Using feature films in language classes

This study aimed at finding students’ perspectives on integrating feature films on digital versatile discs (DVDs) in oral communication classes of advanced English as foreign language (EFL) learners. A total of 29 students being trained as teachers of English participated in the study. Data were collected through a survey questionnaire. All participants unanimously agreed that through films they had the opportunity to learn about how people initiate and sustain a conversational exchange, and how they negotiate meaning; types of exclamation and filling expressions; colloquial English in real‐life contexts, and non‐verbal communication. Participants also acknowledged that viewing feature films exposed them not only to a wide range of native speakers, each with their own slang, accents and dialects, but also to a wealth of contextualised vocabulary expressions and authentic cross‐cultural information. The study suggests that it is possible to exploit feature films in foreign language classes with a wide array of pedagogical options.     

The relationship between teaching practices and student achievement in first year classes

This study investigated the links between the teaching practices of primary school teachers (n = 200) who were observed while presenting a new text to their first year classes, and the student achievement levels in those classes. The teaching practices are specifically concerned with the way the teachers supported and encouraged students’ activities during verbal interactions. Two different populations were observed: classes of first year students with a reduced teacher–student ratio (about ten students per class) and classes with a normal teacher–student ratio (between 20 and 25 students per class). We found that the average level of student achievement in the reduced size classes was higher than in the standard size classes but that teaching practices differed only at precise periods of group or individual introduction to new reading texts. In these periods, we found links between teaching practices and student achievement.     

Using the official lamaze guide in childbirth education classes

Normal birth has long been promoted by Lamaze International in its mission and vision statements and by the Lamaze Institute for Normal Birth. The Official Lamaze Guide: Giving Birth with Confidence, a book by Judith Lothian and Charlotte DeVries, can be used by birth educators to alter the focus from learning what to expect when one fears the worst to empowering women to understand that birth is usually a healthy, normal process. In this column, the author suggests ways in which childbirth educators can use The Official Lamaze Guide in their classes.     

Action research and reflection on student approaches to learning in large first year university classes

This paper presents an action research approach to exploring methods of improving the learning styles and outcomes of first year university students within large class environments. The genesis of this project stemmed from an observation that entire tutorial groups were often lethargic in their approach to learning. Following a survey of learning styles, students were exposed to more student-centric teaching styles within tutorial groups, with a view to encouraging deeper student learning and self-regulated learning behaviours. Although the project was successful in motivating students' participation in class activities, no noticeable change to a sustained deeper learning style became evident. The findings suggest that simply motivating students to participate in class does not necessarily alter overall learning styles, at least in the short term. This suggests that the process of “unlearning” previous learning styles may pose a significant problem for instructors and it appears likely that the process of changing from surface to deep learning may require more than a single course intervention. However, there is some evidence that student-centred and self-regulated learning results in a more positive learning experience for both students and teachers. The article concludes with a model of proposed relationships uncovered by the research which deserve further exploration in the quest to provide greater levels of student satisfaction with their higher education experiences.     

English with day release classes

‘We may assert that thought is possible without language, but that the educator would be well advised to assume that it is not.’

(From Thought and Language, P. B. Ballard.)

‘A man to be greatly good must imagine intensely and comprehensively; he must put himself in the place of another and of many others; the pains and pleasures of his species must become his own. The great instrument of moral good is the imagination.’

(From A Defence of Poetry, P. B. Shelley.)

‘A school's motto might well be: “To hell with thought! How do you feel?”’

(From Hearts not Heads in the School, A. S. Neill.)

     

Analysis of assessment practice and subsequent performance of third year level students in natural sciences

Abstract

Summative assessment qualifies the achievement of a student in a particular field of specialization at a given time. Questions should include a range of cognitive levels from Bloom's taxonomy and be consistent with the learning outcomes of the module in question. Furthermore, a holistic approach to assessment, such as the application of the principles of the Herrmann Whole Brain Model, needs to be used to accommodate learning style diversity. The purpose of this study was to analyse, assess and compare the summative assessment of two third year level modules in the Bachelor of Science degree programme, namely Biochemistry and Zoology as part of action research with a view to enhancing the professional development of the lecturers involved. The questions posed in summative assessments were classified in terms of Bloom's differentiation of cognitive levels and the four different learning styles determined by Herrmann. Spearman's non-parametric analysis indicated that no correlation existed in this study between cognitive level and student performance based on achievement. In addition, there was not much difference between the cognitive levels and student performance between the two disciplines. Although the students seemed to do better at application level questions, the authors need to reflect on whether the assessments were valid with respect to the learning outcomes, methods of facilitating learning, and the assessments based on cognitive levels and learning style preferences. We conclude that continuous action research must be taken to improve the formulation of learning outcomes and students' achievement of these outcomes and quality of student learning – the main aim being the successful completion of the modules.     

高三生物学复习课的内容组织策略

从教学实践出发,提出了以生物学实验技术为线索、以上位化的模型为核心、以理解和解决问题的策略为纲组织高三生物学复习课内容的策略。     

Task-based small group learning in large classes: Design and implementation in a second year university botany course

We describe the introduction of task-orientated cooperative group work in a second year Botany course in Phycology (the study of algae) to accommodate a large class of students with varying academic and linguistic skills and a tendency to learn by rote. Students were issued with workbooks, containing study questions, readings, a discussion worksheet, and a test yourself quiz. Each of six weekly topics was introduced by a lecture or slide-tape presentation, after which students were asked to answer study questions as homework. This was followed by group discussion work in the classroom. Group discussion worksheets were collected weekly and used together with a 10-question multiple choice spot test for continuous evaluation. Interviews with students, and the results of a questionnaire indicated that they enjoyed the approach, and found that it stimulated their interest in the subject. A subjective assessment by the lecturer, based on student performance, suggests that they improved their use of higher intellectual processes.     

高三生物学复习的思路与对策

素质教育的提出是我国基础教育发展的必然结果,反映在高考政策上就是从升学导向向素质教育导向的转变。在这种形势下,高考从内容到形式都发生了很大的变化。“3＋X”高考形式中无论“X”是文理小综合还是文理大综合或是单科试卷,试题都离不开以能力立意这一主题。因此,高考生物学复习对策和思路应坚持以教材和大纲为基础。以高考考试说明为出发点,根据高考中题目的立意和表达形式的新变化,加以认真复习,重视对学生能力的培养为复习的基本目标。     

Educational research on the third world or with the third world: A view from the south

Traditional forms of collaborative research between specialists in industrialised countries and researchers in the Third World have usually had a very limited impact. Three types of undesirable approaches can be identified in that respect: ‘the turn-key approach’; the ‘laboratory approach’, and the ‘ivory tower approach’. After defining each of these approaches, this article tries to identify the main obstacles to meaningful and useful cooperation between researchers in rich and poor countries, and to propose ways to overcome these obstacles.