian dilaksanakan di Kelas VIII F SMP 1 Panimbang, Banten dengan melibatkan 32 orang peserta didik. Data dikumpulkan dengan berbagai teknik yaitu observasi dan refleksi, penugasan dan tes, focus group discussion (FGD), dan dokumentasi. Data tersebut kemudian dianalisis dengan teknik analisis deskriptif. Dari analisis data dan refleksi pembelajaran dapat disimpulkan bahwa (1) dengan penerapan GBA dengan Model TLC peserta didik memiliki pengalaman secara bertahap dari pemberian modal pengetahuan (concept building), model, dan serangkaian latihan baik secara berkelompok maupun individu; (2) penerapan GBA juga mampu mengakomodasi unsur 4C dalam Keterampilan Pembelajaran Abad 21; (3) terjadi peningkatan tingkat ketuntasan belajar dari 39,72% dengan rata-rata 60,28 sebelum pembelajaran menjadi 87,19% dengan rata-rata 81,67 sesudah pembelajaran; (4) kedua observer memberikan penilaian postif terhadap proses pembelajaran dengan penerapan GBA dengan Model TLC.

Gender and Everyday Peace

This chapter explores the gendered nature of everyday peace. It recognises that many aspects of peace, particularly formal peace processes, are dominated by male elites and are shaped by power relationships. The focus of the chapter is on the family as a site of the incubation of civility and everyday peace, helping to tamp down violence and tension, and steering those in their ambit towards sociality and tolerance. Through a mix of examples and concept-building, the chapter investigates mentoring, restraint, and avoidance as ways that families help processes of moderation. There is no intention to romanticise the family as an always benign environment. Families might also be the site of a negative pedagogy that reinforces and normalises conflict and exclusion. The chapter also emphasises the connectedness or intersectionality of the multiple aspects of peace and conflict.

Everyday Peace

This book focuses on how individuals and communities navigate through, and out of, conflict. Through theory and concept-building and empirical examples, it investigates the pro-peace tactical agency deployed by individuals and communities in conflict-affected contexts. It examines how compassion, humanity, civility, and solidarity can take root in unlikely circumstances—even in the midst of war—and the possibility of everyday peace scaling up and out to disrupt violent conflict. The book develops a number of key concepts, including Everyday Peace Power and conflict disruption, to help us understand how everyday ‘small peace’ actions can accumulate into movements and processes that may have wider significance. In addition to a detailed conceptualization of everyday peace, the book is interested in how local-level peace might connect with other levels (national, international, and transnational) and uses the notion of circuitry to explain how different levels of society might influence one another. In an unusual departure for peace and conflict studies, the book draws on World War I and II memoirs and personal diaries to investigate the possibility of everyday peace in extreme circumstances (such as the battlefield) but also to illustrate that many of the possibilities and challenges associated with everyday peace are, in fact, timeless.

Gauging the educational efficacy of geometrical manipulatives in teaching the curriculum contents

This study examines the condition on whether or not there is an advantage on integrating manipulatives in the instruction against traditional teaching involving concept building and students’ performance in geometry. To well achieve this objective, 48 Grade-9 students from a remote public school and island in the Philippines were invited and were then divided into control and experiment groups. After such inferences, empirical results showed that there was no significant mean difference on the scores between the two groups, which implies that one method does not outperform the other. Indeed, post-evaluation revealed that there are other variables which trigger the variation of scores from these groups, respectively, as shared by the subjects themselves. Thus, it is proposed that future relevant researches, shall peek into those variables that can nonetheless support the efficacy of intended curriculum contents and correspondingly address the diverse learning styles. Keywords: Education, manipulative, mathematics, remote island;

Issues and challenges influencing school improvement opportunities for science and mathematics

This qualitative interpretive study explores issues and challenges influencing school improvement opportunities for Science and Mathematics in selected South African high schools through a systems leadership lens. Unstructured interviews were conducted with 13 participants comprising a principal, deputy principals, heads of department (HODs) for Science and Mathematics, and Mathematics and Physical Sciences teachers in four schools. The data from the interviews were analysed using the constant comparison techniques, allowing for inductive theme and concept building through abstraction. Findings show that participants, irrespective of school context, were generally eager to enhance the teaching and learning of Science and Mathematics. These challenges include the curriculum policy, the role of the district education office, professional development, learner‑related challenges, and resources. It is recommended that the Department of Basic Education work closely with the relevant stakeholders, including teachers, to ensure context-friendly educational policies, thus ameliorating implementation challenges. Keywords: Issues and challenges, Science and Mathematics, school improvement, systems leadership

Teaching Classroom Mathematics: Linking Two Pedagogical Models for Promoting Student Engagement and Conceptual Connections

This paper explains how an original conceptual framework model for mathematics pedagogy, the Australian Curriculum Conceptual Rubric (ACCR), has continued to be used successfully by the author in pre-service and in-service teacher education programs over the past ten years or more. Now further enhanced by a deeper reflection upon Peter Sullivan’s Six Principles (2011) for the effective teaching of classroom mathematics, the ACCR is based on four preparatory “big questions” that the teachers may ask of themselves and their students. The model is also a sequenced system of conceptual “rubrics” whose aim is to encourage, in new teachers especially, a beginning sense of hierarchical mathematics concept building and connectedness. Using Sullivan’s Principles for corroboration, the ACCR presents some useful ideas for helping teachers to keep track of the important elements of practical, effective teaching, and to use engaging and meaningful language in their classrooms.

Promotion of creative learning exchange philosophy

Traditional approaches to organizational management focused on the analysis of individual problems and incremental change. In a modern society full of rapidly evolving science technology, what used to work seems no longer to suffice as schools continue to experience complex changes. It is becoming increasingly more difficult to see the consequences as a result of our decisions and to learn from experience. No longer can a person derive a sense of security and comfort from merely doing a day's work for a day's pay. Neither can an employee quietly pursue his or her job, while totally unconcerned about what other partners are doing. Sad to say, not much can be expected of today’s school curricula to meet enterprises’ requirements. This explains why a school library plays an important role in putting together the school’s and local community’s resources for the purpose of promoting readers creative learning exchange(CLE) concept, building in them a systematic thinking model and developing their capabilities in solving problems.

Osi Model: The Basics Structure of Network Communication

In the present time, if we see around the world we can realize that information transfer through one place to another is very easy. A person lives in America easy do business with the person live far away from it. All this can be achieved by the phenomenon known as Networking. And the device through which the information are transferred are called interconnected device. As we know, in present time our need is not only transfer or sharing of information but in a secure way. So with the help of this we are not just transferring the information but in a secure manner To understand the whole phenomenon of this networking, the basic requirement is OSI LAYER Model. This is not just a model but a complete frame which gives us whole information of its working as well as link between them. So through this paper we give some basics concept building of OSI LAYER which help in understanding the Networking