Project-Based Learning offers a wide range of benefits in teaching and learning activities. Project-Based Learning offers as highlighted by Thomas (2000), Boos & Krauss (2007), and Fragoulis (2009), project-based learning can increase students’ learning motivation, increase students’ academic achievement, increase cooperation/collaboration ability, increase the ability to communicate, increase students’ skill in managing learning resources improving library research skill), create fun learning, increase students’ attitudes toward learning, increase students’ creativity, lowers students’ anxiety level in the learning process, increase resource management skills, and increase problem solving ability. Project-based learning increases students’
The nature of providing education in the midst of the exponential growth of the modern era necessitates the embrace of innovative and meaningful pedagogical philosophies. As the understanding of educational psychology becomes more involved in the movements of the everyday classroom, it is pertinent to maintain an open-minded and reflective perspective upon our discourses within the classroom. Such perspectives lead us to question the nature of the classroom model itself, and its many benefits and detriments and lead us to consider a different model for facilitating meaningful learning for our scholastic benefactors. For this reason, a consideration of the ‘flipped classroom’ model may be beneficial for providing students with the rich education
Among the empirical studies there is obvious promotion of the value of structured language teaching for children with dyslexia where all senses are implicated (Bryson, 2013). The primary focus on multisensory teaching was 75 years ago, when specialists in the field of SEN, underlined the significance of multisensory methods and proposed their use. Nowadays, there is a growing body of evidence supporting multisensory teaching, but its efficacy has yet to be given scientific scrutiny (Dyslexia help, online). The children have the benefit of learning by using simultaneously many paths; visual, auditory and kinesthetic-tactile and articulator-motor components to improve memory and learning. Multisensory approach is a structured, sequential, efficient and logical technique, highly successful in retraining brain pathways for reading that seems to help students of all ages, skills and learning problems (International Dyslexia Association, 2000) .
Some downfalls of the public school system are, the unequal amount of funding and resources that can be provided to a school district in a wealthier community compared to in a poor community. Then we have the issue of the school curriculum being too closely related to only the standardized test that provide funding rather than actually making sure the students obtain the education they need. The final problem with the school system is the lack of autonomy in schools, the schools, need to have better social interactions and better collaboration between classrooms to effectively help the students where they struggle. These are all downfalls of the public school system that have major impacts on the final graduation and education a student will achieve over the course of their K-12 schooling
Review of researches/Parental Involvement and Learning Outcomes Positive impacts of parental involvement on student academic outcomes have not only been recognised by school administrators and teachers, but also by policy-makers who have interwoven different aspects of parental involvement in new educational initiatives and reforms (Graves and Wright,2011; Larocque, Kleimen & Darling,2011; Mattingly et al,2002; Topor et al, 2010). “The idea that parents can change their children’s educational trajectories by engaging with their children’s schooling has inspired a generation of school reform policies” (Domina, 2005). The importance of parental involvement in schools has been supported by research revealing benefits for students and schools (Epstein,
Several potential causes have been proposed for the slow progress in educational technology, including lack of time for staff development, unsuitability of technologies, and cultural barriers within institutions (Laurillard, 2012). And with these error bought by new tools for learning, students and facilitator need to adopt in the developing world. While teachers play essential roles in nurturing students to become ‘good citizens’ because they are the key figures in implementing education and curriculum policies in schools. The 21st century classroom is one place where change is as inevitable as it is. The mandate of the educator has always been to guide the learner.
3.4 Barriers to teachers’ use computers There is no doubt that using ICT in ESL education facilitates students’ learning process and improves teachers teaching the process. A common fact which is analyzed in the articles is the challenges ESL teachers anticipate when integrating technology into their classrooms (Wathudura, 2017). Rabah (2015) identifies teachers’ perceptions of the challenges and benefits of ICT usage in English Quebec School Context. According to this study, the barriers that impaired the ICT use in English are: lack of infrastructures of technological sources that needed huge funds to support the availability of technical sources, insufficient support from the leaders in educational settings, and redesign old schools to accommodate
Framework of the Study McEachern (2014) cited that worldwide, many children struggle at school when the official medium of instruction differs from their native tongue. Children who speak “non-mainstream” languages—languages that are not included in the education system and are often lower in prestige than the school language—are more likely to become frustrated by their limited comprehension, slow rate of learning, and the cultural divisions between the classroom, community, and home (Barron, 2012). Non-inclusive language policies, particularly in education, can marginalize individuals, communities and even whole ethnic groups. This marginalization can have far-reaching consequences. If large segments of society do not have access to meaningful, relevant, and self-affirming education, equality, stability, and even economic growth are at risk.
In this paper an article “pedagogic voice: student voice in teaching and engagement pedagogies” has been critiqued. It has been observed that as of late, all through the world, a neoliberal reframing of instructive arrangements has offered ascend to an expanding concentrate on estimation and correlation based results for schooling. It is contended by Baroutsis et al (2015) that pedagogic and student voices are imperative in teaching, as they have found a higher contribution with students when the idea is utilised. On the other hand, this worldview of schooling has assisted to contract the visualisation and determinations of training, whilst likewise "taming" as well as confining conceivably imaginative pedagogies through responsibility structures.
In addition, research shows that adopting and using ICT in schools leads to significant expansion of education and pedagogical outcome which are beneficial to both teachers and students. When used appropriately, ICT can help to strengthen the importance of education to increasingly networked society, raising quality of education by making learning and teaching an active process connected to real life (Zaman et al., 2011). Furthermore, the adoption and use of ICT in schools can promote collaborative, active and lifelong learning, increase students’ motivation, offer better access to information and shared working resources, deepen understanding, help student think and communicate creatively (Khan, Hasan Clement, 2012). The technology provides the superhighways of educational information worldwide that responds for the demand of the 21st century learners. However, studies suggest the benefits of adopting and use of ICT in