Cross boarders and reap beyond the obvious outcomes

What borders are we talking about, and how might we be enriched by crossing these borders? Answers to these questions can broaden our horizons with reference to the borders that we need to cross in order to develop and institutionalized Service-Learning. Furthermore, identification of outcomes from Service-Learning beyond the obvious is essential to integrate Service-Learning into the academic curricula. We know that Service-Learning yield student learning, but is it worth academic credits? We know community service is performed, but what else

Technology to Improve the Assessment of Learning

The methodologies of assessment are one of the indicators of quality in teaching, to the point that the idea "tell me how you evaluate and I’ll tell you how you teach" is very accepted. To that we can add, and with what technology? When it is proposed that learning experiences have served to think and reflect on what we learn, learn about ourselves, self-regulate our learning ... Technologies have many functions and possibilities to improve these processes of diagnostic assessment, summative and formative, customize teaching, communicating and reflecting on what has been learned, making feedback more interactive and instantaneous, more motivating activities, easier and faster to manage evaluation data, essential in e-learning, b-learning and m-learning models. At the same time, these digital resources may have problems that we must also attend to. In summary, technologies are essential resources for the evaluation of learning. These are questions from this work: What technologies can we develop a formative assessment with? What emerging technologies are there to assessment?

ENGLISH LEARNING STRATEGIES FOR TOURISM MANAGEMENT STUDENTS WITH MULTI CULTURAL BACKGROUND AT BANDUNG INSTITUTE OF TOURISM

Learning strategies are used to help students understand any information and solve any language learning problems. A learning strategy is a learner’s approach to learning and using information. The learning strategies include strategies for learning how to paraphrase critical or important or main information, picture information to promote understanding and remembering, ask questions and make predictions about text information and identify unknown words in the text. They also help students study information for developing memories or mnemonics and other devices to aid memorization of facts as well as strategies for learning new vocabulary, write sentences and paragraphs, monitor their work for errors and confidently approach. For example : reading strategies that help students figure out what a word is, comprehend what they are reading , acquire vocabulary and understand the structure of text. All of these strategies are essential for a well – integrated, balanced reading program. In other words, an order or array of strategies in other areas is necessary for students success. In this observation, the theory of learning strategies in the second language literature is adapted from Wenden and Rubin (1987 : 72) that can be classified into three strategies. Firstly, meta cognitive strategies are thinking about learning process, planning for learning, monitoring of comprehension and self evaluation after learners have completed their activities. While cognitive strategies related to individual learning tasks. The last type of strategy is social or affective strategies which concern with influence of social learning and process on learning. The writer found out that students who do not know or use good learning strategies often learn passively and ultimately fail in school. A teacher has an important role in learner’s learning strategy, therefore a teacher should be able to give instruction which focuses on making the students more active learners by teaching them how to learn and use what they have learned to overcome problems and successful . Such problems can occur in second language classes, in which students are learning a new language in an environment where that language is widely used for everyday communicatio

The Human Journey: Embracing the Essential Learning Outcomes

At the beginning of the second decade of the twenty-first century, a new vision for college learning is clearly in view. Through its Liberal Education and America\u27s Promise (LEAP) initiative, the Association of American Colleges and Universities (AAC&U) has outlined what contemporary college students need to know and be able to do--in ever-changing economic, political, environmental, global, and cross-cultural contexts. The LEAP essential learning outcomes provide a framework to guide student learning in both general education and the major. The LEAP initiative calls upon college administrators and faculty members to give priority to these essential learning outcomes in order to prepare students for the challenges of an increasingly complex world. This article discusses the Human Journey, a core curriculum at Sacred Heart University, which responds directly to the LEAP challenge. The proposal for the Human Journey includes a framework of four common core questions, six principles to guide curricular development, and the five disciplinary areas that would eventually design the common core courses. The four core questions of enduring human meaning and value that unify the Human Journey are: (1) What does it mean to be human?; (2) What does it mean to live a life of meaning and purpose?; (3) What does it mean to understand and appreciate the natural world?; and (4) What does it mean to form a more just society for the common good? These big questions are used thematically to organize five disciplinary areas

The Effect of Essential Guiding Questions on Adolescent Learning

What is the purpose of essential or guiding questions in a classroom setting? Do they motivate student learning or develop critical thinking skills? Do they simply review previous lessons or nurture insight into new areas and stimulate students in their academic pursuit? Some institutions have gone so far as to label themselves as Essential Schools, places where curriculum has been centered on student inquiry and exploration in selected subject areas. This thesis project explores the idea of essential questions in aiding student understanding of complex math content. The project was conducted during the fourth quarter of an academic year in a high school math class with 30 participants. Essential Questions packets were developed for each math unit in the quarter. The packets included “what we need to learn” and “what we know” queries. Student surveys, pre and post testing, and test score comparison before and after the study, were analyzed for trends. (It is noted that this section of the academic year typically comprises some of the most complex math concepts for Algebra.) Conclusions yielded mixed results. While some students’ academic averages and subject specific understanding did benefit from the use of Essential Question packets, others remained the same or were lower

Senior Capstone Faculty Handbook: A Resource Guide for PSU University Studies Capstone Faculty

This resource guide contains: What is the Senior Capstone? Teaching the Capstone Course: Most Commonly Asked Questions Combining Service and Learning: Essential Elements The Community Partner\u27s Role in Capstone Clarifying Service and Learning Goals: The Use of Learning Agreements Sample Leaming Agreement Legal Issues in Community-Based Courses Student Safety in CBL Student Responsibility in Community-Based Leaming Combining Service and Leaming: Some Notes from Capstone Faculty Strategies for Student Support References and Resources Appendi

The Task-based Learning Framework and Its Implications in Language Learning and Teaching

Willis (1996) argues that ‘there are three essential conditions (exposure, use, and motivation) and one desirable condition (instruction) for successful learning’. Before going to express my agreement or disagreement with her we should rather recapitulate the answers to some questions emerging from the argument. As this argument has originated from ‘A Framework for Task-based Learning’ by Willis (1996), very naturally we should analyze first what we get after reviewing the book. What is Task-based Learning? How does it work? Is it learning or acquisition?  Does it cover the learning of all ages? What are the advantages of TBL? What are the disadvantages of TBL? Can it be implemented everywhere? Has it been validated? After arriving at a clear understanding of the answers to these questions we will try to relate her opinions with the traditional PPP (Presentation, Practice and Production) approach of learning. We will further explore the conventional understanding of exposure, use, motivation and instruction in order to compare and contrast Willis(1996) with the other scholars in the related field which will lead the readers of this paper to my personal stand for and against Willis at some points. Keywords: Task- TBLT-Motivation-Exposure-Us

Lesson-Plan​ ​Delivery​ ​Before​ ​Lesson-Plan​ ​Design: Defining,​ ​Sequencing,​ ​And​ ​Teaching​ ​The​ ​Essential​ ​Skills​ ​Of​ ​An​ ​English Language​ ​Teacher​ ​Development​ ​Program​ ​At​ ​Induction

The research questions addressed in this project were: 1) What are the essential set of teaching skills/practices at the induction portion of teacher training that are applicable to my EFL teaching context? 2) In light of the specific teacher preparation and development needs of the staff in a 12-school network in Morocco, how should these skills be sequenced and taught during the induction portion of an English language teacher development program? Answering these questions involved an investigation—and integration—of four teacher development frameworks proceeding from the macro- to micro-level of teacher training, unpacking what Feiman-Nemser calls the central tasks of learning to teach, re-ordering them to account for deficiencies in preservice training and to make induction training more consistent with the constructivist student learning the training program is trying to foster, and using existing courses designed by experienced instructors to teach essential instructional skills to novice EFL teachers. In the process, the author makes the case that learning to execute existing lesson plans before learning how to design lesson plans expedites the acquisition of three key instructional skills

Questioning for Critical Thinking

Effective questioning is essential for learning. This module will explore questioning for learning and critical thinking. This module was designed for use by teachers of all grade levels. It is intended for the benefit of teachers in designing their instruction and for the benefit of the students they teach. Participants in this PLM will consider the importance of which questions are asked, who gets to ask them, and what role they play in student achievement. Visit professional learning module.https://digitalcommons.gardner-webb.edu/improve/1012/thumbnail.jp

In a range of meaningful contexts: 25 years of struggle for meaning in mathematics teaching

  The use of meaningful contexts has been a given in New Zealand’s mathematics curricula for the last 25 years. They hold a privileged position, but there has been little examination of why they are given this position either nationally or internationally, even though there is solid evidence that the use of contexts and word problems in mathematics is not without implications for equitable access to mathematics, student learning, and assessment of learning. So what are the affordances and constraints of taking the meaningful context approach to mathematics? What has been the impact of taking this approach on student achievement and learning? These are important questions given The New Zealand Curriculum is ten years old and a curriculum review is looming. These questions are being raised to start an essential debate for mathematics education in New Zealand, one that needs to take place prior to any curriculum review so an informed decision on the place and nature of meaningful contexts in future mathematics curricula can be made