The Eduversity Mentorship Philosophy

Close Linkage Between Writing And Reading

Reading, the process of acquiring meaning from text, is one of the most complex and unique cognitive activities of humans. Reading ability can have a significant influence on both the academic achievement and further personal development of students.

Three kinds of reading ability were examined: retrieving and inferencing, integrating and interpreting, and evaluating and reflecting. Retrieving and inferencing involves retrieving explicit information and making simple inferences from it.

Integrating and interpreting involves forming an overall perception and initial summary of the article and then inferring and explaining the implicit information within it. Evaluating and reflecting requires readers, with pertinent background information, to think critically regarding the content and form of the reading material.

Practice Of Genuine Empathy – Social And Emotional Teaching

The concept of teachers as primarily responsible for content distribution is a dated one, but even seeking to “engage” students misses the calling of teaching. To teach a child is to miss that child. You must understand them for who they are and where they are, not for what you hope to prepare them for.

“Giving knowledge” and “engaging students” in pursuit of pre-selected knowledge are both natural processes of formal education — and both make empathy hard to come by.

Human learning is primarily a relational enterprise. Empathy is a part of that. I’m convinced that if you teach empathy for the teachers, the kids’ grades go up.

The term “empathy” is used to describe a wide range of experiences. Emotion researchers generally define empathy as the ability to sense other people’s emotions, coupled with the ability to imagine what someone else might be thinking or feeling.

Here’s one way to consider it. Without empathy, you’re teaching content instead of students.

Demystifying Tests And Reigniting The Passion To Learn

You’ll learn quickly from the communicative and student-centered approach in all of our classes. You’ll be expected to actively participate in activities, discussions, and projects. We encourage our students to constantly practice English while undertaking various academic tasks.

A simply written, no-nonsense guide to demystifying B-schools…And as promised, a time and money saver…

Our teaching techniques emphasize the emergence of love for English and then teach students to be great learners to be able to master English skills in a short time

Inverted Learning

Traditional language learning is about detailed grammar and vocabulary instruction in class and practice at home. The INVERTED Learning Method is the opposite.

We deliver a flexible course curriculum in several formats so your learners can do the learning part of their studies at their own pace, in their own time, outside the classroom. Then, when they log into a class and interact with our teachers, they can practice what they learned in live conversations and practical tasks.

Your teachers are trained to deliver constant support and feedback within a relaxed and informal environment. Their care and encouragement will build your confidence as you progress. Learn practical and functioning English.

Communicative, Collaborative, And Continuous Learning

We believe in active learning where students participate together and take responsibility of their own learning. We also use a variety of authentic materials (news broadcasts, trailers, newspapers and magazines, etc) to increase exposure to English language.

Autonomous Learners

Our teaching methodology encourages students to become autonomous learners and to think independently.Learning how to learn is one of the most important skills you will need when pursuing your degree at a foreign university.

Focus on Understanding

If we intend for students to be able to use what they “learn,” memorization is an unreliable method to accomplish that goal. Students fail to remember much of what they try to drill into their brains by rote recall, even in the short term. Further, they can’t apply, transfer, or create with “knowledge” they don’t understand—even if they do recall it (National Research Council, 2000; Sousa & Tomlinson, 2011; Wiggins & McTighe, 1998). Understanding requires students to learn, make sense of, and use content. It also suggests that the U in KUD is pivotal. Making understanding central in curriculum calls on teachers themselves to be aware of what makes their content powerful in the lives of people who work with it, how the content is organized to make meaning, and how it can connect with the lives and experiences of their students. It also calls on a teacher to create sense-making tasks for students in which they use important knowledge and skills to explore, apply, extend, and create with essential understandings.

Instruction and Differentiation

Whereas curriculum refers to what teachers teach or what students should learn, instruction refers to how teachers teach or how students will experience learning. A number of researchers argue that instruction is more powerful in student learning than is curriculum. Dylan Wiliam (2011) notes, “A bad curriculum well taught is invariably a better experience for students than a good curriculum badly taught: pedagogy trumps curriculum. Or more precisely, pedagogy is curriculum, because what matters is how things are taught, rather than what is taught” (p. 13). John Hattie (2009) reflects, “It is less the content of curricula that is important than the strategies teachers use to implement the curriculum so students progress upwards through the curricula content” (p. 159). Max van Manen (1991) reminds us that the most important pedagogical question a teacher can ask is how a particular learner is experiencing what’s being taught.

Indeed, instruction is at the core of differentiation because the ultimate goal of differentiation is to ensure that each student has the best possible learning experiences in order to maximize academic growth. (We are not referring to growth defined by standardized test scores, but rather by a variety of indicators of development in knowledge, understanding, skill, engagement with learning, and autonomy as a learner.) Achieving the goal of maximum academic growth, however, is dependent upon effective instructional practices working in concert with an effective curriculum, as well as effective assessment, and classroom leadership and management. In other words, instruction that is effective in moving students ahead from their starting points will (1) benefit from and contribute to a positive learning community, (2) be targeted at helping students acquire and use the specified learning targets (KUDs), (3) be informed by pre-assessment and formative (ongoing) assessment, and (4) necessitate flexible classroom routines and student participation in those routines in a way that accommodates students’ varying needs.

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