Active Teaching-learning Strategies Research Articles

Buzz Session as an Active Learning Method in Medical Undergraduate Physiology Teaching-An Institutional-Based Study.

In the current era of medical teaching, multiple active teaching-learning strategies are being explored due to drawbacks of conventional didactic learning methodology which are applicable to a typical classroom setting. Our attempt was to introduce short interactive buzz sessions in the midst of a lecture and assess the perception of students and faculty towards the use of these buzz sessions as an active learning method in physiology. To introduce buzz sessions as a teaching-learning tool in undergraduate medical teaching and to assess the student and faculty perception of this teaching method. This prospective, non-randomized, interventional study was carried out in the Department of Physiology, GMC Srinagar. The participants were 180 students of MBBS 1st Phase and 08 faculty members of the Physiology Department. Both the students and faculty were sensitized about the buzz sessions. Ten lectures of 1 h each were chosen from the Endocrine System, and taught by incorporating the buzz session in the lecture. The study was approved by the Institutional Ethical Committee. Both the students and the faculty favoured incorporating buzz sessions during the lectures as this teaching method makes the class interesting and interactive and helps to enhance communication, reasoning skills, and collaborative learning among the students. The study concludes that learning physiology using buzz sessions is liked and preferred by both students and faculty, and hence the need for buzz sessions in current medical teaching.

The Importance of Students’ Practical Work in High Schools for Higher Education in Electronic Engineering

Contribution: Impact assessment of the practice-oriented course for high school students on their later academic achievements, described in the context of long-term efforts to improve electronic engineering studies’ quality. The article highlights the importance of outreach and extracurricular activities and cooperation with the IEEE in these efforts. Background: Faced with the practical application of theoretical knowledge, either in laboratory exercises or on small projects, students are not as successful as expected. A high school course promoting practical work has been developed, following the gathered experience and results from other studies. The intention was to track participants’ progress not only on the course but also during their later studies at the faculty. Intended Outcomes: Increased the number of proficient high school students enrolling in the university. Improved quality of papers at student conferences, organization of workshops and events attractive to students and educators, an increased number of young members of the IEEE. Impact on the policymakers. Application Design: In tailoring the course content, the goal was to mimic an engineering design cycle through project-based learning. In contrast to deductive learning, which students were accustomed to, assessment-based and active learning teaching strategies, such as think–pair–share, practical demonstrations through performance tasks, and homework practice, have been used. Findings: This research documents that students with practical experience in high school have more self-confidence and better university scores than those with none. The universities should step forward in initiatives to strengthen connections with high schools and professional societies.

Components of Education 4.0 in 21st Century Skills Frameworks: Systematic Review

Responsive educational proposals to develop skills to meet the demands of Industry 4.0 have become imperative to guarantee inclusive, equitable, and quality education and promote lifelong learning opportunities for all, also reducing the negative impact of COVID-19 and the major post-pandemic social issues. This article analyzes which components of Education 4.0 have been considered in 21st century skills frameworks and identifies the teaching and learning methods and key stakeholders impacted. We conducted a systematic literature review (SLR) with research questions to highlight studies that address 21st century frameworks worldwide, identifying which teaching-–earning strategies contain 4.0 components, their learning dimensions, and the targeted stakeholders. The findings allowed us to identify opportunities to create or improve 21st century skills frameworks with the required Education 4.0 components to develop future skills. Our study revealed the absence of these frameworks for teachers and schools. Most are oriented toward students, developing competencies through the dimensions of character, meta-learning, and linking active learning teaching strategies. This work presents studies incorporating innovative educational practices and the core Education 4.0 components. It concludes with a reflection on creating educational models to develop complex-reasoning competencies and auto-systemic thinking to support problem-solving and address social needs.

Active Learning, Students Who Are Academically At-Risk, and Institutional Classification

In this study, self-reported survey results from the National Survey of Student Engagement (NSSE) 2017 and 2018 are examined to understand the extent to which students who were academically at-risk and academically prepared engaged in active learning versus traditional learning methods across bachelor’s, master’s, and doctoral degree-granting institutions. The NSSE Report Builder Public (2018) was utilized to create a data set from first year student responses selecting for teaching methodologies, Carnegie Institutional Categories, and student academic level as determined by course grades. Researchers used chi-square analyses to establish associations between the variables; all chi-square results were statistically significant except for one; there was no association found between students who were academically at-risk and coursework that emphasized evaluative learning activities. Next, researchers analyzed the frequencies of types of learning activities reported by students. Students who were were academically at-risk reported lower frequencies of using active learning techniques and tended to engage in study for fewer hours across all institution types. From this analysis, suggestions for improving the instruction for students who are academically at-risk include increased use of active learning teaching strategies for the various types of degree-granting institutions.

Use Of Formative Assessment-Based Active Learning By Astronomy Educators Teaching In Live Planetarium Learning Environments

Planetariums were created to teach astronomy by simulating motions of the star-filled night sky; however, simply having a virtual reality facility to immerse learners beneath a projected night sky in and of itself is insufficient to automatically ensure student learning occurs. Modern teaching strategies, like active learning, have consistently shown to move students toward deeper understanding in classrooms; yet, active learning approaches seem to be only rarely observed in planetariums. Use of Ruiz-Primo and Furtak’s (2006) coding scheme to define and analyze formative assessment conversations between classroom teachers and students reveals that unless teachers are formally taught how to use formative assessment-based active learning, such approaches are largely absent in classrooms studied. The goal of this 2-phase study was to evaluate the nature of active learning-based formative assessment conversation cycles in the planetarium. The first phase systematically analyzes 26 recordings of live planetarium programs to describe and document presence of active learning teaching strategies. The second phase conducts interviews to determine rewards and barriers to using formative assessment-based active learning in the planetarium. Analysis suggests scant evidence of complete formative assessment conversation cycles, despite that varying degrees of interactivity between the planetarium lecturer and the audience do exist. It is not that planetariansdon’t ask questions, but responses rarely serve to systematically guide instructional decisions aligned with modern pedagogy. Moreover, these planetarians hold a wide range of definitions of what constitutes active learning and often view their primary responsibility as inspiration rather than education, lending explanatory power to why active learning is largely absent.

Escape Tasks: An Innovative Approach in Nursing Education.

Innovative teaching strategies that incorporate active learning could be beneficial to the nursing student's performance not only in the classroom but also in the clinical setting. The article provides implementation steps for integrating escape room tasks into a baccalaureate nursing program. Thirteen escape room tasks were developed by faculty and a dean to facilitate Quality and Safety Education for Nurses (QSEN) competencies. The tasks challenged seven senior students to think critically outside of the normal classroom and clinical setting. Students reported the tasks empowered them to think critically, collaborate, and ultimately enhanced their knowledge. They enjoyed the group work and hands-on challenges. Escape room tasks can be active learning teaching strategies that facilitate learning QSEN competencies. Nurse educators can easily implement the 13 escape room tasks outlined in this article. The positive outcome of this activity revealed future opportunities for nurse educators to design easy escape room tasks centered around curriculum learning objectives. [J Nurs Educ. 2020;59(11):655-657.].

Desenvolvimento de Competências e Metodologias Ativas: a Percepção dos Estudantes de Graduação em Administração

As competências passaram a ser vistas como elementos centrais na formação de profissionais e também como garantidoras de empregabilidade em um cenário de altas taxas de desemprego entre jovens. O objetivo do artigo é examinar se e como, na percepção dos estudantes do curso de graduação em Administração, a utilização de metodologia ativa contribui para o desenvolvimento de suas competências profissionais Um estudo de caso foi realizado em Instituição de Ensino Superior IES do estado de São Paulo que adota, no curso de bacharelado em Administração estratégias ativas de ensino-aprendizagem, fundamentadas nos métodos Problem-based learning (PBL) e Case-based learning (CBL). Os resultados mostram que são nas práticas realizadas no ciclo de trabalho PBL/CBL que os estudantes percebem estar adquirindo capacidades específicas agrupadas em três dimensões de competências: básicas (CBs); sociais (CSs), e para a solução de problemas (CSPs). O desenvolvimento de competências no ambiente educacional requer que a aprendizagem de seus componentes (conceituais, procedimentais e atitudinais) ocorra por meio de procedimentos (fontes de aprendizagem) disciplinares, interdisciplinares e/ou metadisciplinares, e com o apoio de metodologias que possibilitem a aprendizagem ativa, transferível, cooperativa, porém, autônoma dos aprendizes. Analisamos que nas metodologias ativas, fundamentadas no modelo problem-based, dois componentes do processo tutorial influenciam no desenvolvimento das competências: o problema e o professor. O problema pela qualidade da estruturação com que é constituído. O professor pelos vários papéis de orientação dos estudantes que assume nos estágios do ciclo de aprendizagem. Os resultados obtidos contribuem para o campo do Ensino em Administração, no sentido de auxiliar tanto gestores na tomada de decisão sobre a implementação de metodologias ativas no currículo dos cursos de Administração quanto professores na (re)organização de suas práticas educativas e na conscientização sobre novos papéis que devem assumir no processo de ensino-aprendizagem.

Active Teaching-Learning Strategies for Family Medicine Preceptors in the EURACT

Abstract: Introduction: The Family Doctor (FD), whose scope of action is Primary Health Care (PHC), is a professional trained to care for people, their families, and communities. The best FD training should be performed through Medical Residency Programs in Family Medicine (MRPFM), an in-service teaching field where a preceptor, also a FD, accompanies the resident. A pedagogically well-trained preceptor can work in the learning process of young doctors, who in turn are able to develop the necessary skills to work as a future FD. Active Learning Methodologies (ALM) are based on critical pedagogy and work with problems for the development of teaching-learning processes. They seek the theory from the practice, thus preparing the students to become aware of their environment and act aiming at its transformation. ALMs are achieved in the pedagogical processes through Active Teaching-Learning Strategies (ATLS), which are effective pedagogical resources used by the preceptors in the residents’ daily training. They can be divided into two groups: Active Teaching-Learning Dynamics and Active Teaching Actions. This article reports on the effects of a training course for Family Medicine preceptors on the use of Active Teaching-Learning Dynamics and Active Teaching Actions. Method: Qualitative comparative case study using sociodemographic survey, individual semi structured interview and field notes. The information was examined under content analysis, having participated ten preceptors from four MRPFM from the state of São Paulo, Brazil (half having attended the Leonardo EURACT level 1 course and half not having done so). Results: Those preceptors who attended the course expressed having more knowledge and use of Active Teaching-Learning Strategies, specifically of Active Teaching-Learning Dynamics and Active Teaching Actions. Conclusions: It was observed that the Leonardo EURACT level 1 teaching technology modifies the teaching practice of those who took the course, as they demonstrate a greater use and domain of its tools in their pedagogical practice. Moreover, the course allows a greater understanding of the presented dynamics and activities, thus promoting the residents’ critical learning and encouraging autonomy.

Active Teaching-Learning Strategies for Family Medicine Preceptors in the EURACT

Abstract: Introduction: The Family Doctor (FD), whose scope of action is Primary Health Care (PHC), is a professional trained to care for people, their families, and communities. The best FD training should be performed through Medical Residency Programs in Family Medicine (MRPFM), an in-service teaching field where a preceptor, also a FD, accompanies the resident. A pedagogically well-trained preceptor can work in the learning process of young doctors, who in turn are able to develop the necessary skills to work as a future FD. Active Learning Methodologies (ALM) are based on critical pedagogy and work with problems for the development of teaching-learning processes. They seek the theory from the practice, thus preparing the students to become aware of their environment and act aiming at its transformation. ALMs are achieved in the pedagogical processes through Active Teaching-Learning Strategies (ATLS), which are effective pedagogical resources used by the preceptors in the residents’ daily training. They can be divided into two groups: Active Teaching-Learning Dynamics and Active Teaching Actions. This article reports on the effects of a training course for Family Medicine preceptors on the use of Active Teaching-Learning Dynamics and Active Teaching Actions. Method: Qualitative comparative case study using sociodemographic survey, individual semi structured interview and field notes. The information was examined under content analysis, having participated ten preceptors from four MRPFM from the state of São Paulo, Brazil (half having attended the Leonardo EURACT level 1 course and half not having done so). Results: Those preceptors who attended the course expressed having more knowledge and use of Active Teaching-Learning Strategies, specifically of Active Teaching-Learning Dynamics and Active Teaching Actions. Conclusions: It was observed that the Leonardo EURACT level 1 teaching technology modifies the teaching practice of those who took the course, as they demonstrate a greater use and domain of its tools in their pedagogical practice. Moreover, the course allows a greater understanding of the presented dynamics and activities, thus promoting the residents’ critical learning and encouraging autonomy.

Educational Revolution: Integrating Concept-Based Curriculum and Active Learning for Mental Health Nursing Students.

OBJECTIVE: To disseminate knowledge to mental health nurse educators regarding a course that is successfully preparing registered nurse (RN) students to pass the psychosocial integrity portion of the National Council Licensing Exam for Registered Nurses (NCLEX-RN). METHOD: Following the implementation of a new concept-based nursing program curricular design, faculty teaching in a psychiatric mental health nursing course embarked on converting lecture-based, content-saturated teaching strategies into active learning strategies. In this article, the overall conceptual framework for the course and specific examples of active learning teaching strategies related to nursing concepts in mental health are described. Information on objectives, clinical placements, testing, class organization, and curricular content are provided. Outcomes are shared revealing success in helping students pass the psychosocial integrity section of the NCLEX-RN. RESULTS: Predictive scores on the HESI RN Psychiatric Mental Health Specialty Exam have been consistently higher than the national average for the United States, and the NCLEX-RN pass rate for the cohort of 90 students was 97%. The majority of student evaluations of the course were positive. CONCLUSIONS: Results suggest that the integration of conceptual and active learning in a psychiatric mental health nursing course may increase the likelihood of student success.

Implementing Pedagogical Approaches for ESD in Initial Teacher Training at Spanish Universities

Within the framework of the United Nations 2030 Agenda for Sustainable Development, four case studies of the degree in Primary Education at three Spanish universities are analyzed. The aim is to study the suitability of three different active teaching-learning strategies: problem-based learning (PBL), project-oriented learning (POL), and a cross-disciplinary workshop. Another goal is to promote the integration of education for sustainable development (ESD) and measure the level of acquisition of several competencies of sustainability and the change in consumption habits of future teachers after implementing those pedagogical approaches. Initial and final ecological footprint (EF) as well as a rubric to measure the level of acquisition of competencies of sustainability were used as data collection instruments. The conclusions related to the research objectives show that when sustainability is implemented in the curriculum through active teaching-learning strategies, future teachers acquire competencies of sustainability. They also reveal that said strategies contribute to a change in consumption habits as a reduction in the EF is observed. There exists a relation between EF reduction and high levels of acquisition of competency in sustainability.

Editor's note

We looked up from the busyness of our work and discovered it was the 50th anniversary of Paulo Freire's classic text The Pedagogy of the Oppressed (published in 1968). William Myer had sent us a manuscript – a memoir of sorts – reflecting on the book's impact on his life's work as a minister and educator. We knew we needed to publish some kind of retrospective to mark the anniversary. The book was the first shot across the bow, a 1960s radical dismantling and reimagination of the liberative purposes and processes of education for a just society. The book has aged well. It's the grandparent of critical pedagogies and the lodestar for so many of our Wabash Center workshop participants who got into this business to make a better world. But Freire wrote from his teaching context amongst the peasants and slums of Brazil. His purpose was to empower his students to see and resist the structures of power that oppressed them. For fifty years he has been venerated by faculty working in a very different context: teaching privileged students in wealthy North American institutions of higher education. So we asked three Wabash workshop alumni to write short responses to Myer's essay, to analyze how Freire informs their classroom teaching practices. We publish these manuscripts together as a Forum in this, the January 2019 issue of the journal – as we move now into the 51st anniversary of this text that still lives and challenges us to think again about our deepest purposes as educators and the teaching practice these call us to. Freire could not have imagined the internet and the ways that contemporary media cultures could simultaneously democratize and alienate our social fabric, faster than we can absorb or adjust to. The central question of the second Forum published in this issue is: how can online education form students for ministry (see: “Forum on Seminary Teaching and Formation Online” by Deborah Gin, Barbara Blodgett, and G. Brooke Lester). An article by Kyle Oliver asks: ought not our pedagogies make use of these emerging new media tools in order to better prepare our students as leaders in this emergent media culture? (See: “Networked Religion Meets Digital Geographies: Pedagogical Principles for Exploring New Spaces and Roles in the Seminary Classroom.”) But Freire would have been very familiar with, and sympathetic to, Sarah Jobe's project to bring theological education into a woman's prison. Her article, “How Programs in Prisons are Changing the Who, Where, How, and What of Theological Education,” carefully describes and analyzes her purposes and pedagogies, which she argues are emblematic of the cutting edge of theological education today. We've included four Teaching Tactics: strategies for . . . improving students' participation in classroom discussions (Emily Kahm's “Secret Missions”), getting more out of in-class quizzes (Reid Locklin's “The (Mostly) Unmarked Quiz”), helping students become better readers (Ingie Hovland's “ICE QQ Reading Logs”), and the one that shows how we're all Freirean now – Molleen Dupree-Dominguez's “Social Location Project.” But the article I most want to call your attention to is the magisterial, encyclopedic, overview of pedagogical theory in Deborah Gin and Mark Hearn's article, “Why You Do What You Do: The Power in Knowing and Naming Pedagogies.” This 12,000 word essay takes the active learning teaching strategies that we're all familiar with and grounds them in one or another of the great philosophies of teaching that have emerged over the past century. This is an invaluable resource for understanding “why you do what you do” in the classroom (as the title promises), with lots of bibliography for further reading, and two handy appendices that helpfully organize and summarize the material. And you can bet that Freire figures prominently.

Who is the Teacher and Who is the Student? The Dual Service- and Engaged-Learning Pedagogical Model of Anatomy Academy

Anatomy Academy is a simultaneous service-learning experience for preprofessional school undergraduate students and preclinical professional students acting as classroom paraprofessional teachers (Mentors), and engaged-learning experience for fourth to sixth grade elementary school children (Students). Using didactic and kinesthetic active learning teaching strategies in small-group classroom environments, Mentors taught anatomy, physiology, and nutrition concepts to Students. In this study of the program’s early years (2012-2014), overall objectives of improving Mentors’ pedagogical confidence; and Students’ science interest, science knowledge, and exercise self-efficacy were assessed. Mentors showed (89% response of 595 surveyed) improvement in content delivery (P < .001), student engagement (P < .001), classroom management (P < .001), and professionalism (P = .0001). Postprogram Mentor reflections were categorized into 7 major themes that demonstrated personal growth through the service-learning opportunity: (1) realization of an ability to make a difference in the world now; (2) acknowledgment of the importance of listening in teaching; (3) recognition that lives can and will change with “a little love”; (4) insight into the effectiveness of guiding Students through material rather than lecturing; (5) awareness of the value of respect in the learning environment; (6) cognizance of the power of individualized attention to motivate Students; and (7) reflection of one’s own personal growth through the open influence of Students. Students showed (88% response of 1259 surveyed) improvement in science knowledge (P = .014) and exercise self-efficacy (P = .038), but not science interest (P = .371). Thus, while Students are learning more science and becoming more aware of their health, we need to be more overt in our presence as scientists in the educational arena.

Paired Teaching: A Professional Development Model for Adopting Evidence-Based Practices

ABSTRACTHow can we best support instructors to learn, practice, and retain student-centered, active-learning teaching strategies in their undergraduate courses? While approaches like professional development workshops may inspire some, permanent adoption of new pedagogy is rare. Here, we investigate “paired teaching” to achieve adoption and continued use of evidence-based practices. In this model, an instructor with little or no experience in student-centered teaching is paired with an experienced instructor in a semester-long course that has established student-centered pedagogy. This study evaluates information from eight pairs of instructors over a three-year period. Data was collected before, during, and after the paired teaching semester through interviews, written reflections, and teaching observations. Results indicate that paired teaching is beneficial as a professional development model for new instructors who have little teaching experience. The teaching practice of these instructors evolved to be increasingly student-centered, and they continued to use this pedagogy in subsequent classes. More established instructors who were less familiar with active learning showed lower tendencies to incorporate new pedagogies into their existing classes. We suggest best practices to maximize benefits and mitigate challenges associated with paired teaching.

Strategies for Integrating Global Awareness and Engagement Into Clinical Practice.

Nurse educators are faced with the challenge of educating learners about global health for clinical practice, particularly as cultural diversity increases in their own communities. This third article in the four-part Teaching Tips series focuses on active teaching-learning strategies for global health awareness and engagement in clinical practice using interprofessional education global health competencies and evidence-based interactive teaching strategies. Tips and topic ideas are offered for integrating global awareness and engagement in both the academic and practice settings to prepare today's nurses for systems-based culturally competent care in clinical practice. J Contin Nurs Educ. 2018;49(5):203-205.

Infusing Social Justice in Undergraduate Nursing Education: Fostering Praxis Through Simulation.

Forensic clinical experiences are often inconsistent in undergraduate nursing education. Nursing students are not included in the process of forensic evidence collection, often because of the sensitive nature of the situation. Unfortunately, nursing students are forced to rely on theoretical knowledge provided by the nurse educator to understand the complexities of forensic nursing care. Nursing students must be able to identify and provide appropriate nursing care for individuals in all forensic situations. Comprehensive clinical laboratory experiences should be provided through active teaching-learning strategies, which replicate nursing care of the forensic patient. Simulated patient experiences provide a unique opportunity to explore the sensitive nature of sexual trauma in a safe learning environment. This strategy facilitates the application of theoretical forensic principles by utilizing live actors or high-fidelity manikins in laboratory settings. The application of theory to each simulated patient infuses conceptual knowledge at the point of care. Change in social consciousness begins at the bedside. The moral imperative of nursing continues to be the preparation of socially responsible, professional nurses who strive to end social injustices.

Rendimiento académico en educación superior y su asociación con la participación activa en la plataforma Moodle

This study analyzes the association between quantity and type of access to the Moodle platform in a subject and the academic results of all students (N = 229) enrolled in their first year of psychology studies. Analysis of variance, Pearson’s correlations and multiple regression analysis were used. The results show that the use of active teaching-learning strategies is associated with better academic results. These findings underscore the importance of active student involvement, as opposed to merely accessing available information.

Improving the Student Performance Using Think-Pair-Share for Operating System

It is observed that while delivering a lecture in class it is good to ask questions to check understanding of the students, but not all students are able to answer the questions. It is also observe that whenever instructor asks a particular student for answer, other students stop processing for their answer. To keep all the students actively engaged in the class one of the active teaching-learning strategies that is Think-Pair-Share (TPS) has been implemented. TPS is a classroom-based active learning strategy, in which students work on a problem posed by the instructor, first individually, then in pairs, and finally as a class wide discussion. As the Operating System is core subject of computer science engineering, therefore the activity was conducted for the third year students to improve students' conceptual understanding. In this paper, one group Pre-Test and Post-Test model is considered. The experimental results and students feedback related to the activity are also presented.

A New Comparison Of Active Learning Strategies To Traditional Lectures For Teaching College Astronomy

Although traditional lectures are still the dominant form of undergraduate instruction, there have been relatively few studies comparing various learner-centered and active learning teaching strategies to one another in order to guide professors in making informed instructional decisions. To study the impact of different active learning approaches, pre-test to posttest learning gains for students receiving instruction on introductory astronomy solar system topics through a combination of collaborative learning activities and formative assessment-driven activities were compared to the gains of students being taught the same topics by traditional lectures only. After traditional lectures, students improved from a pre-test score of 42% (n=144) to 49% (n=49). After lecture tutorials and classroom voting response systems improvement was to 73% (n=72) Using a multiple-group comparison approach, similar earning gains were also observed when using visual-assessment and tutorial activities. Moreover, data from a Likert-style attitude survey of 264 undergraduates showed that, although they did not report a clear preference for one instructional mode over the other, the majority of students believed that the active and collaborative nature of the activities helped them learn. The results of this study add weight to the notion that most modern pedagogies are superior to traditional lecture, and that although the relative impacts of particular pedagogies are mostly indistinguishable from one another, they are all are better than traditional lecture alone.

Lessons Learned from Teaching Scratch as an Introduction to Object-oriented Programming in Delphi

As part of curriculum changes in South Africa, an introductory programming language, Scratch, must first be taught before switching to the well-established teaching of Delphi. The nature of programming in Scratch is considerably different from that in Delphi. It was assumed that the teaching of Scratch as introductory programming language could support learners’ understanding of Delphi. Teachers did not receive much training in Scratch. This study explores teachers’ experiences of their first year of the teaching of Scratch. The purpose of the research was to understand how Scratch can be used effectively as a transitioning language to Delphi and to deduce guidelines for teaching Scratch as introduction to object-oriented programming in Delphi. A qualitative research method, within the interpretive paradigm, was selected for this research. Interviews were done with eight randomly selected Information Technology (IT) teachers in the province of North-West, South Africa to gain insight into their experiences of teaching Scratch in 2012, the first year of implementing the new curriculum. Findings show that teachers were uncertain how to teach programming concepts and how to integrate problem solving and algorithm design into teaching Scratch. The focus of teaching was on Scratch, instead of on teaching programming concepts with Scratch. Emerging guidelines emphasise the integration of problem solving and algorithm design; the creation of opportunities to expose learners to error handling and program testing; and the inculcatation of programming concepts. We furthermore recommend active teaching-learning strategies such as pair programming.