In the Valley of the Giants: Cultivating Intentionality and Integration

Autor/in	Carey, Miriam
Titel	In the Valley of the Giants: Cultivating Intentionality and Integration
Quelle	In: International Journal for the Scholarship of Teaching and Learning, 6 (2012) 1, Artikel 7 (20 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1931-4744
Schlagwörter	Intention; Teaching Methods; Group Discussion; Small Group Instruction; Journal Writing; Large Group Instruction; Student Attitudes; Foreign Countries; Undergraduate Students; General Education; Community; Social Influences; Standards; Student Responsibility; Political Issues; Social Problems; Relevance (Education); Coding; Consciousness Raising; Diaries; Affective Behavior; Canada (Calgary) + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Gruppendiskussion; Zeitschriftenaufsatz; Schülerverhalten; Ausland; Allgemein bildendes Schulwesen; Allgemeinbildung; Sozialer Einfluss; Standard; Politischer Faktor; Social problem; Soziales Problem; Relevance; Relevanz; Codierung; Programmierung; Bewusstseinsbildung; Diary; Tagebuch; Affective disturbance; Active behaviour; Affektive Störung
Abstract	This study examines the cultivation of intentionality and integration in a foundation level General Education class: Communities and Societies. Three research tasks were set within the context of a grounded theoretical approach: codification of indicators for both intentionality and integration, and an examination of student learning logs. Intentionality was helpfully scaffolded by targeted questions for reflection while integration appeared more spontaneously, apparently as a result of the course design and delivery but also possibly as a result of the nature of free-styling journaling. Learning logs suggested students found full class discussions, continuous small groups, and journaling itself to be the most consistently useful in terms of their learning. One student described him/herself as a sleeping giant whose excitement for learning was re-awakened in this course. The suggestion is that more explicit cultivation of both intentionality and integration may help other sleeping giants (both students and faculty) to awaken. (As Provided).
Anmerkungen	Centers for Teaching & Technology at Georgia Southern University. IJ-SoTL, Georgia Southern University, Henderson Library 1301, Statesboro, GA 30460. e-mail: sotlij@georgiasouthern.edu; Web site: http://digitalcommons.georgiasouthern.edu/ij-sotl/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01