1 Introduction There is age-old and on-going struggle for the soul of education, fought over models of teaching and learning between those who believe in education as ‘acquisition’ and those who see education as ‘participation’. Frank Coffield typifies the key ideas of the former as “delivery, transmission, internalisation, achievement, accumulation and transfer” Coffield (2008:8) and the latter as “community, identity, meaning, practice, dialogue, co-operation and belonging” (ibid). This essay
in the official education program. Then, the need for study abroad, jobs, or even travel has fostered the use of communicative skills in real-life contexts. Therefore, the awareness of intensifying the use of communicative skills in teaching and learning English has been raised highly. However, it is still a challenge for both Vietnamese teachers and students to take the best advantages of the language skills and meet the goal. As communicative skills are considered to be one of the most
While reviewing and analyzing the reflections in my teaching journal, I have noticed the positive effect of using active learning strategies. The students became more involved and interested in the lessons. They showed more enthusiasm to take part in classroom discussions, they demonstrated more effort put in classroom assignments and were more inclined to share their work in front of their peers. All of these positive changes can be linked to increased intrinsic motivation. Although many teacher
In this essay I start by describing the nature of learning conversations and the incorporation of the socio-cultural theory in my domain of mathematics. The essay will include a break- down of the topic and the objectives, the activity and learning conversation and the analysis of the conversation. It will also include recommendations of how learning conversations can be part of the teaching and learning mathematics. The combination of learning conversations and the socio-cultural theory takes into
1.1. Introduction Unlike the traditional approaches of language learning, the recent ones are more interested in engaging learners for the sake of enhancing their communicative competencies. This chapter presents the historical background of the applications of the project work. We will provide an overview of project-based learning,including its origins, features, benefits, difficulties, and implementation. Then we will attempt to highlight the communicative competence concept, characteristics
Upgrading 8 2.2 Agricultural marketing 9 2.3 Major Institutions involved in Agriculture Marketing 10 2.4 Types of producer organizations and their importance in agriculture 11 2.5 Performance of producer organizations 12 2.6 Cooperatives principles 13 Source: TFC (2006). 14 2.7 Cooperatives membership
universities are being challenged to provide high quality education. Furthermore, universities have duty to train students to have teamwork skills which is very important for 21st century workplaces. It is generally accepted that group work is an effective learning method because of its providing opportunities for students to hold a discussion, exchange and share information. On the other hand, group work can emerge difficulties or problems because many different members have to complete only one as a result
Inquiry-Based Teaching? Inquiry-based teaching is a pedagogical approach that invites students to explore academic content by posing, investigating, and answering questions. Steps for Inquiry-Based Teaching Strategy 1. Questioning Inquiry-based learning is all about asking questions and tapping into children curiosity, this is also known as the concept development stage. Students are encouraged to ask the questions that help them discover how the world works. These questions may be posed by the
What is self-esteem? Self esteem is based on what kind of importance we give to ourselves, it is to think how valuable we are to the world and how valuable we think we are to others. Self-esteem takes part in our every life aspect either it`s trusting others, our relationships or in our working conditions. Positive self esteem gives us the confidence and reacting cool in the situation to see the flaws in our mistakes and stay on the right path with the fear of rejection. Examples: • Confidence:
Relationship learning is the generation and transfer of specialized knowledge between parties in result of regular interfirm transactions and cooperation (Dyer & Singh, 1998; Grant, 1996). The main components of specialized knowledge are product, process, and management information (Capon & Glazer, 1987) of which, organization’s environment functions as a natural source (Nonaka, 1994). In their study on cross-border buyer-seller transactions, Jean et al. (2010) define relationship learning as “the extent