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Chapter 20: Using elaborative interrogation in classroom settings
Get PDFThis chapter signifies the effectiveness of using elaborative interrogation and strategies in enhancing the knowledge and comprehension attainment of learners. To make it more effective, teachers, instructors, and lecturers, as well as students, are required to apply elaborative strategies for knowledge acquisition very actively. The elaborative interrogation promotes dynamic memory activeness by allowing learners to establish previous knowledge by integrating new knowledge and information that upholds understanding and hands-on application in the original context. This can be embedded into numerous teaching and learning capacities by establishing it as a powerful tool. Additionally, this chapter recommends that this method has important value for educators, parents, school administrators, and other related educational stakeholders by providing a scholarly inspiring approach that can be implemented at primary, secondary, and tertiary levels. The continuous usage of elaborative interrogation in the classroom nurtures active educational practices and promotes positive learning outcomes across wide learner groups and subjects. Subsequently, it is a highly recommended strategy to enhance classroom practices and achieve effective learning results in an extensive range of educational settings
Chapter 6: Differentiation as a teaching strategy
Get PDFOver the five and a half millennia of the evolution of institutionalised education, two interrelated salient trends stand out. The first is the shift from elite to mass education. The second change involves the transition from schools being blatantly used to bludgeon a population into submission and uniformity—reinforcing an officially sanctioned hegemony and suppressing any trace of diversity—to a valuing of diversity. Since the 1960s, at least two major global societal tendencies have constituted a force working against schools being instruments for imposing dominant cultures. These two are the growing multicultural or diverse societies across the globe and the rise of the Creed of Human Rights as a moral code for a globalised world. Together, these trends have contributed to a one hundred and eighty degree change, as diversity has come to be valued in education (institutions and systems). Dimensions of diversity acknowledged include cultural diversity, religious diversity, diversity in terms of gender and sexual orientation, and diversity concerning ableism. This chapter focuses on the concomitant differentiation needed in teaching
Chapter 11: Collaborative learning in classrooms
Get PDFChapter 11, titled "Collaborative Learning in Classrooms," examines the Collaborative Learning approach, with a particular focus on the preparation of a productive collaborative learning environment, techniques that educators should employ for effective collaborative learning, and the associated advantages and disadvantages. The chapter further elaborates on the essential dos and don’ts of collaborative learning. By providing this information, it equips both student-teachers and in-service teachers with the requisite knowledge and skills to implement Collaborative Learning strategies in their classrooms. Two case studies are utilised to illuminate the relevance and significance of Collaborative Learning. The chapter underscores the importance of enthusiasm and engagement among learners in active learning environments. It also advocates for the relevance and applicability of Collaborative Learning as a pedagogical strategy, highlighting how this approach enhances collaboration, communality, and togetherness. Rooted in the foundational principles of Ubuntu, the chapter promotes interdependence among learners, fostering a learner-centredatmosphere within the classroom. Additionally, it delineates the role of the teacher as a facilitator of learners\u27 educational experiences, granting learners the opportunity to take charge of their own learning
Chapter 5: Visualisation as a teaching strategy
Get PDFChapter 5, "Visualisation as a Teaching Strategy," introduces visualisation in classroom settings, highlighting its characteristics, benefits, limitations, and practical guidelines. Visualisation is a powerful instructional method that enables students to create mental representations of studied materials, thereby enhancing comprehension across subjects. It involves various strategies, such as mental imaging, visual aids, simulations, art, and role-play, all aimed at making content memorable and engaging. Visualisation fosters creativity and critical thinking by transforming abstract ideas into more accessible, concrete forms. Techniques like simulations and role-play help students immerse themselves in complex concepts, leading to deeper engagement. However, visualisation has certain limitations, including high costs, limited accessibility, and the potential for overreliance on visuals. Educators are advised to follow specific "dos" and "don\u27ts" when implementing visualisation strategies to ensure effectiveness. Key practices include using colours, charts, and real-world examples to clarify information, experimenting with diverse tools, providing constructive feedback, encouraging collaboration, and incorporating hands-on activities. Case Studies A and B in this chapter illustrate the impact of visualisation on teaching and reading comprehension. Teachers are reminded to avoid common pitfalls to create impactful visual aids that foster student engagement and support the learning experience
Harnessing parental involvement and educational equity for sustainable development in South African schools
Get PDFThe importance of parental involvement in schools cannot be overemphasised. Government and donor agencies have recognised the significant role of parents in the educational development of their children. This conceptual paper, therefore, explores how parental involvement can be harnessed to uplift and promote educational equity in South African schools amidst the urgent need for collaborative efforts between parents, schools, and policymakers to mitigate challenges and advance the Sustainable Development Goals (SDGs). Bronfenbrenner\u27s Ecological Systems Theory was used to anchor the study. A typology methodological design was employed to identify and categorise four themes discussed in the paper. Through exploring effective parental in¬volvement strategies, this paper provides actionable insights for enhancing academic outcomes and advancing SDG 4 (Quality Education) and SDG 10 (Reduced Inequalities) within the South African context. Therefore, recognising educational disparities, this paper advocates for a holistic approach to parental involvement that empowers families, strengthens communities, and promotes sustainable development. The paper concludes that parental involvement is a powerful catalyst for educational equity and sustainable development in South African schools. Through collaborative efforts and a commit¬ment to social justice, the transformative potential of parental involvement can be harnessed to build a more equitable and inclusive education system that advances the SDGs and ensures a brighter future for all children in South Africa and beyond.
Culturally responsive pedagogy for the promotion of understanding Mathematics: The case of rural situated primary schools in Post-apartheid South Africa
Get PDFThe language of instruction, awareness, and creativity are at the centre of the realities faced by both mathematics teachers and learners, shaped by a socio-political history whose impact and legacy transcend generations in South Africa. Consequently, the dire state of mathematics education in South Africa remains a cause for concern. Recognising the need to conceptualise and develop culturally responsive pedagogy, this paper presents the results from the third phase of a three-year longitudinal study focused on teachers\u27 journeys in infusing indigenous knowledge when teaching geometry to senior primary learners in rural schools. This qualitative study, which followed a case study design, explored several approaches to discussing, teaching, and considering an immediate, perpetual, operative, and discursive approach as culturally disruptive pedagogy used as an indigenous way to promote geometric understanding. Observations and semi-structured interviews were conducted with two purposefully selected participants after their lesson presentations to allow them to clarify, elaborate, and introduce more detail, enriching their explanations of the artefacts used. Results indicated that teachers’ references to several artefacts and indigenous activities, such as using straws, wool, and staplers, promoted the understanding of the construction of prisms and pyramids. Recommendations include training mathematics teachers to prepare lessons that incorporate indigenous knowledge and to explore ethnomathematics as a culturally responsive teaching strategy, particularly in contextualising mathematical geometry learning, so that this concept can have relevance and meaning for rural students
Post-apartheid complexities of Xitsonga and mathematics teaching in rural foundation phase classrooms: A case of number patterns
Get PDFThe study conducted in rural Acornhoek, Mpumalanga, addresses the inadequate research and understanding surrounding the teaching of mathematics in the early grades, particularly in rural South African schools where indigenous languages like Xitsonga are used as the medium of instruction. This gap in research highlights the broader issue of the implications of language policy in South Africa for educational success, where the political nature of language use complicates effective teaching practices. The primary objective of this study is to contribute to the ongoing discourse on the role of home languages in mathematics teaching, specifically focusing on how the use of Xitsonga during lessons on patterns in early-grade classrooms limits the effectiveness of teachers’ instruction on the concepts. The theoretical grounding of this research is rooted in the understanding that language is not merely a tool for communication but is intricately linked to identity and learning. Within an interpretive paradigm, the data collection process for this qualitative study involved three main components: unstructured non-participatory classroom observations, semi-structured interviews, and video-stimulated recall interviews. In this paper, we focus solely on the data from classroom observations to illustrate the dynamics of using the Xitsonga language to teach patterns in rural Foundation Phase classrooms. The sample consisted of 33 teachers from three different school sites in Acornhoek. The findings reveal the complexities involved in using Xitsonga to teach mathematical concepts. Teachers faced challenges related to language proficiency, pedagogical strategies, and the integration of local cultural contexts into their teaching practices
Technology readiness and implications for higher education in Universities in North-Central Nigeria
Get PDFThe fourth industrial revolution emphasises classroom innovation with digital and smart technology. It examined students\u27 preparation for technology-driven education in higher education and the fourth industrial revolution. A descriptive survey research design was adopted for this study. The population consisted of students from tertiary institutions, while the target population included university undergraduate and postgraduate students in universities in North-Central Nigeria. The sample comprised five hundred and seventy students across three types of institutions in Nigeria (i.e. private, state, and federal-owned institutions), drawn using proportionate and cluster sampling techniques. Data were collected using a researcher-designed and validated questionnaire with an overall reliability index of 0.86. The collected data were analysed descriptively, and non-parametric inferential statistics were tested at a 0.05 level of significance. Students were ready to use educational apps for studying, engage with immersive tech tools while learning, learn about IoT as part of their learning trajectories for 4IR compliance, embrace many technological innovations while learning, and engage in lifelong learning. Moderately technology-ready students had significant gender, age, institution, and degree of study demographics. Also, given the contemporary 4IR reality, pupils were somewhat ready for technology-enhanced education and positively inclined toward technology-driven abilities. Group dynamics are crucial to preparation. Therefore, it is recommended that students be given the opportunity to improve their technical abilities to prepare them for meaningful teaching and learning. This can be done by investing in technology, training students, and passing regulations that support worldwide competitive online learning
Exploring Postgraduate Student’s Experiences on Values of Humanness During COVID-19: An Inquiry for Supportive Online Learning and Assessment
Get PDFPrevious research highlights significant disruptions to teaching and assessment time in universities due to strikes and the COVID-19 pandemic. The pandemic, which began in late 2019, forced institutions worldwide to close, prompting a shift to online teaching, learning, and assessment. In Africa, additional closures occurred due to student unrest. While the transition to online learning sought to maintain academic continuity, limited research exists on how postgraduate students experienced the values of humanness (botho) during this period. This qualitative study explores how postgraduate students perceived the values of botho in online learning and assessment during the lockdown. Fifty honours students participated in an assignment completed in groups of up to four, with 15 submissions received, including group and individual efforts. Students reflected on their experiences, highlighting positive outcomes such as knowledge sharing within groups. However, challenges emerged, including group members leaving unexpectedly due to non-cooperative peers, which left others to complete tasks individually with increased effort. The findings suggest that the principles of botho should be integrated into online assessment designs to address the challenges faced by students. Additionally, the study underscores the importance of bridging the digital divide to promote equitable online learning. Further research is needed to explore strategies that incorporate the values of botho while addressing technological and collaborative barriers in online education
Communication strategies for healthcare providers to enhance vaccine discussions with vaccine-hesitant patients
Get PDFThis study examines vaccine hesitancy as an emerging public health concern that undermines the efficacy of vaccination initiatives. Healthcare providers play a crucial role in addressing vaccine hesitancy; however, many lack effective communication strategies. This study developed evidence-based communication guidelines to assist healthcare providers in discussing vaccines with hesitant patients. Drawing on Bourdieu\u27s theoretical framework, semi-structured interviews were conducted with ten vaccine-hesitant parents and ten paediatricians in Nigeria. Through reflexive thematic analysis of the interview transcripts, this study uncovers power dynamics, legitimacy struggles, and cultural capital\u27s significance in vaccine conversations. The findings reveal that hesitant parents question the legitimacy of vaccine recommendations, feeling marginalised yet constrained by societal norms of responsible parenthood. Similarly, healthcare providers\u27 reliance on biomedical expertise often proves insufficient without rapport building, cultural competency, and addressing patients\u27 unique knowledge assets. The findings of this study contribute to communication theory, medical education, and clinical practice by advocating for power-conscious, dialogue-based strategies to promote vaccination amidst uncertainty and scepticism