Good teaching practices: Re-examining curricula, materials, activities, assessments

Abstract

Issue 4.2 presents 11 full articles, two reflections, and three book reviews from a diverse teaching and learning contexts in terms of discipline, dynamics of students and classroom, region, approach, and so on from Afghanistan, Kenya, New Zealand, Rwanda, Singapore, South Africa, Zambia, Pakistan, United Kingdom, Uganda, and United States. Separately yet together, these publications provide a timely reminder to us to re-examine what we are doing in our classroom beyond and despite the COVID-19 pandemic. They surface issues that affect student experience and success such as accessibility, equality, diversity, fairness – all of which are what Leibowitz identifies as issues confronting the global South (2017).
 Keywords: Good teaching practices, global South, SoTL, Scholarship of teaching and learning, EditorialHow to cite this article:Lee, K.C. & Scoles, J. 2020. Good teaching practices: Re-examining curricula, materials, activities, assessments. Scholarship of Teaching and Learning in the South. 4(2): 1-5. https://doi.org/10.36615/sotls.v4i2.152.This work is licensed under the Creative Commons Attribution 4.0 International License.To view a copy of this license, visit http://creativecommons.org/licenses/by/4.0/

Education transformation in Indonesia requires the implementation of differentiated learning

“…Researchers can state that respondents understand the instrument [69]. The researcher then sets out 21 statement items that represent the dimensions of the school ecosystem [70], the teacher himself [71], pedagogic mastery [72], [73], curriculum [74], and the learning assessment system [75], [76].…”

“…However, educational transformation works well if there is transformative leadership [80]- [82], the teacher can do reflection [83]- [85], and the teacher's high pedagogic ability [72], [86], [87]. In addition, the transformation of education is realized maximally if the school environment supports it [88], [89], a studentoriented curriculum [90]- [92], and a sound learning assessment system [74], [93], [94]. Based on the findings, the education transformation in Indonesia is on the right track.…”