A Call For Strength-Based Teaching

Teaching practices centering a deficit lens of the child do not provide the space needed for every child to thrive in the American public education system today. This is why I call for strength-based teaching. A strength-based approach to teaching calls for the decentering of deficits and the centering of strengths, knowing our students, the room to make mistakes, freedom from labeling, acceptance and value of all student differences while simultaneously honoring all student knowledge as official knowledge, and the centering of marginalized voices. Our school system today relies primarily on state standards and standardized testing to measure intelligence, forcing our students and teachers to learn and teach towards what a small group of people at the top of the totem pole have deemed official knowledge. This kind of practice teaches our student body what knowledge is valuable in society. By centering student strengths in the classroom we value them as individuals rather than humans to be filled with information that they are missing or don’t know; therefore they can build upon the knowledge they already possess. Strength-based teaching values every student and places emphasis on their right to succeed

Report on argumentation and teacher education in Europe

This document will ultimately form part of a comprehensive package of materials for teacher education and professional development in argumentation. The initial deliverable from Kaunas University of Technology described the rhetorical basis of argumentation theory for pre‐ and in‐service teachers, whilst this state of the art report sets out the current and rather unsatisfactory status of argumentation in curricula, initial teacher training/education and teacher professional development, across the fifteen S‐TEAM partner countries. We believe that this is a representative sample and that the report can be taken as a reliable snapshot of the situation in Europe generally

Stealth Assessment

An approach to performance-based assessments that embeds assessments in digital games in order to measure how students are progressing toward targeted goals.To succeed in today's interconnected and complex world, workers need to be able to think systemically, creatively, and critically. Equipping K-16 students with these twenty-first-century competencies requires new thinking not only about what should be taught in school but also about how to develop valid assessments to measure and support these competencies. In Stealth Assessment, Valerie Shute and Matthew Ventura investigate an approach that embeds performance-based assessments in digital games. They argue that using well-designed games as vehicles to assess and support learning will help combat students' growing disengagement from school, provide dynamic and ongoing measures of learning processes and outcomes, and offer students opportunities to apply such complex competencies as creativity, problem solving, persistence, and collaboration. Embedding assessments within games provides a way to monitor players' progress toward targeted competencies and to use that information to support learning.Shute and Ventura discuss problems with such traditional assessment methods as multiple-choice questions, review evidence relating to digital games and learning, and illustrate the stealth-assessment approach with a set of assessments they are developing and embedding in the digital game Newton's Playground. These stealth assessments are intended to measure levels of creativity, persistence, and conceptual understanding of Newtonian physics during game play. Finally, they consider future research directions related to stealth assessment in education

Knowledge-based automation and new workforce implementation at a financial institution

Abstract : Intelligent Automation (IA) entails advanced knowledge-based technologies associated with the so-called Fourth Industrial Revolution (4IR). In this study, the phrase “IA journey” refers to the processes of knowledge-based automation and new workforce implementation. The study’s unit of analysis is not as much the IA journey itself, rather it is an analysis of what constitutes a balanced approach to IA implementation and adoption within an organisation. For example, employees’ feelings of uncertainty during an organisation’s IA journey could cause an imbalance in staff morale and resistance from employees to adapt to the changes. Therefore, the main research question of this study is: What are the components of a balanced approach to knowledge-based automation and new workforce implementation of a financial institution? The research question aligns to the world of service delivery that is changing at an alarming rate, with customers expecting fast, personalised, digital service. The landscape for financial institutions is changing, for example, traditional competitors are taking steps to meet customer demands and non-traditional competitors are entering the market place, threatening the existence of traditional financial institutions, commonly referred to as banks. The literature reveals that the evolution of Internet usage and the influence of social media and smart phones have increased the significance of technology and digital service in the financial services industry. Adoptions of these technologies is vital if traditional banks want to remain relevant in the market where financial technologies companies (Fintechs), and small, digitally nimble start-ups can provide the quick, personalised service that customers expect. Already many financial institutions have started to investigate the opportunities that technologies such as IA and chatbots provide. The potential of chatbot technology to improve customer experience and reduce operational costs make it an attractive option for organisations to consider. Literature reveals that the cost of implementation of this technology is a fraction of the cost of legacy system re-writes. The ability of this technology to integrate with existing systems and improve turnaround time and service to customers makes the IA journey a favourable choice. The IA journey of one South African Financial Institution (SAFI) formed the focus of this study. Research was conducted within the SAFI into the application of this technology across the organisation to understand the impact that the changes experienced had on the employees of the organisation. Understanding how these changes impact employees helps in determining the best ways to manage the changes in order to develop a balanced approach to implementation and adaption of IA within an organisation. The empirical study followed a qualitative research design, featuring qualitative data collection and analysis techniques. Secondary data were collected and displayed in order to show case v hoe IA project were implemented into the organisation. The philosophical paradigm that suited a study of this nature was interpretivism as the research was socially constructed in its aim to understand the adoption processes of the organisation implementing an IA programme. The research followed an inductive approach as the study’s conceptual framework was developed based on data collected and conclusions drawn through the analysis of this data. The study involved the collection of data through the use of interviews conducted across junior and senior management levels within the business units impacted by the changes associated with the IA journey. The aim of these interviews was to gain an understanding of employees’ perceptions of the IA journey across the organisation as well as understand the experiences of those involved in the IA programme. Secondary data was also collected from five SAFI use cases, which provided a rich source for quantitative data. The presentation of results regarding the outcomes of use cases implemented across the organisation is in accordance to the University of Johannesburg Code of Academic and Research Ethics. The research findings informed the development of a conceptual framework, which can be used to encourage a balanced approach towards IA implementation and adoption throughout an organisation that is experiencing major changes. This study reveals that employees’ fears of the changes need to be identified and managed early in order to avoid resistance to the changes and negative perceptions of the technology being created. The conceptual framework identifies the components that a financial institution can use in its balanced approach to increase adoption and reduce fears. Moreover, the study revealed the need for organisations to invest in technologies of the future and the benefits that this technology can have for the organisation. Customer experience and expectations form a vital part of any organisation and the lessons learnt in the value this technology can provide in creating a great customer experience are invaluable. The study revealed that there is a difference between digitisation and automation and that knowledge-based automation technology plays a key role in enabling a digital customer experience...M.Phil. (Information Management

The Dancing Classroom

The modern classroom often requires alternative teaching methods and modified lesson plans of the core curriculum in order to reach and teach all students. Incorporating creative dance and movement into the classroom may provide students, especially those with Attention Deficit Disorder and Attention Deficit Hyperactivity Disorder, an alternative teaching method and a constructive outlet for their often restless energies. This thesis is an exploration of how creative dance and movement can be integrated with elementary - leveled lesson plans in the area of life science organ systems and how that influenced student learning and satisfaction with lessons for all students and, for children with ADD and ADHD, their ability to focus on lesson content

A critical analysis of the teaching technique role play, with particular reference to educational drama

Bibliography: leaves 192-196.This study analyses Role Play teaching techniques employed in Educational Drama and examines the possibility that the current practice of Role Play may actually obstruct the personal and collective empowerment of students, thereby limiting the educative potential of drama

Commonwealth Times 1978-11-28

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