 | | | | BEING AND BECOMING AN EXPERT READING TEACHER A body of knowledge is an essential component of being and becoming an expert in any area. To become an expert teacher, there are four kinds of knowledge necessary: pedagogical knowledge, pedagogical content knowledge, content knowledge, and knowledge of learners and learning. Improving and enhancing education is not overly-complicated. Simple enable and provide incentives for teachers to develop all four types of knowledge. A simple, pragmatic, and economic way to develop pedagogical content knowledge can be found at: www.Readocity.com |
|
| TEACHER PROFESSIONALISM Described here are 11 attributes based on my values and philosophy as a holistic educator. I sure hope nobody tries to create rubrics out of them and use them to evaluate teachers. |
|
| How do students become self-directed learners in the EFL flipped-class pedagogy? A study in higher education The purpose of this study was to identify the impact of implementing a Learning Management System (LMS) 'TES BlendSpace' to promote students' self-directed learning in EFL flipped-class instruction. For the data collection procedure, an individual interview with ten undergraduate students from an Indonesian college was conducted to demonstrate the potential impacts of the LMS in students' self-directed learning abilities. The observation of students' learning activities on the TES BlendSpace was also recorded to support the interview data. The LMS was adopted to distribute and receive... |
|
| Disruptive Technology and the Calling of Humanities and Social Sciences Opening keynote address on the conference theme of Global Digital Society: Impacts on Humanities and Social Sciences, at Prince of Songkla University, Hat Yai, Thailand. The topic of disruptive technology and our calling could not be more suitable for someone who works on international faculty development by leading the World Association for Online Education since 1998. At the same time, the author has worked for the impact to go the other way, from the Humanities and Social Sciences to new technologies, which tend to be rudderless or even dangerous unless guided by ethics, and, in... |
|
| British-American Balladry This chapter was contributed to a book on pedagogy ('Teaching Oral Traditions'). It reviews basic sources for the study of English-language balladry, discusses the nature of the ballad genre, gives a nutshell account of scholarly discourse on balladry, and includes remarks on the importance of context, the influence of cheap print, and the availability of audio recordings. I conclude by arguing that ballads are a brilliant resource in the classroom not just on account of the insights they offer into the workings of oral tradition, but because of their portrayal of bedrock aspects of the... |
|
| Pedagogue in Therapy and Care Work with Person with Dementia Pedagog w pracy terapeutycznej i opiekuńczej z osobą cierpiącą na demencję This paper is concerned with the new issue in pedagogical reflection, the role of pedagogue in therapy and care work with people suffering from dementia. The topic was analysed from a theoretical and practical perspective. Foundations for pedagogical work with persons with dementia and their caregivers described in geragogical concepts (integrative geragogy, dementagogy, personalistic geragogy, person-centred care) were the point of reference for the view on pedagogue arising from the preliminary study conducted in three care facilities. An integral approach to care and therapy in dementia... |
|
|
Academia, 580 California St., Suite 400, San Francisco, CA, 94104 Unsubscribe Privacy Policy Terms of Service © 2019 Academia | |
