Evidence-Based Teaching and Learning: From Theory to Practice

Teachers and educational institutions are currently experiencing a perfect storm: We must teach more students in a wider variety of course formats, appropriately support student learning, and also document student progress towards reaching learning objectives. But often, we must achieve these goals with fewer resources, less support and little training. Importantly, a practical approach called Evidence-Based Teaching and Learning can help us address these new challenges. First, this session will provide information about several evidence-based pedagogical techniques shown to improve student learning, including low-stakes repeated testing. Then we will move beyond theoretical ideas to provide examples of how an Introductory Psychology program easily incorporated evidence-based techniques in our classes along with embedded assessment tools. Finally, the session will show how using evidence-based teaching and learning improved our pedagogical practices in Introductory Psychology and helped us obtain direct evidence about student performance and learning. In sum, evidence-based teaching and learning provides theoretical and practical ways for teachers to use research-supported pedagogies to augment student educational experiences

A Student-Centered Effective Learning Framework For Quality Education

Effective teaching and learning process is essential for providing quality education at all levels.  This research addresses growing quality concerns of Pakistan’s educational sector and makes a case for shifting the focus from teacher-centered to student-centered learning process for quality educational experience. A conceptual framework for effective learning is presented based upon studies of educational psychology, cognitive learning and personal teaching experience. The framework combines student-centered teaching strategies with classroom assessment techniques to create a dynamic and interactive classroom environment. To create an organizational context conducive for effective learning the framework assigns roles and responsibilities to all the stakeholders and requires their active participation and collaboratio

Perilaku Resourcefullness Dan Prestasi Akademik Mahasiswa Ditinjau Dari Strategi Experiential Learning

This study aimed to examine the effect on behavior resourcefullness learning strategies. The next test was conducted to determine the relationship between behavior and academic achievement resourcefullness general psychology.There are three instruments used in this study, namely modules experiential learning strategies, scale resourcefullness, and learning achievement of learning psychology. Module experiential learning strategy is a guideline to implement better teaching strategies EL in general psychology. Resourcefullness Scale is a tool to find out resourcefullness research subjects. To measure the achievement of general psychology using existing documents, ie the final value of a general psychology course, which is accessed from SIA Program (Academic Information System) UIN Sunan Kalijaga.Subjects in this study were all students of men and women who are taking courses in general psychology, class of 2011/2012 academic year (3rd semester of college is done). The number of subjects in this study were eighty-three (83) students, in which 42 people (class A) as the experimental group, and 41 people (class B) as a control group.Analysis of the data according to the hypothesis that will be formulated using different test techniques (t-test) and test product moment with the help of a computer program SPSS version 16. To examine why and how a change (as the effect of the treatment, will be done using interview techniques

Active Teaching/Learning at Faculty of Agriculture – 10 Years of Experience

The course in active teaching/learning (ATL) together with the method of lecture assessment by sequential analysis was developed by a pioneering group of experts from the Institute of Psychology. It was developed further and improved by adding research skills, aspects on quality assessment and examination procedures, relevant drama skills and techniques for interactive e-learning. The modules which we developed and implemented at Faculty of Agriculture several times in last 10 years had an impact on the quality of teaching of teachers as well as positive consequences to the student success

Adaptive Religious Education at the Service of Inventiveness: A scientific way of being creative and effective in Religious Education

Student uniqueness demands that the teacher/catechist is inventive not only in the learning methods and teaching techniques employed but also in the way content is structured. Only in this way can the teacher ascertain that his/her students’ requirements are met and, consequently, student learning facilitated. However, teachers’ creativity should not mean haphazard choice of methods and techniques. Teaching is both an art and a science. The limitless nature of creativity should be used judiciously and made to bear fruit through the application of knowledge of educational psychology and instructional design. By using Adaptive Religious Education, the teacher may be guided to use different techniques in a methodical manner in order to ensure and enhance student learning. In particular, thesystematic use of different symbol systems can help teachers to improve student learning. The paper will put forward a number of principles and practical suggestions that may guide teachers in planning R.E. lessons

Learning dispositif and emotional attachment:a preliminary international investigation

This research investigated the significance of learning dispositif (LD) and emotional attachment (EA) on perceived learning success (LS) across a diaspora of Western, Russian, Asian, Middle Eastern and Chinese student cohorts. Foucault’s LD captures the disparate socio-cultural contexts, institutional milieus and more or less didactic teaching styles that moderate learning. EA is a multi-dimensional notion involving affective bonds that emerged in child psychology and spread to marketing and other fields. The sequential explanatory research reviewed the learning and EA literatures and generated an LD–EA framework to structure the quantitative phase of its mixed investigations. In 2017 and 2018, the research collected 150 responses and used a range of statistical techniques for quantitative analysis. It found that LS varied significantly across cohorts, intimating that dispositifs influence learning. Nonparametric analysis suggested that EA also influenced learning, but regressions were inconclusive. Exploratory techniques hint at a dynamic mix of emotional or cognitive motivations during the student learning journey, involving structural breaks in student/instructor relationships. Cluster analysis identified distinct student groupings, linked to years of learning. Separately, qualitative analysis of open-ended survey questions and expert interviews intimates that frequent teacher interactions can increase EA. The synthesis of quantitative with qualitative results and pedagogical reflection suggests that LD and EA both influence learning in a complex, dynamic system. The key constituents for EA are Affection, Connection, Social Presence (SP), Teaching Presence (TP) and Flow but student emotional engagement is conditioned by the socio-cultural milieu (LD) and associated factors like relationships and trust. Unlike in the Community of Learning framework, in the EA framework Cognitive Presence (CP) is an outcome of the interaction between these EA constituents, associated factors and the socio-cultural milieu. Finally, whilst awareness of culture and emotions is a useful pedagogical consideration, learning mainstays remain inclusive educational systems that identify student needs and support well-designed programmes. Within these, scaffolded modules should include a variety of engaging learning activities with non-threatening formative and trustworthy summative feedback. We acknowledge some statistical study limitations, but its tentative findings make a useful preliminary contribution

Teaching and Learning in Context in Natural Resources Science and Management

A vast body of research from education, psychology, and neuroscience suggests that learning is highly context dependent, acquired through experience and involvement in real-world situations. In contrast, traditional teaching methods often disassociate learning from meaningful contexts, and students spend more time passively watching and listening than actually doing. Exclusive use of methods like these is particularly inappropriate in natural resources science and management, because of the professional orientation of these curricula. This workshop will explore three related teaching strategies that promote learning through engagement in realworld contexts and situations: role-play, case studies, and problem-based learning. Participants will identify what learning outcomes each strategy best facilitates; learn how to plan and implement each strategy, including proper facilitation techniques; evaluate the applicability of each strategy to their own courses; and compare and contrast the strengths and weaknesses of each strategy

Classroom duties in schools as an aspect of educators' commitment in the Zeerust disctrict

M.Ed. (Educational Psychology)This investigation is part of a group project that was conducted by a research team of the Department of Educational Sciences of the Rand Afrikaans University. The focus of this study is classroom teaching duties and educator commitment. Teaching is only successful if it leads to effective learning. In order to be successful in their teaching teachers need skills, knowledge and techniques that can be used simultaneously so that they can achieve predetermined aims and objectives. There can be no doubt that teaching is a complex task, and in order to accomplish this demanding task successfully, teacher's need to focus on different aspects in the learning teaching situation, like classroom management, classroom discipline, preparation of their lessons and the others. The research was based on assumption that for prospective and serving teachers to teach effectively and be committed to the teaching profession. In order to understand this problem in its total context, a study of the literature on classroom teaching duties and educator commitment was done