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Culturally relevant teaching is instruction that takes into account students' cultural differences. Making education culturally relevant is thought to improve academic achievement, [1] but understandings of the construct have developed over time [2] Key characteristics and principles define the term, and research has allowed for the development and sharing of guidelines and associated teaching ...
Apps like X allowed teachers to make classroom accounts where students can learn about social media in a controlled context. Teachers can post assignments on the class account and students can practice commenting on, reposting, and liking posts. [31] Some researchers report that social media applications such as blogging may help kids become ...
Writing education in the United States at a national scale using methods other than direct teacher–student tutorial were first implemented in the 19th century. [1] [2] The positive association between students' development of the ability to use writing to refine and synthesize their thinking [3] and their performance in other disciplines is well-documented.
Student raising a point in a Shimer College class, 1967. Student voice is the individual and collective perspective and actions of students within the context of learning and education. [1] [2] [3] It is identified in schools as both a metaphorical practice [4] and as a pragmatic concern. [5]
One way to promote productive learning starts in the classroom and then seeps into the homework. [15] Brian Cook and Andrea Babon point to the difference between active and passive learning, noting that active learning promotes engagement and "a deeper approach to learning that enables students to develop meaning from knowledge." Cook and Babon ...
This helps students learn their own topic even better and sometimes students learn and communicate better with their peers than their teachers. Gallery walk is where students in groups move around the classroom or workshop actively engaging in discussions and contributing to other groups and finally constructing knowledge on a topic and sharing it.
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In a classroom environment that achieves such liberating intent, one of the potential outcomes is that the students themselves assume more responsibility for the class. Power is thus distributed amongst the group and the role of the teacher becomes much more mobile, not to mention more challenging.
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