The Translanguaging Pedagogies Continuum

Translanguaging pedagogy is an approach to educational equity that harnesses multilingual learners’ communicative repertoires (e.g., home languages, non-standard varieties, and gestures) by strategically incorporating them in the classroom to ensure students’ active participation and meaningful learning. This paper proposes a research-informed continuum that captures a range of possibilities for integrating translanguaging in language and literacy instruction. This continuum provides insight into how educators may make socially just instructional and curricular decisions that are based on recognizing multilingual students' languages, cultures, and ways of knowing as valuable assets in the classroom.

The effectiveness of the metabolic map in promoting meaningful learning

Context Many medical students and practicing physicians view biochemistry, especially its metabolic pathways, as a challenging topic given the depth of material. Medical biochemistry educators aim to help prepare future physicians to apply knowledge of metabolism to disease processes. Research confirms that study tools promote critical thinking and help to connect biochemistry concepts to health and disease processes. Objectives To explore whether the Pathways of Human Metabolism Map as a study tool helps to connect basic metabolic pathways to clinical applications. Methods We provided the Pathways of Human Metabolism Map to our first-year osteopathic medical students and conducted a survey to assess their perceptions. Our survey questions aimed to explore the effectiveness of utilizing the metabolic map for connecting the basic metabolic pathways to clinical applications on their studies. Students were surveyed at the end of the course utilizing a Qualtrics survey encompassing Likert scale questions as well as open-ended responses. Results The results of our comprehensive survey questions revealed the unique perceptions of students. Analysis of our data implicates that study tools like the metabolic map inspire meaningful learning. Conclusions Our data show that students who utilized the metabolic map in their studies reported that utilizing the map improved their understanding of medical biochemistry. Our research results suggest that providing study aids like the metabolic map encourages students to minimize rote memorization and promotes integration with clinical context. Our results provide a support for study strategies that implement meaningful learning in medical education.

Meaningful Learning Model: The Impact on Students’ Reading Comprehension

The purpose of this study is examining the impact of meaningful learning model on students’ reading comprehension. This study uses true experimental research with pretest-posttest control group design. The class is divided into two classes; experimental class who receives treatments by using meaningful learning model and control class who receives treatments by using conventional teaching model. The total of sample is 110 students who are selected from eight grade students of junior high schools either state or private schools in Central Java Province. To obtain valid data, this study uses tests given at the pre-test and post-test in both classes. After the data is obtained, the data is analyzed by using the SPSS t-test formula. Based on the results of the calculations in the pretest and posttest, it was known that both classes are homogeneous and normally distributed from the calculation of the Levene’s test method and Saphiro-Wilk. In the pretest, t-count (0.452) is lower than t-table (1.982), whereas in the posttest, t-count (2.361) is higher than t-table (1.982). This indicates that meaningful learning model has an influence on student grades in reading comprehension rather than using conventional teaching model. Received: 4 October 2021 / Accepted: 17 November 2021 / Published: 3 January 2022

Online English Club for High School Students: Going Globa

The community service programme was conducted in the form of an English Club intended for high school students. The high school partner was SMA Immanuel Kalasan, Sleman, Yogyakarta Special Regency. A total of 13 students participated in this extracurricular activity. There were six online, synchronous meetings conducted once a week. Themed "Going Global", the programme aimed to not only facilitate the student participants to improve their English language but also to facilitate them to possess intercultural competence. It was hoped that they would consider globalisation era an opportunity to understand one another and to collaborate to achieve goals together. In practice, each meeting used the combination of a 60-90 minute synchronous Zoom session and asynchronous activities through tasks that should be completed and submitted before the next synchronous meeting. Seen from the indicators of attendance and submission of tasks, it could be stated that several participants were not very motivated to actively participate in the programme. However, seen from the qualitative testimonies of several participants, the programme was engaging and could provide them with meaningful learning. Based on the evaluation of the degree of success of the programme, several conclusions were suggested along with suggestions for future programmes’ improvements.

Applying SOAR Strategies to Curb Digital Distractions While Note Taking and Studying

Students are distracted by mobile technology in the classroom when learning from lectures and outside the classroom when studying. Students are susceptible to distractions because they are not fully engaged in learning. In the classroom, they record notes mindlessly that capture just one-third of important lesson ideas. When they study outside the classroom, they study information in a piecemeal fashion and employ mindless repetition strategies. These weak and unengaging learning strategies open the door for digital distractions. One potential means to engage students in meaningful learning and to offset digital distractions is an integrated strategy system called SOAR, which stands for select, organize, associate, and regulate. This chapter describes SOAR and how instructors can maximize SOAR's components to curb digital distractions by improving student note taking in the classroom and study behaviors outside the classroom. The chapter concludes by specifying how instructors can teach students to SOAR on their own.

Teaching of physics in the context of planetology and habitability in high school: a case of successful online meaningful learning

The COVID-19 pandemic hastened the development of techniques and didactic sequences for online education, some that promoted learning, others that were lacking. In this contribution we |show how it was possible to achieve Ausubelian meaningful learning in Physics through remote teaching, by having as context planetology and habitability. These concepts may allow the development of expected specific competences described in the Brazilian Common National Curriculum Base (BNCC), that also have substantial media exposure and are possible to be developed in High School. At the end, the students have developed skills that allowed them to determine, based on real data, whether an exoplanet is habitable or not. Using Bardin's content analysis, it was possible to find evidence of meaningful learning of the intended skills and concepts.