Using In-Class Writing to Promote Critical Thinking and Application of Course Concepts

Butcher, Charity

doi:10.1080/15512169.2021.1990073

Cited by 7 publications

(3 citation statements)

References 6 publications

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“…This is consistent with other research which showed that complex thinking and transfer promoted by teachers are essential in teaching because they help students develop critical thinking skills (Gochitashvili & Shabashvili, 2021) that are essential for success in a globalized and information-rich society (Bezanilla et al, 2021). Through this, teachers can promote the application of ideas (Butcher, 2022) and offer transformative education (Bernardo & Ramos, 2022).…”

Section: Effective Instructionsupporting

confidence: 90%

“…Complex thinking and transfer, as promoted by teachers, are crucial in developing students' critical thinking skills necessary for success in today's globalized and information-rich society (Gochitashvili & Shabashvili, 2021) that are deemed essential for success in a globalized and information-rich society (Bezanilla, Galindo-Domínguez, & Poblete, 2021). By encouraging the application of ideas (Butcher, 2022) and offering transformative education (Bernardo & Ramos, 2022), teachers empower students to think critically, solve problems, and apply their knowledge effectively. Maintaining a conducive learning environment is vital for teachers, as it has a significant impact on student engagement, motivation, student-teacher relationships (Amanda, 2020), well-being (Miller, 2017), participation, and teacher professional development (Maoto, 2014).…”

Section: Review Of Related Literaturementioning

confidence: 99%

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Multivariate Analysis on Curriculum Viability, Teaching Competence, and Effective Instruction: Davao Region Teachers in Focus

Dominique O. Abendaño,

Anthony G. Arellano,

M. Allawan

et al. 2023

IJRP

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Curriculum viability, teaching competence, and effective instruction are paramount in advancing Philippine education. This study examined the combined influence of curriculum viability and teaching competencies on effective instruction among teachers in the Davao region. Three selected schools in the Davao region were involved, and 100 teachers responded to the survey. The research design utilized a quantitative-nonexperimental approach with descriptivecorrelational and regression analysis. The results indicated a high level of curriculum viability, suggesting that the implemented K to 12 curriculum in the Davao region is well-designed, aligned with quality standards, and provides relevant and challenging learning targets. Additionally, the study revealed a high level of teaching competencies among the teachers, indicating that they possess the necessary skills, knowledge, and beliefs to deliver effective instruction and create a positive learning environment. Furthermore, the findings demonstrated that teachers perceived effective instruction as high. They effectively established a positive learning environment, set clear and shared outcomes, employed varied instructional methods and materials, fostered complex thinking and transfer, and provided practice and feedback. The regression analysis confirmed that curriculum viability and teaching competencies significantly influenced effective instruction. This highlights the importance of considering curriculum viability and promoting teacher competencies to enhance instructional practices. This study provides valuable insights into the combined influence of curriculum viability and teaching competencies on effective instruction among teachers in the Davao region. The findings underscore the significance of these factors in promoting quality education in the Philippines.

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Section: Effective Instructionsupporting

confidence: 90%

Section: Review Of Related Literaturementioning

confidence: 99%

Multivariate Analysis on Curriculum Viability, Teaching Competence, and Effective Instruction: Davao Region Teachers in Focus

Dominique O. Abendaño,

Anthony G. Arellano,

M. Allawan

et al. 2023

IJRP

View full text Add to dashboard Cite

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“…Precisely because the canonical texts have achieved status as such first in hindsight, the canon is an artefact much more modern than its constitutive texts. It is easy to see that this type of naturalisation of the canon is particularly problematic in relation to teaching, seeing as a central aim of higher education is precisely to develop students' abilities to critically assess and apply course concepts (Butcher 2021;Karlsson 2020). This type of learning is clearly not facilitated by accepting and reciting the established canon at face value.…”

Section: The Canon Problemmentioning

confidence: 99%

Using short-form student videos to widen the canon of political thought

Karlsson

Eriksson

2022

Learning and Teaching

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A perennial problem for teachers of political thought is to decide what thinkers to include in the required course readings. In many cases, teachers have come to rely on an established Western canon as they seek to build a shared disciplinary identity, impart key theoretical insights and provide common points of reference. Increasingly, however, calls have been made to include more non-Western, female and otherwise marginalised voices. In response, this article presents and evaluates an interactive group video assignment by which the students are asked to identify one, hitherto excluded, political thinker and formulate arguments for his or her inclusion in the course readings. As a collaborative exercise, higher-level comprehension, analysis and synthesis are encouraged while the shared ‘canon’ of political thought is widened.

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