A framework of smart pedagogy based on the facilitating of high order thinking skills

Abstract

<jats:sec> <jats:title content-type="abstract-subheading">Purpose</jats:title> <jats:p>The purpose of this study is to verify the effect of smart pedagogy to facilitate the high order thinking skills of students and to provide the design suggestion of curriculum and intelligent tutoring systems in smart education.</jats:p> </jats:sec> <jats:sec> <jats:title content-type="abstract-subheading">Design/methodology/approach</jats:title> <jats:p>A smart pedagogy framework was designed. The quasi-experiment was conducted in a junior high school. The experimental class used the smart pedagogy and smart learning environment. The control class adopted conventional teaching strategies. The math test scores of these two classes were compared to verify the effectiveness of smart pedagogy.</jats:p> </jats:sec> <jats:sec> <jats:title content-type="abstract-subheading">Findings</jats:title> <jats:p>The smart pedagogy framework contains three sections including the situated learning (S), mastery learning (M), adaptive learning (A), reflective learning (R) and thinking tools (T) (SMART) key elements model, the curriculum design method and detailed teaching strategy. The SMART key elements model integrates the situated learning, mastery learning, adaptive learning, reflective learning and thinking tools to facilitate the high order thinking. The curriculum design method of smart pedagogy combines the first five principles of instruction and the SMART key elements model to design the curriculum. The detailed teaching strategies of smart pedagogy contain kinds of innovative learning methods. The results of the quasi-experiment proved that the learning outcome was significantly promoted by using smart pedagogy.</jats:p> </jats:sec> <jats:sec> <jats:title content-type="abstract-subheading">Originality/value</jats:title> <jats:p>This research investigates a general framework that can be used to cultivate the high order thinking skills in different subjects and grades was one of the first to introduce high order thinking skills into smart education. The framework of smart pedagogy was innovative and effect in practice.</jats:p> </jats:sec>

Promoting Higher Order Thinking Skills among Pre-Service Teachers through Group-Based Flipped Learning

“…The present study has highlighted that GBFL approach adopted in this SoTL project is aligned with previous findings about improving higher order thinking skills through meaningful learning experience (Almerich, Suarez-Rodriquez, Diaz-Garcia & Cebrian-Cifuentes, 2020;Meng, Jia & Zhang, 2020;Sukmawati & Setiawan, 2020;Sailin & Mahmor, 2017;Zain & Sailin, 2020). This current study has also supported meaningful learning theory in which the GBFL approach has provided opportunities for students to be involved in active, constructive, authentic, intentional, and cooperative learning.…”

Understanding how embedded peer comments affect student quiz scores, academic writing and lecture note-taking accuracy

“…Current pedagogical thought suggests that learner-to-learner interaction and collaboration are of great benefit to construct knowledge in a socially dynamic way, particularly for filling potential gaps in existing knowledge (Burden and Kearney, 2017; Retnowati et al , 2018). Online collaborative learning has seen a surge in recent times, and the importance of learner to learner interaction and how feedback operates within that interaction has also grown (McNeill, 2011; Meng et al , 2020; Rolf et al , 2014; Zhou, 2017). The study of learner-to-learner feedback as it operates in this social constructivist paradigm is important in the field of online education (Altınay, 2017; Kanala et al , 2013; Yücel and Usluel, 2016).…”

Students’ experiences in learning physical education in an online environment

“…This will serve as their basis in doing their physical education activities online. The same was asserted by previous study stressing that demonstrations are useful for facilitating and developing learning, since they promote student interest in the lessons and provide teachers with a greater variety of pedagogical tools (Meng et al, 2020). Demonstrations can make the lesson livelier and make teaching and learning more enjoyable and interesting, leading to better understanding.…”