Aligning Levels of Instruction with Goals and the Needs of Students (ALIGNS): Varied Approaches, Common Principles

Hwa, Yue-Yi; Kaffenberger, Michelle; Silberstein, Jason

doi:10.35489/bsg-rise-ri_2020/022

Cited by 19 publications

(20 citation statements)

References 26 publications

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“…The verbalizations highlight the need for teachers to align content, objectives, and activities as vital components of instruction. By ensuring that the lessons do not go beyond what students can do, they are more likely to master basic skills and study longer [39]. In this way, an aligned instructional plan helps achieve equity goals through making sure that no learners are left behind.…”

Section: Designing Lessonsmentioning

confidence: 99%

English as a Medium of Instruction: The Case of Technology-Related Classrooms

Azarias¹

2022

Advances in Social Science, Education and Humanities Research

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English as a Medium of Instruction (EMI) has been an emerging global phenomenon giving birth to various studies. Reviewed studies revealed a dearth of studies on multilingual and technology-related classroom settings. In such lights, this qualitative case study was conducted to describe the used of EMI in the context of multilingual and technology-related classrooms. Through interviews with 16 teachers and following member checking procedures, the cool and warm analyses of interview transcripts revealed that teachers have difficulty in speaking fluent English, eliciting interactions, and explaining lessons when using EMI. The rich sharing of the teachers on their mechanisms in using EMI in their technology-related classrooms yielded the KASAMA Framework: Knowing Your Students, Aligning Objectives and Content/Activities, Simplifying Content, Asking Questions, Making Students Use English, Applying Correct Language Mechanics and Grammar. This study concludes that teachers remain steadfast and flexible in addressing the demands of learners and the teaching-learning process as EMI flourishes and challenges pervade. In so doing, higher education institutions (HEIs) should ensure and include continuous EMI trainings for technology courses. To do this, various future investigations should be conducted to provide more eidetic portraits of EMI in the Philippine HEIs.

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Section: Designing Lessonsmentioning

confidence: 99%

English as a Medium of Instruction: The Case of Technology-Related Classrooms

Azarias¹

2022

Advances in Social Science, Education and Humanities Research

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“…For example, in education, the idea of teaching at the right level is now prevalent: tailoring teaching to each child's existing level of knowledge. Not doing so runs the risk of hindering learning, losing pupils' attention and motivation, or causing them to stop attending school (Banerjee et al, 2016;Hwa et al, 2020).…”

Section: Tackle Social Norms At the Right Levelmentioning

confidence: 99%

Advancing gender equality and closing the gender digital gap: Three principles to support behavioural change policy and intervention

David¹

2022

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Worldwide, interventions and policies to improve gender equality or close gender gaps often struggle to reach their targets. For example, women lag considerably behind in use of even simple digital technologies such as mobile phones or the internet. In 2020, the gap in mobile internet use in low- and middle-income countries was at 15%, while in South Asian and Sub-Saharan African countries, it remained as high as 36% and 37% respectively (GSMA, 2021). Use of the internet for more complex activities shows an even wider gap. In Cairo, in 2018, only 21% of female internet users gained economically, and only 7% were able to voice their opinions online (with similar statistics for India, Indonesia, Kenya, Uganda and Colombia, Sambuli et al., 2018). This is despite the fact that empowering women through digital technologies is central to global gender equality strategies (e.g. Sustainable Development Goals, United Nations, 2015), and is believed to facilitate economic growth and industry-level transformation (International Monetary Fund, 2020). Progress is slow because behaviours are gendered: there are stark dissociations between what women and men do – or are expected to do. These dissociations are deeply entrenched by social norms, to the extent that interventions to change them face resistance or can even backfire. Increasingly, governments are using behavioural change interventions in a bid to improve public policy outcomes, while development or gender organisations are using behavioural change programmes to shift gender norms. However, very little is known about how gendered social norms impact the digital divide, or how to use behavioural interventions to shift these norms. Drawing on several research papers that look at the gender digital gap, this brief examines why behavioural change is difficult, and how it could be implemented more effectively. This brief is addressed to policymakers, programme co-ordinators in development organisations, and strategy planners in gender equality interventions who are interested in ways to accelerate progress on gender equality, and close the gender digital gap. The brief offers a set of principles on which to base interventions, programmes and strategies to change gendered behaviours. The principles in this brief were developed as part of a programme of research into ways to close the gender digital gap.

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“…Pada dasarnya, paradigma pembelajaran berbasis "Semua Anak CERDAS" sangat berbeda dengan paradigma pembelajaran yang diterapkan di Indonesia. Pendekatan "Semua Anak CERDAS" dilakukan berdasarkan level kemampuan anak, bukan usia yang biasa dilakukan di Indonesia (Banerji & Chavan, 2016;Hwa et al, 2020). Dalam riset yang dilakukan Duflo & Kiessel (2014) pembelajaran TaRL akan mempermudah guru dalam melaksanakan pembelajaran, sesuai dengan kebutuhan anak.…”

Section: Pendahuluanunclassified

Pengentasan buta aksara berbasis pendekatan “semua anak cerdas” untuk guru SD

Rosyidah

Affandi

Erfan

et al. 2021

JIPEMAS

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This service activity aims to improve the literacy and numeracy skills of elementary school (SD) children in Karang Sidemen Village, North Batukliang District, Central Lombok Regency through the "All Smart Children" Program which trains teachers regarding the urgency of learning basic literacy and numeracy for children. , and how to teach basic literacy and numeracy using the TaRL (Teaching at the Right Level) method. The activity is carried out in stages, namely 1) Coordination meeting, 2) Simulation of material presentation, 3) Preparation of activity logistics, 4) Implementation of workshop activities consisting of 2 waves, and 5) Evaluation of success indicators seen from the increase in scores on pretest-posttest which are grouped into 4 levels. There are differences in the characteristics of low-grade teachers and high-grade teachers during the training activities. Based on the results of the pretest and posttest, it is known that there are 24 out of 31 participants who experienced an increase in level. Workshop activities can be considered quite successful with the percentage of success of training activities in general is 77.41%.

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Aligning Levels of Instruction with Goals and the Needs of Students (ALIGNS): Varied Approaches, Common Principles

Cited by 19 publications

References 26 publications

English as a Medium of Instruction: The Case of Technology-Related Classrooms

English as a Medium of Instruction: The Case of Technology-Related Classrooms

Advancing gender equality and closing the gender digital gap: Three principles to support behavioural change policy and intervention

Pengentasan buta aksara berbasis pendekatan “semua anak cerdas” untuk guru SD

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