#teachingplatforms

[wayvidalearning]

Why It’s Time to Move Beyond Offline Learning: The Benefits of Using Online Platforms for Teaching.

In recent years, the education landscape has undergone a dramatic transformation. The COVID-19 pandemic was a pivotal moment in this shift, highlighting the necessity and advantages of digital learning platforms. While traditional, offline education has long been the norm, the rapid rise of online platforms has shown that the future of education lies in virtual classrooms. In this blog post, we’ll explore the key benefits of using online platforms for teaching and why educators and institutions should consider making the switch from offline to online education.

Read More https://wayvida.com/why-its-time-move-beyond-offline-learning-benefits-using-online-platforms-teaching/

[ingenium030]

Ingenium Education offers a best online teaching platform for teachers which institutes could use to go online and scale. It also provides adaptive assessment, in-depth academic analysis, and real-time teacher-student-parent interaction capabilities to create a complete digital learning experience for teachers and students.

[edtechetr]

As per the findings, more than half of the world's population uses two or more languages in their everyday lives. A large body of research highlights the benefits of multilingualism. However, languages other than the medium of instruction in many classrooms today are still a major concern.

Even schools in countries generally considered multilingual often have their language policies, insisting on the use of 'one language of instruction only when having students of diverse cultures and languages is more common in many classrooms today. However, it is undeniable that multilingualism's scepticism still exists today and can be traced back to the first half of the 20th century.

Supporting multilingualism in the classroom can be a valuable pedagogical practice with positive effects on students' academic performance and social and emotional well-being. Whether in a passive way by allowing students to use their home language or a more playful way by implementing teaching and learning practices that draw on more than one language ("translanguaging" is one such pedagogy, see, e.g. CUNY-NYSIEB), it is essential to view all students' languages as resources rather than unwanted baggage on the way to "language of instruction only."

This example is extracted from a CREDE research observation. Kisho, a 4-year-old boy who recently moved from Japan to Hawaiʻi, used mashed-up berries for painting with his teacher, Ms Rheta Cody, a four-year kid. Since he was new to Hawai'i, he asked things like, "What is in here?" while pointing out the berry dye and "Can you eat it? in Japanese. Ms Rheta, who knew Japanese, answered his questions in English and Japanese while also gesturing, pointing, and showing pictures on her camera. Later, Cody said, "Do not eat", and repeated the Japanese word for "cannot eat" that Kisho had used.

The example shows how inclusive practices can benefit multilingual children and their peers: multilingual children have more opportunities to engage in learning, and peers discover many ways to portray the world. Like Cody, peers often enjoy hearing and learning a new word. Translanguage in their conversation created opportunities for the two children for conceptual and linguistic development, but they were essential for Kisho. He could ask questions in his mother tongue and be interested in the concepts of nature and art long before mastering English. His engagement grew, and he heard a new vocabulary used meaningfully.

Aside from these, several research reports claim that multilingual children are likely to have strong mathematical, conflict resolution, and executive skills. For instance, PBS explored that bilingual students solve math problems differently; they found that they solved word problems and all types of math problems uniquely. Unlike students who spoke only one language, bilingual students used their brains' visual and spatial portions to resolve problems. Scientists continue to speculate on the causes of this situation. One theory explains that students visualize the elements of the problems in their heads (in other words, they are creating pictures to represent multiplying apples or two trains leaving a station at different speeds).

Another old report by the New York Times depict bilingual students have a host of advantages in education, including focusing on demanding tasks and solving difficult kinds of puzzles. Through dynamic language practices, teachers can assist students in making the most of their bilingual strengths.

A 2011 study found that allowing bilingual students to use both languages for discussion and problem-solving increased students' mathematical productivity. The flexibility showed by bilingual students in the transition from one language to another also allows them to increase their creativity and solve problems that can improve their education in mathematics.

Additionally, research on Portugal highlighting the linguistics concerns detected a variety of strategies that teachers applied as responses to linguistic diversity, i.e., promoting Portuguese. Without involving students' languages, using English as a mediation language between students' languages and Portuguese, and using students' languages in the teaching-learning process.

These strategies were not exclusive to each other; in fact, teachers in their everyday lives might have applied one or another as they prioritized Portuguese language development, communicating with students or affirming students' linguistic identities. These main aims (developing language of schooling, connecting with students, valuing students' identities) have been present in teachers' practices in an intertwined way that shows teachers' awareness of the multiple aims of education and that they somewhat tried to satisfy curricular, social, and students' needs between the monolingual policy setting and the multilingual classroom reality. Throughout these dynamics, they developed several strategies that were seen as negotiating mechanisms developed in human interaction (McCarty, 2004; 2011; Shohamy, 2006) between teachers, students, and curricula; and that revealed possible fruitful starting points even in contexts primarily affected by monolingual policies.

[arshikasingh]

[qsstechnosoft]

Learn how we helped a Mexico-based eLearning giant with their online teaching platform marketplace which helps high school students connect with teachers who not only help them select a career but also provide online training to achieve their career goals.

Know more:

https://www.qsstechnosoft.com/portfolio/online-teaching-platform-marketplace

[gurukolofficial]

Design your course/coaching program according to your field of expertise. Also add on various assignments and study material helpful for your students. Gurukol will assist you to convert and display your course in various accessible formats with a simple procedure. We also help you convert your course into different languages.

[bhavmeetkaur]

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[edtechetr]

We define, Project-Based Learning (PBL) as "a teaching method in which students gain knowledge and skills by working for an extended period to investigate and respond to an authentic, engaging, and complex question, problem, or challenge."

This pedagogy brings authenticity to the classroom because the problem is easily related to the world outside the classroom and challenges students to collaborate, communicate and think critically when addressing the problem.

These skills are directly linked to global and portable skills. Embedded in any good project are a solid set of language-based skills (e.g., research, writing a paper, putting together a presentation, etc.), as well as any other subject-related expectations that you choose to include (Maths, Geography, History, etc.)

So, what project-based strategy to use to teach early graders?

If you are an early grader's teacher, then check out the student-friendly PBL tips and strategies mentioned below.

Renovate the project

Having an early grader complete the entire project as you want is challenging. So, it is better to plan a less time-consuming, innovative and impactful project, i.e., renovate an existing project. For instance, if you want a particular rhyme based on one grade, you find a relevant project in 2 grades that could be modified. Be open to projects everywhere, find great ideas, and modify them.

Plan beforehand

One of the biggest challenges, also joy is the planning process. Usually, you plan upfront which takes a significant amount of time. However, you should plan assessments and scaffolds and gather resources to support project learning. While you might be able to do some of this during scheduled planning time, ask your leadership for creative structures to carve out time for planning. It is vital to get ahead and feel prepared for and confident about a project. You can also use a backward design process to effectively map out a project ready to go in the classroom.

Look for an innovative approach

To have your learners present what they have learned so far, you can introduce innovative approaches like 2-voice poetry and artform:

By 2-voice poetry, we mean a style of narrative poetry that showcases the similarities and differences between two unique perspectives or voices. You can have your students write and create an audio recording of the reading with the help of their parents if required and share it with you. Then, showcase critical ELA skills such as speaking and listening standards, technology and writing production, and narrative writing techniques.

 The other, student art, is recommended as it can help represent their understanding of a "hidden voice" or silenced perspective in a contemporary issue using symbolism and specific art. You can ask them to write a detailed artist statement to submit their work.

Understand it is not 'doing projects

In general, students do a project for the sake of completing it, not for coming up with authentic knowledge representation. Therefore, you need to find resources to implement authentic PBL into your classroom, rather than just giving projects.

Make students–and parents understand the process

First and foremostly, you must know that there are several different methods of doing a PBL. You can either create a theme or allow kids to choose something of their interest, or make a combination of something in between. The opportunity for students to have choices through more autonomous learning leads to a more meaningful experience, some of the significant advantages of PBL. This cannot happen without students – and parents – understanding how PBL works so they can embrace and believe in this "long-term" approach to learning.

Developing quality Essential Questions takes practice

When teaching early graders, it is paramount to create an Essential Question by referring to resources, books, and educators for advice. The Essential Questions are not answered with a yes or no, and answers are not easily found through a Google search. These questions will help students become more curious, seek more information, and in the process, develop their skills for problem-solving and critical thinking.

Understand Project-based learning is a team effort

Having your students do a project cannot be as helpful as completing it together in a team. They may get a great learning experience and cover as many topics. Also, most students enjoy being in the lead, driving their learning, and becoming more reflective on their work; it will be great to use PBL resources to guide teachers and students and other educators that provide support along the way.

Also, asking for feedback from your students could be of great help.

Know that Project-based learning empowers students

Project-based learning experiences are very beneficial for students and you, as it helps them find out about students' passions and interests. It can help you learn more about them and from them through their PBL. You can ask students to take over the classroom and present the knowledge which they have gained so far; it will open so many new learning opportunities for everyone.

Also, to prepare them for the real world, you should provide learning opportunities that connect them with other people, perspectives, and experiences.

Understand that Patience is critical

PBL is a different method of learning. It recognizes that the academic year is a marathon, not a series of sprints. It enables students to design, create, publish, reflect and revise ideas, and it takes time. Patience is, therefore, an essential feature of any teacher who learns successfully and as part of a project! Over time, you will ultimately help students see the impact this has had on their learning.

Allow them to learn and grow through research

An essential aspect of the project approach is providing opportunities for children to participate in hands-on, meaningful experiences (Harris & Gleim 2008; Harte 2010; Helm & Katz 2011). Children who get opportunities to learn and grow in all developmental domains get meaningfully engaged in the project. Also, those who investigate or enquire by taking teacher-organized neighbourhood walk to answer questions that arose in conversations and group discussions. This will help children find answers and build their inquiry skills in real-time.

[arshikasingh]

[ingenium030]

Ingenium Education offers a best online teaching platform for teachers which institutes could use to go online and scale. It also provides adaptive assessment, in-depth academic analysis, and real-time teacher-student-parent interaction capabilities to create a complete digital learning experience for teachers and students.

[gurukolofficial]

While COVID-19 shuttered yoga studios & other businesses that depend on their physical location, resilient yoga instructors found a way to pivot their studio online! You can also teach live with Gurukol. Take the step forward to success now. Reach out to us!