The following reflection on education is inspired by the work of Paulo Freire, an educator I greatly admire, as a fellow pedagogue and human rights advocate.
This Brazilian educator postulated a different kind of learning experience would be a key factor to liberate the oppressed rural masses from the control of the oppressor's education system. He viewed this system as perpetuating their servile and subservient condition.
According to Freire, the simple truth was that the education of the "oppressed" and the education of the "oppressor" should not be the same, as their experiences of everyday life were not rooted in the same tangible reality.
He believed, as I do, that Education must reflect the reality of the learner, if not, it won't come from a place of significance, it won't be a source of empowerment, and belonging.
In his book, La Pedagogia del Oprimido, (the pedagogy of the oppressed) Freire talks about literacy as the path for people to find their own humanity and be able to ...
Different educational institutes have different ways of teaching. Some of these are teacher-centric while the others are student-oriented. There is a constant debate on which of these is the best teaching methodology.
A quick scan and understanding will help us understand:
Teacher-Centric Teaching Methodology
As the name suggests, this methodology mainly revolves around the teacher. The attention is completely on the teacher who teaches by giving lectures and demonstrations either using a blackboard or a technological tool. The students are passive in this scenario and are usually the listeners. They play little or no role in the entire process. They take in information quietly as the teacher teaches.
Student-Oriented Teaching Methodology
This teaching methodology has a wider acceptance because students are no longer the passive listeners. They are active and play an equal role in the entire teaching and learning process. This means that there are practical lessons involved in which ...
A 2013 Gallup Poll found that about 45% of high school students are not engaged in school. Disengagement significantly lowers achievement. This is especially true of urban and rural youth. While there are school remedies, here I want to focus on classroom instruction that makes a difference.
Give students control over their learning. Allow them track their own progress using simple lists and graphs. This empowers and motivates students. Allow students to check the answers to their own multiple-choice quizzes and tests. That way they get immediate feedback on answers. How many people would keep bowling if they didn't see the results of every ball tossed? Control creates interest, trust and ownership of learning.
Focus your classroom on short-term goals. Long-term goals have little meaning for students marking time until they can jump ship. Short-term goals are within easy reach. They are visible. And they are built into the learning activities themselves. No one playing a game or a ...
Is formal instruction a hindrance or a facilitator? At the height of the Communicative Approach, Task-Based Learning and approaches whose emphasis was not on grammar, to reject or even suppress explicit formal instruction became fashionable. Some (Krashen, 1982; Prabhu, 1987) even went as far as claiming that it was at best ineffectual and at worst an obstacle to L2 learning. However, Pavesi’s studies (Pavesi 1986, in Carl James 1998: 244) have shown that ‘instructed learners (adults especially) demonstrate higher ultimate achievement’. Also, Harley (1993: 245 in Carl James 1998: 244) points out another positive effect of ‘code-focused L2 instruction’, which must imply correction of error. This is, as he says, that it brings about defossilization. Rod Ellis (1993) also advocates the positive effects of Explicit Formal Instruction (EFI) on language learning. He distinguishes two types of knowledge in which the learner internalizes what he/she learns: implicit and explicit knowledge. ...
There are a lot of "moving parts" involved in creating lessons and units that maximize the chances your students will learn the important content and skills you teach. But there are a few teaching practices that act as attention and encoding "intensifiers," and as such, you should always make a concerted effort to build these intensifiers into your lessons. Two of the very best are relevance and emotion.
The Relevance/Motivation Connection
Why should you focus some of your precious planning time on building relevance into your lessons? Let me tell you about a little experiment I've done frequently as an educational consultant visiting schools. Walk into your average classroom, sit down next to a student, lean over, and ask her, "Why are you studying this particular material?" and you will probably get a blank look and an answer along the lines of: "Because that's what the teacher said we're going to study." Press the point by asking, "But why? What are you going to do with this ...
My simultaneous experience as a teacher and a student makes it convenient to experience the difficulties and problems on both sides. Efficient learning requires dedication and no short term strategies could work. To estimate a person's caliber, capacity or capability in a single meeting would be an irrational approach. It's a matter of understanding and setting up the goals accordingly. However, often we observe a quite formal behavior with false colors of diligence and efficiency at first, but shortly the hidden secrets about the borrowed masks begin to melt, and the potential of both sides could be explored.
• Co ordination
Tutors provide expertise, experience and encouragement. They do not provide answers but rather assist in problem solving. While teaching, annoyance and impatience may crop up due to the difference in approach, mental level or learning. Here the important factor is the co ordination, not only in speed, style but also in the studying material. The teacher here ...
Does your students' poor performance on class tests keep you up at night? Do you find yourself wracking your brain, trying to figure out how the same students who seemed to understand what you taught yesterday now can't seem to remember any of it? Do you stress for months prior to a large-scale standardized test that your students have to take because you fear that they will perform poorly on it?
If any of these experiences sound familiar, you're not alone. These are some of the most common complaints and fears experienced by teachers everywhere.
But don't despair; there is hope! Cognitive scientists have been delving into the mysteries of human memory for over a hundred years now, and we know more today about how to teach students so that the material actually "sticks" than ever before.
Today, I want to talk just a bit about one of the easiest ways to radically boost your students' memory of the material you teach--incorporating mnemonics into your teaching.
Mnemonics: The ...
According to professor Jarvis in his (2012) work, "A state of disjuncture occurs when we can no longer presume upon our world and act upon it in an almost unthinking manner". Linking this idea to teaching in its varied forms (group, 1-2-1 and Online) suggests the need to provide or create conditions that cause learners to experience a state of uncertainty or dissonance in knowledge, skills, sense, emotions or beliefs. Conditions which cause them to reflect and question, in order to find solutions or accept the fact that they are willing to live with being ignorant about a particular topic or discipline. Here are two ways this could be accomplished.
One, the work of Lygo-Baker, Jones and Reedy (2013) - while it was partially about exposing participants to the experience of disjuncture - provides proof that problem-based teaching experiences (Vignette, Case studies, Scenario) are effective ways to create states of uncertainty or disjuncture and can be utilised with good effect by ...
by Timothy G. Weih, Ph.D.
In the fall of 1961, I started Kindergarten, and I was horrified to discover that I was uniquely different from the rest of my 12 classmates-I found out that I was adopted! I was having a conversation-I loved to talk-with another boy about where babies came from, and we agreed that they came from our moms’ tummies; however, he was fast to point out that I, in fact, did NOT come from my mom’s tummy, but instead from some other mom, because I was adopted. I was not sure what that meant, but I remember not liking his tone when he said this, and as a reaction, became very angry, which means, I most likely started yelling, “No, I’m not!”
Later that afternoon when the bus dropped me off from school at our family farm, I recall telling my mom about this terrible lie that a boy from school said about me being adopted, to which she responded that I was, and told me the story behind my adoption. This news was very upsetting to me, and to complicate matters, I had an older sister ...
Churches (2007)'s intellectual and timely revision of Bloom's Digital Taxonomy is a consequence of evolving varied areas of instructions dictated by fast changing times. This contemporary taxonomy pursues to elevate the order thinking skills that every learner should acquire. With the proliferation of emerging technology and media intervening with pedagogy, changes are yielded paving educators' innovative perceptions to flourish. These variations enabled the alliance of media and technological tools in pedagogy to form common goals for the viability of knowledge absorption. Because of these two factors' inseparable interconnections, technological fruition is media proliferation; both are adopted as teaching tool-kits. As a favorable result, traditional learning is systematically being replaced by 21st century methods and strategies in formal and non-formal classrooms as a manifestation of advocacy among educators worldwide.
Benjamin S. Bloom's (1956) Taxonomy of Cognitive Domain which ...