Pedagogical Invention to Improving Student Learning: From Individual Experiences to Evidence-based Practices

Abstract

With a sense of excitement and trepidation, I begin to write this Editorial, the final piece for November/December issue of the AJSoTL. I am excited as this is my first Editorial for AJSoTL since I joined its Editorial Board in 2018, this is also the reason for my slight apprehension. Fortunately for me, this issue contains interesting articles and reflections on teaching and learning. As I read on, excitement took over, and I considered myself honoured to be given the task to write this Editorial. From individual experimentations to curriculum revisions incorporating various pedagogies, the manuscripts showed caring and determined teachers adopting and adapting their teaching practices to try to engage students in active learning. The changes and adjustments were not forced on these teachers due to external emergencies, like the current situation with COVID-19. Instead, the impetus to transform came from their own accord as they identified needs in their students and opportunities to improve student learning. (Abstract taken from first paragraph of document)