EIKI Journal of Effective Teaching Methods
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Educating through commons-based pedagogical practices
Get PDFThis paper explores the transformative potential of primary education pedagogy to instill the logic and ethics of the commons, emphasizing a paradigm shift away from competitive or individualistic learning frameworks towards those fostering care, reciprocity, and mutual support. Through a year-long action research project in a sixth-grade classroom, this study examines the transfer of Educational commons elements into formal schooling. It argues that such integration requires pedagogical practices that cultivate distinct cognitive and operational modes, enabling students to engage in self-organization of the school classroom and collective knowledge management. The research details the development and operationalization of what is termed as “commons-based pedagogical practices”. These practices are designed to encourage a learning environment that is inclusive and collaborative, characterized by peer learning, co-creation of knowledge, assemblies. peer dialogue and peer accountability. The study juxtaposes theoretical frameworks with practical applications, providing insights into how these pedagogical approaches can be effectively implemented to transform educational settings. The emphasis is placed on creating a classroom dynamic that supports the collective exploration and negotiation of diverse educational concepts, thereby fostering an atmosphere conducive to communal learning and ethical engagement
The extent to which teachers at the Qamines Educational Services Office perceive the criteria for their evaluation by the educational supervisor from their own point of view.
No full textThe objective of the study was to ascertain the extent to which teachers perceive the performance evaluation criteria issued by the Office of Guidance and Inspection and to identify statistically significant differences in the level of teachers’ perception of these criteria according to gender and specialization variables. In order to achieve the objectives of the study, the author employed the descriptive method and utilized the questionnaire as an instrument, comprising 29 paragraphs distributed across three areas. The author employed the questionnaire, which represents the criteria for evaluating the performance of teachers as issued by the Office of Guidance and Inspection, to the random sample of the study, which consisted of 70 male and female teachers of primary and secondary school teachers in schools belonging to the Educational Services Office. In the 2021-2022 academic year, 14% of the original study population of 517 teachers with a school schedule distributed over 14 schools participated in the study. The results indicated the following: The degree of teachers’ perception of their evaluation criteria was high, and there were statistically significant differences at the 0.05 level between the mean of teachers’ estimates of the degree of their perception of their performance evaluation criteria at the Qamines Educational Services Office, attributable to the two gender variables. These differences were in favor of males, and there were no differences attributable to the scientific specialization variable
Battling Disinformation About Climate Change in a Non-Science Majors Lecture/Lab Course One Website At a Time
Get PDFWith all of the news and social media outlets available, it is easy for anyone to post information for the world to see. This can result in misinformation being shared, especially when it comes to “hot button” topics such as climate change. It is important, therefore, to teach our students how to be both scientifically and informationally literate. This communication describes an assignment used in an environmental science class designed for non-science majors in which climate change is the overarching theme. This assignment helps students learn to identify appropriate sources of information which can then reliably inform them about the effects of climate change. Students can then expand upon this approach outside of class and use it to research any information that they find in the news or on social media. This allows them to critically analyze the sources before reaching an informed decision as to whether it is factual or misleading information
Dramaturgical Analysis of Tagbilaran\u27s Household Fiesta: Basis for Fiesta Teaching Model
Get PDFThis study conducts a preliminary dramaturgical analysis of Tagbilaran’s Fiesta 2024, focusing on the social interactions and performances within household celebrations. This research applies the dramaturgical framework by Ercan and Hendriks (2022) to analyze the fiesta through four dimensions: scripting, setting, staging, and performance. Participant observation, guided by Goffman’s (1955) concepts of impression management and performance, captured diverse interactions and rituals during the fiesta. The performances in the three observations were identified to be: (1) sage on the table? (2) cosmic festive liturgy, and (3) staying vs leaving early dilemma. Findings reveal how fiesta celebrations are designed, the influence of physical environments on behavior, the organization of interactions, and the contributions to broader social and political discourse. The study also proposes a Fiesta Teaching Model (FTM), translating fiesta dynamics into educational settings to enhance cooperative learning. Future research is suggested to include interviews with organizers and participants, comparative studies across different fiestas, and interdisciplinary projects integrating fiesta traditions into various educational contexts
Guidelines for Developing Innovative Thinking Skills of Teachers in Samut Prakan Vocational Colleges, Thailand
Get PDFThe objectives of this research were 1) to study the innovative thinking skills of teachers in Samut Prakan Vocational Colleges, Thailand, and 2) to study guidelines for developing innovative thinking skills of teachers in Samut Prakan Vocational Colleges, Thailand. The sample consisted of 5 experts for interviews, and 201 teachers for questionnaires. The research instruments were questionnaires with an IOC (Index of Item-Objective Congruence) value between .67 and 1.00, and a reliability value of .96 and an interview form. Data were analyzed by using mean, standard deviation, and content analysis. The results of the research were as follows : 1) the innovative thinking skills of teachers were at a high level, in overall and particular aspects, ranking from the highest to the lowest mean : Crafting, Imaging, Personalizing, Collaborative, Serious play, and Paying attention, and 3) Development Guidelines of 1) Crafting: Workshops and Training, Collaborative Projects, Case Studies, Industry Collaboration, and Innovation Labs; 2) Imaging: Incorporate Visual Storytelling ,Utilize Digital and Immersive Tools, Real-World Applications and Simulations, Visual Mapping for Critical Thinking, and Collaborative Visual Brainstorming; 3) Personalizing: Teacher Training and Reflection, Student-Centered Learning, Industry Collaboration and Practical Application, Collaborative Platforms for Peer Learning, and Tailored Learning Plans; 4) Collaborative inquiry: Structured Collaborative Environments, Collaborative Research Projects, Technology Integration, Leadership in Collaboration, and Institutional Networks; 5) Serious play: Innovation Labs/Makerspaces, Prototyping and Iteration, Workshops and Collaborative Projects, Challenge-Based Learning, and Innovation Challenges; and 6) Paying attention: Implement Hands-On Workshops, Integrate Technology, Adopt Project-Based Learning, Foster Collaborative Learning, and Encourage Cross-Disciplinary Learning
Communicative Activities for Written and Spoken Production of Narrative Tenses in English
Get PDFGrammatical forms like narrative tenses might be challenging for English language learners from diverse educational contexts. This study, therefore, proposes alternative communicative activities to embed narrative tenses into contextualized practice through creative writing and imaginative speaking scenarios. Employing a qualitative action research method, the researcher recommends two communicative grammar activities on narrative tenses. To test the effectiveness of these teaching activities, the researcher exploits a test of grammar, an open-ended survey, student artifacts, and observational notes. Findings indicate positive learner perceptions of incorporating such activities in teaching narrative tenses. They also reveal significant improvement in learners’ grammatical accuracy. Accordingly, the two contextualized communicative activities for written and oral production that foster narrative tenses are presented. The preparation and procedures for these activities are explained. Possible adaptations to context, level, modality, and assessment are dis-cussed. In addition to bridging the gap between controlled grammar practice and authentic language use, the teaching activities proposed in the current study intend to promote contextualized grammar practice, creative learner engagement, productive skills integration, and storytelling skills. The study’s originality lies in reporting the findings of teacher-led classroom practice and proposes two contextualized teaching activities for the communicative practice of narrative tenses, an un-der-researched area
Silent responses: Building international student confidence to participate in taught sessions at the graduate level
Get PDFOver the last few decades, the number of tertiary students studying abroad has grown significantly. This has resulted in instructors teaching an increasingly diverse student body (both culturally and linguistically), particularly at the graduate level. This article focuses its attention on international students whose classroom presence is described by some as being very quiet, with a reluctance to speak up within the learning environment. To positively address this, a suite of original practical strategies is presented for graduate instructors to use to initially build international student confidence to participate during taught sessions. By embracing the notion of silent responses to questions, graduate instructors can be sensitive to select factors which influence international students’ reluctance in participating in classroom activities, supporting their emerging confidence and learning experience at the start of their graduate programme
Online English Language Teaching in the University of Maroua during the COVID-19 Lockdown: Exploring Platforms and Interaction: Exploring platforms and interaction
No full textWith the advent of the COVID-19 pandemic, a lockdown was imposed on Cameroon in 2019. During the period of the lockdown, the University of Maroua enforced online teaching. The aim of this paper is to examine how English Language courses were taught online in the Department of English Language and Literature in the Faculty of Arts, Letters and Social Sciences. The objectives are twofold. Firstly, to examine the platforms used for lectures during the confinement and secondly, to investigate interaction patterns employed for online teaching. Data for the study was collected from students and lecturers through convenient sampling technique in the 2019-2021 academic year. Only lecturers and students who actively took part in online pedagogy during the COVID-19 lockdown were involved in the study. The researcher exerted participant observation, 30 screenshots of online teaching, interview with lecturers and 102 copies of a questionnaire administered to Level One and Master’s One students. Results show that three platforms were used: WhatsApp (100%), Google classroom (88.76%) and zoom (56.75%). With regard to the method employed in teaching, interaction with the use of text and voice was done on the platforms, especially WhatsApp. The interaction was between Lecturer – learners, human – machine (screen) and Learner – Learner. Lecturers equally placed electronic material such as course synopsis and books on the WhatsApp and Google classroom platforms for students to exploit. The findings of this study offer vigorous acumens to higher education stake holders in Cameroon on the implementation of online teaching and use of Information and Communication Technologies (ICTs) in teaching. The researcher recommends incessant training for lecturers and students so that they can copiously grasp online pedagogy and go global with ICTs, especially Artificial intelligence (AI) which is one of the fastest growing Information Technologies
Improving Algebraic Thinking and Productive Desire among a Training Program Based on (TPACK) Model in Jordan
Get PDFThe study aimed to investigate the effectiveness of a training program based on (TPACK- Technological Pedagogical and Content Knowledge) model in improved algebraic thinking and productive disposition among female Primary school teachers. the guide for the training program and study tools was prepared, ensured their validity and stability, an available sample was selected from the schools of Jerash Kasbah of the Directorate of Education of Jerash Governorate, consisted of (36) mathematics teachers, divided into two groups: one experimental consisted of (18) teachers trained according to (TPACK) model, and the other was a control teacher consisted of (18) teachers who did not undergo training. Results showed statistically significant differences on the algebraic thinking test between the members of the control and experimental groups, and in favor of the experimental group that was trained according to the model, also showed that training according to (TPACK) model improved the level of performance of the experimental group mathematics teachers on the productive disposition scale, and raised their performance to an expert level. one of which is need to change the pattern of training programs directed to teachers within specific mathematics content, and apply integrative teaching models that enhance content, pedagogy and enhanced technology
Research on kindergarten and primary school students’ magnetic misconceptions and how to plan educational activities
Get PDFBecause magnetism is such an abstract and complicated subject, it can be challenging for children to comprehend at times. Magnetism is a subject that youngsters find to be really exciting. The topic of magnetism is one that children find to be both fascinating and fascinating. There has not been nearly as much research done on how children perceive magnetism as there has been on other natural phenomena. This is even though youngsters consider magnetism to be something that is exciting. Despite the fact that children perceive magnetism to be more attractive than other natural phenomena, this is the case. This particular piece of research is regarded as an important piece of re-search owing to the fact that it has an impact on the way in which learning is experienced. The goal of this study is to analyze the misconceptions that are held by children who are enrolled in elementary school. The research will be conducted with the intention of providing teachers with a theoretical framework upon which they can construct educational activities that are relevant to the requirements of primary school pupils. The ability to construct educational activities that are pertinent to the requirements of elementary school kids will be made possible as a result of this innovation