Comparative Group 2: Innovative teaching methods for adult and lifelong learning
teaching methods, innovation
This comparative group will be focusing on the development of innovative teaching methods in adult and lifelong learning. The main background of comparative group is based on the notion of teaching methods and the practice of effective teaching for comprehensive learning. Teaching methods in the world of education, whether locally, regionally or globally are constantly constituting powerful varied perspectives in ranges of academic field. The impetus to teach (in the higher education especially and at other levels) effectively has become a very complex layer of intriguing maze that must be negotiated properly to achieve impact and results over a range of learning issues and contexts. Whether teaching a group of five adult learners in a non-formal setting in a village centre or a crowd of growing minds of the young adult in the higher learning classes, the ability of the facilitator (or change agent) to develop a greater thinking capacity and skills for problem solving in day to day life interactions is the goal. As classroom teaching becomes more passive, frustrating and disenchanting for the learners, it becomes imperative to commit strong engagements, not just to subject matters, but how to teach them effectively in a way it will create innovative unique experiences of classroom providing insightful critiques and solutions based on theories. From these theoretical point of views, students will compare teaching mode in the inclusion of curriculum and the study of teaching methods in the macro level of their individual home universities in their different programmes and levels, at the meso level of curriculum development, national policies on teaching and at the mega level of international policies.
Comparative research question
- What are the policies that impact teaching strategies in higher education in your country?
- Is there any relationship between the policies at national level, the theoretical dimension and the practice?
- Are there enactments, policies on teaching and learning in the curriculum your universities?
- What type of specific teaching methods are used in your universities and which one can be considered innovative and how are they being implemented?
- Are there innovative programmes and opportunities aimed at aiding teachers to teach effectively and being taught to you in your classroom in your universities?
- What will be considered innovative in the teaching methods used in the formal, non-formal and informal way employed in your country?
Context of comparison
The comparative group will emphasise teaching proficiencies and competences that are essential for professionalism of graduates in adult education and lifelong learning at a mega, macro and meso level. The comparison will deal with the educational policies, stratagems and approaches that are developed at a global, national and local level to improve, aid, and empower development of teaching methods and skills. These will be studied with from didactic viewpoint and andrological perceptions as applied with students deciding their potentials for comparison.
Categories of comparison (selection for the transnational essay is based on participants research interests)
- Teaching methods will be put into categories, the principles and methods use for instruction, to get knowledge across especially in the contexts of the complexity of adult and lifelong learning as evolving in the formal, non-formal and informal education, the various characteristics and the content of teaching practices in each area will be highlighted.
- Innovativeness in teaching is another category to be included. There are predictable connections between graphic or demonstrated contents, retention of knowledge and students’ ability to recall new gen. The means by which learning outcomes are achieved and the understanding of selection of teaching methods as dependent on the learners and the characteristics of the learning situation are paramount as deciding factor in the performance in of a facilitator. Several teaching methods will be considered as employed classroom interactions (Crandall, 1994), (Simeon-Fayomi 2016). Innovations that makes students more attentive, stimulated and absorbed on the subject matter will be categorised.
- Classroom practices as a category will be considered. The before, during and after classroom are determined by the teaching method that is being used or being intended for use in a classroom setting. The activities in a class determines the participation of the learners for instance. Teaching skills should be a passage for the student into the world of the subject matter discussed and demonstrations to bring the topic to life. This category will further reflect and brainstorm on various practices found in the classroom and their impact and innovativeness.
Socio-Cultural Practices and Non-Formal Training of Young Women Towards Entrepreneurship Among the Yoruba of Southwest Nigeria https://eric.ed.gov/?id=ED529427
Proverbs as Foundations of Lifelong Learning in Indigenous African Education http://files.eric.ed.gov/fulltext/ED529428.pdf
Amali, H. I (2014)The function of folktales as a process of educating children in the 21st century: a case study of Idoma Folktales. Proceedings of the International Conference on 21st Century Education at Dubai Knowledge Village – 2 (1) 88-97 Retrieved on 31-01-2016 from http://www.21caf.org/uploads/1/3/5/2/13527682/amali.pdf
Dr. Simeon-Fayomi Bolanle Clara, Obafemi Awolow University, Ile-Ife, NIGERA
Dr. Simeon-Fayomi Bolanle Clara has been prima qualified for associate professor from 2016 in the Department of Adult Education, Obafemi Awolowo University, Ile-Ife, Nigeria. She is a scholar of the First Data Western Union of AAU/IAA, USA and Fellowship Awardee 2010 of the Carnegie Corporation of New York/ Linkages, Obafemi Awolowo University, Ile-Ife. She was awarded the prestigious Bavarian Government Fellowship of the Siebold-Collegium-Institute for Advanced Studies (SCIAS) of the University of Wurzburg. She is an executive member, Nigerian National Council for Adult Education (NNCAE).