Teaching Activities

This article explores the role of posture in the language learning process, and concludes that it is sometimes critical for learning success. Principles of learning and moving are outlined. The history of physical movement in study is briefly traced. A Korean case study is presented of “failed” tertiary students who learn to learn on their feet. The paper is a practical guide for teachers who wish to experiment with physical movement and location in their own ESL/EFL classrooms .

This unit activity guides students through an interrogation of bias, normativity, and co-cultural experiences within the context of dis/ability and appearance. Specifically, students complete implicit bias tests related to ability and body size, read about historical displays of bodily difference in circuses and “freak shows,” and then watch and discuss scenes from the film The Greatest Showman. In so doing, students engage in transformational learning that equips them to communicate more effectively with and about people with physical differences. Students develop their understanding of how cultural systems marginalize disabled bodies and think critically about how dis/ability intersects with other marginalized identities, including visible bodily differences, racial and ethnic identities, gender identities, and class identities.

Courses: Intercultural Communication, Critical-Cultural Studies,
Communication Theory, Rhetoric and Dis/ability.

Objectives: This activity is designed to help students (1) critically
reflect on cultural norms and their own and others’ pre/
misconceptions related to dis/ability and physical difference in an
intersectional manner, (2) identify and comprehend co-cultural
communication strategies, and (3) improve intercultural
competence, including effectively communicating with and about
people with dis/abilities and physical differences.

"A collection of 19 chapters examining different aspects of the use of geoinformation and GIS in European education, includes examples of good practice and developments in schools, and higher education. This is published by the IGU, through the Home of Geography in Rome
Hard copy available for order from http://www.eurogeography.eu"

Resumen
Este artículo aprovecha el cambio de paradigma que acontece en la Enseñanza Superior para converger con el Espacio Europeo de Educación Superior, para plantearse una aportación de orden epistémico y didáctico, adecuada a la capacitación profesional, a la adquisición de competencias actitudinales y al fomento de una conciencia igualitaria. El objetivo es revisar los discursos no hegemónicos o canónicos, sistematizando el proceso de selección de textos que cada año se realiza para enfocar la dimensión práctica de la materia Teorías de la Comunicación. Para ello, se cumplimentan varias etapas, que van desde la observación, cuantificación y contextualización de las investigadoras que han aportado su conocimiento en el ámbito de las Teorías de la Comunicación, mediante un análisis de los manuales de nuestra asignatura, hasta la propuesta de un itinerario específico que permita visibilizar sus aportaciones y su contribución al pensamiento comunicativo.

Abstract
This paper proposes an epistemological contribution to adapt teaching to a professional training, to an acquisition of attitudinal abilities, and to the development of an egalitarian conscience. The aim is to revise non hegemonic and non canonic discourses to systematize the election of teaching materials in the Theories of Communication course. We carry out a set of gradual stages: The observation, quantification and contextualization of female researchers that have contributed with their knowledge to the academic field of Communication Theories, through several analysis of this course handbooks, until the proposal of a specific itinerary that make possible to increase their contribution visibility in the communicational thinking.

Laburpena
Europako Goi-mailako Hezkuntza Sisteman gertatzen ari den paradigma aldaketari eutsiz, artikulu honek ekarpen epistemiko eta didaktikoa egitea du helburu, lanbide trebakuntza, jarrerari lotutako gaitasunak eta berdintasunezko kontzientziaren sustapena kontutan hartuta egokitzeko. Diskurtso ez-hegemonikoak edo kanonikoak berrikusi nahi dira, Komunikazioaren Teoriak ikasgaiaren dimentsio praktikoa jorratzeko urtero aukeratzen diren testuen aukeraketa prozesua sistematizatuz. Horretarako, arlo horretan ezagutza handitu duten emakume ikerlarien lana behatu, kuantifikatu eta testuinguruan jarri da, ikasgai horretako eskuliburuen azterketa dela medio. Era berean, komunikazioari buruzko ikerketari egin dizkioten ekarpenak agerian utziko dituen ibilbide zehatza proposatzen da.

This paper aims at investigating the role of consciousness-raising (C-R) in grammar teaching. First, a historical picture of the development of teaching methodologies in the field of English as a Foreign Language (EFL) is sketched out. Next, C-R is set within a theoretical framework with reference to three main authors: William E. Rutherford, Richard W. Schmidt, and Rod Ellis. Ellis’ research is also followed up in its further development and an example of C-R task is provided. Finally, a summary is proposed which reappraises those theories in the light of some key principles that have informed C-R grammar teaching options, and might be the basis for a principled approach to grammar teaching.

There growing interest in retention among researchers, much of which has centred on the extent to which new students can be helped to integrate into the institution. This paper reports on a study of non-traditional students in UK universities, examining the extent to which support services actually impact on the challenges and uncertainties experienced during their everyday lives. We are also interested in the ways in which students feel themselves to be legitimate members of the ‘imagined community’ of higher education, a concept that we adapt from Anderson’s treatment of nationalisms and Jocey Quinn's notion of imagined social capital.

The present study concerns the activities teachers develop and ninth-graders’ participation in responses to those activities. The objectives of this study were to identify and describe the types of teaching activities developed and how students respond to them and to show how the target language is used in the classroom. The data collection was conducted through daily field notes and a diary. The findings show that in the classroom, the teacher develops twelve types of activities, and the percentage of use of the target language is low.

This paper discusses the fundamental elements of inquiry-based learning. Inquiry is a multifaceted activity that guides learners to inquire or generate meaningful questions that lead to the relevant answers. In inquiry learning learners are shown how knowledge is generated and transmitted and how they can acquire the knowledge and skills necessary to become life-long learners. This paper highlights the fundamental concepts of inquiry-based learning. The inquiry model discussed in the paper gives a clear picture of the roles of both the educator as well as the learners in the context of inquiry-based learning classrooms. The paper also discusses on the inquiry-based classroom activities that emphasize on the application of the latest educational technology such as the Internet.

Проблема повышения мотивации учащихся к обучению является сейчас одной из наиболее актуальных. В то же время, исчерпывающих средств обеспечения должного уровня мотивации пока не найдено. Однако существует определенный опыт, накопленный в процессе экспериментальной работы Института содержания и методов обучения РАО совместно с ГОУСОШ №1331 ЦОУ МДО и Культурным центом дополнительного образования «Арбатская Иверия». Академический эксперимент «Использование информационных технологий в образовательных учреждениях для социально незащищенных детей» вызвал у ГОУСОШ №1331 большой интерес. Он определяется как предметом, так и объектом экспериментальной работы.

El documento presente es fruto del trabajo y las experiencias que, en el ambito de la innovacion educativa, los autores vienen desarrollando y aplicando desde el ano 2007 en las materias y asignaturas que imparten en la licenciatura de “Ciencia Politica y de la Administracion” y en la diplomatura de “Administracion y Gestion Publica” de la Universidad Complutense de Madrid. Durante el curso 2008-2009, los autores dirigieron dos proyectos de innovacion educativa que se proyectaron, el primero de ellos, sobre aspectos metodologicos y nuevas actividades de aprendizaje/ensenanza y, el segundo, sobre la evaluacion de la metodologia y de las actividades docentes desarrolladas, al efecto de verificar su impacto en los resultados academicos y en la satisfaccion de los estudiantes. El trabajo presentado, que fue defendido presencialmente por los autores en un Congreso Internacional y que fue seleccionado para su exposicion tras una evaluacion anonima, realiza un inventario de los objetivos c...

Abstract
Teaching literacy is considered as a very important aspect of a student’s life (Cremin, 2015). It is often associated with providing students with the ability and tools effectively and clearly communicate and thus be able to develop foundations of modern life. In view of Chambers (2016), teaching literacy allows students to learn and improve their communication skills, which is one of the keys to achieving success later in life. There are various ways through which teaching literacy can be promoted among the students. In the following paragraphs, three such approaches have been discussed and evaluated.

Este artículo se basa en un estudio de casos desarrollado en dos centros de Educación Secundaria de Tenerife integrados en el Proyecto Medusa del Gobierno de Canarias (http://www.gobiernodecanarias.org/ educacion/medusa). Se presentan aquí los resultados obtenidos de las observaciones de diversas clases cuyo objetivo central fue identificar qué tipo de actividades didácticas se han desarrollado con las TIC, en qué medida estas actividades están favoreciendo la adquisición de competencias informacionales y digitales en el alumnado, y cómo se han organizado y desarrollado las mismas en el contexto del aula.
An cases study has made in two Secondary Education Centres of Tenerife, integrated into the Project Medusa of the Canary Government (http://www.gobiernodecanarias.org/educacion/ medusa). The results obtained from the observations of many classrooms developed teaching activities supported in the use of digital resources are presented here. The central objective was to identify what kind of activities have been developed in the pedagogical use of ICT, to what extent these activities are favoring informational and digital skills in students, and how they organized and developed them.

The reforms arisen after the incorporation of universities into the European Higher Education Area do not finish with the renovation of curricula and methodologies. Universities should consider a new student-centred educational model, and this will involve not only revising their teaching, but rethinking their goals and establishing a series of measures to ensure the educational and professional success of students. A large proportion of school dropouts in the university stage focus on the early years as they are the result of a mismatch in the incorporation of students. In this article we suggest a series of measures that can facilitate the transition between the pre-college level and the early years in college. Measures to improve the information and guidance that students and their families have before joining the university, to correct any mismatches between the skills that the new university students have and those which are required to successfully meet the university studies, and measures to facilitate the incorporation process and adjustment to the new educational institution during the early years.

This is a pilot for a flexible workshop that aims to promote an
engagement with the debate centered on the notion of WRL outcomes in Higher Education. The workshop will provide a platform for the active investigation of PL-PBL methodologies and will also encourage participants to question the traditional notion of ‘what is a project’ and to evaluate their own practice in the light of a PBL approach. This bookable workshop will be made available through the ADM-HEA.

El documento presente es fruto del trabajo y las experiencias que, en el ambito de la innovacion educativa, los autores vienen desarrollando y aplicando desde el ano 2007 en las materias y asignaturas que imparten en la licenciatura de “Ciencia Politica y de la Administracion” y en la diplomatura de “Administracion y Gestion Publica” de la Universidad Complutense de Madrid. Durante el curso 2008-2009, los autores dirigieron dos proyectos de innovacion educativa que se proyectaron, el primero de ellos, sobre aspectos metodologicos y nuevas actividades de aprendizaje/ensenanza y, el segundo, sobre la evaluacion de la metodologia y de las actividades docentes desarrolladas, al efecto de verificar su impacto en los resultados academicos y en la satisfaccion de los estudiantes. El trabajo presentado, que fue defendido presencialmente por los autores en un Congreso Internacional y que fue seleccionado para su exposicion tras una evaluacion anonima, realiza un inventario de los objetivos c...

Executive summary:
The aim of this project was to develop an effective means of utilising peer group work to enhance the learning experience of final year undergraduates conducting a qualitative research project in psychology. Twenty-nine students participated in piloting peer group learning using materials developed by the researchers. Students were allocated to groups and provided with workbooks to help orient and structure six meeting over the academic year (2005-6). Observations of selected meetings were recorded by postgraduates using a pre-structured form. Supervisors of participating students attended a focus group after projects had been marked to discuss how the peer group sessions had impacted supervision.
Evaluation ratings of sessions were high, except for the third session (towards the end of semester 1), which also had poor attendance. A meeting between students and the researchers revealed that session timing may have triggered this problem so rescheduling of semester 2 sessions was implemented. Written responses on evaluation forms showed that students valued the opportunity to discuss aspects of project work, to share anxieties, and to monitor relative progress. However, they also reported discomfort with the lack of supervision and some difficulties running the groups, particularly with regard to timings.
The observational data indicated that students were generally willing to learn from each other and appeared competent in negotiating the level of group discussion. Although willing to discuss many aspects of their research, contribution to the group did become restricted when discussing decisions already made with the supervisor. Supervisors noted that occasional questions were brought to supervision that had originated from the sessions and that sections in the written reports linked directly to issues discussed in the groups.
Feedback from students and staff has led us to make small, but appropriate, amendments to the meeting handouts. We are continuing to develop peer group learning in the department and have secured further co-operation from supervisors of qualitative projects. This year (2006-7), participating students have been clustered in groups according to supervisor in order to increase group cohesiveness and avoid confusing differences in reports of supervisor advice.
The project has allowed us to develop and refine worksheets supporting peer group learning for final year students conducting qualitative research in psychology which could also be adapted to form the basis of lectures, seminars, or tutorials. These have been sent to the HEA to be made available to other interested departments, two conference presentations have been made (by end of January 2007), one publication is in the process of invited resubmission, and one HEA workshop contribution has been made with both researchers available for further dissemination of the project materials.

The aim of this study was to evaluate to what extent class activities at the Elementary Science and Technology course address intelligence areas. The research was both a quantitative and a qualitative study. The sample
of the study consisted of 102 4th grade elementary teachers, 97 5th grade elementary teachers, and 55 6th, 7th, and 8th grade science and technology teachers, including 254 teachers in total. The data in the study were collected through “The Inventory of Class Activities Done in line with the Intelligence Areas”, and “the Semi-structured Interview Form”. The quantitative data were analyzed by descriptive statistics such as mean, standard
deviation, and one-way analysis of variance. The qualitative data were analysed by content analysis as well. It was found that teachers generally used activities addressing for all intelligence areas, they were aware
of the multiple intelligence theory, not the subject teachers but the elementary teachers and the senior teachers
use teaching activities for more than one intelligence area in their classes. It was determined from the teachers’ responses to the questionnaire that teachers were aware of the activities for intelligence areas. However,
the interviews revealed that they could not transfer their knowledge about intelligence areas into their classes. Therefore; it could be observed and investigated why teachers did not implement their knowledge about
multiple intelligence theory into their classes and their efforts in the preparation, planning, practice and evaluation
phases of teaching.

This paper presents a discussion about the industrialization of education, taking into account the current academic scenario in which we observe that educational technology (Edtech) has a crucial role in both academic and administrative activities. The theoretical background takes place in the work of Pierre Moeglin (2016), named Industrialiser l’education: anthologie commentée (1913-2012). His work shows characteristics of the academic environment, institutionalized by the educational industries managers. The role played by Edtech also appears as an in important issue in the discussion: its place in the commercial sector, in terms of financial numbers, as well as its importance to distance education (EAD). In relation to teaching activities, educational institutions are adopting some information technology systems and apparatus in order to control actions and even behaviors of their teachers, besides control and evaluate their performance.

This handbook was produced to guide project activities of the OERtest project. It lays out the parameters of a framework development targeted towards European Higher Education institutions for certification of learning outcomes acquired through OERs and a methodology for assessing its' feasibility. It is thus a product to support project partners in implementing complex tasks and remain consistent both operationally and methodologally.

The implementation of student participation in QA has been one of the important challenges that the Spanish university system has faced with regards to the Bologna Process.

When, in 2005, the European Ministers of Education adopted the "Standards and Guidelines for QA in the European Higher Education Area" drafted by ENQA, the Spanish National Agency for Quality Assessment and Accreditation (ANECA) began working to find how students could participate in quality matters, as it did not exist in Spain in those days.
Two years later, for the first time, Spanish students were taking part in an official institutional assessment programme as observer members of the external evaluation committee, and in 2008 as full members in another programme. Today, students are participating in the verification of recognised degree programmes.

This paper aims to review the implementation process of student participation in QA in our country, the achieved goals and future challenges.