Teaching Reconsidered: Exploring the Teaching Experiences of Student Affairs Professionals in the College Classroom

Directory of Open Access Journals (Sweden)

Ramona Meraz Lewis

2016-11-01

Full Text Available Aim/Purpose\tThe purpose of this study was to explore the experiences of student affairs professionals who teach in a variety of college classroom settings. Background\tIncreasingly, student affairs professionals are serving in teaching roles inside the college classroom; yet, there are few empirical studies that explore that teaching role or the impacts of that teaching experience. Because there are so few studies, we know little of the impacts of these experiences on the individual, the institution, or students. Methodology\tThis qualitative study explores the experiences of student affairs professionals who also teach in a variety of campus and classroom settings. The 12 participants from 11 different institutions ranged in years of service in the profession from six to 40 years. They taught an array of undergraduate and graduate courses including first-year experience and career courses, general education courses, and courses in higher education graduate programs. Participants share insights on how their training as student affairs professionals impacts them in their roles as college teachers. Findings\tThe findings are categorized into two broad themes: the impacts of practice on teaching and the impacts of teaching on practice. Additionally, participants share how their teaching experiences enhanced their awareness of the academic culture of the academy, enriched their understanding of students, and improved collaborations across their campuses. Future Research\tOur research addresses the gap in the literature by providing a number of considerations on how formal teaching and student affairs practice have a recursive relationship. Future research might explore how teaching at the undergraduate level may differ from teaching at the graduate level. Future research, should explore in what, if any, ways the number of years teaching influences how professionals approach teaching. Future research on teaching might also explore the experiences of

Classroom Pivotal Response Teaching for Children with Autism

Science.gov (United States)

Stahmer, Aubyn C.; Suhrheinrich, Jessica; Reed, Sarah; Schreibman, Laura; Bolduc, Cynthia

2011-01-01

This practical manual and accompanying DVD-ROM present a research-supported behavioral intervention for children with autism that teachers can easily integrate into their existing classroom curriculum. Classroom Pivotal Response Teaching (CPRT) enhances children's motivation and participation in learning; increases the number of learning…

The Implementation of A Flipped Classroom in Foreign Language Teaching

Directory of Open Access Journals (Sweden)

Ahmet BASAL

2015-10-01

Full Text Available Alongside the rise of educational technology, many teachers have been taking gradual but innovative steps to redesign their teaching methods. For example, in flipped learning or a flipped classroom, students watch instructional videos outside the classroom and do assignments or engage in activities inside the classroom. Language teachers are one group of educators exploring the flipped classroom. In foreign language classes, such an approach may offer great benefits for both the teachers and students since classroom time can be applied to more interactive tasks. By extending classroom hours in this way, language teachers can focus on successfully addressing all subjects in the curriculum. The aim of this study is (a to gain insights into the perceptions of prospective English language teachers at a state university in Turkey on flipped classrooms and (b to introduce the implementation of a flipped classroom into an English language class. A total of 47 prospective English teachers participated in the study. Qualitative research design was used and data were collected via an open-ended question. Findings of the study indicated that pre-service English teachers had positive perceptions towards the use of the flipped classroom as an integral part of face-to-face courses. It can be concluded that flipped classroom was beneficial in terms of 4 categories based on the content analysis of the responses: learning at one’s own pace, advance student preparation, overcoming the limitations of class time, increasing the participation in the classroom. The study also provides recommendations towards LMS integration into courses in other English language teaching departments and for implementing flipped classrooms in language teaching.

Flipped Classroom as an Alternative Strategy for Teaching Stoichiometry

OpenAIRE

Norrie E. Gayeta

2017-01-01

This study aimed to compare the effectiveness of flipped classroom and traditional classroom instruction in measuring conceptual change and to determine if flipped classroom instruction would be an alternative method of teaching to traditional lecture method. This study covered the level of conceptual understanding of students on stoichiometry and the type of conceptual change before and after exposure to flipped and traditional classroom environment. Qualitative and quantitative ...

Facing the challenges in ophthalmology clerkship teaching: Is flipped classroom the answer?

Directory of Open Access Journals (Sweden)

Ying Lin

Full Text Available Recent reform of medical education highlights the growing concerns about the capability of the current educational model to equip medical school students with essential skills for future career development. In the field of ophthalmology, although many attempts have been made to address the problem of the decreasing teaching time and the increasing load of course content, a growing body of literature indicates the need to reform the current ophthalmology teaching strategies. Flipped classroom is a new pedagogical model in which students develop a basic understanding of the course materials before class, and use in-class time for learner-centered activities, such as group discussion and presentation. However, few studies have evaluated the effectiveness of the flipped classroom in ophthalmology education. This study, for the first time, assesses the use of flipped classroom in ophthalmology, specifically glaucoma and ocular trauma clerkship teaching. A total number of 44 international medical school students from diverse background were enrolled in this study, and randomly divided into two groups. One group took the flipped glaucoma classroom and lecture-based ocular trauma classroom, while the other group took the flipped ocular trauma classroom and lecture-based glaucoma classroom. In the traditional lecture-based classroom, students attended the didactic lecture and did the homework after class. In the flipped classroom, students were asked to watch the prerecorded lectures before the class, and use the class time for homework discussion. Both the teachers and students were asked to complete feedback questionnaires after the classroom. We found that the two groups did not show differences in the final exam scores. However, the flipped classroom helped students to develop skills in problem solving, creative thinking and team working. Also, compared to the lecture-based classroom, both teachers and students were more satisfied with the flipped

Facing the challenges in ophthalmology clerkship teaching: Is flipped classroom the answer?

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Lin, Ying; Zhu, Yi; Chen, Chuan; Wang, Wei; Chen, Tingting; Li, Tao; Li, Yonghao; Liu, Bingqian; Lian, Yu; Lu, Lin; Zou, Yuxian; Liu, Yizhi

2017-01-01

Recent reform of medical education highlights the growing concerns about the capability of the current educational model to equip medical school students with essential skills for future career development. In the field of ophthalmology, although many attempts have been made to address the problem of the decreasing teaching time and the increasing load of course content, a growing body of literature indicates the need to reform the current ophthalmology teaching strategies. Flipped classroom is a new pedagogical model in which students develop a basic understanding of the course materials before class, and use in-class time for learner-centered activities, such as group discussion and presentation. However, few studies have evaluated the effectiveness of the flipped classroom in ophthalmology education. This study, for the first time, assesses the use of flipped classroom in ophthalmology, specifically glaucoma and ocular trauma clerkship teaching. A total number of 44 international medical school students from diverse background were enrolled in this study, and randomly divided into two groups. One group took the flipped glaucoma classroom and lecture-based ocular trauma classroom, while the other group took the flipped ocular trauma classroom and lecture-based glaucoma classroom. In the traditional lecture-based classroom, students attended the didactic lecture and did the homework after class. In the flipped classroom, students were asked to watch the prerecorded lectures before the class, and use the class time for homework discussion. Both the teachers and students were asked to complete feedback questionnaires after the classroom. We found that the two groups did not show differences in the final exam scores. However, the flipped classroom helped students to develop skills in problem solving, creative thinking and team working. Also, compared to the lecture-based classroom, both teachers and students were more satisfied with the flipped classroom

ARE GAMES POSSIBLE IN THE COLLEGE ENGLISH TEACHING CLASSROOM?

Institute of Scientific and Technical Information of China (English)

1996-01-01

IntroductionLanguage games are considered one of the most valuable and effective techniques in EnglishLanguage Teaching(ELT)and have been used for a long time by many western teachers.However,they are little used in China,especially in College English Teaching(CET) classrooms.Most teachersand students think games are a waste of time or just a fun activity for children.In this article,thevalue of using games in Chinese CET classrooms is discussed.

Exploration of optical classroom teaching by network platform

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Jiao, Zheng; Ma, Kun

2017-08-01

The investigation shows that the difficulties students encounter in the course of optics are mainly due to the abstraction of the content of the optical course, and the problem that the description of the physical phenomenon and process is difficult to show in the classroom teaching. We consider to integrate information technology with classroom teaching. Teachers can set up course websites and create more teaching resources, such as videos of experimental processes, design of simulated optical paths, mock demonstration of optical phenomena, and so on. Teachers can use the courseware to link the resources of the website platform, and display the related resources to the students. After class, students are also able to learn through the website, which is helpful to their study.

Teaching through Mnemonics in Elementary School Classrooms

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Waite-McGough, Arianne

2012-01-01

Mnemonics and songs are used to help students excel and build are their knowledge in all content areas. This method of teaching and reinforcement of information helps students to commit new information to memory and continue to use this material throughout their lives. Using mnemonics is a lessons way to teach and make the classroom a unique…

Outside the Box Teaching Moments: Classroom-Tested Innovations

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Whalen, D. Joel; Coker, Kesha K.

2016-01-01

The 2015 Society for Marketing Advances Teaching Moments sessions offered a wide variety of teaching interventions centered on gaining students' attention, increasing class participation, using lively student-engaging demonstrations, using props during lecture, using sales technology classroom applications, using social media, and many more.…

Teaching Planetary Sciences in Bilingual Classrooms

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Lebofsky, L. A.; Lebofsky, N. R.

1993-05-01

Planetary sciences can be used to introduce students to the natural world which is a part of their lives. Even children in an urban environment are aware of such phenomena as day and night, shadows, and the seasons. It is a science that transcends cultures, has been prominent in the news in recent years, and can generate excitement in young minds as no other science can. It also provides a useful tool for understanding other sciences and mathematics, and for developing problem solving skills which are important in our technological world. However, only 15 percent of elementary school teachers feel very well qualified to teach earth/space science, while better than 80% feel well qualified to teach reading; many teachers avoid teaching science; very little time is actually spent teaching science in the elementary school: 19 minutes per day in K--3 and 38 minutes per day in 4--6. While very little science is taught in elementary and middle school, earth/space science is taught at the elementary level in less than half of the states. Therefore in order to teach earth/space science to our youth, we must empower our teachers, making them familiar and comfortable with existing materials. Tucson has another, but not unique, problem. The largest public school district, the Tucson Unified School District (TUSD), provides a neighborhood school system enhanced with magnet, bilingual and special needs schools for a school population of 57,000 students that is 4.1% Native American, 6.0% Black, and 36.0% Hispanic (1991). This makes TUSD and the other school districts in and around Tucson ideal for a program that reaches students of diverse ethnic backgrounds. However, few space sciences materials exist in Spanish; most materials could not be used effectively in the classroom. To address this issue, we have translated NASA materials into Spanish and are conducting a series of workshops for bilingual classroom teachers. We will discuss in detail our bilingual classroom workshops

Teaching and Learning Science in Authoritative Classrooms: Teachers' Power and Students' Approval in Korean Elementary Classrooms

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Lee, Jeong-A.; Kim, Chan-Jong

2017-09-01

This study aims to understand interactions in Korean elementary science classrooms, which are heavily influenced by Confucianism. Ethnographic observations of two elementary science teachers' classrooms in Korea are provided. Their classes are fairly traditional teaching, which mean teacher-centered interactions are dominant. To understand the power and approval in science classroom discourse, we have adopted Critical Discourse Analysis (CDA). Based on CDA, form and function analysis was adopted. After the form and function analysis, all episodes were analyzed in terms of social distance. The results showed that both teachers exercised their power while teaching. However, their classes were quite different in terms of getting approval by students. When a teacher got students' approval, he could conduct the science lesson more effectively. This study highlights the importance of getting approval by students in Korean science classrooms.

Teaching evolution in the Australian classroom

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Vozzo, Les

A summary of the key issues of controversy encountered by science teachers in Australian classrooms. Evolution, cloning and gene manipulation, fertility control, artificial intelligence, irradiation of food, the use of nuclear energy, radiation from powerlines are some of the topics discussed and debated in classrooms. What are some of the difficulties encountered by teachers when students ask questions that raise moral dilemmas and challenges entrenched beliefs and views of the world. What are some of the teaching strategies used that deal with these difficulties.

The Implementation of a Flipped Classroom in Foreign Language Teaching

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Basal, Ahmet

2015-01-01

Alongside the rise of educational technology, many teachers have been taking gradual but innovative steps to redesign their teaching methods. For example, in flipped learning or a flipped classroom, students watch instructional videos outside the classroom and do assignments or engage in activities inside the classroom. Language teachers are one…

Discipline-Based Philosophy of Education and Classroom Teaching

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Matthews, Michael R.

2014-01-01

This article concentrates on the necessity for teachers in just one discipline area, namely, science, having philosophical competence and using it to inform their professional life--in their classroom teaching, assessing and institutional engagements--in other words, having a philosophy of science teaching. This group of questions and issues might…

Effects of Feedback Intervention on Team-Teaching in English Language Classrooms in Nigeria

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Anani, Oluwabunmi Ahoefa; Badaki, Jude Valentine; Kamai, Richard

2016-01-01

The typical Nigerian English language classroom has a large class size and lacks qualified language teachers. These factors reflect in the quality and quantity of teaching in the English as a Second Language classroom. Team teaching or co-teaching is an intervention strategy which language teachers can use to address these issues. Not only does…

Using Classroom Assessment To Change Both Teaching and Learning.

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Steadman, Mimi

1998-01-01

Summarizes results of a study on implementation and impact of classroom assessment techniques (CATs) in community colleges, examining how classroom assessment has been applied by teachers, documenting changes in teaching behaviors, and considering costs and benefits. Also examines students' experiences and satisfaction with courses taught using…

Paired peer review of university classroom teaching in a school of nursing and midwifery.

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Bennett, Paul N; Parker, Steve; Smigiel, Heather

2012-08-01

Peer review of university classroom teaching can increase the quality of teaching but is not universally practiced in Australian universities. To report an evaluation of paired peer-review process using both paper and web based teaching evaluation tools. Twenty university teachers in one metropolitan Australian School of Nursing and Midwifery were randomly paired and then randomly assigned to a paper based or web-based peer review tool. Each teacher reviewed each other's classroom teaching as part of a peer review program. The participants then completed an 18 question survey evaluating the peer review tool and paired evaluation process. Responses were analyzed using frequencies and percentages. Regardless of the tool used, participants found this process of peer review positive (75%), collegial (78%), supportive (61%) and non-threatening (71%). Participants reported that the peer review will improve their own classroom delivery (61%), teaching evaluation (61%) and planning (53%). The web-based tool was found to be easier to use and allowed more space than the paper-based tool. Implementation of a web-based paired peer review system can be a positive method of peer review of university classroom teaching. Pairing of teachers to review each other's classroom teaching is a promising strategy and has the potential to improve teaching in teaching universities. Copyright © 2011 Elsevier Ltd. All rights reserved.

Moving beyond Communicative Language Teaching: A Situated Pedagogy for Japanese EFL Classrooms

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Lochland, Paul W.

2013-01-01

This article questions the appropriateness of communicative language teaching (CLT) in classrooms teaching English as a foreign language (EFL) to Japanese students. The four main criticisms of CLT are the ambiguity of its description, the benefits of CLT for language learning, the amalgamation of CLT methods with local classroom practices, and the…

The Implementation of A Flipped Classroom in Foreign Language Teaching

OpenAIRE

Ahmet BASAL

2015-01-01

Alongside the rise of educational technology, many teachers have been taking gradual but innovative steps to redesign their teaching methods. For example, in flipped learning or a flipped classroom, students watch instructional videos outside the classroom and do assignments or engage in activities inside the classroom. Language teachers are one group of educators exploring the flipped classroom. In foreign language classes, such an approach may offer great benefits for both the teachers and ...

The Classroom as Stage: Impression Management in Collaborative Teaching

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Preves, Sharon; Stephenson, Denise

2009-01-01

This article explores the social-psychological process of identity negotiation in collaborative teaching, using Erving Goffman's (1959) theoretical tradition of dramaturgy to analyze the classroom itself as a performance venue. A dramaturgical analysis of collaborative teaching is especially significant given this growing pedagogical trend because…

Inquiry Teaching in High School Chemistry Classrooms: The Role of Knowledge and Beliefs

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Roehrig, Gillian H.; Luft, Julie A.

2004-01-01

The call for implementation of inquiry-based teaching in secondary classrooms has taken on a new sense of urgency, hence several instructions models are developed to assists teachers in implementing inquiry in their classrooms. The role of knowledge and beliefs in inquiry teaching are examined.

TIME-ON-TASK IN PRIMARY CLASSROOMS, DURING DIFFERENT TEACHING-LEARNING APPROACHES

OpenAIRE

Sachin Mohite; Meenal Dashputre

2017-01-01

The entire education system is moving from the teacher-centered teaching-learning approaches towards student-centered teaching-learning approaches, with anticipation that it would increase the learning outcomes. This empirical study was carried out to compare the traditional and non-traditional classrooms. It also tried to understand the effectiveness of the Alternate Instructions in the Mathematics and Primary Language (Marathi) classrooms. This study collected about 8000 snapshots from the ...

A Digital Tool Supporting Goal-Oriented Teaching in Classrooms

DEFF Research Database (Denmark)

Misfeldt, Morten; Bundsgaard, Jeppe; Slot, Marie Falkesgaard

2015-01-01

and objectives for their teaching; these form a challenge and a basis for developing a digital tool for mediating between curriculum and pedagogical practice. The motivation for revising the national curriculum and developing digital tools that support teaching is partly based on evidence that the previous...... national curriculum was not used to any particular extent by teachers (Danish Evaluation Institute 2012). Hence, the curriculum has been rebuilt based on recent trends in school development and curriculum research suggesting the importance of a competence framework, learning goals, and the aggregation...... of classroom data for efficient teaching (Earl and Fullan 2003). Learning goals are supposed to support the students’ pace and sense of progression, inform classroom decisions, structure teachers’ planning, and support the dialogue between teachers, students, and parents (Hattie 2009). Based on these concerns...

The Effectiveness of Classroom Management in English Language Teaching and Learning for Tenth Graders of SMA Panjura Malang

OpenAIRE

ASTUTI, AGRIT DWI

2015-01-01

Keywords: effective classroom, classroom management, English language teaching, tenth graders students of Senior High School. English is International language that should be learnt by people in every country, included Indonesia. Effective English language teaching and learning process was needed for students in Indonesia. Whether classroom is effective to support teaching and learning process was influenced by many factors such as teaching strategy, managing classroom and students themselves...

Characterizing Teaching in Introductory Geology Courses: Measuring Classroom Practices

Science.gov (United States)

Budd, D. A.; van der Hoeven Kraft, K. J.; McConnell, D. A.; Vislova, T.

2013-01-01

Most research about reformed teaching practices in the college science classroom is based on instructor self-report. This research describes what is happening in some introductory geology courses at multiple institutions across the country using external observers. These observations are quantified using the Reformed Teaching Observation Protocol…

Teachers'Perceptions of Teaching Grammar in Young Learners'Classroom%Teachers' Perceptions of Teaching Grammar in Young Learners' Classroom

Institute of Scientific and Technical Information of China (English)

余媛

2016-01-01

The present essay studies the role of grammar in young learners' classroom, perceived by the English teachers in China. The study gives a detailed description of what the role of grammar is like in young learners' classroom, by interviewing primary school teachers both from a city in a developed coastal city and a less developed city in central China. It highlights the differences in the perceptions of teachers on the prominence of grammar in their classes. These differences may indicate regional disparity and potential factors for teachers' teaching approaches to grammar instruction.

Mathematical Knowledge for Teaching, Standards-Based Mathematics Teaching Practices, and Student Achievement in the Context of the "Responsive Classroom Approach"

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Ottmar, Erin R.; Rimm-Kaufman, Sara E.; Larsen, Ross A.; Berry, Robert Q.

2015-01-01

This study investigates the effectiveness of the Responsive Classroom (RC) approach, a social and emotional learning intervention, on changing the relations between mathematics teacher and classroom inputs (mathematical knowledge for teaching [MKT] and standards-based mathematics teaching practices) and student mathematics achievement. Work was…

Teacher's Approaches in Teaching Literature: Observations of ESL Classroom

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Mustakim, Siti Salina; Mustapha, Ramlee; Lebar, Othman

2014-01-01

This study aimed to identify the approaches employed by teachers in teaching Contemporary Children's Literature Program to upper primary school. Using classroom observations and interview as research instruments, this paper evaluates the approaches of five ESL teachers teaching Year 5 students and examines the various challenges faced by them in…

Teaching & Learning Tips 6: The flipped classroom.

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Shi, Connie R; Rana, Jasmine; Burgin, Susan

2018-04-01

Challenge: The "flipped classroom" is a pedagogical model in which instructional materials are delivered to learners outside of class, reserving class time for application of new principles with peers and instructors. Active learning has forever been an elusive ideal in medical education, but the flipped class model is relatively new to medical education. What is the evidence for the "flipped classroom," and how can these techniques be applied to the teaching of dermatology to trainees at all stages of their medical careers? © 2018 The International Society of Dermatology.

Predicting Academic Success from Academic Motivation and Learning Approaches in Classroom Teaching Students

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Çetin, Baris

2015-01-01

Our aim was to determine whether learning approaches and academic motivation together predict academic success of classroom teaching students. The sample of the study included 536 students (386 female, 150 male) studying at the Classroom Teaching Division of Canakkale 18 Mart University. Our research was designed as a prediction study. Data was…

Teaching social skills in the language classroom | Venter | Journal ...

African Journals Online (AJOL)

Bullying has become a major problem in schools worldwide. It might escalate to serious forms of anti-social behaviour, therefore the teaching of social skills are important in the school as a whole. The language classroom is the ideal place to teach social and communication skills. In the whole language approach, combined ...

Outside the Classroom and beyond Psychology: A Citation Analysis of the Scientific Influence of Teaching Activities

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Tomcho, Thomas J.; Foels, Rob; Walter, Mark I.; Yerkes, Kyle; Brady, Brittany; Erdman, Molly; Dantoni, Lindsay; Venables, Megan; Manry, Allison

2015-01-01

A primary objective for researchers who publish teaching activities and methods in the "Teaching of Psychology" (ToP) is to inform best practices in classroom teaching. Beyond the learning effect in the classroom, these ToP teaching activity and method articles may also have a "scientific" effect that heretofore researchers…

Beyond student ratings: peer observation of classroom and clinical teaching.

Science.gov (United States)

Berk, Ronald A; Naumann, Phyllis L; Appling, Susan E

2004-01-01

Peer observation of classroom and clinical teaching has received increased attention over the past decade in schools of nursing to augment student ratings of teaching effectiveness. One essential ingredient is the scale used to evaluate performance. A five-step systematic procedure for adapting, writing, and building any peer observation scale is described. The differences between the development of a classroom observation scale and an appraisal scale to observe clinical instructors are examined. Psychometric issues peculiar to observation scales are discussed in terms of content validity, eight types of response bias, and interobserver reliability. The applications of the scales in one school of nursing as part of the triangulation of methods with student ratings and the teaching portfolio are illustrated. Copies of the scales are also provided.

Genre-Based Teaching and Assessment in Secondary English Classrooms

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Lee, Icy

2012-01-01

This study investigates how genre can be used as an organisational principle to interweave teaching and assessment in the L2 school context. Relying on data from interviews and lesson observations gathered from two Secondary 1 (that is, Grade 7) Hong Kong classrooms, the study sought to discover how teachers implemented genre-based teaching and…

Teaching Taboo in the Classroom

Directory of Open Access Journals (Sweden)

Georgeta Rata

2017-05-01

Full Text Available The goal of the paper is to show how important it is to teach taboo in the classroom. The teaching of taboos is a rather new approach in education. Based on both classical (language dictionaries and modern (internet sites sources, the authors define taboo with the help of both English language dictionaries and specialised dictionaries and encyclopaedias, and provide the etymology and the typology of the word taboo (acts/actions/activities/behaviours, objects, people, places, times, and words going from traditional to current ones. The degree of novelty of the paper is rather high. Research limitations are due to the lack of studies on this topic in Romanian literature. The implications are deep and closely related to the degree of relevance of the paper.

Communicative English Language Teaching in Egypt: Classroom Practice and Challenges

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Ibrahim, Mona Kamal; Ibrahim, Yehia A.

2017-01-01

Following a "mixed methods" approach, this research is designed to examine whether teaching English as a foreign language (EFL) in Egypt's public schools matches the communicative English language teaching (CELT) approach. Qualitative and quantitative data were collected from 50 classroom observations, 100 questionnaire responses from…

Beliefs of Teachers Who Teach Intensive One-to-One Intervention about Links to Classroom Teaching

Science.gov (United States)

Tran, Thi L.; Wright, Robert J.

2014-01-01

This paper reports teachers' beliefs about the extent to which expertise in one-to-one teaching can be transferred to classroom teaching. The study involved 21 mathematics intervention specialists. Data collection involved a structured questionnaire with six openended questions. Participants were found to be very positive towards transferring…

Designing effective questions for classroom response system teaching

Science.gov (United States)

Beatty, Ian D.; Gerace, William J.; Leonard, William J.; Dufresne, Robert J.

2006-01-01

Classroom response systems can be powerful tools for teaching physics. Their efficacy depends strongly on the quality of the questions. Creating effective questions is difficult and differs from creating exam and homework problems. Each classroom response system question should have an explicit pedagogic purpose consisting of a content goal, a process goal, and a metacognitive goal. Questions can be designed to fulfill their purpose through four complementary mechanisms: directing students' attention, stimulating specific cognitive processes, communicating information to the instructor and students via classroom response system-tabulated answer counts, and facilitating the articulation and confrontation of ideas. We identify several tactics that are useful for designing potent questions and present four "makeovers" to show how these tactics can be used to convert traditional physics questions into more powerful questions for a classroom response system.

Analysis of teacher relations with teaching in classroom with prospects to be inclusive.

Directory of Open Access Journals (Sweden)

Angela Meneghello Passos

2015-12-01

Full Text Available This article presents a proposal for the analysis of teaching relationships in the classroom with prospects of being inclusive, having as theoretical support an instrument called 3x3 matrix. This matrix enables us to understand the actions of the teacher in the classroom based on the relationship with knowledge, teaching and learning in epistemic, personal and social dimensions. The main question that guided this research was: What teacher relationships is possible to see in a classroom with prospects of being inclusive? The methodological procedures were based on discursive textual analysis. Among other, results provided by this research are: the evidence that there is an increase in teaching tasks in the classroom with prospects to be inclusive; the need to expand the 3x3 matrix to accommodate the new teacher relations; and that the presence of the student with disabilities changes the classroom setting and stimulates the concern of the teacher with learning leading him to pay attention to the social dimension of the relationship with knowledge.

An evaluation of teaching methods in the introductory physics classroom

Science.gov (United States)

Savage, Lauren Michelle Williams

The introductory physics mechanics course at the University of North Carolina at Charlotte has a history of relatively high DFW rates. In 2011, the course was redesigned from the traditional lecture format to the inverted classroom format (flipped). This format inverts the classroom by introducing material in a video assigned as homework while the instructor conducts problem solving activities and guides discussions during the regular meetings. This format focuses on student-centered learning and is more interactive and engaging. To evaluate the effectiveness of the new method, final exam data over the past 10 years was mined and the pass rates examined. A normalization condition was developed to evaluate semesters equally. The two teaching methods were compared using a grade distribution across multiple semesters. Students in the inverted class outperformed those in the traditional class: "A"s increased by 22% and "B"s increased by 38%. The final exam pass rate increased by 12% under the inverted classroom approach. The same analysis was used to compare the written and online final exam formats. Surprisingly, no students scored "A"s on the online final. However, the percent of "B"s increased by 136%. Combining documented best practices from a literature review with personal observations of student performance and attitudes from first hand classroom experience as a teaching assistant in both teaching methods, reasons are given to support the continued use of the inverted classroom approach as well as the online final. Finally, specific recommendations are given to improve the course structure where weaknesses have been identified.

SMART Teaching in New and Old Classrooms

Directory of Open Access Journals (Sweden)

Gunter Saunders

2017-03-01

Full Text Available The University of Westminster is undertaking a major classroom refurbishment program that is linked to a new approach to staff development in mobile learning. Feedback obtained from academic staff and students previously highlighted how classrooms should be changed so as to promote more active forms of curriculum delivery. Both technology and classroom furniture were considered significant enablers for effective in-class delivery, with the simplicity of the former and flexibility of the latter identified as key. To date nearly 70 classrooms have been re-designed and the impact of the changes on both staff and students has been assessed. Generally, the feedback has been positive with high praise for the easy to use technology solutions provided and the adaptability of the furniture. In addition, the significance of "getting right" basic features in new classrooms (lighting, acoustics for example was frequently cited by staff and students. This paper will highlight the features of new classrooms that students and staff have indicated they feel are most significant for their learning and teaching experiences. The paper will also assess the extent to which the new classrooms have been successful through analyzing the impact of both new technology and furniture arrangements on approaches to curriculum delivery. In addition, staff views on the utility of the new staff development approach will be discussed.

Andragogical Teaching Methods to Enhance Non-Traditional Student Classroom Engagement

Science.gov (United States)

Allen, Pamela; Withey, Paul; Lawton, Deb; Aquino, Carlos Tasso

2016-01-01

The aim of this study was to provide a reflection of current trends in higher education, identify some of the changes in student behavior, and potential identification of non-traditional classroom facilitation with the purpose of strengthening active learning and use of technology in the classroom. Non-traditional teaching is emerging in the form…

Establishing Mathematics for Teaching within Classroom Interactions in Teacher Education

Science.gov (United States)

Ryve, Andreas; Nilsson, Per; Mason, John

2012-01-01

Teacher educators' processes of establishing "mathematics for teaching" in teacher education programs have been recognized as an important area for further research. In this study, we examine how two teacher educators establish and make explicit features of mathematics for teaching within classroom interactions. The study shows how the…

Teaching Trauma: A Model for Introducing Traumatic Materials in the Classroom

Directory of Open Access Journals (Sweden)

Jessica D. Cless

2017-09-01

Full Text Available niversity courses in disciplines such as social work, family studies, humanities, and other areas often use classroom materials that contain traumatic material (Barlow & Becker-Blease, 2012. While many recommendations based on trauma theory exist for instructors at the university level, these are often made in the context of clinical training programs, rather than at the undergraduate level across disciplines. Furthermore, no organized model exists to aid instructors in developing a trauma-informed pedagogy for teaching courses on traumatic stress, violence, and other topics that may pose a risk for secondary traumatic stress in the classroom (Kostouros, 2008. This paper seeks to bridge the gap between trauma theory and implementation of sensitive content in classrooms of higher education, and presents a model of trauma-informed teaching that was developed in the context of an undergraduate trauma studies program. Implications and future directions for research in the area of trauma-informed university classrooms are discussed.

Teaching Note--Third Space Caucusing: Borderland Praxis in the Social Work Classroom

Science.gov (United States)

Hudson, Kimberly D.; Mountz, Sarah E.

2016-01-01

This teaching note examines the use of intentional, identity-centered spaces in the social work classroom. We discuss the use of identity-based caucusing as a means of centering the embodied and lived experiences of students in the social work classroom, drawing from previous classroom experiences in an MSW foundation course on social justice at a…

The Teaching Methods of Cultural Factors in The Classroom

Institute of Scientific and Technical Information of China (English)

Jia Mengyang

2014-01-01

Culture knowledge plays an important role in linguistic proficiency and currently most teaching activities are stil happened inthe traditionalclassroom. So this paper introducedsome ofthe practicalteachingmethods ofChinese culture inthe Chinese language classroom.

Classroom-Based Integration of Text-Messaging in Mathematics Teaching-Learning Process

Science.gov (United States)

Aunzo, Rodulfo T., Jr.

2017-01-01

A lot of teachers are complaining that students are "texting" inside the classroom even during class hours. With this, this research study "on students' perception before the integration and the students' attitude after the integration of text messaging inside the classroom during the mathematics teaching-learning process was…

Proposal for inclusion of topics of particle physics integrated electric charge through a potentially meaningful teaching units

Directory of Open Access Journals (Sweden)

Lisiane Barcellos Calheiro

2014-03-01

Full Text Available In this article the results of the analysis of free and concept maps produced are presented from the application and evaluation of a Potentially Meaningful Teaching Units – PMTU, which is a teaching sequence based on various learning theories and seeks to promote meaningful student learning. Presents, in this work, part of a research Masters in Science Education which deals with the inclusion of topics of particle physics integrated with traditional content of the third year of high school. It was implemented in a third grade high school class of a State School in Santa Maria, Rio Grande do Sul, and Brazil. The PMTU aimed to address in an integrated manner threads for Particle Physics and Electronics. A didactic sequence that integrated the topics of electric charge, atomic models, elementary particles, quantization and process electrification was applied. Such integration aimed at stimulating the interest on topics related to Modern and Contemporary Physics. It was developed using PMTU activities that aimed at promoting meaningful learning and knowledge construction in the classroom, Since the topics involved were quite complex, this made their integration a real challenge to the high school teachers, and resulted in changes in their teaching practices. Research showed that the inclusion of topics on physics of elementary particles the and electricity, through Potentially Meaningful Teaching Units, show satisfactory results in the students’ learning.

Implementing the Flipped Classroom Model in the Teaching of History

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Siti Waznah Abdul Latif

2017-11-01

Full Text Available This study investigated the effectiveness in implementing the Flipped Classroom model in teaching History and to identify the students’ perceptions using this approach towards their learning. The chosen History topic was on ‘James Brooke’s activities in Sarawak in the 1840s’. The sample consisted of twelve students from two Year 9 classes in one of the secondary schools in Brunei Darussalam. In adopting the Flipped Classroom approach, the students were required to watch a video lesson outside the classroom setting. To measure its effectiveness, a test instrument was used, and five students were interviewed. The findings revealed that the utilisation of this instructional method was effective in teaching History, as there were improvements in the students’ test results. The analyses of the students’ perceptions using this approach revealed that while some students believed that it helped them improve in their communication and writing skills, others did not perceive it effective for their learning.

First grade classroom-level adversity: Associations with teaching practices, academic skills, and executive functioning.

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Abry, Tashia; Granger, Kristen L; Bryce, Crystal I; Taylor, Michelle; Swanson, Jodi; Bradley, Robert H

2018-05-24

Using data from the National Institute of Child Health and Human Development Study of Early Child Care and Youth Development and a model-building approach, the authors examined direct and indirect associations between first-grade (G1) classroom-level adversity (CLA), G1 teaching practices, and student (N = 1,073; M = 6.64 years; 49% girls; 82% White) academic skills and executive functioning in G1 and third grades (G3). Teachers reported the prevalence of adversity among their students (e.g., poor home/family life, poor academic/social readiness). Observers rated G1 teaching practices: teachers' classroom management, controlling instruction, and amount of academic instruction (classroom observation system). Children completed literacy and math assessments at 54 months, G1, and G3 (Woodcock Johnson Letter-Word Identification and Applied Problems), and executive functioning at G1 and G3 (Tower of Hanoi). Direct associations emerged between CLA and controlling instruction (positive), classroom management, and academic instruction (both negative). In addition, CLA was related to G1 literacy (but not math) directly and indirectly via classroom management (negatively) and controlling instruction (positively). The addition of G3 outcomes revealed a negative direct longitudinal association between CLA and G3 executive functioning, and indirect associations with G3 literacy and math through G1 teaching practices and literacy. Results support the notion that collective student characteristics influence student outcomes in part through teaching practices and suggest that teachers and students may benefit from the diffusion of high-adversity classroom compositions when possible. Moreover, in high-adversity classrooms teachers and students may benefit from supports targeting classroom management and foundational student competencies. (PsycINFO Database Record (c) 2018 APA, all rights reserved).

Teaching Free Speech in Advertising Classrooms (Approaches to Teaching Freedom of Expression).

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Geske, Joel

1991-01-01

Argues that free expression is an important concept to teach to introductory advertising students. Explains how free expression can be taught through student role playing within a talk show format. Reports research showing student enthusiasm for the method. Concludes that the method can be successful in the large lecture classroom format. (SG)

Looking for attributes of powerful teaching for numeracy in tasmanian K-7 classrooms

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Beswick, Kim; Swabey, Karen; Andrew, Rob

2008-04-01

This paper reports on the development and use of a classroom observation reflection tool designed to measure the extent to which pedagogies acknowledged in the literature as contributing to effective teaching of mathematics for numeracy are present in classrooms. The observation schedule was used in conjunction with a record of classroom activity to examine numeracy pedagogies in a sample of Tasmanian classrooms from Kindergarten to Year 7. Low levels of intellectual challenge in highly socially supportive classrooms were typical.

Classroom: inexpensive models for teaching atomic structure and ...

African Journals Online (AJOL)

Classroom: inexpensive models for teaching atomic structure and compounds at junior secondary school level of education. WHK Hordzi, BA Mensah. Abstract. No Abstract. Global Journal of Educational Research Vol. 2(1&2) 2003: 33-40. Full Text: EMAIL FREE FULL TEXT EMAIL FREE FULL TEXT · DOWNLOAD FULL ...

Teaching Expository Comprehension Skills in Early Childhood Classrooms

Science.gov (United States)

Culatta, Barbara; Hall-Kenyon, Kendra M.; Black, Sharon

2010-01-01

Purpose: This pilot project implemented and evaluated a theme-based unit designed to teach expository comprehension skills to young children in four preschool classrooms. Method: The program and the unit were collaborative efforts of speech-language pathologists (SLPs) and early childhood educators. Within topically related units, 71 children ages…

["Flipped classroom" teaching model into the curriculum of Theories of Different Schools of Acupuncture and Moxibustion:exploration and practice].

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Liu, Mailan; Yuan, Yiqin; Chang, Xiaorong; Tang, Yulan; Luo, Jian; Li, Nan; Yu, Jie; Yang, Qianyun; Liu, Mi

2016-08-12

The "flipped classroom" teaching model practiced in the teaching of Theories of Different Schools of Acupuncture and Moxibustion curriculum was introduced. Firstly, the roles and responsibilities of teachers were clarified, indicating teachers provided examples and lectures, and a comprehensive assessment system was established. Secondly, the "flipped classroom" teaching model was split into online learning, classroom learning and offline learning. Online learning aimed at forming a study report by a wide search of relevant information, which was submitted to teachers for review and assessment. Classroom learning was designed to communicate study ideas among students and teachers. Offline learning was intended to revise and improve the study report and refined learning methods. Lastly, the teaching practice effects of "flip classroom" were evaluated by comprehensive rating and questionnaire assessment, which assessed the overall performance of students and overall levels of paper; the learning ability was enhanced, and the interest and motivation of learning were also improved. Therefore, "flipped classroom" teaching mode was suitable for the curriculum of Theories of Different Schools of Acupuncture and Moxibustion , and could be recommended into the teaching practice of related curriculum of acupuncture and tuina.

Relationships between Mathematics Teacher Preparation and Graduates' Analyses of Classroom Teaching

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Hiebert, James; Berk, Dawn; Miller, Emily

2017-01-01

The purpose of this longitudinal study was to investigate the relationships between mathematics teacher preparation and graduates' analyses of classroom teaching. Fifty-three graduates from an elementary teacher preparation program completed 4 video-based, analysis-of-teaching tasks in the semester before graduation and then in each of the 3…

Urban Teachers' Professed Classroom Management Strategies: Reflections of Culturally Responsive Teaching

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Brown, Dave F.

2004-01-01

Thirteen urban educators teaching from 1st through 12th grade selected from 7 cities across the United States were interviewed in this qualitative research study to determine if the classroom management strategies they use reflect the research on culturally responsive teaching. Participants revealed using several management strategies that reflect…

A Curriculum and Software Design Scaffolding Goal Directed Teaching in Classrooms

DEFF Research Database (Denmark)

Misfeldt, Morten; Bundsgaard, Jeppe; Slot, Marie Falkesgaard

, the tool itself, and selected findings from qualitative and quantitative studies in the project. 2. International trends in goal oriented and data driven teaching The Danish curriculum reform builds on recent trends in school development and curriculum research suggesting the importance of a competence...... development and curriculum research suggesting the importance of a competence framework, learning goals and aggregation of classroom data to efficient teaching (Earl & Fullan 2003). Learning goals are supposed to support the student’s pace and sense of progression, inform classroom decisions, structure...... student has knowledge of text structure”). The curriculum can be presented in a number of graphical modes, e.g. in a matrix or in a hypertext structure. The curriculum reform was implemented in order to promote a goal oriented teaching and learning practice based heavily on research around data driven...

Using Tablet PCs in Classroom for Teaching Human-Computer Interaction: An Experience in High Education

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da Silva, André Constantino; Marques, Daniela; de Oliveira, Rodolfo Francisco; Noda, Edgar

2014-01-01

The use of computers in the teaching and learning process is investigated by many researches and, nowadays, due the available diversity of computing devices, tablets are become popular in classroom too. So what are the advantages and disadvantages to use tablets in classroom? How can we shape the teaching and learning activities to get the best of…

Turkish preservice science teachers' socioscientific issues-based teaching practices in middle school science classrooms

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Genel, Abdulkadir; Sami Topçu, Mustafa

2016-01-01

Background: Despite a growing body of research and curriculum reforms including socioscientific issues (SSI) across the world, how preservice science teachers (PST) or in-service science teachers can teach SSI in science classrooms needs further inquiry. Purpose: The purpose of this study is to describe the abilities of PSTs to teach SSI in middle school science classrooms, and the research question that guided the present study is: How can we characterize Turkish PSTs' SSI-based teaching practices in middle school science classrooms (ages 11-14)? Sample: In order to address the research question of this study, we explored 10 Turkish PSTs' SSI-based teaching practices in middle school science classrooms. A purposeful sampling strategy was used, thus, PSTs were specifically chosen because they were ideal candidates to teach SSI and to integrate SSI into the science curricula since they were seniors in the science education program who had to take the field experience courses. Design and method: The participants' SSI teaching practices were characterized in light of qualitative research approach. SSI-based teaching practices were analyzed, and the transcripts of all videotape recordings were coded by two researchers. Results: The current data analysis describes Turkish PSTs' SSI-based teaching practices under five main categories: media, argumentation, SSI selection and presentation, risk analysis, and moral perspective. Most of PSTs did not use media resources in their lesson and none of them considered moral perspective in their teaching. While the risk analyses were very simple and superficial, the arguments developed in the classrooms generally remained at a simple level. PSTs did not think SSI as a central topic and discussed these issues in a very limited time and at the end of the class period. Conclusions: The findings of this study manifest the need of the reforms in science education programs. The present study provides evidence that moral, media

Snakes or Ladders? An Examination of the Experiences of Two Teacher Leaders Returning to Classroom Teaching

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Munroe, Elizabeth

2014-01-01

Teachers who have held leadership roles at the school, district, or provincial level have the potential to contribute to student and school success when they return to classroom teaching. The contrasting experiences of two teacher leaders who returned voluntarily to classroom teaching are analyzed using Owens's (2004) social constructivist theory…

Tutorial teaching assistants in the classroom: Similar teaching behaviors are supported by varied beliefs about teaching and learning

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Renee Michelle Goertzen

2010-04-01

Full Text Available As part of a long-term program to develop effective, research-based professional development programs for physics graduate student teaching assistants (TAs, we first identify their current classroom practices and why they engage in these practices. In this paper, we identify a set of teaching practices we call “focusing on indicators,” which occurs when TAs use signs such as key words or diagrams as evidence that students understand the target idea; these indicators are more superficial than a detailed explanation. Our primary finding is that although the three TAs discussed here share a common behavior, the beliefs and motivations that underlie this behavior vary. We argue that TA professional development focused on changing these TAs’ focus-on-indicator behavior is unlikely to be effective. Instead, responsive TA professional development will need to address the TAs’ beliefs that guide the observed classroom behavior.

CULTIVATING PRE-SERVICE TEACHERS’ CLASSROOM MANAGEMENT SKILLS THROUGH TEACHING PRACTICUM: A REFLECTIVE PRACTICE

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Debora Tri Ragawanti

2015-01-01

Full Text Available Classroom management is commonly believed to be the key to the success of an instruction. Many student teachers, however, might find it very challenging to handle their classrooms. It is, therefore, necessary to advance their professional practice in the context of a real classroom such as through teaching practicum and reflective practice. This study is aimed at identifying classroom management problems of student-teachers as revealed in their reflective journal entries and to demonstrate how such journal can help them develop their classroom management skills. The participants were 10 student-teachers of the English Department, Satya Wacana Christian University, Salatiga, Central Java, who underwent their teaching practicum at SMP 2 Salatiga. Through the participants’ journals, it was found that the problems lie in managing critical moments, activity, techniques, grouping and seating, authority, tools, and working with people. Further in this study, both pre- and in-service tertiary teachers, curriculum designers, and policy makers will be taken to deeply examine how reflective practice can help cultivate the pre-service’s classroom management skills and to consider the implication for pedagogical practices and innovations in curriculum development.

Teaching assistant-student interactions in a modified SCALE-UP classroom

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DeBeck, George; Demaree, Dedra

2012-02-01

In the spring term of 2010, Oregon State University (OSU) began using a SCALE-UP style classroom in the instruction of the introductory calculus-based physics series. Instruction in this classroom was conducted in weekly two-hour sessions facilitated by the primary professor and either two graduate teaching assistants (GTAs) or a graduate teaching assistant and an undergraduate learning assistant (LA). During the course of instruction, two of the eight tables in the room were audio and video recorded. We examine the practices of the GTAs in interacting with the students through both qualitative and quantitative analyses of these recordings. Quantitatively, significant differences are seen between the most experienced GTA and the rest. A major difference in confidence is also observed in the qualitative analysis of this GTA compared to a less experienced GTA.

Case Study of Chinese College Students’ Attitudes Toward Only English-Medium Teaching in EFL Classrooms

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Sun Yue

2015-04-01

Full Text Available Facing the current situation that Chinese students are poor in English productive ability, the mode of only English-medium teaching is put forward to completely improve students’ English abilities and comprehensive competence by creating second language acquisition atmosphere. Since few studies have been conducted on students’ attitudes toward only English-medium teaching in ELT classrooms especially from the perspective of students themselves, this paper, through questionnaires and interviews, focuses on students’ attitudes to figure out their preferences, evaluations and suggestions of teaching modes, and further discusses the practical application of only English-medium teaching in EFL classrooms from five respects: teaching purpose, course design, teacher’ qualification, students’ language level and teaching effect. It is concluded that only English-medium teaching is not of popularity among students giving their own English levels and the advancement of only English-medium teaching quality depends on the qualified teachers and suitable courses.  Keywords: English teaching, Teaching effect, Teacher qualification, Students’ language level, Course design

Teaching Chinese in heterogeneous classrooms: strategies and practices

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Rong Zhang Fernandez

2014-12-01

Full Text Available The heterogeneous nature of the Chinese classroom is a reality in the teaching of Chinese in France, both in secondary and higher education. This heterogeneity is due to several reasons: different levels of language knowledge, different origins and backgrounds of the students, different teaching/learning objectives, different cultural and family background, and social factors. Our research has been conducted in  a final-year LIE college class (langue inter-établissement; in a French secondary school. In our study, the following questions have been posed: How to best adapt the teaching of Chinese to fit the needs of all students? Would differentiated instruction be a solution? What would be the best strategies and practices, in view of the CEFR requirements related to teaching content, to tasks and to assessment? Taking into account a detailed analysis of the class in question in terms of the type of students, the differences in their knowledge of language, and their learning goals, , we adopt  the theory of differentiated instruction –  its main ideas strategies, its overall methodology and practical techniques to address the difficulties ensuing from classroom heterogeneity. The differentiation is implemented at the level of content, task selection, course structure and evaluation. Are there any limitations to differentiated instruction? Strong discrepancies in the levels of students’ knowledge is potentially a problem, and differences in their work pace as well as the teachers’ increased workload can also present difficulties. New ways of organizing language classes such as grouping students on the basis of their various language skills could help solve these issues.

Quality-Improving Strategies of College English Teaching Based on Microlesson and Flipped Classroom

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Zhang, Fan

2017-01-01

Microlesson and flipped classroom, which incorporate the educational information technologies, are a new trend of college English teaching. Exploration on how the flipped classroom and microlesson promote innovation and application of educational information technology are of great significance. According to a survey among teachers, strategies…

Teaching "Islam and Human Rights" in the Classroom

Science.gov (United States)

Muedini, Fait A.

2012-01-01

This article discusses my approach to teaching a course on Islam and human rights. I begin by examining the attention Islam has received in the media and classroom. Then, I discuss how I structure lectures on Islam and human rights, the various readings associated with the lectures, as well as common themes discussed in class that include but are…

An Integrative Review of Flipped Classroom Teaching Models in Nursing Education.

Science.gov (United States)

Njie-Carr, Veronica P S; Ludeman, Emilie; Lee, Mei Ching; Dordunoo, Dzifa; Trocky, Nina M; Jenkins, Louise S

Nursing care is changing dramatically given the need for students to address complex and multiple patient comorbidities. Students experience difficulties applying knowledge gained from didactic instruction to make important clinical decisions for optimal patient care. To optimize nursing education pedagogy, innovative teaching strategies are required to prepare future nurses for practice. This integrative review synthesized the state of the science on flipped classroom models from 13 empirical studies published through May 2016. The purpose of the review was to evaluate studies conducted on flipped classroom models among nursing students using a validated framework by Whittemore and Knafl. Multiple academic databases were searched, ranging in scope including PubMed, Embase (Elsevier), CINAHL (Ebsco), Scopus, Web of Science, and Google Scholar, resulting in 95 unique records. After screening and full-text reviews, 82 papers were removed. Thirteen empirical studies were included in the final analysis and results provided (a) design and process information on flipped classroom models in nursing education, (b) a summary of the state of the evidence to inform the implementation of flipped classrooms, and (c) a foundation to build future research in this area of nursing education. To develop sound evidence-based teaching strategies, rigorous scientific methods are needed to inform the implementation of flipped classroom approaches. Copyright © 2016 Elsevier Inc. All rights reserved.

Students' Perceptions of Teaching in Context-based and Traditional Chemistry Classrooms: Comparing content, learning activities, and interpersonal perspectives

Science.gov (United States)

Overman, Michelle; Vermunt, Jan D.; Meijer, Paulien C.; Bulte, Astrid M. W.; Brekelmans, Mieke

2014-07-01

Context-based curriculum reforms in chemistry education are thought to bring greater diversity to the ways in which chemistry teachers organize their teaching. First and foremost, students are expected to perceive this diversity. However, empirical research on how students perceive their teacher's teaching in context-based chemistry classrooms, and whether this teaching differs from traditional chemistry lessons, is scarce. This study aims to develop our understanding of what teaching looks like, according to students, in context-based chemistry classrooms compared with traditional chemistry classrooms. As such, it might also provide a better understanding of whether teachers implement and attain the intentions of curriculum developers. To study teacher behaviour we used three theoretical perspectives deemed to be important for student learning: a content perspective, a learning activities perspective, and an interpersonal perspective. Data were collected from 480 students in 24 secondary chemistry classes in the Netherlands. Our findings suggest that, according to the students, the changes in teaching in context-based chemistry classrooms imply a lessening of the emphasis on fundamental chemistry and the use of a teacher-centred approach, compared with traditional chemistry classrooms. However, teachers in context-based chemistry classrooms seem not to display more 'context-based' teaching behaviour, such as emphasizing the relation between chemistry, technology, and society and using a student-centred approach. Furthermore, students in context-based chemistry classrooms perceive their teachers as having less interpersonal control and showing less affiliation than teachers in traditional chemistry classrooms. Our findings should be interpreted in the context of former and daily experiences of both teachers and students. As only chemistry is reformed in the schools in which context-based chemistry is implemented, it is challenging for both students and teachers to

Special Education in General Education Classrooms: Cooperative Teaching Using Supportive Learning Activities.

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Johnson, Robin R.; And Others

1995-01-01

Supportive learning activities were implemented in a multiple-baseline time series design across four fifth-grade classrooms to evaluate the effects of a cooperative teaching alternative (supportive learning) on teaching behavior, the behavior and grades of general and special education students, and the opinions of general education teachers.…

Revitalising Mathematics Classroom Teaching through Lesson Study (LS): A Malaysian Case Study

Science.gov (United States)

Lim, Chap Sam; Kor, Liew Kee; Chia, Hui Min

2016-01-01

This paper discusses how implementation of Lesson Study (LS) has brought about evolving changes in the quality of mathematics classroom teaching in one Chinese primary school. The Japanese model of LS was adapted as a teacher professional development to improve mathematics teachers' teaching practices. The LS group consisted of five mathematics…

Practices in the Teaching of Listening in Grade 9 EFL Classrooms of ...

African Journals Online (AJOL)

This study was designed to examine the practices in the teaching of listening in Grade 9 EFL classrooms of Mote Secondary School. The study employed a descriptive survey design to attain the objective. The research used 108 Grade 9 students and 6 English language teachers who were teaching English as subjects of ...

The Classroom Process Scale (CPS): An Approach to the Measurement of Teaching Effectiveness.

Science.gov (United States)

Anderson, Lorin W.; Scott, Corinne C.

The purpose of this presentation is to describe the Classroom Process Scale (CPS) and its usefulness for the assessment of teaching effectiveness. The CPS attempts to ameliorate weaknesses in existing classroom process measures by including a coding of student involvement in learning, objectives being pursued, and methods used to pursue attainment…

Teaching Intercultural English Learning/Teaching in World Englishes: Some Classroom Activities in South Korea

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Lee, Kang-Young

2012-01-01

This paper discusses what intercultural English learning/teaching (IELT) is in English as a world Englishes (WEes) and how IELT can contribute to the development of proficiency/competence among WEes and can be fitted into actual WEes classrooms. This is to claim that IELT be a pivotal contextual factor facilitating success in…

"It's a Lot of Hectic in Middle School": Student-Teaching in an Urban Classroom.

Science.gov (United States)

Meyer, Jim

1999-01-01

Relates the experience of a college professor who spent two months as a student teacher in an eighth-grade language arts classroom in an urban public school. Discusses middle school teaching verses college teaching, coming to know the students, discipline, student testing, accountability, teaching writing, the failure of teacher-training programs,…

Teaching Pragmatics in the Foreign Language Classroom: Grammar as a Communicative Resource

Science.gov (United States)

Felix-Brasdefer, J. Cesar; Cohen, Andrew D.

2012-01-01

This article focuses on the teaching of pragmatics in the Spanish as a Foreign Language classroom and examines the role of grammar as a communicative resource. It also aims to highlight the importance of teaching pragmatics from beginning levels of language instruction, with the spotlight on speech acts at the discourse level. After the concept of…

Improving the Scholarship of Teaching and Learning through Classroom Research

Science.gov (United States)

Almeida, Patrícia; Teixeira-Dias, José Joaquim; Medina, Jorge

The scholarship of teaching emerged in the last decades as a fundamental concept to the development of good teaching practices in Higher Education and, consequently, to the enhancement of the quality of student learning. Considering that scholarship comprehends a process as well as an outcome, research on teaching and learning should be viewed as one important aspect of the scholarship of teaching. The goal of this essay is to illustrate how the scholarship of teaching and learning can be enhanced through the development of classroom research rooted on students' questioning, conceived and implemented by both university teachers and educational researchers. Valuing and stimulating students' questions offers an innovative dimension to science education as it puts students at a central role in the learning process. This way, encouraging students' questioning also strengthens teaching-research links by bringing teachers and learners together in a community of inquiry.

Strategies to Address Common Challenges When Teaching in an Active Learning Classroom

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Petersen, Christina I.; Gorman, Kristen S.

2014-01-01

This chapter provides practical strategies for addressing common challenges that arise for teachers in active learning classrooms. Our strategies come from instructors with experience teaching in these environments.

Integrating Pedagogy into Intercultural Teaching in a Vietnamese Setting: From Policy to the Classroom

Science.gov (United States)

Nguyen, Long

2014-01-01

Language education policy needs to be realised in the language classroom. For example, when a specific policy advocates the development of learners' competence in interacting with people from other cultures, classroom teaching practices and assessment have to address learners' intercultural competence. Teachers need to fully understand the…

Acceptability of the flipped classroom approach for in-house teaching in emergency medicine.

Science.gov (United States)

Tan, Eunicia; Brainard, Andrew; Larkin, Gregory L

2015-10-01

To evaluate the relative acceptability of the flipped classroom approach compared with traditional didactics for in-house teaching in emergency medicine. Our department changed its learning model from a 'standard' lecture-based model to a 'flipped classroom' model. The 'flipped classroom' included provided pre-session learning objectives and resources before each 2 h weekly session. In-session activities emphasised active learning strategies and knowledge application. Feedback was sought from all medical staff regarding the acceptability of the new approach using an online anonymous cross-sectional qualitative survey. Feedback was received from 49/57 (86%) medical staff. Ninety-eight per cent (48/49) of respondents preferred the flipped classroom over the traditional approach. Aspects of the flipped classroom learners liked most included case-based discussion, interaction with peers, application of knowledge, self-directed learning and small-group learning. Barriers to pre-session learning include work commitments, 'life', perceived lack of time, family commitments, exam preparation and high volume of learning materials. Reported motivational factors promoting pre-session learning include formal assessment, participation requirements, more time, less material, more clinical relevance and/or more interesting material. Case studies and 'hands-on' activities were perceived to be the most useful in-session activities. The flipped classroom shows promise as an acceptable approach to in-house emergency medicine teaching. © 2015 Australasian College for Emergency Medicine and Australasian Society for Emergency Medicine.

The effects of professional development on science teaching practices and classroom culture

Science.gov (United States)

Supovitz, Jonathan A.; Turner, Herbert M.

2000-11-01

The current science education reform movement emphasizes the importance of professional development as a means of improving student science achievement. Reformers have developed a vision for professional development based upon intensive and sustained training around concrete tasks that is focused on subject-matter knowledge, connected to specific standards for student performance, and embedded in a systemic context. Using data from a National Science Foundation Teacher Enhancement program called the Local Systemic Change initiative, this study employs hierarchical linear modeling to examine the relationship between professional development and the reformers' vision of teaching practice. The findings indicate that the quantity of professional development in which teachers participate is strongly linked with both inquiry-based teaching practice and investigative classroom culture. At the individual level, teachers' content preparation also has a powerful influence on teaching practice and classroom culture. At the school level, school socioeconomic status was found to influence practice more substantially than either principal supportiveness or available resources.

Teaching neuroscience to science teachers: facilitating the translation of inquiry-based teaching instruction to the classroom.

Science.gov (United States)

Roehrig, G H; Michlin, M; Schmitt, L; MacNabb, C; Dubinsky, J M

2012-01-01

In science education, inquiry-based approaches to teaching and learning provide a framework for students to building critical-thinking and problem-solving skills. Teacher professional development has been an ongoing focus for promoting such educational reforms. However, despite a strong consensus regarding best practices for professional development, relatively little systematic research has documented classroom changes consequent to these experiences. This paper reports on the impact of sustained, multiyear professional development in a program that combined neuroscience content and knowledge of the neurobiology of learning with inquiry-based pedagogy on teachers' inquiry-based practices. Classroom observations demonstrated the value of multiyear professional development in solidifying adoption of inquiry-based practices and cultivating progressive yearly growth in the cognitive environment of impacted classrooms.

The Flipped Classroom Teaching Model and Its Use for Information Literacy Instruction

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Sara Arnold-Garza

2014-07-01

Full Text Available The “flipped classroom” teaching model has emerged in a variety of educational settings. It provides many advantages for students and exploits the affordances of modern technology. This article describes some of the pedagogical and logistical characteristics of the flipped teaching model. It situates the flipped classroom in higher education and library instruction, and make the case that there are characteristics of information literacy instruction that fit well with the flipped teaching model, in addition to providing some unique challenges.

Foreign-language teaching and studying in Chilean and Finnish classrooms as seen by teachers

Directory of Open Access Journals (Sweden)

Harjanne Pirjo

2017-09-01

Full Text Available This article reports Chilean and Finnish foreign-language (FL teachers’ perceptions of teaching and study realities in their own FL classrooms. Communicative language teaching (CLT is used as the teaching–studying–learning methodological framework of an international KIELO project (= the acronym for Finnish “kieltenopetus” meaning “language teaching”, whose online survey was used to collect data for this article. We aim at answering the following research question: What are the FL teachers’ main approaches to teaching and studying in Chilean and Finnish FL classrooms and what is the FL classroom teaching and study reality like in these two countries? The data were collected from 83 Chilean and 147 Finnish FL teachers through an online survey covering 15 key themes of CLT and including 115 Likert-scale statements and 8 open-ended questions. In the descriptive data analysis, both Chilean and Finnish FL teachers claim that they encourage their students to use the target language considerably and that they use communicative oral tasks. For both groups of participants, however, teacher-centeredness and use of textbook score relatively high. The two-cluster analysis revealed a context-dependent cluster and a context-independent cluster. Context-dependent teachers tended to favor communicative oral tasks, real-life tasks and their own language tasks, whereas context-independent teachers favored more non-communicative tasks. Context-dependent teachers proved more student-centered than context-independent teachers. For Chilean and Finnish research participants, the use of mother tongue in foreign language classrooms appears to be an issue despite the growing need of foreign language communication.

Bringing Scholarship to the Classroom: Strategies for promoting research through teaching

Directory of Open Access Journals (Sweden)

Alisa Gaunder

2008-10-01

Full Text Available An issue all academics grapple with is how to strike the desired balance between research and teaching. This balance is heavily influenced by the type of institution where one seeks employment. At liberal arts colleges, excellence is expected in the classroom and a premium is put on faculty student interaction. The expectation, however, is to be teacher-scholar, not simply teacher. And indeed, the desire of most professors at liberal arts colleges is to remain active in their field. With limited time and large teaching demands, the challenge becomes one of continuously making progress on one’s research agenda. When asked to consider how to connect scholarship and teaching on the “Bringing Scholarship to the Classroom: Japan Studies” panel at the ASIANetwork conference in March 2008, I realized I had developed several strategies to link my research and teaching. What I also realized was that all these strategies were influenced by the fact that I was a junior professor vying for tenure. That is, my motivation for connecting scholarship and teaching was largely instrumental. In addition to being able to speak more passionately about topics we research and therefore engage students more fully, I would argue that finding ways to incorporate one’s research in as many classes as possible is a way to better tackle the dual role of teacher-scholar. Connecting research and teaching can accelerate one’s research agenda simply by preventing the liberal arts professor from being torn in too many different directions.

New ideas for teaching electrocardiogram interpretation and improving classroom teaching content

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Zeng R

2015-02-01

group. Conclusion: Learning to accurately interpret ECGs is an important skill in the cardiac discipline, but the ECG’s mechanisms are intricate and the content is scattered. Textbooks tend to make the students feel confused owing to the restrictions of the length and the format of the syllabi, apart from many other limitations. The graphics-sequence memory method was found to be a useful method for ECG teaching. Keywords: new ideas, ECG, classroom teaching content, graphics-sequence memory

On the relationship between EFL teachers’ classroom management approaches and the dominant teaching style: A mixed method study

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Ali Kazemi

2016-07-01

Full Text Available As a factor contributing to a successful teaching career, classroom management can be affected by many latent and explicit variables. In this mixed method study, the researchers sought to scrutinize the possible connections among EFL teachers' classroom management approaches at two dimensions of behavior management and instructional management and the dominant teaching style. To this end, the researchers administered the Behavior and Instructional Management Scale (BIMS by Martin and Sass (2010 and the Teaching Style Inventory (TSI by Grasha (1996 to 103 randomly selected EFL teachers working at private language learning centers. Following the quantitative phase of the study, semi- structured interview sessions were held to gain more in-depth understanding of the research problems. Descriptive statistics, Pearson moment correlational analyses, regression analyses and theme analyses were implemented to analyze the data. The results of the study showed that Iranian EFL teachers followed interventionist or controlling classroom management approaches (at both dimensions of behavior and instructional management and predominantly use the formal authority teaching style. Moreover, their teaching style(s significantly correlated with both behavior management and instructional management. The findings of this study have important implications for practicing teachers, teachers in training and teacher trainers. Practicing teachers need to examine their own classroom management approaches and teaching styles to see whether these practices are conducive to successful language learning.

Changing Pre-Service Teachers' Beliefs to Teach in Inclusive Classrooms in Victoria, Australia

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Sharma, Umesh

2012-01-01

The purpose of this study was to determine the effect of completing a course in inclusive education on pre-service teachers' beliefs and confidence to teach in inclusive classrooms. Twenty seven pre-service teachers completed a survey and concept maps. It was found that participants' beliefs and confidence level to teach in inclusive classrooms…

The Flipped Classroom for pre-clinical dental skills teaching - a reflective commentary.

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Crothers, A J; Bagg, J; McKerlie, R

2017-05-12

A Flipped Classroom method for teaching of adult practical pre-clinical dental skills was introduced to the BDS curriculum in Glasgow during the 2015/2016 academic session. This report provides a commentary of the first year of employing this method - from the identification of the need to optimise teaching resources, through the planning, implementation and development of the method, with an early indication of performance.

An American Professor's Perspective on the Dialectics of Teaching Interpersonal Communication in the Swedish Classroom

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Natalle, Elizabeth J.

2012-01-01

This case study of an American professor's teaching experience in Sweden analyzes classroom communication using relational dialectics theory and cultural values theory. Tensions of hierarchy vs. equality and autonomy vs. connection were described through classroom processes such as greeting practices, dress, grading, attendance, gendered language…

Utilizing Multimedia Database Access: Teaching Strategies Using the iPad in the Dance Classroom

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Ostashewski, Nathaniel; Reid, Doug; Ostashewski, Marcia

2016-01-01

This article presents action research that identified iPad tablet technology-supported teaching strategies in a dance classroom context. Dance classrooms use instructor-accessed music as a regular element of lessons, but video is both challenging and time-consuming to produce or display. The results of this study highlight how the Apple iPad…

Investigating Classroom Teaching Competencies of Pre Service Elementary Mathematics Teachers

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Gokalp, Murat

2016-01-01

The study has sought answers to two major questions: What is the current situation in Elementary Mathematics Education programs at Faculty of Education in terms of classroom teaching competencies? To what extent do pre service teachers acquire these competencies? The research was conducted on 202 senior pre service teachers studying at the…

Should we learn culture in chemistry classroom? Integration ethnochemistry in culturally responsive teaching

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Rahmawati, Yuli; Ridwan, Achmad; Nurbaity

2017-08-01

The papers report the first year of two-year longitudinal study of ethnochemistry integration in culturally responsive teaching in chemistry classrooms. The teaching approach is focusing on exploring the culture and indigenous knowledge in Indonesia from chemistry perspectives. Ethnochemistry looks at the culture from chemistry perspectives integrated into culturally responsive teaching has developed students' cultural identity and students' engagement in chemistry learning. There are limited research and data in exploring Indonesia culture, which has around 300 ethics, from chemistry perspectives. Students come to the chemistry classrooms from a different background; however, their chemistry learning disconnected with their background which leads to students' disengagement in chemistry learning. Therefore this approach focused on students' engagement within their differences. This research was conducted with year 10 and 11 from four classrooms in two secondary schools through qualitative methodology with observation, interviews, and reflective journals as data collection. The results showed that the integration of ethnochemistry in culturally responsive teaching approach can be implemented by involving 5 principles which are content integration, facilitating knowledge construction, prejudice reduction, social justice, and academic development. The culturally responsive teaching has engaged students in their chemistry learning and developed their cultural identity and soft skills. Students found that the learning experiences has helped to develop their chemistry knowledge and understand the culture from chemistry perspectives. The students developed the ability to work together, responsibility, curiosity, social awareness, creativity, empathy communication, and self-confidence which categorized into collaboration skills, student engagement, social and cultural awareness, and high order thinking skills. The ethnochemistry has helped them to develop the critical self

The Responsive Environmental Assessment for Classroom Teaching (REACT): the dimensionality of student perceptions of the instructional environment.

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Nelson, Peter M; Demers, Joseph A; Christ, Theodore J

2014-06-01

This study details the initial development of the Responsive Environmental Assessment for Classroom Teachers (REACT). REACT was developed as a questionnaire to evaluate student perceptions of the classroom teaching environment. Researchers engaged in an iterative process to develop, field test, and analyze student responses on 100 rating-scale items. Participants included 1,465 middle school students across 48 classrooms in the Midwest. Item analysis, including exploratory and confirmatory factor analysis, was used to refine a 27-item scale with a second-order factor structure. Results support the interpretation of a single general dimension of the Classroom Teaching Environment with 6 subscale dimensions: Positive Reinforcement, Instructional Presentation, Goal Setting, Differentiated Instruction, Formative Feedback, and Instructional Enjoyment. Applications of REACT in research and practice are discussed along with implications for future research and the development of classroom environment measures. PsycINFO Database Record (c) 2014 APA, all rights reserved.

An overview of Grade R literacy teaching and learning in inclusive classrooms in South Africa

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Mohangi, Kesh

2016-12-01

Full Text Available Pre-school literacy teaching in Early Childhood Education (ECD inclusive classrooms is crucial in preparing learners for the transition to formal literacy teaching and learning. This article describes a collaborative exploratory research project between a university in South Africa and one in China, in order to gain an overview of early literacy teaching and learning in the two countries. In the case of South Africa, the focus was on Grade R literacy teaching and learning. Teacher participants in three rural schools, three township schools and four inner city schools in Mpumalanga and Gauteng were purposively selected. Data were gathered by means of open-ended questions in a questionnaire, individual interviews with Heads of Departments (HOD and classroom observations. Coding, categorising and identifying themes were manually conducted. Persistent challenges were identified of which limited resources, low socio-economic conditions, English as the language of learning and teaching (LoLT, inadequate teaching strategies used to implement the Curriculum Assessment Policy Statement (CAPS and barriers to learning were highlighted. This overview of early literacy teaching and learning in South Africa served as a precursor for the second phase of the project between the two countries.

Using Literary Texts to Teach Grammar in Foreign Language Classroom

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Atmaca, Hasan; Günday, Rifat

2016-01-01

Today, it is discussed that the use of literary texts in foreign language classroom as a course material isn't obligatory; but necessary due to the close relationship between language and literature. Although literary texts are accepted as authentic documents and do not have any purpose for language teaching, they are indispensable sources to be…

Teaching Race: Pedagogical Challenges in Predominantly White Undergraduate Theology Classrooms

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Scheid, Anna Floerke; Vasko, Elisabeth T.

2014-01-01

While a number of scholars in the field of Christian theology have argued for the importance of teaching diversity and social justice in theology and religious studies classrooms, little has been done to document and assess formally the implementation of such pedagogy. In this article, the authors discuss the findings of a yearlong Scholarship of…

Input-Based Approaches to Teaching Grammar: A Review of Classroom-Oriented Research.

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Ellis, Rod

1999-01-01

Examines the theoretical rationales (universal grammar, information-processing theories, skill-learning theories) for input-based grammar teaching and reviews classroom-oriented research (i.e., enriched-input studies, input-processing studies) that has integrated this option. (Author/VWL)

On the relationship between EFL teachers’ classroom management approaches and the dominant teaching style: A mixed method study

OpenAIRE

Ali Kazemi; Neda Soleimani

2016-01-01

As a factor contributing to a successful teaching career, classroom management can be affected by many latent and explicit variables. In this mixed method study, the researchers sought to scrutinize the possible connections among EFL teachers' classroom management approaches at two dimensions of behavior management and instructional management and the dominant teaching style. To this end, the researchers administered the Behavior and Instructional Management Scale (BIMS) ...

Teacher cognition and the teaching of EFL reading in Norwegian upper primary classrooms

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Trine Mathiesen Gilje

2014-10-01

Full Text Available This article is about a qualitative study of teacher cognition and the teaching of EFL reading in Norwegian upper primary classrooms. Teacher cognition, defined by Borg (2003, p.81 as ‘what teachers think, know, and believe and the relationships of these mental constructs to what teachers do in the language teaching classroom’, is a relatively new field of research, with few studies focussing on its link to the teaching of EFL reading skills in state schools or in young language learner classrooms. The study therefore aimed to explore upper primary EFL teachers’ reading-related materials and practices, what knowledge, attitudes and beliefs formed the basis of their choices, and the role of teacher education in this context. The method was semi-structured interviews with eight randomly selected 6th grade EFL-teachers. The study showed that the teachers primarily based their teaching of EFL reading on textbooks, used them in similar ways, but also used additional reading materials to varying extents. The teachers thus appeared to be heavily guided by their textbooks, in addition to intuition and routines. The impact of formal teacher education varied from teacher to teacher. Nevertheless, it was argued that pre-service and in-service teacher education will play an important role in helping future EFL teachers make and understand the choices they make about reading materials and pracices, so that they can meet the demands of increasingly diverse classrooms due to differences in linguistic, social and national backgrounds between pupils.

Characterization of mathematics instructional practises for prospective elementary teachers with varying levels of self-efficacy in classroom management and mathematics teaching

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Lee, Carrie W.; Walkowiak, Temple A.; Nietfeld, John L.

2017-03-01

The purpose of this study was to investigate the relationship between prospective teachers' (PTs) instructional practises and their efficacy beliefs in classroom management and mathematics teaching. A sequential, explanatory mixed-methods design was employed. Results from efficacy surveys, implemented with 54 PTs were linked to a sample of teachers' instructional practises during the qualitative phase. In this phase, video-recorded lessons were analysed based on tasks, representations, discourse, and classroom management. Findings indicate that PTs with higher levels of mathematics teaching efficacy taught lessons characterised by tasks of higher cognitive demand, extended student explanations, student-to-student discourse, and explicit connections between representations. Classroom management efficacy seems to bear influence on the utilised grouping structures. These findings support explicit attention to PTs' mathematics teaching and classroom management efficacy throughout teacher preparation and a need for formative feedback to inform development of beliefs about teaching practises.

Indirect Charged Particle Detection: Concepts and a Classroom Demonstration

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Childs, Nicholas B.; Horányi, Mihály; Collette, Andrew

2013-01-01

We describe the principles of macroscopic charged particle detection in the laboratory and their connections to concepts taught in the physics classroom. Electrostatic dust accelerator systems, capable of launching charged dust grains at hypervelocities (1-100 km/s), are a critical tool for space exploration. Dust grains in space typically have…

Exploration of Pre-Service Teachers' Beliefs in Relation to Mathematics Teaching Activities in Classroom-Based Setting

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Kul, Umit; Celik, Sedef

2017-01-01

This paper has been conducted to determine future teachers' mathematical beliefs and to explore the relationship between their mathematical beliefs and initial teaching practice in a classroom setting, in terms of how they design the content of teaching activities, they employed the style of teaching in mathematics, and they engaged with pupils. A…

Turkish Preservice Science Teachers' Socioscientific Issues-Based Teaching Practices in Middle School Science Classrooms

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Genel, Abdulkadir; Topçu, Mustafa Sami

2016-01-01

Background: Despite a growing body of research and curriculum reforms including socioscientific issues (SSI) across the world, how preservice science teachers (PST) or in-service science teachers can teach SSI in science classrooms needs further inquiry. Purpose: The purpose of this study is to describe the abilities of PSTs to teach SSI in middle…

Teacher characteristics and teaching styles as effectiveness enhancing factors of classroom practice

NARCIS (Netherlands)

Opdenakker, MC; Van Damme, J

This study examined effects of teacher characteristics (gender, teacher education and certification, class management skills and job satisfaction) and teaching styles on indicators of good classroom practice in mathematics classes in secondary education by means of multilevel analysis. The study

Teaching Topographic Map Skills and Geomorphology Concepts with Google Earth in a One-Computer Classroom

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Hsu, Hsiao-Ping; Tsai, Bor-Wen; Chen, Che-Ming

2018-01-01

Teaching high-school geomorphological concepts and topographic map reading entails many challenges. This research reports the applicability and effectiveness of Google Earth in teaching topographic map skills and geomorphological concepts, by a single teacher, in a one-computer classroom. Compared to learning via a conventional instructional…

Pedagogical Ideas on Sonic, Mediated, and Virtual Musical Landscapes: Teaching Hip Hop in a University Classroom

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Dhokai, Niyati

2012-01-01

Based on the experience of teaching the history of American hip hop music to a classroom of Canadian university students, the author considers the disjuncture between the cultural orientations of herself and her students. The author considers teaching methods to solve the place-based disjuncture that often occurs when teaching genres such as hip…

Bringing (Century-Old) Technology into the Classroom. Part I: Teaching Mechanics and Thermodynamics with Antiques

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Jewett, John W., Jr.

2015-01-01

The notion of bringing technology into the classroom has been the subject of many recent presentations at conferences and papers in physics teaching journals. The use of devices such as laptops, smartphones, tablets, and clickers is rising in today's classrooms and laboratories. PhET simulations have been available online for over a decade. A…

News Teaching: The epiSTEMe project: KS3 maths and science improvement Field trip: Pupils learn physics in a stately home Conference: ShowPhysics welcomes fun in Europe Student numbers: Physics numbers increase in UK Tournament: Physics tournament travels to Singapore Particle physics: Hadron Collider sets new record Astronomy: Take your classroom into space Forthcoming Events

Science.gov (United States)

2010-05-01

Teaching: The epiSTEMe project: KS3 maths and science improvement Field trip: Pupils learn physics in a stately home Conference: ShowPhysics welcomes fun in Europe Student numbers: Physics numbers increase in UK Tournament: Physics tournament travels to Singapore Particle physics: Hadron Collider sets new record Astronomy: Take your classroom into space Forthcoming Events

A Literary Approach to Teaching English Language in a Multicultural Classroom

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Choudhary, Sanju

2016-01-01

Literature is not generally considered as a coherent branch of the curriculum in relation to language development in either native or foreign language teaching. As teachers of English in multicultural Indian classrooms, we come across students with varying degrees of competence in English language learning. Although language learning is a natural…

Initiating Culturally Responsive Teaching for Identity Construction in the Malaysian Classrooms

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Idrus, Faizah

2014-01-01

This article presents evidence to the need for Culturally Responsive Teaching (CRT) to construct students' identity in the Malaysian classrooms. Since an important objective of education is to prepare individuals to exercise efficaciously in their environment, all students in multicultural society could benefit from exposure to CRT (Gay, 2000). In…

A Flipped Classroom Approach to Teaching Systems Analysis, Design and Implementation

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Tanner, Maureen; Scott, Elsje

2015-01-01

This paper describes a flipped classroom approach followed to teach systems analysis, design and implementation at university level. The techniques employed are described. These techniques were underpinned by a theory of coherent practice: a pedagogy that provides a framework for the design of highly structured interventions to guide students in…

Classrooms, Colleagues, Communities, and Change: The Sociology of Teaching at the Turn of the Century.

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Hargreaves, Andy

2001-01-01

Addresses the importance of emotions in relation to teachers' work in classrooms, to colleagues, and to communities, with implications for understanding the changing nature and organization of teaching in Japan. The paper analyzes five emotional geographies of teaching (moral, cultural, political, professional, and physical) in terms of Japanese…

How Iranian Instructors Teach L2 Pragmatics in Their Classroom Practices? A Mixed-Methods Approach

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Muthasamy, Paramasivam; Farashaiyan, Atieh

2016-01-01

This study examined the teaching approaches and techniques that Iranian instructors utilize for teaching L2 pragmatics in their classroom practices. 238 Iranian instructors participated in this study. The data for this study were accumulated through questionnaire and semi-structured interviews. In terms of the instructional approaches, both the…

Construction of the radiation oncology teaching files system for charged particle radiotherapy.

Science.gov (United States)

Masami, Mukai; Yutaka, Ando; Yasuo, Okuda; Naoto, Takahashi; Yoshihisa, Yoda; Hiroshi, Tsuji; Tadashi, Kamada

2013-01-01

Our hospital started the charged particle therapy since 1996. New institutions for charged particle therapy are planned in the world. Our hospital are accepting many visitors from those newly planned medical institutions and having many opportunities to provide with the training to them. Based upon our experiences, we have developed the radiation oncology teaching files system for charged particle therapy. We adopted the PowerPoint of Microsoft as a basic framework of our teaching files system. By using our export function of the viewer any physician can create teaching files easily and effectively. Now our teaching file system has 33 cases for clinical and physics contents. We expect that we can improve the safety and accuracy of charged particle therapy by using our teaching files system substantially.

Teaching Culture to Adult Indonesian Students in English Classrooms: a Mutual Understanding Approach

OpenAIRE

J. Hendra Tedjasuksmana

2013-01-01

Culture is often neglected in FL classrooms while it is important to teach it to the students. In the EFL classrooms in Indonesia, teachers should equip their students not only with the English culture but also other ethnic cultures in Indonesia as Indonesia is a multicultural and multiethnic country. It is English that becomes the bridge for the national unity. This paper describes that students get mutual benefits through learning cultures and it is teachers of English who...

Using Active Learning in a Studio Classroom to Teach Molecular Biology

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Nogaj, Luiza A.

2013-01-01

This article describes the conversion of a lecture-based molecular biology course into an active learning environment in a studio classroom. Specific assignments and activities are provided as examples. The goal of these activities is to involve students in collaborative learning, teach them how to participate in the learning process, and give…

Ways to Prepare Future Teachers to Teach Science in Multicultural Classrooms

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Billingsley, Berry

2016-01-01

Roussel De Carvalho uses the notion of superdiversity to draw attention to some of the pedagogical implications of teaching science in multicultural schools in cosmopolitan cities such as London. De Carvalho makes the case that if superdiverse classrooms exist then Science Initial Teacher Education has a role to play in helping future science…

Physical models for classroom teaching in hydrology

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A. Rodhe

2012-09-01

Full Text Available Hydrology teaching benefits from the fact that many important processes can be illustrated and explained with simple physical models. A set of mobile physical models has been developed and used during many years of lecturing at basic university level teaching in hydrology. One model, with which many phenomena can be demonstrated, consists of a 1.0-m-long plexiglass container containing an about 0.25-m-deep open sand aquifer through which water is circulated. The model can be used for showing the groundwater table and its influence on the water content in the unsaturated zone and for quantitative determination of hydraulic properties such as the storage coefficient and the saturated hydraulic conductivity. It is also well suited for discussions on the runoff process and the significance of recharge and discharge areas for groundwater. The flow paths of water and contaminant dispersion can be illustrated in tracer experiments using fluorescent or colour dye. This and a few other physical models, with suggested demonstrations and experiments, are described in this article. The finding from using models in classroom teaching is that it creates curiosity among the students, promotes discussions and most likely deepens the understanding of the basic processes.

Applying Behavior Analytic Procedures to Effectively Teach Literacy Skills in the Classroom

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Joseph, Laurice M.; Alber-Morgan, Sheila; Neef, Nancy

2016-01-01

The purpose of this article is to discuss the application of behavior analytic procedures for advancing and evaluating methods for teaching literacy skills in the classroom. Particularly, applied behavior analysis has contributed substantially to examining the relationship between teacher behavior and student literacy performance. Teacher…

Teaching English to a Student with Autism Spectrum Disorder in Regular Classroom in Indonesia

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Ni Nyoman Padmadewi

2017-07-01

Full Text Available The recognition of students with special needs has been increasing significantly in Indonesia recently and the better understanding as well as supportive school programs is urgently needed. It was found out that schools and teachers in Indonesia had very limited preparedness either in teaching skills or material development to meet the actual needs of the students. This study then aimed at investigating appropriate strategies of teaching English to a student with Autistic Spectrum Disorder (ASD included in a regular classroom. This research was in the form of a case study conducted in North Bali Bilingual School. The data were collected through observations and interviews. The findings show that the Individual Education Plan (IEP provided with visual media through co-teaching, differentiated instruction and also through a “buddy program” are found appropriate to help the student learn English as a foreign language. These strategies are effective to be implemented in an inclusive classroom program.

Teaching culture in the Japanese language classroom: A NSW case study

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Caroline Mahoney

2009-12-01

Full Text Available This study examines, through a qualitative case study approach, how non-native- speaking (NNS Japanese language teachers in New South Wales (NSW teach culture and why. The study seeks to understand the pedagogy used to teach culture, teachers’ attitudes and beliefs on teaching culture and how these attitudes and beliefs have been influenced by past experiences. This study also explores how the NSW K-10 Japanese syllabus and concepts of Intercultural Language Learning (IcLL are being implemented in teachers’ classrooms. Two non-native-speaking (NNS Japanese language teachers from a selective secondary school in NSW were interviewed and their classes observed over three days. Analysis of interview and observation data shows that these teachers teach culture as determined by language content, integrate language and culture teaching and teach culture as observable and factual. The study shows that both teachers view culture teaching as easier than language teaching, however their views on the influence of the syllabus differ. The study explores the teachers’ past experiences and how these affect how they feel towards, and teach culture. Finally, this study looks at how the teachers’ practices reflect concepts of IcLL such as integrating language and culture, student-centered learning and how their status as NNS teachers affects their culture teaching.

Teaching and learning science in linguistically diverse classrooms

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Moore, Emilee; Evnitskaya, Natalia; Ramos-de Robles, S. Lizette

2017-01-01

In this paper we reflect on the article, Science education in a bilingual class: problematising a translational practice, by Zeynep Ünsal, Britt Jakobson, Bengt-Olav Molander and Per-Olaf Wickman (Cult Stud Sci Educ, 10.1007/s11422-016-9747-3). In their article, the authors present the results of a classroom research project by responding to one main question: How is continuity between everyday language and the language of science construed in a bilingual science classroom where the teacher and the students do not speak the same minority language? Specifically, Ünsal et al. examine how bilingual students construe relations between everyday language and the language of science in a class taught in Swedish, in which all students also spoke Turkish, whereas the teacher also spoke Bosnian, both being minority languages in the context of Swedish schools. In this forum, we briefly discuss why close attention to bilingual dynamics emerging in classrooms such as those highlighted by Ünsal et al. matters for science education. We continue by discussing changing ontologies in relation to linguistic diversity and education more generally. Recent research in bilingual immersion classroom settings in so-called "content" subjects such as Content and Language Integrated Learning, is then introduced, as we believe this research offers some significant insights in terms of how bilingualism contributes to knowledge building in subjects such as science. Finally, we offer some reflections in relation to the classroom interactional competence needed by teachers in linguistically diverse classrooms. In this way, we aim to further the discussion initiated by Ünsal et al. and to offer possible frameworks for future research on bilingualism in science education. In their article, Ünsal et al. conclude the analysis of the classroom data by arguing in favor of a translanguaging pedagogy, an approach to teaching and learning in which students' whole language repertoires are used as

DLESE Teaching Boxes: Earth System Science Resources And Strategies For Using Data In The Classroom

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Olds, S. E.; Weingroff, M.

2005-12-01

The DLESE Teaching Box project is both a professional development opportunity and an educational resource development project providing a pedagogic context that support teachers' use of data in the classroom. As a professional development opportunity, it is designed to augment teachers' science content knowledge, enhance their use of inquiry teaching strategies, and increase their confidence and facility with using digital libraries and online learning resources. Teams of educators, scientists, and instructional designers work together during a three part Teaching Box Development Workshop series to create Teaching Boxes on Earth system science topics. The resulting Teaching Boxes use Earth system science conceptual frameworks as their core and contain inquiry-based lessons which model scientific inquiry and process by focusing on the gathering and analysis of evidence. These lines of evidence employ an Earth systems approach to show how processes across multiple spheres, for example, how the biosphere, atmosphere, and geosphere interact in a complex Earth process. Each Teaching Box has interconnected lessons that provide 3-6 weeks of instruction, incorporate National and California science standards, and offer guidance on teaching pathways through the materials. They contain up-to-date digital materials including archived and real-time data sets, simulations, images, lesson plans, and other resources available through DLESE, NSDL, and the participating scientific institutions. Background information provided within the Box supports teacher learning and guides them to facilitate student access to the tools and techniques of authentic, modern science. In developing Teaching Boxes, DLESE adds value to existing educational resources by helping teachers more effectively interpret their use in a variety of standards-based classroom settings. In the past twelve months we have had over 100 requests for Teaching Box products from teachers and curriculum developers from

Teaching Styles of the Classroom Managers in one Basic Primary School in the Philippines

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Marife G.Villena

2015-05-01

Full Text Available This study aimed to determine the teaching styles of the classroom managers in Pinamucan Elementary School. Specifically, it identified the demographic profile or the teachers respondents in terms of age, gender, educational qualification, number of seminars attended, assigned level and years of services; and find out which of the teaching styles of the teacher respondents in terms of whole class, individual, and small group activities are practiced. The study used descriptive methods were a standardized questionnaire was utilized as the main instrument in gathering data. Based on the result, Most of the classroom managers belonged to the middle aged bracket; had been working from 20 to 29 years in this institution, and were assigned in different grades / levels, and had attended 7-9 seminars for the length of time they had served there; majority of the respondents often use the question and answer method when doing whole class activities. For individual activities, homework is often used by the classroom managers to get their students’ attention while for small group activities, games were often practiced as means of initiating cooperation among students. The school may be practice the used of LCD. School administrator mat conduct seminars regarding modern classroom methodologies

Approaching multidimensional forms of knowledge through Personal Meaning Mapping in science integrating teaching outside the classroom

DEFF Research Database (Denmark)

Hartmeyer, Rikke; Bolling, Mads; Bentsen, Peter

2017-01-01

knowledge dimensions is important, especially in science teaching outside the classroom, where “hands-on” approaches and experiments are often part of teaching and require procedural knowledge, among other things. Therefore, this study investigates PMM as a method for exploring specific knowledge dimensions......Current research points to Personal Meaning Mapping (PMM) as a method useful in investigating students’ prior and current science knowledge. However, studies investigating PMM as a method for exploring specific knowledge dimensions are lacking. Ensuring that students are able to access specific...... in formal science education integrating teaching outside the classroom. We applied a case study design involving two schools and four sixth-grade classes. Data were collected from six students in each class who constructed personal meaning maps and were interviewed immediately after natural science...

Using Information and Communication Technology in Italian Language Learning and Teaching: from Teacher Education to Classroom Activities

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Matteo Viale

2017-11-01

Full Text Available This paper describes the in-service teacher education activities carried out by the research unit from the University of Bologna involved in the European project E-LENGUA. This project focuses on the use of Information and Communication Technologies (ICTs in teaching Italian in the multilingual classroom. The paper opens with a description of the Italian educational context, characterised by an increasing presence of non-native speakers of Italian. Taking into consideration the linguistic needs of students with different sociolinguistic backgrounds is a significant challenge for teachers. ICTs may be helpful for teachers facing such challenges, even though there are contrasting opinions about their usage in the classroom. The paper presents some case studies on the use of ICTs in the classroom, developed within in-service teacher education activities and implemented in the classroom. These studies aim to examine the use of ICTs as a teaching resource in order to elaborate generalizable guidelines for best practices in the Italian school system.

Theoretical Beliefs and Instructional Practices Used for Teaching Spelling in Elementary Classrooms

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McNeill, Brigid; Kirk, Cecilia

2014-01-01

The current study aimed to examine teachers' reported spelling assessment and instruction practices. Analysis of the match between teachers' theoretical beliefs about spelling and their reported pedagogy was conducted to elucidate factors that may support or impede the use of evidence-based teaching strategies in the classroom. An electronic…

The Effects of Classroom Teaching on Students' Self-Efficacy for Personal Development

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Cheung, Derek; Lai, Edith

2013-01-01

The personal development of students is an essential component of school guidance and counselling programmes, but no published research on guidance and counselling has investigated the effects of regular classroom teaching on students' self-efficacy for personal development. In this study, questionnaire items were constructed to measure classroom…

Teaching Note--Using TED Talks in the Social Work Classroom: Encouraging Student Engagement and Discourse

Science.gov (United States)

Loya, Melody Aye; Klemm, Terri

2016-01-01

Focusing on TED Talks (online videos) as a resource for social work educators, this teaching note shares our ideas regarding the use of the online videos as an avenue for reaching students and encouraging discussions in the social work classroom. The article first explores the TED platform and then discusses using TED as a teaching tool. Finally,…

Potentials in Udeskole: Inquiry-Based Teaching Outside the Classroom

Directory of Open Access Journals (Sweden)

Karen S. Barfod

2018-05-01

Full Text Available Most research on outdoor education, including the Scandinavian concept udeskole (regular curriculum-based teaching outside the classroom, has focused on pupils' outcomes, whereas less has focused on teachers' practices. In this article, we described the occurrence of inquiry-based teaching in udeskole. To analyze practice, we extended the notion of inquiry-based education. Within science and mathematics education, a strong stepwise teaching approach formerly was established, called Inquiry Based Science and Mathematics Education (IBSME, emphasizing pupils' hypothesis testing, data validation and systematic experimentation. In this study, we broadened the IBSME-concept of inquiry in order to include a more holistic, non-linear teaching approach, but excluding teacher-instructed inquiry. Using this idea, we observed and documented by field notes how five experienced teachers practiced mathematics and science teaching in udeskole at primary level in Denmark. Twenty-eight outdoor days were observed. Each day was divided into separate teaching incidents with a distinct start and end. The level of teacher interference and possible choices in each teaching incidents formed the analytic background. We analyzed each of the 71 teaching incidents, and categorized each of them into one of five categories numbered 4–0. The categories designated numbers 4–2 contained the inquiry-based teaching incidents, and the categories designated 1 and 0 were categorized as “non-inquiry-based.” They contained teaching incidents where the teacher was instructing the pupils (category 1, and outdoor teaching activities with no sign of inquiry, called training activities (category 0. Our results showed that about half of the analyzed outdoor teaching practice seemed to be inquiry-based, emphasizing pupils' choice and presenting cognitive challenge. This indicates that the analyzed udeskole had the potential to support an explorative and multifaceted inquiry

THE SPANISH LANGUAGE TEACHING MEDIATED BY NEW TECHNOLOGIES: THE CLASSROOM TO FACEBOOK

Directory of Open Access Journals (Sweden)

Elaine Teixeira da Silva

2014-12-01

Full Text Available This article aims to describe the possibilities provided by the use of new digital Information and Communication Technologies (ICT, aided by Web 2.0, on Spanish teaching both inside and outside classroom. We analyzed the social network Facebook because it has a large number of users who spend a significant amount of time on the site chatting with friends, posting comments, liking photos and profiles and participating in groups. This social network also provides teaching tools that will help students to develop their autonomy to (re learn how to think. It is shown that Facebook presents EaD characteristics and therefore can be considered an additional tool on language teaching and education.

Teaching and nature: Middle school science teachers' relationship with nature in personal and classroom contexts

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Ball, Nadine Butcher

2000-10-01

This qualitative study describes three middle-school science teachers' relationship-with-nature in personal and classroom contexts. Participating teachers had more than 7 years experience and were deemed exemplary practitioners by others. Interview data about personal context focused on photographs the teacher took representing her/his relationship-with-nature in daily life. Interview data for classroom context explored classroom events during three or more researcher observations. Transcripts were analyzed using a multiple-readings approach to data reduction (Gilligan, Brown & Rogers, 1990; Miles & Huberman, 1994, p. 14, 141). Readings generated categorical information focused on portrayals of: nature; self; and relationship-with-nature. Categorical data were synthesized into personal and teaching case portraits for each teacher, and cross case themes identified. Participants indicated the portraits accurately represented who they saw themselves to be. Additional readings identified sub-stories by plot and theme. Narrative data were clustered to highlight elements of practice with implications for the relationship-with-nature lived in the classroom. These individual-scale moments were compared with cultural-scale distinctions between anthropocentric and ecological world views. Cross case themes included dimensions of exemplary middle-school science teaching important to teacher education and development, including an expanded conception of knowing and skillful use of student experience. Categorical analysis revealed each teacher had a unique organizing theme influencing their interpretation of personal and classroom events, and that nature is experienced differently in personal as opposed to teaching contexts. Narrative analysis highlights teachers' stories of classroom pets, dissection, and student dissent, illustrating an interplay between conceptual distinctions and personal dimensions during moments of teacher decision making. Results suggest teachers

A measure to evaluate classroom teaching practices in nursing.

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Herinckx, Heidi; Munkvold, Julia Paschall; Winter, Elisabeth; Tanner, Christine A

2014-01-01

The Oregon Consortium for Nursing Education (OCNE) Classroom Teaching Fidelity Scale was created to measure the implementation of the OCNE curriculum and its related pedagogy. OCNE is a partnership of eight community colleges and the five-campus state-supported university. OCNE developed a shared competency-based curriculum and pedagogical practices. An essential part of the OCNE evaluation was to measure the extent the curriculum and pedagogical model were implemented on each partner campus. The scale was developed using a multistep methodology, including review of the literature and OCNE guidelines and materials, frequent consultation with local and national advisory boards, and multiple observations of OCNE classrooms over a two-year period. Fidelity scores are reported for 10 OCNE colleges observed in 2009. CONCLUSlON: The creation and use of this fidelity scale and similar measures may contribute to the emerging science of nursing education by more clearly documenting educational reform efforts..

The Influence of Informal Science Education Experiences on the Development of Two Beginning Teachers' Science Classroom Teaching Identity

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Katz, Phyllis; Randy McGinnis, J.; Riedinger, Kelly; Marbach-Ad, Gili; Dai, Amy

2013-12-01

In case studies of two first-year elementary classroom teachers, we explored the influence of informal science education (ISE) they experienced in their teacher education program. Our theoretical lens was identity development, delimited to classroom science teaching. We used complementary data collection methods and analysis, including interviews, electronic communications, and drawing prompts. We found that our two participants referenced as important the ISE experiences in their development of classroom science identities that included resilience, excitement and engagement in science teaching and learning-qualities that are emphasized in ISE contexts. The data support our conclusion that the ISE experiences proved especially memorable to teacher education interns during the implementation of the No Child Left Behind policy which concentrated on school-tested subjects other than science.

School Effectiveness at Primary Level of Education in Relation to Classroom Teaching

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Panigrahi, Manas Ranjan

2014-01-01

The study aims to investigate the relationship of School Effectiveness with regard to classroom teaching at primary level of education. The objectives of the study were to identify the more-effective and less-effective schools; to find out the differences between more-effective and less-effective schools in relation to physical facilities, Head…

Mathematics difficulties & classroom leadership

DEFF Research Database (Denmark)

Schmidt, Maria Christina Secher

2016-01-01

This article investigates possible links between inclusion, students, for whom mathematics is extensively difficult, and classroom leadership through a case study on teaching strategies and student participation in four classrooms at two different primary schools in Denmark. Three sets of results...... are presented: 1) descriptions of the teachers’ classroom leadership to include all their students in the learning community, 2) the learning community produced by stated and practiced rules for teaching and learning behavior, 3) the classroom behavior of students who experience difficulties with mathematics....... The findings suggest that the teachers’ pedagogical choices and actions support an active learning environment for students in diverse learning needs, and that the teachers practise dimensions of inclusive classroom leadership that are known to be successful for teaching mathematics to all students. Despite...

A Self-reflection in Developing Teaching Performance at the Classroom for English Foreign Language (Efl) Teachers

OpenAIRE

Karlinawati, Esih

2014-01-01

This paper deals with a topic self-reflection in developing teaching performance. Self-reflection is a vital skill to reflect and evaluate teachers' teaching performance in the classroom. However, there are many teachers running monotonous classes because they do not make a self-reflection. This consideration explores teachers' strengths and weaknesses in learning process. This research will help the teachers to maintain or eliminate critical incident on learning and teaching process. This re...

Teaching and Learning Simplification Strategies in a Philippine Classroom: A Pilot Study.

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Sibayan, Bonifacio P.; And Others

This paper discusses the use of English as the main language of instruction in higher education in many developing nations, and reports on a pilot study of learning and teaching strategies used in Filipino- and English-language classrooms at De La Salle University in Manila, The Philippines. The study examined the "teacher talk" and…

Pedagogical Gestures as Interactional Resources for Teaching and Learning Tense and Aspect in the ESL Grammar Classroom

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Matsumoto, Yumi; Dobs, Abby Mueller

2017-01-01

This study investigated the functions of gesture in teaching and learning grammar in the context of second language (L2) classroom interactions. The data consisted of video-recorded interactions from a beginner- and an advanced-level grammar classroom in an intensive English program at a U.S. university. The sequences of talk-in-interaction…

Teaching Mathematics in Multilingual Classrooms: Developing Intercultural Competence via a Study Abroad Program

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Kasmer, Lisa Anne; Billings, Esther

2017-01-01

This study investigated how a study abroad experience teaching mathematics in Tanzania, Africa impacted a group of secondary education pre-service teachers (PSTs) from the United States. In particular we discuss their ability to facilitate the learning of students in multilingual mathematics classrooms while personally developing intercultural…

Renegotiating the pedagogic contract: Teaching in digitally enhanced secondary science classrooms

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Ajayi, Ajibola Oluneye

This qualitative case study explores the effects of emerging digital technology as a teaching and learning tool in secondary school science classrooms. The study examines three teachers' perspectives on how the use of technology affects the teacher-student pedagogic relationship. The "pedagogic contract" is used as a construct to analyze the changes that took place in these teachers' classrooms amid the use of this new technology. The overarching question for this research is: How was the pedagogic contract renegotiated in three secondary science teachers' classrooms through the use of digitally enhanced science instruction. To answer this question, data was collected via semi-structured teacher interviews, classroom observations, and analysis of classroom documents such as student assignments, tests and Study Guides. This study reveals that the everyday use of digital technologies in these classrooms resulted in a re-negotiated pedagogic contract across three major dimensions: content of learning, method and management of learning activities, and assessment of learning. The extent to which the pedagogic contract was renegotiated varied with each of the teachers studied. Yet in each case, the content of learning was extended to include new topics, and greater depth of learning within the mandated curriculum. The management of learning was reshaped around metacognitive strategies, personal goal-setting, individual pacing, and small-group learning activities. With the assessment of learning, there was increased emphasis on self-directed interactive testing as a formative assessment tool. This study highlights the aspects of science classrooms that are most directly affected by the introduction of digital technologies and demonstrates how those changes are best understood as a renegotiation of the teacher-student pedagogic contract.

Sustaining inquiry-based teaching methods in the middle school science classroom

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Murphy, Amy Fowler

This dissertation used a combination of case study and phenomenological research methods to investigate how individual teachers of middle school science in the Alabama Math, Science, and Technology Initiative (AMSTI) program sustain their use of inquiry-based methods of teaching and learning. While the overall context for the cases was the AMSTI program, each of the four teacher participants in this study had a unique, individual context as well. The researcher collected data through a series of interviews, multiple-day observations, and curricular materials. The interview data was analyzed to develop a textural, structural, and composite description of the phenomenon. The Reformed Teaching Observation Protocol (RTOP) was used along with the Assesing Inquiry Potential (AIP) questionnaire to determine the level of inquiry-based instruction occuring in the participants classrooms. Analysis of the RTOP data and AIP data indicated all of the participants utilized inquiry-based methods in their classrooms during their observed lessons. The AIP data also indicated the level of inquiry in the AMSTI curricular materials utilized by the participants during the observations was structured inquiry. The findings from the interview data suggested the ability of the participants to sustain their use of structured inquiry was influenced by their experiences with, beliefs about, and understandings of inquiry. This study contributed to the literature by supporting existing studies regarding the influence of teachers' experiences, beliefs, and understandings of inquiry on their classroom practices. The inquiry approach stressed in current reforms in science education targets content knowledge, skills, and processes needed in a future scientifically literate citizenry.

On the Relationship between EFL Teachers' Classroom Management Approaches and the Dominant Teaching Style: A Mixed Method Study

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Kazemi, Ali; Soleimani, Neda

2016-01-01

As a factor contributing to a successful teaching career, classroom management can be affected by many latent and explicit variables. In this mixed method study, the researchers sought to scrutinize the possible connections among EFL teachers' classroom management approaches at two dimensions of behavior management and instructional management and…

The Influence of Informal Science Education Experiences on the Development of Two Beginning Teachers' Science Classroom Teaching Identity

Science.gov (United States)

Katz, Phyllis; McGinnis, J. Randy; Riedinger, Kelly; Marbach-Ad, Gili; Dai, Amy

2013-01-01

In case studies of two first-year elementary classroom teachers, we explored the influence of informal science education (ISE) they experienced in their teacher education program. Our theoretical lens was identity development, delimited to classroom science teaching. We used complementary data collection methods and analysis, including interviews,…

Using Qualitative Research to Assess Teaching and Learning in Technology-Infused TILE Classrooms

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Van Horne, Sam; Murniati, Cecilia Titiek; Saichaie, Kem; Jesse, Maggie; Florman, Jean C.; Ingram, Beth F.

2014-01-01

This chapter describes the results of an assessment project whose purpose was to improve the faculty-development program for instructors who teach in technology-infused TILE (Transform, Interact, Learn, Engage) classrooms at the University of Iowa. Qualitative research methods were critical for (1) learning about how students and instructors…

Cognitive Modification as Intervention for Increasing Basic Skills in Classroom Planning and Teaching.

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Sunal, Dennis W.

One formal operational schema, hypothetical-deductive reasoning, is seen as most important to effective decisionmaking in planning and carrying out classroom lessons. While it is clear that formal thought schema are widely used in teaching, it is also understood that these reasoning schema are themselves dependent upon the more fundamental…

Learning from simple ebooks, online cases or classroom teaching when acquiring complex knowledge. A randomized controlled trial in respiratory physiology and pulmonology.

Science.gov (United States)

Worm, Bjarne Skjødt

2013-01-01

E-learning is developing fast because of the rapid increased use of smartphones, tablets and portable computers. We might not think of it as e-learning, but today many new e-books are in fact very complex electronic teaching platforms. It is generally accepted that e-learning is as effective as classroom teaching methods, but little is known about its value in relaying contents of different levels of complexity to students. We set out to investigate e-learning effects on simple recall and complex problem-solving compared to classroom teaching. 63 nurses specializing in anesthesiology were evenly randomized into three groups. They were given internet-based knowledge tests before and after attending a teaching module about respiratory physiology and pulmonology. The three groups was either an e-learning group with eBook teaching material, an e-learning group with case-based teaching or a group with face-to-face case-based classroom teaching. After the module the students were required to answer a post-test. Time spent and the number of logged into the system was also measured. For simple recall, all methods were equally effective. For problem-solving, the eCase group achieved a comparable knowledge level to classroom teaching, while textbook learning was inferior to both (p<0.01). The textbook group also spent the least amount of time on acquiring knowledge (33 minutes, p<0.001), while the eCase group spent significantly more time on the subject (53 minutes, p<0.001) and logged into the system significantly more (2.8 vs 1.6, p<0.001). E-learning based cases are an effective tool for teaching complex knowledge and problem-solving ability, but future studies using higher-level e-learning are encouraged.Simple recall skills, however, do not require any particular learning method.

Learning from simple ebooks, online cases or classroom teaching when acquiring complex knowledge. A randomized controlled trial in respiratory physiology and pulmonology.

Directory of Open Access Journals (Sweden)

Bjarne Skjødt Worm

Full Text Available BACKGROUND AND AIMS: E-learning is developing fast because of the rapid increased use of smartphones, tablets and portable computers. We might not think of it as e-learning, but today many new e-books are in fact very complex electronic teaching platforms. It is generally accepted that e-learning is as effective as classroom teaching methods, but little is known about its value in relaying contents of different levels of complexity to students. We set out to investigate e-learning effects on simple recall and complex problem-solving compared to classroom teaching. METHODS: 63 nurses specializing in anesthesiology were evenly randomized into three groups. They were given internet-based knowledge tests before and after attending a teaching module about respiratory physiology and pulmonology. The three groups was either an e-learning group with eBook teaching material, an e-learning group with case-based teaching or a group with face-to-face case-based classroom teaching. After the module the students were required to answer a post-test. Time spent and the number of logged into the system was also measured. RESULTS: For simple recall, all methods were equally effective. For problem-solving, the eCase group achieved a comparable knowledge level to classroom teaching, while textbook learning was inferior to both (p<0.01. The textbook group also spent the least amount of time on acquiring knowledge (33 minutes, p<0.001, while the eCase group spent significantly more time on the subject (53 minutes, p<0.001 and logged into the system significantly more (2.8 vs 1.6, p<0.001. CONCLUSIONS: E-learning based cases are an effective tool for teaching complex knowledge and problem-solving ability, but future studies using higher-level e-learning are encouraged.Simple recall skills, however, do not require any particular learning method.

Flipping the Learning: An Investigation into the Use of the Flipped Classroom Model in an Introductory Teaching Course

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Vaughan, Michelle

2014-01-01

With a classroom full of millennial learners, it is essential that teacher educators adjust their pedagogy to meet their students' needs. This study explores the use of a flipped classroom model to engage preservice teachers in an Introduction to the Teaching Profession course. In addition, it explores the need for teacher education…

Teaching Point-of-Care Lung Ultrasound to Novice Pediatric Learners: Web-Based E-Learning Versus Traditional Classroom Didactic.

Science.gov (United States)

Soon, Aun Woon; Toney, Amanda Greene; Stidham, Timothy; Kendall, John; Roosevelt, Genie

2018-04-24

To assess whether Web-based teaching is at least as effective as traditional classroom didactic in improving the proficiency of pediatric novice learners in the image acquisition and interpretation of pneumothorax and pleural effusion using point-of-care ultrasound (POCUS). We conducted a randomized controlled noninferiority study comparing the effectiveness of Web-based teaching to traditional classroom didactic. The participants were randomized to either group A (live classroom lecture) or group B (Web-based lecture) and completed a survey and knowledge test. They also received hands-on training and completed an objective structured clinical examination. The participants were invited to return 2 months later to test for retention of knowledge and skills. There were no significant differences in the mean written test scores between the classroom group and Web group for the precourse test (absolute difference, -2.5; 95% confidence interval [CI], -12 to 6.9), postcourse test (absolute difference, 2.0; 95% CI, -1.4, 5.3), and postcourse 2-month retention test (absolute difference, -0.8; 95% CI, -9.6 to 8.1). Similarly, no significant differences were noted in the mean objective structured clinical examination scores for both intervention groups in postcourse (absolute difference, 1.9; 95% CI, -4.7 to 8.5) and 2-month retention (absolute difference, -0.6; 95% CI, -10.7 to 9.5). Web-based teaching is at least as effective as traditional classroom didactic in improving the proficiency of novice learners in POCUS. The usage of Web-based tutorials allows a more efficient use of time and a wider dissemination of knowledge.

Learning from simple ebooks, online cases or classroom teaching when acquiring complex knowledge. A randomized controlled trial in respiratory physiology and pulmonology

DEFF Research Database (Denmark)

Worm, Bjarne Skjødt

2013-01-01

E-learning is developing fast because of the rapid increased use of smartphones, tablets and portable computers. We might not think of it as e-learning, but today many new e-books are in fact very complex electronic teaching platforms. It is generally accepted that e-learning is as effective...... as classroom teaching methods, but little is known about its value in relaying contents of different levels of complexity to students. We set out to investigate e-learning effects on simple recall and complex problem-solving compared to classroom teaching....

Measuring Learning, Supporting Teaching: Classroom Experts' Recommendations for an Effective Educator Evaluation System

Science.gov (United States)

Center for Teaching Quality, 2013

2013-01-01

The Illinois New Millennium Initiative (NMI) is a statewide team of accomplished, early-career teachers and educators focused on classroom- and community-based solutions to improve public schools. In virtual and face-to-face collaborations, the NMI works to connect research findings with its own teaching experiences in order to design policies and…

Teaching and Learning with Mobile Computing Devices: Case Study in K-12 Classrooms

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Grant, Michael M.; Tamim, Suha; Brown, Dorian B.; Sweeney, Joseph P.; Ferguson, Fatima K.; Jones, Lakavious B.

2015-01-01

While ownership of mobile computing devices, such as cellphones, smartphones, and tablet computers, has been rapid, the adoption of these devices in K-12 classrooms has been measured. Some schools and individual teachers have integrated mobile devices to support teaching and learning. The purpose of this qualitative research was to describe the…

Teaching Research in the Traditional Classroom: Why Make Graduate Students Wait?

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Carr, Lincoln D.

2016-05-01

Physics graduate programs tend to divide the degree into two parts: (1) theory, taught in classes, almost totally divorced from the lab setting; and (2) research, taught in a research group through hands-on lab experience and mentorship. As we come to understand from undergraduate physics education research that modifying our teaching can rather easily produce quantifiably better results, it is reasonable to ask if we can make similar improvements at the graduate level. In this talk I will present the results of beginning research instruction in the classroom in the very first semester of graduate school, in the most traditional of classes - classical mechanics. In this approach, students build their knowledge from hands-on projects. They get immediately certified and experienced in the machine shop and electronics lab. There are no formal lectures. Students develop and present their own problems, and teach and challenge each other in the classroom. In contrast to polished lectures, both the instructor and the students together learn from their many public mistakes. Students give conference-style presentations instead of exams. As a result, students not only excel in analytical skills, but they also learn to tie theory to measurement, identify statistical and systematic errors, simulate computationally and model theoretically, and design their own experiments. Funded by NSF.

Comparison between flipped classroom and lecture-based classroom in ophthalmology clerkship

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Tang, Fen; Chen, Chuan; Zhu, Yi; Zuo, Chengguo; Zhong, Yimin; Wang, Nan; Zhou, Lijun; Zou, Yuxian; Liang, Dan

2017-01-01

ABSTRACT Background: In recent years, the flipped classroom method of teaching has received much attention in health sciences education. However, the application of flipped classrooms in ophthalmology education has not been well investigated. Objective: The goal of this study was to investigate the effectiveness and acceptability of the flipped classroom approach to teaching ophthalmology at the clerkship level. Design: Ninety-five fourth year medical students in an ophthalmology clerkship were randomly divided into two groups. An ocular trauma module was chosen for the content of this study. One group (FG (flipped group), n = 48) participated in flipped classroom instruction and was asked to watch a recorded lecture video and to read study materials before a face-to-face class meeting. They used the in-class time for discussion. The other group (TG (traditional group), n = 47) was assigned to traditional lecture-based instruction. These students attended a didactic lecture and completed assigned homework after the lecture. Feedback questionnaires were collected to compare students’ perspectives on the teaching approach they experienced and to evaluate students’ self-perceived competence and interest in ocular trauma. Pre- and post-tests were performed to assess student learning of the course materials. Results: More students in the FG agreed that the classroom helped to promote their learning motivation, improve their understanding of the course materials, and enhance their communication skill and clinical thinking. However, students in the FG did not show a preference for this method of teaching, and also reported more burden and pressure than those from the TG. Students from the FG performed better on the post test over the ocular trauma-related questions when compared to those from the TG. Conclusions: The flipped classroom approach shows promise in ophthalmology clerkship teaching. However, it has some drawbacks. Further evaluation and modifications

Comparison between flipped classroom and lecture-based classroom in ophthalmology clerkship.

Science.gov (United States)

Tang, Fen; Chen, Chuan; Zhu, Yi; Zuo, Chengguo; Zhong, Yimin; Wang, Nan; Zhou, Lijun; Zou, Yuxian; Liang, Dan

2017-01-01

In recent years, the flipped classroom method of teaching has received much attention in health sciences education. However, the application of flipped classrooms in ophthalmology education has not been well investigated. The goal of this study was to investigate the effectiveness and acceptability of the flipped classroom approach to teaching ophthalmology at the clerkship level. Ninety-five fourth year medical students in an ophthalmology clerkship were randomly divided into two groups. An ocular trauma module was chosen for the content of this study. One group (FG (flipped group), n = 48) participated in flipped classroom instruction and was asked to watch a recorded lecture video and to read study materials before a face-to-face class meeting. They used the in-class time for discussion. The other group (TG (traditional group), n = 47) was assigned to traditional lecture-based instruction. These students attended a didactic lecture and completed assigned homework after the lecture. Feedback questionnaires were collected to compare students' perspectives on the teaching approach they experienced and to evaluate students' self-perceived competence and interest in ocular trauma. Pre- and post-tests were performed to assess student learning of the course materials. More students in the FG agreed that the classroom helped to promote their learning motivation, improve their understanding of the course materials, and enhance their communication skill and clinical thinking. However, students in the FG did not show a preference for this method of teaching, and also reported more burden and pressure than those from the TG. Students from the FG performed better on the post test over the ocular trauma-related questions when compared to those from the TG. The flipped classroom approach shows promise in ophthalmology clerkship teaching. However, it has some drawbacks. Further evaluation and modifications are required before it can be widely accepted and implemented

Implementing Organizational Skills in the Classroom

OpenAIRE

Debora, Marisi

2015-01-01

This article presents the writer's experience in the classroom in implementing the organizational skills. The article also discuss the reason for teaching organizational skills in the classroom, materials needed for the teaching and the implementation of the organizational skills in the classroom. The materials can be adjusted to the availability in the class and the students' own stationery. The two stages of implementation later build the students' independence which is the goal of teaching...

Classroom Management. TESOL Classroom Practice Series

Science.gov (United States)

Farrell, Thomas S. C., Ed.

2008-01-01

This series captures the dynamics of the contemporary ESOL classroom. It showcases state-of-the-art curricula, materials, tasks, and activities reflecting emerging trends in language education and seeks to build localized language teaching and learning theories based on teachers' and students' unique experiences in and beyond the classroom. Each…

Teaching listening to older second language learners: Classroom implications

Directory of Open Access Journals (Sweden)

Agata Słowik

2017-09-01

Full Text Available Listening is often listed as the most challenging language skill that the students need to learn in the language classrooms. Therefore the awareness of listening strategies and techniques, such as bottom-up and top-down processes, specific styles of listening, or various compensatory strategies, prove to facilitate the process of learning of older individuals. Indeed, older adult learners find decoding the aural input, more challenging than the younger students. Therefore, both students’ and teachers’ subjective theories and preferences regarding listening comprehension as well as the learners’ cognitive abilities should be taken into account while designing a teaching model for this age group. The aim of this paper is, thus, to draw the conclusions regarding processes, styles and strategies involved in teaching listening to older second language learners and to juxtapose them with the already existing state of research regarding age-related hearing impairments, which will serve as the basis for future research.

The Effects of Practice-Based Training on Graduate Teaching Assistants’ Classroom Practices

Science.gov (United States)

Becker, Erin A.; Easlon, Erin J.; Potter, Sarah C.; Guzman-Alvarez, Alberto; Spear, Jensen M.; Facciotti, Marc T.; Igo, Michele M.; Singer, Mitchell; Pagliarulo, Christopher

2017-01-01

Evidence-based teaching is a highly complex skill, requiring repeated cycles of deliberate practice and feedback to master. Despite existing well-characterized frameworks for practice-based training in K–12 teacher education, the major principles of these frameworks have not yet been transferred to instructor development in higher educational contexts, including training of graduate teaching assistants (GTAs). We sought to determine whether a practice-based training program could help GTAs learn and use evidence-based teaching methods in their classrooms. We implemented a weekly training program for introductory biology GTAs that included structured drills of techniques selected to enhance student practice, logic development, and accountability and reduce apprehension. These elements were selected based on their previous characterization as dimensions of active learning. GTAs received regular performance feedback based on classroom observations. To quantify use of target techniques and levels of student participation, we collected and coded 160 h of video footage. We investigated the relationship between frequency of GTA implementation of target techniques and student exam scores; however, we observed no significant relationship. Although GTAs adopted and used many of the target techniques with high frequency, techniques that enforced student participation were not stably adopted, and their use was unresponsive to formal feedback. We also found that techniques discussed in training, but not practiced, were not used at quantifiable frequencies, further supporting the importance of practice-based training for influencing instructional practices. PMID:29146664

Undergraduate and Teaching Assistants' Perceptions of Classroom Community in Freshman Biological Sciences Laboratories and Implications for Persistence and Professional Development

Science.gov (United States)

Kardohely, Andrew

The American economy hinges on the health and production of science, technology engineering and mathematics workforce (STEM). Although this sector of the American workforce represents a substantially fewer jobs the STEM workforce fuels job growth and sustainability in the other sectors of the American workforce. Unfortunately, over the next decade the U.S. will face an additional deficit of over a million STEM professionals, thus the need is here now to fill this deficit. STEM education should, therefore, dedicated to producing graduates. One strategy to produce more STEM graduates is through retention of student in STEM majors. Retention or persistence is highly related to student sense of belonging in academic environments. This study investigates graduate teaching assistants (GTAs) perceptions of their classrooms and the implications of those perceptions on professional development. Furthermore, correlations between classroom community and student desire to persist, as measured by Rovai's Classroom Community Index (CCI) were established (P=0.0311). The interactions are described and results are discussed. Using a framework of teaching for community, and a qualitative analytic case study with memo writing about codes and themes methodology supported several themes including passion to teach and dedication to student learning, innovation in teaching practices based on evidence, an intrinsic desire to seek a diverse set of feedback, and instructors can foster community in the classroom. Using the same methodology one emergent theme, a tacit rather than explicit understanding of reading the classroom, was also present in the current study. Based on the results and using a lens for professional development, strategies and suggestions are made regarding strategies to enhance instructors' use of feedback and professional development.

An Investigation of Classroom Practices in Teaching Listening Comprehension at English Education Program

Science.gov (United States)

Siregar, Nurhafni

2017-01-01

The objective of this study is to investigate how the classroom practice in teaching listening comprehension at English Education Program of STKIP Tapanuli Selatan in 2016/2017 Academic Year is. The informants of this research were all of second semester students of STKIP Tapanuli Selatan in 2016/2017 academic year and a lecturer of listening…

Linking Research and Practice: Effective Strategies for Teaching Vocabulary in the ESL Classroom

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Nam, Jihyun

2010-01-01

Vocabulary plays a pivotal role in the ESL classroom. Whereas a considerable amount of research has examined effective ESL vocabulary teaching and learning, missing are studies that provide examples of how to put various research findings into practice: that is, apply them to real texts including target vocabulary items. In order to close the gap…

What Principals Do to Improve Teaching and Learning: Comparing the Use of Informal Classroom Observations in Two School Districts

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Ing, Marsha

2013-01-01

Informally observing classrooms is one way that principals can help improve teaching and learning. This study describes the variability of principals' classroom observations across schools and identifies the conditions under which observations relate to the instructional climate in some schools and not others. Data for this study come from…

Study and practice of flipped classroom in optoelectronic technology curriculum

Science.gov (United States)

Shi, Jianhua; Lei, Bing; Liu, Wei; Yao, Tianfu; Jiang, Wenjie

2017-08-01

"Flipped Classroom" is one of the most popular teaching models, and has been applied in more and more curriculums. It is totally different from the traditional teaching model. In the "Flipped Classroom" model, the students should watch the teaching video afterschool, and in the classroom only the discussion is proceeded to improve the students' comprehension. In this presentation, "Flipped Classroom" was studied and practiced in opto-electronic technology curriculum; its effect was analyzed by comparing it with the traditional teaching model. Based on extensive and deep investigation, the phylogeny, the characters and the important processes of "Flipped Classroom" are studied. The differences between the "Flipped Classroom" and the traditional teaching model are demonstrated. Then "Flipped Classroom" was practiced in opto-electronic technology curriculum. In order to obtain high effectiveness, a lot of teaching resources were prepared, such as the high-quality teaching video, the animations and the virtual experiments, the questions that the students should finish before and discussed in the class, etc. At last, the teaching effect was evaluated through analyzing the result of the examination and the students' surveys.

Teaching to and beyond the Test: The Influence of Mandated Accountability Testing in One Social Studies Teacher's Classroom

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Neumann, Jacob

2013-01-01

Background/Context: The nature of the impact of state-mandated accountability testing on teachers' classroom practices remains contested. While many researchers argue that teachers change their teaching in response to mandated testing, others contend that the nature and degree of the impact of testing on teaching remains unclear. The research on…

Constructivism in Practice: An Exploratory Study of Teaching Patterns and Student Motivation in Physics Classrooms in Finland, Germany and Switzerland

Science.gov (United States)

Beerenwinkel, Anne; von Arx, Matthias

2017-01-01

For the last three decades, moderate constructivism has become an increasingly prominent perspective in science education. Researchers have defined characteristics of constructivist-oriented science classrooms, but the implementation of such science teaching in daily classroom practice seems difficult. Against this background, we conducted a…

Supporting Academic Language Development in Elementary Science: A Classroom Teaching Experiment

Science.gov (United States)

Jung, Karl Gerhard

Academic language is the language that students must engage in while participating in the teaching and learning that takes place in school (Schleppegrell, 2012) and science as a content area presents specific challenges and opportunities for students to engage with language (Buxton & Lee, 2014; Gee, 2005). In order for students to engage authentically and fully in the science learning that will take place in their classrooms, it is important that they develop their abilities to use science academic language (National Research Council, 2012). For this to occur, teachers must provide support to their students in developing the science academic language they will encounter in their classrooms. Unfortunately, this type of support remains a challenge for many teachers (Baecher, Farnsworth, & Ediger, 2014; Bigelow, 2010; Fisher & Frey, 2010) and teachers must receive professional development that supports their abilities to provide instruction that supports and scaffolds students' science academic language use and development. This study investigates an elementary science teacher's engagement in an instructional coaching partnership to explore how that teacher planned and implemented scaffolds for science academic language. Using a theoretical framework that combines the literature on scaffolding (Bunch, Walqui, & Kibler, 2015; Gibbons, 2015; Sharpe, 2001/2006) and instructional coaching (Knight, 2007/2009), this study sought to understand how an elementary science teacher plans and implements scaffolds for science academic language, and the resources that assisted the teacher in planning those scaffolds. The overarching goal of this work is to understand how elementary science teachers can scaffold language in their classroom, and how they can be supported in that work. Using a classroom teaching experiment methodology (Cobb, 2000) and constructivist grounded theory methods (Charmaz, 2014) for analysis, this study examined coaching conversations and classroom

Elementary Teachers' Beliefs about Teaching Science and Classroom Practice: An Examination of Pre/Post NCLB Testing in Science

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Milner, Andrea R.; Sondergeld, Toni A.; Demir, Abdulkadir; Johnson, Carla C.; Czerniak, Charlene M.

2012-01-01

The impact of No Child Left Behind (NCLB) mandated state science assessment on elementary teachers' beliefs about teaching science and their classroom practice is relatively unknown. For many years, the teaching of science has been minimized in elementary schools in favor of more emphasis on reading and mathematics. This study examines the…

Insertion of Contemporary and Modern Physics in classroom: a teaching learning sequence on radioactivity

Directory of Open Access Journals (Sweden)

Carlos Alexandre dos Santos Batista

2017-12-01

Full Text Available After more than two decades of justifications on the insertion of Modern and Contemporary Physics in the high school Education, the current challenge regards to how this content can be inserted in the classroom in an interesting and innovative way. Recent research reveals that despite a significant accumulation of recent academic research, whose purpose is to assist teachers pedagogically, few are grounded and proposed theoretically seeking to investigate how this integration happens. In this sense, we present a teaching-learning sequence on the topic of radioactivity, forged in the theoretical and methodological assumptions of Design-Based Research and a Teaching-Learning Sequence that, when implemented in public schools in the south of Bahia, produced the relevant knowledge to be shared with the community on teaching physics. Forged in our assumptions, the proposal allows teachers and researchers to understand questions about how, when and why, in fact, the inclusion of Modern and Contemporary Physics can occur in a non-traditional way. Therefore, the importance of this proposal is revealed to the high school of physics as it translates its ability to transform the theoretical demands on the curriculum and methodological innovation in the practical interventions in the classroom. We add that the availability of the necessary sources to find lesson plans, quizzes, texts, videos of teaching-learning sequence, shows the contribution of this work for teachers and researchers, in particular, to improve the scientific learning of students in the Basic Education.

Learner-centered teaching in the college science classroom: a practical guide for teaching assistants, instructors, and professors

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Dominguez, Margaret Z.; Vorndran, Shelby

2014-09-01

The Office of Instruction and Assessment at the University of Arizona currently offers a Certificate in College Teaching Program. The objective of this program is to develop the competencies necessary to teach effectively in higher education today, with an emphasis on learner-centered teaching. This type of teaching methodology has repeatedly shown to have superior effects compared to traditional teacher-centered approaches. The success of this approach has been proven in both short term and long term teaching scenarios. Students must actively participate in class, which allows for the development of depth of understanding, acquisition of critical thinking, and problem-solving skills. As optical science graduate students completing the teaching program certificate, we taught a recitation class for OPTI 370: Photonics and Lasers for two consecutive years. The recitation was an optional 1-hour long session to supplement the course lectures. This recitation received positive feedback and learner-centered teaching was shown to be a successful method for engaging students in science, specifically in optical sciences following an inquiry driven format. This paper is intended as a guide for interactive, multifaceted teaching, due to the fact that there are a variety of learning styles found in every classroom. The techniques outlined can be implemented in many formats: a full course, recitation session, office hours and tutoring. This guide is practical and includes only the most effective and efficient strategies learned while also addressing the challenges faced, such as formulating engaging questions, using wait time and encouraging shy students.

The "Flipped Classroom" Model for Teaching in the Intensive Care Unit.

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Tainter, Christopher R; Wong, Nelson L; Cudemus-Deseda, Gaston A; Bittner, Edward A

2017-03-01

The intensive care unit (ICU) is a dynamic and complex learning environment. The wide range in trainee's experience, specialty training, fluctuations in patient acuity and volume, limitations in trainee duty hours, and additional responsibilities of the faculty contribute to the challenge in providing a consistent experience with traditional educational strategies. The "flipped classroom" is an educational model with the potential to improve the learning environment. In this paradigm, students gain exposure to new material outside class and then use class time to assimilate the knowledge through problem-solving exercises or discussion. The rationale and pedagogical foundations for the flipped classroom are reviewed, practical considerations are discussed, and an example of successful implementation is provided. An education curriculum was devised and evaluated prospectively for teaching point-of-care echocardiography to residents rotating in the surgical ICU. Preintervention and postintervention scores of knowledge, confidence, perceived usefulness, and likelihood of use the skills improved for each module. The quality of the experience was rated highly for each of the sessions. The flipped classroom education curriculum has many advantages. This pilot study was well received, and learners showed improvement in all areas evaluated, across several demographic subgroups and self-identified learning styles.

Sharing Power in the Classroom.

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Richard-Amato, Patricia

2002-01-01

Suggests that be sharing power in the classroom teachers allow the development of participatory classrooms in which all students can thrive. Examines participatory teaching and critical pedagogy, components of the participatory learning experience, manifestations of participatory teaching, an application of the language experience approach,…

Does the Responsive Classroom Approach Affect the Use of Standards-Based Mathematics Teaching Practices?: Results from a Randomized Controlled Trial

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Ottmar, Erin R.; Rimm-Kaufman, Sara E.; Berry, Robert Q.; Larsen, Ross A.

2013-01-01

This study highlights the connections between two facets of teachers' skills--those supporting teachers' mathematical instructional interactions and those underlying social interactions within the classroom. The impact of the Responsive Classroom (RC) approach and use of RC practices on the use of standards-based mathematics teaching practices was…

Hearing the voices of alternatively certified teachers in Texas: Narratives of teaching English language learners in urban secondary mainstream classrooms

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Zannou, Yetunde Mobola

In Texas, nearly half of all new teachers are alternatively certified (AC) whilst English language learners (ELL) are over one-third of the public school population in some districts. As this trend continues, the likelihood that AC teachers will teach ELLs increases and alters what Texas teachers must know upon entering the classroom. This research explores teacher knowledge and beliefs about teaching ELLs through constructivist and narrative lenses. Four AC science teachers in two diverse school districts participated in in-depth interviews and reflective interviews following classroom observations to answer the research questions: (1) how do AC teachers describe and interpret their acts of teaching ELLs in mainstream classrooms; and (2) how do AC teachers describe and interpret their learning to teach ELLs in mainstream classrooms. Data were transcribed and analyzed using thematic narrative methods. This study found that participants saw ELL instruction as: (1) "just good teaching" strategies, (2) consisting primarily of cultural awareness and consideration for student comfort, and (3) less necessary in science where all students must learn the language. The most experienced teacher was the only participant to reference specific linguistic knowledge in describing ELL instruction. Many of the teachers described their work with ELL students as giving them an opportunity to improve their lives, which was consistent with their overall teaching philosophy and reason for entering the profession. Participant narratives about learning to teach ELLs described personal experience and person-to-person discussions as primary resources of knowledge. District support was generally described as unhelpful or incomplete. Participants portrayed their AC program as helpful in preparing them to work with ELL students, but everyone desired more relevant information from the program and more grade-appropriate strategies from the district. Participant narratives reveal AC teachers

Effective classroom teaching methods: a critical incident technique from millennial nursing students' perspective.

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Robb, Meigan

2014-01-11

Engaging nursing students in the classroom environment positively influences their ability to learn and apply course content to clinical practice. Students are motivated to engage in learning if their learning preferences are being met. The methods nurse educators have used with previous students in the classroom may not address the educational needs of Millennials. This manuscript presents the findings of a pilot study that used the Critical Incident Technique. The purpose of this study was to gain insight into the teaching methods that help the Millennial generation of nursing students feel engaged in the learning process. Students' perceptions of effective instructional approaches are presented in three themes. Implications for nurse educators are discussed.

Attitudes of Saudi Arabian secondary preservice teachers toward teaching practices in science: The adequacy of preparation to use teaching strategies in classrooms

Science.gov (United States)

Aljabber, Jabber M.

analysis of frequent themes, patterns, and phrases mentioned by participants, which were coded and classified under broader categories. Findings of this study revealed that there were some significant differences among SPSTs in different Teachers' colleges with regard to certain demographic variables such as 'Teachers' College location' and 'age.' A broad conclusion was that although SPSTs felt that these six science teaching practices were crucial and effective teaching methods in classrooms, they did not frequently implement them due to several factors: large numbers of students in classrooms, classroom management issues, time demands, and lack of necessary materials and equipment.

Classroom organization and management for effective teaching and learning at the intermediate phase in the Mafikeng District of the North West Province / Mmapula Joyce Segatlhe

OpenAIRE

Segatlhe, Mmapula Joyce

2003-01-01

This study concerns itself with issues relating to classroom management and organisation for effective teaching and learning. The study focuses on these aspects of classroom management and organisation: What is classroom management? What is effective within the management of the classroom? What role does or should a teacher play in classroom management? What contributions do discipline and 'tasks' make to effective classroom management in the Mafikeng District? Eighteen primary...

LIVE AUTHORITY IN THE CLASSROOM IN VIDEO CONFERENCE-BASED SYNCHRONOUS DISTANCE EDUCATION: The Teaching Assistant

Directory of Open Access Journals (Sweden)

Hasan KARAL

2010-07-01

Full Text Available The aim of this study was to define the role of the assistant in a classroom environment where students are taught using video conference-based synchronous distance education. Qualitative research approach was adopted and, among purposeful sampling methods, criterion sampling method was preferred in the scope of the study. The study was carried out during the spring semester of the 2008-2009 academic years. A teaching assistant and a total of 9 sophomore or senior students from the Department of City and Regional Development, Faculty of Architecture, Karadeniz Technical University, participated as subjects. The students included in the study sampling were taking lessons from the Middle East Technical University on the basis of synchronous distance education. Among the qualitative research methods, case study method was used and the study data were obtained from the semi-structured interview and observation results. Study data were analyzed with descriptive analysis methods. Data obtained at the end of the study were found to support the suggestion that there should be an authority in the video conference-based synchronous distance education. Findings obtained during the interviews made with the students revealed that some of the teacher’s classroom management related responsibilities are transferred to the assistant present in the classroom during the synchronous distance education. It was concluded at the end of the interviews that a teaching assistant’s presence should be obligatory in the undergraduate synchronous distance classroom environment. However, it was also concluded that there may not be any need for an authority in the classroom environment at the postgraduate education level due to the profile and expectations of the student, which differ from those of students at lower educational levels.

Constructivism in Practice: an Exploratory Study of Teaching Patterns and Student Motivation in Physics Classrooms in Finland, Germany and Switzerland

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Beerenwinkel, Anne; von Arx, Matthias

2017-04-01

For the last three decades, moderate constructivism has become an increasingly prominent perspective in science education. Researchers have defined characteristics of constructivist-oriented science classrooms, but the implementation of such science teaching in daily classroom practice seems difficult. Against this background, we conducted a sub-study within the tri-national research project Quality of Instruction in Physics (QuIP) analysing 60 videotaped physics classes involving a large sample of students ( N = 1192) from Finland, Germany and Switzerland in order to investigate the kinds of constructivist components and teaching patterns that can be found in regular classrooms without any intervention. We applied a newly developed coding scheme to capture constructivist facets of science teaching and conducted principal component and cluster analyses to explore which components and patterns were most prominent in the classes observed. Two underlying components were found, resulting in two scales—Structured Knowledge Acquisition and Fostering Autonomy—which describe key aspects of constructivist teaching. Only the first scale was rather well established in the lessons investigated. Classes were clustered based on these scales. The analysis of the different clusters suggested that teaching physics in a structured way combined with fostering students' autonomy contributes to students' motivation. However, our regression models indicated that content knowledge is a more important predictor for students' motivation, and there was no homogeneous pattern for all gender- and country-specific subgroups investigated. The results are discussed in light of recent discussions on the feasibility of constructivism in practice.

Observing Classroom Practice

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Danielson, Charlotte

2012-01-01

Classroom observation is a crucial aspect of any system of teacher evaluation. No matter how skilled a teacher is in other aspects of teaching--such as careful planning, working well with colleagues, and communicating with parents--if classroom practice is deficient, that individual cannot be considered a good teacher. Classroom observations can…

Trends in Classroom Observation Scores

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Casabianca, Jodi M.; Lockwood, J. R.; McCaffrey, Daniel F.

2015-01-01

Observations and ratings of classroom teaching and interactions collected over time are susceptible to trends in both the quality of instruction and rater behavior. These trends have potential implications for inferences about teaching and for study design. We use scores on the Classroom Assessment Scoring System-Secondary (CLASS-S) protocol from…

[Flipped Classroom: A New Teaching Strategy for Integrating Information Technology Into Nursing Education].

Science.gov (United States)

Chiou, Shwu-Fen; Su, Hsiu-Chuan; Liu, Kuei-Fen; Hwang, Hei-Fen

2015-06-01

The traditional "teacher-centered" instruction model is still currently pervasive in nursing education. However, this model does not stimulate the critical thinking or foster the self-learning competence of students. In recent years, the rapid development of information technology and the changes in educational philosophy have encouraged the development of the "flipped classroom" concept. This concept completely subverts the traditional instruction model by allowing students to access and use related learning activities prior to class on their smartphones or tablet computers. Implementation of this concept has been demonstrated to facilitate greater classroom interaction between teachers and students, to stimulate student thinking, to guide problem solving, and to encourage cooperative learning and knowledge utilization in order to achieve the ideal of student-centered education. This student-centered model of instruction coincides with the philosophy of nursing education and may foster the professional competence of nursing students. The flipped classroom is already an international trend, and certain domestic education sectors have adopted and applied this concept as well. However, this concept has only just begun to make its mark on nursing education. This article describes the concept of the flipped classroom, the implementation myth, the current experience with implementing this concept in international healthcare education, and the challenging issues. We hope to provide a reference for future nursing education administrators who are responsible to implement flipped classroom teaching strategies in Taiwan.

Research and Innovation in Physics Education: Transforming Classrooms, Teaching, and Student Learning at the Tertiary Level

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Jolly, Pratibha

2009-04-01

It is well recognized that science and technology and the quality of scientifically trained manpower crucially determines the development and economic growth of nations and the future of humankind. At the same time, there is growing global concern about flight of talent from physics in particular, and the need to make physics teaching and learning effective and careers in physics attractive. This presentation presents the findings of seminal physics education research on students' learning that are impacting global praxis and motivating changes in content, context, instruments, and ways of teaching and learning physics, focusing on active learning environments that integrate the use of a variety of resources to create experiences that are both hands-on and minds-on. Initiatives to bring about innovative changes in a university system are described, including a triadic model that entails indigenous development of PHYSARE using low-cost technologies. Transfer of pedagogic innovations into the formal classroom is facilitated by professional development programs that provide experiential learning of research-based innovative teaching practices, catalyze the process of reflection through classroom research, and establish a collaborative network of teachers empowered to usher radical transformation.

Research for the Classroom: To Read or Not to Read--Five Approaches to Teaching Shakespeare

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Shoemaker, Brandon

2013-01-01

How teachers can use such materials as parallel-text editions, graphic novels, and film adaptations to increase students' understanding of and interest in Shakespeare was the impetus for a classroom action research project that examined the effects of teaching methods on student comprehension and engagement. The author of this article…

Stylistics in the Southeast Asian ESL or EFL Classroom: A Collection of Potential Teaching Activities

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Gonzales, Wilkinson Daniel Wong; Flores, Eden R.

2016-01-01

For the past few decades, stylistics has emerged as a discipline that encompasses both literary criticism and linguistics. The integration of both disciplines opened many opportunities for English literature and language teachers to get creative in their teaching--by introducing the stylistic approach in their classrooms. However, in a typical…

Visualization of polarization state and its application in optics classroom teaching

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Lei, Bing; Liu, Wei; Shi, Jianhua; Wang, Wei; Yao, Tianfu; Liu, Shugang

2017-08-01

Polarization of light and the related knowledge are key and difficult points in optical teaching, and they are difficult to be understood since they are very abstract concepts. To help students understand the polarization properties of light, some classroom demonstration experiments have been constructed by employing the optical source, polarizers, wave plates optical cage system and polarization axis finder (PAF). The PAF is a polarization indicating device with many linear polarizing components concentric circles, which can visualize the polarization axis's direction of linearly polarized light intuitively. With the help of these demonstration experiment systems, the conversion and difference between the linear polarized light and circularly polarized light have been observed directly by inserting or removing a quarter-wave plate. The rotation phenomenon of linearly polarized light's polarization axis when it propagates through an optical active medium has been observed and studied in experiment, and the strain distribution of some mounted and unmounted lenses have also been demonstrated and observed in experiment conveniently. Furthermore, some typical polarization targets, such as liquid crystal display (LCD), polarized dark glass and skylight, have been observed based on PAF, which is quite suitable to help students understand these targets' polarization properties and the related physical laws. Finally, these demonstration experimental systems have been employed in classroom teaching of our university in physical optics, optoelectronics and photoelectric detection courses, and they are very popular with teachers and students.

Students' Perception of Important Teaching Behaviors in Classroom and Clinical Environments of a Community College Nursing and Dental Hygiene Education Program

Science.gov (United States)

Kimbrough-Walls, Vickie J.

2012-01-01

Student success is dependent on effective instruction. Yet, effective teaching is difficult to define and described differently by students, faculty, and administrators. Nursing and dental hygiene education programs require faculty to teach in both classroom and clinical environments. However, accreditation agencies for these programs mandate…

Creating a classroom culture that supports the common core teaching questioning, conversation techniques, and other essential skills

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Harris, Bryan

2014-01-01

Is your classroom culture conducive to the expectations of the Common Core? Teaching content is not enough; students need a classroom structure and atmosphere that will help them learn key academic skills. This practical book will show you how to transform your classroom culture, raise the level of rigor, encourage higher-level questioning and critical thinking, and promote academic discussions. You will also find out how to adjust your classroom management techniques so that students learn to regulate themselves while completing these higher-level tasks. Special Features in Each Chapter: Key Idea-a summary of the essential idea that will be addressed in the chapter Practical strategies-a variety of easy-to-implement ideas that you can try right away Connections to the Common Core State Standards-how the skills taught in this book will help students meet the standards Reflection Questions-thoughtful questions that will help teachers apply their learning to their own classrooms. These questions can be answered...

Teaching the content in context: Preparing "highly qualified" and "high quality" teachers for instruction in underserved secondary science classrooms

Science.gov (United States)

Tolbert, Sara E.

2011-12-01

This dissertation research project presents the results of a longitudinal study that investigates the knowledge, beliefs, and practices of 13 preservice secondary science teachers participating in a science teacher credentialing/Masters program designed to integrate issues of equity and diversity throughout coursework and seminars. Results are presented in the form of three papers: The first paper describes changes in preservice teacher knowledge about contextualization in science instruction, where contextualization is defined as facilitating authentic connections between science learning and relevant personal, social, cultural, ecological, and political contexts of students in diverse secondary classrooms; the second paper relates changes in the self-efficacy and content-specific beliefs about science, science teaching, diversity, and diversity in science instruction; and the final paper communicates the experiences and abilities of four "social justice advocates" learning to contextualize science instruction in underserved secondary placement classrooms. Results indicate that secondary student teachers developed more sophisticated understandings of how to contextualize science instruction with a focus on promoting community engagement and social/environmental activism in underserved classrooms and how to integrate science content and diversity instruction through student-centered inquiry activities. Although most of the science teacher candidates developed more positive beliefs about teaching science in underrepresented classrooms, many teacher candidates still attributed their minority students' underperformance and a (perceived) lack of interest in school to family and cultural values. The "social justice advocates" in this study were able to successfully contextualize science instruction to varying degrees in underserved placement classrooms, though the most significant limitations on their practice were the contextual factors of their student teaching

From Classroom Teaching to Remote Teaching

DEFF Research Database (Denmark)

Borch, Ole; Helbo, Jan; Knudsen, Morten

2000-01-01

for teaching purpose on the Internet. It is also described how courses in the two different teaching environments can be maintained in one place. More professional teaching tools are available on the market, but the methods described in this paper are based on Luvit[1], an open low-cost web-based teaching tool...... and at the same time easy to learn and use by both developer and students. Two in-house project groups have tested the project work with success after a short learning period. 35 remote students under Open Education in Multimedia Industrial Information Technology (MII) are using the Luvit[1] tool and the methods...

The application of network teaching in applied optics teaching

Science.gov (United States)

Zhao, Huifu; Piao, Mingxu; Li, Lin; Liu, Dongmei

2017-08-01

Network technology has become a creative tool of changing human productivity, the rapid development of it has brought profound changes to our learning, working and life. Network technology has many advantages such as rich contents, various forms, convenient retrieval, timely communication and efficient combination of resources. Network information resources have become the new education resources, get more and more application in the education, has now become the teaching and learning tools. Network teaching enriches the teaching contents, changes teaching process from the traditional knowledge explanation into the new teaching process by establishing situation, independence and cooperation in the network technology platform. The teacher's role has shifted from teaching in classroom to how to guide students to learn better. Network environment only provides a good platform for the teaching, we can get a better teaching effect only by constantly improve the teaching content. Changchun university of science and technology introduced a BB teaching platform, on the platform, the whole optical classroom teaching and the classroom teaching can be improved. Teachers make assignments online, students learn independently offline or the group learned cooperatively, this expands the time and space of teaching. Teachers use hypertext form related knowledge of applied optics, rich cases and learning resources, set up the network interactive platform, homework submission system, message board, etc. The teaching platform simulated the learning interest of students and strengthens the interaction in the teaching.

An Investigation of the Use of the "Flipped Classroom" Pedagogy in Secondary English Language Classrooms

Science.gov (United States)

Yang, Chi Cheung Ruby

2017-01-01

Aim/Purpose: To examine the use of a flipped classroom in the English Language subject in secondary classrooms in Hong Kong. Background: The research questions addressed were: (1) What are teachers' perceptions towards the flipped classroom pedagogy?; (2) How can teachers transfer their flipped classroom experiences to teaching other…

EFFECTIVENESS OF FLIPPED CLASSROOM IN MATHEMATICS TEACHING

OpenAIRE

Dr. N. Ramakrishnan; Mrs. J. Johnsi Priya

2016-01-01

Flipped Classroom is an instructional strategy and a type of blended learning that reverses the traditional learning environment by delivering instructional content, often online, outside of the classroom. It moves activities, including those that may have traditionally been considered homework, into the classroom. In a flipped classroom, students watch online lectures, collaborate in online discussions, or carry out research at home and engage in concepts in the classroom with the guidance o...

Korean EFL Teachers' Perceptions of the Impact of EFL Teacher Education upon Their Classroom Teaching Practices

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Yook, Cheongmin; Lee, Yong-hun

2016-01-01

This study employed qualitative data collection and analysis methods to investigate the influence of English as a foreign language teacher education programme on Korean teachers' classroom teaching practices. Six in-service secondary-school teachers participated in semi-structured interviews. Thematic analysis was applied to the data collected…

Commentary on two classroom observation systems: moving toward a shared understanding of effective teaching.

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Connor, Carol McDonald

2013-12-01

In this commentary, I make five points: that designing observation systems that actually predict students' outcomes is challenging; second that systems that capture the complex and dynamic nature of the classroom learning environment are more likely to be able to meet this challenge; three, that observation tools are most useful when developed to serve a particular purpose and are put to that purpose; four that technology can help; and five, there are policy implications for valid and reliable classroom observation tools. The two observation systems presented in this special issue represent an important step forward and a move toward policy that promises to make a true difference in what is defined as high quality and effective teaching, what it looks like in the classroom, and how these practices can be more widely disseminated so that all children, including those attending under-resourced schools, can experience effective instruction, academic success and the lifelong accomplishment that follows. PsycINFO Database Record (c) 2013 APA, all rights reserved.

Flipped Classroom Instruction for Inclusive Learning

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Altemueller, Lisa; Lindquist, Cynthia

2017-01-01

The flipped classroom is a teaching methodology that has gained recognition in primary, secondary and higher education settings. The flipped classroom inverts traditional teaching methods, delivering lecture instruction outside class, and devoting class time to problem solving, with the teacher's role becoming that of a learning coach and…

Literature: A Natural Source for Teaching English in ESL/ EFL Classrooms

Directory of Open Access Journals (Sweden)

Muhammed Ali Chalikendy

2015-11-01

Full Text Available This paper explores the ways in which literature function as a source and as a meaningful context for teaching and learning English as a second language or foreign language. It claims that literature is an authentic, stimulating and appealing material to the learners. Therefore, it encourages interaction, promotes language development and motivates learners in the process of learning. Traditionally it is taught as an academic subject without considering its potential in ESL/EFL classrooms. The paper argues that literature can be used as an effective source for teaching English language and the target culture; furthermore, it is used as a natural context for integrating language skills and systems. This paper demonstrates how a poem is used as a natural source or a material for developing English language and integrating the four language skills, grammar and vocabulary through communicative tasks and activities.

The PAD Class: a new paradigm for university classroom teaching

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Zhang, Xuexin

2017-08-01

The PAD Class (Presentation-Assimilation-Discussion) is a new paradigm for classroom teaching combining strengths of lecture and discussion. With half class time allocated for teacher's presentation and the other half for students' discussion, an assimilation stage was inserted between presentation and discussion for independent and individualized learning. Since its first success in 2014, the PAD method has gained national popularity in China and been successfully put into practice by thousands of college teachers in nearly all subjects, e.g., science, engineering, medical sciences, social sciences, humanities and arts. This paper analyzed the psychological and pedagogical rationales underlying the PAD Class to explicate its effectiveness in enhancing active learning.

The flipped classroom stimulates greater learning and is a modern 21st century approach to teaching today's undergraduates.

Science.gov (United States)

Mortensen, C J; Nicholson, A M

2015-07-01

Many classrooms in higher education still rely on a transformative approach to teaching where students attend lectures and earn course grades through examination. In the modern age, traditional lectures are argued by some as obsolete and do not address the learning needs of today’s students. An emerging pedagogical approach is the concept of the flipped classroom. The flipped classroom can simply be described as students viewing asynchronous video lectures on their own and then engaging in active learning during scheduled class times. In this study, we examined the flipped classroom teaching environment on student learning gains in an Introduction to Equine Science course. Students (n = 130) were asked to view 7.5 h of recorded lectures divided into 8 learning modules, take online quizzes to enforce lecture viewing, take 3 in-class exams, and prepare to participate in active learning during scheduled class times. Active learning approaches included individual activities, paired activities, informal small groups, and large group activities. When compared to students in the traditional lecture format in earlier years, students in the flipped format scored higher on all 3 exams (P flipped format students were asked to take the Cornell Critical Thinking Exam (version X). Scores improved from the pretest (50.8 ± 0.57) to the posttest (54.4 ± 0.58; P flipped course, no correlations were found with student performance and interactions with online content. Students were asked in class to evaluate their experiences based on a 5-point Likert scale: 1 (strongly disagree) to 5 (strongly agree). The flipped classroom was ranked as an enjoyable learning experience with a mean of 4.4 ± 0.10, while students responded positively to other pointed questions. In formal course evaluations, flipped format students ranked the following higher (P flipped classroom proved to be a positive learning experience for students. As the classroom continues to modernize, pedagogical approaches

An Action Research Study: Using Classroom Guidance Lessons to Teach Middle School Students about Sexual Harassment

Science.gov (United States)

Bates, Rebecca C.

2006-01-01

This article describes a three-part classroom guidance lesson that teaches middle school students the definition of sexual harassment, the difference between flirting and sexual harassment, and the harmful effects of sexual harassment. An action research study evaluated the effectiveness of the lessons in decreasing referrals for sexual harassment…

Validating the Early Childhood Classroom Observation Measure in First and Third Grade Classrooms

Science.gov (United States)

Tang, Xin; Pakarinen, Eija; Lerkkanen, Marja-Kristiina; Kikas, Eve; Muotka, Joona; Nurmi, Jari-Erik

2017-01-01

The present study reports on the psychometric properties of the Early Childhood Classroom Observation Measure (ECCOM) in Finnish and Estonian first and third grade classrooms. The observation data were collected from 91 first grade teachers and 70 third grade teachers. Teachers' curriculum goals, teaching experience and the classroom size were…

Teaching Ocean Sciences in the 21st Century Classroom: Lab to Classroom Videoconferencing

Science.gov (United States)

Peach, C. L.; Gerwick, W.; Gerwick, L.; Senise, M.; Jones, C. S.; Malloy, K.; Jones, A.; Trentacoste, E.; Nunnery, J.; Mendibles, T.; Tayco, D.; Justice, L.; Deutscher, R.

2010-12-01

Teaching Ocean Science in the 21st Century Classroom (TOST) is a Center for Ocean Sciences Education Excellence (COSEE CA) initiative aimed at developing and disseminating technology-based instructional strategies, tools and ocean science resources for both formal and informal science education. San Diego Unified School District (SDUSD), Scripps Institution of Oceanography (SIO) and the Lawrence Hall of Science (LHS) have established a proving ground for TOST activities and for development of effective, sustainable solutions for researchers seeking to fulfill NSF and other funding agency broader impact requirements. Lab to Classroom Videoconferencing: Advances in Information and Communications Technology (ICT) are making it easier to connect students and researchers using simple online tools that allow them to interact in novel ways. COSEE CA is experimenting with these tools and approaches to identify effective practices for providing students with insight into the research process and close connections to researchers and their laboratory activities. At the same time researchers, including graduate students, are learning effective communication skills and how to align their presentations to specific classroom needs - all from the comfort of their own lab. The lab to classroom videoconferencing described here is an ongoing partnership between the Gerwick marine biomedical research lab and a group of three life science teachers (7th grade) at Pershing Middle School (SDUSD) that started in 2007. Over the last 5 years, the Pershing science teachers have created an intensive, semester-long unit focused on drug discovery. Capitalizing on the teacher team’s well-developed unit of study and the overlap with leading-edge research at SIO, COSEE CA created the videoconferencing program as a broader impact solution for the lab. The team has refined the program over 3 iterations, experimenting with structuring the activities to most effectively reach the students. In the

Transforming classroom questioning using emerging technology.

Science.gov (United States)

Mahon, Paul; Lyng, Colette; Crotty, Yvonne; Farren, Margaret

2018-04-12

Classroom questioning is a common teaching and learning strategy in postgraduate nurse education. Technologies such as audience response systems (ARS) may offer advantage over traditional approaches to classroom questioning. However, despite being available since the 1960s, ARSs are still considered novel in many postgraduate nurse education classroom settings. This article aims to explicate the attitudes of postgraduate nursing students in an Irish academic teaching hospital towards classroom questioning (CQ) and the use of ARSs as an alternative to traditional CQ techniques. The results of this small-scale study demonstrate that ARSs have a role to play in CQ in the postgraduate setting, being regarded by students as beneficial to learning, psychological safety and classroom interaction.

Teaching microeconomic principles with smartphones – lessons from classroom experiments with classEx

OpenAIRE

Llavador, Humberto; Giamattei, Marcus

2017-01-01

Classroom experiments as a teaching tool increase understanding and especially motivation. Traditionally, experiments have been run using pen-and-paper or in a computer lab. Pen-and-paper is time and resource consuming. Experiments in the lab require appropriate installations and impede the direct interaction among students. During the last two years, we have created fully elaborated packages to run a complete course in microeconomics principles using face-to-face experiments with mobile d...

Bringing the field into the classroom: an innovative methodology in global health teaching

OpenAIRE

Dr. M H Bryant, MBBS; J Wolff, MD

2015-01-01

Background: The practice of global health is difficult to teach from a US-based classroom. Students benefit from experiencing how theory becomes practice in the chaotic environments of under-resourced health programmes in developing countries. We could not take our students to the field during weekly course work, so we designed a course to bring the field to the students. We created innovative partnerships with locally based organisations that implement programmes in developing countries. Eac...

Biography, policy and language teaching practices in a multilingual context: Early childhood classrooms in Mauritius

Directory of Open Access Journals (Sweden)

Aruna Ankiah-Gangadeen

2014-12-01

Full Text Available Language policies in education in multilingual postcolonial contexts are often driven by ideological considerations more veered towards socio-economic and political viability for the country than towards the practicality at implementation level. Centuries after the advent of colonisation, when culturally and linguistically homogenous countries helped to maintain the dominion of colonisers, the English language still has a stronghold in numerous countries due to the material rewards it offers. How then are the diversity of languages – often with different statuses and functions in society – reconciled in the teaching and learning process? How do teachers deal with the intricacies that are generated within a situation where children are taught in a language that is foreign to them? This paper is based on a study involving pre-primary teachers in Mauritius, a developing multilingual African country. The aim was to understand how their approach to the teaching of English was shaped by their biographical experiences of learning the language. The narrative inquiry methodology offered rich possibilities to foray into these experiences, including the manifestations of negotiating their classroom pedagogy in relation to their own personal historical biographies of language teaching and learning, the policy environment, and the pragmatic classroom specificities of diverse, multilingual learners. These insights become resources for early childhood education and teacher development in multilingual contexts caught within the tensions between language policy and pedagogy.

PROSPECTIVE EFL TEACHERS’ PERCEPTIONS OF CLASSROOM MANAGEMENT AND MISBEHAVIOUR

OpenAIRE

CABAROĞLU, Nese

2014-01-01

The purpose of this small scale study was to determine pre-service teachers’ perceptions of classroom management, misbehaviour, and of their own ability to teach in relation to classroom management. Semi-structured interviews were conducted before and after teaching practice with eleven EFL (English as a Foreign Language) student teachers. Findings suggest that they have a narrow conception of classroom management, often focusing one aspect of it. Additionally, their confidence to teach seem ...

Teaching the fundamentals of biological data integration using classroom games.

Directory of Open Access Journals (Sweden)

Maria Victoria Schneider

Full Text Available This article aims to introduce the nature of data integration to life scientists. Generally, the subject of data integration is not discussed outside the field of computational science and is not covered in any detail, or even neglected, when teaching/training trainees. End users (hereby defined as wet-lab trainees, clinicians, lab researchers will mostly interact with bioinformatics resources and tools through web interfaces that mask the user from the data integration processes. However, the lack of formal training or acquaintance with even simple database concepts and terminology often results in a real obstacle to the full comprehension of the resources and tools the end users wish to access. Understanding how data integration works is fundamental to empowering trainees to see the limitations as well as the possibilities when exploring, retrieving, and analysing biological data from databases. Here we introduce a game-based learning activity for training/teaching the topic of data integration that trainers/educators can adopt and adapt for their classroom. In particular we provide an example using DAS (Distributed Annotation Systems as a method for data integration.

A Case Study of Co-Teaching in an Inclusive Secondary High-Stakes World History I Classroom

Science.gov (United States)

van Hover, Stephanie; Hicks, David; Sayeski, Kristin

2012-01-01

In order to provide increasing support for students with disabilities in inclusive classrooms in high-stakes testing contexts, some schools have implemented co-teaching models. This qualitative case study explores how 1 special education teacher (Anna) and 1 general education history teacher (John) make sense of working together in an inclusive…

Teaching Mathematical Problem Solving to Middle School Students in Math, Technology Education, and Special Education Classrooms

Science.gov (United States)

Bottge, Brian A.; Heinrichs, Mary; Mehta, Zara Dee; Rueda, Enrique; Hung, Ya-Hui; Danneker, Jeanne

2004-01-01

This study compared two approaches for teaching sixth-grade middle school students to solve math problems in math, technology education, and special education classrooms. A total of 17 students with disabilities and 76 students without disabilities were taught using either enhanced anchored instruction (EAI) or text-based instruction coupled with…

An Investigation of Classroom Practices in Teaching Listening Comprehension at English Education Program

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Nurhafni Siregar

2017-12-01

Full Text Available The objective of this study is to investigate how the classroom practice in teaching listening comprehension at English Education Program of STKIP Tapanuli Selatan in 2016/2017 Academic Year is. The informants of this research were all of second semester students of STKIP Tapanuli Selatan in 2016/2017 academic year and a lecturer of listening comprehension at STKIP Tapanuli Selatan (63 students and one lecturer. A descriptive study was used to achieve the objective of the study. The sample was taken by cluster sampling. The data were collected by using interview to know how the lecturer carried out the teaching practice of listening, and questionnaire  for the students and observation were used to find out how the calssroom activities were conducted. The descriptive analysis was used to anayse the data. Based on the data analysis, it was found that: (1 the lecturer carried out listening activities into four parts, they are preparation, prediction stage, listening, and post listening, and (2 the practice of teaching listening was effective related to the teaching pedagogical procedures in teaching listening comprehension. although there were some points that should be practice further. Based on the findings, it was recomended that the lecturer and the students may apply the less activities that had not been done.

Uncertified and Teaching: Industry Professionals in Career and Technical Education Classrooms

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Geralyn E. Stephens

2015-08-01

Full Text Available Industry professionals are permitted to teach in Michigan’s federally funded Career and Technical Education (CTE secondary programs, before completing a teacher certification program, under the Annual Occupational Authorization (AOA provision. This study reviews their academic foundations, professional credentials and their pedagogical knowledge and skill levels. Findings include that most AOA teachers possess post-secondary academic credentials and extensive service records in their previous industry careers. The study identified relationships between the age and educational backgrounds of AOA teachers and their use of specific instructional activities and a statistical relationship between their years teaching in the CTE classroom and the degree of collaboration with academic, industry and occupational colleagues. While AOA teachers are confident in their ability to share occupational knowledge and skills, they lack an extensive awareness of authentic assessment strategies. Recommendations include establishing Teacher Mentoring programs, where both academic and occupational peers serve as mentors to AOA teachers.

Identfying the Needs of Pre-Service Classroom Teachers about Science Teaching Methodology Course in Terms of Parlett's Illuminative Program Evaluation Model

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Çaliskan, Ilke

2014-01-01

The aim of this study was to identify the needs of third grade classroom teaching students about science teaching course in terms of Parlett's Illuminative program evaluation model. Phenomographic research design was used in this study. Illuminative program evaluation model was chosen for this study in terms of its eclectic and process-based…

Identfying the Needs of Pre-Service Classroom Teachers about Science Teaching Methodology Courses in Terms of Parlett's Illuminative Program Evaluation Model

Science.gov (United States)

Çaliskan, Ilke

2014-01-01

The aim of this study was to identify the needs of third grade classroom teaching students about science teaching course in terms of Parlett's Illuminative program evaluation model. Phenomographic research design was used in this study. Illuminative program evaluation model was chosen for this study in terms of its eclectic and process-based…

Efektivitas Flipped Classroom Terhadap Sikap Dan Ketrampilan Belajar Matematika Di Smk

OpenAIRE

Damayanti, Herry Novis; Sutama, Sutama

2016-01-01

The aim of the research is developed attitude resposiility, and skill learning of mathematic teaching based Flipped Classroom. The final result of the research is to taste effectiveness of mathematic teaching model based Flipped Classroom. The research method is research and development that includes introduction, field study of teaching management in the school, planning and preparing Flipped Classroom model, implementation of teaching first cycle, second cycle, and third cycle, and exam of ...

A Research-Informed Approach to Teaching About Light & Matter in STEM Classrooms

Science.gov (United States)

Hornstein, Seth D.; Wallace, C. S.; Schlingman, W. M.; Prather, E. E.

2014-01-01

In collaboration with the National Radio Astronomy Observatory (NRAO), we have engaged in a research and curriculum development program to bring the detailed science of light and matter into STEM classrooms. Typical Astro 101 classes often discuss emission/absorption spectra with reference to the Bohr model only and teach radiation as produced/absorbed only by electron transitions. We present here curricula developed to highlight other emission/absorption phenomena (specifically those produced by rotational/vibrational molecular transitions as well as synchrotron radiation.) Appropriate for physical science classrooms from middle school to the introductory college level, the learner-centered active engagement activities we are developing are going through an iterative research and assessment process to ensure that they enable students to achieve increased conceptual understandings and reasoning skills. In this talk, we will report on our development process for a suite of activities, including lecture slides, Think-Pair-Share questions, assessment questions and a new Lecture-Tutorial that help students learn about these other important emission models.

Classroom -RE-SONANCE

Indian Academy of Sciences (India)

raised in a classroom situation. We may suggest strategies for dealing with them, or invite responses, or both. "Classroom" is equally a forum for raising broader issues and sharing personal experiences and viewpoints on matters related to teaching and learning science. Proving a Result in Combinatorics using Equations.

Case based teaching at the bed side versus in classroom for undergraduates and residents of pediatrics

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MAHDI SHAHRIARI

2014-07-01

Full Text Available Introduction: Bedside teaching is defined as teaching in the presence of a patient, it is a vital component of medical education. The aim of this study was to evaluate the effectiveness of two methods of case based teaching (at the bedside and in the classroom in the teaching hospitals (for both undergraduates and residents of pediatrics. Methods: Thirty undergraduates and twenty pediatric residents were asked to study a topic of their curriculum from their text then pretest was taken from learners in the two levels; then either lecture with power point or case presentation or bed side discussion were conducted. One week later posttest was taken, and then evaluation of these three methods was done by a questionnaire from learners. Results: The majority of under-graduates and all of pediatric residents had evaluated case based teaching superior to bedside teaching and these two methods superior to lecture method. Conclusion: They believed that in the case based teaching they are more relaxed and have more self-esteem than at the bedside of the patients. Clinician teacher must involve patients and learners in the process of bedside teaching, by preparing a comfortable situation and by using available technolgy.

A Trial and Perceptions Assessment of APP-Based Flipped Classroom Teaching Model for Medical Students in Learning Immunology in China

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Xingming Ma

2018-04-01

Full Text Available The application-based flipped classroom (APP-FC is an innovative teaching-learning model that has not been applied and assessed in basic medical curricula teaching in China. The aim of this investigation is to assess students’ perceptions to the APP-based flipped classroom (APP-FC teaching model in an immunology course. The data of this study were collected from second-year medical students (n = 92 at Lanzhou University. One class (n = 50, as a control group, was offered lecture-based learning (LBL, while the other class (n = 42, as the APP-FC group, was given lecture-based instruction and the APP-FC teaching model during September–November 2017. Afterward, the perceptions of students on APP-FC teaching model were evaluated using questionnaires. Students responded that APP-FC improves their motivation (83% and interest in learning immunology (81%, as well as their self-directed learning skills (81%. Compared to the traditional lecture-based instruction, the APP-FC noticeably improved students’ motivation in learning (P = 0.011, self-directed learn skills (P = 0.001, memory abilities (P = 0.009, and problem-solving abilities (P = 0.010. Most medical students’ scores (60% in the final examination were more than 80 points after implementing an APP-FC model as compared to the control group (40%. The majority of students (70% preferred the APP-FC teaching approach over traditional lecture-based pedagogy. The implementation of the APP-FC teaching model could improve students’ learning motivation, self-directed learn skills, and problem-solving abilities, which is a preferable teaching model for medical immunology courses in China.

What Is Construed as Relevant Knowledge in Physics Teaching? Similarities and Differences in How Knowledge and Power Are Staged in Three Lower Secondary Classrooms

Science.gov (United States)

Lidar, Malena; Danielsson, Anna T.; Berge, Maria

2018-05-01

The content that is privileged in teaching has consequences for what the students are given the opportunity to learn and can thus be regarded as an aspect of power. We analyse power aspects in the teaching of physics by identifying actions that guide or direct other people's actions, and then analyse similarities and differences in different classrooms in terms of how governance is staged and what potential consequences this can have. The analyses are made on data from classroom activities, documented through video recordings and field notes, in three lower secondary schools in Y8 and Y9, respectively. At first glance, teachers from all three schools adhere to a traditional interpretation of a physics curriculum. But a more in-depth analysis shows that the students in the different classrooms are given quite dissimilar opportunities to participate in teaching and create relationships with the content. What appears to be a desirable way of acting offers different conditions for meaning-making. In an increasingly individualised society where people are expected to be active, reflective and make choices for their own personal good, the students in these three classrooms are offered very different conditions to practice and learn to take part in knowledge-making, connect physics content to their everyday life and exercise informed citizenship.

Virtual Classroom

DEFF Research Database (Denmark)

Christensen, Ove

2013-01-01

In the Scandinavian countries: Sweden, Norway and Denmark, the project GNU (Grænseoverskridende Nordisk Undervisning, i.e. Transnational Nordic Teaching) is experimenting with ways of conducting teaching across the borders in the elementary schools. The cloud classes are organised with one class...... and benefits in regard to learning and pedagogy with virtual classroom....

The Classroom Environment Study: Teaching for Learning.

Science.gov (United States)

Anderson, Lorin W.

1987-01-01

The IEA's Classroom Environment Study, implemented in grades 5-9 in 9 countries, examined effects on student outcomes of home, community, school, teacher, and student characteristics and classroom practices. Across countries, course content varied widely, but teachers relied on relatively few classroom behaviors. Student learning was affected by…

Application of Critical Classroom Discourse Analysis (CCDA) in Analyzing Classroom Interaction

Science.gov (United States)

Sadeghi, Sima; Ketabi, Saeed; Tavakoli, Mansoor; Sadeghi, Moslem

2012-01-01

As an area of classroom research, Interaction Analysis developed from the need and desire to investigate the process of classroom teaching and learning in terms of action-reaction between individuals and their socio-cultural context (Biddle, 1967). However, sole reliance on quantitative techniques could be problematic, since they conceal more than…

Classroom -RE-SONANCE

Indian Academy of Sciences (India)

in a classroom situation. We may suggest strategies for dealing with them, or invite responses, or both. "Classroom" is equally a forum for raising broader issues and sharing personal experiences and viewpoints on matters related to· teaching and learning science. Logarithm and agM. In [1] we had discussed the evaluation.

Teaching Reading Comprehension to Students with Autism Spectrum Disorders in Social Studies Classrooms: Middle School Teacher Perceptions

Science.gov (United States)

Burke, Lisa; Hsieh, Wu-Ying; Lopez-Reyna, Norma; Servilio, Kathryn

2016-01-01

The purpose of this qualitative study was to describe the perceptions of general education middle school social studies teachers related to their teaching practices and the inclusion of students with Autism Spectrum Disorder (ASD) in their classrooms. More specifically, an in-depth exploration of general education social studies teachers'…

Classroom

Indian Academy of Sciences (India)

in a classroom situation. We may suggest strategies for dealing with them, or invite responses, or both. ... research, could then both inject greater vigour into teaching of ... ture, forestry and fishery sciences, management of natural resources.

Using Flipped Classroom Approach to Explore Deep Learning in Large Classrooms

Science.gov (United States)

Danker, Brenda

2015-01-01

This project used two Flipped Classroom approaches to stimulate deep learning in large classrooms during the teaching of a film module as part of a Diploma in Performing Arts course at Sunway University, Malaysia. The flipped classes utilized either a blended learning approach where students first watched online lectures as homework, and then…

A Classroom of Bunnies, Blimps, and Werewolves: Teaching Asian Religions Online in Second Life

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M. Alyson Prude

2013-05-01

Full Text Available Virtual environments promise a myriad of exciting opportunities for college and university online teaching, but how much do they actually deliver? This evaluation of the use of Second Life in an Asian religions course contributes to the small but growing body of literature addressing the incorporation of online virtual worlds into higher education. It discusses benefits and drawback of teaching in Second Life and suggests Asian-inspired Second Life locations that can be useful in the classroom. Given instructor commitment to making use of the unique possibilities Second Life offers, including synchronous communication, virtual world fieldtrips, animations, and the potential for guest lectures and international participation, Second Life can provide a lively and interesting alternative for online Asian-content courses.

TEACHING CHALLENGES IN INDONESIA: MOTIVATING STUDENTS AND TEACHERS’ CLASSROOM LANGUAGE

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Yuyun Yulia

2013-07-01

Full Text Available Abstract: This paper critically describes the main challenges English language teachers face in teaching in Indonesia. The subjects of the research were students and English teachers in twelve randomly selected junior high schools in government and private schools in five districts in Yogyakarta Province. A survey schedule, interviews with English language teachers, focus group discussions with students and class observation were used to gather the data. The results show that students’ motivation is more of an instrumental motivation, due to the requirements of the mandated national examination though English now is a global language and the 2006 curriculum targets communicative competence. On the other hand, the data indicated that teachers found English difficult to use in class. The classroom instruction was conducted mostly in the low variety of Bahasa Indonesia and in Javanese. The teachers claimed that it was due to students’ low motivation; in fact, the students’ eagerness to listen to the teachers as the models of English language expressions was good. Teachers need to motivate students to learn English by improving their teaching techniques as well as their speaking competence in class to achieve student integrative motivation as English is valuable for them.

Developing Classroom Interactions Which Signal Effective Teaching. A Module for Undergraduate Instruction in Teacher Education in the RAFT Program at Mississippi State University.

Science.gov (United States)

Handley, Herbert M., Ed.

In this module, developed by the Research Applications for Teaching (RAFT) project, preservice teachers study the major types of classroom interactions which occur between teachers and students and review the research findings showing how these interactions are related to effective teaching. Much effort is spent on describing procedures for…

Classroom

Indian Academy of Sciences (India)

In this section of Resonance, we invite readers to pose questions likely to be raised in a classroom ... sharing personal experiences and viewpoints on matters related to teaching and learning ... Is there any well charaderised example of.

Classroom

Indian Academy of Sciences (India)

"Classroom" is equally a forum for raising broader issues and sharing personal experiences and viewpoints on matters related to teaching and learning science. ! Quantum Theory of the Doppler Effed. Generally text books give only the wave ...

Classroom

Indian Academy of Sciences (India)

responses, or both. "Classroom" is equally a forum for raising broader issues and sharing personal experiences and viewpoints on matters related to teaching and learning science. ... I shall give the solution to the problem, along with relevant.

Culture in the Classroom

Science.gov (United States)

Medin, Douglas L.; Bang, Megan

2014-01-01

Culture plays a large but often unnoticeable role in what we teach and how we teach children. We are a country of immense diversity, but in classrooms the dominant European-American culture has become the language of learning.

Teaching and Learning in the Mixed-Reality Science Classroom

Science.gov (United States)

Tolentino, Lisa; Birchfield, David; Megowan-Romanowicz, Colleen; Johnson-Glenberg, Mina C.; Kelliher, Aisling; Martinez, Christopher

2009-12-01

As emerging technologies become increasingly inexpensive and robust, there is an exciting opportunity to move beyond general purpose computing platforms to realize a new generation of K-12 technology-based learning environments. Mixed-reality technologies integrate real world components with interactive digital media to offer new potential to combine best practices in traditional science learning with the powerful affordances of audio/visual simulations. This paper introduces the realization of a learning environment called SMALLab, the Situated Multimedia Arts Learning Laboratory. We present a recent teaching experiment for high school chemistry students. A mix of qualitative and quantitative research documents the efficacy of this approach for students and teachers. We conclude that mixed-reality learning is viable in mainstream high school classrooms and that students can achieve significant learning gains when this technology is co-designed with educators.

How Effective Is Our Teaching?

Science.gov (United States)

Wyckoff, S.

2002-05-01

More than 90% of U.S. university introductory physics courses are taught using lecture methods in spite of the large amount of research indicating that interactive teaching is considerably more effective. A brief overview of physics education research will be given, together with relevant connections with astronomy education research. Large enrollment classrooms have in the past presented obstacles to converting from lecture to interactive teaching. However, classroom communication systems (CCS) now provide a cost-effective way to convert any science classroom into an interactive learning environment. A pretest-posttest study using control groups of ten large enrollment introductory physics courses will be described. A new instrument, the Physics Concept Survey (PCS), developed to measure student understanding of basic concepts will be described, together with a classroom observation instrument, the Reformed Teaching Observation Protocol (RTOP), for measuring the extent that interactive teaching is used in a science classroom. We find that student conceptual understanding was enhanced by a factor of three in the interactive classrooms compared with the traditional lecture (control) courses. Moreover, a correlation between the PCS normalized gains and the RTOP scores is indicative that the interaction in the classrooms is the cause of the students' improved learning of basic physics concepts. This research was funded by the NSF (DUE 9453610).

An EFL Flipped Classroom Teaching Model: Effects on English Language Higher-Order Thinking Skills, Student Engagement and Satisfaction

Science.gov (United States)

Alsowat, Hamad

2016-01-01

This study aimed at investigating the effect of a suggested EFL Flipped Classroom Teaching Model (EFL-FCTM) on graduate students' English higher-order thinking skills (HOTS), engagement and satisfaction. Also, it investigated the relationship between higher-order thinking skills, engagement and satisfaction. The sample comprised (67) graduate…

Teaching Speech Acts

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Teaching Speech Acts

2007-01-01

Full Text Available In this paper I argue that pragmatic ability must become part of what we teach in the classroom if we are to realize the goals of communicative competence for our students. I review the research on pragmatics, especially those articles that point to the effectiveness of teaching pragmatics in an explicit manner, and those that posit methods for teaching. I also note two areas of scholarship that address classroom needs—the use of authentic data and appropriate assessment tools. The essay concludes with a summary of my own experience teaching speech acts in an advanced-level Portuguese class.

Flipped Classroom, active Learning?

DEFF Research Database (Denmark)

Andersen, Thomas Dyreborg; Levinsen, Henrik; Philipps, Morten

2015-01-01

Action research is conducted in three physics classes over a period of eighteen weeks with the aim of studying the effect of flipped classroom on the pupils agency and learning processes. The hypothesis is that flipped classroom teaching will potentially allocate more time to work actively...

Are we teaching critical literacy? Reading practices in a township classroom

Directory of Open Access Journals (Sweden)

Glynis Lloyd

2016-09-01

Full Text Available Despite improvements in educational provision in South Africa since 1994, the opportunities for learners from historically under-resourced schools to gain access to powerful English resources remain limited and unequal (Prinsloo 2012. In this article I will provide a detailed description of literacy practices in a township high school in Cape Town, specifically of the orientations to text that are made available to learners. I will draw on feminist poststructuralist theory, in which the subject is theorised as constructed and contested in language to construct difference. The analysis of classroom discourse and text-based tasks shows that the orientations to reading that were offered were characterised by a focus on the surface meaning of the texts and by an absence of critical engagement, despite the latter being required in the new Curriculum and Assessment Policy Statement. The analysis reveals how the power dynamics of our racialised past and dominant ideologies about gender, class and race continue to define teaching in our classrooms in ways that limit access to the English resources that learners in under-resourced schools need for academic success.

Examining the Flipped Classroom through Action Research

Science.gov (United States)

Lo, Chung Kwan

2017-01-01

There is a growing interest in using a flipped classroom format in day-to-day teaching. Direct computer-based individual instruction outside the classroom and interactive group learning activities inside the classroom are the two essential components of the flipped classroom model. By watching instructional videos, students can work through some…

The Effect of Classroom Web Applications on Teaching, Learning and Academic Performance among College of Education Female Students

Science.gov (United States)

Aljraiwi, Seham Salman

2017-01-01

The current study proposes web applications-based learning environment to promote teaching and learning activities in the classrooms. It also helps teachers facilitate learners' contributions in the process of learning and improving their motivation and performance. The case study illustrated that female students were more interested in learning…

Performance and Perception in the Flipped Learning Model: An Initial Approach to Evaluate the Effectiveness of a New Teaching Methodology in a General Science Classroom

Science.gov (United States)

González-Gómez, David; Jeong, Jin Su; Airado Rodríguez, Diego; Cañada-Cañada, Florentina

2016-01-01

"Flipped classroom" teaching methodology is a type of blended learning in which the traditional class setting is inverted. Lecture is shifted outside of class, while the classroom time is employed to solve problems or doing practical works through the discussion/peer collaboration of students and instructors. This relatively new…

Open education videos in the classroom: exploring the opportunities and barriers to the use of YouTube in teaching introductory sociology

Directory of Open Access Journals (Sweden)

Elaine Tan

2011-02-01

Full Text Available The use of open education resources has become more commonplace in classroom teaching and this has been an observable and growing trend. The accessibility of the same materials further reinforces the change in roles of the teacher, from gatekeeper of knowledge to learning facilitator. Our research question is that if a student has free and easy access to the same materials that are being used to teach them in class, how does this affect their perceptions when they are presented with this material in the classroom environment? What are their perceptions regarding the perceived value for money, efficacy and authority of the material? This research specifically investigated the use of open education videos in the classroom environment and their incorporation into an associated space in the virtual learning environment. The research questions of this investigation surrounded the practical, technical and pedagogical issues that arise from the incorporation of these resources within class and online course materials as well as exploring student perceptions about the use of this material in the class and online.

Classroom

Indian Academy of Sciences (India)

"Classroom" is equally a foru11J. for raising broader issues and sharing personal experiences and viewpoints on matters related to teaching and learning science. Point Set Topological ... a new way of looking at this problem and we will prove.

The Classroom Observation Protocol for Undergraduate STEM (COPUS): A New Instrument to Characterize University STEM Classroom Practices

OpenAIRE

Smith, Michelle K.; Jones, Francis H. M.; Gilbert, Sarah L.; Wieman, Carl E.

2013-01-01

Instructors and the teaching practices they employ play a critical role in improving student learning in college science, technology, engineering, and mathematics (STEM) courses. Consequently, there is increasing interest in collecting information on the range and frequency of teaching practices at department-wide and institution-wide scales. To help facilitate this process, we present a new classroom observation protocol known as the Classroom Observation Protocol for Undergraduate STEM or C...

Water in everyday life and in science classrooms: analysis of discursive interactions and teaching strategies in primary education

Directory of Open Access Journals (Sweden)

Andreza Fortini da Silva

2012-02-01

Full Text Available This article examines how a primary teacher establishes links between students' initial contributions on the theme ‘water’ and the elements that will make up the teaching approach of this subject in the science classroom. For this purpose, we examine discursive interactions in the first lessons of a teaching sequence, looking for links between events that are being elicited and developed by the teacher with intense participation of the students. We shall also examine the teaching strategies conducted by the teacher, emphasizing the presence of visual resources in text production activities, understanding them as literacy practices in the context of science lessons. To examine the effectiveness of these strategies and mediational resources, we shall analyze some exemplars of the students' productions (texts and drawings. We will use as criteria of analysis: speech marks of the opening activity and of the preliminary discussions in the texts produced by the pupils; evidence of changes in the pupils’ initial repertoires about the theme; evidence of connections between the “water in our lives” and “water as a science subject”. The context of the research is a third year grade classroom in a public elementary school in Contagem / MG - Brazil.

Teaching Listening

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Nemtchinova, Ekaterina

2013-01-01

Ekaterina Nemtchinova's book "Teaching Listening" explores different approaches to teaching listening in second language classrooms. Presenting up-to-date research and theoretical issues associated with second language listening, Nemtchinova explains how these new findings inform everyday teaching and offers practical suggestions…

Unpacking the Suitcase and Finding History: Doing Justice to the Teaching of Diverse Histories in the Classroom

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Mohamud, Abdul; Whitburn, Robin

2014-01-01

It has become a truism that Britain is a multi-cultural society yet, as Mohamud and Whitburn argue, there is still a great deal of thinking to be done by history teachers in accounting for this diversity in the classroom. Mohamud and Whitburn consider approaches to both curriculum and pedagogy when it comes to teaching about the Somali community…

The Effect of Using Flipped Classroom in Teaching Calculus on Students' Achievements at University of Tabuk

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Albalawi, Abdullah S.

2018-01-01

This study aimed at investigating the effectiveness of using flipped classrooms in teaching the Math2 course for the preparatory year's students at the University of Tabuk, Saudi Arabia. The Math2 course was organized via an (ADDE) design model, with recorded videos of the topics included in the study; it was implemented by a Moodle platform and…

Graduate students teaching elementary earth science through interactive classroom lessons

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Caswell, T. E.; Goudge, T. A.; Jawin, E. R.; Robinson, F.

2014-12-01

Since 2005, graduate students in the Brown University Department of Earth, Environmental, and Planetary Studies have volunteered to teach science to second-grade students at Vartan Gregorian Elementary School in Providence, RI. Initially developed to bring science into classrooms where it was not explicitly included in the curriculum, the graduate student-run program today incorporates the Providence Public Schools Grade 2 science curriculum into weekly, interactive sessions that engage the students in hypothesis-driven science. We will describe the program structure, its integration into the Providence Public Schools curriculum, and 3 example lessons relevant to geology. Lessons are structured to develop the students' ability to share and incorporate others' ideas through written and oral communication. The volunteers explain the basics of the topic and engage the students with introductory questions. The students use this knowledge to develop a hypothesis about the upcoming experiment, recording it in their "Science Notebooks." The students record their observations during the demonstration and discuss the results as a group. The process culminates in the students using their own words to summarize what they learned. Activities of particular interest to educators in geoscience are called "Volcanoes!", "The "Liquid Race," and "Phases of the Moon." The "Volcanoes!" lesson explores explosive vs. effusive volcanism using two simulated volcanoes: one explosive, using Mentos and Diet Coke, and one effusive, using vinegar and baking soda (in model volcanoes that the students construct in teams). In "Liquid Race," which explores viscosity and can be integrated into the "Volcanoes!" lesson, the students connect viscosity to flow speed by racing liquids down a ramp. "Phases of the Moon" teaches the students why the Moon has phases, using ball and stick models, and the terminology of the lunar phases using cream-filled cookies (e.g., Oreos). These lessons, among many others

Classroom Assessment Techniques: A Conceptual Model for CATs in the Online Classroom

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Bergquist, Emily; Holbeck, Rick

2014-01-01

Formative assessments are an important part of the teaching and learning cycle. Instructors need to monitor student learning and check for understanding throughout the instructional phase of teaching to confirm that students understand the objective before embarking on the summative assessment. Typically, online classrooms are developed with…

Flipping the classroom to teach Millennial residents medical leadership: a proof of concept.

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Lucardie, Alicia T; Berkenbosch, Lizanne; van den Berg, Jochem; Busari, Jamiu O

2017-01-01

The ongoing changes in health care delivery have resulted in the reform of educational content and methods of training in postgraduate medical leadership education. Health care law and medical errors are domains in medical leadership where medical residents desire training. However, the potential value of the flipped classroom as a pedagogical tool for leadership training within postgraduate medical education has not been fully explored. Therefore, we designed a learning module for this purpose and made use of the flipped classroom model to deliver the training. The flipped classroom model reverses the order of learning: basic concepts are learned individually outside of class so that more time is spent applying knowledge to discussions and practical scenarios during class. Advantages include high levels of interaction, optimal utilization of student and expert time and direct application to the practice setting. Disadvantages include the need for high levels of self-motivation and time constraints within the clinical setting. Educational needs and expectations vary within various generations and call for novel teaching modalities. Hence, the choice of instructional methods should be driven not only by their intrinsic values but also by their alignment with the learners' preference. The flipped classroom model is an educational modality that resonates with Millennial students. It helps them to progress quickly beyond the mere understanding of theory to higher order cognitive skills such as evaluation and application of knowledge in practice. Hence, the successful application of this model would allow the translation of highly theoretical topics to the practice setting within postgraduate medical education.

A Longitudinal Study of Implementing Reality Pedagogy in an Urban Science Classroom: Effects, Challenges, and Recommendations for Science Teaching and Learning

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Borges, Sheila Ivelisse

Statistics indicate that students who reside in forgotten places do not engage in science-related careers. This is problematic because we are not tapping into diverse talent that could very well make scientific strides and because there is a moral obligation for equity as discussed in Science for all (AAAS, 1989). Research suggests that one of the reasons for this disparity is that students feel alienated from science early on in their K--12 education due to their inability to connect culturally with their teachers (Tobin, 2001). Urban students share an urban culture, a way of knowing and being that is separate from that of the majority of the teacher workforce whom have not experienced the nuances of urban culture. These teachers have challenges when teaching in urban classrooms and have a myriad of difficulties such as classroom management, limited access to experienced science colleagues and limited resources to teach effectively. This leads them to leaving the teaching profession affecting already high teacher attrition rates in urban areas (Ingersol, 2001). In order to address these issues a culturally relevant pedagogy, called reality pedagogy (Emdin, 2011), was implemented in an urban science classroom using a bricolage (Denzin & Lincoln, 2005) of different theories such as social capital (Bourdieu, 1986) and critical race theory (Ladson-Billings & Tate, 1995), along with reality pedagogy to construct a qualitative sociocultural lens. Reality pedagogy has five tools, which are cogenerative dialogues, coteaching, cosmopolitanism, context, and content. In this longitudinal critical ethnography a science teacher in an alternative teaching certification program was supported for two years as she implemented the tools of reality pedagogy with her urban students. Findings revealed that the science teacher enacted four racial microaggressions against her students, which negatively affected the teacher-student relationship and science teaching and learning. As the

Visual arts and the teaching of the mathematical concepts of shape and space in Grade R classrooms

Directory of Open Access Journals (Sweden)

Dianne Wilmot

2015-09-01

Full Text Available This article addresses the need for research in the areas of Grade R curriculum and pedagogy, Grade R teacher professional development, and early years mathematics teaching. More specifically, it responds to the need for teacher professional development in Grade R mathematics teaching of the geometric concepts of space and shape. The article describes a study about teachers’ understanding of how visual arts can be used as pedagogical modality. The study was prompted by the findings of a ‘Maths and Science through Arts and Culture Curriculum’ intervention undertaken with Grade R teachers enrolled for a Bachelor of Education (Foundation Phase degree at a South African university. Post-intervention, teachers’ classroom practices did not change, and they were not using visual arts to teach mathematical concepts. The lessons learned from the research intervention may contribute to the wider debate about Grade R teaching and children’s learning.

Homosexual Teachers in the Classroom: The Debate Continues

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Rowe, Robert N.

2006-01-01

A few years ago a state legislator traveled throughout California to promote a referendum that would prohibit homosexuals from teaching in classrooms. Together with his companions, they said that allowing homosexuals to teach in the classroom would expose young people to the "wrong role models." In this article, the author shares his views on this…

Evaluation of Mathematical Game Design Skills of Pre-Service Classroom Teachers

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Pilten, Pusat; Pilten, Gülhiz; Divrik, Ramazan; Divrik, Fatma

2017-01-01

The purpose of the research is to evaluate the games prepared by pre-service classroom teachers within the scope of "Mathematics Teaching 1" and "Mathematics Teaching 2" courses, which are included in the undergraduate classroom teaching programs in Turkey, and to make predictions on the game design skills of pre-service…

Teaching Photosynthesis with ELL Students

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Piper, Susan; Shaw, Edward Lewis, Jr.

2010-01-01

Although the teaching of photosynthesis occurs yearly in elementary classrooms, one thing that makes it challenging is the inclusion of English language learners (ELLs). This article presents several activities for teaching and assessing of photosynthesis in a third grade classroom. The activities incorporate the photosynthesis content, teaching…

CLASSROOM OBSERVATION- A POWERFUL TOOL FOR CONTINUOUS PROFESSIONAL DEVELOPMENT (CPD

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Shanjida Halim

2018-05-01

Full Text Available For making teaching and learning more visible, classroom observation plays a central role. It provides teachers with constructive critical feedback in order to improve their classroom management and instructional techniques. For teachers it is important to observe the interaction between teacher-learner within the classroom because it can determine the learning opportunities that students get. Not only that, classroom observation encourages colleagues to collaborate to improve teacher practice and student learning. Feedback from classroom observations is an effective way for providing teachers with the information they need about their classroom behavior, and it can help them in their continuous professional development (CPD. This paper is based upon a practical approach to professional development among teachers through classroom observation. Since we, as teachers, are not born with innate teaching abilities, in fact, we learn and develop gradually with the help of some practical approaches, and classroom observation is a well-known powerful practical approach in primary and higher education to help teachers improve their teaching quality. This article mainly highlights the importance of classroom observation and its guidelines adapted from Observing Classes-CETaL. Further, it emphasizes the limitations of classroom observation, and suggests the ways to carry it out effectively based upon Observing Classes CETaL Model.

Turning the Classroom Upside Down: Experimenting with the Flipped Classroom in American Government

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Whitman Cobb, Wendy N.

2016-01-01

With the concept of the flipped classroom taking the teaching world by storm, research into its effectiveness, particularly in higher education, has been lacking. This research aims to rectify this by detailing the results of an experiment comparing student success in American Federal Government in a flipped classroom, a traditional, lecture-based…

Uncovering Multivariate Structure in Classroom Observations in the Presence of Rater Errors

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McCaffrey, Daniel F.; Yuan, Kun; Savitsky, Terrance D.; Lockwood, J. R.; Edelen, Maria O.

2015-01-01

We examine the factor structure of scores from the CLASS-S protocol obtained from observations of middle school classroom teaching. Factor analysis has been used to support both interpretations of scores from classroom observation protocols, like CLASS-S, and the theories about teaching that underlie them. However, classroom observations contain…

Performance and Perception in the Flipped Learning Model: An Initial Approach to Evaluate the Effectiveness of a New Teaching Methodology in a General Science Classroom

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González-Gómez, David; Jeong, Jin Su; Airado Rodríguez, Diego; Cañada-Cañada, Florentina

2016-06-01

"Flipped classroom" teaching methodology is a type of blended learning in which the traditional class setting is inverted. Lecture is shifted outside of class, while the classroom time is employed to solve problems or doing practical works through the discussion/peer collaboration of students and instructors. This relatively new instructional methodology claims that flipping your classroom engages more effectively students with the learning process, achieving better teaching results. Thus, this research aimed to evaluate the effects of the flipped classroom on the students' performance and perception of this new methodology. This study was conducted in a general science course, sophomore of the Primary Education bachelor degree in the Training Teaching School of the University of Extremadura (Spain) during the course 2014/2015. In order to assess the suitability of the proposed methodology, the class was divided in two groups. For the first group, a traditional methodology was followed, and it was used as control. On the other hand, the "flipped classroom" methodology was used in the second group, where the students were given diverse materials, such as video lessons and reading materials, before the class to be revised at home by them. Online questionnaires were as well provided to assess the progress of the students before the class. Finally, the results were compared in terms of students' achievements and a post-task survey was also conducted to know the students' perceptions. A statistically significant difference was found on all assessments with the flipped class students performing higher on average. In addition, most students had a favorable perception about the flipped classroom noting the ability to pause, rewind and review lectures, as well as increased individualized learning and increased teacher availability.

Secondary Science Teachers Making Sense of Model-Based Classroom Instruction: Understanding the Learning and Learning Pathways Teachers Describe as Supporting Changes in Teaching Practice

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Hvidsten, Connie J.

Connie J. Hvidsten September 2016 Education Secondary Science Teachers Making Sense of Model-Based Classroom Instruction: Understanding the Learning and Learning Pathways Teachers Describe as Supporting Changes in Teaching Practice This dissertation consists of three papers analyzing writings and interviews of experienced secondary science teachers during and after a two-year professional development (PD) program focused on model-based reasoning (MBR). MBR is an approach to science instruction that provides opportunities for students to use conceptual models to make sense of natural phenomena in ways that are similar to the use of models within the scientific community. The aim of this research is to better understand the learning and learning pathways teachers identified as valuable in supporting changes in their teaching practice. To accomplish this aim, the papers analyze the ways teachers 1) ascribe their learning to various aspects of the program, 2) describe what they learned, and 3) reflect on the impact the PD had on their teaching practice. Twenty-one secondary science teachers completed the Innovations in Science Instruction through Modeling (ISIM) program from 2007 through 2009. Commonalities in the written reflections and interview responses led to a set of generalizable findings related to the impacts and outcomes of the PD. The first of the three papers describes elements of the ISIM program that teachers associated with their own learning. One of the most frequently mentioned PD feature was being in the position of an adult learner. Embedding learning in instructional practice by collaboratively developing and revising lessons, and observing the lessons in one-another's classrooms provided a sense of professional community, accountability, and support teachers reported were necessary to overcome the challenges of implementing new pedagogical practices. Additionally, teachers described that opportunities to reflect on their learning and connect their

Sublime science: Teaching for scientific sublime experiences in middle school classrooms

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Cavanaugh, Shane

Due to a historical separation of cognition and emotion, the affective aspects of learning are often seen as trivial in comparison to the more 'essential' cognitive qualities - particularly in the domain of science. As a result of this disconnect, feelings of awe, wonder, and astonishment as well as appreciation have been largely ignored in the working lives of scientists. In turn, I believe that science education has not accurately portrayed the world of science to our students. In an effort to bring the affective qualities of science into the science classroom, I have drawn on past research in the field of aesthetic science teaching and learning as well as works by, Burke, Kant, and Dewey to explore a new construct I have called the "scientific sublime". Scientific sublime experiences represent a sophisticated treatment of the cognitive as well as affective qualities of science learning. The scientific sublime represents feelings of awe, wonder, and appreciation that come from a deep understanding. It is only through this understanding of a phenomenon that we can appreciate its true complexity and intricacies, and these understandings when mixed with the emotions of awe and reverence, are sublime. Scientific sublime experiences are an attempt at the re-integration of cognition and feeling. The goal of this research was twofold: to create and teach a curriculum that fosters scientific sublime experiences in middle school science classes, and to better understand how these experiences are manifested in students. In order to create an approach to teaching for scientific sublime experiences, it was first necessary for me to identify key characteristics of such an experience and a then to create a pedagogical approach, both of which are described in detail in the dissertation. This research was conducted as two studies in two different middle schools. My pedagogical approach was used to create and teach two five-week 7 th grade science units---one on weather

Using traditional or flipped classrooms to teach "Geriatrics and Gerontology"? Investigating the impact of active learning on medical students' competences.

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Granero Lucchetti, Alessandra Lamas; Ezequiel, Oscarina da Silva; Oliveira, Isabella Noceli de; Moreira-Almeida, Alexander; Lucchetti, Giancarlo

2018-01-21

The present study aims to investigate the effect of two educational strategies to teach geriatrics (flipped classroom-FL and traditional lectures-TR) in relation to a control group (no intervention) on students' competences. An intervention study was conducted during the third year of medicine. Two different educational strategies (flipped classroom and traditional lectures) were incorporated into a theoretical-practical discipline of geriatrics. Students were evaluated about their attitudes towards older persons (Maxwell-Sullivan, UCLA geriatric attitudes), empathy (Maxwell-Sullivan), knowledge (Palmore and cognitive knowledge), skills (standardized patient assessment), and satisfaction with the activities. A total of 243 students were assessed. The FL group demonstrated greater gains in knowledge among students and improved attitude compared to the TR. We found no differences in the skills using a standardized patient. In addition, students exposed to FL felt more prepared to treat older people, believed they had more knowledge, were more satisfied, and evaluated the discipline's format better in relation to the traditional group. Strategies in teaching geriatrics can impact students' knowledge, attitudes, and satisfaction with the course. We found that the way this teaching is delivered can influence students' learning, since there were differences between active and traditional strategies.

Assessment of Teaching Strategies, Classroom Interaction and Teacher Concerns in the Implementation of Large Class Policy on a Speech Communication Course

Directory of Open Access Journals (Sweden)

Elizabeth Segura-Krueger

2017-09-01

Full Text Available This study aimed to identify the teaching strategies used in the classroom and concerns of teachers in the implementation of large class policy. This study also looked at the perception of teachers in their interaction with their students as well as the perception of students at their teacher’s interaction with them. The six speech communication lecturers and 716 undergraduate students in the 2nd semester of 2014-2015 were the participants of the study. Researchers asked teacher respondents to fill out several questionnaires to identify large class-teaching strategies, gauge teacher-student interaction in large classes and determine personal concerns. One-on-one interview with the teacher respondents was also done to validate the results obtained from surveys. Moreover, they also asked students to fill out the Questionnaire on Teacher Interaction (QTI to determine their perception of teacher’s interaction in the classroom. The teachers revealed their various large class teaching strategies, the most common of which is the discussion type. Teachers’ perceived classroom interaction with their students were in agreement with that of their students giving higher scores in the types depicting positive interpersonal behavior like leadership and helpfulness and lower scores in the types depicting negative behavior such as dissatisfaction and admonition. Based from the one-on-one interviews, teacher respondents felt lesser interaction with students in the large lecture class compared to the previous small classroom set-up. Results from teachers’ stages of concern profile showed that they were unconcerned on the implementation of large class policy. Some expressed their strong opposition on the policy and had other educational changes in mind that competed for their attention at the time of the study. There were also issues on credit loading and collaboration with recitation teachers raised during interviews.

Assessment of Teaching Strategies, Classroom Interaction and Teacher Concerns in the Implementation of Large Class Policy on a Speech Communication Course (

Directory of Open Access Journals (Sweden)

Elizabeth Segura-Krueger

2017-09-01

Full Text Available This study aimed to identify the teaching strategies used in the classroom and concerns of teachers in the implementation of large class policy. This study also looked at the perception of teachers in their interaction with their students as well as the perception of students at their teacher’s interaction with them. The six speech communication lecturers and 716 undergraduate students in the 2nd semester of 2014-2015 were the participants of the study. Researchers asked teacher respondents to fill out several questionnaires to identify large class-teaching strategies, gauge teacher-student interaction in large classes and determine personal concerns. One-on-one interview with the teacher respondents was also done to validate the results obtained from surveys. Moreover, they also asked students to fill out the Questionnaire on Teacher Interaction (QTI to determine their perception of teacher’s interaction in the classroom. The teachers revealed their various large class teaching strategies, the most common of which is the discussion type. Teachers’ perceived classroom interaction with their students were in agreement with that of their students giving higher scores in the types depicting positive interpersonal behavior like leadership and helpfulness and lower scores in the types depicting negative behavior such as dissatisfaction and admonition. Based from the one-on-one interviews, teacher respondents felt lesser interaction with students in the large lecture class compared to the previous small classroom set-up. Results from teachers’ stages of concern profile showed that they were unconcerned on the implementation of large class policy. Some expressed their strong opposition on the policy and had other educational changes in mind that competed for their attention at the time of the study. There were also issues on credit loading and collaboration with recitation teachers raised during interviews.

THE POWER OF LITERATURE IN EFL CLASSROOMS

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Flora Debora Floris

2004-01-01

Full Text Available This paper proposes the importance of acknowledging literature as one of the best resources for promoting language learning in EFL (English as a Foreign Language classrooms. It reviews briefly various theoretical issues in teaching English through literature. Highlights are given to the justifications and guidelines for literature in the language classroom. Finally, the article presents examples of practical teaching and learning tasks based on one specific literary text.

Ways to prepare future teachers to teach science in multicultural classrooms

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Billingsley, Berry

2016-06-01

Roussel De Carvalho uses the notion of superdiversity to draw attention to some of the pedagogical implications of teaching science in multicultural schools in cosmopolitan cities such as London. De Carvalho makes the case that if superdiverse classrooms exist then Science Initial Teacher Education has a role to play in helping future science teachers to become more knowledgeable and reflective about how to teach school students with a range of worldviews and religious beliefs. The aim of this paper is to take that proposition a step further by considering what the aims and content of a session in teacher education might be. The focus is on helping future teachers develop strategies to teach school students to think critically about the nature of science and what it means to have a scientific worldview. The paper draws on data gathered during an interview study with 28 students at five secondary schools in England. The data was analysed to discover students' perceptions of science and their perceptions of the way that science responds to big questions about being human. The findings are used to inform a set of three strategies that teachers could use to help young people progress in their understanding of the nature of science. These strategies together with the conceptual framework that underpins them are used to develop a perspective on what kinds of pedagogical content knowledge teacher education might usefully provide.

Classroom Research by Classroom Teachers, 1992.

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Tanner, Michael, Ed.

1992-01-01

This volume celebrates teachers as life-long learners of the art of teaching, by presenting 21 action research studies designed and implemented by classroom teachers. A "How To Get Started" section outlines action research steps and offers worksheets. Descriptions of the research studies begin with ethnographic studies, which include "Adopt a…

Teaching and learning in the international classroom: quality principles and lessons learned from the IntlUni project

DEFF Research Database (Denmark)

Lauridsen, Karen M.; Cozart, Stacey Marie

2015-01-01

, and expectations about the teaching and learning processes and outcomes. Certainly, many teachers in these settings are meeting the challenges of this diversity, and some are leveraging it to improve student learning and intercultural competence. Nevertheless, the work of IntlUni, an Erasmus Academic Network (2012......As higher education in Europe becomes increasingly internationalized, many higher education institutions are facing new diversity issues as well as opportunities arising from educational settings where students and teachers often have different first languages, cultural backgrounds...... of principles for quality teaching and learning in the international classroom, developed by the network, as well as a number of the important lessons learned...

Classroom sound can be used to classify teaching practices in college science courses.

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Owens, Melinda T; Seidel, Shannon B; Wong, Mike; Bejines, Travis E; Lietz, Susanne; Perez, Joseph R; Sit, Shangheng; Subedar, Zahur-Saleh; Acker, Gigi N; Akana, Susan F; Balukjian, Brad; Benton, Hilary P; Blair, J R; Boaz, Segal M; Boyer, Katharyn E; Bram, Jason B; Burrus, Laura W; Byrd, Dana T; Caporale, Natalia; Carpenter, Edward J; Chan, Yee-Hung Mark; Chen, Lily; Chovnick, Amy; Chu, Diana S; Clarkson, Bryan K; Cooper, Sara E; Creech, Catherine; Crow, Karen D; de la Torre, José R; Denetclaw, Wilfred F; Duncan, Kathleen E; Edwards, Amy S; Erickson, Karen L; Fuse, Megumi; Gorga, Joseph J; Govindan, Brinda; Green, L Jeanette; Hankamp, Paul Z; Harris, Holly E; He, Zheng-Hui; Ingalls, Stephen; Ingmire, Peter D; Jacobs, J Rebecca; Kamakea, Mark; Kimpo, Rhea R; Knight, Jonathan D; Krause, Sara K; Krueger, Lori E; Light, Terrye L; Lund, Lance; Márquez-Magaña, Leticia M; McCarthy, Briana K; McPheron, Linda J; Miller-Sims, Vanessa C; Moffatt, Christopher A; Muick, Pamela C; Nagami, Paul H; Nusse, Gloria L; Okimura, Kristine M; Pasion, Sally G; Patterson, Robert; Pennings, Pleuni S; Riggs, Blake; Romeo, Joseph; Roy, Scott W; Russo-Tait, Tatiane; Schultheis, Lisa M; Sengupta, Lakshmikanta; Small, Rachel; Spicer, Greg S; Stillman, Jonathon H; Swei, Andrea; Wade, Jennifer M; Waters, Steven B; Weinstein, Steven L; Willsie, Julia K; Wright, Diana W; Harrison, Colin D; Kelley, Loretta A; Trujillo, Gloriana; Domingo, Carmen R; Schinske, Jeffrey N; Tanner, Kimberly D

2017-03-21

Active-learning pedagogies have been repeatedly demonstrated to produce superior learning gains with large effect sizes compared with lecture-based pedagogies. Shifting large numbers of college science, technology, engineering, and mathematics (STEM) faculty to include any active learning in their teaching may retain and more effectively educate far more students than having a few faculty completely transform their teaching, but the extent to which STEM faculty are changing their teaching methods is unclear. Here, we describe the development and application of the machine-learning-derived algorithm Decibel Analysis for Research in Teaching (DART), which can analyze thousands of hours of STEM course audio recordings quickly, with minimal costs, and without need for human observers. DART analyzes the volume and variance of classroom recordings to predict the quantity of time spent on single voice (e.g., lecture), multiple voice (e.g., pair discussion), and no voice (e.g., clicker question thinking) activities. Applying DART to 1,486 recordings of class sessions from 67 courses, a total of 1,720 h of audio, revealed varied patterns of lecture (single voice) and nonlecture activity (multiple and no voice) use. We also found that there was significantly more use of multiple and no voice strategies in courses for STEM majors compared with courses for non-STEM majors, indicating that DART can be used to compare teaching strategies in different types of courses. Therefore, DART has the potential to systematically inventory the presence of active learning with ∼90% accuracy across thousands of courses in diverse settings with minimal effort.

Classroom sound can be used to classify teaching practices in college science courses

Science.gov (United States)

Seidel, Shannon B.; Wong, Mike; Bejines, Travis E.; Lietz, Susanne; Perez, Joseph R.; Sit, Shangheng; Subedar, Zahur-Saleh; Acker, Gigi N.; Akana, Susan F.; Balukjian, Brad; Benton, Hilary P.; Blair, J. R.; Boaz, Segal M.; Boyer, Katharyn E.; Bram, Jason B.; Burrus, Laura W.; Byrd, Dana T.; Caporale, Natalia; Carpenter, Edward J.; Chan, Yee-Hung Mark; Chen, Lily; Chovnick, Amy; Chu, Diana S.; Clarkson, Bryan K.; Cooper, Sara E.; Creech, Catherine; Crow, Karen D.; de la Torre, José R.; Denetclaw, Wilfred F.; Duncan, Kathleen E.; Edwards, Amy S.; Erickson, Karen L.; Fuse, Megumi; Gorga, Joseph J.; Govindan, Brinda; Green, L. Jeanette; Hankamp, Paul Z.; Harris, Holly E.; He, Zheng-Hui; Ingalls, Stephen; Ingmire, Peter D.; Jacobs, J. Rebecca; Kamakea, Mark; Kimpo, Rhea R.; Knight, Jonathan D.; Krause, Sara K.; Krueger, Lori E.; Light, Terrye L.; Lund, Lance; Márquez-Magaña, Leticia M.; McCarthy, Briana K.; McPheron, Linda J.; Miller-Sims, Vanessa C.; Moffatt, Christopher A.; Muick, Pamela C.; Nagami, Paul H.; Nusse, Gloria L.; Okimura, Kristine M.; Pasion, Sally G.; Patterson, Robert; Riggs, Blake; Romeo, Joseph; Roy, Scott W.; Russo-Tait, Tatiane; Schultheis, Lisa M.; Sengupta, Lakshmikanta; Small, Rachel; Spicer, Greg S.; Stillman, Jonathon H.; Swei, Andrea; Wade, Jennifer M.; Waters, Steven B.; Weinstein, Steven L.; Willsie, Julia K.; Wright, Diana W.; Harrison, Colin D.; Kelley, Loretta A.; Trujillo, Gloriana; Domingo, Carmen R.; Schinske, Jeffrey N.; Tanner, Kimberly D.

2017-01-01

Active-learning pedagogies have been repeatedly demonstrated to produce superior learning gains with large effect sizes compared with lecture-based pedagogies. Shifting large numbers of college science, technology, engineering, and mathematics (STEM) faculty to include any active learning in their teaching may retain and more effectively educate far more students than having a few faculty completely transform their teaching, but the extent to which STEM faculty are changing their teaching methods is unclear. Here, we describe the development and application of the machine-learning–derived algorithm Decibel Analysis for Research in Teaching (DART), which can analyze thousands of hours of STEM course audio recordings quickly, with minimal costs, and without need for human observers. DART analyzes the volume and variance of classroom recordings to predict the quantity of time spent on single voice (e.g., lecture), multiple voice (e.g., pair discussion), and no voice (e.g., clicker question thinking) activities. Applying DART to 1,486 recordings of class sessions from 67 courses, a total of 1,720 h of audio, revealed varied patterns of lecture (single voice) and nonlecture activity (multiple and no voice) use. We also found that there was significantly more use of multiple and no voice strategies in courses for STEM majors compared with courses for non-STEM majors, indicating that DART can be used to compare teaching strategies in different types of courses. Therefore, DART has the potential to systematically inventory the presence of active learning with ∼90% accuracy across thousands of courses in diverse settings with minimal effort. PMID:28265087

A Brief Analysis of Large Classroom’s English Teaching Management Skills

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Weixuan Zhong

2014-05-01

Full Text Available Classroom is the basic place of teaching, where intertwined with a variety of teaching factors, and all these factors forms various kinds of connections. Scientific and effective class teaching management is the necessary and powerful measure of improving the teaching quality. Effective English teaching management skills are parts of the elements of successful large classroom teaching. Under the new educational situation, how to organize, regulate, manage large classrooms in order to train the students' English proficiency within certain time, which is very important to improve English classes management efficiency and teaching quality.

In Search of Teaching Quality of EFL Student Teachers through Teaching Practicum: Lessons from a Teacher Education Program

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Siti Nurul Azkiyah

2017-12-01

Full Text Available This study was intended to investigate the teaching quality of student teachers when they conducted their teaching practicum. Teaching quality is conceptualised based on eight classroom factors (orientation, structuring, modelling, application, questioning, building classroom as a learning environment, assessment, and time management of the dynamic model, which have previously been found to affect student outcomes. The study used a mixed-methods design: a survey on students’ perceptions of the teaching quality of their teacher (student teachers and classroom observation. The study was conducted in Tangerang Selatan, Indonesia, involving English as a Foreign Language (EFL student teachers in the English Education Program, Syarif Hidayatullah State Islamic University, Indonesia and 199 students of three different schools. The findings revealed that the student teachers did not yet practice the classroom factors of the dynamic model. Some recommendations include incorporating the classroom factors of the dynamic model in the curriculum or syllabus related to pedagogical skills to better prepare teachers in the future. It is also beneficial to study the possibility of sending student teachers to school earlier not only for the teaching practicum but also for other relevant purposes.

Multimodal integration of anatomy and physiology classes: How instructors utilize multimodal teaching in their classrooms

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McGraw, Gerald M., Jr.

Multimodality is the theory of communication as it applies to social and educational semiotics (making meaning through the use of multiple signs and symbols). The term multimodality describes a communication methodology that includes multiple textual, aural, and visual applications (modes) that are woven together to create what is referred to as an artifact. Multimodal teaching methodology attempts to create a deeper meaning to course content by activating the higher cognitive areas of the student's brain, creating a more sustained retention of the information (Murray, 2009). The introduction of multimodality educational methodologies as a means to more optimally engage students has been documented within educational literature. However, studies analyzing the distribution and penetration into basic sciences, more specifically anatomy and physiology, have not been forthcoming. This study used a quantitative survey design to determine the degree to which instructors integrated multimodality teaching practices into their course curricula. The instrument used for the study was designed by the researcher based on evidence found in the literature and sent to members of three associations/societies for anatomy and physiology instructors: the Human Anatomy and Physiology Society; the iTeach Anatomy & Physiology Collaborate; and the American Physiology Society. Respondents totaled 182 instructor members of two- and four-year, private and public higher learning colleges collected from the three organizations collectively with over 13,500 members in over 925 higher learning institutions nationwide. The study concluded that the expansion of multimodal methodologies into anatomy and physiology classrooms is at the beginning of the process and that there is ample opportunity for expansion. Instructors continue to use lecture as their primary means of interaction with students. Email is still the major form of out-of-class communication for full-time instructors. Instructors with

Blended Course with Flipped Classroom Approach

DEFF Research Database (Denmark)

Timcenko, Olga; Purwins, Hendrik; Triantafyllou, Evangelia

2015-01-01

This paper presents and analyses design decisions and development process of producing teaching materials for a blended course with flipped classroom approach at bachelor level at Aalborg University in Copenhagen, Denmark. Our experiences, as well as students’ reactions and opinions will be descr......This paper presents and analyses design decisions and development process of producing teaching materials for a blended course with flipped classroom approach at bachelor level at Aalborg University in Copenhagen, Denmark. Our experiences, as well as students’ reactions and opinions...

Improving Technology in Agriscience Classrooms

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Morris, Krista

2014-01-01

Teachers must make persistent efforts in integrating technology in the classroom. In Georgia agriscience curriculum, no data are available regarding the type and amount of technology integration used in the classrooms. Some teachers integrate actively while others incorporate very little technology in their teaching. The purpose of this…

My Classroom: Philippines

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Santoro, Cerise

2017-01-01

In his first teaching assignment, as a fifth-grade English teacher, Edgar Manaran had only 20 desks for 48 students. Yet he was able to apply productive classroom strategies throughout his 25-hour teaching week. Some of his students sat on plastic chairs due to the shortage of desks, but that did not change the dynamic of Mr. Manaran's classes. He…

Co-Teaching in the College Classroom

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Smith, Katherine K.; Winn, Vanessa G.

2017-01-01

This paper serves as a phenomenological reflection about the meaning of a co-teaching experience at the college level for two graduate teaching assistants. When two teachers combine planning and teaching efforts it is called co-teaching. As a pedagogical method for both instructors and students, co-teaching was beneficial because it modeled a…

Research and Teaching: Assessment of Graduate Teaching Assistants Enrolled in a Teaching Techniques Course

Science.gov (United States)

Zehnder, Caralyn

2016-01-01

At the authors' public liberal arts institution, biology masters students are required to enroll in BIOL 5050: Teaching Techniques. Course topics include designing effective lectures, assessment, classroom management, diversity in the classroom, and active learning strategies. The impact of this type of training on graduate students' attitudes and…

The role of teachers’ classroom discipline in their teaching effectiveness and students’ language learning motivation and achievement: A path method

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Mehrak Rahimi

2015-01-01

Full Text Available This study investigated the role of EFL teachers’ classroom discipline strategies in their teaching effectiveness and their students’ motivation and achievement in learning English as a foreign language. 1408 junior high-school students expressed their perceptions of the strategies their English teachers used (punishment, recognition/reward, discussion, involvement, and aggression to discipline the classroom. The students evaluated their teachers’ teaching effectiveness by completing effective Iranian EFL teacher questionnaire (Moafian, & Pishghadam, 2009. They also filled in Attitude/Motivation Test Battery (GhorbanDordinejad & ImamJomeh, 2011 that assessed their motivation towards learning English as a foreign language. Achievement in English was established based on formal grades students received at the end of the academic year. The results showed that EFL teachers reward and praise students for good behavior and they are not very authoritarian. Further, teaching effectiveness, motivation and achievement in learning English were all found to be related to discipline strategies. The results of path analysis showed that those teachers who used involvement and recognition strategies more frequently were perceived to be more effective teachers; however, students perceived teachers who used punitive strategies as being less effective in their teaching. It was also revealed that in classes where teachers managed disruptive behaviors by using punitive strategies, students had problems in learning as punitive strategies lowered students’ motivation. Teaching effectiveness was found to mediate the effect of punishment on motivation while motivation mediated the effect of punitive strategies on achievement. Motivation was found to have the strongest effect on achievement.

Reading and Quality Discipline in the Classroom.

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Ediger, Marlow

Time spent on disciplining children in the classroom is time taken away from achieving the objectives of instruction. The classroom teacher needs to have appropriate guidelines to use in teaching as well as specific workable procedures which help students to achieve. This paper discusses various methods of classroom discipline. The paper first…

Classroom Practices in Early Foreign Language Teaching in Denmark: On the Role of Quantity and Quality of Exposure to English inside the Classroom

DEFF Research Database (Denmark)

aus der Wieschen, Maria Vanessa

2017-01-01

, the other half consists of the first generation of Danish Young Learners starting English lessons in the 1st grade. Data in the form of multiple-choice English tests and video-recordings of classroom interaction was collected during the Young Learners’ first two years of instructed English lessons. Against...... the onset of English classes in Danish primary schools was lowered from 3rd to 1st grade. The participants in the studies conducted in this thesis are 264 Danish Young Learners. About half of these students have started learning English in the 3rd grade, as it was usual before the 2014 school reform...... this background, my thesis investigates the role of classroom practices in early English as a Foreign Language (EFL) teaching by posing the following research questions: • Will there be differences between earlier (age 7) and later (age 9) starters of English language learning in their rate of learning and short...

Flipping the classroom to teach Millennial residents medical leadership: a proof of concept

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Lucardie AT

2017-01-01

Full Text Available Alicia T Lucardie,1 Lizanne Berkenbosch,2 Jochem van den Berg,3 Jamiu O Busari3,4 1Faculty of Health, Medicine and Life Sciences, Maastricht University, 2Department of Pediatrics, Maastricht University Medical Centre, Maastricht, 3Department of Pediatrics, Zuyderland Medical Center, Heerlen, 4Department of Educational Development and Research, Faculty of Health, Medicine and Life Sciences, Maastricht University, Maastricht, the Netherlands Introduction: The ongoing changes in health care delivery have resulted in the reform of educational content and methods of training in postgraduate medical leadership education. Health care law and medical errors are domains in medical leadership where medical residents desire training. However, the potential value of the flipped classroom as a pedagogical tool for leadership training within postgraduate medical education has not been fully explored. Therefore, we designed a learning module for this purpose and made use of the flipped classroom model to deliver the training. Evidence: The flipped classroom model reverses the order of learning: basic concepts are learned individually outside of class so that more time is spent applying knowledge to discussions and practical scenarios during class. Advantages include high levels of interaction, optimal utilization of student and expert time and direct application to the practice setting. Disadvantages include the need for high levels of self-motivation and time constraints within the clinical setting. Discussion: Educational needs and expectations vary within various generations and call for novel teaching modalities. Hence, the choice of instructional methods should be driven not only by their intrinsic values but also by their alignment with the learners’ preference. The flipped classroom model is an educational modality that resonates with Millennial students. It helps them to progress quickly beyond the mere understanding of theory to higher order

The Role of Teachers' Classroom Discipline in Their Teaching Effectiveness and Students' Language Learning Motivation and Achievement: A Path Method

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Rahimi, Mehrak; Karkami, Fatemeh Hosseini

2015-01-01

This study investigated the role of EFL teachers' classroom discipline strategies in their teaching effectiveness and their students' motivation and achievement in learning English as a foreign language. 1408 junior high-school students expressed their perceptions of the strategies their English teachers used (punishment, recognition/reward,…

Flipped Classroom : A Literature Review on the Benefits and Drawbacks of theReversed Classroom

OpenAIRE

Kostaras, Vasiliki

2017-01-01

Technology has become an integral part in the realm of education. The flipped classroom is a recent teaching method where students can watch instructional online videos outside the classroom that actively engage them in their learning process. Although this trend has gained momentum in many disciples and there are many studies available, research behind language acquisition through the flipped classroom model is limited. Still it is implemented by many teachers in the upper secondary school i...

The Prevalence of the Use of Music as a Teaching Tool among Selected American Classroom Educators: A Preliminary Examination

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Killian, Janice L.; Wayman, John B.

2015-01-01

The importance of music education in American schools is well established, with 93% of Americans agreeing that music should be a part of a well-rounded education (Harris, 2005). Students preparing to teach in the elementary classroom (elementary education majors) in American colleges and universities typically take a music class (sometimes two) as…

Teaching Students with Special Educational Needs in Inclusive Music Classrooms: Experiences of Music Teachers in Hong Kong Primary Schools

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Wong, Marina Wai-yee; Chik, Maria Pik-yuk

2016-01-01

It has been a decade since the implementation of Hong Kong's policy of inclusion, that mainstream schools should admit students with special educational needs (SEN). This study reports on music teachers' experiences of teaching SEN students in inclusive music classrooms. Data were derived from a qualitative multiple case study comprising 10…

Teaching Strategies for the Multicultural Journalism Classroom.

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Arnold, Mary

1992-01-01

Points out that journalism teachers must address issues of diversity in the multicultural classroom. Considers strategies for the multicultural classroom, including (1) using cross-cultural materials and explaining why such materials are being used; (2) making assignments that allow students to pursue culture-specific knowledge; and (3) permitting…

Leading a Classroom Discussion: Definition, Supportive Evidence, and Measurement of the "ETS"® National Observational Teaching Examination (NOTE) Assessment Series. Research Memorandum No. RM-16-09

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Witherspoon, Margaret; Sykes, Gary; Bell, Courtney

2016-01-01

This paper provides a description and rationale for a performance assessment of a teaching practice--leading a classroom discussion (LCD)--included in the ETS® National Observational Teaching Examination (NOTE) assessment series. In this assessment, candidates interact with a small class of virtual students represented by avatars in a…

Pedagogy of the Privileged: Review of Deconstructing Privilege: Teaching and Learning as Allies in the Classroom.

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Toporek, Rebecca L

2014-08-11

As scholarship and research in multicultural psychology evolves to a multilayered and complex discipline, increased attention to the role of larger structural forces of privilege has come to the forefront. Intersectionality of sociopolitical identities and the role those with privilege have in confronting oppression becomes a critical component of multicultural education. The edited volume, Deconstructing Privilege: Teaching and Learning as Allies in the Classroom (Case, 2013) provides concrete guidance and examples for educators seeking to enhance their approach to teaching privilege as a necessary mirror of oppression. This review highlights strengths of the book for educators in psychology and suggests recommendations for more complex discussion of the integration of privilege within the framework of structural oppression. (PsycINFO Database Record (c) 2014 APA, all rights reserved).

‘Gamma Anna’: a classroom demonstration for teaching the concepts of gamma imaging

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Wolff, Nicola; Griffiths, Jennifer; Yerworth, Rebecca

2017-01-01

Gamma imaging is at the interface of medicine and physics and thus its teaching is important in both fields. Pedagogic literature highlights the benefits of interactive demonstrations in teaching: an increase in enjoyment and interest, as well as improvement in academic achievement. However gamma imaging uses radioactive sources, which are potentially dangerous and thus their use is tightly controlled. We have developed a demonstration which uses a localised exothermic reaction within a rag doll as an analogue of radioactivity. This can be safely used in classrooms to demonstrate the principles of gamma imaging. The tool is easy to make, cheap, robust and portable. The supplementary material in this paper gives teacher notes and a description of how to make the rag doll demonstrator. We have tested the tool using six participants, acting as ‘teachers’, who carried out the demonstration and described the doll as easy to use, and the ‘tumour’ clearly identifiable. The teaching tool was separately demonstrated to a group of 12 GCSE physics students and a group of 12 medical students. Feedback showed increased student engagement, enjoyment and understanding of gamma imaging. Previous research has shown that these benefits have an impact on learning and academic outcomes.

Promoting Health Literacy in the Classroom

DEFF Research Database (Denmark)

Bruselius-Jensen, Maria; Bonde, Ane Høstgaard; Christensen, Julie Hellesøe

2017-01-01

counts and associated reflections positively influencing learning. However, in this study, classroom teaching was limited to a focus on cognitive skills and only partially supported the development of more critical health literacy skills. Our findings call for further research into approaches to support...... and teachers could change their daily practices. Only a limited number of discussions supported the development of critical health literacy. Conclusion: Our findings suggest that educators can successfully integrate health literacy development into classroom-based curriculum teaching, with pupils’ own step......Objective: Research has shown that developing health literacy in early life is critical to reducing lifestyle-related diseases, with schools being identified as central settings for this purpose. This paper examines how one classroom-based health educational programme, IMOVE, helped Danish primary...

Reflections on Teaching and Learning the Arts: A Middle-Grade Classroom and a High School for the Arts

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Barilla, Rosemary; Brown, Tina Boyer

2015-01-01

Rosemary Barilla, a middle-grade language arts teacher, inspired by her own dedication to the arts, describes the ways she integrates the fine arts into her classroom program that is designed to teach reading and writing. Tina Boyer Brown, a founding teacher at The Chicago High School for the Arts (ChiArts®), describes the school as a place where…

Teaching by Satellite in a European Virtual Classroom. [and] Open Universities--Their Rationale, Characteristics and Prospects. ZIFF Papiere 92.

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Keegan, Desmond; Holmberg, Borje

The first of two papers in this publication is "Teaching by Satellite in a European Virtual Classroom" (Desmond Keegan). It describes the first accredited university course by satellite, a 1-year certificate course in safety and health at work offered by the University College Dublin. It discusses the enrollment of 219 students at 10…

Enhancing student success: Taking the classroom success seriously

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Vincent Tinto

2012-03-01

Full Text Available Professor Vincent Tinto opens this issue of the International Journal of the First Year in Higher Education by highlighting the importance of paying attention to students' experiences in the classroom.  With the classroom experience of students in the United States college system firmly in mind, Tinto draws attention to what he calls the "attributes of effective classrooms".  The classroom attributes he describes, such as clear expectations, timely support, feedback on assessment, engaging pedagogies and enhancing teaching skills, though drawn from the United States experience, are universal and as such are transferrable across national boundaries and applicable to higher education educators, leaders and policy makers globally. You can assess this universality by relating Tinto's criteria to your teaching environment.

Using the IGCRA (individual, group, classroom reflective action technique to enhance teaching and learning in large accountancy classes

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Cristina Poyatos

2011-02-01

Full Text Available First year accounting has generally been perceived as one of the more challenging first year business courses for university students. Various Classroom Assessment Techniques (CATs have been proposed to attempt to enrich and enhance student learning, with these studies generally positioning students as learners alone. This paper uses an educational case study approach and examines the implementation of the IGCRA (individual, group, classroom reflective action technique, a Classroom Assessment Technique, on first year accounting students’ learning performance. Building on theoretical frameworks in the areas of cognitive learning, social development, and dialogical learning, the technique uses reports to promote reflection on both learning and teaching. IGCRA was found to promote feedback on the effectiveness of student, as well as teacher satisfaction. Moreover, the results indicated formative feedback can assist to improve the learning and learning environment for a large group of first year accounting students. Clear guidelines for its implementation are provided in the paper.

Social-Emotional Learning Is Essential to Classroom Management

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Jones, Stephanie M.; Bailey, Rebecca; Jacob, Robin

2014-01-01

Research tells us that children's social-emotional development can propel learning. A new program, SECURe, embeds that research into classroom management strategies that improve teaching and learning. Across all classrooms and grade levels, four principles of effective management are constant: Effective classroom management is based in…

Application of smart phone on interactive teaching methods in ophthalmology

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Xiao-Li Ma

2016-06-01

Full Text Available Smart phones as a symbol of the mobile Internet appears in college classroom, which is not only a challenge, but also a great opportunities of education information. This paper applied smart phones as the carrier of the "Internet" into ophthalmology classroom. Smart phones has a lot of features, such as rich teaching resources, diverse learning methods, flexible learning time, collating and recording capabilities and the timely, comprehensive and accurate teaching feedback so on, and could be used in case teaching and interactive teaching. The implementation of smart phones into ophthalmology classroom could inspire the learning enthusiasm of the students, enhance the quality of teaching, eventually improve teaching effects.

Teaching and learning in the science classroom: The interplay between teachers' epistemological moves and students' practical epistemology

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Lidar, Malena; Lundqvist, Eva; Östman, Leif

2006-01-01

The practical epistemology used by students and the epistemological moves delivered by teachers in conversations with students are analyzed in order to understand how teaching activities interplay with the how and the what of students' learning. The purpose is to develop an approach for analyzing the process of privileging in students' meaning making and how individual and situational aspects of classroom discourse interact in this process. Here we especially focus on the experiences of students and the encounter with the teacher. The analyses also demonstrate that a study of teaching and learning activities can shed light on which role epistemology has for students' meaning making, for teaching and for the interplay between these activities. The methodological approach used is an elaboration a sociocultural perspective on learning, pragmatism, and the work of Wittgenstein. The empirical material consists of recordings made in science classes in two Swedish compulsory schools.

Teaching Abroad: Why Teachers Prefer Teaching Overseas

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Mustafa Serbes

2017-12-01

Full Text Available Teaching overseas has always been a great opprotunity for academic and social development. Teachers who have international experiences stand a better chance of not only developing their teaching skills, communication skills and classroom management but also learning new languages and about other cultures. Teaching abroad can help teachers promote their skills for efficiency and effectiveness. It is important to stress that teachers with international experience can teach effectively and can contribute to the achievement of their students more. This paper focuses on five reasons why teachers prefer teaching overseas.

Classroom observation and feedback

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Ana GOREA

2016-12-01

Full Text Available Classroom observation is a didactic activity from which both the observer and the observed teacher are to win. The present article comments on and discusses the aims of observation, the stages of observation, the methodological recommendations of offering feedback and the need to introduce a system of classroom observation at institutional or even national level, which would contribute to improving the teaching/learning process.

The Teaching of Culture in English Language Teaching

Institute of Scientific and Technical Information of China (English)

吴月娥

2012-01-01

　　Language is not only part of culture, but also the carrier. The relationship between them decides the important role of culture teaching in language teaching. However, some problems still exist in college English teaching. For example, classroom English teaching time is not enough for culture teaching; English learners’native language thinking has negative transfer in the target language learning, etc.. In order to solve these problems, this paper tends to discuss whether English teaching should put an emphasis on Big-C Culture or Little-c Culture.

ORIGINAL ARTICLE An Assessment of Mathematics Classroom ...

African Journals Online (AJOL)

Bdu

ORIGINAL ARTICLE. An Assessment of Mathematics Classroom Teaching- ... the study was to assess whether the learning classroom environment was compliant with constructivism. ... of our education system. Applefield ... share control of the design, management, and evaluation ..... development of formative assessment.

Complementary Theoretical Perspectives on Task-Based Classroom Realities

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Jackson, Daniel O.; Burch, Alfred Rue

2017-01-01

Tasks are viewed as a principled foundation for classroom teaching, social interaction, and language development. This special issue sheds new light on how task-based classroom practices are supported by a diverse range of principles. This introduction describes current trends in classroom practice and pedagogic research in relation to task-based…

Research on University Network Teaching Platform (Blackboard in Teaching Management

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Gou Zhao Xia

2016-01-01

Full Text Available With rapid development of online education; teaching platform based on the network, as a new instructional mode has become a hot topic in online teaching. In this paper, the he teaching situation and existing problems on online was analyzed by comparing the difference between network teaching platform and traditional classroom teaching. Then the strategies of network teaching management and the case, which is focusing on the characteristics of Blackboard with the application of network teaching management was presents.

Grammar Teaching in Chinese Tertiary Education

Institute of Scientific and Technical Information of China (English)

LAN Hui-hui

2016-01-01

Grammar teaching, as one essential aspect of English language teaching (ELT), has been and continues to be an area of some controversy and debates, which entails the emergency of diverse classroom practices for language teachers:Focus on Form or Focus on FormS. Connected with the specific context of grammar teaching in Chinese higher education, this paper tends to re-consider the place of grammar teaching in the classroom, and come up with some feasible approaches to instructing grammar so as to make appropriate connections between grammatical forms and the meanings.

Addressing Challenges in Urban Teaching, Learning and Math Using Model-Strategy-Application with Reasoning Approach in Lingustically and Culturally Diverse Classrooms

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Wu, Zhonghe; An, Shuhua

2016-01-01

This study examined the effects of using the Model-Strategy-Application with Reasoning Approach (MSAR) in teaching and learning mathematics in linguistically and culturally diverse elementary classrooms. Through learning mathematics via the MSAR, students from different language ability groups gained an understanding of mathematics from creating…

Science beyond the Classroom Boundaries

Science.gov (United States)

Feasey, Rosemary; Bianchi, Lynne

2011-01-01

There have been many years of innovation in primary science education. Surprisingly, however, most of this has taken place within the confines of the classroom. What primary science has not yet done with universal success is step outside the classroom boundaries to use the school grounds for teaching and learning across all aspects of the science…

Personalities in the Classroom: Making the Most of Them

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Richardson, Rita Coombs; Arker, Emily

2010-01-01

Teachers' personality traits are reflected in their classroom instruction--especially in their selection of various instructional strategies, the materials they choose, and their classroom management techniques. Moreover, personality styles are positively interrelated with learning styles as well as teaching styles. In many classrooms, however,…

A Primer for Education/Outreach to the Classroom and Community

Science.gov (United States)

Zaleskiewicz, Ted

2002-11-01

As one example of successful cooperation among major plasma/fusion research laboratories in the United States and Europe, we discuss the development of the well-known classroom teaching chart, "Fusion - Physics of a Fundamental Energy Source", and associated materials produced by the Contemporary Physics Education Project(CPEP). CPEP is a not-for-profit organization of physicists and teachers incorporated to develop teaching materials on contemporary physics topics suitable for use in the introductory (high school and college) classroom. The Fusion Chart is currently available in 7 languages: English, Flemish, French, German, Italian, Portuguese, and Spanish. The series of supporting materials include a Teacher's Guide, 7 hands-on classroom activities, and a Web supplement at http://FusEdWeb.pppl.gov/CPEP/chart.html. All materials are being used successfully in high school teacher training workshops across North America under the auspices of APS/DPP, AAPT, and PTRA (Physics Teaching Resource Agents) programs. Though the materials were developed primarily for use by classroom teachers, they are also valuable resources for individual experts who have the opportunity to make presentations to educational or civic groups. This talk will illustrate various teaching strategies which increase the effectiveness of the materials, including demonstrations of two of the classroom activities, with audience participation invited.

A Syllabus Design of College Integrated English Class in China----On the Integration of Task-based Teaching and Classroom-based Assessment

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Cui Zheng

2013-11-01

Full Text Available The national College English Curriculum Requirements in China focus on college students’ overall English ability, students’ self-learning ability and teachers’ objective assessment towards students as well. This paper thus designed a syllabus for college Integrated English class based on syllabus design standard by Nunan, task-based language teaching theory by Ellis and the classroom-based assessment theory by Gottlieb and Brown and Abeywickrama. Task-based teaching and classroom-based assessment both emphasize the importance of student-centered and student-involved tasks and the overall assessment of students’ performance. This syllabus thus combined these theories, designed tasks such as in-class quick shares, textbook lecturing, social interviews and reports, written reflections of each textbook article etc. and tries to assess students’ performance through both formative and summative ways such as peer and self assessment through the evaluating rubrics of these tasks, portfolios, and final examinations. The implementation will finally test the effectiveness and efficiency of this syllabus.

The Analysis on Emotional Education in Vocational School English Teaching

Institute of Scientific and Technical Information of China (English)

兰州职业技术学院 730070

2015-01-01

In the time of advancing quality education, emotion education has been paid more and more attention. English teaching is both language teaching progress and emotional communication progress. Therefore, emotional education is extremely important and indispensable in vocational school classroom teaching. However, the current application of vocational school emotional education in English classroom teaching is still relatively weak. Based on the theory of emotional education, this paper attempts to explore the methods and strategies of applying emotional education in vocational school English classroom teaching. It has important theoretical significance on promoting the comprehensive development of the vocational school students, improving English teaching effect, promoting the healthy and sustainable development of the vocational school education, and enriching and developing the emotional teaching psychology and cognitive psychology theory.

When the globe is your classroom: teaching and learning about large-scale environmental change online

Science.gov (United States)

Howard, E. A.; Coleman, K. J.; Barford, C. L.; Kucharik, C.; Foley, J. A.

2005-12-01

Understanding environmental problems that cross physical and disciplinary boundaries requires a more holistic view of the world - a "systems" approach. Yet it is a challenge for many learners to start thinking this way, particularly when the problems are large in scale and not easily visible. We will describe our online university course, "Humans and the Changing Biosphere," which takes a whole-systems perspective for teaching regional to global-scale environmental science concepts, including climate, hydrology, ecology, and human demographics. We will share our syllabus and learning objectives and summarize our efforts to incorporate "best" practices for online teaching. We will describe challenges we have faced, and our efforts to reach different learner types. Our goals for this presentation are: (1) to communicate how a systems approach ties together environmental sciences (including climate, hydrology, ecology, biogeochemistry, and demography) that are often taught as separate disciplines; (2) to generate discussion about challenges of teaching large-scale environmental processes; (3) to share our experiences in teaching these topics online; (4) to receive ideas and feedback on future teaching strategies. We will explain why we developed this course online, and share our experiences about benefits and challenges of teaching over the web - including some suggestions about how to use technology to supplement face-to-face learning experiences (and vice versa). We will summarize assessment data about what students learned during the course, and discuss key misconceptions and barriers to learning. We will highlight the role of an online discussion board in creating classroom community, identifying misconceptions, and engaging different types of learners.

From Texts to Pictures in Teaching Civics. Participant Observation in Mark’s Classroom

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Per-Olof Erixon

2010-11-01

Full Text Available We are now living in a “new media age”, with a dramatic shift from the linguistic to the visual, from books and book pages to screens and windows (Kress, 2003. This article offsets out to explore what happens to educational activities in schools when electronic media and pictures replace written texts. The article draws on interviews and classroom observations of a particular Swedish vocational upper secondary programme, where the social studies teacher observes that students are finding it increasingly difficult to benefit from written texts. Theoretically, the study draws on Meyrowitz (1985/1986 theories concerning the relationship among media, situations and behaviour and the effect of a shift from “print situations” to “electronic situations” on a broad range of social role and Bernstein’s (1996/2000 notions of ‘recontextualisation’, ‘framing’ and ‘classification’. The study shows that classroom relations are changing; hierarchies between students and teachers are being broken down, and classification of subjects is affected in the sense that the students’ own interpretations and references are beginning to govern teaching when pictures and electronic media enter the educational discourse.

New ideas for teaching electrocardiogram interpretation and improving classroom teaching content.

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Zeng, Rui; Yue, Rong-Zheng; Tan, Chun-Yu; Wang, Qin; Kuang, Pu; Tian, Pan-Wen; Zuo, Chuan

2015-01-01

Interpreting an electrocardiogram (ECG) is not only one of the most important parts of diagnostics but also one of the most difficult areas to teach. Owing to the abstract nature of the basic theoretical knowledge of the ECG, its scattered characteristics, and tedious and difficult-to-remember subject matter, teaching how to interpret ECGs is as difficult for teachers to teach as it is for students to learn. In order to enable medical students to master basic knowledge of ECG interpretation skills in a limited teaching time, we modified the content used for traditional ECG teaching and now propose a new ECG teaching method called the "graphics-sequence memory method." A prospective randomized controlled study was designed to measure the actual effectiveness of ECG learning by students. Two hundred students were randomly placed under a traditional teaching group and an innovative teaching group, with 100 participants in each group. The teachers in the traditional teaching group utilized the traditional teaching outline, whereas the teachers in the innovative teaching group received training in line with the proposed teaching method and syllabus. All the students took an examination in the final semester by analyzing 20 ECGs from real clinical cases and submitted their ECG reports. The average ECG reading time was 32 minutes for the traditional teaching group and 18 minutes for the innovative teaching group. The average ECG accuracy results were 43% for the traditional teaching group and 77% for the innovative teaching group. Learning to accurately interpret ECGs is an important skill in the cardiac discipline, but the ECG's mechanisms are intricate and the content is scattered. Textbooks tend to make the students feel confused owing to the restrictions of the length and the format of the syllabi, apart from many other limitations. The graphics-sequence memory method was found to be a useful method for ECG teaching.

Characterizing and predicting ultrafine particle counts in Canadian classrooms during the winter months: model development and evaluation.

Science.gov (United States)

Weichenthal, Scott; Dufresne, André; Infante-Rivard, Claire; Joseph, Lawrence

2008-03-01

School classrooms are potentially important micro-environments for childhood exposures owing to the large amount of time children spend in these locations. While a number of airborne contaminants may be present in schools, to date few studies have examined ultrafine particle (0.02-1 microm) (UFP) levels in classrooms. In this study, our objective was to characterize UFP counts (cm(-3)) in classrooms during the winter months and to develop a model to predict such exposures based on ambient weather conditions and outdoor UFPs, as well as classroom characteristics such as size, temperature, relative humidity, and carbon dioxide levels. In total, UFP count data were collected on 60 occasions in 37 occupied classrooms at one elementary school and one secondary school in Pembroke, Ontario. On average, outdoor UFP levels exceeded indoor measures by 8989 cm(-3) (95% confidence interval (CI): 6382, 11596), and classroom UFP counts were similar at both schools with a combined average of 5017 cm(-3) (95% CI: 4300, 5734). Of the variables examined only wind speed and outdoor UFPs were important determinants of classrooms UFP levels. Specifically, each 10 km/h increase in wind speed corresponded to an 1873 cm(-3) (95% CI: 825, 2920) decrease in classroom UFP counts, and each 10000 cm(-3) increase in outdoor UFPs corresponded to a 1550 cm(-3) (95% CI: 930, 2171) increase in classroom UFP levels. However, high correlations between these two predictors meant that the independent effects of wind speed and outdoor UFPs could not be separated in multivariable models, and only outdoor UFP counts were included in the final predictive model. To evaluate model performance, classroom UFP counts were collected for 8 days at two new schools and compared to predicted values based on outdoor UFP measures. A moderate correlation was observed between measured and predicted classroom UFP counts (r=0.63) for both schools combined, but this relationship was not valid on days in which a strong

Characterizing and predicting ultrafine particle counts in Canadian classrooms during the winter months: Model development and evaluation

International Nuclear Information System (INIS)

Weichenthal, Scott; Dufresne, Andre; Infante-Rivard, Claire; Joseph, Lawrence

2008-01-01

School classrooms are potentially important micro-environments for childhood exposures owing to the large amount of time children spend in these locations. While a number of airborne contaminants may be present in schools, to date few studies have examined ultrafine particle (0.02-1 μm) (UFP) levels in classrooms. In this study, our objective was to characterize UFP counts (cm -3 ) in classrooms during the winter months and to develop a model to predict such exposures based on ambient weather conditions and outdoor UFPs, as well as classroom characteristics such as size, temperature, relative humidity, and carbon dioxide levels. In total, UFP count data were collected on 60 occasions in 37 occupied classrooms at one elementary school and one secondary school in Pembroke, Ontario. On average, outdoor UFP levels exceeded indoor measures by 8989 cm -3 (95% confidence interval (CI): 6382, 11 596), and classroom UFP counts were similar at both schools with a combined average of 5017 cm -3 (95% CI: 4300, 5734). Of the variables examined only wind speed and outdoor UFPs were important determinants of classrooms UFP levels. Specifically, each 10 km/h increase in wind speed corresponded to an 1873 cm -3 (95% CI: 825, 2920) decrease in classroom UFP counts, and each 10 000 cm -3 increase in outdoor UFPs corresponded to a 1550 cm -3 (95% CI: 930, 2171) increase in classroom UFP levels. However, high correlations between these two predictors meant that the independent effects of wind speed and outdoor UFPs could not be separated in multivariable models, and only outdoor UFP counts were included in the final predictive model. To evaluate model performance, classroom UFP counts were collected for 8 days at two new schools and compared to predicted values based on outdoor UFP measures. A moderate correlation was observed between measured and predicted classroom UFP counts (r=0.63) for both schools combined, but this relationship was not valid on days in which a strong indoor UFP

Quasi-experimental study on the effectiveness of a flipped classroom for teaching adult health nursing.

Science.gov (United States)

Park, Esther O; Park, Ji Hyun

2018-04-01

The effectiveness of flipped learning as one of the teaching methods of active learning has been left unexamined in nursing majors, compared to the frequent attempts to uncover the effectiveness of it in other disciplines. The purpose of this study was to reveal the effectiveness of flipped learning pedagogy in an adult health nursing course, controlling for other variables. The study applied a quasi-experimental approach, comparing pre- and post-test results in learning outcomes. Included in this analysis were the records of 81 junior nursing major students. The convenience sampling method was used to select the participants. Those in the experimental group were exposed to a flipped classroom experience that was given after the completion of their traditional class. The students' learning outcomes and the level of critical thinking skills were evaluated before and after the intervention of the flipped classroom. After the flipped classroom experience, the scores of the students' achievement in subject topics and critical thinking skills, specifically intellectual integrity and creativity, showed a greater level of increase than those of their controlled counterparts. This remained true even after controlling for previous academic performance and the level of creativity. This study confirmed the effectiveness of the flipped classroom as a measure of active learning by applying a quantitative approach. But, regarding the significance of the initial contribution of flipped learning in the discipline of nursing science, carrying out a more authentic experimental study could justify the impact of flipped learning pedagogy. © 2017 Japan Academy of Nursing Science.

Characterization of Mathematics Instructional Practises for Prospective Elementary Teachers with Varying Levels of Self-Efficacy in Classroom Management and Mathematics Teaching

Science.gov (United States)

Lee, Carrie W.; Walkowiak, Temple A.; Nietfeld, John L.

2017-01-01

The purpose of this study was to investigate the relationship between prospective teachers' (PTs) instructional practises and their efficacy beliefs in classroom management and mathematics teaching. A sequential, explanatory mixed-methods design was employed. Results from efficacy surveys, implemented with 54 PTs were linked to a sample of…

Classroom -RE-SONANCE

Indian Academy of Sciences (India)

"Classroom" is equally a forum for raising broader issues and sharing personal experiences and viewpoints on matters related to teaching and learning science. ! Energy transfer in an elastic collision. One may intuitively feel that in an elastic ...

Teaching collocations

DEFF Research Database (Denmark)

Revier, Robert Lee; Henriksen, Birgit

2006-01-01

Very little pedadagoy has been made available to teachers interested in teaching collocations in foreign and/or second language classroom. This paper aims to contribute to and promote efforts in developing L2-based pedagogy for the teaching of phraseology. To this end, it presents pedagogical...

Teachers' Beliefs, Perceived Practice and Actual Classroom Practice in Relation to Traditional (Teacher-Centered) and Constructivist (Learner-Centered) Teaching (Note 1)

Science.gov (United States)

Kaymakamoglu, Sibel Ersel

2018-01-01

This study explored the EFL teachers' beliefs, perceived practice and actual classroom practice in relation to Traditional (teacher-centered) and Constructivist (learner-centered) teaching in Cyprus Turkish State Secondary Schools context. For this purpose, semi-structured interviews and structured observations were employed with purposively…

An Investigation of the Use of the ‘Flipped Classroom’ Pedagogy in Secondary English Language Classrooms

Directory of Open Access Journals (Sweden)

Chi Cheung Ruby Yang

2017-01-01

Full Text Available Aim/Purpose\t: To examine the use of a flipped classroom in the English Language subject in secondary classrooms in Hong Kong. Background:\tThe research questions addressed were: (1 What are teachers’ perceptions towards the flipped classroom pedagogy? (2 How can teachers transfer their flipped classroom experiences to teaching other classes/subjects? (3 What are students’ perceptions towards the flipped classroom pedagogy? (4 How can students transfer their flipped classroom experiences to studying other subjects? (5 Will students have significant gain in the knowledge of the lesson topic trialled in this study? Methodology: A total of 57 students from two Secondary 2 classes in a Band 3 secondary school together with two teachers teaching these two classes were involved in this study. Both quantitative and quantitative data analyses were conducted. Contribution: Regarding whether the flipped classroom pedagogy can help students gain significantly in their knowledge of a lesson topic, only one class of students gained statistically significantly in the subject knowledge but not for another class. Findings: Students in general were positive about the flipped classroom. On the other hand, although the teachers considered that the flipped classroom pedagogy was creative, they thought it may only be useful for teaching English grammar. Recommendations for Practitioners: Teachers thought that flipping a classroom may only be useful for more motivated students, and the extra workload of finding or making suitable pre-lesson online videos is the main concern for teachers. Recommendations for Researchers: Both quantitative and qualitative analyses should be conducted to investigate the effectiveness of a flipped classroom on students’ language learning. Impact on Society\t: Teachers and students can transfer their flipped classroom experiences in English Language to teaching and studying other subjects. Future Research:\tMore classes should be

Student Teachers' Emotional Teaching Experiences in Relation to Different Teaching Methods

Science.gov (United States)

Timoštšuk, I.; Kikas, E.; Normak, M.

2016-01-01

The role of emotional experiences in teacher training is acknowledged, but the role of emotions during first experiences of classroom teaching has not been examined in large samples. This study examines the teaching methods used by student teachers in early teaching practice and the relationship between these methods and emotions experienced. We…

Cooperative Teaching: A Model for Teacher Collaboration.

Science.gov (United States)

Bohlmann, Natalie L.

1998-01-01

A third grade teacher examines the effects of cooperative teaching in a two-teacher classroom. After discussing teacher roles in such classrooms, the paper describes how the advantages of such a system greatly outweigh the disadvantages. The paper presents keys to a successful teaching partnership and describes several models for lesson…

Discipline in the Classroom. Revised Edition.

Science.gov (United States)

National Education Association, Washington, DC.

The articles in this booklet reflect a broad spectrum in their approach to discipline and the teaching process. Even though discipline is now called classroom control, these articles indicate that some educators question the desirability of precise prescription in the classroom. Running through the articles is a common thread: discipline is less…

TEACHING IN 21ST CENTURY: STUDENTS-TEACHERS’ PERCEPTIONS OF TECHNOLOGY USE IN THE CLASSROOM

Directory of Open Access Journals (Sweden)

Asri Siti Fatimah

2017-10-01

Full Text Available The rapid growth of technology encourages teachers especially who teach English as a foreign language to use it while presenting material and giving instruction in the classroom. Technology, as the newest instructional media developed in this globalization era, presents situation which helps the students to have new authentic and meaningful learning experiences engaging their effort and behavior by providing more fun and effective learning atmosphere. In addition, it provides the opportunity for the students to work collaboratively and easily access the information that can supplement their learning experience. Those benefits become the central part of 21st century education which should be optimized in order to create sophisticated learning immersion and maximize the quality of students in the future. In this research, some media techologies are introduced to one hundred student-teachers having Technology Enhanced Language Learning class. Those media, Prezi as online software presentation, Glogster as visual online poster,Edmodo as online networking application, Toondooas online cartoon strip making and Goanimateas animated video creation, are known as web-based instructional media which  can be used by them to teach English as a foreign language. However, questionnaire and interview are used to obtain the data.  It  aims to investigate their perception while preparing their teaching by using those applications.

The ABC's of Teaching Social Skills to Adolescents with Autism Spectrum Disorder in the Classroom: The UCLA "PEERS®" Program

Science.gov (United States)

Laugeson, Elizabeth A.; Ellingsen, Ruth; Sanderson, Jennifer; Tucci, Lara; Bates, Shannon

2014-01-01

Social skills training is a common treatment method for adolescents with autism spectrum disorder (ASD), yet very few evidence-based interventions exist to improve social skills for high-functioning adolescents on the spectrum, and even fewer studies have examined the effectiveness of teaching social skills in the classroom. This study examines…

The effectiveness of computer-managed instruction versus traditional classroom lecture on achievement outcomes.

Science.gov (United States)

Schmidt, S M; Arndt, M J; Gaston, S; Miller, B J

1991-01-01

This controlled experimental study examines the effect of two teaching methods on achievement outcomes from a 15-week, 2 credit hour semester course taught at two midwestern universities. Students were randomly assigned to either computer-managed instruction in which faculty function as tutors or the traditional classroom course of study. In addition, the effects of age, grade point average, attitudes toward computers, and satisfaction with the course on teaching method were analyzed using analysis of covariance. Younger students achieved better scores than did older students. Regardless of teaching method, however, neither method appeared to be better than the other for teaching course content. Students did not prefer one method over the other as indicated by their satisfaction scores. With demands upon university faculty to conduct research and publish, alternative methods of teaching that free faculty from the classroom should be considered. This study suggests that educators can select such an alternative teaching method to traditional classroom teaching without sacrificing quality education for certain courses.

Periscope: Looking into Learning in Best-Practices Physics Classrooms

Science.gov (United States)

Scherr, Rachel E.; Goertzen, Renee Michelle

2018-02-01

Periscope is a set of lessons to support learning assistants, teaching assistants, and faculty in learning to notice and interpret classroom events the way an accomplished teacher does. Periscope lessons are centered on video episodes from a variety of best-practices university physics classrooms. By observing, discussing, and reflecting on teaching situations similar to their own, instructors practice applying lessons learned about teaching to actual teaching situations and develop their pedagogical content knowledge. Instructors also get a view of other institutions' transformed courses, which can support and expand the vision of their own instructional improvement and support the transfer of course developments among faculty. Periscope is available for free to educators at http://physport.org/periscope.

Teach on Purpose! Responsive Teaching for Student Success

Science.gov (United States)

Burns, Leslie David; Botzakis, Stergios

2016-01-01

Great teaching is not just a matter of talent or creativity or passion. Teachers are made, not born, and great teachers know "why" they do what they do in their classrooms. They do it strategically and purposefully based on technique. "Teach on Purpose!" demonstrates a high-quality research-based and practical approach to…

Grammar and Teaching ESL

Science.gov (United States)

Morrissey, Glenda; Young, Barbara N.

2005-01-01

The variety of theories relating to teaching ESL learners leads to contradictory ideas about teaching a second language. This paper focuses on the continuing importance of grammar in teaching and the current resurgence in interest in returning to grammar as an important component in the classroom.

"Parenting" Students: Applying Developmental Psychology to the College Classroom.

Science.gov (United States)

Barnas, Mary

2000-01-01

Discusses the author's development of teaching style from a permissive to an authoritarian to an authoritative teaching style. Uses research on parenting styles to understand the college classroom and argues that a teacher's view of students affects their teaching. (CMK)

Strategies for Teaching English Abroad: The Immersion Classroom

Directory of Open Access Journals (Sweden)

Ishrat Suri

2016-06-01

Full Text Available English language development is best laid on the foundation of natural and social interactions which requires a great deal of sacrifice from educators who teach abroad (Snow, 1997. Learning to speak a new language grants learners a passport and highly coveted citizenship to a culturally interconnected world (Met & Lorenz, 1993; however, educators often face a daunting challenge. They must come up with comprehensive strategies which ensure that learners obtain requisite skills faster than might otherwise be deemed necessary. They must also employ non-verbal communication in place of the native language and secure a total commitment from students (Fortune, 2000. Finally, educators must leverage the brain’s information processing and retention ability against a very formidable threat: forgetting. The paper focuses on language immersion classroom strategies currently being used around the world, along with a discussion on how technology has been used to increase language and cultural competencies. This research has implications for educators and administrators who are interested in the impact that technology access has on learning when paired with a total immersion approach. This paper will present recommendations for international English language immersion programs, whose goals are to develop a total cultural competency for students aged 5-25 in environments where there are limited resources to aid in language immersion.

Using the Flipped Classroom to Bridge the Gap to Generation Y.

Science.gov (United States)

Gillispie, Veronica

2016-01-01

The flipped classroom is a student-centered approach to learning that increases active learning for the student compared to traditional classroom-based instruction. In the flipped classroom model, students are first exposed to the learning material through didactics outside of the classroom, usually in the form of written material, voice-over lectures, or videos. During the formal teaching time, an instructor facilitates student-driven discussion of the material via case scenarios, allowing for complex problem solving, peer interaction, and a deep understanding of the concepts. A successful flipped classroom should have three goals: (1) allow the students to become critical thinkers, (2) fully engage students and instructors, and (3) stimulate the development of a deep understanding of the material. The flipped classroom model includes teaching and learning methods that can appeal to all four generations in the academic environment. During the 2015 academic year, we implemented the flipped classroom in the obstetrics and gynecology clerkship for the Ochsner Clinical School in New Orleans, LA. Voice-over presentations of the lectures that had been given to students in prior years were recorded and made available to the students through an online classroom. Weekly problem-based learning sessions matched to the subjects of the traditional lectures were held, and the faculty who had previously presented the information in the traditional lecture format facilitated the problem-based learning sessions. The knowledge base of students was evaluated at the end of the rotation via a multiple-choice question examination and the Objective Structured Clinical Examination (OSCE) as had been done in previous years. We compared demographic information and examination scores for traditional teaching and flipped classroom groups of students. The traditional teaching group consisted of students from Rotation 2 and Rotation 3 of the 2014 academic year who received traditional

Assertive classroom management strategies and students’ performance: The case of EFL classroom

Directory of Open Access Journals (Sweden)

Mohammad Aliakbari

2015-12-01

Full Text Available Ample research findings support the effective role that classroom management strategies play in enhancing students’ learning. Drawing upon Iranian high school teachers’ classroom management strategies, this article is intended to examine the extent to which these teachers follow assertive classroom management strategies and if these strategies affect students’ performance. Conducting a survey including 123 female students, it was found out that Iranian teachers apply classroom management strategies of organization, teaching management, teacher–student relationship, and teacher punishment–rewards (consequences with varying degrees. In the results section, Pearson correlation is applied between students’ achievement and each part of teacher management strategies. Finally, a positive relationship between teachers’ assertiveness and students’ performance was approved. The findings led to implications for in-service training programs for EFL teachers.

Classroom Simulation for Trainee Teachers Using 3D Virtual Environments and Simulated Smartbot Student Behaviours

OpenAIRE

Alotaibi, Fahad Mazaed

2014-01-01

his thesis consists of an analysis of a classroom simulation using a Second Life (SL) experiment that aims to investigate the teaching impact on smartbots (virtual students) from trainee teacher avatars with respect to interaction, simulated behaviour, and observed teaching roles. The classroom-based SL experiments’ motivation is to enable the trainee teacher to acquire the necessary skills and experience to manage a real classroom environment through simulations of a real classroom. This ty...

Classroom Displays as a Tool for Evaluating Young Learners’ Goal-Attainment

DEFF Research Database (Denmark)

aus der Wieschen, Maria Vanessa

In Danish primary schools, each class has their own classroom in which they have (almost) all of their classes, making the walls ideal learning spaces. However, this also means that English as a Foreign Language (EFL) teachers have to share the classroom walls with their colleagues who teach other...... subjects in the same classroom, which limits the available EFL learning space. The present study examines in what way English teachers and young learners do (not) make meaningful use of EFL material on classroom walls as part of goal-oriented teaching and learning (læringsmålstyret undervisning. Using...... displays can be used as a tool in goal- oriented teaching and learning, in that they (1) work as a documentation of achieved and current goals for learning (læringsmål), (2) help students who have not fully achieved the past goals for learning to participate in current learning activities...

An International Perspective on Classroom Management: What Should Prospective Teachers Learn?

Science.gov (United States)

Wubbels, Theo

2011-01-01

Drawing upon a review of relevant literature, this paper provides an overview of the treatment of classroom management in teacher education and teaching around the world. Six approaches to classroom management are distinguished: classroom management approaches that focus on external control of behaviour, on internal control, on classroom ecology,…

Same Content, Different Methods: Comparing Lecture, Engaged Classroom, and Simulation.

Science.gov (United States)

Raleigh, Meghan F; Wilson, Garland Anthony; Moss, David Alan; Reineke-Piper, Kristen A; Walden, Jeffrey; Fisher, Daniel J; Williams, Tracy; Alexander, Christienne; Niceler, Brock; Viera, Anthony J; Zakrajsek, Todd

2018-02-01

There is a push to use classroom technology and active teaching methods to replace didactic lectures as the most prevalent format for resident education. This multisite collaborative cohort study involving nine residency programs across the United States compared a standard slide-based didactic lecture, a facilitated group discussion via an engaged classroom, and a high-fidelity, hands-on simulation scenario for teaching the topic of acute dyspnea. The primary outcome was knowledge retention at 2 to 4 weeks. Each teaching method was assigned to three different residency programs in the collaborative according to local resources. Learning objectives were determined by faculty. Pre- and posttest questions were validated and utilized as a measurement of knowledge retention. Each site administered the pretest, taught the topic of acute dyspnea utilizing their assigned method, and administered a posttest 2 to 4 weeks later. Differences between the groups were compared using paired t-tests. A total of 146 residents completed the posttest, and scores increased from baseline across all groups. The average score increased 6% in the standard lecture group (n=47), 11% in the engaged classroom (n=53), and 9% in the simulation group (n=56). The differences in improvement between engaged classroom and simulation were not statistically significant. Compared to standard lecture, both engaged classroom and high-fidelity simulation were associated with a statistically significant improvement in knowledge retention. Knowledge retention after engaged classroom and high-fidelity simulation did not significantly differ. More research is necessary to determine if different teaching methods result in different levels of comfort and skill with actual patient care.

Should We Flip the Social Studies Classrooms? The Opinions of Social Studies Teacher Candidates on Flipped Classroom

Science.gov (United States)

Erdogan, Erdi; Akbaba, Bulent

2018-01-01

The technology revolution continues to profoundly influence the educational process. Thus, the traditional teaching process is changing and education which is individualized with technology supported teaching processes comes to the forefront. One of the concrete indicators is the flipped classroom model. The purpose of this study is to determine…

Worldviews and evolution in the biology classroom

NARCIS (Netherlands)

Schilders, M.; Sloep, P.; Peled, E.; Boersma, K.T.

2009-01-01

This study examined what worldviews are present among Dutch students and teachers and how the students cope with scientific knowledge acquired in the biology classroom. Furthermore, we investigated what learning and teaching strategies teachers adopt when they teach about evolution and worldviews.

Technology and Teaching Philosophy

Science.gov (United States)

King, Paul C.

2012-01-01

This article discusses the challenges faced when integrating new technologies into the classroom. Viewing the experiences of teaching a first year learning community through the lens of the principles of the Reflective Teaching Portfolio, the author looks to answer the question: "How should Technology relate to our Teaching Philosophy?"…

Scholar Dollars: Their Use in Classroom Management.

Science.gov (United States)

Deery, Ruth

Suggestions and background information to help teachers use classroom currency to influence students' behavior and academic efforts are provided. There are five parts to the publication. Part 1 discusses the many uses of classroom currency in teaching economics content, for motivation, and in discipline. For example, if teachers find that…

Working with Corpora in the Translation Classroom

Science.gov (United States)

Krüger, Ralph

2012-01-01

This article sets out to illustrate possible applications of electronic corpora in the translation classroom. Starting with a survey of corpus use within corpus-based translation studies, the didactic value of corpora in the translation classroom and their epistemic value in translation teaching and practice will be elaborated. A typology of…

"Finding the Joy in the Unknown": Implementation of STEAM Teaching Practices in Middle School Science and Math Classrooms

Science.gov (United States)

Quigley, Cassie F.; Herro, Dani

2016-06-01

In response to a desire to strengthen the economy, educational settings are emphasizing science, technology, engineering, and mathematics (STEM) curriculum and programs. Yet, because of the narrow approach to STEM, educational leaders continue to call for a more balanced approach to teaching and learning, which includes the arts, design, and humanities. This desire created space for science, technology, engineering, arts, and mathematics (STEAM) education, a transdisciplinary approach that focuses on problem-solving. STEAM-based curricula and STEAM-themed schools are appearing all over the globe. This growing national and global attention to STEAM provides an opportunity for teacher education to explore the ways in which teachers implement STEAM practices, examining the successes and challenges, and how teachers are beginning to make sense of this innovative teaching practice. The purpose of this paper is to examine the implementation of STEAM teaching practices in science and math middle school classrooms, in hopes to provide research-based evidence on this emerging topic to guide teacher educators.

Training of Trainers (ToT) Program in Team Teaching

Science.gov (United States)

Febrianti, Werry; Wiryanto, Leo Hari

2018-01-01

The first year students in Sumatera Institute of Technology (ITERA) follow the first year program (TPB). They will learn about mathematics, physics, chemistry, and all of the basic subjects that they need for learning in ITERA. They will study in the big classrooms with different background department of their friends. This situation makes the lectures become more challenging in teaching their lessons. Besides the classrooms, the experience of the lecturers is still need to be improved because the lecturers are young and less of experience in teaching so that they need guidance from their senior lecturer. Because of that situation, Training of Trainers (ToT) program in team teaching is one of the solution that can increase the young lecturers’s ability so that they can teach well in the massal conditions of the classrooms. ToT program in team teaching indicated the better result than regular teaching.

The Relationship between Attention Levels and Class Participation of First-Year Students in Classroom Teaching Departments1

Directory of Open Access Journals (Sweden)

Adem Sezer

2017-04-01

Full Text Available This study aimed to detect any relationship that may exist between classroom teacher candidates’ class participation and their attention levels. The research method was a convergent parallel design, mixing quantitative and qualitative research techniques, and the study group was composed of 21 freshmen studying in the Classroom Teaching Department at Uşak University, Faculty of Education, in the autumn term of the 2014-2015 academic year. As a data collection instrument, NeuroSky’s Mindset EEG equipment was used to detect the students’ attention levels, with video-recording being used to detect their class participation. The data obtained were analysed using the PYTHON and MATLAB package programs. The findings showed that, according to the eSense metric, students’ level attention was averagely natural (43 as it was stated. The study concluded that there existed a moderate, positive correlation between students’ attention levels and class participation.

Noninvariant Measurement in Rater-Mediated Assessments of Teaching Quality

Science.gov (United States)

Kelcey, Ben

2014-01-01

Valid and reliable measurement of teaching is essential to evaluating and improving teacher effectiveness and advancing large-scale policy-relevant research in education (Raudenbush & Sadoff, 2008). One increasingly common component of teaching evaluations is the direct observation of teachers in their classrooms. Classroom observations have…

Critical Pedagogy Principles in Teaching EFL Reading

Directory of Open Access Journals (Sweden)

Slamet Wahyudi Yulianto

2015-12-01

Full Text Available This study attempts to reveal how the use of critical pedagogy principles in teaching English as a Foreign Language (EFL reading facilitates students to think critically. Additionally, it investigates and elaborates the benefits and challenges of using critical pedagogy principles in teaching EFL reading. The three critical pedagogy principles used in this study were dialogic education, democratic classroom, and reading the world and the word. Critical thinking skills and dispositions expected to be performed by the participants were analysis and evaluation skills, open-mindedness, and making reasoned decision. This is a case study design which was conducted in the form of teaching program. The teaching program which consisted of eight meetings was given to 59 EFL sophomores in the Reading in Professional Context class at a private teacher education in Bandung. Data in the form of classroom talks and activities and students‟ responses as well as their critical thinking skills self-assessment were collected by using video recordings, observation notes, interview guideline, students‟ learning journals, and questionnaires. It is revealed that the teaching program has facilitated students to think critically by providing four categories of activity. They are (1 offering problematic topics and reading materials that are linked to the students‟ lives, (2 encouraging students to read between the lines, (3 distributing classroom power, and (4 creating space for students‟ voices to be heard. Meanwhile, there are two benefits of the teaching program, namely (1 language development and (2 new knowledge as well as experience acquisition. However, there are three major challenges in conducting the teaching program that are (1 the lack of classroom-friendly authentic controversial reading materials, (2 the passive culture, and (3 the unpredictable classroom.

Does Sense of the Humor Make Sense in the Classroom?

Directory of Open Access Journals (Sweden)

Freddy Antonio González-Ynfante

2011-11-01

Full Text Available This paper studies the importance of humor as a teaching strategy in the classroom, considering the usual lack of motivation and boredom. To analyze whether the “happy teaching and happy learning” may increase effectiveness in the teaching-learning process, the author will discuss how, despite the many benefits it may bring, humor is not used in the classroom due to prejudices and fears. The idea is not for teachers to play the role of a comedian or a clown, but to intervene and get closer to the group with a teaching, didactic purpose through humor. Plato (1992 thought about this; he used to say that sometimes a joke may help, where seriousness put up resistance.

Speaking comfort and voice use of teachers in classrooms

DEFF Research Database (Denmark)

Brunskog, Jonas; Pelegrin Garcia, David

2010-01-01

Teachers suffer from voice problems more often than the rest of the population, as a consequence of the intensive use of their voices during teaching. Noise and classroom acoustics have been defined as hazards eventually leading to voice problems. In order to make a good classroom acoustic design...... to preserve the teachers’ voices and maximize their comfort, it is necessary to understand the underlaying relationship between classroom acoustics and teachers’ voice production. This paper presents a brief summary of investigations looking into this relationship. A pilot study, carried out in different...... located at various distances, in rooms with very different acoustics. A field study in schools of southern Sweden found out that teachers with and without voice problems, during actual teaching, are affected differently by the support of the classroom. A last laboratory experiment was carried out...

Balancing Act: Addressing Culture and Gender in ESL Classrooms

Science.gov (United States)

Johnson, Michelle A.; Chang, Debbie

2012-01-01

ESL educators find themselves teaching a diverse group of students in today's classroom. This study investigated how ESL instructors address diversity in their teaching. The literature review revealed research on the experiences of teachers using culturally responsive teaching strategies. Using qualitative research methods, this study explores the…

CLASSROOM TECHNIQUES USED IN THE TEACHING OF ENGLISH BASED ON CURRICULUM 2013: A NATURALISTIC STUDY AT STATE JUNIOR HIGH SCHOOL OF SAWIT 1 BOYOLALI

Directory of Open Access Journals (Sweden)

Umi Nur Kurniliawati

2016-08-01

as observer, teacher as manager, teacher as model, teacher as counselor, teacher as controller, and teacher as evaluator. The students have roles as members of group, as tutor of other learners, as negotiator, as subject, and as monitor and evaluator of their own learning progress. There are some materials used by English teachers, such as: textbook, workbook, dictionary, photocopy exercises, powerpoint on LCD, audio like song, and videos from youtube. The conclusion of this research is that English teachers at State of Junior High School of Sawit 1 Boyolali used various classroom techniques which can improve the students’ ability. Various techniques can make the students interested in English teaching-learning process. It does not make the class monotonous. The students become more active and creative. Based on the results, apparently, classroom techniques used by the teachers have important role in the teaching-learning process.

An online app platform enhances collaborative medical student group learning and classroom management.

Science.gov (United States)

Peacock, Justin G; Grande, Joseph P

2016-01-01

The authors presented their results in effectively using a free and widely-accessible online app platform to manage and teach a first-year pathology course at Mayo Medical School. The authors utilized the Google "Blogger", "Forms", "Flubaroo", "Sheets", "Docs", and "Slides" apps to effectively build a collaborative classroom teaching and management system. Students were surveyed on the use of the app platform in the classroom, and 44 (94%) students responded. Thirty-two (73%) of the students reported that "Blogger" was an effective place for online discussion of pathology topics and questions. 43 (98%) of the students reported that the "Forms/Flubaroo" grade-reporting system was helpful. 40 (91%) of the students used the remote, collaborative features of "Slides" to create team-based learning presentations, and 39 (89%) of the students found those collaborative features helpful. "Docs" helped teaching assistants to collaboratively create study guides or grading rubrics. Overall, 41 (93%) of the students found that the app platform was helpful in establishing a collaborative, online classroom environment. The online app platform allowed faculty to build an efficient and effective classroom teaching and management system. The ease of accessibility and opportunity for collaboration allowed for collaborative learning, grading, and teaching.

Designating the MVP: Facilitating Classroom Discussion about Texts

Science.gov (United States)

Strom, Carolyn

2014-01-01

This teaching tip highlights a strategy that assists teachers in structuring classroom discussions about texts. Specifically, this conversational technique helps students think and talk about a text beyond its literal meaning. During classroom conversations that employ this strategy, teachers help students extend their overall understanding of a…

Classroom observation data and instruction in primary mathematics education: improving design and rigour

Science.gov (United States)

Thompson, Carla J.; Davis, Sandra B.

2014-06-01

The use of formal observation in primary mathematics classrooms is supported in the literature as a viable method of determining effective teaching strategies and appropriate tasks for inclusion in the early years of mathematics learning. The twofold aim of this study was to (a) investigate predictive relationships between primary mathematics classroom observational data and student achievement data, and (b) to examine the impact of providing periodic classroom observational data feedback to teachers using a Relational-Feedback-Intervention (RFI) Database Model. This observational research effort focused on an empirical examination of student engagement levels in time spent on specific learning activities observed in primary mathematics classrooms as predictors of student competency outcomes in mathematics. Data were collected from more than 2,000 primary classroom observations in 17 primary schools during 2009-2011 and from standardised end-of-year tests for mathematics achievement. Results revealed predictive relationships among several types of teaching and learning tasks with student achievement. Specifically, the use of mathematics concepts, technology and hands-on materials in primary mathematics classrooms was found to produce substantive predictors of increased student mathematics achievement. Additional findings supported the use of periodic classroom observation data reporting as a positive influence on teachers' decisions in determining instructional tasks for inclusion in primary mathematics classrooms. Study results indicate classroom observational research involving a RFI Database Model is a productive tool for improving teaching and learning in primary mathematics classrooms.

TEACHING PHYSICS: Teaching particle physics

Science.gov (United States)

Hanley, Phil

2000-09-01

Particle physics attracts many students who hear of news from CERN or elsewhere in the media. This article examines which current A-level syllabuses include which bits of particle physics and surveys the many different types of resource available to teachers and students.

Classroom EFL Writing: The Alignment-Oriented Approach

Science.gov (United States)

Haiyan, Miao; Rilong, Liu

2016-01-01

This paper outlines the alignment-oriented approach in classroom EFL writing. Based on a review of the characteristics of the written language and comparison between the product-focused approach and the process-focused approach, the paper proposes a practical classroom procedure as to how to teach EFL writing. A follow-up empirical study is…

Understanding Teachers' Pedagogical Knowledge In ESL Vocabulary Teaching

Directory of Open Access Journals (Sweden)

Maizatulliza Muhamad

2018-02-01

Full Text Available In communicative language teaching classrooms, one of the main emphases is on students’ ability to use the target language for real life purposes. To achieve this goal, teachers may have to ensure that students have adequate vocabulary to express their feelings and ideas. Previous research on vocabulary teaching and learning tends to be quantitative in nature focusing on testing the effectiveness of some techniques. This research study however, is an attempt to understand teachers’ pedagogical systems that influence their practice in actual classroom interactions during vocabulary teaching and learning. In-depth interviews and classroom observations with two experienced Malaysian ESL teachers were conducted. The interviews highlighted the teachers’ beliefs as well as challenges they faced with regards to vocabulary teaching and learning. The classroom observations revealed that their practice was very much a reflection of their own beliefs, based on their own experience as students as well as teachers. The results of this study showcased the fact that teachers operate within the spectrum of their pedagogical knowledge.

Hidden Dimensions in the So-Called Reality of a Mathematics Classroom.

Science.gov (United States)

Bauersfeld, Heinrich

1980-01-01

Teaching and learning mathematics in classrooms is interpreted as human interaction in an institutionalized setting. Using theories and categories from different disciplines, a classroom episode is reanalyzed. Four hidden dimensions in the classroom process and thus deficient areas of research are identified. Consequences for teacher training are…

Development and initial validation of the Classroom Motivational Climate Questionnaire (CMCQ).

Science.gov (United States)

Alonso Tapia, Jesús; Fernández Heredia, Blanca

2008-11-01

Research on classroom goal-structures (CGS) has shown the usefulness of assessing the classroom motivational climate to evaluate educational interventions and to promote changes in teachers' activity. So, the Classroom Motivational Climate Questionnaire for Secondary and High-School students was developed. To validate it, confirmatory factor analysis and correlation and regression analyses were performed. Results showed that the CMCQ is a highly reliable instrument that covers many of the types of teaching patterns that favour motivation to learn, correlates as expected with other measures of CGS, predicts satisfaction with teacher's work well, and allows detecting teachers who should revise their teaching.

A comparison of two methods of teaching. Computer managed instruction and keypad questions versus traditional classroom lecture.

Science.gov (United States)

Halloran, L

1995-01-01

Computers increasingly are being integrated into nursing education. One method of integration is through computer managed instruction (CMI). Recently, technology has become available that allows the integration of keypad questions into CMI. This brings a new type of interactivity between students and teachers into the classroom. The purpose of this study was to evaluate differences in achievement between a control group taught by traditional classroom lecture (TCL) and an experimental group taught using CMI and keypad questions. Both control and experimental groups consisted of convenience samples of junior nursing students in a baccalaureate program taking a medical/surgical nursing course. Achievement was measured by three instructor-developed multiple choice examinations. Findings demonstrated that although the experimental group demonstrated increasingly higher test scores as the semester progressed, no statistical difference was found in achievement between the two groups. One reason for this may be phenomenon of vampire video. Initially, the method of presentation overshadowed the content. As students became desensitized to the method, they were able to focus and absorb more content. This study suggests that CMI and keypads are a viable teaching option for nursing education. It is equal to TCL in student achievement and provides a new level of interaction in the classroom setting.

Resources for Designing, Selecting and Teaching with Visualizations in the Geoscience Classroom

Science.gov (United States)

Kirk, K. B.; Manduca, C. A.; Ormand, C. J.; McDaris, J. R.

2009-12-01

Geoscience is a highly visual field, and effective use of visualizations can enhance student learning, appeal to students’ emotions and help them acquire skills for interpreting visual information. The On the Cutting Edge website, “Teaching Geoscience with Visualizations” presents information of interest to faculty who are teaching with visualizations, as well as those who are designing visualizations. The website contains best practices for effective visualizations, drawn from the educational literature and from experts in the field. For example, a case is made for careful selection of visualizations so that faculty can align the correct visualization with their teaching goals and audience level. Appropriate visualizations will contain the desired geoscience content without adding extraneous information that may distract or confuse students. Features such as labels, arrows and contextual information can help guide students through imagery and help to explain the relevant concepts. Because students learn by constructing their own mental image of processes, it is helpful to select visualizations that reflect the same type of mental picture that students should create. A host of recommended readings and presentations from the On the Cutting Edge visualization workshops can provide further grounding for the educational uses of visualizations. Several different collections of visualizations, datasets with visualizations and visualization tools are available on the website. Examples include animations of tsunamis, El Nino conditions, braided stream formation and mountain uplift. These collections are grouped by topic and range from simple animations to interactive models. A series of example activities that incorporate visualizations into classroom and laboratory activities illustrate various tactics for using these materials in different types of settings. Activities cover topics such as ocean circulation, land use changes, earthquake simulations and the use of

"Unwalling" the Classroom: Teacher Reaction and Adaptation

Science.gov (United States)

Deed, Craig; Lesko, Thomas

2015-01-01

Modern open school architecture abstractly expresses ideas about choice, flexibility and autonomy. While open spaces express and authorise different teaching practice, these versions of school and classrooms present challenges to teaching routines and practice. This paper examines how teachers adapt as they move into new school buildings designed…

Multimodal Scaffolding in the Secondary English Classroom Curriculum

Science.gov (United States)

Boche, Benjamin; Henning, Megan

2015-01-01

This article examines the topic of multimodal scaffolding in the secondary English classroom curriculum through the viewpoint of one teacher's experiences. With technology becoming more commonplace and readily available in the English classroom, we must pinpoint specific and tangible ways to help teachers use and teach multimodalities in their…

The Use of Anime in Teaching Japanese as a Foreign Language

Directory of Open Access Journals (Sweden)

Chan Yee Han

2017-04-01

Full Text Available The study of popular culture is now becoming an emerging research area within the field of education. While many studies have confirmed that students' interest in anime has driven much of enrolment in Japanese language courses, the impact of using anime as a teaching tool has not been studied thoroughly in teaching Japanese as a Foreign Language (JFL classroom. This paper attempts to propose a model that can be used to plan lessons by using anime as a teaching tool in JFL classroom. By introducing the teaching idea of using anime in a Japanese language classroom, the present study is hoped to be able to encourage more Japanese language teacher to consider seriously about the use of anime in teaching JFL.

READING BASED-CLASSROOM ACTIVITIES: AN EFFORT TOWARD THE INTEGRATION OF LANGUAGE SKILLS IN TEACHING ENGLISH AS A FOREIGN LANGUAGE IN INDONESIA

Directory of Open Access Journals (Sweden)

Hadi Hadi

2006-01-01

Full Text Available Abstract: This paper proposes the implementation of reading-based classroom activities for teaching English as a foreign language in Indonesia. Compared to other language skills, reading is viewed to provide a relatively stable foundation for Indonesian students to develop their communicative competence in English. It is argued that reading-focused activities stimulate confidence for Indonesian learners to get involved in listening, speaking, and writing related-activities in ways that are similar to normal daily life communication. The reasons for the proposed implementation of reading-based classroom activities in TEFLIN and the role of reading and its relation with other language skills are presented.

Exploring the Contribution of Teaching and Learning Processes in the Construction of Students’ Gender Identity in Early Year Classrooms

OpenAIRE

Amina Baig

2014-01-01

The present study explores how gender identity construction takes place in a single gender classroom in early years. Qualitative research guided the study design which was conducted in two public sector single gender schools. The data were collected through observations of the teacher-student interaction, student-student interaction, focused group discussion, and semi-structured interviews. The study found that teaching and learning is gendered in single sex settings as gender messages are pa...

Investigating Pedagogical Techniques in Classroom Interactions at a CELTA Training Programme

Science.gov (United States)

Rahman, Md Shidur

2016-01-01

The study investigated the similarities and dissimilarities of using pedagogical techniques in classroom interactions, taken place whilst teaching a known language and an unknown language in a CELTA training classroom context. For this purpose, the classroom interactions in unknown and known languages were analysed according to the qualitative…

Teaching for Understanding and/or Teaching for the Examination in High School Physics. Research Report

Science.gov (United States)

Geelan, David; Wildy, Helen; Louden, William; Wallace, John

2004-01-01

Literature on the related notions of 'teaching for understanding' and 'exemplary teaching' tends to be interpreted as prescribing certain classroom approaches. These are usually the strategies often identified with constructivist teaching, which involve a redefinition of the teacher's role: rather than being seen as a source of knowledge and…

Critiquing effectuation in the undergraduate entrepreneurship teaching

DEFF Research Database (Denmark)

Günzel-Jensen, Franziska; Robinson, Sarah

effectuation it must be considered as a critical element from the initial meeting with the students. Teaching undergraduate students presents a range of challenges and teachers of entrepreneurship need to carefully consider how they approach teaching of effectuation in the classroom. Value....../Originality: This paper makes a two important contributions: First, we add to the literature on entrepreneurship education by informing the gap in our understanding of the mis-match between what we want to achieve and what we actually achieve in our classrooms when teaching effectuation. Second, we contribute...

Teaching the Virtues.

Science.gov (United States)

Sommers, Christina Hoff

1993-01-01

Recommends an approach to the teaching of ethics from the perspective of the philosophy of virtue that begins with the work of the ancient Greek philosopher, Aristotle. Offers guidance on how to prepare and teach such a course based on the author's and other teachers' experiences in the classroom. (JB)

Teaching science in museums

Science.gov (United States)

Tran, Lynn Uyen

Museums are free-choice, non-threatening, non-evaluative learning and teaching environments. They enable learners to revisit contents, authentic objects, and experiences at their own leisure as they continually build an understanding and appreciation of the concepts. Schools in America have used museums as resources to supplement their curriculum since the 19 th century. Field trip research is predominantly from the teachers' and students' perspectives, and draws attention to the importance for classroom teachers and students to prepare prior to field trips, have tasks, goals, and objectives during their time at the museum, and follow up afterwards. Meanwhile, museum educators' contributions to field trip experiences have been scantily addressed. These educators develop and implement programs intended to help students' explore science concepts and make sense of their experiences, and despite their limited time with students, studies show they can be memorable. First, field trips are a break in the usual routine, and thus have curiosity and attention attracting power. Second, classroom science teaching literature suggests teachers' teaching knowledge and goals can affect their behaviors, and in turn influence student learning. Third, classroom teachers are novices at planning and implementing field trip planners, and museum educators can share this responsibility. But little is reported on how the educators teach, what guides their instruction, how classroom teachers use these lessons, and what is gained from these lessons. This study investigates two of these inquiries. The following research questions guided this investigation. (1) How do educators teaching one-hour, one-time lessons in museums adapt their instruction to the students that they teach? (2) How do time limitations affect instruction? (3) How does perceived variability in entering student knowledge affect instruction? Four educators from two museums took part in this participant observation study to

Cultivating Change through Peer Teaching

Science.gov (United States)

Velez, Jonathan J.; Cano, Jamie; Whittington, M. Susie; Wolf, Kattlyn J.

2011-01-01

The purpose of this qualitative research study was to describe the impact of peer teaching on both the students and the classroom environment. Students, enrolled in two Introduction to Teaching courses in agricultural and extension education, were asked to engage in peer teaching activities. The researchers utilized discourse analysis, textual…

Classroom Photographs: Reframing What and How We Notice

Science.gov (United States)

Oslund, Joy A.; Crespo, Sandra

2014-01-01

Improving the mathematical experiences of students depends on teachers' commitment and support for reflecting on and learning from their classroom teaching experience. In this article, the authors invite readers to consider using classroom photographs as tools for learning in a professional learning community (PLC) and perhaps as a stepping…

Storyline-Based Videogames in the FL Classroom

Science.gov (United States)

Casañ-Pitarch, Ricardo

2017-01-01

The use of videogames in the foreign language (FL) classroom seems to be gradually increasing nowadays. TICs are making the lives of educators easier and their teaching methods more effective; these positive experiences make that researchers in this field are constantly introducing and developing new teaching methods and electronic applications.…

Results of a Flipped Classroom Teaching Approach in Anesthesiology Residents.

Science.gov (United States)

Martinelli, Susan M; Chen, Fei; DiLorenzo, Amy N; Mayer, David C; Fairbanks, Stacy; Moran, Kenneth; Ku, Cindy; Mitchell, John D; Bowe, Edwin A; Royal, Kenneth D; Hendrickse, Adrian; VanDyke, Kenneth; Trawicki, Michael C; Rankin, Demicha; Guldan, George J; Hand, Will; Gallagher, Christopher; Jacob, Zvi; Zvara, David A; McEvoy, Matthew D; Schell, Randall M

2017-08-01

In a flipped classroom approach, learners view educational content prior to class and engage in active learning during didactic sessions. We hypothesized that a flipped classroom improves knowledge acquisition and retention for residents compared to traditional lecture, and that residents prefer this approach. We completed 2 iterations of a study in 2014 and 2015. Institutions were assigned to either flipped classroom or traditional lecture for 4 weekly sessions. The flipped classroom consisted of reviewing a 15-minute video, followed by 45-minute in-class interactive sessions with audience response questions, think-pair-share questions, and case discussions. The traditional lecture approach consisted of a 55-minute lecture given by faculty with 5 minutes for questions. Residents completed 3 knowledge tests (pretest, posttest, and 4-month retention) and surveys of their perceptions of the didactic sessions. A linear mixed model was used to compare the effect of both formats on knowledge acquisition and retention. Of 182 eligible postgraduate year 2 anesthesiology residents, 155 (85%) participated in the entire intervention, and 142 (78%) completed all tests. The flipped classroom approach improved knowledge retention after 4 months (adjusted mean = 6%; P  = .014; d  = 0.56), and residents preferred the flipped classroom (pre = 46%; post = 82%; P  flipped classroom approach to didactic education resulted in a small improvement in knowledge retention and was preferred by anesthesiology residents.

Teaching Astronomy Classes and Labs in a Smart Classroom

Science.gov (United States)

Gugliucci, Nicole E.

2017-01-01

Saint Anselm College is a small liberal arts college in New Hampshire with an enrollment of approximately 1900 students. All students are required to take one science course with a laboratory component. Introduction to Astronomy is now being offered in regular rotation in the Department of Physics, taking advantage of the new "smart" classrooms with the technology and set up to encourage active learning. These classrooms seat 25 students and feature 5 "pods," each with their own screen that can be hooked up to a student computer or one of the iPads available to the professor. I will present how these classrooms are used for Introduction to Astronomy and related courses under development for active learning. Since the class requires a laboratory component and New Hampshire weather is notably unpredictable, the smart classroom offers an alternative using freely available computer simulations to allow for an alternative indoor laboratory experience.

Classroom Management and Learning.

Science.gov (United States)

Brophy, Jere E.

1982-01-01

Survey results show that planning and constant vigilance are the price of effective teaching. Effective classroom management involves awareness, good organizational skills, preparation, letting students know what is expected of them and following through, and the ability to diagnose student problems. (CT)

The Flipped Classroom in Further Education: Literature Review and Case Study

Science.gov (United States)

Little, Christopher

2015-01-01

The flipped classroom seeks to remove didactic instruction from the classroom and deliver it via electronic videos outside of the classroom, leaving contact time free for more interactive and engaging teaching and learning activities. This paper has two distinct aims: (1) to conduct a literature review of published UK-based "flipped…

Psychology of Learning Spaces: Impact on Teaching and Learning

Science.gov (United States)

Granito, Vincent J.; Santana, Mary E.

2016-01-01

New research is emerging that focuses on the role the physical classroom space plays in the teaching-learning dynamic. The purpose of this exploratory research is to describe the students' and instructors' perspectives of how the classroom space and environment impact teaching and learning. Focus groups were utilized with data points coming from…

Teaching with Data in the Principles of Macroeconomics Course

Science.gov (United States)

Zhuang, Hong

2012-01-01

Economic data play an important role in the study of macroeconomics. Teaching with data through interactive classes can engage students more fully in the learning process. Although the pedagogy of teaching with data has been widely applied in the undergraduate science classroom, its extension to the economics classroom is rarely discussed. This…

The Relationship between Teachers' Knowledge and Beliefs about Science and Inquiry and Their Classroom Practices

Science.gov (United States)

Saad, Rayana; BouJaoude, Saouma

2012-01-01

The purpose of this study was to investigate relationships between teachers' attitudes toward science, knowledge and beliefs about inquiry, and science classroom teaching practices. Specifically, the study addressed three questions: What are teachers' beliefs and knowledge about inquiry? What are teachers' teaching related classroom practices? Do…

Peer Review of Teaching

OpenAIRE

Fernandez, Charles E.; Yu, Jenny

2007-01-01

This article provides an overview and description of peer review of teaching for faculty members and administrators who would like to implement a peer review program. This may include classroom and clinical settings. A brief overview, procedure, and a teaching competence evaluation rubric are provided

The Flipped Classroom: Teaching the Basic Science Process Skills to High-Performing 2nd Grade Students of Miriam College Lower School

Directory of Open Access Journals (Sweden)

Mark Kenneth Camiling

2017-08-01

Full Text Available Technology has greatly shaped pedagogical practices over time. However scholars posit that the developing technology-aided, -based, and -oriented instructional practices still need scholarly and systematic studies to prove their effectiveness. An emerging teaching strategy that highlights technology tools and programs is Flipped Learning: a strategy where technology redirects learning from large groups to individuals. The research described here hypothesizes that there is a significant difference between the basic science process skills test score means of elementary students in a Flipped classroom and those in a traditional classroom. To test this hypothesis, an experimental design was used as the participants were divided the into two groups: experimental and control. An instructional design was crafted to simultaneously teach both control and experimental groups within a one (1 hour schedule. The experimental group was asked to watch at home researcher-made videos that teach the basic science process skills. In class, these participants deepened understanding of the skills through varied activities. The control group was taught using the traditional method operationalized as 5E Inquiry-Based Model.Both pre- and post-tests were administered to check the relative test scores. A Mann Whitney U test was conducted to evaluate the difference between the basic process skills test mean scores. It is concluded that there is a statistically significant difference (at α=0.05, r = 0.42 with a large effect size between the two variables.

Team Teaching in Social Work: Sharing Power with Bachelor of Social Work Students

Science.gov (United States)

Zapf, Michael Kim; Jerome, Les; Williams, Margaret

2011-01-01

Team teaching in social work education usually involves sequential lectures delivered by different instructors--relay or tag-team teaching. Truly collaborative or collegial team teaching involves a committed group of diverse instructors interacting together as equals in the classroom. Having more than one teacher in the classroom confounds…

Learner-Centered Micro Teaching in Teacher Education

Science.gov (United States)

Kilic, Abdurrahman

2010-01-01

The purpose of this study is to investigate the effect of Learner-Centered Micro Teaching (LCMT) on the development of teacher candidates' teaching competencies. To achieve this goal, teacher candidates' teaching behaviors on subject area, planning, teaching process, classroom management, communication, and evaluation have been pre- and…

Teaching the Social Curriculum: Classroom Management as Behavioral Instruction

Science.gov (United States)

Skiba, Russ; Ormiston, Heather; Martinez, Sylvia; Cummings, Jack

2016-01-01

Psychological science has identified positive classroom management and climate building strategies as a key element in developing and maintaining effective learning environments. In this article, we review the literature that has identified effective strategies that build classroom climates to maximize student learning and minimize disruption. In…

Mapping Science in Discourse-based Inquiry Classrooms

Science.gov (United States)

Yeneayhu, Demeke Gesesse

Abstract The purpose of this study was to investigate how discourse-based inquiry science lessons provided opportunities for students to develop a network of semantic relations among core ideas and concepts in science. It was a naturalistic inquiry classroom lessons observation study on three science teachers--- a middle school science teacher and two high school physics teachers in an urban school district located in the Western New York region. Discourse and thematic analysis drawn from the theory of Systemic Functional Linguistics were utilized as guiding framework and analysis tools. Analysis of the pre-observation and post-observation interviews of the participant teachers revealed that all of the three teachers participated in at least one inquiry-based science teaching teacher professional development program and they all thought their classroom teaching practice was inquiry-based. Analysis of their classroom lesson videos that each participant teacher taught on a specific science topic revealed that the middle school teacher was found to be a traditional teacher-dominated classroom whereas the two high school physics teachers' classroom teaching approach was found to be discourse-based inquiry. One of the physics teachers who taught on a topic of Magnetic Interaction used relatively structured and guided-inquiry classroom investigations. The other physics teacher who taught on a topic of Color Mixing utilized open-ended classroom investigations where the students planned and executed the series of classroom science investigations with minimal guidance from the teacher. The traditional teacher-based classroom communicative pattern was found to be dominated by Triadic Dialogue and most of the science thematics were jointly developed by the teacher and the students, but the students' role was limited to providing responses to the teacher's series questions. In the guided-inquiry classroom, the common communicative pattern was found to be True Dialogue and most

Facilitating Elementary Science Teachers' Implementation of Inquiry-Based Science Teaching

Science.gov (United States)

Qablan, Ahmad M.; DeBaz, Theodora

2015-01-01

Preservice science teachers generally feel that the implementation of inquiry-based science teaching is very difficult to manage. This research project aimed at facilitating the implementation of inquiry-based science teaching through the use of several classroom strategies. The evaluation of 15 classroom strategies from 80 preservice elementary…

The CAS Classroom

Science.gov (United States)

Garner, Sue

2004-01-01

The Victorian Curriculum and Assessment Authority (VCAA) Computer Algebra System (CAS)Pilot study (2001-2005) is monitoring the use of CAS in senior secondary mathematics. This article explores the author's experiences in the CAS classroom and delineates changes in teaching style, as a result of the introduction of CAS into the senior mathematics…

The pedagogical toolbox: computer-generated visual displays, classroom demonstration, and lecture.

Science.gov (United States)

Bockoven, Jerry

2004-06-01

This analogue study compared the effectiveness of computer-generated visual displays, classroom demonstration, and traditional lecture as methods of instruction used to teach neuronal structure and processes. Randomly assigned 116 undergraduate students participated in 1 of 3 classrooms in which they experienced the same content but different teaching approaches presented by 3 different student-instructors. Then participants completed a survey of their subjective reactions and a measure of factual information designed to evaluate objective learning outcomes. Participants repeated this factual measure 5 wk. later. Results call into question the use of classroom demonstration methods as well as the trend towards devaluing traditional lecture in favor of computer-generated visual display.

Learning in Tomorrow's Classrooms

Science.gov (United States)

Bowman, Richard F.

2015-01-01

Teaching today remains the most individualistic of all the professions, with educators characteristically operating in a highly fragmented world of "their" courses, "their" skills, and "their" students. Learning will occur in the classrooms of the future through a sustainable set of complementary capabilities:…

Educational leadership: benefits of stepping outside the classroom.

Science.gov (United States)

Pressley, Thomas A

2017-09-01

Although most educators have their greatest impact in the classroom, the increased need for diverse learning activities has created new opportunities for leadership. Moreover, many Tenure and Promotion Committees are finding that it is no longer sufficient to consider only lecture hours when evaluating a faculty member's contributions to the teaching mission of an institution. Accordingly, the career path for an educator in a college or professional school is evolving. A newly recruited faculty member may start out with traditional classroom responsibilities, but activities other than lecture, such as flipped classrooms, online resources, and peer-to-peer teaching, may be quickly added to the mix. As faculty members gain experience, they often progress to positions of curriculum design or program review within an institution. Similarly, there is a need for administrators who have participated in a variety of learning activities, and schools frequently recruit for these positions from faculty with such exposure. Many senior faculty members leverage this expertise to regional or national levels by authoring textbooks and online materials or serving on advisory boards, review committees, and governance in professional societies and funding agencies. Excelling in these leadership opportunities can have a profound effect on the success of promotion and tenure applications, and they reward a skill set that extends beyond the teaching and organization needed in the classroom. Copyright © 2017 the American Physiological Society.

What is the Place of English Literature in ELT Classrooms? A Review of Related Studies

Directory of Open Access Journals (Sweden)

Tarek A. Alkhaleefah

2017-10-01

Full Text Available The debate over the place and role of literature in language classrooms has long intrigued researchers and teachers’ interests over the years. Although there is an overall consensus that the teaching of literature in English language teaching (ELT classrooms can help foster L2 learners’ language skills and cognitive abilities, some researchers have suggested that integrating literature in ELT classrooms should be approached with caution due to EFL learners’ limited language proficiency. In this paper, the researcher reviews previous related studies on the place of literature in the English language teaching (ELT contexts. The aim of this review is to shed light on this researchers/teachers’ ongoing debate over the place of teaching English literature in ELT. In particular, the review examines how researchers perceive the role of literature and its authenticity in ELT classrooms as stimulating learners’ interests and personal engagement with literary texts, fostering L2 learners’ language skills (particularly their reading and creative writing skills, and enhancing their critical thinking skills and strategic processing of texts. Furthermore, the review covers issues related to how the integration of literature in language classrooms should be carefully task-designed and assessed.

Pokémon GO: Implications for Literacy in the Classroom

Science.gov (United States)

Howell, Emily

2017-01-01

This teaching tip gives teachers practical applications of the game Pokémon GO for literacy teaching and learning. The author discusses applications of the game for teaching multimodality in upper elementary-school classrooms. The author situates these applications in relevant theoretical perspectives as well as current literacy research.

Classroom Assessment in Web-Based Instructional Environment: Instructors' Experience

Directory of Open Access Journals (Sweden)

Xin Liang

2004-03-01

Full Text Available While a great deal has been written on the advantage and benefits of online teaching, little is known on how..assessment is implemented in online classrooms to monitor and inform performance and progress. The..purpose of this study is to investigate the dynamics of WebCT classroom assessment by analyzing the..perceptions and experience of the instructors. Grounded theory method was employed to generate a - process..theory- . The study included 10 faculties who taught WebCT classes, and 216 students in the College of..Education in an urban university in the Mid west. Interviews and classroom observations were undertaken..on line. The findings indicated that, performance-based assessment, writing skills, interactive assessment..and learner autonomy were major assessment aspects to inform teaching and enhance learning. If one of..the major roles of online instruction is to increase self-directed learning, as part of the pedagogical..mechanism, web-based classroom assessment should be designed and practiced to impact learner autonomy.

Developing a protocol for evaluating teachers' classroom management styles

OpenAIRE

Đigić, Gordana; Stojiljković, Snežana

2011-01-01

The paper first defines the concept of classroom management and highlights the key-elements and presuppositions of successful classroom management. Further follows a description of different styles based on views of Martin and Baldwin who stress three dimensions of classroom management: personality (the teacher's convictions about the student's personality and actions based on them), teaching (what the teacher does to initiate and maintain class activities) and discipline (the procedures the ...

A Study on the Motivational Strategies in College English Flipped Classroom

Science.gov (United States)

Suo, Jia; Hou, Xiuying

2017-01-01

Flipped classroom is a great reform that brings a huge impact on the classroom teaching. Its essence is autonomous leaning, whose effect is determined by students' motivation. Therefore, to bring the advantages of the flipped classroom into full play, the top priority is to stimulate students' motivation. The paper makes a study on the…

Factors That Influence Technology Integration in the Classroom

Science.gov (United States)

Montgomery, Maureen C.

2017-01-01

Education is one area where the use of technology has had great impact on student learning. The integration of technology in teaching and learning can significantly influence the outcome of education in the classroom. However, there are a myriad of factors that influence technology integration in the classroom. The purpose of this study was to…

Mathematics in the K-8 Classroom and Library

Science.gov (United States)

McKinney, Sueanne; Hinton, KaaVonia

2010-01-01

Two experts on education offer a rich and diverse selection of children's literature and teaching strategies for the K-8 mathematics classroom. To date, a vast majority of classrooms continue to fall short in the implementation and direction of NCTM Principles and Standards for School Mathematics (PSSM), in part because most of these classrooms…

Nursing Student Teachers' experiences during teaching practice:

African Journals Online (AJOL)

Mary

Teaching practice experiences of nursing student provide greater insight to develop effective classroom and clinical teaching ... expectations and benefits are significantly derived from teaching practice although contingent on the mode of entry into the ...... Participation in and Leadership of. Continual Improvement.

Teaching for Creativity by Science Teachers in Grades 5-10

Science.gov (United States)

Al-Abdali, Nasser S.; Al-Balushi, Sulaiman M.

2016-01-01

This classroom observation study explored how science teachers (N = 22) teach for creativity in grades 5-10 in Oman. We designed an observation form with 4 main categories that targeted the instructional practices related to teaching for creativity: questioning strategy, teacher's responses to students' ideas, classroom activities to support…

The current practice of using multiple representations in year 4 science classrooms

Science.gov (United States)

Chuenmanee, Chanoknat; Thathong, Kongsak

2018-01-01

Multiple representations have been widely used as a reasoning tool for understanding complex scientific concepts. Thus this study attempted to investigate the current practice of using multiple representations on Year 4 science classrooms in terms of modes and levels which appear in curriculum documents, teaching plans, tasks and assessments, teaching practices, and students' behaviors. Indeed, documentary analysis, classroom observation, and interview were used as the data collection methods. First of all, Year 4 science documents were analyzed. Then classroom observation was used as a collecting method to seek what actually happen in the classroom. Finally, in-depth interviews were used to gather more information and obtain meaningful data. The finding reveals that many modes of verbal, visual, and tactile representations within three levels of representations are posed in Year 4 documents. Moreover, according to classroom observations and interviews, there are three main points of applying multiple representations into classrooms. First of all, various modes of representations were used, however, a huge number of them did not come together with the levels. The levels of representations, secondly, macroscopic and cellular levels were introduced into all classrooms while symbolic level was provided only in some classrooms. Finally, the connection of modes and levels pointed out that modes of representations were used without the considerations on the levels of them. So, it seems to be that teaching practice did not meet the aims of curriculum. Therefore, these issues were being considered in order to organize and design the further science lessons.

Searching for coherence in language teaching: the issue of teaching competencies

OpenAIRE

Carlos Rico Troncoso

2011-01-01

This document is an attempt to show some theoretical issues teachers should take into account when adopting the commitment of teaching languages. Many things haven been said about teaching languages, but there has not been any systematic reflection about teaching a foreign language in our context. Our foreign language history has shown that Colombian teachers implement many things in their classrooms without realizing the impact of those implementations in the theoretical and practical field....

The Teaching with Research Experience in a Necessary Revisiting of Unversity Class (Room Concept

Directory of Open Access Journals (Sweden)

Tatiana Mareto Silva

2016-12-01

Full Text Available The study deals with the contemporary concept of the classroom, based on the end of the school verticalization and the student view as an important part in the process of teaching and learning, as well as the expansion of classroom concept in the teaching and learning model that would conducive to the development of critical knowledge and the formation of the reflective practitioner. It shows how teaching with research was used to extend the classroom and develop autonomy and reflection on the student and what results were obtained with the strategy to expand the classroom in other disciplines.

The book of science mysteries classroom science activities to support student enquiry-based learning

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McOwan, Peter; Olivotto, Cristina

2015-01-01

In this booklet, you will be introduced to an exciting new way to teach science in your classroom. The TEMI project (Teaching Enquiry with Mysteries Incorporated) is an EU-funded project that brings together experts in teacher training from across Europe to help you introduce enquiry-based learning successfully in the classroom and improve student engagement and skills.

Using Technology in the Languages Classroom from the 20th to the 21st Century: A Literature Review of Classroom Practices and Fundamental Second Language Learning Theories

Science.gov (United States)

Hess, Cherie

2011-01-01

In this paper, the literature related to the use of technology in the languages classroom will be explored. In relation to the teaching and learning methodologies and approaches past and present as well as current research, comparisons are made between the audio-lingual/visual classroom and the digital classroom by way of describing and comparing…

Multimodality and Children's Participation in Classrooms: Instances of Research

Science.gov (United States)

Newfield, Denise

2011-01-01

This paper describes how language and literacy classrooms became more participatory, agentive spaces through addressing a central issue in teaching and learning: the forms of representation through which children make their meanings. It reconsiders pedagogic research in under-resourced Gauteng classrooms during the period 1994-2005, during the…

Effective Classroom Management

Science.gov (United States)

Mansor, Azlin Norhaini; Eng, Wong Kim; Rasul, Mohamad Sattar; Hamzah, Mohd Izham Mohd; Hamid, Aida Hanim A.

2012-01-01

This paper attempts to explore and identify the characteristics of an effective teacher who teaches English as a second language to 10 year old students from different ethnics, various social economic background and multi-level language ability, at a private primary school in Malaysia. The study focused on classroom management using a case study…

Visceral Pedagogies: Pornography, Affect, and Safety in the University Classroom

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Paasonen, Susanna

2016-01-01

This article addresses the pedagogical choices and the visceral reverberations involved in teaching porn in the university classroom. The author discusses different aims and goals for teaching pornography, as well as the some key pedagogical considerations and options involved in this, drawing on her own experiences teaching porn in Finnish gender…

Comparison of Student Performance, Student Perception, and Teacher Satisfaction with Traditional versus Flipped Classroom Models

Directory of Open Access Journals (Sweden)

Zafer Unal

2017-11-01

Full Text Available As new technologies become available, they are often embraced in educational innovation to enhance traditional instruction. The flipped teaching model is one of the most recent and popular technology-infused teaching models in which learning new concepts takes place at home while practice is conducted in the classroom. The purpose of this study was to investigate how using the flipped teaching model affects student performance, perceptions, and teacher satisfaction in comparison to the traditional model. Sixteen teachers implemented the flipped teaching model in their classrooms and reported the results of the flipped teaching model for the first time. Pretests and posttests were used to measure and compare student performance while student and teacher surveys facilitated data collection on student perception and teacher satisfaction. The results of the study showed that, in most cases, the flipped classroom model demonstrated higher student learning gains, more positive student perception, and higher teacher satisfaction compared to the traditional model. This study adds evidence to the current literature that, if the conditions are properly set, the flipped classroom should have the potential to be an extremely effective learning style.

The flipped classroom

DEFF Research Database (Denmark)

Triantafyllou, Evangelia

2015-01-01

One of the novel ideas in teaching that heavily relies on current technology is the “flipped classroom” approach. In a flipped classroom the traditional lecture and homework sessions are inverted. Students are provided with online material in order to gain necessary knowledge before class, while...... class time is devoted to clarifications and application of this knowledge. The hypothesis is that there could be deep and creative discussions when teacher and students physically meet. This paper presents design considerations for flipped classrooms, and discusses how Moodle can facilitate...... with a discussion of the opportunities and challenges when implementing the flipped model in a virtual learning environment (VLE) like Moodle....

Retention of Content Utilizing a Flipped Classroom Approach.

Science.gov (United States)

Shatto, Bobbi; LʼEcuyer, Kristine; Quinn, Jerod

The flipped classroom experience promotes retention and accountability for learning. The authors report their evaluation of a flipped classroom for accelerated second-degree nursing students during their primary medical-surgical nursing course. Standardized HESI® scores were compared between a group of students who experienced the flipped classroom and a previous group who had traditional teaching methods. Short- and long-term retention was measured using standardized exams 3 months and 12 months following the course. Results indicated that short-term retention was greater and long- term retention was significantly great in the students who were taught using flipped classroom methodology.

The Fifth Grade Classroom.

Science.gov (United States)

Hartman, Michael; And Others

An interdisciplinary design project report investigates the relationship of the fifth grade educational facility to the student and teacher needs in light of human and environmental factors. The classroom, activity and teaching spaces are analyzed with regard to the educational curriculum. Specifications and design criteria concerning equipment…

Collegiate Mathematics Teaching: An Unexamined Practice

Science.gov (United States)

Speer, Natasha M.; Smith, John P., III; Horvath, Aladar

2010-01-01

Though written accounts of collegiate mathematics teaching exist (e.g., mathematicians' reflections and analyses of learning and teaching in innovative courses), research on collegiate teachers' actual classroom teaching practice is virtually non-existent. We advance this claim based on a thorough review of peer-reviewed journals where scholarship…

Zen and the art of classroom teaching.

Science.gov (United States)

Keshavan, Matcheri S

2014-04-01

Effective teaching involves applying the scientific principles underlying motivation, learning and memory. Intrinsic motivation, which stems from the inherent pleasure of focused engagement, facilitates sustained pursuit of teaching goals. Active, as compared to passive learning, is more effective; learning that is optimally challenging, repeated, and reinforced with real-world application tends to be remembered well. Central to the art of teaching is the relationship between teacher and the taught; good teaching can get the teacher and the student in a state of flow, not unlike Zen, that lets both of them grow. Copyright © 2014. Published by Elsevier B.V.

Case Study: Student-Produced Videos for the Flipped Classroom

Science.gov (United States)

Prud'homme-Genereux, Annie

2016-01-01

This column provides original articles on innovations in case study teaching, assessment of the method, as well as case studies with teaching notes. This month's issue describes a way of building a library of student-produced videos to use in the flipped classroom.

A Flipped Classroom Approach to Teaching Systems Analysis, Design and Implementation to Second Year Information Systems University Students

Directory of Open Access Journals (Sweden)

Maureen Tanner

2015-06-01

Full Text Available This paper describes the flipped classroom approach followed in two second year Information Systems courses. The various techniques employed through this approach are described. These techniques were underpinned by a theory of coherent practice, which is a pedagogy that provides a framework for the design of highly structured interventions to guide students in their learning experiences. The paper also describes the students’ perceived benefits and limitations of the approach. The students’ performance was compared with that of the previous year where a traditional teaching method was followed. Overall, the flipped classroom approach had a positive impact on students’ attitude to learning, level of understanding, ability to apply concepts, engagement and performance. Limitations were mostly in line with a reluctance to take charge of their own learning (for some of them and inability to engage in group discussions. A set of recommendations are proposed to address these gaps in line with what has been prescribed in literature.

Student and Teacher Interventions: A Framework for Analysing Mathematical Discourse in the Classroom

Science.gov (United States)

Drageset, Ove Gunnar

2015-01-01

Mathematical discourse in the classroom has been conceptualised in several ways, from relatively general patterns such as initiation-response-evaluation (Cazden in "Classroom discourse: the language of teaching and learning," Heinemann, London, 1988; Mehan in "Learning lessons: social organization in the classroom." Cambridge,…

Problems in Teaching the Topic of Redox Reactions: Actions and Conceptions of Chemistry Teachers

Science.gov (United States)

de Jong, Onno; Acampo, Jeannine; Verdonk, Adri

Although there is growing interest in studies of teachers' actions and conceptions, little is known about content-related teaching problems arising in science classrooms. This article presents a case study of problems which can occur when teaching the topic of redox reactions to Grade 11 students. Two chemistry teachers, a senior and a junior teacher, were involved in the study. Their reflective comments on the teaching problems were also investigated. Research data were obtained from classroom observations and audiotaped recordings of classroom practice. After the lessons, we conducted semistructured interviews with the teachers. The teaching problems are reported in terms of teaching activities causing difficulties for students in considering new conceptions to be necessary, intelligible, plausible, or fruitful. Analyses of the teachers' comments on these teaching activities clarifies a number of reasons why they acted as they did. It can be concluded that teachers' scientific expertise is an important source of difficulties when teaching redox reactions. Implications for an improvement of current chemistry classroom practice and content-related teacher training are offered.Received: 11 April 1994; Revised: 5 June 1995;

Do You Talk to Your Teacher with that Mouth? "F*ck: A Documentary" and Profanity as a Teaching Tool in the Communication Classroom

Science.gov (United States)

Sobre-Denton, Miriam; Simonis, Jana

2012-01-01

The infamous word "fuck" has become one of the most powerful words in the English language. The current research project explores the relationship between language and cultural norms in the university classroom through an analysis of the use of a documentary film on the word "fuck" as a teaching tool in intercultural communication classes. For the…

Harry Potter Casts His Spell in the Classroom

Science.gov (United States)

Witschonke, Christopher

2006-01-01

This article deals with the use of alternative texts, such as the Harry Potter book series in classroom teaching. In this article, the author discusses a wide range of themes that could be addressed in the classroom. Harry Potter and the Sorcerer's Stone deals with issues of greed, self-sacrifice, fear of the unknown, and self-confidence. Harry…

Teaching the Conceptual Scheme "The Particle Nature of Matter" in the Elementary School.

Science.gov (United States)

Pella, Milton O.; And Others

Conclusions of an extensive project aimed to prepare lessons and associated materials related to teaching concepts included in the scheme "The Particle Nature of Matter" for grades two through six are presented. The hypothesis formulated for the project was that children in elementary schools can learn theoretical concepts related to the particle…

English Language Teaching Through Literature : An Application of English Poetry in the High School English Textbook to the Classroom

OpenAIRE

濵口, 脩

2004-01-01

The aim of this present paper is to review the present state of English poetry in the high school English textbooks in Japan and to propose some practical application of English poems to the English language classroom. Several cases in which English poems are found in actual English high school textbooks are discussed, and then, since there seems to be no explanation of teaching English poems, with some notes of them and of reading English poems in general, some practical suggetions for impro...

English in the EFL classroom: Why not? Classroom discourse patterns and teachers' beliefs