Experience Teaching
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2021 ◽  
Annette Hilton ◽  
Geoff Hilton

Making Sense of Number is a concise introduction to personal and professional numeracy skills, helping readers to become more mathematically competent. It includes relevant content to assist pre-service teachers to improve numeracy for the classroom or to prepare for LANTITE, as well as support for practising teachers to develop their understanding and skills in numeracy. Making Sense of Number focuses on number sense as a conceptual framework for understanding mathematics, covering foundational areas of mathematics that often cause concern such as multiplication, fractions, ratio, rate and scale. The authors use real-world examples to explain mathematical concepts in an accessible and engaging way. Written by authors with over 30 years' experience teaching mathematics at primary, secondary and tertiary levels, Making Sense of Number is an essential guide for both pre-service teachers and those looking to improve their understanding of numeracy.

2021 ◽  
Vol 11 (3) ◽  
pp. 125
Osman Ferda Beytekin

The purpose of this qualitative study was to get a better understanding of faculty members' views on the future of higher education by their first-time online teaching experiences during the Fall 2021 academic semester, which was impacted by the COVID-19 pandemic. Due to the outbreak's rapid and widespread dissemination, it created a unique phenomenon that had a significant impact on faculty members who had no prior experience teaching courses entirely online. In order to conduct this qualitative research, purposive sampling was used to choose ten faculty members from a variety of disciplines who had at least ten years of experience teaching in a traditional classroom setting at a public university in Izmir, Turkey. Faculty members were asked about the future of higher education in the aftermath of the COVID-19 pandemic. Apart from that, each faculty member was asked to discuss how the mandatory shift to online education altered their teaching style and how institutional help impacted their experiences throughout the pandemic. As a consequence of their observations and statements of their perspectives on events they witnessed and personally experienced, the key issue of "transformation of higher education with hybrid perspective" developed as a central theme. The data analysis revealed the following subthemes: "educators on the internet," "sustain and evolve," and "university support". These findings may be applied in a variety of contexts, including educational leadership and the design of hybrid and online courses, among other applications in higher education.

2021 ◽  
Vol 13 (14) ◽  
pp. 7664
Leejin Choi ◽  
Sunjoo Chung

With the spread of COVID-19 worldwide, teaching and learning have occurred remotely and on digital platforms. An abrupt transition to online education, however, has posited unprecedented challenges for educators, who have been forced to adjust to remote learning with little to no time to prepare. Focusing on the case of an English language program in South Korea, this case study examines the challenges and strategies that were emerging in the crisis-prompted online language learning and teaching context. In particular, this case study focuses on investigating what types of strategies English as-a foreign language (EFL) instructors with little prior experience teaching online used to create a sustainable and authentic technology-mediated language learning environment, and how they motivated language learners to actively participate in sustainable language development and use. Findings provide educators and administrators who have little to no experience teaching online with practical suggestions and ideas to consider. They can use these concepts to adapt their lesson plans to online platforms and design and deliver high-quality lessons that ensure students feel connected to their learning process and have sustainable language learning experiences.

Michael Cooper-Stachowsky ◽  
Ayman El-Hag

At the University of Waterloo, students from many non-electrical engineering programs are required totake basic circuits courses. These courses are often disliked by students who do not see their relevance andcannot contextualize the material. In 2019 a new version of this course was developed to cater to the specific needs of civil engineering students. The new course was based around teaching civil engineers circuit theory through relevant examples and focusing on the content that civil engineers would reasonably be expected to see in the field.  Lab exercises were developed to encourage independent capacity in circuit building and deep understanding of sensors and instrumentation. Student satisfaction with the course and performance on assessments has increased with the changes.

2021 ◽  
Vol 20 (3) ◽  
pp. ar34
Lisa L. Walsh ◽  
Sandra Arango-Caro ◽  
Emma R. Wester ◽  
Kristine Callis-Duehl

Biology faculty across the United States were surveyed to chronicle their experiences with the COVID-19 emergency transition to remote teaching. Polarizing differences were seen in faculty responses based on previous experience teaching online and formal training received. The results underline the importance of training and highlight difficulties to address.

Antra Kļavinska

Capitalisation in writing is usually determined by tradition. Different written languages can have their own grammatical, conceptual or stylistic capitalisation rules. Orthographies exist which do not have the division into capital and small letters. The aim of the article is to find out what problems with capitalisation foreign students in Latvian higher education institutions have during the acquisition of writing skills in Latvian as a foreign language. The research source are the essays written by learners of the Latvian language (foreign students studying in Latvian higher education institutions): the data of the Latvian language learner text corpus being created in the Institute of Mathematics and Computer Science of the University of Latvia were used. The requirements for the acquisition of capitalisation in the context of language learner competences are analysed in the study; the most typical capitalisation errors and possible reasons for them are analysed; and the author’s practical experience teaching the Latvian language to foreign students is revealed. 

2021 ◽  
Vol 29 (1) ◽  
pp. 101-107
Amita Krautloher ◽  

In March 2020, Charles Sturt University (CSU) launched two new pathway courses: the Diploma of General Studies (DGS) and the CSU Pathway course. These courses are offered at five regional campuses, along with an online offering. This particular cohort of students lack the skills and confidence necessary to engage withuniversity-level study. With the advent of COVID-19, the challenge was to transition the five on-campus cohorts to a fully online mode of delivery within a few weeks. This task was further complicated as a number of teaching staff on the program were new to CSU, with little to no experience teaching explicitly online.This paper showcases the student-centric strategies adopted to transition on-campus students to online delivery. A summary will also be provided of the successes of this approach (to date), particularly in terms of retention and progression, along with the lessons learnt as part of the process.

2021 ◽  
Vol 13 ◽  
pp. 1-12
Aaron Smith

The recent global shift to online teaching has thrust educators in all levels and forms of education into new roles and experiences. As many have little prior experience teaching online, it is possible that there are those who feel overwhelmed and as such focus on technical aspects of online education. By reviewing the concept of social presence in online education, this paper seeks to accomplish two tasks: first, to remind readers of the importance of interpersonal aspects of online education; and second, to recommend instructor-featured videos as an accessible and effective way of fostering social presence and helping students feel grounded, connected, and reassured.

2021 ◽  
Vol 9 (4) ◽  
Sen Yang

Experience is a kind of knowledge and understanding of value, the discovery and sublimation of the meaning of experience. The most important thing of effective history teaching is to develop and improve students’ emotions, attitudes and values; experience is the premise, carrier and destination of developing and improving students’ emotions, attitudes and values. Experience teaching is an ideal choice for effective teaching of history. History is people’s knowledge and understanding of the past facts; historical text is the existence form of history. In essence, historical experience teaching is a dialogue between students and historical texts across time and space. Building a bridge for dialogue is the strategy of historical experience teaching.

Oona Hatton

This essay draws on the author’s experience teaching two ensemble performance courses to develop a PaR pedagogy for undergraduate students. The model is inspired by Robin Nelson’s proposed elements for a “justifiable” PaR practice: making the tacit explicit, principles of composition, and building connections between “know what” and “know that.” In both versions of the course, the subject of inquiry was California’s use of solitary confinement, and the modes for investigation and presentation of student research were embodied and performative. In the first iteration, students devised original scenes, movement pieces, and immersive explorations. In the second version, students rehearsed and performed a play adapted from the letters, poetry, and artwork of a man who had lived in solitary for over thirty years. After describing the contrasting learning outcomes and performance formats, supplemented with student reflections, the author concludes with a list of proposed tenets that aim to scaffold PaR for novice practitioners while remaining flexible enough to adapt to diverse scholartistic processes.

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