Teaching through De Bono Caps (original) (raw)
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Introducing "Cap Concept" in a Class Room Learning for the Students to Achieve Success
International Journal of Management, Technology, and Social Sciences (IJMTS), 2019
Unchanged Indian education system has blocked student's interest in active learning in the classroom. All the time and all the ways students are demotivated, distracted and pressurized. Today class room teaching made the teachers get limited for completion of the portion and also the modern educational institutions are wordless in beyond classroom teaching. Corporal punishments, exams and home works are only become the deferent parameters to measure the children. It made all the way children feel helpless, hopeless and worthless. In the classroom students are only expected by the teachers to be silent and pay attention towards continues sessions. The other hand teachers have no way to pay little time to make children get motivated and active. However unless we create a positive and motivational teaching in the classroom no use whatever we inculcate, only we can complete the portion not inculcating values of concept we teach. The main objective of this study is to implement the cap concept, which creates student's attention towards positive change in their attitude and behaviour, concentration in the class, improved confidence level, encouraged towards social involvement and many more. Cap concept is nothing but awarding an attractive cap to a student in the classroom for the recognition of a little positive work that he or she has done. The student awarded cap will wear it and sit in the particular session. It influences the student to feel proud by the identity and claps given by the classmates. The particular student will also will start liking and accepting the particular teacher and their guidance. The study made it very clear that the cap concept will surely help the teacher to encourage the students with several behavioural problems and bring positive change in their day todays leaving. As per the data 64% of respondents have expressed positive improvement in their behaviour. The activity is conducted for 50 high school students; 25 girls and 25 boys. Interview schedule, primary and secondary methods are used and the study is descriptive in nature.
2020
Abstract: The focus of this study was to discover how CAPS implementation helps EMS teachers to support learners in developing essential skills for the 21st century and the challenges in teaching EMS. Twenty-first century skills are explained and the importance of these skills in the curriculum are discussed. The study adopted the cognitive theoretical framework which looks at how teachers view practices based on their experiences, beliefs, and attitudes. Data was collected in public schools that are located in Gauteng province, Johannesburg Central District. A qualitative research approach was used to gather data and telephone interviews were conducted with six purposively sampled EMS teachers from four different schools. Data was analysed using narrative analysis where participants shared their experiences through story telling. Participants viewed 21st century skills as skills that learners need in order to survive in this constantly changing world. CAPS implementation is monitor...
Adopting Best Corporate Practices for Capstone Courses
The capstone process is meant to provide students with real-world design experiences, thereby developing skills that are transferrable to the corporate environment. To address the growing concerns of providing students with adequate preparation for the workplace, the Electrical and Computer Engineering and Computer Science (ECCS) Department at Ohio Northern University (ONU) adopted both an industry-based project management standard and a corresponding corporate project management documentation practice as an operational framework for their capstone design course sequence. Additionally, in order to provide capstone teams with appropriate technical expertise across the multidisciplinary topics that make up a typical design experience, a Project Review Board (PRB) consisting of faculty selected specifically for their expertise relative to each project is assigned to each capstone team to both provide guidance and to conduct performance reviews. Both formative and summative assessments of the design process include the use of multiple communication formats at specified decision points in the process to both internal and external audiences. Both forms of assessment are evaluated using a standardized set of rubrics, providing benefits to students by explicitly stating performance expectations and to faculty by establishing a common definition of skill competencies.
Modernizing Capstone Project: External and Internal Approaches
2018 ASEE Annual Conference & Exposition Proceedings
has been an Assistant Professor of Computer Science in Computing Technology program at UNH Manchester since Spring 2016. She previously taught as a lecturer for over ten years in University of Windsor and Dalhousie University. Her interest in computer science education research focuses on developing new empirically supported theories and practices in teaching programming, software engineering and project-based learning with industrial relevance. She received her Ph.D. and M.Sc. in Computer Science from
A Common Standard For All: Using A Business Oriented Approach To Capstone Design
2009
John K. Estell, Ohio Northern University John K. Estell is Chair of the Electrical & Computer Engineering and Computer Science Department, and Professor of Computer Engineering and Computer Science, at Ohio Northern University. He received his doctorate from the University of Illinois at Urbana-Champaign. His areas of research include simplifying the outcomes assessment process, first-year engineering instruction, and the pedagogical aspects of writing computer games. Dr. Estell is a Senior Member of IEEE, and a member of ACM, ASEE, Tau Beta Pi, Eta Kappa Nu, and Upsilon Pi Epsilon.
Utilizing the method of De Bono Six Thinking Hats for making educational decisions
Educational Journal of the University of Patras UNESCO Chair, 4(1), pp. 60-70, 2017
The presented teaching scenario utilizes the technique of Edward De Bono “Six Thinking Hats”, which by using an experiential and interdisciplinary way of learning, namely, visual plastic constructions, painting, theater, poetry, and songs, guides the students of secondary education in making vocational education decisions. This scenario has been experimentally implemented in the experiential activities of career guidance programmes in the Greek secondary education. Briefly, the students of a class are divided into six teams. In the first phase after an introductory exercise in each team, they make the colored hats. The teacher walks between the teams, reciting poems that correspond to the color of each hat. Then a practical problem is given and an activity follows, related to resolving this problem. In the next phase, each team fills a dashboard with paintings, drawings, words and poems related to the color of their hat, which is presented to the entire class. Finally, the students are invited to reflect on the process of the Six Thinking Hats for solving practical problems that are associated with their studies and career choices.
The Teacher as a Catalytic Agent in the Implementation of the
The problem facing both the teacher and the learner today is that, contrary to what OBE tried to teach us, giving of instructions by teachers and memorization of facts by learners is still critical for effective learning to take place in the classroom. The problem is that many teachers struggle to interpret the Curriculum and Assessment Policy Statements (also known as CAPS) in the process of developing their own lesson plans. With more resources compared to the time education was divided, today's teachers seem to fail to use the abundance of resources made available by the Department of Education. Teachers are not catalytic to use relevant resources like charts, newspapers or concrete objects to enhance teaching and learning in the classrooms. Teaching and learning in the classrooms is not made interesting and practical as prescribed by Curriculum and Assessment Policy Statements. Learners are therefore, not prepared to be able to meaningfully memorize the facts for effective learning to take place.
Models to Inform Capstone Program Development
Issues in Informing Science and Information Technology, 2013
A capstone course is a transformative educational experience predicated on student-centered pedagogy. In a capstone experience learners are required to apply higher-order thinking, authentic learning, and multilayered decision-making while engaged in an experiential learning activity.