Timeless Learning: How Imagination, Observation, and Zero-Based Thinking Change Schools

Morris, Chelsea T.; Chapman, Lindsey A.

doi:10.46303/jcve.02.01.9

Cited by 2 publications

(2 citation statements)

References 6 publications

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“…It relies on rigid structures modeled after early 20th-century factory assembly lines (Kruse & Kruse, 1995;Pisoni & Conti, 2019). At its core, the traditional school schedule assumes teachers should efficiently produce outcomes within a predetermined time frame without consideration of individual learning trajectories (Socol, 2018).…”

Section: Class Schedulingmentioning

confidence: 99%

Instructional design for innovation and reform

Kingsley,

Cheatham

2024

Phi Delta Kappan

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Not enough attention is paid to the instructional design decisions that define students’ experiences. Lisa Dover Kingsley and Jennifer Perry Cheatham contend that while quality teaching is crucial, the structural decisions supporting meaningful engagement often go unexamined. Using innovations in North Kansas City, Missouri, as a throughline, they review key themes present in research on four elements of instructional design. They urge leaders to reconsider outdated and unexamined design practices with an equitable approach, centering the voices of students typically left out of such decisions. They offer practical shifts and entry points for leaders to consider as they build a more inclusive and effective instructional design.

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Section: Class Schedulingmentioning

confidence: 99%

Instructional design for innovation and reform

Kingsley,

Cheatham

2024

Phi Delta Kappan

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“…The existing literature also identifies flipped learning as a learner-centred teaching method that can promote learners' acquisition of skills (Flores et al, 2016;Morris & Chapman, 2019;Nguyen & Dao, 2019). Dorji and Dorji (2022) define flipped learning as a blended approach to disseminate information to learners using synchronous and asynchronous means of communication.…”

Section: Literature Review Learner-centred Pedagogymentioning

confidence: 99%

Adopting Learner-Centred Pedagogy to Develop Business Studies Learners' Problem-Solving and Creative Thinking Skills in Selected Schools in South Africa

Gcabashe

2024

RESSAT

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The need for problem-solving and creative thinking skills to be taught well in business studies classrooms can never be overemphasised due to the complexity of the problems and challenges faced by businesses in the 21st-century business environment. Teachers are, therefore, required to adopt pedagogies that would enable learners to acquire problem-solving and creative thinking skills to operate effectively in the new business environment. This study investigates business studies teachers' adoption of learner-centred pedagogy to nurture learners' problem-solving and creative thinking skills. This qualitative study is positioned within the interpretive paradigm. An exploratory case study was employed as a research design. Progressive Learning Theory was adopted as the lens of the study. Semi-structured interviews and classroom observations were used to collect data from six business studies teachers who were sampled purposefully from six secondary schools in KwaZulu-Natal province, South Africa. The raw data was analysed thematically. It was found that most teachers managed to adopt learner-centred pedagogy and learning activities that promoted the acquisition of problem-solving and creative thinking skills. The study concluded that business studies teachers are now embracing learner-centred pedagogy in their classrooms, and they understand the importance of teaching learners to equip them with skills that are demanded by the 21st-century business environment. Despite these findings, it is still recommended that workshops and short learning courses be offered to teachers to equip them with pedagogical skills that would help them to engrain and sustain learner-centred pedagogy in their instructional practices.

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Timeless Learning: How Imagination, Observation, and Zero-Based Thinking Change Schools

Cited by 2 publications

References 6 publications

Instructional design for innovation and reform

Instructional design for innovation and reform

Adopting Learner-Centred Pedagogy to Develop Business Studies Learners' Problem-Solving and Creative Thinking Skills in Selected Schools in South Africa

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