Search results for: Class activities
Page 1/1 9 items
It Takes Courage: Fostering the Development of Critical, Social Justice-Oriented Teachers Using Museum and Project-Based Instruction
This article describes development of an educational setting which fosters critical, social justice practices of teachers. Through course readings, museum visits, focus group discussions, and reflections on clinical observation experiences, preservice teachers developed a fictitious educational setting that incorporates critical, social justice practices and privileges the experiences and cultural backgrounds of all K-12 students. The authors developed recommendations for how future educators problematized ideas of courage, race, and diversity in developing the setting.
Updated: May. 02, 2016
Five-Picture Charades: A Flexible Model for Technology Training in Digital Media Tools and Teaching Strategies
This article presents Five-Picture Charades, an instructional activity designed to introduce preservice and in-service teachers to the technical and pedagogical uses of digital images in the classroom. The authors discuss instructional strategies emerging from this activity across the content areas. They also describe ways to relate Five-Picture Charades to lesson planning and curriculum development projects. The authors conclude that the Five-Picture Charades activity provides teachers with a concrete, manageable example of technology integration that requires teachers to draw upon their content knowledge, pedagogical expertise, and emerging technology proficiencies and attitudes.
Updated: Feb. 08, 2015
The author argues that the practice of speaking and listening to strangers is crucial to democratic citizen formation. The author outlines a discursive approach to the cultivation of enlightened political engagement in schools. The author argues that schools are the best available sites for this project because they have the key assets: diverse schoolmates, problems, strangers, and curriculum and instruction. The author concludes that schools in societies with democratic ideals are obligated to cultivate enlightened and engaged citizens. Helping young people form the habits of listening to strangers, at that very public place called school, should advance this work.
Updated: Nov. 23, 2010
This article draws on the methods of philosophical analysis to provide a competing account of listening. This account distinguishes between two types of listening: a cognitive type and a non-cognitive type. By considering a number of familiar classroom incidents, the author shows that both kinds of listening have important roles in teaching and learning. The author concludes that the empathic type of listening cannot be taught directly, but that teachers can provide three kinds of helps indirectly to foster its growth in learners.
Updated: Nov. 23, 2010
Pattern of Classroom Activities during Students’ Use of Computers: Relations between Instructional Strategies and Computer Applications
This study was aimed to identify instructional strategies used by teachers to support technology integration. In addition, relations between types of computer applications and teachers' classroom practices were examined. Results reflect use of student-centered practices such as teacher as a facilitator, project-based learning, and independent inquiry.
Updated: Aug. 03, 2010
According to Hannah Arendt, the aim of education is the cultivation of the future action of students. But teaching itself does not seem to count as a form of action for Arendt, leaving us to wonder how teachers estranged from their own natality can hope to cultivate and safeguard the natality of the young. To solve this dilemma, this theoretical article shows how both teaching and action take the form of mediation. In the author’s formulation, the classroom is a theatrical space and the curriculum a reweaving of our cultural constitution.
Updated: May. 25, 2010
'Learning through play' in early childhood education is widely advocated, but studies show that play is not easily enacted in classrooms. This article examines how one teacher implemented learning through play within a formal and didactic Hong Kong pre-school classroom. The findings support the adoption of 'play' in young children's learning and reveal tactful ways in which a teacher can encourage the evolving 'flow' of children's play while simultaneously scaffolding their learning.
Updated: May. 09, 2010
Pedagogical Beliefs, Activity Choice and Structure, and Adult–Child Interaction in Nursery Classrooms
A qualitative analysis of four cooking activities undertaken in two nursery classes reveals relationships between the adults' pedagogical beliefs, the choice and structuring of activities, and the nature of adult–child participation. Analysis of the data reveals a dichotomy in the cooking activity choices made by the adults between baking recipes which required a high level of adult control, and other cooking activities which required minimal adult intervention.
Updated: Jan. 12, 2010
Using situated social practice theories to investigate classroom interactions highlights the mutually constitutive nature of students' activity and classroom practices. Combined with examination of the circulation and techniques of power, students' appropriation of roles and redistribution of power is illuminated. In this case study, a teacher's hierarchical collaborative learning system spread rights to exercise power differentially among students.
Updated: Jun. 15, 2008