Using Character Maps to Learn English Literature

2021 ◽  
Vol 50 (1) ◽  
pp. 14-31
Author(s):  
David T. Teh ◽  
Keyword(s):  
English Literature ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Small Scale ◽  
Sample Population ◽  
Memory Retention ◽  
Analytical Skills ◽  
The Impact ◽  
Character Mapping ◽  
Learning English

Learning English literature has always been a challenge, as it demands advanced analytical skills, especially when learners are expected to critically analyse and discuss literary texts. Character mapping is proposed as a technique that develops analytical and critical thinking skills among learners. Drawing theoretical basis from cognitive science, constructivism, and cognitive stylistics, character mapping helps learners visualise connections between characters and events in a literary narrative, which then allows better comprehension of the literary text. 18 respondents from a Form 4 secondary school in Sabah, Malaysia, participated in a small-scale action research study. First, their previous experiences learning English literature was extrapolated via a need analysis, after which the respondents were then exposed to character mapping and its underlying principles. Then, they were asked to reflect and provide feedback on their experiences learning English literature using character maps. The feedback indicated positive support from the respondents, suggesting that character mapping can help learners learn English literature more effectively. Key observations include enhanced levels of comprehension, engagement, creativity, memory retention and organisation of thoughts. Two negative feedback were observed: (i) character mapping is time-consuming, and (ii) overusing character mapping might impede learning engagement. Future studies need to recruit larger sample population and potentially an experimental paradigm to investigate the impact of character mapping in greater detail.

scholarly journals Argument-Driven Inquiry Learning Model: A Systematic Review

2021 ◽  
pp. 767-784
Author(s):  
Fina Fakhriyah ◽  
Ani Rusilowati ◽  
Wiyanto Wiyanto ◽  
Endang Susilaningsih
Keyword(s):  
Inquiry Learning ◽  
Thinking Skills ◽  
Learning Model ◽  
Critical Thinking Skills ◽  
Research Subjects ◽  
Analytical Skills ◽  
Quasi Experimental ◽  
Research Types ◽  
The Impact ◽  
Research Type

The learning approach is an important component of education. ADI learning model allows learners to argue actively based on the surrounding observable phenomena in the laboratory. This research aims to review national diversities that represent or contribute to studies by applying the ADI learning model and the research type varieties and characteristics and stages of Argument-Driven Inquiry learning model applied by other researchers; research subjects, the applied content materials for investigation, and the impact of Argument-Driven Inquiry learning model. This research is a systematic literature review (SLR) with published article databases from Scopus, ERIC, and Google Scholar. The applied keywords were "Argument-Driven Inquiry" and "Science Education." The findings showed twenty-three articles were in line with the categories. Then, the analysis and classification could be done for each article. The ADI learning model implementation had been frequently found to improve learners' scientific argumentative skills rather than analytical skills or critical thinking skills. The applied content materials were mostly chemical materials, biology, and rarely found in physics. Most applied research types from the articles were quasi-experimental research. The implication of this research is to provide insight for further reviewing the argument-driven inquiry model (ADI) to improve science learning quality.

Methods Of Teaching English Literature For Students Of Graduation In Andhra Pradesh

Think India ◽  
2019 ◽  
Vol 22 (2) ◽  
pp. 455-457
Author(s):  
Y.L MARREDDY
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
English Literature ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Language Teachers ◽  
Teaching Literature ◽  
Universal Language ◽  
Level Of Understanding

Y.L MARREDDY English is recognized as a universal language. Learning English is inevitable in this present global scenario. It also acts like a link language. Especially, English literature enables learners to develop critical thinking skills, helps to discover and enlighten themselves. It is quite challenging task to teachers to teach literature for studentsin non native English countries like India. The role of the language teachers becomes predominant and the methods of teaching literature according to the students’ level of understanding also play a significant role because studying literature assists students’ tohave real time experiences, passion for language acquisition and think innovatively. In this context, it is necessary for teachers to distinct between teaching literature for special purposes or it is used as a resource language for teaching this foreign language. This paper throws light on the importance of teaching literature, several approaches and methods of teaching literature at graduate level. Literature connects the cultures across the world, throws challenges to solve and even to heal some cultures. It really provides an individual space for learners to express themselves and improve competence levels among them. It allows learners to share their participation in the experience of others, strengthens to shape, alter their attitude and meet their expectations.

Small Firm Audit Partner Hiring Crisis: A Role Play for Critical Thinking and Negotiation Skills

2015 ◽  
Vol 30 (4) ◽  
pp. 275-296 ◽  
Author(s):  
George R. Aldhizer
Keyword(s):  
Critical Thinking ◽  
Small Firm ◽  
Role Play ◽  
Terminally Ill ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Planning Stage ◽  
Skill Sets ◽  
Final Agreement ◽  
The Impact

ABSTRACT This role play requires students to consider the complexities of a small CPA firm urgently attempting to replace the unique industry knowledge and experience possessed by a terminally ill audit partner. In this role play, students assume the position of either an existing partner or a former partner who is considering rejoining the firm. This role play includes two sections. First, in the planning stage, students brainstorm mutually equivalent options that satisfy their critical financial and nonfinancial interests to address the problem of replacing the terminally ill partner in their respective existing partner and former partner teams. Second, students engage in a “table” negotiation with their assigned counterpart to reach an amicable agreement to this firm crisis and participate in a debriefing session and prepare a debriefing document. The small firm context provides a unique opportunity to make contributions to the existing accounting and auditing literature related to enhancing students' critical thinking and negotiation skills. Distinctive small firm role play elements that should enhance critical thinking and negotiation skills include considering contingent agreements that dovetail differences in future legal liability forecasts, and dovetailing differences to take advantage of complementary skill sets to mitigate industry-specific auditor detection risks and related business risks.1 Critical thinking skills also should be strengthened through negotiating a package of interests and related options including the impact of various tradeoffs that are not fully known until the table negotiation commences so that the final agreement does not exceed the firm's non-negotiable budgetary constraints.

scholarly journals Enhancing Learning Through Reflection– A Case Study of SEEU

SEEU Review ◽  
2017 ◽  
Vol 12 (1) ◽  
pp. 53-68 ◽  
Author(s):  
Brikena Xhaferi ◽  
Gezim Xhaferi
Keyword(s):  
Critical Thinking ◽  
Learning Strategies ◽  
Thinking Skills ◽  
Careful Consideration ◽  
Critical Thinking Skills ◽  
Good Tool ◽  
Self Reflection ◽  
Positive Attitudes ◽  
Study Results ◽  
The Impact

Abstract Learning through reflection is one of the most interesting experiences that students might have. It is considered a very good tool for self-assessing learning. It is believed that “teachers who promote reflective classrooms ensure that students are fully engaged in the process of making meaning” (Costa and Kallick, 2008, para.5). Dewey (1991) was among the first researchers who based his work and research on the positive roles that reflection plays in fostering self-reflection and critical thinking. He has defined it as an active, persistent and careful consideration of any belief. Reflections give students opportunities to think and reflect about their learning and note down the obstacles they might face during this process. The present study aims to investigate the impact of journal writing in promoting critical-thinking skills, and its impact on enhancing learning. The study uses two instruments, a student refection journal and an interview. Also, Marzano’s New Taxonomy of Educational Objectives developed in 2000 was used in the third phase of the study. This Taxonomy contains Three Systems: the Self-system, the Metacognitive system and the Cognitive system. The overall study results show that reflection journals help students to become more independent learners, reflect on their learning experiences and identify the most useful learning strategies. Most importantly, all study participants hold positive attitudes towards reflection and they consider it as a valuable tool which can increase learning.

The Impact of Live Cases on Student Skill Development in Marketing Courses

2021 ◽  
pp. 027347532110345
Author(s):  
Shannon Cummins ◽  
Jeff S. Johnson
Keyword(s):  
Time Management ◽  
Learning Experience ◽  
Skill Development ◽  
Handling Time ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Small Samples ◽  
Conflict Handling ◽  
Student Skill ◽  
The Impact

Live cases, where students work directly with an outside organization to solve real-world problems, can be an immersive learning experience for marketing students. Current scholarship on live case usage in marketing is limited to small samples from a handful of live case devotees. This article draws from a large, international sample of 169 marketing educators to investigate the perceived educational impacts of live cases on student skill development. Specifically, the paper explores student teamwork, conflict handling, time management, presentation, communication, and critical thinking skills. Additionally, the article explores how student skill development is affected by the amount of course time dedicated to the live case as well as faculty experience with live cases.

Impacts of International Baccalaureate programmes on teaching and learning: A review of the literature

2018 ◽  
Vol 17 (3) ◽  
pp. 240-261 ◽  
Author(s):  
Anisah Dickson ◽  
Laura B. Perry ◽  
Susan Ledger
Keyword(s):  
Teaching And Learning ◽  
International Baccalaureate ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Pedagogical Practices ◽  
Additional Stress ◽  
Future Research ◽  
Wide Range ◽  
Teachers And Students ◽  
The Impact

International Baccalaureate (IB) programmes are growing rapidly worldwide, driven in part by their global reputation and concept-driven, inquiry-based approach to teaching and learning. This thematic review of a range of literature sources examines the impact of IB programmes on teaching and learning, highlighting trends, challenges, and benefits. Findings of the review revealed that most of the studies, both qualitative and quantitative, examined stakeholders’ perspectives or self-reported experiences of IB programmes; a very small number used research designs that control for confounding factors or allow causal inferences to be drawn. A wide range of stakeholders report that IB programmes develop research and critical thinking skills, intercultural appreciation and global awareness, as well as cultivate collaborative working cultures and creative pedagogical practices among teachers. Challenges include extra demands on teachers for lesson planning and assessment, additional stress for teachers and students, and competing demands and expectations with national requirements. Recommendations are provided which may guide future research endeavours.

scholarly journals The Impact of Online Mentoring in Implementing RADEC Learning to the Elementary School Teachers’ Competence in Training Students’ Critical Thinking Skills: A Case Study During COVID-19 Pandemic

2021 ◽  
Vol 10 (3) ◽  
pp. 346-356
Author(s):  
H. Lestari ◽  
W. Sopandi ◽  
U. S. Sa'ud ◽  
B. Musthafa ◽  
D. Budimansyah ◽  
...  
Keyword(s):  
Elementary School ◽  
Critical Thinking ◽  
Elementary School Teachers ◽  
Thinking Skills ◽  
Learning Model ◽  
Critical Thinking Skills ◽  
Online Mentoring ◽  
School Teachers ◽  
Knowledge And Skills ◽  
The Impact

This study aims to describe the impact of online mentoring activities in implementing the RADEC (Read, Answer, Discuss, Explain, and Create) learning model on the competence of elementary school teachers in training students’ critical thinking skills. The method was a pre-experiment with a one-group pretest-posttest design involving 25 elementary school teachers in Indonesia. The teachers received online mentoring in implementing RADEC learning model. The research instrument was a questionnaire to measure teachers’ knowledge and skills in training critical thinking. The data processing technique was carried out by calculating the mean and the percentage of each item to obtain a description of the teachers’ knowledge and skills in training students’ critical thinking before and after treatment. The data were analyzed inferentially with a paired sample t-test using SPSS version 22 software to see the impact of the treatment on teachers’ competence in training critical thinking. Based on the results of the paired-sample t-test, for both the knowledge and skills aspects, the probability value (sig) was 0.00 <0.05. This result means that there was a significant difference in the knowledge and skills of teachers in training students’ critical thinking skills before and after mentoring activities. The study results indicate that the online mentoring in implementing the RADEC learning model improved teachers’ competence in training elementary school students’ critical thinking skills. 

scholarly journals Beyond the Museum Walls: Developing Inexpensive Discovery Trunks for k-12

2018 ◽  
Vol 2 ◽  
pp. e25925
Author(s):  
Julia Robinson
Keyword(s):  
Low Cost ◽  
Inquiry Learning ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Student Centered ◽  
Analytical Skills ◽  
New Knowledge ◽  
State Educational ◽  
Problem Solvers ◽  
K 12

Discovery Trunks - specimen-based educational kits - use museum collections and standardized curricula to catalyze critical thinking skills through inquiry learning. Inquiry learning facilitates the development of new knowledge by examining a novel situation in light of past experience - a crucial skill for a child in today’s unpredictable world. Inquiry learning empowers students by making them stronger and more confident in their discovery and synthesis of information. Discovery Trunks enhance learning opportunities for students, promote the parent institutions, and develop new audiences by taking the institutional mission beyond classroom walls. Such Trunks contain authentic, real world objects and inquiry lessons that align with state educational standards. Discovery Trunks encourage contemplative analytical skills, thoughtful communication, thorough exploration of a topic, and cultivate a citizenry of open-minded problem solvers. Through inquiry-based learning, we see key components of this personal investigation exemplified through student-centered, student-driven activities that connect new knowledge and prior knowledge. This presentation will deconstruct these multidisciplinary kits and their contents to guide museum professionals to explore effective, high value, low cost materials and methods to produce and advertise educational kits to the community. Offered as an essential outreach component, these educational kits cultivate tomorrow’s thinkers, movers, and laborers in an ever-changing society.

scholarly journals Inquiry-based learning to improve student engagement in a large first year topic

2015 ◽  
Vol 6 (2) ◽  
pp. 65-71 ◽  
Author(s):  
Masha Smallhorn ◽  
Jeanne Young ◽  
Narelle Hunter ◽  
Karen Burke da Silva
Keyword(s):  
Student Engagement ◽  
Student Satisfaction ◽  
Learning Outcomes ◽  
Student Learning Outcomes ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
First Year ◽  
Before And After ◽  
Multiple Choice Exam ◽  
The Impact

Increasing the opportunity for students to be involved in inquiry-based activities can improve engagement with content and assist in the development of analysis and critical thinking skills. The science laboratory has traditionally been used as a platform to apply the content gained through the lecture series. These activities have exposed students to experiments which test the concepts taught but which often result in a predicted outcome. To improve the engagement and learning outcomes of our large first year biology cohort, the laboratories were redeveloped. Superlabs were run with 100 students attending weekly sessions increasing the amount of contact time from previous years. Laboratories were redeveloped into guided-inquiry and educators facilitated teams of students to design and carry out an experiment. To analyse the impact of the redevelopment on student satisfaction and learning outcomes, students were surveyed and multiple choice exam data was compared before and after the redevelopment. Results suggest high levels of student satisfaction and a significant improvement in student learning outcomes. All disciplines should consider including inquiry-based activities as a methodology to improve student engagement and learning outcome as it fosters the development of independent learners. 

scholarly journals Guided Inquiry Lab: Its Effect to Improve Student’s Critical Thinking on Mechanics

2020 ◽  
Vol 9 (1) ◽  
pp. 87-97
Author(s):  
Ade Febri ◽  
Sajidan Sajidan ◽  
Sarwanto Sarwanto ◽  
Dewanto Harjunowibowo
Keyword(s):  
Critical Thinking ◽  
Junior High School ◽  
Creative Thinking ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Average Score ◽  
Guided Inquiry ◽  
Central Java ◽  
Before And After ◽  
The Impact

Learning trends in the 21st-century require students to have the ability to sort appropriate information from certain sources. To do this, students must have critical thinking skills. One of the learning models that can facilitate students to think critically is a guided-inquiry lab. Thus, the purpose of this study was to quantitatively analyze the impact of the implementation of the guided-inquiry lab model on students' critical thinking skills on mechanics material. A pre-experimental method employing one group pretest-posttest only design was applied to obtain students' critical thinking skills data before and after the implementation of the guided-inquiry lab model. A total of 32 students from a junior high school in the city of Karanganyar, Central Java, were involved as the samples in this study. The data obtained were then analyzed using N-gain calculations. Based on the data analysis, there are 81.25% of students have medium creative thinking skills after being taught with a guided-inquiry lab, meaning there is an increase in the average score of students after being taught using a guided-inquiry lab model. It can be concluded that the implementation of the guided-inquiry lab model is effective to improve students' critical thinking skills

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