Achieving Curricular Themes Through Learner-Centered Teaching

Kramer, Paula; Ideishi, Roger; Kearney, Pamalyn; Cohen, Morton I.; Ames, Joanne Oppermann; Shea, Geraldine Borelli; Schemm, Ruth L.; Blumberg, Phyllis

doi:10.1300/j003v21n01_14

Cited by 11 publications

(9 citation statements)

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“…Interdisciplinary teaching/learning encourageslearners' self-directed and selfdesigned way of mastering learning content (Kidron & Kali, 2015) within the boundaries of a set cognitive question. The focus of interdisciplinary approach is not on what a learner is learning but how he/she is doing it (Kramer et al, 2007) with a purpose to help them to reachdeeper levels of conceptual coherence, varied set of reasoning and meta cognitive strategies, 'adaptive expertise' (Hatano & Inagaki, 1986). So, there a teacher must be able to identify learners' abilities and introduce the implementation of different learning strategies.…”

Section: Theoretical Backgroundmentioning

confidence: 99%

Realization of Integrated Learning in Study Practice: Pre-Service Teachers Experiences

Briška

Siliņa-Jasjukeviča

2018

SIE

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The integrated teaching is important tool for promoting the development of students’ critical and creative thinking, self-cognition, learning and cooperation skills and cultural understanding in a constantly changing world. In Latvia, integrated curriculum has become a challenge for educational reforms, too. Latvian teacher educators are looking for appropriate Curriculum content and strategies, in order to promote pre-service teachers with understanding of integrated learning, courage and ability to implement them in professional activities. The aim of an article is analyze possibilities how to improve the pre-service teachers’ readiness to plan integrated lessons for study practice. Methods: qualitative analysis of students’ pedagogical practice diaries.In conclusions and discussion, the suggestions for the development of teacher education Curriculum towards strengthening the different approaches to integrated learning in school education.

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Section: Theoretical Backgroundmentioning

confidence: 99%

Realization of Integrated Learning in Study Practice: Pre-Service Teachers Experiences

Briška

Siliņa-Jasjukeviča

2018

SIE

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“…A significant aspect of interdisciplinary teaching/learning is a pupil-centred approach to learning that comprises learning through discussion, cooperative learning and the learning based on group work. In the initial stage of pupil-centred teaching/ learning, it is not envisaged what a pupil is learning but how he/she is doing it (Kramer, 2007).…”

Section: Interdisciplinary Teaching/learning As Integrated Approachmentioning

confidence: 99%

What is Developing Integrated or Interdisciplinary or Multidisciplinary or Transdisciplinary Education in School?

Helmane¹,

Briška²

2017

Journal of Pedagogy and Psychology "Signum Temporis"

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Interdisciplinarity is a vital topicality in contemporary education and science. In general education of Latvia, the concept ‘integrated learning’ is traditionally used. The question is, if interdisciplinary teaching/learning differs from conventional approaches, or it means something completely new in terms of study content organisation and a pupil’s self-regulated learning. In order to find it out, the article analyses the concept of interdisciplinary teaching/learning in comparison with the integrated learning and identifies their common and distinctive features.

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“…Service-learning, defined as "a form of experiential education in which students engage in activities that address human and community needs together with structured opportunities intentionally designed to promote student learning and development" (Jacoby, 1996, p. 5), is commonly used by allied health educators, including OT (e.g., Brown & Wise, 2007;Gitlow & Flecky, 2005;Narsavage, Lindell, Chen, Savrin, & Duffy, 2002;Olivier, Oosthuizen, & Casteleijn, 2007). Recently there has been an increase in the number of service-learning studies that have examined students' knowledge, skills, and confidence (e.g., Beck & Barnes, 2007;Kelly & Miller, 2008;Kramer et al, 2007;Portney & Applebaum, 2006;Reising, Allen, & Hall, 2006;Reising et al, 2008;Romani & Holbert, 2007). Several of these studies begin to provide evidence that service-learning in allied health education can not only change students' knowledge but also their confidence or comfort level in providing services and their self-perceptions.…”

Section: Introductionmentioning

confidence: 99%

Service-Learning-Based Instruction Enhances Students' Perceptions of Their Abilities to Engage in Evidence-Based Practice

Atler

Gavin²

2009

Occupational Therapy In Health Care

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Education leaders in occupational therapy (OT) propose that active learning is one means to developing critical thinking skills essential for successful integration of knowledge into evidence-based practice. This study examines the impact of one type of active learning, service-learning, on students' perceptions of their knowledge, skills, and confidence in their abilities to provide OT services to adults with neurological conditions. Change in OT students' (n == 43) perceptions before and after engagement in service-learning were assessed using quantitative and qualitative data in a triangulation mixed-methods design. Results support previous studies indicating that service-learning can influence positive gains in student knowledge and confidence.

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Achieving Curricular Themes Through Learner-Centered Teaching

Cited by 11 publications

References 0 publications

Realization of Integrated Learning in Study Practice: Pre-Service Teachers Experiences

Realization of Integrated Learning in Study Practice: Pre-Service Teachers Experiences

What is Developing Integrated or Interdisciplinary or Multidisciplinary or Transdisciplinary Education in School?

Service-Learning-Based Instruction Enhances Students' Perceptions of Their Abilities to Engage in Evidence-Based Practice

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