Professor Marcia Devlin: "Learning Theories and Interdisciplinary Epistemologies"
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Professor Devlin was an invited speaker at the International Conference on Teaching and Learning in Higher Education: National University of Singapore, Dec 3-5, 2008
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The topic is teaching methods and other information about that topic.
191114 academic excellence exchange carole & erin final
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1. Distinguish Boyer’s types of scholarship in higher education
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In this study, I examine the pilot year of an alternative learning environment in which I, as a practitioner, explored the possibilities for transforming learning for a small class of Grade 11 and 12 students. Drawing on a pedagogy of care, a constructivist model of learning and a student-centered approach to learning, the students and I negotiated new curriculum, combining regular classroom courses with courses constructed by their own learning interests. In this case study, a rhizomatic analysis of student and practitioner data, collected both during and after students’ graduation from high school, showed that students were highly engaged with learning when guided by their personal interests. In the study, I also found, however, that students struggled to fully embrace the potential of their own interests, held back by the ambiguity of self study and the clear metrics of the regular school system to which they were accustomed. As practitioner, I struggled to meet the demands of the prescribed curriculum and those of the curriculum that constantly evolved and changed according to students’ interests. The study also speaks to the tensions in defining the role of a teacher in this alternative learning environment. In conclusion, I suggest we seek to make possible an alternative high school learning environment that more closely resembles free schooling (i.e., learn what you want, where and when you want) within a public school that would, combined with a traditional course of study, meet the provincial criteria for graduation accreditation.
Thesis available at http://mspace.lib.umanitoba.ca/jspui/handle/1993/21938
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The document discusses several key approaches and considerations for teaching social studies, including:
1) Constructivism and facilitating active engagement and collaboration are important for how people learn.
2) There are various orientations for why social studies is taught, such as citizenship, cultural traditions, personal development, and diversity.
3) Selecting and organizing content requires considering goals, interests, experiences, developmental levels, and curricular requirements.
4) Locating resources involves evaluating textbooks, literature, media, technology, and community sources while watching for bias.
5) Teaching approaches can range from teacher-directed to student-directed inquiry and should incorporate critical thinking and cooperative learning.
6) Assessment includes both open-
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The document summarizes a workshop on curriculum design theory and practice. It discusses different definitions of curriculum, including focusing on content, restrictions, or the wider purpose. Paradigms for curriculum design include focusing on products, processes, or praxis. Approaches discussed include Tyler's rational planning, Bruner's spiral curriculum, curriculum as a planned process, constructive alignment, and curriculum as a social process. The workshop emphasizes developing students' knowledge, skills, and attitudes; challenging students; and making learning meaningful through choices.
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This document summarizes a study on students' attitudes towards teaching and learning social studies concepts in colleges of education in Ghana. The study found that students had a positive overall attitude, as indicated by a mean of means of 2.66 on a 4-point scale. Specifically, students agreed that learning concepts facilitates understanding and supports attitudinal development. However, students disagreed that they show enthusiasm for concepts or find social studies uninteresting due to concepts. Factors like instructional materials and resource persons were found to enhance teaching and learning of concepts, while lack of funds, libraries and resource rooms hindered it.
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This document discusses engaging students in research and inquiry within community and further education institutions that provide higher education (CBHE). It reviews literature on integrating research-based learning and scholarly activity into the curriculum. The document presents strategies for involving students in research, such as having them work on research teams, applied research projects, or student-led journals. It also discusses developing students' research skills progressively throughout their studies. Overall, the document argues that engaging students in research and inquiry can enhance their learning experience and help develop skills needed for their future professions.Expanding the Boundaries of Teaching and Learning in Family Science: Student...
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This document provides guidance for developing an action research project to improve literacy at a school. It discusses developing a global view of school improvement by considering literacy, pedagogy, and leadership. It also discusses developing a research problem, understanding multiliteracies, defining texts and text practices, and connecting the research to pedagogy and leadership. Next steps outlined include using school data, sharing draft research designs, and evaluating another school's design.
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The document discusses productive pedagogies, which are teaching strategies that engage students in authentic learning. It provides definitions of productive pedagogies and lists over 100 specific teaching strategies. It also describes the four major dimensions of productive pedagogies: intellectual quality, connectedness, supportive classroom environment, and recognition of difference. For each dimension, it gives elements and examples to illustrate how teachers can implement these dimensions.
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8611unit3-211018031036.pdf
This document discusses strategies for promoting critical thinking in teaching. It advocates for cooperative and collaborative learning approaches over traditional lecture-based methods. Some key points:
- Cooperative learning is effective when students rely on each other through positive interdependence and individual accountability. Face-to-face interaction and collaborative skills are important.
- Classroom debates and discussions encourage independent and dynamic thought by having students critically analyze conflicting information. Different types of debates structure interaction.
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Blogs for Pre-Reading in Higher Education: A Prototype
Kristian Leisegang is a clinical science coordinator at the School of Natural Medicine, University of the Western Cape. He teaches modules in general and systemic pathology, general medicine, clinical diagnosis, and differential diagnosis to third and fourth year students. He is completing a PhD in medical bioscience and also performs administrative duties like setting exams and marking assignments. He is focused on improving his teaching skills and finding new ways to engage students and help them assimilate complex concepts, such as those in general pathology, which underpins the study of disease.
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191114 academic excellence exchange carole & erin final
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Professor Marcia Devlin: "Learning Theories and Interdisciplinary Epistemologies"
- 1. Learning Theories and Interdisciplinary Epistemologies International Conference on Teaching and Learning in Higher Education: Frontiers in Higher Education December 3-5, 2008 National University of Singapore Singapore Professor Marcia Devlin (PhD) Deakin University
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