Effect of concept mapping instructional strategy on junior secondary school student’s knowledge of multiculturalism in the global 21st century social studies classroom
This document discusses a study that evaluated the effect of using concept mapping as an instructional strategy to teach junior secondary school students about multiculturalism. A group of 50 students were taught using concept mapping and given a pre-test and post-test on their knowledge of multiculturalism. The results showed a significant difference between students' pre-test and post-test scores, indicating that concept mapping was an effective instructional strategy. The document provides background on the increasing diversity in classrooms, importance of multicultural education, and discusses concept mapping as a learner-centered approach that can help students make meaningful connections between concepts.
Children are used to fast information through technology and integrate it into their social and leisure activities. As teachers, we need to consider how to incorporate technology into our lessons to engage students in learning content, as literacy is now multi-modal and children reach knowledge through various visual and oral means. Teachers must prepare for this change and be able to use technology themselves to connect with how children currently learn both in and out of school.
This document summarizes a study that assessed how two teacher training programs addressed cultural diversity in mathematics instruction. Classroom observations found one class had little student interaction and was teacher-centered, while the other encouraged high student participation. Both programs' curricula embraced diversity but did not sufficiently address dismantling dominant cultural practices or empowering minority students. The study indicates teacher educators' theoretical framework on multiculturalism determines the nature of exposure pre-service teachers receive regarding culturally affirming mathematics instruction.
This presentation looks at applying multiliteracies to TEFL (teaching English as a Foreign Language). Multiliteracies was a language learning concept based on semiotics that allowed for and included new media modes of communication in the 1990s. Whilst the language learning situation has changed considerably since that time, the concept of multiliteracies is still relevant in terms of opening up and supplementing TEFL practice.
This document summarizes a case study of an international school in Costa Rica called Centro Educativo Futuro Verde. The study examined the educational approaches used to develop intercultural competence among teachers and students. Key findings included that teachers incorporated strategies to cultivate student empathy, perspective-taking, and respect for diversity. Professional development for teachers focused on the school's vision of developing intercultural skills. Students and teachers perceived the school environment as promoting open-mindedness and cultural understanding. The document recommends that schools incorporate intercultural competence into their mission and curriculum.
This document provides summaries of 10 articles on changes to literacy teaching and learning with the rise of new technologies. Traditionally, literacy was taught through explicit skills-based approaches using printed texts, but digital technologies have expanded the definition of "text" and transformed literacy practices. Teachers now need pedagogies of multiliteracies that embed new technologies and allow students to make meaning across different modes of communication. Frameworks like multiliteracies pedagogy can guide teachers in developing students' cognitive and social literacy skills for a globalized, digital world.
This document provides an introduction to technology enhanced learning. It discusses how the modern knowledge economy requires lifelong learning. It describes key findings from learning sciences, including the importance of deep conceptual understanding, connected knowledge, and collaborative learning. It also discusses motivational competence, self-regulated learning, and how technology can support deep learning and collaboration through representing knowledge concretely and allowing learners to build knowledge together. Examples are given of learning, collaboration, and technology use in the author's research and teaching.
The document proposes a model for e-education that involves extending teaching spaces and learning spaces through technology integration. [1] It defines different roles for teachers in instruction, training, initiation and induction and how learning spaces can be used for knowledge acquisition, application, and construction with dialogue and reflection. [2] The model is presented as a way to take advantage of technology's ability to make teaching and learning more flexible and accessible beyond the classroom. [3] It suggests e-education can support higher-order thinking skills and active, collaborative learning tailored to individual needs.
Children are used to fast information through technology and integrate it into their social and leisure activities. As teachers, we need to consider how to incorporate technology into our lessons to engage students in learning content, as literacy is now multi-modal and children reach knowledge through various visual and oral means. Teachers must prepare for this change and be able to use technology themselves to connect with how children currently learn both in and out of school.
This document summarizes a study that assessed how two teacher training programs addressed cultural diversity in mathematics instruction. Classroom observations found one class had little student interaction and was teacher-centered, while the other encouraged high student participation. Both programs' curricula embraced diversity but did not sufficiently address dismantling dominant cultural practices or empowering minority students. The study indicates teacher educators' theoretical framework on multiculturalism determines the nature of exposure pre-service teachers receive regarding culturally affirming mathematics instruction.
This presentation looks at applying multiliteracies to TEFL (teaching English as a Foreign Language). Multiliteracies was a language learning concept based on semiotics that allowed for and included new media modes of communication in the 1990s. Whilst the language learning situation has changed considerably since that time, the concept of multiliteracies is still relevant in terms of opening up and supplementing TEFL practice.
This document summarizes a case study of an international school in Costa Rica called Centro Educativo Futuro Verde. The study examined the educational approaches used to develop intercultural competence among teachers and students. Key findings included that teachers incorporated strategies to cultivate student empathy, perspective-taking, and respect for diversity. Professional development for teachers focused on the school's vision of developing intercultural skills. Students and teachers perceived the school environment as promoting open-mindedness and cultural understanding. The document recommends that schools incorporate intercultural competence into their mission and curriculum.
This document provides summaries of 10 articles on changes to literacy teaching and learning with the rise of new technologies. Traditionally, literacy was taught through explicit skills-based approaches using printed texts, but digital technologies have expanded the definition of "text" and transformed literacy practices. Teachers now need pedagogies of multiliteracies that embed new technologies and allow students to make meaning across different modes of communication. Frameworks like multiliteracies pedagogy can guide teachers in developing students' cognitive and social literacy skills for a globalized, digital world.
This document provides an introduction to technology enhanced learning. It discusses how the modern knowledge economy requires lifelong learning. It describes key findings from learning sciences, including the importance of deep conceptual understanding, connected knowledge, and collaborative learning. It also discusses motivational competence, self-regulated learning, and how technology can support deep learning and collaboration through representing knowledge concretely and allowing learners to build knowledge together. Examples are given of learning, collaboration, and technology use in the author's research and teaching.
The document proposes a model for e-education that involves extending teaching spaces and learning spaces through technology integration. [1] It defines different roles for teachers in instruction, training, initiation and induction and how learning spaces can be used for knowledge acquisition, application, and construction with dialogue and reflection. [2] The model is presented as a way to take advantage of technology's ability to make teaching and learning more flexible and accessible beyond the classroom. [3] It suggests e-education can support higher-order thinking skills and active, collaborative learning tailored to individual needs.
The document discusses several articles related to multiliteracies pedagogy in middle school classrooms. It addresses the need for teachers to understand students' diverse backgrounds and prior experiences with digital technologies to better support their literacy development. The articles suggest educators implement authentic literacy projects, incorporate multimodal texts, and use comprehension strategies to help students learn in today's multimedia environments.
The document discusses the five key learning spaces that can facilitate effective teaching and learning in the 21st century: the classroom/school, beyond the classroom, the electronic space, the individual learning space, and the group learning space. Each space provides different learning experiences and environments. The classroom/school space focuses on student-centered design and collaborative learning. The beyond the classroom space involves excursions and communities of practice for experiential learning. The electronic space utilizes technology like iPads and interactive whiteboards. The individual learning space promotes self-direction and connectivism through online networking. Finally, the group learning space uses cooperative and collaborative learning in furniture groupings.
This document discusses the need for collaborative educational learning tools to be grounded in learning theories like constructivism and sociocultural perspectives. It examines three models of the mind - as computer, brain, and rhizome - that relate to views of learning as information processing, experiential growth, and sociocultural activity. Recent technological advances have increased opportunities for collaboration using tools like the internet and computer-mediated communication, but guidance is needed on how to integrate these tools pedagogically. Research on collaborative learning tools can help address this need by identifying how tools can facilitate, augment, and redefine learning environments.
PROBLEM BASED LEARNING: BARROW AND BLOOM TAXONOMY (Experimental activity)ijejournal
This paper explains what the PBL consists of, exposes the role of the teacher and the student in
this methodology, and discusses the convenience of using pictograms to determine the
convenience of raising in the PBL, problems, or cases. Based on our teaching experience, a
taxonomy is proposed to facilitate an awareness of these differences and help teachers choose a
problem-based learning method more appropriate for their students. Also, a PBL planning
process is presented for an experimental activity and its process evaluation.
The document provides annotations and an overview of 10 sources that discuss the topic of multiliteracies in education. The annotations examine how multiliteracies has emerged as a response to increasing student diversity and the changing literacy demands of a digital world. Key aspects discussed include the benefits of multiliteracies pedagogy for diverse classrooms, the importance of designing literacy instruction for multiple text forms and modes of communication, and the role of teachers in developing students' multiliteracy skills.
MULTICULTURALISM AND HISTORY EDUCATION: TEACHERS’ PERCEPTIONSijejournal
The present paper attempts to explore the perceptions and views of public primary school teachers in the city of Thessaloniki on multiculturalism and historical education. In particular, the involvement of teachers in the implementation of intercultural practices was studied, while specifically the history course was chosen since on one hand it gathers many identical features and on the other hand it is offered for the design and implementation of many intercultural interventions. The city of Thessaloniki with its multicultural past was used as a basis for outlining the trends and views of the human resources that serve education. The sample of the research consisted of 413 teachers from the primary schools of the prefecture of Thessaloniki. The quantitative methodological approach was followed and the data were collected using a questionnaire. The results of the research showed that the teachers’ training in matters of intercultural education is incomplete, a fact that affects their perceptions and their intercultural practices in a negative way. The research also showed that history curricula are in need of great changes in respect to integrate the multicultural perspective.
This document presents a research proposal to study a co-design approach involving teachers, students, and researchers to generate inquiry-based learning scenarios for universities. The proposal aims to 1) study and propose an inquiry-based model to inform new learning scenario designs, 2) develop and analyze a co-design strategy involving key stakeholders, and 3) design and analyze scenarios promoting mature, autonomous ICT use by students. The research would apply a design-based methodology to explain the co-design process and support changes to teaching practices.
E-learning: Is This Teaching at Students or Teaching With Students. Robert Jo...eraser Juan José Calderón
E-learning: Is This Teaching at Students or Teaching With Students?. Robert John Muirhead, BN, RGN, RSCN
The development of e-learning as a teaching
strategy in higher education has implications
relating to student learning, the role of the
teacher, and the institution of higher education.
This paper debates the andragogical and
pedagogical theories that support the development
of e-learning to date. Leading to a discussion on
how the process of e-learning may be contributing
to the “stamp-me-smart” culture and restricting
the development of critical thinking within
student nurses. Concluding that e-learning has a
top-down institution-led development that is
contrary to the student-led development
espoused by universities.
Search terms: Nurse, education, e-learning,
androgogy, pedagogy
This document outlines the skills and competencies needed for 21st century teachers and learners. It discusses 6 categories of learning and innovation skills: literacy, media, technology, critical thinking, communication, and social/cross-cultural. It also outlines 6 categories of life and career skills: flexibility, initiative, social/cross-cultural, productivity, leadership, and ethics/values. The document provides examples of how specific subjects like English, Filipino, math, science, and arts help develop these skills. It emphasizes the teacher's role is to help students learn independently and make a positive difference in children's lives.
1) The document discusses the introduction of a national curriculum in Australia and the changes this will bring to the education system.
2) It notes concerns about increased teaching hours reducing time for other subjects and potentially overwhelming students.
3) However, it also points out advantages like allowing schools more flexibility in implementation and a smoother transition for students between states.
This document outlines Aziza Abdul Kareem's ideological stance and pedagogical approaches for content area instruction for 9th grade students from a low socioeconomic urban school. The learning outcome is for students to construct knowledge about applying multiple reading strategies. Key approaches include cooperative learning, modeling, and active literacy. Cooperative learning facilitates participation and comprehension through group work. Modeling demonstrates academic skills and thinking processes. Active literacy involves activities before, during, and after reading to build understanding. These scaffolding approaches aim to develop students' literacy strategies and academic language for social science content mastery.
Derek Wenmoth presents a report on educational technology integration. The report finds that schools are progressing from adopting technologies to assimilating them into teaching and learning. It also finds that the relationship between how prominently technologies are used and how connected they are to curriculum goals illustrates different levels of integration, from addition to assimilation. The report discusses strategies for the future, including emphasizing technology to serve educational systems rather than lead them. It also identifies issues to consider when moving towards a networked school model, such as policy, technology, curriculum, staffing, pedagogy, leadership, resources, and quality.
This document provides an overview of Universal Design for Learning (UDL). It defines UDL as anticipating the needs of diverse learners by embedding flexible strategies into curriculum design. This allows all students to access learning content in multiple ways. The document discusses how UDL is compatible with differentiated instruction and assistive technology. It also explains that UDL focuses on frontloading flexibility into instruction rather than relying solely on after-the-fact accommodations for individual students. The goal of UDL is to reduce barriers in curriculum so that all students can meet learning standards.
This document contains 9 annotations summarizing research articles and chapters related to multiliteracies and literacy education pedagogy. The annotations discuss key aspects of multiliteracies, including the need for teachers to support multiliteracies curriculum, incorporate the Four Resources Model and Productive Pedagogies. They also explore changing definitions of literacy in the digital age and the importance of using multimodal approaches and integrating technology into literacy instruction.
INTRODUCING GEOGRAPHY AND READING MAP SKILLS TO KINDERGARTEN CHILDREN BY USIN...ijejournal
The construction of space in children develops gradually, as they grow up and is related both to their
environment and to their spatial and/or geographical experiences. According to previous studies, spatial
thinking is malleable, and can be developed with the use of appropriate teaching interventions and
educational material. Geospatial thinking and reading map skills required to decode map symbols are a
relatively new and very interesting topic in kindergarten’s education. Significance of this study is the
creation of two large-scale giant maps, laminated, and appropriate to accompany teaching material that
can be used in a teaching intervention based on the Greek kindergarten curriculum. The first map (scale of
1:1000) is a map of the city of Mytilene, and the second one (scale of 1:20000) is of the island of Lesvos;
both have dimensions 3X4 meters. The purpose of this study is to present the creation of spatial teaching
material, so that map skills in Kindergarten education can be cultivated and developed in order to provide
kindergarten teachers with large scale-giant maps and encourage them to introduce them to their teaching,
as large scale-giant maps are really powerful educational tools for the development of their pupils’ spatial
skills.
The document discusses 21st century skills and education in South Africa. It defines 21st century skills as the skills needed to live and work in an increasingly digital world, including skills like critical thinking, problem solving, collaboration, and digital literacy. It discusses frameworks for 21st century skills from organizations like the UN and EU that include communication, digital competence, social skills, and learning to learn. The document also covers South Africa's efforts to develop 21st century skills through its curriculum, focusing on outcomes like responsible citizenship, lifelong learning, and meeting the needs of the knowledge economy.
The document discusses the author's views on educational philosophy and the ideal classroom environment. It emphasizes that teachers should understand students' different learning styles and the importance of integrating technology to meet the needs of all students, including those with disabilities. An ideal classroom would have a circular seating arrangement, diverse technological resources, and be designed to facilitate hands-on and collaborative learning.
Te 11 :TO ALL MA PHD AND SPECIAL DIPLOMA SS. REGARDS : DR. MAGDY MAHDYMagdy Aly
- Mobile apps can effectively promote vocabulary development for adult English language learners. Apps exist for dictionaries, thesauruses, translations, flashcards, listening practice, and exam preparation.
- Effective vocabulary instruction includes teaching individual words, strategies, providing varied experiences, and fostering interest in words. Apps support this, especially for independent practice.
- Teachers should explore useful apps, model their use, and guide students in selecting apps to meet their goals and interests. When introducing apps, teachers explain features and benefits and ensure students practice meaningfully.
This document discusses 21st century learning spaces. It emphasizes that learning spaces should be student-centric and incorporate collaborative, project-based, and inquiry-based learning that develops higher-order thinking skills. Learning can take place in the classroom, beyond the classroom, through electronic means, and in individual or group settings. Effective learning spaces cater to diverse learning needs, facilitate teacher instruction and student interaction, and link learning activities to real-world examples and the curriculum.
1) Differentiated instruction is an approach to teaching that recognizes students learn in different ways and at different paces. Teachers adapt their instruction to meet the individual needs of students by varying content, process, products, and the learning environment.
2) Disproportionate representation of culturally diverse students in special education programs has been a concern for decades. Differentiated instruction addresses this by expecting students to be different and adjusting teaching approaches accordingly.
3) For differentiated instruction to be effective and culturally responsive, it must align with culturally responsive pedagogy by incorporating and validating students' cultural experiences into the curriculum.
How to teach_multiliteracies (next to show)nordiwiyana mn
The document discusses teaching multi-literacies in the classroom. It defines multi-literacies as incorporating multimodal ways of communication including other languages, cultures, and technology. It recommends that teachers integrate four components of multi-literacies into their teaching: situated practice, overt instruction, critical framing, and transformed action. This allows students to develop strong literacy skills and apply their learning to solve real-world problems. The integration of multi-literacies can help raise standards, reduce literacy gaps, and better prepare students for the technological world.
This document discusses pedagogies for developing 21st century skills. It argues that traditional lecture-based models are ineffective for teaching skills like critical thinking, collaboration, and problem solving. Effective pedagogies engage learners through real-world experiences, collaboration, and opportunities to apply knowledge. These include personalized learning, collaborative learning, and informal learning. The document outlines an overall vision for 21st century pedagogy based on personalization, participation, and productivity. It emphasizes learning through authentic contexts, projects, and problem solving. Quality education requires competent teachers using active pedagogies. Participatory learning through social media can foster connection, collaboration, and knowledge building among learners.
The document discusses several articles related to multiliteracies pedagogy in middle school classrooms. It addresses the need for teachers to understand students' diverse backgrounds and prior experiences with digital technologies to better support their literacy development. The articles suggest educators implement authentic literacy projects, incorporate multimodal texts, and use comprehension strategies to help students learn in today's multimedia environments.
The document discusses the five key learning spaces that can facilitate effective teaching and learning in the 21st century: the classroom/school, beyond the classroom, the electronic space, the individual learning space, and the group learning space. Each space provides different learning experiences and environments. The classroom/school space focuses on student-centered design and collaborative learning. The beyond the classroom space involves excursions and communities of practice for experiential learning. The electronic space utilizes technology like iPads and interactive whiteboards. The individual learning space promotes self-direction and connectivism through online networking. Finally, the group learning space uses cooperative and collaborative learning in furniture groupings.
This document discusses the need for collaborative educational learning tools to be grounded in learning theories like constructivism and sociocultural perspectives. It examines three models of the mind - as computer, brain, and rhizome - that relate to views of learning as information processing, experiential growth, and sociocultural activity. Recent technological advances have increased opportunities for collaboration using tools like the internet and computer-mediated communication, but guidance is needed on how to integrate these tools pedagogically. Research on collaborative learning tools can help address this need by identifying how tools can facilitate, augment, and redefine learning environments.
PROBLEM BASED LEARNING: BARROW AND BLOOM TAXONOMY (Experimental activity)ijejournal
This paper explains what the PBL consists of, exposes the role of the teacher and the student in
this methodology, and discusses the convenience of using pictograms to determine the
convenience of raising in the PBL, problems, or cases. Based on our teaching experience, a
taxonomy is proposed to facilitate an awareness of these differences and help teachers choose a
problem-based learning method more appropriate for their students. Also, a PBL planning
process is presented for an experimental activity and its process evaluation.
The document provides annotations and an overview of 10 sources that discuss the topic of multiliteracies in education. The annotations examine how multiliteracies has emerged as a response to increasing student diversity and the changing literacy demands of a digital world. Key aspects discussed include the benefits of multiliteracies pedagogy for diverse classrooms, the importance of designing literacy instruction for multiple text forms and modes of communication, and the role of teachers in developing students' multiliteracy skills.
MULTICULTURALISM AND HISTORY EDUCATION: TEACHERS’ PERCEPTIONSijejournal
The present paper attempts to explore the perceptions and views of public primary school teachers in the city of Thessaloniki on multiculturalism and historical education. In particular, the involvement of teachers in the implementation of intercultural practices was studied, while specifically the history course was chosen since on one hand it gathers many identical features and on the other hand it is offered for the design and implementation of many intercultural interventions. The city of Thessaloniki with its multicultural past was used as a basis for outlining the trends and views of the human resources that serve education. The sample of the research consisted of 413 teachers from the primary schools of the prefecture of Thessaloniki. The quantitative methodological approach was followed and the data were collected using a questionnaire. The results of the research showed that the teachers’ training in matters of intercultural education is incomplete, a fact that affects their perceptions and their intercultural practices in a negative way. The research also showed that history curricula are in need of great changes in respect to integrate the multicultural perspective.
This document presents a research proposal to study a co-design approach involving teachers, students, and researchers to generate inquiry-based learning scenarios for universities. The proposal aims to 1) study and propose an inquiry-based model to inform new learning scenario designs, 2) develop and analyze a co-design strategy involving key stakeholders, and 3) design and analyze scenarios promoting mature, autonomous ICT use by students. The research would apply a design-based methodology to explain the co-design process and support changes to teaching practices.
E-learning: Is This Teaching at Students or Teaching With Students. Robert Jo...eraser Juan José Calderón
E-learning: Is This Teaching at Students or Teaching With Students?. Robert John Muirhead, BN, RGN, RSCN
The development of e-learning as a teaching
strategy in higher education has implications
relating to student learning, the role of the
teacher, and the institution of higher education.
This paper debates the andragogical and
pedagogical theories that support the development
of e-learning to date. Leading to a discussion on
how the process of e-learning may be contributing
to the “stamp-me-smart” culture and restricting
the development of critical thinking within
student nurses. Concluding that e-learning has a
top-down institution-led development that is
contrary to the student-led development
espoused by universities.
Search terms: Nurse, education, e-learning,
androgogy, pedagogy
This document outlines the skills and competencies needed for 21st century teachers and learners. It discusses 6 categories of learning and innovation skills: literacy, media, technology, critical thinking, communication, and social/cross-cultural. It also outlines 6 categories of life and career skills: flexibility, initiative, social/cross-cultural, productivity, leadership, and ethics/values. The document provides examples of how specific subjects like English, Filipino, math, science, and arts help develop these skills. It emphasizes the teacher's role is to help students learn independently and make a positive difference in children's lives.
1) The document discusses the introduction of a national curriculum in Australia and the changes this will bring to the education system.
2) It notes concerns about increased teaching hours reducing time for other subjects and potentially overwhelming students.
3) However, it also points out advantages like allowing schools more flexibility in implementation and a smoother transition for students between states.
This document outlines Aziza Abdul Kareem's ideological stance and pedagogical approaches for content area instruction for 9th grade students from a low socioeconomic urban school. The learning outcome is for students to construct knowledge about applying multiple reading strategies. Key approaches include cooperative learning, modeling, and active literacy. Cooperative learning facilitates participation and comprehension through group work. Modeling demonstrates academic skills and thinking processes. Active literacy involves activities before, during, and after reading to build understanding. These scaffolding approaches aim to develop students' literacy strategies and academic language for social science content mastery.
Derek Wenmoth presents a report on educational technology integration. The report finds that schools are progressing from adopting technologies to assimilating them into teaching and learning. It also finds that the relationship between how prominently technologies are used and how connected they are to curriculum goals illustrates different levels of integration, from addition to assimilation. The report discusses strategies for the future, including emphasizing technology to serve educational systems rather than lead them. It also identifies issues to consider when moving towards a networked school model, such as policy, technology, curriculum, staffing, pedagogy, leadership, resources, and quality.
This document provides an overview of Universal Design for Learning (UDL). It defines UDL as anticipating the needs of diverse learners by embedding flexible strategies into curriculum design. This allows all students to access learning content in multiple ways. The document discusses how UDL is compatible with differentiated instruction and assistive technology. It also explains that UDL focuses on frontloading flexibility into instruction rather than relying solely on after-the-fact accommodations for individual students. The goal of UDL is to reduce barriers in curriculum so that all students can meet learning standards.
This document contains 9 annotations summarizing research articles and chapters related to multiliteracies and literacy education pedagogy. The annotations discuss key aspects of multiliteracies, including the need for teachers to support multiliteracies curriculum, incorporate the Four Resources Model and Productive Pedagogies. They also explore changing definitions of literacy in the digital age and the importance of using multimodal approaches and integrating technology into literacy instruction.
INTRODUCING GEOGRAPHY AND READING MAP SKILLS TO KINDERGARTEN CHILDREN BY USIN...ijejournal
The construction of space in children develops gradually, as they grow up and is related both to their
environment and to their spatial and/or geographical experiences. According to previous studies, spatial
thinking is malleable, and can be developed with the use of appropriate teaching interventions and
educational material. Geospatial thinking and reading map skills required to decode map symbols are a
relatively new and very interesting topic in kindergarten’s education. Significance of this study is the
creation of two large-scale giant maps, laminated, and appropriate to accompany teaching material that
can be used in a teaching intervention based on the Greek kindergarten curriculum. The first map (scale of
1:1000) is a map of the city of Mytilene, and the second one (scale of 1:20000) is of the island of Lesvos;
both have dimensions 3X4 meters. The purpose of this study is to present the creation of spatial teaching
material, so that map skills in Kindergarten education can be cultivated and developed in order to provide
kindergarten teachers with large scale-giant maps and encourage them to introduce them to their teaching,
as large scale-giant maps are really powerful educational tools for the development of their pupils’ spatial
skills.
The document discusses 21st century skills and education in South Africa. It defines 21st century skills as the skills needed to live and work in an increasingly digital world, including skills like critical thinking, problem solving, collaboration, and digital literacy. It discusses frameworks for 21st century skills from organizations like the UN and EU that include communication, digital competence, social skills, and learning to learn. The document also covers South Africa's efforts to develop 21st century skills through its curriculum, focusing on outcomes like responsible citizenship, lifelong learning, and meeting the needs of the knowledge economy.
The document discusses the author's views on educational philosophy and the ideal classroom environment. It emphasizes that teachers should understand students' different learning styles and the importance of integrating technology to meet the needs of all students, including those with disabilities. An ideal classroom would have a circular seating arrangement, diverse technological resources, and be designed to facilitate hands-on and collaborative learning.
Te 11 :TO ALL MA PHD AND SPECIAL DIPLOMA SS. REGARDS : DR. MAGDY MAHDYMagdy Aly
- Mobile apps can effectively promote vocabulary development for adult English language learners. Apps exist for dictionaries, thesauruses, translations, flashcards, listening practice, and exam preparation.
- Effective vocabulary instruction includes teaching individual words, strategies, providing varied experiences, and fostering interest in words. Apps support this, especially for independent practice.
- Teachers should explore useful apps, model their use, and guide students in selecting apps to meet their goals and interests. When introducing apps, teachers explain features and benefits and ensure students practice meaningfully.
This document discusses 21st century learning spaces. It emphasizes that learning spaces should be student-centric and incorporate collaborative, project-based, and inquiry-based learning that develops higher-order thinking skills. Learning can take place in the classroom, beyond the classroom, through electronic means, and in individual or group settings. Effective learning spaces cater to diverse learning needs, facilitate teacher instruction and student interaction, and link learning activities to real-world examples and the curriculum.
1) Differentiated instruction is an approach to teaching that recognizes students learn in different ways and at different paces. Teachers adapt their instruction to meet the individual needs of students by varying content, process, products, and the learning environment.
2) Disproportionate representation of culturally diverse students in special education programs has been a concern for decades. Differentiated instruction addresses this by expecting students to be different and adjusting teaching approaches accordingly.
3) For differentiated instruction to be effective and culturally responsive, it must align with culturally responsive pedagogy by incorporating and validating students' cultural experiences into the curriculum.
Similar to Effect of concept mapping instructional strategy on junior secondary school student’s knowledge of multiculturalism in the global 21st century social studies classroom
How to teach_multiliteracies (next to show)nordiwiyana mn
The document discusses teaching multi-literacies in the classroom. It defines multi-literacies as incorporating multimodal ways of communication including other languages, cultures, and technology. It recommends that teachers integrate four components of multi-literacies into their teaching: situated practice, overt instruction, critical framing, and transformed action. This allows students to develop strong literacy skills and apply their learning to solve real-world problems. The integration of multi-literacies can help raise standards, reduce literacy gaps, and better prepare students for the technological world.
This document discusses pedagogies for developing 21st century skills. It argues that traditional lecture-based models are ineffective for teaching skills like critical thinking, collaboration, and problem solving. Effective pedagogies engage learners through real-world experiences, collaboration, and opportunities to apply knowledge. These include personalized learning, collaborative learning, and informal learning. The document outlines an overall vision for 21st century pedagogy based on personalization, participation, and productivity. It emphasizes learning through authentic contexts, projects, and problem solving. Quality education requires competent teachers using active pedagogies. Participatory learning through social media can foster connection, collaboration, and knowledge building among learners.
This document discusses trends in educational research according to Dr. Jagannath K. Dange of Kuvempu University. It notes that education trends are dynamic and influenced by factors like available resources and student demands. Research trends include quantitative, qualitative, and mixed methods. Key areas of research include psychology, sociology, anthropology, economics, history, politics, business, technology, and interdisciplinary fields. The document outlines trends reported by the OECD around an aging society, health, technology, families, gender equality, rural life, and security. Emerging trends include lifelong learning via subscriptions, blended reality technologies, nano-learning, personalized education, and gamification. Common topics of research include institutional climate, economics, ped
The document discusses the need for multiliteracy in the 21st century classroom. It explores various sources that argue students must develop skills beyond traditional literacy to communicate and learn in a technology-driven world. Multiliteracy involves teaching students to interpret and create multimodal texts using visual, audio, and spatial modes of meaning in addition to print. Effective multiliteracy pedagogy employs strategies like scaffolding, multiple intelligences, project-based learning, and fostering students' home languages in diverse classrooms. As technologies continue advancing, multiliteracy skills will remain important for lifelong learning.
The document discusses key principles for 21st century teaching and learning, including personalizing learning to each student's needs and talents, creating an inclusive environment that celebrates diversity, and reshaping curriculum to focus on skills like problem solving and critical thinking. It reflects on challenges of implementing these changes, such as managing diverse classrooms and ensuring teachers have adequate support, but emphasizes that a one-size-fits-all education does not prepare students for the changing world. The reflective essay advocates for an interconnected, student-centered curriculum that leverages technology to facilitate self-paced and collaborative learning.
The Multicultural Classroom and E-Portfolios jha174
Students will learn to use basic features of an e-portfolio tool to post and share their speech writing. They will practice and receive feedback on their oral presentations by viewing recordings of themselves present. Finally, students will analyze, revise and improve their speeches based on self-evaluation and viewing their recorded presentations.
THE STATE OF TECHNOLOGY AND THE ARTS - INTERACTIVE MULTIMEDIA IN ENHANCING CU...ukhtihanaz
This document discusses research on developing an interactive multimedia module to enhance culturally responsive pedagogy in arts education in Malaysian secondary schools. The research aims to create teaching materials that incorporate different cultural elements to make learning more relevant for multicultural students. Sixty students and two teachers participated in testing interactive PowerPoint modules on traditional crafts. Findings showed the modules increased cultural awareness and engagement, and teachers became more culturally tolerant. The research addresses a lack of prior work on culturally responsive pedagogy in arts education, particularly in Malaysia.
This document discusses the development of an interactive multimedia module to enhance culturally responsive pedagogy in arts education in Malaysian secondary schools. The study aimed to develop a module incorporating elements of different ethnic cultures to increase students' cultural awareness and engagement. Teachers were involved in the module's design. Findings showed that the module helped create cultural awareness, increased knowledge of diversity, and made teachers more culturally tolerant while engaging students more in learning. However, further research is still needed in this area in Malaysia.
Culturally responsive classrooms through art integrationukhtihanaz
This document discusses how integrating art into teaching can create more engaging and culturally responsive classrooms. It argues that art appeals to multiple intelligences and allows students from diverse backgrounds to learn in their preferred styles. The article provides examples of lessons that use drawing, music, drama and other art forms to convey academic content in motivating ways. Research cited found that arts integration improves academic achievement, cultural understanding, self-esteem, and cultural identity. Overall, the document promotes art as a valuable tool for reaching all students and inspiring learning.
PISMP TSLB3193 Topic 1 Literacy vs Multiliteracies.pptxYee Bee Choo
The document provides an overview of literacy and multiliteracies concepts. Literacy is traditionally defined as the ability to read and write printed text, while multiliteracies refers to interpreting and communicating meaning across various forms of communication and is a response to changing social environments. Specifically, globalization, evolving social identities, and advancing technology have transformed how people communicate. As a result, pedagogy must shift from traditional literacy approaches to multiliteracies approaches that incorporate situated practice, overt instruction, critical framing, and transformed practice to accommodate diverse student backgrounds and learning styles in today's classrooms.
The document discusses several paradigm shifts in education, including the teacher's changing role from imparting knowledge to facilitating thinking, and the learner's role becoming more active and autonomous. It also outlines innovative strategies for education like integrating technology, cooperative learning approaches, integrating curricula, and teachers becoming co-learners alongside students. Finally, it discusses how the constructivist approach positions students as active participants in building knowledge collaboratively with teachers.
2
Modern Childhood Classroom
The Curriculum of the Modern Early Childhood Classroom
Lisa Bertie
ECE/311
Instructor Amanda Dixon
April 2, 2012
The Curriculum of the Modern Early Childhood Classroom
The age group that this curriculum is designed for is Kindergarten. The age range for kindergarten is five through seven.
There are many learning styles for example there are auditory leaners, visual learners, tactile learners, and those who learn best through reading the information. As teachers we must take this into account when developing a curriculum. It is important to begin teaching kindergarten age children the beginning skills of math, reading, science, music, and art. By making sure that the content is age appropriate and that the information is presented in a variety of ways so that students of different learning styles have the opportunity to absorb the information in the way that is easiest for them to learn. If we look at the different learning theories we will find one that makes the most sense to us as individuals for example I find the developmental theories of Jean Piaget to be very meaningful and will incorporate his theories into how I present information to the students.
I plan on including time for learning through play, circle time, and traditional teaching methods to communicate information and teach skills to the students. I think it is also important to make sure that the classroom is a safe learning environment. When dealing with a large group of individuals there are many different personalities in play and there can be conflict as a result. I feel it is important the make sure that the students understand that they do not have to like everyone in the class but they need to show each other respect.
My plan for a productive classroom environment includes making sure all learning styles are addressed and students have a safe interesting classroom.
References
Barnett, W. S. (2008). Growing and learning in preschool [Video file]. Retrieved from http://www.youtube.com/watch?v=or10f-YcM8Q
First School. (n.d.). Music theme preschool activities and crafts. Retrieved from http://www.first-school.ws/THEME/music.htm
Ginsburg, H.P., Lee, J.S., Boyd, J.S. (2008). Mathematics Education for Young Children: What It Is and How to Promote It. Social Policy Report. Retrieved from http://www.srcd.org/documents/publications/spr/22-1_early_childhood_math.pdf
Thomas, A.M. (2011). Hands-on science with squishy circuits. Retrieved from http://www.ted.com/talks/annmarie_thomas_squishy_circuits.html
225
5Dynamic Curriculum and Instruction in the
21st Century
Ulrich Baumgarten/Getty Images
Learning Objectives
After reading this chapter, you should be able to:
1. Identify elements of creativity in existing face-to-face and online learning curriculum.
2. Implement problem-based learning experiences with students that incorporate real-world
audiences.
3. Prepare an argument to integrate the nine elements of d ...
Using Digital Technology to Create Possible Literate FuturesMarion Piper
1. The document discusses how teachers need to incorporate multiliteracies and technology into their teaching practices to better support student learning and engagement. This requires teachers to become architects of change and rethink their approaches.
2. It provides examples of classroom practices that support multiliteracies, such as understanding students' backgrounds and planning opportunities for possibility thinking. Digital technologies can enhance learning when used as a tool to make content engaging, interactive and relevant.
3. The document envisions what teaching could look like in the future, with learning taking place both indoors and outdoors using a variety of technologies to support collaboration, creativity and personalized learning. Teachers would facilitate learning and monitor student progress through online tools.
This study examined the effect of Guided-Discovery (GD) technique on
Colleges of Education Social Studies students’ learning outcome in Nigeria.
The study employed 2x2x2 randomized research design. A total of 100
students participated in the study, consisted of 50 GD and 50 Lecture
Technique. Social Studies Performance Tests (SSPT) was used to collect
data. It was designed using National Commission for Colleges of Education
curriculum and validated by four Social Studies experts. The reliability value
of 0.82 was obtained for the instrument using Cronbach Alpha. ANOVA and
t-test were used for data analyses. This study found that GD technique of
teaching Social Studies was next in producing higher significant effect in
students’ learning outcome than LT. Gender has no significant interactive
effect on students’ learning outcome in Social Studies. The mode of entry
had no significant interactive effect in the learning outcome of Colleges of
Education Social Studies Students. The study concluded that GD was found
to be more effective in enhancing Social Studies Students’ learning outcome
in Colleges of Education. It was recommended that GD technique should be
used in teaching Social Studies in Colleges of Education.
The document summarizes a research project involving students from Stellenbosch University and the University of the Western Cape (UWC) that aimed to explore students' professional and social identities. It describes a course called "Community, Self and Identity" that brought students from psychology, social work, and occupational therapy together using workshops, online activities, and group projects. Student feedback was overwhelmingly positive and the research team published numerous papers on the project's aims, processes, and outcomes. The project provided an innovative approach for students to engage with issues of diversity and difference across disciplinary and institutional boundaries.
This document introduces a conceptual framework for a problem-based learning (PBL) model that incorporates 10 critical 21st century skills (10Cs) enabled by information and communication technologies, as well as the 6 pillars of 21st century learning. The 10Cs include critical thinking, communication, collaboration, creativity, connectivity, critical reflection, cross-cultural competence, co-responsibility, critical consciousness, and knowledge construction. The 6 learning pillars are learning to know, learning to be, learning to do, learning to live together, learning to transform oneself and society, and learning to give and share. The proposed PBL framework uses a set of interacting processes to facilitate curriculum design focused on generating solutions to sustainability problems through reflection and action
An Instructional-Learning Model Applying Problem-Based Learning Enabled By ICTsJasmine Dixon
This document introduces a conceptual framework for a problem-based learning (PBL) model that incorporates 10 critical 21st century skills (10Cs) enabled by information and communication technologies, as well as the 6 pillars of 21st century learning. The 10Cs include critical thinking, communication, collaboration, creativity, connectivity, critical reflection, cross-cultural competence, co-responsibility, critical consciousness, and knowledge construction. The 6 learning pillars are learning to know, learning to be, learning to do, learning to live together, learning to transform oneself and society, and learning to give and share. The proposed PBL framework uses a set of interacting processes to facilitate curriculum design focused on generating solutions to sustainability problems through reflection and action
INNOVATION OF SENIOR HIGH SCHOOL SCIENCE TEACHERSAJHSSR Journal
ABSTRACT: This is descriptive research employed quantitative and qualitative elements as it explored the
innovations implemented and the administrative support provided among the senior high school science teachers
in Castilla, Sorsogon Philippines. The study obtained data from the thirty purposively selected Senior High
School Science Teachers through interview and survey and were analyzed and interpreted using simple statistics
like frequency count, percentage, and ranking as well as thematic analysis and presented using tables and
narratives. The study revealed innovations in terms of teaching strategies which include:“Modified Group
Dynamics-based on online games characters, robots (acting out) use in groupings and role playing” , “Memesbased Picture Analysis”, and “Social media-based Teaching Strategy using Likes, Shares, Comments”.; in
terms of LearningAssessment, the minimal innovations include; Modified 4 pics 1-word, (role playing,
contest/games), Projects with social media integration (posting of projects in their Social Media accounts/class
FB pages), and Adapted Online learning applications (kahoot.com). alongSchool Management of and
Projects linkages to some international private advocacy organization eg.Intervida and Green Valey were
revealed. There were minimal administrative support to innovations related activities: along Facilities and
Equipment, Sources of Fund, Capability-building activities, and Rewards and Incentives. The innovations
made students view their learning activities as; “Active and engaging”, “Motivating and insightful”, and
“Going beyond the minimum”.
KEYWORDS :Innovations, Senior High School Science Teachers, Teaching Strategies, Learning Assessment,
School Management of projects.
Summary
It is unquestionable that we have a process of change and innovation in the Spanish University system. The new European Framework of Education at Universities (EEES), will have important changes. Not only changes in the formative itinerary of university degrees, but also in the establishment of teaching-learning methodologies with the purpose to develop key competences in future Spanish professionals.
From that perspective, the introduction of participative methodologies in classrooms is going to deal with relevant learnings; basic abilities for the learning are going to be developed. It allows new possibilities to develop teaching, as well as overcome the traditional concept of classroom. This report gets the opinions and aspects of the students in the case of teachers’ degrees: Speciality of Childhood Education, related to the application of innovative teaching-learning strategies in their formation, facing the incorporation of the EEES
Enhancing the STEM FrameworkCombining Science, Technology, ETanaMaeskm
Enhancing the STEM Framework
Combining Science, Technology, Engineering, and Mathematics with
Stamina, Transdisciplinarity, Engagement, and Mindfulness prepares students
for real-world problems.
By Jennifer A. Manak and Enrique A. Puig
As we write this article amid the COVID-19 pandemic, we are more aware than ever
of the overlapping and interconnect-
ed nature of science, literacy, and
real-world issues. This pandemic is
not simply a problem to be solved by
expertise in any one discipline but
necessitates a transdisciplinary ap-
proach requiring the integration of
many f ields including biology, virol-
ogy, economics, politics, engineer-
ing, education, and psychology. As
we adapt instruction to educate stu-
dents and support social-emotional
learning, we must collaboratively
seek new solutions to these dynamic,
real-word issues in our global soci-
ety. As educators preparing the next
generation of global solution-seek-
ers, how can we foster our students
to become engaged, motivated, and
literate citizens who work across dis-
ciplines, cultures, and identities?
We propose building on the
STEM acronym (Science, Technol-
ogy, Engineering, Mathematics)
with Stamina, Transdisciplinar-
ity, Engagement, and Mindfulness
crosscutting STEM subjects to fos-
ter students’ acceleration of critical
thinking of disciplinary practices
across core ideas. Within the concept
of three-dimensional learning, we
situate stamina, transdisciplinarity,
engagement, and mindfulness as a
framework for enhancing instruction
across the disciplines to engineer so-
lutions to real-world issues. Similar
to the major goals of the Next Gener-
ation Science Standards (NGSS), this
framework focuses on students con-
structing, deconstructing, and re-
constructing concepts in a coherent
manner and progression. Within the
rest of the article, STEM will refer
to our enhancement of the acronym.
In addition to building upon STEM
and what it means to educators, we
will include classroom implementa-
tion tips as guideposts for teacher-
colleagues, teacher-leaders, and to
support our argument.
Over time, educators come to the
realization that prof icient learners
are transdisciplinary literate. Trans-
disciplinary learners crosscut infor-
mation and knowledge from various
disciplines to function, inform deci-
sions, make sense, and create. Re-
f lecting the NGS S, our goal is to pre-
pare global-ready students to build
upon traditional STEM by focusing
on: (1) building student stamina for
learning, (2) using knowledge across
disciplinary core ideas, (3) engaging
students in becoming transdisci-
plinary literate, and (4) developing
learners who are mindful of the world
around them. Ultimately, our goal
for globally-minded students is to
be make informed decisions on per-
sonal and real-world issues (Tucker
2017). To inform three-dimensional
instruction, the essential pragmatic
questions are:
• How do we use stamina,
transdiscipl ...
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Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
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Effect of concept mapping instructional strategy on junior secondary school student’s knowledge of multiculturalism in the global 21st century social studies classroom
1. Journal of Education and Practice www.iiste.org
ISSN 2222-1735 (Paper) ISSN 2222-288X (Online)
Vol.4, No.13, 2013
15
Effect of Concept Mapping Instructional Strategy on Junior
Secondary School Student’s Knowledge of Multiculturalism in the
Global 21st
Century Social Studies Classroom
Ojebiyi Olufemi Adesola (Ph.D.)
Department of Educational Foundations and Counselling
Faculty of Education, Obafemi Awolowo University, Ile-Ife, Osun State, Nigeria.
E-mail: olufemiadesola@yahoo.com
Salako Ekima T.
Department of Teacher Education, University of Ibadan, Nigeria.
E-mail:salakoekima@yahoo.com
Abstract
This ever-increasing diversity in today's classrooms is prompting teachers to incorporate a multicultural
approach to lesson planning. The classroom in the 21st century is also more focused on a proactive learning
environment rather than merely dispensing information. Hence, it is vital that teachers offer a rich and varied
multicultural curriculum to accommodate the culturally diverse 21st century classroom. This article describes
how concept mapping techniques were applied to evaluate the development of a solution-focused, public
alternative school programme. Concept mapping appears to be a useful programme evaluation methodology for
school workers to consider a valuable tool for examining complex problems and solutions within school
organizations. A 30 item achievement test was administered on 50 junior secondary school students purposively
selected from two secondary schools in the south-west region of Nigeria. Data were analysed using t- test. Three
null hypotheses were raised and tested at 0.05 level of significance. The findings of this study revealed that there
is a significant difference between pre and post test scores of the students when exposed to concept mapping
instructional strategy (t=10.75;df=98;p<0.05). Therefore, this calls for improved approaches of teaching in
culturally diverse 21st
century Social Studies classroom.
Key words: Concept mapping, Multiculturalism, Global, Century, Maps, teaching technique, students, Social
Studies.
Introduction
Migration and movement of populations have contributed to increased recognition on the part of
governments worldwide of the need for better public policies for managing cultural diversity. Therefore, it has
become necessary for Social Studies educators and researchers to focus their attention on how to address the
global problem of managing cultural diversity. Additionally, the claim that Social Studies has not achieved its
goals in Nigeria because of the problem of instructional ways chosen by the teachers of the subject which makes
the concepts taught impracticable by students. The failure therefore encouraged social incompetency and the non
accomplishment of citizenship education expected of Nigerian youths especially (Yusuf, 2009). Teachers’
methods of teaching particularly those relating to the conventional methods have been found to be inadequate for
a value-laden subject like Social Studies. This therefore calls for a change in pedagogy. Concept mapping which
is an active learning and participatory method that would encourage critical thinking, enable decision making
and learners taking responsibility for their learning has been advocated.
The importance of teaching strategies as means of inculcating knowledge to students cannot be
overemphasized. To this end, the re-training of teachers in order to keep them current in the event of new
strategies is seriously important. Against this background in Nigeria, the Director and Chief Executive Officer of
the National Teachers’ Institute wrote that the institute was mandated by the Act No. 7 of 1978 to organize
programmes for upgrading and updating practicing teachers at all levels. According to Sharehu (2009), one
important focus of the re-training workshop is in the area of innovative techniques of teaching the four core
subjects (English, Mathematics, Basic Science and Technology and Social Studies). A very important objective
of education in Nigeria is to inculcate in children permanent literary and numeracy and the ability to
communicate efficiently. NTI (2009) explained that, to be able to pursue this noble objective, among others,
Social Studies was included as one of the core subjects. The proper implementation of any curriculum depends
on the quality of the teachers hence, the need to update the knowledge of teachers for effective teaching is
paramount.
The 21st century Social Studies classroom is based upon a culture of inquiry and knowledge rather than
information retention. Schools of the 21st century value the importance of collaborative learning which helps
students prepare to work in a team-oriented environment. Concept mapping provides a holistic multimodal
2. Journal of Education and Practice www.iiste.org
ISSN 2222-1735 (Paper) ISSN 2222-288X (Online)
Vol.4, No.13, 2013
16
means of sharing the relationship of concepts collaboratively on a single screen or page (Yearwood, 2005). This
piece aims to provide an introduction for practitioners on the general approaches and techniques using concepts
mapping in teaching and learning. Multimodality refers to the fact that maps, unlike an essay, do not just use
words to convey meaning (Cardellini, 2004). Used as learning and teaching technique, concept mapping visually
illustrates the relationships between concepts and ideas. Often represented in circles or boxes, concepts are
linked by words and phrases that explain the connection between the ideas, helping students organize and
structure their thoughts to further understand information and discover new relationships. Most concept maps
represent a hierarchical structure, with the overall, broad concept first with connected sub-topics, more specific
concepts. In the light of the above, this paper examined the importance of concept mapping as an effective
teaching strategy for a global multicultural 21st
century classroom.
Multiculturalism is considered a multifaceted term that incorporates a plethora of social constructs such as
race, religious affiliation, sexuality, gender, ethnicity, linguistic diversity and disability (Banks, 2009). Since the
1970s, educators have raised awareness about this ideology as a theory and approach for endorsing diversity,
enabling minorities and underprivileged groups, and dealing with problems associated with inequality (Ojebiyi
and Salako, 2011). Multiculturalism is an issue that has raised much debate in the academic arena, with some
educators and education policy makers advocating that multiculturalism be integrated into pedagogical practices,
while others viewed multiculturalism as divisive and unnecessary (Bennett, 2003). Additionally, there is a
concern that discussions about multiculturalism were often fueled by political agendas which often distract from
the educational focus. Nevertheless, multiculturalism has become a prominent topic in the educational arena in
America and the world over. Hence, educators should endeavor to address issues of disparity and bigotry in the
classroom by having a clear definition of multicultural education
Knowledge of multicultural education in Social Studies is an invaluable cognitive experience of analyzing
various cultures in today's interdependent world (Faggella-Luby and Deshler, 2008). It increases capacity for
intellectual open-mindedness and develop a global perspective about issues to effectively navigate a global
landscape by encouraging an understanding of cultural differences (Davis, 2009; Salako, 2010). Equity in
pedagogy exists when teachers modify their teaching in ways that will facilitate the academic achievement of
students from diverse racial, cultural and social-class groups (Banks, 2009). The development of skills required
for all these call for the introduction of appropriate approaches of teaching Social Studies. For this reason, there
is a need to provide pedagogical activities such that would accommodate the needs of an increasingly diverse
learner pool.
Conventional Lecture Method of Concept mapping
A concept map is a visual organizer that can enrich students' understanding of a new concept (Birbili, 2007).
Using a graphic organizer, students think about the concept in several ways. Most concept map organizers
engage students in answering questions such as, "What is it? What is it like? What are some examples?" Concept
maps deepen understanding and comprehension. Essentially, concept mapping is a structured process focused on
a topic or construct of interest involving input from one or more participants that produces an interpretable
pictorial view of their ideas and concepts and how these are interrelated (Yusuf, 2009). Concept mapping helps
people to think more effectively as a group without losing their individuality. It helps groups to manage the
complexity of their ideas without trivializing them or losing detail (NTI, 2009).
Concept mapping is a powerful but simple way of using diagrams to show information in the same way one
thinks. Concept mapping makes it easy to understand, remember, and communicate complex information.
Sometimes our brains feel as if they are scrambled because of information overload, overwhelm, or ineffective
use of the brain. This leads to:
• inability to solve problems effectively,
• lack of creative thought,
• lack of focus,
• difficulty giving great presentations,
• problems organizing one’s thoughts,
• poor communication,
• missing out tasks when planning projects,
• forgetting important information.
3. Journal of Education and Practice
ISSN 2222-1735 (Paper) ISSN 2222-288X (Online)
Vol.4, No.13, 2013
A Conceptual Framework of Concept Mapping
Source: 2012, Nova Mind Software Pty Ltd.
The teacher starts with a central topic that he is going to examine, and add topics radiating from the center, and
then sub-topics as required to represent ideas.
Concept maps are created in a natural way by using words and connections that make sense. It is best to stick to
one or two keywords on the topics and use the topics to show the connections between the ideas. It helps
students to make meaningful connections between the main idea and other information. They are easy to
construct and can be used within any content area.
Conventional Lecture Method
The most frequently used method of teaching is reported to be the conventional lectur
become the model for most schools (Ogunleye, 2002).
central focus of information transfer. Typically, an instructor would stand before a class and presents information
to the students to learn. Sometimes, they would write on a board or use an overhead projector to provide visuals
for students. Students are expected to take notes while listening to the lecture.
possible to educate large number of pe
schools today because of the unprecedented expansion in school enrolment, shortage of infrastructure coupled
with shortage of funds (Ogunsaju, 2001). However, the method is not the m
because it focuses entirely on intellectual development and ignores experiential learning. It teaches students how
to succeed on standardized tests and relies mostly on the use of the intellect. This style of learning
allow students gain an individual meaning to the subject matter (Chang, 2000; Ogunsaju, 2001). Obviously, this
teaching method has failed to bring about the desired outcome of producing thinking students. Therefore, there is
the need for teachers to have a change of style in order to be able to meet the demands of multicultural learners.
In the light of this, an alternative teaching strategy is herein discussed.
Literature review
A survey of literature on teaching methods in Social Studies education has clearly shown that traditional
teacher-centred approach to teaching which informs the use of methods like lecture and recitation have been
relegated to the background. Ajiboye (2003) emphasized the need
concepts in this area. Some of the commonly identified methods includes: the discovery method, the value
clarification method, the discussion method, the simulation and game method, and the dramatization method
(NTI, 2006). The National Teachers’ Institute (NTI) has therefore recommended a new approach for the teaching
and learning of Social Studies in schools. The new approach is pupil or learner
treated as an empty vessel. Learner i
which requires development, through guidance, encouragement and motivation (Ogunleye, 2002). In this setting,
the teacher’s role has shifted from that of imparting knowledge to
Journal of Education and Practice
288X (Online)
17
A Conceptual Framework of Concept Mapping
Source: 2012, Nova Mind Software Pty Ltd.
The teacher starts with a central topic that he is going to examine, and add topics radiating from the center, and
d to represent ideas.
Concept maps are created in a natural way by using words and connections that make sense. It is best to stick to
one or two keywords on the topics and use the topics to show the connections between the ideas. It helps
meaningful connections between the main idea and other information. They are easy to
construct and can be used within any content area.
The most frequently used method of teaching is reported to be the conventional lectur
become the model for most schools (Ogunleye, 2002). Lecture is a teaching method where an instructor is the
central focus of information transfer. Typically, an instructor would stand before a class and presents information
ts to learn. Sometimes, they would write on a board or use an overhead projector to provide visuals
for students. Students are expected to take notes while listening to the lecture. One of its advantages is that it is
possible to educate large number of people at once, thereby lowering costs. The lecture method is still used in
schools today because of the unprecedented expansion in school enrolment, shortage of infrastructure coupled
with shortage of funds (Ogunsaju, 2001). However, the method is not the most effective according to Lai (2002)
because it focuses entirely on intellectual development and ignores experiential learning. It teaches students how
to succeed on standardized tests and relies mostly on the use of the intellect. This style of learning
allow students gain an individual meaning to the subject matter (Chang, 2000; Ogunsaju, 2001). Obviously, this
teaching method has failed to bring about the desired outcome of producing thinking students. Therefore, there is
chers to have a change of style in order to be able to meet the demands of multicultural learners.
In the light of this, an alternative teaching strategy is herein discussed.
Concept Mapping
Literature Review
on teaching methods in Social Studies education has clearly shown that traditional
centred approach to teaching which informs the use of methods like lecture and recitation have been
relegated to the background. Ajiboye (2003) emphasized the need to use learner-dominated methods in teaching
concepts in this area. Some of the commonly identified methods includes: the discovery method, the value
clarification method, the discussion method, the simulation and game method, and the dramatization method
(NTI, 2006). The National Teachers’ Institute (NTI) has therefore recommended a new approach for the teaching
and learning of Social Studies in schools. The new approach is pupil or learner-centered. The learner is not
treated as an empty vessel. Learner is credited with knowledge, skills and attitudes from the day he or she is born
which requires development, through guidance, encouragement and motivation (Ogunleye, 2002). In this setting,
the teacher’s role has shifted from that of imparting knowledge to a facilitator. This is the emphasis usually laid
www.iiste.org
The teacher starts with a central topic that he is going to examine, and add topics radiating from the center, and
Concept maps are created in a natural way by using words and connections that make sense. It is best to stick to
one or two keywords on the topics and use the topics to show the connections between the ideas. It helps
meaningful connections between the main idea and other information. They are easy to
The most frequently used method of teaching is reported to be the conventional lecture method which has
Lecture is a teaching method where an instructor is the
central focus of information transfer. Typically, an instructor would stand before a class and presents information
ts to learn. Sometimes, they would write on a board or use an overhead projector to provide visuals
its advantages is that it is
The lecture method is still used in
schools today because of the unprecedented expansion in school enrolment, shortage of infrastructure coupled
ost effective according to Lai (2002)
because it focuses entirely on intellectual development and ignores experiential learning. It teaches students how
to succeed on standardized tests and relies mostly on the use of the intellect. This style of learning is intended to
allow students gain an individual meaning to the subject matter (Chang, 2000; Ogunsaju, 2001). Obviously, this
teaching method has failed to bring about the desired outcome of producing thinking students. Therefore, there is
chers to have a change of style in order to be able to meet the demands of multicultural learners.
on teaching methods in Social Studies education has clearly shown that traditional
centred approach to teaching which informs the use of methods like lecture and recitation have been
dominated methods in teaching
concepts in this area. Some of the commonly identified methods includes: the discovery method, the value
clarification method, the discussion method, the simulation and game method, and the dramatization method
(NTI, 2006). The National Teachers’ Institute (NTI) has therefore recommended a new approach for the teaching
centered. The learner is not
s credited with knowledge, skills and attitudes from the day he or she is born
which requires development, through guidance, encouragement and motivation (Ogunleye, 2002). In this setting,
a facilitator. This is the emphasis usually laid
4. Journal of Education and Practice www.iiste.org
ISSN 2222-1735 (Paper) ISSN 2222-288X (Online)
Vol.4, No.13, 2013
18
by the National Teachers’ Institute during its re-training programmes for school teachers.
The NTI (2009) recommended the following teaching methods for appropriate accomplishment of Social
Studies goals in the classroom: Inquiry method, guided discovery, concept mapping, game and simulation under
the inquiry-related strategies. According to Adesina & Ogbondah (2005), Social Studies teachers are blamed for
not using inquiry-related strategies. This attitude is said to contribute to the ineffective teaching and learning of
the subject.
Similarly, numerous studies have been carried out on concept mapping and how instructional strategy could
be used to change the attitudes and beliefs towards diversity in the classrooms because according to Banks
(2009), in virtually every school, one is likely to find students of different ethnic groups and from a variety of
racial composition. This variety is increasing every day.
Concept maps have gained increasing support for use in distance learning courses because of their
effectiveness in visually depicting the relationship between complex concepts (Cardellini 2004). They have
numerous educational applications, and are particularly useful for facilitating critical thinking and problem
solving among students in asynchronous learning environments (Freeman and Jessup 2004; Chang and Lee 2003;
Prestera and Moller 2001;Milam et. al 2000). At the same time, their impact on learning outcomes in diversity
courses offered online has not been emphasized. From the numerous literatures cited above and to the best
knowledge of the researchers, similar studies carried out in Nigeria were conducted outside Ogun State with
reference to senior secondary schools. Hence, there is the need to examine effects of concept mapping strategies
on junior secondary school students’ knowledge to multiculturalism in the Global 21st
century Social Studies
Classroom in Social Studies with special reference to Ogun State.
Statement of the Problem
One of the key challenges facing Nigeria as a nation is the multi-ethnic and multi-religious composition of
the Federation. With over 400 ethnic groups distributed among Christianity, Islam and traditional religion, ethno-
religious conflicts in Nigeria have resulted in loss of several lives and unquantifiable psychological and material
damages. Prejudice, discrimination and lack of equal opportunity to learn are the prevailing situations in the
society. However, research has revealed that the school could be used as a tool to promote the concept of unity in
diversity. In order to achieve the objectives of Social Studies, concept mapping instructional strategy has been
identified as useful since the conventional lecture method which is currently the predominant teaching approach
in Nigerian schools is inappropriate. This study, therefore, determined effects of concept mapping instructional
Strategy on junior secondary school students’ knowledge of multiculturalism in the global 21st
century Social
Studies classroom.
Design
The study adopted a pretest, post-test quasi and control group experimental design.
Procedure
The study was carried out among junior secondary school students of two secondary schools in Ogun State,
south-west Nigeria. Using the purposive sampling technique, a population of (50) students was selected for the
study. Twenty five (25) students were selected from each of the two schools which were randomly selected.
Instrumentation
The study employed t-test which was used to test the hypotheses at 0.05 level of significance.
Achievement test on social studies (ATSS)
The instrument used is the achievement test on Social Studies. The preparation of copies of the performance
test was guided by the 9-Year basic education curriculum (Social Studies) for Junior Secondary 1-3 by Nigerian
Educational and Research Development Council (NERDC) and Universal Basic Education Commission (UBEC).
Reliability of the instrument
For the achievement test, the reliability coefficient using cronbach alpha is α = 0.77
Hypotheses
The following null hypotheses were generated and tested at 0.05 level of significance:
HO1- There is no significant difference between male and female students in Social Studies when taught using
concept mapping strategy
HO2- There is no significant difference between Christian and Muslim students in Social Studies when taught
using concept mapping strategy
HO3- There is no significant difference between pre-test and post-test scores of the students in Social Studies
when taught using concept mapping strategy
5. Journal of Education and Practice www.iiste.org
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Vol.4, No.13, 2013
19
Findings
H01: There is no significant difference between male and female students in Social Studies when taught using
concept mapping strategy
Table 1: Summary of the t-test analysis showing difference between male and female in post test scores
POST-TEST SCORES BY GENDER
Variable N Mean Std. D t df Sig. Remark
Male Students
Female Students
25
25
15-24
14.72
2.15
1.99
0.888 48 0.379 Not significant
Table 1 shows that there is no significant difference between male and female post-test scores after
been exposed to concept mapping instructional strategy (= 0.89; df=48; p>0.05).Therefore, the first hypothesis is
not rejected.
H02: There is no significant difference between Christian and Muslim students in Social Studies using concept
mapping strategy
Table 2: Summary of t-test analysis showing difference between Christian and Muslim students in post test
scores
POST-TEST SCORES BY RELIGION
Variable N Mean Std. D T df Sig. Remark
Christian Students
Muslim Students
31
19
15.19
14.63
2.39
1.38
0.933 48 0.581 Not significant
Table 2 shows that there is no significant difference between Christian and Muslim students in their scores after
being exposed to concept mapping instructional strategy (t=0.93;df=48;p>0.05).Therefore, the second hypothesis
is not rejected.
H03: There is a significant difference between pre-score and post-score of the students in Social Studies when
taught using concept mapping strategy
Table 3 summary of t-test analysis showing difference between pre and post test scores of students’ academic
Variable N Mean Std. D t Df Sig. Remark
Students’ pre-test scores
Students’ post-test scores
50
50
9.80
14.98
2.71
2.07
-10.749 98 0.000 significant
Table 3 shows that there is a significant difference between pre and post scores of the students when exposed to
concept mapping instructional strategy (t= 10.75; df=98; p < 0.05). Therefore, the third hypothesis is rejected.
Discussion of the table
It was found in this study that there is no significant difference between male and female scores after being
exposed to concept mapping strategy. This is to the effect that both male and female students performed very
well irrespective of their gender. This is premised upon the nature of interaction among the students in the
learning situation. For instance, students worked together in small heterogeneous groups, sharing ideas,
experiences and were more or less in charge of their activities as teachers only acted as facilitators. Within each
group, students from diverse cultural, ethnic and religious backgrounds were provided equal opportunities and
interacted to achieve common goals.
There was no significant difference between Christian and Muslim students in the post test scores. Based on
the findings of the study, it could be concluded that the use of concept mapping instructional strategy has the
potentials of helping students to foster cooperation, mutual trust, understanding, more effective communication
sharing other peoples’ world views and ultimately lead to improved knowledge of students in multicultural
education irrespective of their religious inclinations.
There was significant difference in academic achievements of students’ pre test and post test scores in Social
Studies when taught using concept mapping instructional strategy. This is as a result of the fact that the students
were encouraged to make critical decisions concerning themselves as well as others in the group. Concept
mapping is indeed experiential and helped to reinforce students’ learning while experiencing realistic situations,
applying practical knowledge and connecting with the community. In fact, the relevance of concept mapping in
improving student performance in multicultural Social Studies classroom is not far-fetched because it provides
room for proper interaction among students. The multicultural Social Studies classroom is about a mixture of
people from diverse cultural, background. Cooperation is therefore considered basic towards understanding of
the significance of concept mapping instructional strategy which provided subtle but potent forum for achieving
this.
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20
Conclusion
In this paper, efforts have been made to present the theoretical framework on concept maps. While at first
glance, concept maps may appear to be just another graphic representation of information, understanding the
foundations for this tool and its proper use will lead the user to see that this is truly a profound and powerful tool.
It may at first look like a simple arrangement of words into a hierarchy, but when care is taken in organizing the
concepts represented by the words, and the propositions or ideas are formed with well-chosen linking words, one
begins to see that a good concept map is at once simple, but also elegantly complex with profound meanings.
Concept mapping has been shown to help learners learn, researchers create new knowledge, administrators to
better structure and manage organizations, writers to write, and evaluators assess learning. As with any tool, it
can also be misused, hence adequate care and preparation is required for proper handling.
Based on the findings of the study, it could be concluded that the use of concept mapping instructional
strategy has the potentials of helping to foster cooperation, mutual trust, understanding and more effective
communication sharing other peoples’ world views and ultimately lead to improved knowledge of students in
multicultural classroom. Also, in employing the strategy in the Social Studies classroom, students’ religious
background and gender are not the focus. Hence, the future of the Nigerian state will become surer and among
the citizens, peaceful co-existence will tend to hold sway in different parts of the country if multiculturalism is
given a pride of place through the concept mapping strategy in Nigerian Secondary Schools.
Recommendations
It is hereby recommended that:
Teachers should adopt the concept mapping instructional strategy in teaching in the multicultural Social
studies classroom and indeed across other subject areas in order to better prepare the students for future
communal living, understanding of other peoples’ culture and development of abilities to live peacefully
with others especially outsider their own cultural origins.
Students should be assisted to appreciate the need for unity, peace, love and harmony; also the need to
contribute to its entrenchment in the society. This would go a long way to make them more sociable and be
more tolerant of other people’s ways of life.
Curriculum developers in Social Studies should incorporate more concept mapping activities into the social
studies curriculum and make them to be of equal proportion in terms of elements of cultured identity.
Also, they should popularize concept mapping instructional strategies by recommending its use to teachers
in the curriculum.
Teachers’ Associations such as Social Studies Association of Nigeria (SOSAN) should organize seminars
and workshop for teachers in order to make them familiar and interested in the use of the concept mapping
instructional strategy in the teaching of social studies.
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