Top PDF Can Literature Teaching Be Functional for Students?

Can Literature Teaching Be Functional for Students?

Can Literature Teaching Be Functional for Students?

for such differences among students’ responses that can illuminate the idiosyncratic elements in their readings and stimulate self-reflective reading. On the basis of such discussion students can also be asked to examine already available interpretations of and various critical statements about the discussed text, as published in critical studies and various periodicals, to find out which of such statements seem to have the greatest explanatory power for them or are relevant in other ways. In arguing their own choices from presented critical statements, students come to see various possibilities of dealing with different aspects of literary texts, and through arguing for their own readerly and critical preferences achieve a better understanding of their own reading and the factors which influence it. Learning about various possibilities of interpretation and about critical approaches, they also improve their own critical competence and become critical of the opinions of others. They can extend their own reading through trying to see the text from the point of view of both fellow students and the authors of existing criticism. When several groups of Slovene students of English were requested to choose from a list of critical statements about a discussed text and give their reasons for their choices and/or preferences, their answers revealed great interest in critical possibilities and in other people’s readings. 4 Discussion of various (already published)
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Literary Text Teaching to Algerian EFL Students: Pedagogical implications

Literary Text Teaching to Algerian EFL Students: Pedagogical implications

This paper is almost an attempt to highlight the importance of literature teaching, particularly, different genres to our EFL learners, in an Algerian context. The purpose is to argue the effectiveness of instruction, in hope to assist teachers to develop their learners’ strategic knowledge to enhance their language skills and thus, asses their learners’ attitude, in terms of how our EFL students may have distorted views about English in general, and literature in particular.

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A 3 Week Geriatric Education Program for 4th Year Medical Students at
Dalhousie University

A 3 Week Geriatric Education Program for 4th Year Medical Students at Dalhousie University

Our curriculum is unique in that it specifies how didactic subject matter is incorporated into clinical experience. Particularly, the four-hour teaching ses- sion on dementia, in addition to reading “Understand- ing Dementia; A primer of Diagnosis and Manage- ment” 16 provide a focused approach for the assess- ment of cognition. The student then uses these learned skills and the MDCC to assess at least one patient with cognitive problems. Each of these as- sessments is critiqued by a geriatrician for feedback. Similarly, the CGA form provides a template for the student to assess core geriatric problems, including functional assessment, for patients they evaluate dur- ing their clinical time.
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Locating mathematics within post 16 vocational education in England

Locating mathematics within post 16 vocational education in England

A renewed call for students to develop mathematical skills for everyday life and employment (DfES, 2005) led to the replacement of Key Skills by new Functional Skills qualifications. The Functional Mathematics curriculum centred on applications and problem-solving in ‘realistic’ life situations (QCA, 2007). Moving away from specific applications in familiar contexts towards developing transferable problem- solving skills, the approach was designed to meet the demands of the workplace where tasks are non-routine (Hoyles, Wolf, Molyneux-Hodgson, & Kent, 2002) and complex situations require interpretation (Hodgen & Marks, 2013). Whether this curriculum could fulfil its comprehensive purpose and succeed where core and Key Skills had failed was, however, debatable (Hodgson & Spours, 2008; Wake, 2005). In practice, Functional Mathematics in schools became embedded into GCSE Mathematics and quickly disappeared, but in Further Education it was retained and used extensively with adult and vocational students. The research reported herein investigates the experiences of vocational students, aged 16-18 years, learning Functional Mathematics.
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A STUDY OF STUDENTS’ PERCEPTIONS OF THE PBL ENVIRONMENT AND LEARNING MOTIVATION IN THE EFFECTIVE COMMUNICATION CLASS AMONG UNDERGRADUATES OF FACULTY OF TECHNOLOGY MANAGEMENT, BUSINESS AND ENTREPRENEURSHIP, UNIVERSITI TUN HUSSEIN ONN MALAYSIA (UTHM)

A STUDY OF STUDENTS’ PERCEPTIONS OF THE PBL ENVIRONMENT AND LEARNING MOTIVATION IN THE EFFECTIVE COMMUNICATION CLASS AMONG UNDERGRADUATES OF FACULTY OF TECHNOLOGY MANAGEMENT, BUSINESS AND ENTREPRENEURSHIP, UNIVERSITI TUN HUSSEIN ONN MALAYSIA (UTHM)

A student-centred approach encourages communication among the students. Students interact with peers and the facilitator in class. With this environment, where students are being active in class, it is seen that a student-centered approach is one of the ways to address students’ problem such as being passive and less functional in the workplace when they graduate (Ministry of Higher Education, 2005). One of the most popular student-centered approaches is Problem Based Learning (PBL). Previous studies have proved that PBL has a positive effect on higher education students in various disciplines (Chapman, 2002, Kim & Kwon, 2003, Goodnough & Woei, 2008, Selcuk & Caliskan, 2010) such as engineering, law, and even in high schools (Selcuk & Caliskan, 2010). Students not only acquire content knowledge but also develop their problem solving skills, critical and creative thinking skills, cooperative and communication skills, as well as learning how to adapt to changes (Albanese & Mitchell, 1993). Although there are various ways of implementing PBL, they share the same goals such as having flexible knowledge, self-directed learning, effective problem-solving skills, and intrinsic motivation (Hmelo-Silver, 2004). Other than that, PBL offers students the opportunity to develop their lifelong learning skills and flexible understanding. PBL requires the learners to be active and work in groups and changes the role of teachers (Hmelo-Silver, 2004).
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Linguistics in the Study and Teaching of Literature

Linguistics in the Study and Teaching of Literature

• Assignment of a meter to a line of verse. Fabb and Halle (2008) present a theory of how this is achieved, using rules which generate a grid from the line of verse, which is then subject to conditions. Learning about meter involves also learning about syllables (in English), learning about stress, and learning about vowels and consonants – in order to understand why some syllables (e.g. vowel-final before vowel-initial) can be ignored by the metrical rules. Metrical theory is particularly difficult for students, partly because the relevant intuitions seem to be difficult to access: in my experience, they find it difficult to describe rhythmic patterns (e.g. working out which syllable in a polysyllable has the greatest stress). Metrics is an interesting area for literary linguistics, because there are a number of competing linguistic accounts. Although underplayed in much current literature teaching, this is also an area which has been traditionally well-described (we inherit a wealth of ‘rhetorical terms’ for describing metrical phenomena) and, indeed, has been subject to quite sophisticated pre-linguistic theorizing: think of English poetic analysis around 1600, or Snorri Sturluson’s analysis of Icelandic poetic form in his thirteenth-century Edda.
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Yes we can! Teaching DSGE models to undergraduate students

Yes we can! Teaching DSGE models to undergraduate students

Maybe you think I’m overstating the case. Perhaps we can get students close to the research frontier if we only focus on the main ideas from the papers (e.g., “if consumers cannot save, then the multiplier is bigger”). Or better yet, if we’re lucky enough to have a group of very motivated students, we can teach them to read the model equations (e.g., “this is what the intratemporal condition means”) and move on. But even after considering these two solutions, I think we still fall short. The DSGE literature contains many ideas that go beyond talking points drilled during class or a set of equilibrium conditions that can now be read: these ideas are important because of the underlying economic mechanism, and it is hard to appreciate this mechanism without a clear understanding of DSGE models. 4
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Teaching case suffixes with the aid of the usage of Turkish folk literature in teaching Turkish to the foreign students

Teaching case suffixes with the aid of the usage of Turkish folk literature in teaching Turkish to the foreign students

A grammar teacher must do different activities in the lesson to save it from being boring. It is up to the teacher to make the lesson colourful and spirit it up. A lesson will surely be productive if the teacher prepares the lesson plan and the activities he/se will use beforehand. The researcher has taught Turkish in different countries for a long time. This has helped him gain experience and know how to deal with the difficulties of teaching grammar. He has used the folkloric works as a useful source for explaining grammar. He thinks that keeping in mind the students‟ age is necessary. He has also used his experience as a tool to help understand this topic better.
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A Study on Teaching in English for the Middle Schools with Special Reference to Outskirt of Coimbatore

A Study on Teaching in English for the Middle Schools with Special Reference to Outskirt of Coimbatore

ABSTRACT: This project namely “Teaching English Middle School Level” intends to bring out the communicative skills in terms of oral, written and conversational English to the trainee during the “On-the job Training” programme as teacher of English. It gives the trainee an exposure to the experience of teaching English while studying in BA English Literature with Functional English as Vocational stream.

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Effective teaching of students with diverse linguistic, cultural, religious and socioeconomic backgrounds: a critical literature review

Effective teaching of students with diverse linguistic, cultural, religious and socioeconomic backgrounds: a critical literature review

In Far North Queensland, Australia, schools in the last 10-15 years have been involved in the resettlement of refugees from a number of countries under the UNHCR program. Although the State education department has a long history of catering for students who have English as an additional language (EAL), professional learning in second language acquisition and working cross-culturally has been sparse and predominantly focussed on Indigenous-specific needs. Many teachers seem to have had little, if any, initial training or opportunities for sustained professional learning in culturally responsive pedagogy more broadly. Nor, it seems, is this a priority. A large body of literature around refugee resettlement (Bean et al., 2006; Pugh, Every, & Hattam, 2012; Taylor, 2008; Taylor & Sidhu, 2011) suggests that schools play a major component in the successful resettlement of refugee children. This paper presents a critical review of literature focused on critically responsive pedagogy and effective teaching of culturally and linguistically diverse students. The review identifies that personal and professional nature of culturally responsive pedagogy presents significant challenges for teacher education and ongoing professional learning and that more research is needed into how to support teachers’ culturally responsive capabilities in contexts of
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The Role of Teaching Literature in Developing the Oral Skill of Secondary School Students

The Role of Teaching Literature in Developing the Oral Skill of Secondary School Students

This paper aims at investigating the role of teaching literature in developing the speaking skill of secondary school students. Nowadays secondary school students are very weak at speaking, a fact which is noticed by the students themselves. Due to the importance of speaking, the researcher tries to explore ways of teaching literature to improve the oral skills among secondary schools students. The researcher adopted the descriptive analytical method of investigation. To achieve the goals of the study, a questionnaire was distributed to the subject group. The population of the study was a number of English language teachers with remarkable experience in Khartoum state.
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Teaching Parts of Speech through Literature: An Experiment

Teaching Parts of Speech through Literature: An Experiment

It is a study of the parts of speech through literature which are influential for the achievement of the students. For this purpose, an experiment was conducted to find out the difference between control group and experimental group. In this study selected the control group and experimental group of 8 th class in HITEC Boys High School Taxilla Cantt on the basis of pre-test. The control group was treated as usual after pre-test and experimental group was treated through literature. After delivering the model lessons, a post-test was conducted from two groups. The post test was developed for the collection of data for this study. It was consisted of forty items i.e. MCQs, true false, fill in the blanks’ and matching items ten items of each types. The test covered the first five parts of speech and eight items of each type was included. T-test technique was used for testing the significance of the statements at α =.05 significance level. Result of the post test was compared in order to identify findings draw conclusions and suggest recommendations. Bar chart was used for the comparison of the control group and experimental group.
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Location of the Chinese teachers in quality education

Location of the Chinese teachers in quality education

Successful implementation of quality education to Chinese teaching, which is also the professional knowledge of teachers put forward higher requirements.Now, professional knowledge the type of plane obviously cannot meet the requirement of the current Chinese teaching practice, can not meet the students thirst for knowledge and a broad range of knowledge. As the saying goes: "to give students a glass of water, the teacher must have a bucket of water". Lifelong education, lifelong learning, from the human point of view, this sentence should be changed to "give students a glass of water, the teacher must have long flowing water". Therefore, Chinese teachers must broaden the knowledge, learning linguistics, critical interpretation of ancient texts, the Chinese classical literature, modern and contemporary Chinese literature,contemporary foreign literature, comparative literature, philosophy of education; must be the forefront understand each related discipline knowledge, especially to make up for their science knowledge of single narrow defects, grasp the depth and breadth of knowledge each subject, enhance the sense of urgency to continue learning. Learn a language is to learn,understand education, emotional education and personality education,accompanied by the Chinese reading and writing training. Therefore, Chinese teachers should become the vanguard and the leader of Chinese teaching reform, make Chinese teaching to adapt to the new needs of the times, in close contact with the reality of life, humanistic education to students, pay attention to the influence of literature and practical ability, respect multicultural, attention to cultural change, cultivating the students' subject consciousness.
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Educational Alternatives, Volume 12, 2014

Educational Alternatives, Volume 12, 2014

This article is giving a comprehensive view on the managerial skills required for effective teaching. What it does not touch on at all are aspects related to emotional intelligence and the inter-social relationships. This might be due to the publication date and the literature reviewed. The past years – and decades – have brought about a clear change of educational paradigm that is reflected in more recent studies. For example, Walker (2008) identifies twelve characteristics of teachers that "made the most significant impact on their [former students] lives" (ibid. 61). Obviously, this is quite a vague measure for effectiveness, and the methodology employed in this report is obscure and of low scientific rigor. Nevertheless, his thoughts may have some practical validity, so with this caveat, teachers can be considered effective if they
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The Modern Sample of Integrative Teaching in Chemistry Lessons

The Modern Sample of Integrative Teaching in Chemistry Lessons

The pupils start to discuss the information they gained from their research. In this time I am very attentive, I pay special attention to the integration between different subjects (chemistry, biology, physics and math). For example, I ask the pupils then following questions in order to create integration.İn this time I refering to Susan J.2010. A conceptual, İntegrated Approach to Teaching Science. USA: Library of Congress – Press, McFadden.1997. Science Plus Technology and society-- level red, USA::Holt Press, Eilks İ. Hofstein A.2013.Teaching Chemistry.Rotterdam: Sense Publisher Press, Kumar S. 2004. Methods of Teaching Chemistry, New Delhi: Discovery House Press,Bluestein J. Cherry C. 2003. Skills for Successful Teaching.USA: Brighter Child Press, Bain K.2004. What the Best College Teachers Do. Cambridge, MA: Harvard University Press, Aliyev A.2008 .Chemistry Curiculum Conseption.Baku: Education Press, Conover W.2010.Innovative Methods of Teacing and Learning Chemistry.USA-ACS publications, Frazee.B. 2000 .Integrated Teaching Methods. Delmar Publishers-Press, Barke.H.D.2012.Essentials of Chemical Education.Berlin:Heidelberg Press and Jones M. Jones. G. Acaster D. 1997.Chemistry. London: Cambridge university Press.
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Objectives In Teaching Stress And Pronunciation:  A Teacher’s Learning Experience

Objectives In Teaching Stress And Pronunciation: A Teacher’s Learning Experience

At the beginning level, the objective in teaching pronunciation is that English learners need to focus on the basics of pronunciation. In general, the use of rote learning is best for this level. For example, the use of grammar chants is a great way to my students pick up pronunciation skills through repetition. Teaching the IPA (International Phonetic Alphabet) is too challenging at this point as learners are already overwhelmed with the challenges of learning a language.

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Gst-can it be a game changer?

Gst-can it be a game changer?

3. The proposed GST structure is likely to succeed only if the country has a strong IT network. It is a well-known fact that India is still in the budding state as far as internet connectivity is concerned. Moreover, the proposed regime seems to ignore the emerging sector of e-commerce. E-commerce does not leave signs of the transaction outside the internet and has anonymity associated with it. As a result, it becomes almost impossible to track the business transaction taking place through internet which can be business to business, business to customer or customer to customer. Again E- commerce has been insulated against taxation under custom duty moratorium on electronic transmissions by the WTO Bali Ministerial Conference held in 2014. Advantages of GST
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ROLE OF COMPUTER IN OPEN DISTANCE LEARNING AS A LEARNER SUPPORT SERVICSES  A STUDY

ROLE OF COMPUTER IN OPEN DISTANCE LEARNING AS A LEARNER SUPPORT SERVICSES A STUDY

JAN-FEB 2017, VOL-4/29 www.srjis.com Page 4786 among students and tutors. That said, a theme common to both camps is the aim to provide adjunct support rather than to replace traditional teaching methods entirely. This perhaps suggests that practitioners are still uncertain as to how to make best use of the new media, and hence that there is a clear need for further investigation in this regard.

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Undergraduate Medical Students
Perceptions on Feedback-Seeking Behaviour

Undergraduate Medical Students Perceptions on Feedback-Seeking Behaviour

Students were more active in looking for feedback when being given tasks or punishments. Based on the teaching staff’s opinions, students sought feedback during problem-based learning tutorials, clinical skills sessions and in meetings with academic advisors. Meanwhile, based on the perceptions of the head of the Medical Education Unit, students actively looked for feedback only when the final score had been announced. Students tended to indirectly seek feedback, however they still asked questions related to their performance and achievement. When asking for feedback, they chose a private context to ensure privacy. However, there were also students asking for feedback publicly, for example within tutorial groups or clinical skills sessions.
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A Summary of the Research on the Teaching Mode of MOOCs

A Summary of the Research on the Teaching Mode of MOOCs

DOI: 10.4236/jss.2019.72007 103 Open Journal of Social Sciences teaching effects. 3) From the perspective of managers, we should promote the reform of traditional teaching concepts, techniques and models, and improve the level of curriculum construction and the quality of education and teaching [24]. Wu Weizhong, Guan Xiaohui and Qu Chaoyang believe that deepening the reform of classroom teaching, MOOCs may be a good prescription, but the key is to deal with the relationship between “online” and “offline”. Online learning classes, students can grasp the key points and difficulties of the course in ad- vance, through the quiz and forum, teachers can also quickly understand the learning situation of students. Discussion and improvement under the line, teachers and students concentrate on solving key problems in the classroom, and provide individualized guidance for students to achieve teaching efficiency and improve teaching quality [25]. Song Zhuanmao proposed the reform method of college teaching methods based on MOOCs from the perspective of integrated thinking, which enlightened and cultivated integrated teaching thinking, which enabled the educators to make full use of modern information network technol- ogy to provide technical support for the reform of teaching methods. At the same time, teachers can also accurately understand the teaching world under the new resource conditions. This approach can also create and promote an inte- grated teaching resource analysis framework, break through existing teaching models and methods, create new order, paradigm and culture, achieve seamless integration between online and offline teaching, in-class and extra-curricular teaching, avoid misuse and abuse of information technology, ensure effective teaching and the operation of colleges and universities [26].
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