The Power of Why: Connecting Curriculum to Students' Lives

Egbert, Joy; Roe, Mary F.

doi:10.1080/00094056.2014.933665

Cited by 10 publications

(10 citation statements)

References 10 publications

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“…The more that task components connect to students' lives outside of school, the more likely they are to be seen as authentic. call teacher educators can help their pre-service teachers see activities as authentic by answering the question "why" they are doing them (Egbert & Roe, 2014). This also then provides a model for these future teachers to follow when they are in their own classrooms working to engage their language learners.…”

Section: Theoretical Foundationsmentioning

confidence: 99%

Balancing old and new: Integrating competency-based learning into CALL teacher education

Egbert¹,

Shahrokini²

2019

JALTCALL

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The idea of competency-based, or mastery, learning has been around for decades, but it has recently been receiving more global attention as a foundation for English language teaching and learning. Because technology use can be integral to the attainment of competency, language teachers who use computerassisted language learning (call) in their classrooms should be aware of the principles and practices that can lead to competency. This paper argues that, for this to happen, call teacher educators and other professional development providers need to use a competency approach to make sure that the teachers in their classrooms are as prepared as they can be to engage their English language learners (ells) actively in mastering language, content, and technology. After presenting this position, the paper provides a detailed definition and description of competency-based learning and suggests ways that it can be integrated into call teacher education. An outline of some of the benefits and challenges of this approach in teacher education completes the discussion in this paper.

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Section: Theoretical Foundationsmentioning

confidence: 99%

Balancing old and new: Integrating competency-based learning into CALL teacher education

Egbert¹,

Shahrokini²

2019

JALTCALL

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“…Hayes et al, 2006) suggest that it is good teachers who can make the greatest differences to student outcomes in schools. In order to achieve social justice and generate excellent outcomes for students, teachers need to share ideas and knowledge with each other, with students and communities (Egbert & Roe, 2014;Hayes et al, 2006;McRae, 1988). Teachers also need to identify and document knowledge that exists in students' homes and communities to strengthen the relationship with schools and between parents and teachers, which will enable students to be more engaged in their learning (Egbert & Roe, 2014;Gonzalez, 2005).…”

Section: Teaching For a 'Good Life'mentioning

confidence: 99%

“…In order to achieve social justice and generate excellent outcomes for students, teachers need to share ideas and knowledge with each other, with students and communities (Egbert & Roe, 2014;Hayes et al, 2006;McRae, 1988). Teachers also need to identify and document knowledge that exists in students' homes and communities to strengthen the relationship with schools and between parents and teachers, which will enable students to be more engaged in their learning (Egbert & Roe, 2014;Gonzalez, 2005). Making connections between homes and classrooms determines the extent to which knowledge is more meaningful to students and develops students' knowledge and skills in the context of solving real-life issues or problems (Hayes et al, 2006;McLaren, 1998).…”

Section: Teaching For a 'Good Life'mentioning

confidence: 99%

Bridging homes and classrooms: advancing students’ capabilities

Sugiono¹,

Skourdoumbis

Gale

2017

Teaching Education

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This paper investigates the capabilities of remote rural teachers in Indonesia's Probolinggo Regency to make meaningful pedagogic connections between students' homes and their classrooms. The term capabilities is derived from Sen's and Nussbaum's capabilities approach, which refers to substantive freedom or opportunities that a person holds to do and to be a certain thing that he or she considers valuable (Nussbaum, 2006; Sen, 1999). Informed by the capabilities approach (CA), the study involved classroom observations, teacher interviews and examination of Indonesian curriculum documents (teachers' syllabi and lesson plans). Making connections between homes and classrooms enables students to critically engage in their learning and makes knowledge more meaningful about solving real-life issues or problems. Teachers need to accommodate 'local' knowledge that exists in homes and communities thereby strengthening relationships between communities and schools; something synonymous with social justice aspects of the CA. Data generated for the study indicate that teachers encounter significant impediments in making connections between homes (communities) and classrooms (schools). In addition, while participants demonstrate that they are in part committed to the notions of 'connections' and 'inclusivity', their classroom practices still need strengthening in their adherence to the general substance of the CA.

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“…Otras corrientes constructivistas se suceden en el tiempo y a partir de los años 80, la transferencia se plantea en el terreno científico, como un sistema de interacción entre las personas y su entorno (Nokes-Malach & Mestre, 2013) que posibilitan procesos de aprendizaje relacionados con la autorregulación metacognitiva (Egbert & Roe, 2014;Georghiades, 2000;Hovelynck, 2000;Leberman & Martin, 2004). Se empieza a estudiar los beneficios de la transferencia producidos por el trabajo en grupo (Georghiades, 2000), la importancia de analizar o identificar perspectivas en las tareas cotidianas (Egbert & Roe, 2014) o la importancia de los tiempos de reflexión (Leberman & Martin, 2004). Destacan también las destrezas de pensamiento de (Adey & Shayer, 1993;Kok-Auntoh & Woolnough, 1994) emplean patrones de interacción cotidianos para relacionarlo con el proceso de aprendizaje, la contextualización de los contenidos y su aplicación (Engle, 2012).…”

Section: Conceptualización De La Transferencia En El Aprendizaje Escolarunclassified

“…Es frecuente confundir transferencia con aprendizaje, autores como Smedslund (1953) La literatura explica la transferencia a partir de una serie de variables (Figura 3) que tienen que ver con aspectos de tipo cognitivo y metacognitivo entre los que se incluyen la resolución y construcción de analogías (Harpaz-Itay et al, 2006), la generalización y la codificación (Gentner, Loewenstein, & Thompson, 2003;Georghiades, 2000), la comprensión conceptual (Bernardo, 2001;Egbert & Roe, 2014;Georghiades, 2000;Sanjosé López et al, 2007) y la reflexión y metacognición (Ayers & Ayers, 2014;Harpaz-Itay et al, 2006); aspectos emocionales y motivacionales que implican la motivación (Peters et al, 2012) y la participación activa del alumnado en las tareas (Chapman, 2003;Lin, Hong, & Huang, 2012) mediante oportunidades de colaboración y de interacción (Egbert, 2009); por último, los aspectos contextuales en los que se incluyen las características temporales y espaciales del entorno de enseñanza-aprendizaje (Bernardo, 2001…”

Section: Dimensiones Y Variables Que Definen La Transferencia Educativaunclassified

Aproximación a un modelo que explique la transferencia en el aprendizaje escolar

Fernández¹,

Henar²

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he aim of this study was to: (1) identify the correlation between the variables "structure of participation" (STR), "help" (HLP), "support in the task" (SUP) and transference (TRA); (2) establish the best model that fits the empirical data and (3) found the relationships between the independent variables "structure of participation", "help" and "support in the task" and the dependent variable transference. To achieve this goal, a mixed methodology (content analysis, multivariate analysis, log-linear and logistic regression) was used. The sample consisted of 1506 learning sequences observed in interactive group sessions in the areas of Spanish Language and Literature and Physical Education students from 5th and 6th grades of primary education. The main results showed (a) as the best model that fits with the data collected is STR * HLP * SUP + STR * SUP * TRA + HLP * SUP * TRA (b) the predictor variable structure of participation presented the best classificatory power in the transfer of learning followed by support in the task and help, (c) the structure of dialogic participation contributed most to the transfer process, (d) support in the task containing only explanation contributed more as the process of transfer and (e) regulatory help contributed most to the transfer process. As highlights of the study it is worth mentioning (1) novelty in the type of mixed analysis educational research (2) the relationship between the dialogic structure of learning transfer, (3) use the classification system of social interaction in the classroom along with the transfer of learning in communicative learning environments and (4) theoretical approach that introduces the postulates by socio-cultural psychology to the concept of learning transference.

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The Power of Why: Connecting Curriculum to Students' Lives

Cited by 10 publications

References 10 publications

Balancing old and new: Integrating competency-based learning into CALL teacher education

Balancing old and new: Integrating competency-based learning into CALL teacher education

Bridging homes and classrooms: advancing students’ capabilities

Aproximación a un modelo que explique la transferencia en el aprendizaje escolar

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