Full-text resources of CEJSH and other databases are now available in the new Library of Science.
Visit https://bibliotekanauki.pl

Results found: 2

first rewind previous Page / 1 next fast forward last

Search results

Search:
in the keywords:  class discussion
help Sort By:

help Limit search:
first rewind previous Page / 1 next fast forward last
1

Student Discussion from an Evolutionary Perspective

100%
Metzgar M.
Social Communication. Online Journal
|
2019
|
issue 1(19)
9-14
EN
Student discussion has been identified as a key ingredient in overall student learning (Flynn & Klein 2001; Safari et al 2006). However, in many classrooms, there is little to no discussion between teachers and students or among students themselves. This may result from high student-teacher ratios, or from the chosen pedagogy of the instructor. A variety of ideas to increase class discussion have been proposed over time. A number of these ideas have been shown to increase student learning (Freeman et al 2014 for a recent meta-analysis). This paper attempts to analyze student discussion from a human evolutionary standpoint. Such a view may add new insights into how discussion can be effectively used in the classroom. While looking at discussion from such an evolutionary view, several key questions arise: how and why did humans utilize discussion in the past? What are “natural conditions” for human discussion? How can these ideas help increase the use and effectiveness of discussion within an educational framework? This paper hopes to answer these questions and expound upon the evolutionary origins of productive discussion.
2

A more equal canon: Bringing American minority voices to Polish classrooms

51%
Lamar L.-M.
Beyond Philology: An International Journal of Linguistics, Literary Studies and English Language Teaching
|
2011
|
issue 8
139-151
EN
In this paper I will discuss the importance of introducing minority voices when teaching American literature in Polish universities, and explore the multi-layered process necessary in doing so. I will argue that an interactive approach is essential in giving students a real understanding of diversity in America through literature. As examples of diverse American literature I will consider some writers already included in the standard American canon, such as William Faulkner and James Baldwin, and others who, though not canonical, represent important perspectives in the fabric of the American literary landscape, including Zadie Smith and David Sedaris. I will explore the ways in which these texts represent aspects of American diversity that are necessary for Polish students seeking to understand the American experience. Into this discussion of multiple voices, I will interweave my own account of the teaching process, beginning with choosing writers who accurately represent the complex cultural experience of America, to referencing the cultural background of the students, to offering concrete information about the cultural context of the writing under discussion. I will conclude with a discussion of the ways in which accurate readings of American literary diversity inform students’ broader understanding of American literature, and provide suggestions for others interested in teaching such a course.
first rewind previous Page / 1 next fast forward last
JavaScript is turned off in your web browser. Turn it on to take full advantage of this site, then refresh the page.