WorldWideScience

Sample records for videotaping classroom activities

  1. The TIMSS Videotape Classroom Study: Methods and Findings from an Exploratory Research Project on Eighth-Grade Mathematics Instruction in Germany, Japan, and the United States.

    Science.gov (United States)

    Stigler, James W.; Gonzales, Patrick; Kawanaka, Takako; Knoll, Steffen; Serrano, Ana

    1999-01-01

    Describes the methods and preliminary findings of the Videotape Classroom Study, a video survey of eighth-grade mathematics lessons in Germany, Japan, and the United States. Part of the Third International Mathematics and Science study, this research project is the first study of videotaped records from national probability samples. (SLD)

  2. 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...

  3. The TIMSS Videotape Classroom Study: Methods and Findings from an Exploratory Research Project on Eighth-Grade Mathematics Instruction in Germany, Japan, and the United States. A Research and Development Report.

    Science.gov (United States)

    Stigler, James W.; Gonzales, Patrick; Kwanaka, Takako; Knoll, Steffen; Serrano, Ana

    This report presents the methods and preliminary findings of the Videotape Classroom Study, a video study of eighth-grade mathematics lessons in Germany, Japan, and the United States. This exploratory research project is part of the Third International Mathematics and Science Study (TIMSS). The study included 231 eighth-grade mathematics…

  4. Examining the content of weight, nutrition and physical activity advices provided by Dutch practice nurses in primary care: analysis of videotaped consultations.

    NARCIS (Netherlands)

    Dillen, S.M.E. van; Noordman, J.; Dulmen, S. van; Hiddink, G.J.

    2014-01-01

    Background/Objective: To examine the content of Dutch practice nurses’ (PNs’) advices about weight, nutrition and physical activity to overweight and obese patients. Subjects/Methods: A 100 videotaped real-life PN consultations (The Netherlands, 2010/2011) with overweight or obese patients were

  5. Instructor Active Empathic Listening and Classroom Incivility

    Science.gov (United States)

    Weger, Harry

    2018-01-01

    Instructor listening skill is an understudied area in instructional communication research. This study looks at teachers' active empathic listening behavior association with student incivility. Scholars recognize student incivility as a growing problem and have called for research that identifies classroom behaviors that can affect classroom…

  6. Peace Works: Classroom Activities for Peacemaking.

    Science.gov (United States)

    Teaching Tolerance, 1993

    1993-01-01

    Classroom activities for examining effects of war and contemplating world peace are derived from the story of Sadako, a Japanese girl who died as a result of atomic bomb radiation. Making paper cranes, as Sadako did, and participating in schoolwide programs are suggested for primary, middle, and upper grades. (SLD)

  7. A Critical Thinking Activity for Communication Classrooms

    Science.gov (United States)

    Williams, Ann E.

    2017-01-01

    Courses: This semester long activity can be employed in any communication classroom and is designed particularly to provide first-time graduate student instructors (GSIs) with a theory-based assessment tool. As such, the article is appropriate for graduate-level pedagogy classes. Objective: To introduce a theory-based, critical thinking activity…

  8. Physical Activity in the Classroom

    DEFF Research Database (Denmark)

    Réol, Lise Andersen

    physical activity during each school day from 0th to 10th school year, as a tool to facilitate health, motivation and academic performance. A qualitative study on pupils in 6th grade (N=8) and teachers’ (N=3) experience of movement and physical activities in school gives support to the idea, that physical...... activities in school enhance positive emotions and support an inclusive and safe learning environment. Thought it does also point to the fact, that it is indeed not that simple. Teachers’ sport-specific educational competences, their own experience of well-being and fun related to physical activities...

  9. Beyond Lecture and Non-Lecture Classrooms: LA-student interactions in Active Learning Classrooms

    Science.gov (United States)

    Gonzalez, Dayana; Kornreich, Hagit; Rodriguez, Idaykis; Monslave, Camila; Pena-Flores, Norma

    Our expanded multi-site study on active learning classrooms supported by Learning Assistants (LAs) aims to understand the connections between three classroom elements: the activity, student learning, and how LAs support the learning process in the classroom. At FIU, LAs are used in a variety of active learning settings, from large auditorium settings to studio classroom with movable tables. Our study uses the COPUS observation protocol as a way to characterize LAs behaviors in these classrooms. With a focus on LA-student interactions, our analysis of how LAs interact with students during a 'learning session' generated new observational codes for specific new categories of LA roles. Preliminary results show that LAs spend more time interacting with students in some classes, regardless of the classroom setting, while in other classrooms, LA-student interactions are mostly brief. We discuss how LA-student interactions contribute to the dynamics and mechanism of the socially shared learning activity.

  10. Kinesthetic Activities for the Classroom

    Science.gov (United States)

    Mylott, Elliot; Dunlap, Justin; Lampert, Lester; Widenhorn, Ralf

    2014-01-01

    Educators have found that kinesthetic involvement in an experiment or demonstration can engage students in a powerful way. With that as our goal, we developed three activities that allow students to connect with and quantitatively explore key physics principles from mechanics with three fun physical challenges. By presenting these activities as…

  11. Space Science in Action: Earth's Atmosphere [Videotape].

    Science.gov (United States)

    1999

    In this videotape recording, students learn about the layers of the atmosphere and why each is important to the survival of life on the planet. Students discover why the atmosphere is responsible for weather and see how special aircraft actually fly into hurricanes. Students build their own working barometer in a hands-on activity. Contents…

  12. What Can You Learn about Writing in School?: A Case Study in an Elementary Classroom.

    Science.gov (United States)

    Florio, Susan; And Others

    A two-year study investigated writing in the elementary school. Data collected included field notes from observation of a second/third grade classroom, videotapes of selected classroom activities, weekly journals kept by the teacher reflecting her thoughts on teaching in general and on writing in particular, interviews with the teacher about the…

  13. Sample classroom activities based on climate science

    Science.gov (United States)

    Miler, T.

    2009-09-01

    We present several activities developed for the middle school education based on a climate science. The first activity was designed to teach about the ocean acidification. A simple experiment can prove that absorption of CO2 in water increases its acidity. A liquid pH indicator is suitable for the demonstration in a classroom. The second activity uses data containing coordinates of a hurricane position. Pupils draw a path of a hurricane eye in a tracking chart (map of the Atlantic ocean). They calculate an average speed of the hurricane, investigate its direction and intensity development. The third activity uses pictures of the Arctic ocean on September when ice extend is usually the lowest. Students measure the ice extend for several years using a square grid printed on a plastic foil. Then they plot a graph and discuss the results. All these activities can be used to improve the natural science education and increase the climate change literacy.

  14. Teaching Strategic Thinking on Oligopoly: Classroom Activity and Theoretic Analysis

    Science.gov (United States)

    Han, Yongseung; Ryan, Michael

    2017-01-01

    This paper examines the use of a simple classroom activity, in which students are asked to take action representing either collusion or competition for extra credit to teach strategic thinking required in an oligopolistic market. We suggest that the classroom activity is first initiated prior to the teaching of oligopoly and then the instructor…

  15. Using Theory to Support Classroom Teachers as Physical Activity Promoters

    Science.gov (United States)

    Egan, Catherine A.; Webster, Collin A.

    2018-01-01

    Recently, there has been growing attention on the importance of the staff involvement component of a comprehensive school physical activity program (CSPAP). In particular, classroom teachers (CTs) are increasingly being called upon to promote physical activity (PA) in their classrooms as part of the PA during school component of a CSPAP.…

  16. Classroom Activity and Intrinsic Motivationin EFL Teaching and Learning

    Institute of Scientific and Technical Information of China (English)

    郑玉全

    2015-01-01

    The question of how to motivate language learners has been a neglected area in L2 motivation research, and even thefew available analyses lack an adequate research base. This article presents the results of an empirical survey aimed at initiatinginterviews and conducting follow-up questionnaire to obtain classroom data on motivational classroom teaching activities and theactual effect of these strategies. This current study provides new insights into English classroom teaching with further researchinvestigation and teaching implication to promote students' integrative motivation through classroom teaching activities.

  17. Flipped classroom or an active lecture?

    Science.gov (United States)

    Pickering, James D; Roberts, David J H

    2018-01-01

    Recent changes in anatomy education have seen the introduction of flipped classrooms as a replacement to the traditional didactic lecture. This approach utilizes the increasing availability of digital technology to create learning resources that can be accessed prior to attending class, with face-to-face sessions then becoming more student-centered via discussion, collaborative learning, and problem-solving activities. Although this approach may appear intuitive, this viewpoint commentary presents a counter opinion and highlights a simple alternative that utilizes evidence-based active learning approaches as part of the traditional lecture. The active lecture takes the traditional lecture, and (1) ensures the lecture content is relevant and has clear objectives, (2) contains lecture material that is designed according to the latest evidence-base, (3) complements it with additional supplementary material, (4) creates space to check prior understanding and knowledge levels, and (5) utilizes suitable technology to facilitate continual engagement and interaction. Clin. Anat. 31:118-121, 2018. © 2017 Wiley Periodicals, Inc. © 2017 Wiley Periodicals, Inc.

  18. How an Active Learning Classroom Transformed IT Executive Management

    Science.gov (United States)

    Connolly, Amy; Lampe, Michael

    2016-01-01

    This article describes how our university built a unique classroom environment specifically for active learning. This classroom changed students' experience in the undergraduate executive information technology (IT) management class. Every college graduate should learn to think critically, solve problems, and communicate solutions, but 90% of…

  19. Internet Roadside Cafe #6. [Videotape.

    Science.gov (United States)

    American Library Association Video/Library Video Network, Towson, MD.

    This 30-minute videotape takes an in-depth look at World Wide Web business transactions, potential risks, client privacy and security issues by asking businesses and consumers how they do business on the Internet. Also featured in the program is advice about choosing a secure password, the use of credit cards for Web purchasing and a review of…

  20. Improving Instruction through a Videotape Library.

    Science.gov (United States)

    Batesky, James

    1979-01-01

    Videotape and a videotape library can be used to expand the quality of instruction of a physical education program by allowing greater diversity of material taught and increased use of professionals and experts in various sports. (JMF)

  1. The Use of "Socrative" in ESL Classrooms: Towards Active Learning

    Science.gov (United States)

    El Shaban, Abir

    2017-01-01

    The online student response system (SRS) is a technological tool that can be effectively implemented in English language classroom contexts and be used to promote students' active learning. In this qualitative study, "Socrative", a Web 2.0 software, was integrated with active learning activities and used as an SRS to explore English…

  2. Classroom

    Indian Academy of Sciences (India)

    Classroom. In this section of Resonance, we in'Vite readers to pose questions likely to be raised in a classroom situation. We may suggest strategies for dealing with them, or in'Vite responses, or ... "Classroom" is equally a forum for raising broader issues and .... Now we can approach the question from a different viewpoint.

  3. Classrooms.

    Science.gov (United States)

    Butin, Dan

    This paper addresses classroom design trends and the key issues schools should consider for better classroom space flexibility and adaptability. Classroom space design issues when schools embrace technology are discussed, as are design considerations when rooms must accommodate different grade levels, the importance of lighting, furniture…

  4. Secure surveillance videotapes

    International Nuclear Information System (INIS)

    Resnik, W.M.; Kadner, S.P.; Olsen, R.; Chitumbo, K.; Pepper, S.

    1995-01-01

    With assistance from the US Program for Technical Assistance to IAEA Safeguards (POTAS), Aquila Technologies Group developed the Tamper-Resistant Analog Media (TRAM-1000) system to provide standard VHS surveillance video tapes with an enhanced tamper-indicating capability. This project represents further implementation of the partnership approach in facilities including light water reactors with MOX facilities. These facilities use Uniplex Digiquad system video tapes. The partnership approach ensures that one organization can exchange the tapes in a machine without the presence of the other, without losing continuity of information. The TRAM-1000 system development project was accomplished in two stages. In the first stage of the project, the original system delivered to the IAEA, consists of three parts: (1) the tamper detection unit, (2) a specially augmented VHS video tape, and (3) an HP-95 reader. The tamper detection unit houses a VACOSS active fiber-optic seal and an electronic identification tag (E-TAG) reader. In the second stage of the project, the original TRAM-1000 was modified to its current design based on agency input. After delivery of the original TRAM-1000 system to the IAEA, it was reviewed by inspectors. The inspectors felt that the initial system's tape storage/transport method could be simplified. Rather than threading the fiber through the tape spindles, the inspectors suggested that the tape be placed in a bag capable of being sealed. Also, a more flexible fiber-optic cable was recommended. As a result of these suggestions, Aquila developed a tamper-proof bag specifically for holding a surveillance video tape and sealable with a VACOSS fiber optical seal

  5. Motivating the Study of International Trade: A Classroom Activity

    Science.gov (United States)

    Jensen, Sherry

    2016-01-01

    In this article, the author describes a classroom activity for use in introductory economics courses to motivate the study of international trade. The learning activity highlights the importance of international trade in students' everyday lives by having students inventory their on-hand belongings and identify where the items were manufactured.…

  6. Videotapes

    CERN Document Server

    Chavanne, A

    1989-01-01

    1666 : impact de la creation de l'Academie des Sciences par Colbert, trente ans apres le proces de Galile, et au moment des disparitions de Pascal, Descartes et Fermat. Elle dirigee par le hollandais Huyggens jusqu'a sa fuite de France au moment de la revocation de l'Edit de Nantes. - 1750 : l'Encyclopedie (ou "Dictionnaire raisonne des Sciences, des Arts et des Metiers") de Diderot et d'Alembert, soutenus par Malherbes, Buffon, Condorcet et Rousseau. - 1789 : Revolution francaise. - 8 aout 1793 : l'Assemblee, par une declaration de Marat, dissout l'Academie des Sciences. Celle-ci continue cependant ses travaux pour les poids et mesures jusqu'en 1795. - la Terreur : la condamnation a mort, pas au nom d'une "Revolution qui n'a pas besoin de savants", de trois grands hommes de science : Lavoisier, Bailly et Condorcet. - 1793-1794 : Au printemps 93, le Comite de Salut Publique s'inquiete du demi-million de soldats etrangers de toutes les pays frontaliers qui essaient de penetrer en France pour occuper le pays. C...

  7. Good Morning, Good Night. A Day on the Farm. A Live Action Video for Preschoolers [Videotape].

    Science.gov (United States)

    Bo Peep Productions, Eureka, MT.

    Some preschool teachers have expressed concern regarding the lack of science instructional material for students age 2 through the preschool years. This videotape was developed to help fill this chasm in our educational system. The videotape provides activities from children's' daily routines, such as eating, playing, and sleeping. It also…

  8. Physical activity during learning inside and outside the classroom

    DEFF Research Database (Denmark)

    Mygind, Erik

    2016-01-01

    Objective: Does learning outside the classroom (LOtC) in urban nature or cultural contexts one day per week contribute to raising children’s physical activity (PA) in lower secondary school? Methods: PA was measured on 7 consecutive days using GT3x+ accelerometers. Overall, 44 girls and 40 boys...

  9. Challenge Activities for the Physical Education Classroom: Considerations

    Science.gov (United States)

    McKenzie, Emily; Tapps, Tyler; Fink, Kevin; Symonds, Matthew L.

    2018-01-01

    The purpose of this article is to provide physical education teachers with the tools to develop and implement challenge course-like activities in their physical education classes. The article also covers environmental considerations for teachers who have the desire to create a challenge-based classroom setting in order to reach a wider and more…

  10. Effectiveness of classroom response systems within an active learning environment.

    Science.gov (United States)

    Welch, Susan

    2013-11-01

    In nursing education, the inclusion of pedagogical tools is necessary to transform Millennial classrooms. One such pedagogical tool currently offered is classroom response systems (CRS). The purpose of this study was to evaluate the effectiveness of CRS as a pedagogical tool in improving nursing students' examination performance within an active learning environment. A pretest-posttest design was used to determine whether there was a relationship between the use of CRS (independent variable) and nursing students' examination performance in a first-year Professional Practice course (dependent variable). Paired t tests revealed no greater improvement in posttest scores. Therefore, the use of CRS technology was not effective in increasing nursing students' examination scores in the Professional Practice course. Additional research is needed to provide adequate understanding of the effectiveness of CRS within the nursing education classroom. Copyright 2013, SLACK Incorporated.

  11. Doing Things. A Live Action Video for Preschoolers [Videotape].

    Science.gov (United States)

    Bo Peep Productions, Eureka, MT.

    Some preschool teachers have expressed concern regarding the lack of science instructional material for students age 2 through the preschool years. This videotape was developed to help fill this chasm in our educational system. It contains activities from students' everyday life such as eating, washing, and playing. These daily processes are then…

  12. Darwin's Revolution in Thought: An Illustrated Lecture. Teaching Guide and Videotape.

    Science.gov (United States)

    Gould, Stephen Jay

    "Darwin's Revolution in Thought" is Stephen Jay Gould's definitive treatise on Charles Darwin. This 50-minute classroom edition videotaped lecture is structured in the form of a paradox and three riddles about Darwin's life. Each is designed to shed light on one of the key features of the theory of natural selection, its philosophical…

  13. Instructional Uses of Videotape: A Symposium.

    Science.gov (United States)

    Nelson, Harold E.; And Others

    This collection of seven articles for the college teacher of speech relates specific ways that videotape has been used in training teachers and in teaching the fundamentals of speech, advanced public speaking, and discussion. Included are articles by (1) Harold E. Nelson, who explains how videotape is used in college speech classes to aid in…

  14. A Classroom Activity Illustrating Malapportionment and Gerrymandering.

    Science.gov (United States)

    Walasek, Richard A.

    1984-01-01

    After a brief introduction to political redistricting, this article describes a learning activity to teach secondary or college level students about malapportionment and gerrymandering. The activity can be used in political geography, political science, or social studies courses. (RM)

  15. 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.

  16. 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 ...

  17. 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.

  18. 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.

  19. 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.

  20. Classroom

    Indian Academy of Sciences (India)

    responses, or both. "Classroom" is equally a forum for raising broader issues and .... Research Institute, Bangalore ... From Bohr's theory we can calculate v = (En - En -1) / h the ... important reason for the failure of the qualitative arguments. An.

  1. Google classroom as a tool for active learning

    Science.gov (United States)

    Shaharanee, Izwan Nizal Mohd; Jamil, Jastini Mohd; Rodzi, Sarah Syamimi Mohamad

    2016-08-01

    As the world is being developed with the new technologies, discovering and manipulating new ideas and concepts of online education are changing rapidly. In response to these changes, many states, institutions, and organizations have been working on strategic plans to implement online education. At the same time, misconceptions and myths related to the difficulty of teaching and learning online, technologies available to support online instruction, the support and compensation needed for high-quality instructors, and the needs of online students create challenges for such vision statements and planning documents. This paper provides analysis and evaluation of the effectiveness of Google Classroom's active learning activities for data mining subject under the Decision Sciences program. Technology Acceptance Model (TAM) has been employed to measure the effectiveness of the learning activities. A total of 100 valid unduplicated responses from students who enrolled data mining subject were used in this study. The results indicated that majority of the students satisfy with the Google Classroom's tool that were introduced in the class. Results of data analyzed showed that all ratios are above averages. In particular, comparative performance is good in the areas of ease of access, perceived usefulness, communication and interaction, instruction delivery and students' satisfaction towards the Google Classroom's active learning activities.

  2. Understanding children's science identity through classroom interactions

    Science.gov (United States)

    Kim, Mijung

    2018-01-01

    Research shows that various stereotypes about science and science learning, such as science being filled with hard and dry content, laboratory experiments, and male-dominated work environments, have resulted in feelings of distance from science in students' minds. This study explores children's experiences of science learning and science identity. It asks how children conceive of doing science like scientists and how they develop views of science beyond the stereotypes. This study employs positioning theory to examine how children and their teacher position themselves in science learning contexts and develop science identity through classroom interactions. Fifteen students in grades 4-6 science classrooms in Western Canada participated in this study. Classroom activities and interactions were videotaped, transcribed, and analysed to examine how the teacher and students position each other as scientists in the classroom. A descriptive explanatory case analysis showed how the teacher's positioning acted to develop students' science identity with responsibilities of knowledge seeking, perseverance, and excitement about science.

  3. Finding Autonomy in Activity: Development and Validation of a Democratic Classroom Survey

    Science.gov (United States)

    Hur, Eun Hye; Glassman, Michael; Kim, Yunhwan

    2013-01-01

    This paper developed a Democratic Classroom Survey to measure students' perceived democratic environment of the classroom. Perceived democratic environment is one of the most important variables for understanding classroom activity and indeed any type of group activity, but actually measuring perceptions in an objective manner has been…

  4. Monitoring Implementation of Active Learning Classrooms at Lethbridge College, 2014-2015

    Science.gov (United States)

    Benoit, Andy

    2017-01-01

    Having experienced preliminary success in designing two active learning classrooms, Lethbridge College developed an additional eight active learning classrooms as part of a three-year initiative spanning 2014-2017. Year one of the initiative entailed purchasing new audio-visual equipment and classroom furniture followed by installation. This…

  5. Active Learning Strategies for the Mathematics Classroom

    Science.gov (United States)

    Kerrigan, John

    2018-01-01

    Active learning involves students engaging with course content beyond lecture: through writing, applets, simulations, games, and more (Prince, 2004). As mathematics is often viewed as a subject area that is taught using more traditional methods (Goldsmith & Mark, 1999), there are actually many simple ways to make undergraduate mathematics…

  6. Classroom

    Indian Academy of Sciences (India)

    CLASSROOM. Figure 1. An antibubble photographed with a white backdrop. contrast to the case of soap bubbles,. Soap bubbles float in air and descend due to gravity on account of higher density of the soap solution, while antibubbles rise due to buoyancy of the air film and float just below the surface of the soap solution.

  7. INTEGRATION OF GAMIFICATION AND ACTIVE LEARNING IN THE CLASSROOM

    Directory of Open Access Journals (Sweden)

    Sergio Zepeda-Hernández

    2016-07-01

    Full Text Available Teachers who currently use the traditional method teacher-centered learning, are having various difficulties with the new generations of students. New learning methods are required to allow students to focus more positive attitudes towards their learning. In this paper, we show how the evaluation and activities based on Active Learning and Gamification, can be an alternative to generate a more positive attitude of students and create a more friendly environment in the classroom. This research was conducted using the qualitative research and ethnographic method as technique.

  8. Examining the Knowledge and Capacity of Elementary Teachers to Implement Classroom Physical Activity Breaks

    Directory of Open Access Journals (Sweden)

    Danae M. DINKEL

    2016-09-01

    Full Text Available This study examined teachers’ zone of proximal development for classroom physical activity breaks by assessing teachers’ knowledge and capacity for implementing classroom physical activity breaks. Five school districts of various sizes (n=346 teachers took part in a short online survey. Descriptive statistics were calculated and chi-square analyses were used to identify differences between districts. Almost all teachers utilized classroom physical activity to some extent. A third of teachers who stated they implemented classroom physical activity, experienced barriers to implementation. A majority of teachers were interested in learning more about classroom physical activity. There were significant differences between districts on the number of days per week classroom physical activity was integrated, the frequency of collaboration that occurred between teachers, the percentage of teachers who experienced barriers, and preferred delivery method of professional development. These findings support the importance of identifying teachers’ zone of proximal development to increase the use of classroom physical activity breaks. Understanding teachers’ knowledge and capacity for implementing classroom physical activity breaks can allow educational professionals to shift the implementation of classroom physical activity beyond sporadic use by isolated teachers and schools to a more systematic and consistent delivery across classrooms and throughout districts.

  9. Acoustical conditions for speech communication in active elementary school classrooms

    Science.gov (United States)

    Sato, Hiroshi; Bradley, John

    2005-04-01

    Detailed acoustical measurements were made in 34 active elementary school classrooms with typical rectangular room shape in schools near Ottawa, Canada. There was an average of 21 students in classrooms. The measurements were made to obtain accurate indications of the acoustical quality of conditions for speech communication during actual teaching activities. Mean speech and noise levels were determined from the distribution of recorded sound levels and the average speech-to-noise ratio was 11 dBA. Measured mid-frequency reverberation times (RT) during the same occupied conditions varied from 0.3 to 0.6 s, and were a little less than for the unoccupied rooms. RT values were not related to noise levels. Octave band speech and noise levels, useful-to-detrimental ratios, and Speech Transmission Index values were also determined. Key results included: (1) The average vocal effort of teachers corresponded to louder than Pearsons Raised voice level; (2) teachers increase their voice level to overcome ambient noise; (3) effective speech levels can be enhanced by up to 5 dB by early reflection energy; and (4) student activity is seen to be the dominant noise source, increasing average noise levels by up to 10 dBA during teaching activities. [Work supported by CLLRnet.

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

    Science.gov (United States)

    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.

  11. The ICAP Active Learning Framework Predicts the Learning Gains Observed in Intensely Active Classroom Experiences

    Directory of Open Access Journals (Sweden)

    Benjamin L. Wiggins

    2017-05-01

    Full Text Available STEM classrooms (science, technology, engineering, and mathematics in postsecondary education are rapidly improved by the proper use of active learning techniques. These techniques occupy a descriptive spectrum that transcends passive teaching toward active, constructive, and, finally, interactive methods. While aspects of this framework have been examined, no large-scale or actual classroom-based data exist to inform postsecondary education STEM instructors about possible learning gains. We describe the results of a quasi-experimental study to test the apex of the ICAP framework (interactive, constructive, active, and passive in this ecological classroom environment. Students in interactive classrooms demonstrate significantly improved learning outcomes relative to students in constructive classrooms. This improvement in learning is relatively subtle; similar experimental designs without repeated measures would be unlikely to have the power to observe this significance. We discuss the importance of seemingly small learning gains that might propagate throughout a course or departmental curriculum, as well as improvements with the necessity for faculty to develop and implement similar activities.

  12. Transfer of Active Learning Strategies from the Teacher Education Classroom to PreK-12th Grade Classrooms

    Science.gov (United States)

    Pepper, Kaye; Blackwell, Sarah; Monroe, Ann; Coskey, Shawn

    2012-01-01

    In this study, researchers investigated the influence of modeling active learning strategies in an introductory foundations teacher preparation course: 1) on teacher candidates' perceptions of participating in active learning in the college classroom, 2) on participants' acquisition of course content, and 3) on participants' later use of active…

  13. Companion classroom activities for "stop faking it!" force and motion

    CERN Document Server

    Robertson, William C

    2011-01-01

    Never has it been so easy for educators to learn to teach physical science with confidence. Award-winning author Bill Robertson launched his bestselling Stop Faking It! series in 2002 with Force and Motion--offering elementary and middle school teachers a jargon-free way to learn the background for teaching physical science with confidence. Combining easy-to-understand if irreverent explanations and quirky diagrams, Stop Faking It! Force and Motion helped thousands of teachers, parents, and homeschoolers conquer topics from Newton s laws to the physics of space travel. Now Companion Classroom Activities for Stop Faking It! Force and Motion proves an ideal supplement to the original book or a valuable resource of its own. The hands-on activities and highly readable explanations allow students to first investigate concepts, then discuss learned concepts, and finally apply the concepts to everyday situations. Robertson's wit and humor are sure to keep students and teachers entertained while they tackle topics ...

  14. Self-Observation Model Employing an Instinctive Interface for Classroom Active Learning

    Science.gov (United States)

    Chen, Gwo-Dong; Nurkhamid; Wang, Chin-Yeh; Yang, Shu-Han; Chao, Po-Yao

    2014-01-01

    In a classroom, obtaining active, whole-focused, and engaging learning results from a design is often difficult. In this study, we propose a self-observation model that employs an instinctive interface for classroom active learning. Students can communicate with virtual avatars in the vertical screen and can react naturally according to the…

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

    Science.gov (United States)

    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…

  16. Students' Satisfaction on Their Learning Process in Active Learning and Traditional Classrooms

    Science.gov (United States)

    Hyun, Jung; Ediger, Ruth; Lee, Donghun

    2017-01-01

    Studies have shown Active Learning Classrooms [ALCs] help increase student engagement and improve student performance. However, remodeling all traditional classrooms to ALCs entails substantial financial burdens. Thus, an imperative question for institutions of higher education is whether active learning pedagogies can improve learning outcomes…

  17. A Second Year Evaluation Study of Promethean ActivClassroom. Executive Summary

    Science.gov (United States)

    Marzano Research Laboratory, 2010

    2010-01-01

    During the 2009-2010 school year, Marzano Research Laboratory (MRL) was commissioned by Promethean Ltd. to conduct a second year evaluation study of the effects of Promethean ActivClassroom on student academic achievement. This executive summary highlights the key findings. [For "A Second Year Evaluation Study of Promethean ActivClassroom. Final…

  18. The Role of Physical Educators in Helping Classroom Teachers to Promote Physical Activity

    Science.gov (United States)

    Russ, Laura

    2015-01-01

    Elementary classroom teachers are an increasingly important constituency in school-based physical activity promotion. This article situates the need for classroom teacher physical-activity promotion at the intersection of what we know about teacher actions, what informs those actions, and what recent research has uncovered. Recommendations are…

  19. Space Science in Action: Space Exploration [Videotape].

    Science.gov (United States)

    1999

    In this videotape recording, students learn about the human quest to discover what is out in space. Students see the challenges and benefits of space exploration including the development of rocket science, a look back at the space race, and a history of manned space travel. A special section on the Saturn V rocket gives students insight into the…

  20. Adding Feminist Therapy to Videotape Demonstrations.

    Science.gov (United States)

    Konrad, Jennifer L.; Yoder, Janice D.

    2000-01-01

    Provides directions for presenting a 32-minute series of four videotape segments that highlights the fundamental features of four approaches to psychotherapy, extending its reach to include a feminist perspective. Describes the approaches and included segments. Reports that students' comments demonstrate that the video sequence provided a helpful…

  1. Animal-Assisted Activities: Effects of Animals on Positive Emotional Display in Children in Inclusion Classrooms

    OpenAIRE

    Mazgaonkar, Gayatri

    2017-01-01

    Animals are commonly present in classrooms and may be an important tool in enhancing children’s experiences, especially in inclusion classrooms that provide integrative learning for both typically developing children and children with special needs. The purpose of this study was to investigate the impact of animal-assisted activities on children with autism spectrum disorder (ASD) as well was typically developing (TD) children in inclusion classrooms. Ninety-nine children from 15 inclus...

  2. Observations of Children’s Interactions with Teachers, Peers, and Tasks across Preschool Classroom Activity Settings

    OpenAIRE

    Booren, Leslie M.; Downer, Jason T.; Vitiello, Virginia E.

    2012-01-01

    This descriptive study examined classroom activity settings in relation to children’s observed behavior during classroom interactions, child gender, and basic teacher behavior within the preschool classroom. 145 children were observed for an average of 80 minutes during 8 occasions across 2 days using the inCLASS, an observational measure that conceptualizes behavior into teacher, peer, task, and conflict interactions. Findings indicated that on average children’s interactions with teachers w...

  3. Shaping Learner Contributions in an EFL Classroom: Implications for L2 Classroom Interactional Competence

    Science.gov (United States)

    Can Daskin, Nilüfer

    2015-01-01

    This study investigated the interactional patterns for shaping learner contributions in an EFL classroom with reference to Walsh's classroom interactional competence (CIC). In doing so, an EFL class at an English preparatory school in a Turkish state university was both videotaped and audiotaped in the course of six classroom hours. Conversation…

  4. Social Trust and Types of Classroom Activities: Predictors of Language Learning Motivation

    Directory of Open Access Journals (Sweden)

    Hossein Khodabakhshzadeh

    2017-01-01

    Full Text Available The present study examined the role of social trust and types of classroom activities as some probable significant predictors of language learning motivation on a sample of 200 Iranian EFL upper-intermediate learners who have been selected randomly. Consequently, the participants completed three questionnaires, Language Learning Motivation Inventory, Classroom and school Community Inventory, and Classroom Activities Inventory, the reliability and validity of each have been checked previously. After running Multiple Regression through SPSS Software, the results revealed that social trust and types of classroom activities accounted for 16.7% of the variance in language learning motivation. Although each of them had a unique impact on language learning motivation, "Deep Language Use" as one of the types of classroom activities had a greater contribution to English as a foreign language learning motivation (002< .05, outweighing social trust as a more important predictor, (.005 < .05. Finally, pedagogical implications along with suggestions for further studies are discussed.

  5. "Heart Shots": a classroom activity to instigate active learning.

    Science.gov (United States)

    Abraham, Reem Rachel; Vashe, Asha; Torke, Sharmila

    2015-09-01

    The present study aimed to provide undergraduate medical students at Melaka Manipal Medical College (Manipal Campus), Manipal University, in Karnataka, India, an opportunity to apply their knowledge in cardiovascular concepts to real-life situations. A group activity named "Heart Shots" was implemented for a batch of first-year undergraduate students (n = 105) at the end of a block (teaching unit). Students were divided into 10 groups each having 10-11 students. They were requested to make a video/PowerPoint presentation about the application of cardiovascular principles to real-life situations. The presentation was required to be of only pictures/photos and no text material, with a maximum duration of 7 min. More than 95% of students considered that the activity helped them to apply their knowledge in cardiovascular concepts to real-life situations and understand the relevance of physiology in medicine and to revise the topic. More than 90% of students agreed that the activity helped them to apply their creativity in improving their knowledge and to establish a link between concepts rather than learning them as isolated facts. Based on the feedback, we conclude that the activity was student centered and that it facilitated learning. Copyright © 2015 The American Physiological Society.

  6. Laboratories and Demonstrations in Child Development with Unedited Videotapes.

    Science.gov (United States)

    Poole, Debra Ann

    1986-01-01

    Multipurpose demonstrations of child development are easy to produce by videotaping children while they interact with parents, siblings, or friends. Unlike commercial films, videotapes without narration allow students to formulate and test their own research questions. This article describes how to use unedited videotapes for laboratories in…

  7. "Yes! Animation Is Possible with Your Videotape Recorder!"

    Science.gov (United States)

    Martino, Alfreda; Martin, Ron

    1987-01-01

    Describes a project in which students are involved in producing an animated videotape recording and discusses the advantages of modern videotape equipment over other film media. An outline of the process covers materials used, storyboard and artwork production, videotaping procedures, and audio dubbing. (CLB)

  8. Lost and Found: Music Activities Delivered by Primary Classroom Generalists

    Science.gov (United States)

    King, Fiona

    2015-01-01

    Primary classroom teachers can play a vital role in the music education of primary school students, providing a basis for lifelong learning in music and the arts. Research shows that not all Victorian primary school students have equitable access to music education and that the role of the classroom teacher becomes valuable in supplying or…

  9. Enriching Classroom Learning through a Microblogging-Supported Activity

    Science.gov (United States)

    Li, Kun; Darr, Kent; Gao, Fei

    2018-01-01

    Researchers have recognized the role that microblogging tools play in enhancing the effectiveness of communication and interaction in the classroom. However, few studies have specifically examined how to use microblogging tools to bring educational resources into the classroom to enrich the student learning experience. The exploratory case study…

  10. Flipping the Classroom for English Language Learners to Foster Active Learning

    Science.gov (United States)

    Hung, Hsiu-Ting

    2015-01-01

    This paper describes a structured attempt to integrate flip teaching into language classrooms using a WebQuest active learning strategy. The purpose of this study is to examine the possible impacts of flipping the classroom on English language learners' academic performance, learning attitudes, and participation levels. Adopting a…

  11. Instructional Activities and the Quality of Language in Chilean Preschool Classrooms

    Science.gov (United States)

    Strasser, Katherine; Darricades, Michelle; Mendive, Susana; Barra, Gabriela

    2018-01-01

    Research Findings: This study examines the association between preschool classroom activity and the quality of the language spoken by teachers and children. Eighteen classrooms serving low-income children between the ages of 3 and 4 in Santiago de Chile were audio-recorded during one morning shift. Recordings were transcribed and segmented into…

  12. Flipped Classroom with Problem Based Activities: Exploring Self-Regulated Learning in a Programming Language Course

    Science.gov (United States)

    Çakiroglu, Ünal; Öztürk, Mücahit

    2017-01-01

    This study intended to explore the development of self-regulation in a flipped classroom setting. Problem based learning activities were carried out in flipped classrooms to promote self-regulation. A total of 30 undergraduate students from Mechatronic department participated in the study. Self-regulation skills were discussed through students'…

  13. Toward Mobile-Assisted Language Learning (MALL: Reaping Mobile Phone Benefits in Classroom Activities

    Directory of Open Access Journals (Sweden)

    Rully Yudhiantara

    2017-07-01

    Full Text Available Mobile phone has been studied by researchers in its connection with education-related activies.  This study was aimed at investigating two research questions: 1 what are students’ perception toward mobile phone to support classroom activities; 2 How do students experience mobile phone use to support classoom activities? This study employed qualitative method. To collect data, there were some technique used: questionnaire and observation.  Students participated in this study were 70 students. Findings showed that student had positive perception and attitude toward mobile phone to support classroom activities. In classroom they used mobile phone to support classroom activitis. Reading E-Book that support subject, playing Audio and Video File, operating offline dictionary were activities supported by mobile phone use.

  14. Chaotic....!! Active and Engaged. Effects of an active learning classroom on student retention and engagement.

    Science.gov (United States)

    Palsole, S.; Serpa, L. F.

    2014-12-01

    Scientific literacy has been defined as the foremost challenge of this decade (AAAS, 2012). The Geological Society of American in its position statement postis that due to the systemic nature of the discipline of earth science, it is the most effective way to engage students in STEM disciplines. Given that the most common place for exposure to earth sciences is at the freshman level for non majors, we decided to transform a freshman introductory geology course to an active, student centered course, using an inquiry based approach. Our focus was to ensure the students saw the earth sciences as broadly applicative field, and not an esoteric science. To achieve this goal, we developed a series of problems that required the students to apply the concepts acquired through their self guided learning into the different topics of the course. This self guided learning took the form of didactic content uploaded into the learning management system (the various elements used to deliver the content were designed video clips, short text based lectures, short formative assessments, discussion boards and other web based discovery exercises) with the class time devoted to problem solving. A comparison of student performance in the active learning classroom vs. a traditional classroom as measured on a geoscience concept inventory (the questions were chosen by a third party who was not teaching either courses) showed that the the students in the active learning classroom scored 10% higher on the average in comparison to the traditional class. In addition to this heightened performance, the students in the active classroom also showed a higher degree of content retention 8 weeks after the semester had ended. This session will share the design process, some exercises and efficacy data collected.

  15. Promoting Active Learning in Technology-Infused TILE Classrooms at the University of Iowa

    Directory of Open Access Journals (Sweden)

    Sam Van Horne

    2012-06-01

    Full Text Available In this case study, the authors describe the successful implementation of technology-infused TILE classrooms at the University of Iowa. A successful collaboration among campus units devoted to instructional technologies and teacher development, the TILE Initiative has provided instructors with a new set of tools to support active learning. The authors detail the implementation of the TILE classrooms, the process of training instructors to design effective instruction for these classrooms, and an assessment project that helps improve the process of ensuring faculty can successfully facilitate learning activities in a technology-infused learning environment.

  16. Critical Evaluation on Games as a Classroom Activity in EFL Learning Context

    Institute of Scientific and Technical Information of China (English)

    ZHOU; Xin

    2014-01-01

    Game is a double-edged sword.Though games can definitely arouse students’ interests of learning and make students active and enthusiastic in EFL classroom, it is challenging for teachers to manage the games and achieve expected teaching objectives.

  17. Active Learning Classrooms and Educational Alliances: Changing Relationships to Improve Learning

    Science.gov (United States)

    Baepler, Paul; Walker, J. D.

    2014-01-01

    This chapter explores the "educational alliance" among students and between students and instructors. We contend that this is a framework that can help us understand how active learning classrooms facilitate positive educational outcomes.

  18. ASPECT: A Survey to Assess Student Perspective of Engagement in an Active-Learning Classroom

    Science.gov (United States)

    Wiggins, Benjamin L.; Eddy, Sarah L.; Wener-Fligner, Leah; Freisem, Karen; Grunspan, Daniel Z.; Theobald, Elli J.; Timbrook, Jerry; Crowe, Alison J.

    2017-01-01

    The primary measure used to determine relative effectiveness of in-class activities has been student performance on pre/posttests. However, in today's active-learning classrooms, learning is a social activity, requiring students to interact and learn from their peers. To develop effective active-learning exercises that engage students, it is…

  19. Activating the Imagination inside the World Language Classroom

    Science.gov (United States)

    Mitchell, Claire

    2015-01-01

    Imagination, creation, and innovation are three powerful words that present many possibilities in the world language classroom. When learners can see themselves as language users, they take ownership of their learning experience and become more invested in and engaged with the topic being studied. This heightened sense of investment in turn leads…

  20. Using Flip Camcorders for Active Classroom Metacognitive Reflection

    Science.gov (United States)

    Hargis, Jace; Marotta, Sebastian M.

    2011-01-01

    A Center for Teaching and Learning provided Flip camcorders to a group of 10 new faculty members, who were asked to use this teaching tool in their classroom instruction. The classes included mathematics, political science, computer engineering, psychology, business, music and dance. The qualitative results indicate that all faculty members and…

  1. Teacher Activities and Adolescent Students’ Participation in a Colombian EFL Classroom

    Directory of Open Access Journals (Sweden)

    Jefferson Caicedo

    2015-07-01

    Full Text Available The present study concerns the activities teachers develop and ninth-graders’ participation in responses to those activities. The objectives of this study were to identify and describe the types of teaching activities developed and how students respond to them and to show how the target language is used in the classroom. The data collection was conducted through daily field notes and a diary. The findings show that in the classroom, the teacher develops twelve types of activities, and the percentage of use of the target language is low.

  2. How Students' Everyday Situations Modify Classroom Mathematical Activity: The Case of Water Consumption

    Science.gov (United States)

    Tomaz, Vanessa Sena; David, Maria Manuela

    2015-01-01

    Our aim is to discuss how school mathematical activity is modified when students' everyday situations are brought into the classroom. One illustrative sequence--7th grade classes solving problems that required proportional reasoning--is characterized as a system of interconnected activities within the theoretical perspective of activity theory. We…

  3. Using Active Learning in a Studio Classroom to Teach Molecular Biology

    Science.gov (United States)

    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…

  4. Polymer Basics: Classroom Activities Manipulating Paper Clips to Introduce the Structures and Properties of Polymers

    Science.gov (United States)

    Umar, Yunusa

    2014-01-01

    A simple and effective hands-on classroom activity designed to illustrate basic polymer concepts is presented. In this activity, students build primary structures of homopolymers and different arrangements of monomers in copolymer using paper clips as monomers. The activity supports formation of a basic understanding of polymer structures,…

  5. Effects of education outside the classroom on objectively measured physical activity

    DEFF Research Database (Denmark)

    Schneller, Mikkel Bo

    days without EOtC and physical education (PE), but lower than on PE days. EOtC days were associated with more light physical activity (LPA) than school days without EOtC and PE, and PE days. Boys spent a higher proportion of time in MVPA and girls in LPA in the EOtC domain compared to the classroom...... the potential to transform part of children’s time from inactive to active. Curriculum-based classroom activities constitute a large proportion of school time, in which more teaching and learning activities involving PA could be implemented. Education outside the classroom (EOtC) is an example of an educational...... approach that could increase PA, as case studies have shown positive effects of EOtC on PA, academic learning motivation, well-being and social relations. National surveys in Denmark have shown substantial and increasing proportions of schools and teachers regularly practicing EOtC. When evaluating...

  6. Legal IEPs: A Common Sense Approach with Barbara Bateman. [Videotape].

    Science.gov (United States)

    Council for Exceptional Children, Reston, VA. Div. for Learning Disabilities.

    In this 2-hour videotape workshop designed for teachers, administrators, parents, and others, Dr. Barbara Bateman answers many key questions that have been raised about Individualized Education Programs (IEPs) since the 1997 amendments to the Individuals with Disabilities Education Act (IDEA) and the 1999 regulations. The videotape reviews the…

  7. All about Mammals. Animal Life for Children. [Videotape].

    Science.gov (United States)

    2000

    In this videotape, students learn more about the characteristics of common warm-blooded mammals and what makes them different from other animals. Children also find out how humans are more advanced in structure than other mammals, but how they still share the same basic traits. This videotape correlates to the following National Science Education…

  8. Systematic review of acute physically active learning and classroom movement breaks on children's physical activity, cognition, academic performance and classroom behaviour: understanding critical design features.

    Science.gov (United States)

    Daly-Smith, Andy J; Zwolinsky, Stephen; McKenna, Jim; Tomporowski, Phillip D; Defeyter, Margaret Anne; Manley, Andrew

    2018-01-01

    To examine the impact of acute classroom movement break (CMB) and physically active learning (PAL) interventions on physical activity (PA), cognition, academic performance and classroom behaviour. Systematic review. PubMed, EBSCO, Academic Search Complete, Education Resources Information Center, PsycINFO, SPORTDiscus, SCOPUS and Web of Science. Studies investigating school-based acute bouts of CMB or PAL on (PA), cognition, academic performance and classroom behaviour. The Downs and Black checklist assessed risk of bias. Ten PAL and eight CMB studies were identified from 2929 potentially relevant articles. Risk of bias scores ranged from 33% to 64.3%. Variation in study designs drove specific, but differing, outcomes. Three studies assessed PA using objective measures. Interventions replaced sedentary time with either light PA or moderate-to-vigorous PA dependent on design characteristics (mode, duration and intensity). Only one study factored individual PA outcomes into analyses. Classroom behaviour improved after longer moderate-to-vigorous (>10 min), or shorter more intense (5 min), CMB/PAL bouts (9 out of 11 interventions). There was no support for enhanced cognition or academic performance due to limited repeated studies. Low-to-medium quality designs predominate in investigations of the acute impacts of CMB and PAL on PA, cognition, academic performance and classroom behaviour. Variable quality in experimental designs, outcome measures and intervention characteristics impact outcomes making conclusions problematic. CMB and PAL increased PA and enhanced time on task. To improve confidence in study outcomes, future investigations should combine examples of good practice observed in current studies. CRD42017070981.

  9. Taking It to the Classroom: Number Board Games as a Small Group Learning Activity

    Science.gov (United States)

    Ramani, Geetha B.; Siegler, Robert S.; Hitti, Aline

    2012-01-01

    We examined whether a theoretically based number board game could be translated into a practical classroom activity that improves Head Start children's numerical knowledge. Playing the number board game as a small group learning activity promoted low-income children's number line estimation, magnitude comparison, numeral identification, and…

  10. Teacher Use of Creativity-Enhancing Activities in Chinese and American Elementary Classrooms

    Science.gov (United States)

    Hartley, Kylie A.; Plucker, Jonathan A.

    2014-01-01

    The purpose of these exploratory studies was to examine Chinese and American elementary teachers' perceptions of how various classroom activities contribute to student creativity, and how often teachers report engaging their students in these activities. Third, fourth, and fifth grade teachers in the Midwestern United States (N = 51) and in…

  11. Increasing Completion of Classroom Routines through the Use of Picture Activity Schedules

    Science.gov (United States)

    Watson, Kamille J.; DiCarlo, Cynthia F.

    2016-01-01

    Teachers spend the first few days of school teaching routines to children that will help transitions in the classroom between different activities. When children have difficulty, they move more slowly and/or require teacher prompting. A picture activity schedule intervention (Breitfelder in Teach Except Child Plus 4(5):2-15, 2008; Bryan and Gast…

  12. The Classroom Animal: Crickets.

    Science.gov (United States)

    Kramer, David C.

    1985-01-01

    Suggests using crickets for classroom activities, providing background information on their anatomy and reproduction and tips on keeping individual organisms or a breeding colony in the classroom. (JN)

  13. Smiles count but minutes matter: responses to classroom exercise breaks.

    Science.gov (United States)

    Howie, Erin K; Newman-Norlund, Roger D; Pate, Russell R

    2014-09-01

    To determine the subjective responses of teachers and students to classroom exercise breaks, and how responses varied by duration. This mixed-methods experimental study included focus groups with teachers (N = 8) and 4(th)- and 5(th)-grade students (N = 96). Students participated in 5-, 10-, and 20-minute exercise breaks and 10 minutes of sedentary activity. In an additional exploratory analysis, video-tapes of each condition were coded and compared for positive affect. Students and teachers discussed multiple benefits, but teachers discussed barriers to implementing regular breaks of 5-minutes or more. Students exhibited higher positive affect during each exercise condition. Classroom exercise breaks are an enjoyable way to increase physical activity, but additional support may be needed to encourage teachers to implement breaks of 5 minutes or longer.

  14. A Quantitative Review of Physical Activity, Health, and Learning Outcomes Associated with Classroom-Based Physical Activity Interventions

    Science.gov (United States)

    Erwin, Heather; Fedewa, Alicia; Beighle, Aaron; Ahn, Soyeon

    2012-01-01

    Research suggests that physical activity may foster improved academic performance, yet schools are receiving more pressure to achieve high academic standards. It is important for classroom teachers, administrators and school psychologists to understand the benefits of incorporating physical activity into the school day. This article serves as a…

  15. An Integrative Review of In-Class Activities That Enable Active Learning in College Science Classroom Settings

    Science.gov (United States)

    Arthurs, Leilani A.; Kreager, Bailey Zo

    2017-01-01

    Engaging students in active learning is linked to positive learning outcomes. This study aims to synthesise the peer-reviewed literature about "active learning" in college science classroom settings. Using the methodology of an integrative literature review, 337 articles archived in the Educational Resources Information Center (ERIC) are…

  16. Focusing elementary students with active classrooms: exploring teachers’ perceptions of self-initiated practices

    Directory of Open Access Journals (Sweden)

    Christine A. Foran

    2017-09-01

    Full Text Available The aim of our study was to explore the perceptions of elementary teachers who routinely prioritized physical activity in their classrooms. Researchers are reporting improved student academic test results following physical activity sessions, however, classroom teachers are challenged in balancing curricular and other expectations. Hence, teachers who voluntarily implement physical activity have views that are unique and important for promoting the practice to others. We interviewed seven teachers from grades 1-6, using the qualitative constructivist approach to grounded theory qualitative research. Teachers valued physical activity because it enhanced their students’ focus on classroom activities. Common attributes amongst the teachers were active lifestyles, previous employment experiencesusing physical activity, and a pedagogical approach prioritizing physical activity throughout the day. Additionally, the teachers perceived that belonging to schools with a culture of movement was important. Teachers view physical activity as a teaching asset when they perceive a positive impact on their students’ ability to focus. Specific teacher attributes and a school environment that embraces physical activity may predispose teachers to these views, and represent areas that should be further explored. Pre-service courses could be one way to provide teachers with experience and a repertoire of easy physical activities.

  17. A Comparison of Active Learning and Traditional Pedagogical Styles in a Business Law Classroom

    Science.gov (United States)

    Wilson, LeVon E.; Sipe, Stephanie R.

    2014-01-01

    The purpose of this study was to determine whether an active learning classroom environment is more effective in teaching university students certain concepts of business law than the traditional lecture environment. To generate data to answer this question, over a seven-semester period beginning in fall semester 2005, six classes of Legal…

  18. Transforming Principles into Practice: Using Cognitive Active Learning Strategies in the High School Classroom

    Science.gov (United States)

    Swiderski, Suzanne M.

    2011-01-01

    High school teachers who engage students through active learning in their classrooms can more fully understand this instructional practice by examining the theories and strategies underlying the cognitive perspective of educational psychology, which addresses the development of knowledge in the individual mind. Two theoretical explanations,…

  19. The Mating Game: A Classroom Activity for Undergraduates that Explores the Evolutionary Basis of Sex Roles

    Science.gov (United States)

    Moore, Dani; Holbrook, C. Tate; Meadows, Melissa G.; Taylor, Lisa A.

    2012-01-01

    In species that reproduce sexually, an individual's fitness depends on its ability to secure a mate (or mates). Although both males and females are selected to maximize their reproductive output, the mating strategies of the two sexes can differ dramatically. We present a classroom simulation that allows undergraduates to actively experience how…

  20. Promoting Active Learning in Technology-Infused TILE Classrooms at the University of Iowa

    Science.gov (United States)

    Van Horne, Sam; Murniati, Cecilia; Gaffney, Jon D. H.; Jesse, Maggie

    2012-01-01

    In this case study, the authors describe the successful implementation of technology-infused TILE classrooms at the University of Iowa. A successful collaboration among campus units devoted to instructional technologies and teacher development, the TILE Initiative has provided instructors with a new set of tools to support active learning. The…

  1. The Current Status of Classroom Inclusion Activities of Secondary Agriculture Teachers

    Science.gov (United States)

    Hoerst, Caryn M.; Whittington, M. Susie

    2009-01-01

    The current status of classroom inclusion activities among agriculture teachers in comprehensive secondary agricultural education programs in Ohio is reported. The researchers describe secondary agriculture teachers' needs related to teaching learners with special needs in inclusion classes, given legislative mandates. Specifically, the…

  2. Learning Active Citizenship: Conflicts between Students' Conceptualisations of Citizenship and Classroom Learning Experiences in Lebanon

    Science.gov (United States)

    Akar, Bassel

    2016-01-01

    Education for active citizenship continues to be a critical response for social cohesion and reconstruction in conflict-affected areas. Oftentimes, approaches to learning and teaching in such contexts can do as much harm as good. This study qualitatively examines 435 students' reflections of their civics classroom learning experiences and their…

  3. Perceptions of Prospective Pre-School Teachers Regarding Children's Right to Participate in Classroom Activities

    Science.gov (United States)

    Koran, Nihan; Avci, Neslihan

    2017-01-01

    This study investigates the behaviours of pre-school teachers working with children aged between 4 and 6 years with regard to their right to participate in classroom activities. In this context, pre-school teacher's negative or positive applications regarding children's participation rights were revealed. Furthermore, preschool teachers'…

  4. The Chemistry of Self-Heating Food Products: An Activity for Classroom Engagement

    Science.gov (United States)

    Oliver-Hoyo, Maria T.; Pinto, Gabriel; Llorens-Molina, Juan Antonio

    2009-01-01

    Two commercial self-heating food products have been used to apply chemical concepts such as stoichiometry, enthalpies of reactions and solutions, and heat transfer in a classroom activity. These products are the self-heating beverages sold in Europe and the Meals, Ready to Eat or MREs used primarily by the military in the United States. The main…

  5. Improvements from a Flipped Classroom May Simply Be the Fruits of Active Learning

    Science.gov (United States)

    Jensen, Jamie L.; Kummer, Tyler A.; Godoy, Patricia D. d. M.

    2015-01-01

    The "flipped classroom" is a learning model in which content attainment is shifted forward to outside of class, then followed by instructor-facilitated concept application activities in class. Current studies on the flipped model are limited. Our goal was to provide quantitative and controlled data about the effectiveness of this model.…

  6. Pre-Service Teachers' Perception of Quick Response (QR) Code Integration in Classroom Activities

    Science.gov (United States)

    Ali, Nagla; Santos, Ieda M.; Areepattamannil, Shaljan

    2017-01-01

    Quick Response (QR) codes have been discussed in the literature as adding value to teaching and learning. Despite their potential in education, more research is needed to inform practice and advance knowledge in this field. This paper investigated the integration of the QR code in classroom activities and the perceptions of the integration by…

  7. Reconsidering Off-Task: A Comparative Study of PDA-Mediated Activities in Four Classrooms

    Science.gov (United States)

    Mifsud, L.; Morch, A. I.

    2010-01-01

    Mobile technology is ubiquitous and diverse and permeates many aspects of daily life at home, during leisure activities, and in public spaces. The study presented here is of two sixth grade classes in Michigan, USA and two seventh grade classes in Norway. The students and the teachers in these four classrooms were equipped with mobile technologies…

  8. Alternative Fuels and Hybrid Technology: A Classroom Activity Designed to Evaluate a Contemporary Problem

    Science.gov (United States)

    Roy MacArthur, Amy H.; Copper, Christine L.

    2009-01-01

    As petroleum reserves are being depleted worldwide and energy costs are increasing, the use of alternative fuels is being more widely considered as a solution to the impending energy crisis. In this classroom activity students are presented with a real-world problem in which they must evaluate the properties and environmental impacts of a variety…

  9. The Role of Classroom Teacher Social Capital in a Comprehensive School Physical Activity Program

    Science.gov (United States)

    Jordan, Michelle E.; Lorenz, Kent; Stylianou, Michalis; Kulinna, Pamela Hodges

    2018-01-01

    This study examined classroom teachers' involvement in a yearlong Comprehensive School Physical Activity Programs (CSPAP) implemented in one K-8 rural U.S. school district. Its purpose was to describe patterns of social interaction among teachers, administrators, and families associated with the intervention (i.e., social capital) and whether…

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

    Science.gov (United States)

    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.…

  11. The use of bicycle workstations to increase physical activity in secondary classrooms

    Directory of Open Access Journals (Sweden)

    Alicia Fedewa

    2017-11-01

    Full Text Available Background To date, the majority of interventions have implemented classroom-based physical activity (PA at the elementary level; however, there is both the potential and need to explore student outcomes at high-school level as well, given that very few studies have incorporated classroom-based PA interventions for adolescents. One exception has been the use of bicycle workstations within secondary classrooms. Using bicycle workstations in lieu of traditional chairs in a high school setting shows promise for enhancing adolescents’ physical activity during the school day. Participants and procedure The present study explored the effects of integrating bicycle workstations into a secondary classroom setting for four months in a sample of 115 adolescents using an A-B-A-B withdrawal design. The study took place in one Advanced Placement English classroom across five groups of students. Physical activity outcomes included average heart rate, and caloric expenditure. Behavioural outcomes included percentage of on-task/off-task behaviour and number of teacher prompts in redirecting off-task behaviour. Feasibility and acceptability data of using the bicycle workstations were also collected. Results Findings showed significant improvements in physical activity as measured by heart rate and caloric expenditure, although heart rate percentage remained in the low intensity range when students were on the bicycle workstations. No effects were found on students’ on-task behaviour when using the bicycle workstations. Overall, students found the bikes acceptable to use but noted disadvantages of them as well. Conclusions Using bicycle workstations in high-school settings appears promising for enhancing low-intensity physical activity among adolescents. The limitations of the present study and implications for physical activity interventions in secondary schools are discussed.

  12. H2Oh!: Classroom demonstrations and activities for improving student learning of water concepts

    Science.gov (United States)

    Chan-Hilton, A.; Neupauer, R. M.; Burian, S. J.; Lauer, J. W.; Mathisen, P. P.; Mays, D. C.; Olson, M. S.; Pomeroy, C. A.; Ruddell, B. L.; Sciortino, A.

    2012-12-01

    Research has shown that the use of demonstrations and hands-on activities in the classroom enhances student learning. Students learn more and enjoy classes more when visual and active learning are incorporated into the lecture. Most college-aged students prefer visual modes of learning, while most instruction is conducted in a lecture, or auditory, format. The use of classroom demonstrations provides opportunities for incorporating visual and active learning into the classroom environment. However, while most instructors acknowledge the benefits of these teaching methods, they typically do not have the time and resources to develop and test such activities and to develop plans to incorporate them into their lectures. Members of the Excellence in Water Resources Education Task Committee of the Environmental and Water Resources Institute (EWRI) of the American Society of Civil Engineers (ASCE) have produced a publication that contains a collection of activities aimed to foster excellence in water resources and hydrology education and improve student learning of principles. The book contains forty-five demonstrations and activities that can be used in water-related classes with topics in fluid mechanics, hydraulics, surface water hydrology, groundwater hydrology, and water quality. We present examples of these activities, including topics such as conservation of momentum, buoyancy, Bernoulli's principle, drag force, pipe flow, watershed delineation, reservoir networks, head distribution in aquifers, and molecular diffusion in a porous medium. Unlike full laboratory exercises, these brief demonstrations and activities (most of which take less than fifteen minutes) can be easily incorporated into classroom lectures. For each demonstration, guidance for preparing and conducting the activity, along with a brief overview of the principles that are demonstrated, is provided. The target audience of the activities is undergraduate students, although the activities also may be

  13. An Evaluation of Classroom Activities and Exercises in ELT Classroom for General Purposes Course

    Science.gov (United States)

    Zohrabi, Mohammad

    2011-01-01

    It is through effective implementation of activities and exercises which students can be motivated and consequently lead to language learning. However, as an insider, the experience of teaching English for General Purposes (EGP) course indicates that it has some problems which need to be modified. In order to evaluate the EGP course,…

  14. Improvements from a flipped classroom may simply be the fruits of active learning.

    Science.gov (United States)

    Jensen, Jamie L; Kummer, Tyler A; d M Godoy, Patricia D

    2015-03-02

    The "flipped classroom" is a learning model in which content attainment is shifted forward to outside of class, then followed by instructor-facilitated concept application activities in class. Current studies on the flipped model are limited. Our goal was to provide quantitative and controlled data about the effectiveness of this model. Using a quasi-experimental design, we compared an active nonflipped classroom with an active flipped classroom, both using the 5-E learning cycle, in an effort to vary only the role of the instructor and control for as many of the other potentially influential variables as possible. Results showed that both low-level and deep conceptual learning were equivalent between the conditions. Attitudinal data revealed equal student satisfaction with the course. Interestingly, both treatments ranked their contact time with the instructor as more influential to their learning than what they did at home. We conclude that the flipped classroom does not result in higher learning gains or better attitudes compared with the nonflipped classroom when both utilize an active-learning, constructivist approach and propose that learning gains in either condition are most likely a result of the active-learning style of instruction rather than the order in which the instructor participated in the learning process. © 2015 J. L. Jensen et al. CBE—Life Sciences Education © 2015 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0).

  15. Vodcasts and active-learning exercises in a "flipped classroom" model of a renal pharmacotherapy module.

    Science.gov (United States)

    Pierce, Richard; Fox, Jeremy

    2012-12-12

    To implement a "flipped classroom" model for a renal pharmacotherapy topic module and assess the impact on pharmacy students' performance and attitudes. Students viewed vodcasts (video podcasts) of lectures prior to the scheduled class and then discussed interactive cases of patients with end-stage renal disease in class. A process-oriented guided inquiry learning (POGIL) activity was developed and implemented that complemented, summarized, and allowed for application of the material contained in the previously viewed lectures. Students' performance on the final examination significantly improved compared to performance of students the previous year who completed the same module in a traditional classroom setting. Students' opinions of the POGIL activity and the flipped classroom instructional model were mostly positive. Implementing a flipped classroom model to teach a renal pharmacotherapy module resulted in improved student performance and favorable student perceptions about the instructional approach. Some of the factors that may have contributed to students' improved scores included: student mediated contact with the course material prior to classes, benchmark and formative assessments administered during the module, and the interactive class activities.

  16. Usefulness of Videotape Instruction in an Academic Department of Neurology.

    Science.gov (United States)

    Kaufman, David M.; Kaufman, Rita G.

    1983-01-01

    Videotape instruction produced better performance in identification in only certain areas in a neurology clerkship: neuropsychologic phenomena, disorders with subtle or unique movements, and seizures. The choice and cost of equipment and some professional assurances are discussed. (Author/MLW)

  17. From Swimming Pool to Collaborative Learning Studio: Pedagogy, Space, and Technology in a Large Active Learning Classroom

    Science.gov (United States)

    Lee, Dabae; Morrone, Anastasia S.; Siering, Greg

    2018-01-01

    To promote student learning and bolster student success, higher education institutions are increasingly creating large active learning classrooms to replace traditional lecture halls. Although there have been many efforts to examine the effects of those classrooms on learning outcomes, there is paucity of research that can inform the design and…

  18. Toward Mobile-Assisted Language Learning (MALL): Reaping Mobile Phone Benefits in Classroom Activities

    OpenAIRE

    Rully Yudhiantara; Ihsan Abdul Nasir

    2017-01-01

    Mobile phone has been studied by researchers in its connection with education-related activies. This study was aimed at investigating two research questions: 1) what are students' perception toward mobile phone to support classroom activities; 2) How do students experience mobile phone use to support classoom activities? This study employed qualitative method. To collect data, there were some technique used: questionnaire and observation. Students participated in this study were 70 students...

  19. Activating learning in engineering education using ICT and the concept of `Flipping the classroom'

    Science.gov (United States)

    Lucke, Terry; Dunn, Peter K.; Christie, Michael

    2017-01-01

    This case study trialled the introduction of a student-response system (Top Hat) in a third-year engineering Fluid Mechanics course (n = 44) to improve student engagement, motivation and cognition. It was recognised that for the potential benefits of student-response systems (SRSs) to be fully realised, more time must be allocated for student engagement and the active learning components of the course. In order to allow sufficient time to fully engage with the SRSs and other classroom activities, traditional lectures were revised and the classroom format was flipped. This paper presents the initial case study results focusing on the use of SRSs. Overall, the new flipped lecture and SRS teaching format demonstrated a substantial increase in the level of student engagement, motivation, active learning and attendance compared to previous cohorts. However, the increased levels of engagement did not appear to reflect on any large increase in students' individual grades.

  20. Designing Classroom Activities for Teaching English to Children

    OpenAIRE

    Emma Malia

    2004-01-01

    This paper discusses some ideas on activities teachers of young learners make young learners do by way of materials. The paper also gives a number of suggested analyses of selecting or designing an activity to use with young learners. The suggested analyses of the activity deal with goals, input, procedures, outcome, teacher role, learner role and organization. The idea is not only to help young learners understand the language they hear but also to encourage young learners, who developmental...

  1. Using Reptile and Amphibian Activities in the Classroom

    Science.gov (United States)

    Tomasek, Terry; Matthews, Catherine E.

    2008-01-01

    Reptiles and amphibians are a diverse and interesting group of organisms. The four activities described in this article take students' curiosity into the realm of scientific understanding. The activities involve the concepts of species identification; animal adaptations, communication, and habitat; and conservation. (Contains 1 table and 2…

  2. Classic Classroom Activities: The Oxford Picture Dictionary Program.

    Science.gov (United States)

    Weiss, Renee; Adelson-Goldstein, Jayme; Shapiro, Norma

    This teacher resource book offers over 100 reproducible communicative practice activities and 768 picture cards based on the vocabulary of the Oxford Picture Dictionary. Teacher's notes and instructions, including adaptations for multilevel classes, are provided. The activities book has up-to-date art and graphics, explaining over 3700 words. The…

  3. Designing Efficient Self-Diagnosis Activities in the Physics Classroom

    Science.gov (United States)

    Safadi, Rafi'

    2017-01-01

    Self-diagnosis (SD) activities require students to self-diagnose their solutions to problems that they solved on their own. This involves identifying where they went wrong and then explaining the nature of their errors--why they went wrong--aided by some form of support. Worked examples (WEs) are often used to support students in SD activities. A…

  4. Experiencing Misgendered Pronouns: A Classroom Activity to Encourage Empathy

    Science.gov (United States)

    MacNamara, Jessica; Glann, Sarah; Durlak, Paul

    2017-01-01

    How can teachers help students understand the importance of gender pronouns for transgender and gender-nonconforming people? This article presents a gender pronoun reversal activity that simulates the experience of being verbally misgendered. Students followed up on the activity by posting reflections on an online class discussion board. The…

  5. "JCE" Classroom Activity #111: Redox Reactions in Three Representations

    Science.gov (United States)

    Nieves, Edgardo L. Ortiz; Barreto, Reizelie; Medina, Zuleika

    2012-01-01

    This activity introduces students to the concept of reduction-oxidation (redox) reactions. To help students obtain a thorough understanding of redox reactions, the concept is explored at three levels: macroscopic, submicroscopic, and symbolic. In this activity, students perform hands-on investigations of the three levels as they work at different…

  6. Playing Goffman's Information Game: A Classroom Activity Involving Student Interactions

    Science.gov (United States)

    McCoy, Charles Allan

    2017-01-01

    Goffman's dramaturgical approach is frequently used to introduce undergraduate students to the sociological understanding of human interaction. While a number of scholars have designed engaging student activities that highlight Goffman's approach, most of these activities tend to involve atypical embarrassing interactions or norm-breaking…

  7. Opportunities to Create Active Learning Techniques in the Classroom

    Science.gov (United States)

    Camacho, Danielle J.; Legare, Jill M.

    2015-01-01

    The purpose of this article is to contribute to the growing body of research that focuses on active learning techniques. Active learning techniques require students to consider a given set of information, analyze, process, and prepare to restate what has been learned--all strategies are confirmed to improve higher order thinking skills. Active…

  8. Disclosure Day on Relativity: A Science Activity beyond the Classroom

    Science.gov (United States)

    Aragoneses, Andres; Salan, M. Nuria; Hernandez-Fernandez, Antonio

    2017-01-01

    An important goal for students in engineering education is the ability to present and defend a project in front of a technical audience. We have designed an activity for helping students to work the independent learning and communication skills, while they are introduced in the dynamics of a conference. In this activity, students prepare and…

  9. Observations of Children's Interactions with Teachers, Peers, and Tasks across Preschool Classroom Activity Settings.

    Science.gov (United States)

    Booren, Leslie M; Downer, Jason T; Vitiello, Virginia E

    2012-07-01

    This descriptive study examined classroom activity settings in relation to children's observed behavior during classroom interactions, child gender, and basic teacher behavior within the preschool classroom. 145 children were observed for an average of 80 minutes during 8 occasions across 2 days using the inCLASS, an observational measure that conceptualizes behavior into teacher, peer, task, and conflict interactions. Findings indicated that on average children's interactions with teachers were higher in teacher-structured settings, such as large group. On average, children's interactions with peers and tasks were more positive in child-directed settings, such as free choice. Children experienced more conflict during recess and routines/transitions. Finally, gender differences were observed within small group and meals. The implications of these findings might encourage teachers to be thoughtful and intentional about what types of support and resources are provided so children can successfully navigate the demands of particular settings. These findings are not meant to discourage certain teacher behaviors or imply value of certain classroom settings; instead, by providing an evidenced-based picture of the conditions under which children display the most positive interactions, teachers can be more aware of choices within these settings and have a powerful way to assist in professional development and interventions.

  10. Observations of Children’s Interactions with Teachers, Peers, and Tasks across Preschool Classroom Activity Settings

    Science.gov (United States)

    Booren, Leslie M.; Downer, Jason T.; Vitiello, Virginia E.

    2014-01-01

    This descriptive study examined classroom activity settings in relation to children’s observed behavior during classroom interactions, child gender, and basic teacher behavior within the preschool classroom. 145 children were observed for an average of 80 minutes during 8 occasions across 2 days using the inCLASS, an observational measure that conceptualizes behavior into teacher, peer, task, and conflict interactions. Findings indicated that on average children’s interactions with teachers were higher in teacher-structured settings, such as large group. On average, children’s interactions with peers and tasks were more positive in child-directed settings, such as free choice. Children experienced more conflict during recess and routines/transitions. Finally, gender differences were observed within small group and meals. The implications of these findings might encourage teachers to be thoughtful and intentional about what types of support and resources are provided so children can successfully navigate the demands of particular settings. These findings are not meant to discourage certain teacher behaviors or imply value of certain classroom settings; instead, by providing an evidenced-based picture of the conditions under which children display the most positive interactions, teachers can be more aware of choices within these settings and have a powerful way to assist in professional development and interventions. PMID:25717282

  11. Designing Classroom Activities for Teaching English to Children

    Directory of Open Access Journals (Sweden)

    Emma Malia

    2004-01-01

    Full Text Available This paper discusses some ideas on activities teachers of young learners make young learners do by way of materials. The paper also gives a number of suggested analyses of selecting or designing an activity to use with young learners. The suggested analyses of the activity deal with goals, input, procedures, outcome, teacher role, learner role and organization. The idea is not only to help young learners understand the language they hear but also to encourage young learners, who developmentally have shorter attention span composed to adults, to learn English naturally.

  12. Methods and results of implementing a commercially available videotaped health physics training program in a multi-disciplined DOE facility

    International Nuclear Information System (INIS)

    O'Neal, B.L.

    1979-01-01

    Sandia, a prime contractor for DOE, is a multi-disciplined research and development laboratory. Its various activities include the operations of two nuclear reactors, several multi-kilocurie gamma irradiation facilities, a transuranic hot cell facility, various and numerous particle accelerators and x-ray generators, and many other areas involving employees working with or around radioactive materials or radiation producing machines. Since March 1979, Sandia has conducted a formalized basic radiation safety training program using a commercially available videotaped training package. The videotapes are generic in nature and are accompanied with hard copy text material, vu-graphs, quizzes, and an instructor's guide. Sandia's overall training program and the methods, results, and problem areas of implementing an off the shelf, commercially available videotaped training program are described. Results are summarized using an instructor/course/student evaluation form

  13. Effect of Active Videogames on Underserved Children's Classroom Behaviors, Effort, and Fitness.

    Science.gov (United States)

    Gao, Zan; Lee, Jung Eun; Pope, Zachary; Zhang, Dachao

    2016-09-30

    The purpose of this study was to examine the effect of active videogames (AVGs) on underserved minority children's on-task classroom behavior, academic effort, and fitness. A one group pre- and posttest repeated measures design was used. In Fall 2013, 95 fourth grade children (57 boys, 38 girls; 96% of minority) from three classes at an underserved urban elementary school participated in teacher-supervised AVG activities (e.g., Wii Sports, Xbox Just Dance). Specifically, students participated in a 50-minute weekly AVG program at school for 6 weeks. Children's academic effort was evaluated by classroom teachers using a validated scale that assessed activity, attention, conduct, and social/emotional behavior. Moreover, children's classroom behavior was observed immediately before and after each AVG session by trained researchers. Finally, cardiovascular fitness was also measured. A paired t-test was used to assess teacher-rated student effort, while one-way (gender) analysis of variance (ANOVA) with repeated measures was performed to analyze children's on-task classroom behavior. There was a significant effect on children's effort between the first (mean = 3.24, SD = 0.75) and last week (mean = 3.41, SD = 0.73) assessments, t = 2.42, P = 0.02. In addition, there was a significant effect on classroom behavior, F = 33.103, P < 0.01. In detail, children scored significantly higher on on-task behavior during the post-AVG observation (mean = 81.4, SD = 12.3) than seen during the pre-AVG observation (mean = 69.8, SD = 14.9). However, no main effect was indicated for gender, F = 0.39, P = 0.54. No significant improvement in cardiovascular fitness was observed, although slight improvements were seen. Offering an AVG program at school could improve underserved minority children's classroom on-task behavior and academic effort. Future studies may include a control group to further confirm the effectiveness of AVG

  14. A Classroom Activity for Teaching Electric Polarization of Insulators and Conductors

    Science.gov (United States)

    Deligkaris, Christos

    2018-04-01

    The phenomenon of electric polarization is crucial to student understanding of forces exerted between charged objects and insulators or conductors, the process of charging by induction, and the behavior of electroscopes near charged objects. In addition, polarization allows for microscopic-level models of everyday-life macroscopic-level phenomena. Textbooks may adequately discuss polarization, but there is little material in active learning labs and tutorials on this topic. Since polarization of materials is a microscopic phenomenon, instructors often use diagrams and figures on the classroom board to explain the process in a lecture setting. In this paper I will describe a classroom activity where the students play the role of electrons as an alternative option.

  15. Applying the elaboration likelihood model of persuasion to a videotape-based eating disorders primary prevention program for adolescent girls.

    Science.gov (United States)

    Withers, Giselle F; Wertheim, Eleanor H

    2004-01-01

    This study applied principles from the Elaboration Likelihood Model of Persuasion to the prevention of disordered eating. Early adolescent girls watched either a preventive videotape only (n=114) or video plus post-video activity (verbal discussion, written exercises, or control discussion) (n=187); or had no intervention (n=104). Significantly more body image and knowledge improvements occurred at post video and follow-up in the intervention groups compared to no intervention. There were no outcome differences among intervention groups, or between girls with high or low elaboration likelihood. Further research is needed in integrating the videotape into a broader prevention package.

  16. Student Academic Performance Outcomes of a Classroom Physical Activity Intervention: A Pilot Study

    OpenAIRE

    Heather ERWIN; Alicia FEDEWA; Soyeon AHN

    2012-01-01

    Physical activity is beneficial to children’s health, yet academic pressures limit opportunities for students throughout the school day. The purpose of this study was to determine the effect of a classroom PA intervention on student academic performance outcomes. Intervention participants (n=15) received daily PA breaks. Reading and mathematics fluency, PA, grades, and standardized test scores were collected. Effects of the intervention were examined using mixed-design ANOVAs. Intervention st...

  17. Games AS Warming Up Activities In Young Learners' Classrooms At An English Course

    OpenAIRE

    Aisyatin, Noviani

    2014-01-01

    The present research aimed at investigating types of games used by a teacher as warming-up activities in young learners' classrooms. The research involved a teacher of an English course and her young learner students. The data were collected by using observation and interview. The collected data were analyzed by using qualitative method. According to the result of data collection and data analysis, it was found that the teacher applied some types of games proposed by Hadfield (2001) and Evans...

  18. Storytelling as a creative activity in the classroom

    NARCIS (Netherlands)

    Catala, Alejandro; Theune, Mariët; Gijlers, Hannie; Heylen, Dirk

    2017-01-01

    In our ongoing research, we argue that storytelling activities can be used as creative tasks to stimulate creativity in children, one of the so-called 21st century skills. In this paper, we lay the foundations for our project on digitally supported storytelling, by gathering the viewpoints on

  19. Creating Activating Events for Transformative Learning in a Prison Classroom

    Science.gov (United States)

    Keen, Cheryl H.; Woods, Robert

    2016-01-01

    In this article, we interpreted, in light of Mezirow's theory of transformative learning, interviews with 13 educators regarding their work with marginalized adult learners in prisons in the northeastern United States. Transformative learning may have been aided by the educators' response to unplanned activating events, humor, and respect, and…

  20. Student anxiety in introductory biology classrooms: Perceptions about active learning and persistence in the major

    Science.gov (United States)

    2017-01-01

    Many researchers have called for implementation of active learning practices in undergraduate science classrooms as one method to increase retention and persistence in STEM, yet there has been little research on the potential increases in student anxiety that may accompany these practices. This is of concern because excessive anxiety can decrease student performance. Levels and sources of student anxiety in three introductory biology lecture classes were investigated via an online survey and student interviews. The survey (n = 327) data revealed that 16% of students had moderately high classroom anxiety, which differed among the three classes. All five active learning classroom practices that were investigated caused student anxiety, with students voluntarily answering a question or being called on to answer a question causing higher anxiety than working in groups, completing worksheets, or answering clicker questions. Interviews revealed that student anxiety seemed to align with communication apprehension, social anxiety, and test anxiety. Additionally, students with higher general anxiety were more likely to self-report lower course grade and the intention to leave the major. These data suggest that a subset of students in introductory biology experience anxiety in response to active learning, and its potential impacts should be investigated. PMID:28771564

  1. Conducting an Introductory Biology Course in an Active Learning Classroom: A Case Study of an Experienced Faculty Member

    Science.gov (United States)

    Langley, David; Guzey, S. Selcen

    2014-01-01

    A case study is described that examines the beliefs and practices of a university instructor who teaches regularly in an active learning classroom. His perspective provides insights into the pedagogical practices that drive his success in these learning spaces.

  2. Active Learning in a Large General Physics Classroom.

    Science.gov (United States)

    Trousil, Rebecca

    2008-04-01

    In 2004, we launched a new calculus-based, introductory physics sequence at Washington University. Designed as an alternative to our traditional lecture-based sequence, the primary objectives for this new course were to actively engage students in the learning process, to significantly strengthen students' conceptual reasoning skills, to help students develop higher level quantitative problem solving skills necessary for analyzing ``real world'' problems, and to integrate modern physics into the curriculum. This talk will describe our approach, using The Six Ideas That Shaped Physics text by Thomas Moore, to creating an active learning environment in large classes as well as share our perspective on key elements for success and challenges that we face in the large class environment.

  3. Designing Efficient Self-Diagnosis Activities in the Physics Classroom

    Science.gov (United States)

    Safadi, Rafi'

    2017-12-01

    Self-diagnosis (SD) activities require students to self-diagnose their solutions to problems that they solved on their own. This involves identifying where they went wrong and then explaining the nature of their errors—why they went wrong—aided by some form of support. Worked examples (WEs) are often used to support students in SD activities. A WE is a step-by-step demonstration of how to solve a problem. One unresolved issue is why students fail to exploit WEs in SD exercises. Yerushalmi et al., for instance, provided students with written WEs and asked them to self-diagnose their solutions with respect to these WEs. These authors found no correlation between students' SD performance and their subsequent problem-solving performance on transfer problems, suggesting that students had only superficially exploited the written WEs. The aim of this article is to describe a new SD activity that was developed to prompt students to effectively use written WEs when self-diagnosing, and to examine its effectiveness in advancing students' learning in physics.

  4. Exploring the Amount and Type of Writing Instruction during Language Arts Instruction in Kindergarten Classrooms.

    Science.gov (United States)

    Puranik, Cynthia S; Al Otaiba, Stephanie; Sidler, Jessica Folsom; Greulich, Luana

    2014-02-01

    The objective of this exploratory investigation was to examine the nature of writing instruction in kindergarten classrooms and to describe student writing outcomes at the end of the school year. Participants for this study included 21 teachers and 238 kindergarten children from nine schools. Classroom teachers were videotaped once each in the fall and winter during the 90 minute instructional block for reading and language arts to examine time allocation and the types of writing instructional practices taking place in the kindergarten classrooms. Classroom observation of writing was divided into student-practice variables (activities in which students were observed practicing writing or writing independently) and teacher-instruction variables (activities in which the teacher was observed providing direct writing instruction). In addition, participants completed handwriting fluency, spelling, and writing tasks. Large variability was observed in the amount of writing instruction occurring in the classroom, the amount of time kindergarten teachers spent on writing and in the amount of time students spent writing. Marked variability was also observed in classroom practices both within and across schools and this fact was reflected in the large variability noted in kindergartners' writing performance.

  5. Exploring the Amount and Type of Writing Instruction during Language Arts Instruction in Kindergarten Classrooms

    Science.gov (United States)

    Puranik, Cynthia S.; Al Otaiba, Stephanie; Sidler, Jessica Folsom; Greulich, Luana

    2014-01-01

    The objective of this exploratory investigation was to examine the nature of writing instruction in kindergarten classrooms and to describe student writing outcomes at the end of the school year. Participants for this study included 21 teachers and 238 kindergarten children from nine schools. Classroom teachers were videotaped once each in the fall and winter during the 90 minute instructional block for reading and language arts to examine time allocation and the types of writing instructional practices taking place in the kindergarten classrooms. Classroom observation of writing was divided into student-practice variables (activities in which students were observed practicing writing or writing independently) and teacher-instruction variables (activities in which the teacher was observed providing direct writing instruction). In addition, participants completed handwriting fluency, spelling, and writing tasks. Large variability was observed in the amount of writing instruction occurring in the classroom, the amount of time kindergarten teachers spent on writing and in the amount of time students spent writing. Marked variability was also observed in classroom practices both within and across schools and this fact was reflected in the large variability noted in kindergartners’ writing performance. PMID:24578591

  6. Master's degree in nuclear engineering by videotaped courses

    International Nuclear Information System (INIS)

    Corradini, M.L.; Vogelsang, W.F.

    1991-01-01

    In 1986, a group of northern midwest utilities met with faculty from the nuclear engineering department at the University of Wisconsin (UW) to discuss the possibility of offering graduate courses by videotape for academic credit and earning a master's degree. Four years later, two utility employees from Northern States Power (NSP) and Wisconsin Electric Power Companies (WEPCO) graduated from the University of Wisconsin with master's degrees earned entirely by taking videotape graduate courses at their individual nuclear power plant sites. Within these 4 years, more than a dozen videotaped graduate courses were developed by the faculty of the department in a formalized master's degree program in nuclear engineering and engineering physics. This paper outlines the program's development and its current features

  7. Library orientation on videotape: production planning and administrative support.

    Science.gov (United States)

    Shedlock, J; Tawyea, E W

    1989-01-01

    New student-faculty-staff orientation is an important public service in a medical library and demands creativity, imagination, teaching skill, coordination, and cooperation on the part of public services staff. The Northwestern University Medical Library (NUML) implemented a video production service in the spring of 1986 and used the new service to produce an orientation videotape for incoming students, new faculty, and medical center staff. Planning is an important function in video production, and the various phases of outlining topics, drafting scripts, matching video sequences, and actual taping of video, voice, and music are described. The NUML orientation videotape demonstrates how reference and audiovisual services merge talent and skills to benefit the library user. Videotape production, however, cannot happen in a vacuum of good intentions and high ideals. This paper also presents the management support and cost analysis needed to make video production services a reality for use by public service departments.

  8. [Flipped classroom as a strategy to enhance active learning].

    Science.gov (United States)

    Wakabayashi, Noriyuki

    2015-03-01

    This paper reviews the introduction of a flipped class for fourth grade dentistry students, and analyzes the characteristics of the learning method. In fiscal 2013 and 2014, a series of ten three-hour units for removable partial prosthodontics were completed with the flipped class method; a lecture video of approximately 60 minutes was made by the teacher (author) and uploaded to the university's e-learning website one week before each class. Students were instructed to prepare for the class by watching the streaming video on their PC, tablet, or smartphone. In the flipped class, students were not given a lecture, but were asked to solve short questions displayed on screen, to make a short presentation about a part of the video lecture, and to discuss a critical question related to the main subject of the day. An additional team-based learning (TBL) session with individual and group answers was implemented. The average individual scores were considerably higher in the last two years, when the flipped method was implemented, than in the three previous years when conventional lectures were used. The following learning concepts were discussed: the role of the flipped method as an active learning strategy, the efficacy of lecture videos and short questions, students' participation in the class discussion, present-day value of the method, cooperation with TBL, the significance of active learning in relation with the students' learning ability, and the potential increase in the preparation time and workload for students.

  9. Effective, Active Learning Strategies for the Oceanography Classroom

    Science.gov (United States)

    Dmochowski, J. E.; Marinov, I.

    2014-12-01

    A decline in enrollment in STEM fields at the university level has prompted extensive research on alternative ways of teaching and learning science. Inquiry-based learning as well as the related "flipped" or "active" lectures, and similar teaching methods and philosophies have been proposed as more effective ways to disseminate knowledge in science classes than the traditional lecture. We will provide a synopsis of our experiences in implementing some of these practices into our Introductory Oceanography, Global Climate Change, and Ocean Atmosphere Dynamics undergraduate courses at the University of Pennsylvania, with both smaller and larger enrollments. By implementing tools such as at-home modules; computer labs; incorporation of current research; pre- and post-lecture quizzes; reflective, qualitative writing assignments; peer review; and a variety of in-class learning strategies, we aim to increase the science literacy of the student population and help students gain a more comprehensive knowledge of the topic, enhance their critical thinking skills, and correct misconceptions. While implementing these teaching techniques with college students is not without complications, we argue that a blended class that flexibly and creatively accounts for class size and science level improves the learning experience and the acquired knowledge. We will present examples of student assignments and activities as well as describe the lessons we have learned, and propose ideas for moving forward to best utilize innovative teaching tools in order to increase science literacy in oceanography and other climate-related courses.

  10. Student academic performance outcomes of a classroom physical activity ıntervention: A pilot study

    Directory of Open Access Journals (Sweden)

    Heather Erwin

    2012-06-01

    Full Text Available A Physical activity is beneficial to children’s health, yet academic pressures limit opportunities for students throughout the school day. The purpose of this study was to determine the effect of a classroom PA intervention on student academic performance outcomes. Intervention participants (n=15 received daily PA breaks. Reading and mathematics fluency, PA, grades, and standardized test scores were collected. Effects of the intervention were examined using mixed-design ANOVAs. Intervention students had significantly higher reading fluency and mathematics scores post-intervention and higher means for standardized reading and mathematics scores as well as grades. Short bouts of PA are important for improving CBM math and reading fluency scores. Classroom teachers should be encouraged to devote time during academic learning to incorporate PA.

  11. Student Academic Performance Outcomes of a Classroom Physical Activity Intervention: A Pilot Study

    Directory of Open Access Journals (Sweden)

    Heather ERWIN

    2013-03-01

    Full Text Available Physical activity is beneficial to children’s health, yet academic pressures limit opportunities for students throughout the school day. The purpose of this study was to determine the effect of a classroom PA intervention on student academic performance outcomes. Intervention participants (n=15 received daily PA breaks. Reading and mathematics fluency, PA, grades, and standardized test scores were collected. Effects of the intervention were examined using mixed-design ANOVAs. Intervention students had significantly higher reading fluency and mathematics scores post-intervention and higher means for standardized reading and mathematics scores as well as grades. Short bouts of PA are important for improving CBM math and reading fluency scores. Classroom teachers should be encouraged to devote time during academic learning to incorporate PA

  12. Interactive Whiteboard Integration in Classrooms: Active Teachers Understanding about Their Training Process

    Science.gov (United States)

    Pujol, Meritxell Cortada; Quintana, Maria Graciela Badilla; Romaní, Jordi Riera

    With the incorporation in education of Information and Communication Technologies (ICT), especially the Interactive Whiteboard (IWB), emerges the need for a proper teacher training process due to adequate the integration and the didactic use of this tool in the classroom. This article discusses the teachers' perception on the training process for ICT integration. Its main aim is to contribute to the unification of minimum criteria for effective ICT implementation in any training process for active teachers. This case study begins from the development of a training model called Eduticom which was putted into practice in 4 schools in Catalonia, Spain. Findings indicated different teachers' needs such as an appropriate infrastructure, a proper management and a flexible training model which essentially addresses methodological and didactic aspects of IWB uses in the classroom.

  13. Weekly physical activity of children in an education outside the classroom intervention segmented into day types and domains

    DEFF Research Database (Denmark)

    Schneller, Mikkel Bo; Schipperijn, Jasper; Nielsen, Glen

    Background: Implementation of education outside the classroom (EOtC) practice in a single or a few school classes has resulted in increased physical activity (PA) during school huors. As such, EOtC is a potential movement integration (MI) strategy within the traditional classroom school setting......-specific analysis. Mixed-effects regressions were used to test for associations between proportion of PA during different activities or day types. Results: The proportion of moderate-to-vigorous physical activity (MVPA) did not differ between school days with EOtC activities and school days without EOtC and PE....... Proportion of time spent in light physical activity (LPA) was higher school days with EOtC activities compares to on school days with no EOtC and PE activites (girls 2.4%, boys 2.1%). Boys spent 8.0% more of their time in MVPA during EOtC activities compared to classroom activities (no difference observed...

  14. [The scientific videotape with digital processing in surgery. The new opportunities offered surgery for videotape recording and postprocessing with the use of information and digital technologies].

    Science.gov (United States)

    Picardi, N

    1999-01-01

    The facility of the tape recording of a surgical operation, by means of simple manageable apparatuses and at low costs, especially in comparison with the former cinematography, makes it possible for all surgeons to record their own operative activity. Therefore at present the demonstration in video of surgical interventions is very common, but very often the video-tapes show surgical events only in straight chronological succession, as for facts of chronicle news. The simplification of the otherwise sophisticated digital technology of informatics elaboration of images makes more convenient and advisable to assemble the more meaningful sequences for a final product of higher scientific value. The digital technology gives at the best its contribution during the phase of post-production of the video-tape, where the surgeon himself can assemble an end product of more value because aimed to a scientific and rational communication. Thanks to such an elaboration the video-tape can aim not simply to become a good documentary, but also to achieve an educational purpose or becomes a truly scientific film. The initial video will be recorded following a specific project, the script, foreseeing and programming what has to be demonstrated of the surgical operation, establishing therefore in advance the most important steps of the intervention. The sequences recorded will then be assembled not necessarily in a chronological succession but integrating the moving images with static pictures, as drawings, schemes, tables, aside the picture-in picture technique, and besides the vocal descriptive comment. The cinema language has accustomed us to a series of passages among the different sequences as fading, cross-over, "flash-back", aiming to stimulate the psychological associative powers and encourage those critical. The video-tape can be opportunely shortened, paying attention to show only the essential phases of the operation for demonstrate only the core of the problem and utilize

  15. Are children participating in a quasi-experimental education outside the classroom intervention more physically active?

    OpenAIRE

    Schneller, Mikkel Bo; Duncan, Scott; Schipperijn, Jasper; Nielsen, Glen; Mygind, Erik; Bentsen, Peter

    2017-01-01

    BACKGROUND: Education outside the classroom (EOtC) is a curriculum-based approach to teaching that has shown positive associations with children's physical activity and academic learning in small-scale case studies. The purpose of this large-scale quasi-experimental study was to determine if children who participate regularly in EOtC spend more time being physically active than children who do not.METHODS: In the 2014/2015 study TEACHOUT, classes were recruited in pairs such that each EOtC cl...

  16. Turning Classroom Failure into Student Success: The Value of Integrating Resiliency Building Activities in the Academic Classroom

    Science.gov (United States)

    Berg, Patricia; Pietrasz, Carol

    2017-01-01

    Millennials are a unique generational cohort populating the classroom, leaving university professors with the challenge of appropriately preparing them for the chaotic workforce. One challenge is their lower levels of resiliency. When faced with setbacks, Millennials tend to give up instead of bouncing back. This lack of resiliency is negatively…

  17. Can You Hear Me Now? Assessing Students’ Classroom Communication Preferences via a Telephone Conference Activity

    Directory of Open Access Journals (Sweden)

    Sharon G. Heilmann

    2012-01-01

    Full Text Available Telephone conference presentation delivery was compared to face-to-face classroom delivery in an undergraduate business course setting to assess whether concern over presenting in front of the class and/or gender impacted presentation mode preference. After completing a classroom exercise, students (n=102 were surveyed and asked to compare delivery methods from two courses, one requiring a telephone conference and the other requiring a face-to-face classroom presentation, in terms of perceived effectiveness, feedback, teamwork, instructor cues, preparation time, and overall comfort. Independent sample t-test results indicated respondents who worried about presenting in front of the class believed the telephone conference format required more attention to verbal presentation quality, and they also worried more about presenting in the telephone conference format than respondents who did not worry about presenting in front of the class. In terms of gender, female respondents indicated more attention to visual aid was required during the teleconference format, believed the teleconference presentation format allowed for the same opportunity for feedback from the instructor as the formal presentation, were more likely to indicate they were concerned about speaking in front of the classroom during formal presentations, and were also more concerned about speaking during the teleconference than male respondents. Overall, results indicated the teleconference activity was perceived to be a practical alternative to the traditional face-to-face delivery method; however, females’ perceptions of discomfort across both delivery formats warrant further study. The views expressed in this paper are those of the author and do not reflect the official policy or position of the United States Air Force, Department of Defense, or the United States Government.

  18. Use of Videotape Feedback with Severely Disturbed Adolescents.

    Science.gov (United States)

    Michel, Jane; Blitstein, Sheldon

    1979-01-01

    Summarizes the design and effects of a group therapy project using videotape feedback with seriously disturbed adolescents. Offers anecdotal evidence that the feedback facilitated the correction of the participants' distorted body images, low self-esteem, lack of capacity for self-observation, and poor peer relationships. (SS)

  19. Tips & Techniques: Storytelling with Puppets and Props. [Videotape].

    Science.gov (United States)

    2002

    On this 20-minute videotape, two accomplished storytellers share their expertise on using puppets and props to enhance the art of storytelling. Schroeder Cherry uses several types of puppets to tell his educational story about the Underground Railroad, while Karen Quinn-Wisniewski entertains her audience of young children with classic fables,…

  20. Educators Using Information Technology. GIS Video Series. [Videotape].

    Science.gov (United States)

    A M Productions Inc., Vancouver (British Columbia).

    This 57-minute videotape covers the "Florida Educators Using Information Technology" session of the "Eco-Informa '96" conference. Two speakers presented examples of environmental educators using information technology. The first speaker, Brenda Maxwell, is the Director and Developer of the Florida Science Institute based at…

  1. All about Fish. Animal Life for Children. [Videotape].

    Science.gov (United States)

    2000

    There is a completely new world to discover in the oceans, lakes, and rivers--a world filled with an amazing variety of fish. While all fish live and breathe underwater, each type looks very different and develops its own unique living habits. In this videotape, students learn more about the body structures of fish as well as how they reproduce…

  2. Me & Isaac Newton. [Videotape and] KIDSNET Guide for Educators.

    Science.gov (United States)

    2001

    This videotape records the stories of 7 scientists, 3 women and 4 men who range in age from 33 to 81. Beginning with their earliest scientific questions and including their most personal ponderings, the scientists reveal their histories and professional obligations to affect the world. Director Michael Apted allows the personal adventures of the…

  3. All about Reptiles. Animal Life for Children. [Videotape].

    Science.gov (United States)

    2000

    Dinosaurs may be extinct, but reptiles are distant cousins to the beasts that once walked the earth. From snakes and lizards to iguanas and tuataras, children learn what factors make them different from other animals. In this videotape, students explore the mysterious, often misunderstood, world of reptiles and learn about their characteristics…

  4. All about Animal Adaptations. Animal Life for Children. [Videotape].

    Science.gov (United States)

    2000

    Animals change to better adapt to their environment. Over long periods of time, nature helps the animals adapt by changing their body shape and color as well as adjusting their methods of getting and eating food, defending themselves, and caring for their young. In this videotape, students learn what changes different animals go through in order…

  5. All about Dinosaurs. Animal Life for Children. [Videotape].

    Science.gov (United States)

    2000

    Dinosaurs were the rulers of the land 65 million years ago. In this videotape, children learn more about the different kinds of dinosaurs by viewing vivid illustrations and fossil discoveries. Students compare the dinosaurs to their modern kin--snakes, lizards, and crocodiles. Students also listen to different theories to try to answer the big…

  6. Breaststroke learning through the use of videotape feedback

    Directory of Open Access Journals (Sweden)

    Marcela de Castro Ferracioli

    2013-03-01

    Full Text Available DOI: http://dx.doi.org/10.5007/1980-0037.2013v15n2p204 People from all age groups and social backgrounds have always sought to learn swimming. However, the swimming learning process is usually considered repetitive and tiring, requiring the teacher to use methods that motivate students to join the practice without ignoring the need for improvement in their performance. This study assessed motivation during a breaststroke learning process in students who received videotape feedback, verbal feedback, and who did not receive any feedback during practice. Thirty seven swimming inexperienced students were divided into three groups: Video (n=13, which received videotape feedback; Verbal (n=15, which received verbal feedback; and Control (n=9, which did not receive any feedback during experimental phases (pre-test, acquisition (5 days, post-test and retention. Participants completed a questionnaire based on Likert scale for motivation assessment. Scores were given to their performance by a swimming teacher to assess breaststroke learning during each experimental phase. Results of motivation assessment showed that students who received feedback (videotape or verbal felt more motivated during practice than those who did not receive any feedback. Regarding the breaststroke learning, all participants improved their performance along experimental phases, but, during the retention one, Verbal group’s performance was considered superior to the Control group’s performance. This study concluded that the use of videotape and verbal feedback has motivational results on breaststroke learning, and that it is effective in the learning process.

  7. All about Food Chains. Animal Life for Children. [Videotape].

    Science.gov (United States)

    2000

    Whether animals are herbivores, carnivores, or omnivores, each one is part of an eternal food chain that carries on from one generation to the next. In this videotape, students learn more about terms like "predator,""pre-consumer" and "producer," as well as the cycles of food chains and food webs and how they support…

  8. All about Amphibians. Animal Life for Children. [Videotape].

    Science.gov (United States)

    2000

    This videotape teaches children about their favorite amphibious creatures, as well as amphibians' nearest cousins--toads, newts, and salamanders. Young students discover how these amazing creatures can live both in and out of water, learn about the amphibious life cycle, and compare the differences between amphibians and reptiles. This videotape…

  9. Unpacking "Active Learning": A Combination of Flipped Classroom and Collaboration Support Is More Effective but Collaboration Support Alone Is Not

    Science.gov (United States)

    Rau, Martina A.; Kennedy, Kristopher; Oxtoby, Lucas; Bollom, Mark; Moore, John W.

    2017-01-01

    Much evidence shows that instruction that actively engages students with learning materials is more effective than traditional, lecture-centric instruction. These "active learning" models comprise an extremely heterogeneous set of instructional methods: they often include collaborative activities, flipped classrooms, or a combination of…

  10. English As A Foreign Language (Efl) Learning Through Classroom Interaction:An Investigation Of Participants’ Collaborative Use Of Speech Prosody In Classroom Activities In A Secondary Efl Classroom

    OpenAIRE

    Zhao, Xin

    2014-01-01

    Conversational prosody or tone of voice (e.g. intonation, pauses, speech rate etc.) plays an essential role in our daily communication. Research studies in various contexts have shown that prosody can function as an interactional device for the management of our social interaction (Hellermann, 2003, Wennerstrom, 2001, Wells and Macfarlane, 1998, Couper-Kuhlen, 1996). However, not much research focus has been given to the pedagogical implications of conversational prosody in classroom teaching...

  11. AN ACTIVITY THEORY-BASED ANALYTIC FRAMEWORK FOR THE STUDY OF DISCOURSE IN SCIENCE CLASSROOMS

    Directory of Open Access Journals (Sweden)

    Rodrigo Drumond Vieira

    Full Text Available In this paper we introduce a new framework and methodology to analyze science classroom discourse and apply it to a university physics education course. Two fields of inquiry were adapted to develop the framework: activity theory and linguistics. From activity theory we applied levels of analysis (activity, actions, and operations to organize and structure the discourse analysis. From the field of linguistics we used resources from sociolinguistics and textual linguistics to perform analysis at the action and operation levels. Sociolinguistics gave us criteria to introduce contextualization cues into analysis in order to consider ways that participants segmented their classroom conversations. Textual linguistics provided a basis for categories of language organization (e.g, argumentation, explanation, narration, description, injunction, and dialogue. From this analysis, we propose an examination of a teacher's discourse moves, which we labeled Discursive Didactic Procedures (DDPs. Thus, the framework provides a means to situate these DDPs in different types of language organization, examine the roles such DDPs play in events, and consider the relevant didactic goals accomplished. We applied this framework to analyze the emergence and development of an argumentative situation and investigate its specific DDPs and their roles. Finally, we explore possible contributions of the framework to science education research and consider some of its limitations.

  12. Physical activity in the classroom to prevent childhood obesity: a pilot study in Santiago, Chile.

    Science.gov (United States)

    Mardones, Francisco; Arnaiz, Pilar; Soto-Sánchez, Johana; Saavedra, Juana; Domínguez, Angélica; Rozowski, Jaime; Iriarte, Laura; Cantwell Wood, Jennifer

    2017-01-01

    This paper describes a 4-month pilot study that tested the suitability of a physical activity intervention for first graders (children aged 6 and 7 years) in a public school in Santiago, Chile. Teachers were trained to deliver the programme in the classroom during the school day. Teachers were surveyed to determine if this intervention fit within their curriculum and classroom routines and they reported in a focus group that it was suitable for them. All children actively participated in the programme and positive changes in their attitudes towards physical activity were observed by their teachers. Anthropometrics, blood pressure and hand grip strength were measured in the students. A significant reduction was observed in children with high waist circumference ≥ 90th percentile, and in mean systolic blood pressure. However, statistical power values for those comparisons were rather low. Anthropometry and hand grip strength were not modified. The latter calculations and the lack of a control group are showing the weaknesses of this pilot study and that further research with a larger sample size and an experimental design is strongly needed.

  13. The Flipped Classroom: An active teaching and learning strategy for making the sessions more interactive and challenging.

    Science.gov (United States)

    Sultan, Amber Shamim

    2018-04-01

    Flipping the classroom is a pedagogical model that employs easy to use, readily accessible technology based resources such as video lectures, reading handouts, and practice problems outside the classroom, whereas interactive group-based, problem-solving activities conducted in the classroom. This strategy permits for an extended range of learning activities during the session. Using class time for active learning provides greater opportunity for mentoring and peer to peer collaboration. Instead of spending too much time on delivering lectures, class time can best be utilized by interacting with students, discussing their concerns related to the particular topic to be taught, providing real life examples relevant to the course content, challenging students to think in a broader aspect about complex process and encouraging different team based learning activities.

  14. An integrative review of in-class activities that enable active learning in college science classroom settings

    Science.gov (United States)

    Arthurs, Leilani A.; Kreager, Bailey Zo

    2017-10-01

    Engaging students in active learning is linked to positive learning outcomes. This study aims to synthesise the peer-reviewed literature about 'active learning' in college science classroom settings. Using the methodology of an integrative literature review, 337 articles archived in the Educational Resources Information Center (ERIC) are examined. Four categories of in-class activities emerge: (i) individual non-polling activities, (ii) in-class polling activities, (iii) whole-class discussion or activities, and (iv) in-class group activities. Examining the collection of identified in-class activities through the lens of a theoretical framework informed by constructivism and social interdependence theory, we synthesise the reviewed literature to propose the active learning strategies (ALSs) model and the instructional decisions to enable active learning (IDEAL) theory. The ALS model characterises in-class activities in terms of the degrees to which they are designed to promote (i) peer interaction and (ii) social interdependence. The IDEAL theory includes the ALS model and provides a framework for conceptualising different levels of the general concept 'active learning' and how these levels connect to instructional decision-making about using in-class activities. The proposed ALS model and IDEAL theory can be utilised to inform instructional decision-making and future research about active learning in college science courses.

  15. Classroom Activities to Engage Students and Promote Critical Thinking about Genetic Regulation of Bacterial Quorum Sensing

    Directory of Open Access Journals (Sweden)

    Kimberly Aebli

    2016-05-01

    Full Text Available We developed an interactive activity to mimic bacterial quorum sensing, and a classroom worksheet to promote critical thinking about genetic regulation of the lux operon. The interactive quorum sensing activity engages students and provides a direct visualization of how population density functions to influence light production in bacteria. The worksheet activity consists of practice problems that require students to apply basic knowledge of the lux operon in order to make predictions about genetic complementation experiments, and students must evaluate how genetic mutations in the lux operon affect gene expression and overall phenotype. The worksheet promotes critical thinking and problem solving skills, and emphasizes the roles of diffusible signaling molecules, regulatory proteins, and structural proteins in quorum sensing.

  16. Are children participating in a quasi-experimental education outside the classroom intervention more physically active?

    DEFF Research Database (Denmark)

    Schneller, Mikkel Bo; Duncan, Scott; Schipperijn, Jasper

    2017-01-01

    to treat' (ITT) approach. The amount of EOtC the participants were exposed to was monitored. Associations between time spent in different physical activity intensities and EOtC group and sex were assessed using generalised linear models adjusted for age. In a second analysis, we modified the sample using......BACKGROUND: Education outside the classroom (EOtC) is a curriculum-based approach to teaching that has shown positive associations with children's physical activity and academic learning in small-scale case studies. The purpose of this large-scale quasi-experimental study was to determine...... if children who participate regularly in EOtC spend more time being physically active than children who do not. METHODS: In the 2014/2015 study TEACHOUT, classes were recruited in pairs such that each EOtC class had a non-EOtC comparison class at the same school and grade level. Participants in 17 EOt...

  17. Are children participating in a quasi-experimental education outside the classroom intervention more physically active?

    DEFF Research Database (Denmark)

    Schneller, Mikkel Bo; Duncan, Scott; Schipperijn, Jasper

    2017-01-01

    Background: Education outside the classroom (EOtC) is a curriculum-based approach to teaching that has shown positive associations with children's physical activity and academic learning in small-scale case studies. The purpose of this large-scale quasi-experimental study was to determine...... being spent moderately and vigorously physically active. No differences were observed for girls. Implementing EOtC into schools' weekly practice can be a time- and cost-neutral, supplementary way to increase time spent in PA for boys through grades three to six. Trial registration: The Scientific...... if children who participate regularly in EOtC spend more time being physically active than children who do not. Methods: In the 2014/2015 study TEACHOUT, classes were recruited in pairs such that each EOtC class had a non-EOtC comparison class at the same school and grade level. Participants in 17 EOt...

  18. Low-Cost, Scalable Classroom-Based Approach to Promoting Physical Activity in Preschool Children.

    Science.gov (United States)

    McCrady-Spitzer, Shelly K; Sagdalen, Vanessa; Manohar, Chinmay U; Levine, James A

    2016-01-01

    This study examined the impact of short activity breaks in preschool children. The hypotheses were that preschool children receiving three five-minute activity breaks per day would increase (a) school time physical activity and (b) education scores compared to a control group not receiving the intervention. For 8 weeks, the Intervention Group (n = 13) incorporated three 5-minute activity breaks into their classroom time while the Control Group (n = 12) did not incorporate the activity breaks. Physical activity was measured using a triaxial accelerometer. Education was assessed using standardized methods. After 8 weeks, the preschool children in the Intervention Group increased their school time physical activity from 11,641 ± (SD) 1,368 Acceleration Units (AU)/ hour to 16,058 ± 2,253 AU/hour (P < 0.001). The children in the control group did not increase their physical activity (11,379 ± 2,427 cf 11,624 ± 2,441; ns). Students in the Intervention Group improved their education scores more than students in the control group (18 ± 12 cf 8 ± 7 points, P = 0.01); Letter Recognition improved in particular (9 ± 6 cf 2 ± 4 points, P = 0.001). The incorporation of three 5-minute activity breaks was associated with increased school time physical activity and improved learning.

  19. Gaining Proficiency through Task-Based Activities in the Portuguese Classroom (Beginning and Intermediate Year Case Studies)

    Science.gov (United States)

    Jones-Kellogg, Rebecca

    2015-01-01

    This paper describes a task-based activity used at the United States Military Academy, in their first- through third-semester Portuguese language sequence "Proficiencies" (Proficiências). The stand-alone task-based activity can be an effective tool in gaining foreign-language proficiency at even the lowest levels of classroom instruction…

  20. My Favorite American Monument. Kindergarten Activity. Schools of California Online Resources for Education (SCORE): Connecting California's Classrooms to the World.

    Science.gov (United States)

    Pardes, Lupita

    For this kindergarten classroom activity, students are asked to pretend they have just won a trip to four historical sites: (1) Lincoln Memorial; (2) Mount Rushmore; (3) White House; and (4) Statue of Liberty. The activity instructs the students to keep a journal of the trip (taken via the Internet) so that a presentation can be given to the class…

  1. Formative Value of an Active Learning Strategy: Technology Based Think-Pair-Share in an EFL Writing Classroom

    Science.gov (United States)

    Demirci, Cavide; Düzenli, Halil

    2017-01-01

    Think-Pair-Share (TPS) activities in classrooms provide an opportunity for students to revise, practice and reproduce previously learned knowledge. Teachers also benefit from this active learning strategy by exploiting new learning materials, saving time by minimizing presentations and using it as a formative assessment tool. This article explores…

  2. Web-Based Interactive Video Vignettes Create a Personalized Active Learning Classroom for Introducing Big Ideas in Introductory Biology

    Science.gov (United States)

    Wright, L. Kate; Newman, Dina L.; Cardinale, Jean A.; Teese, Robert

    2016-01-01

    The typical "flipped classroom" delivers lecture material in video format to students outside of class in order to make space for active learning in class. But why give students passive material at all? We are developing a set of high-quality online educational materials that promote active, hands-on science learning to aid in teaching…

  3. 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

  4. Inside Out: Active learning in fluid dynamics in and out of the classroom

    Science.gov (United States)

    Kaye, Nigel; Benson, Lisa; Sill, Ben

    2014-11-01

    Active learning can be broadly defined as any activity that engages students beyond just listening. But is it worth the effort, when we can just lecture and tell students all they need to know? Learning theories posit that students remember far more of what they say and do than of what they hear and see. The benefits of active learning include increased attendance (because class is now something different and attending is more worthwhile) and deeper understanding of concepts (because students get to practice answering and generating questions). A recent meta-analysis of research on active learning has summarized evidence of real outcomes of active learning. Research is showing that students' performance on exams are higher and that they fail at lower rates in classes that involve active learning compared to traditional lecturing. Other studies have shown evidence of improved performance in follow-on classes, showing that the improved learning lasts. There are some topics and concepts that are best taught (or at least introduced) through lecturing, but even lecturing can be broken up by short activities that engage students so they learn more effectively. In this presentation, we will review the findings of the meta study and provide examples of active learning both inside and outside the classroom that demonstrate simple ways of introducing this approach in fluid dynamics classes.

  5. Exoplanet Science in the Classroom: Learning Activities for an Introductory Physics Course

    Science.gov (United States)

    Della-Rose, Devin; Carlson, Randall; de La Harpe, Kimberly; Novotny, Steven; Polsgrove, Daniel

    2018-03-01

    Discovery of planets outside our solar system, known as extra-solar planets or exoplanets for short, has been at the forefront of astronomical research for over 25 years. Reports of new discoveries have almost become routine; however, the excitement surrounding them has not. Amazingly, as groundbreaking as exoplanet science is, the basic physics is quite accessible to first-year physics students, as discussed in previous TPT articles. To further illustrate this point, we developed an iOS application that generates synthetic exoplanet data to provide students and teachers with interactive learning activities. Using introductory physics concepts, we demonstrate how to estimate exoplanet mass, radius, and density from the app output. These calculations form the basis for a diverse range of classroom activities. We conclude with a summary of exoplanet science resources for teachers.

  6. Question-Answer Activities in Synchronous Virtual Classrooms in Terms of Interest and Usefulness

    Directory of Open Access Journals (Sweden)

    Melike Aydemir

    2016-03-01

    Full Text Available Instructors generally convey their face to face habits to synchronous virtual classrooms, but these face to face strategies do not work in these environments. In this sense, the purpose of this study was to investigate the effects of question type and answer format used in synchronous class implementations on perceived interest and usefulness. To do this, questions were asked in different ways and answers were requested in different formats in synchronous virtual sessions. The participants consisted of 28 postgraduate students registered in an online criminal justice program at a university located in the North-East part of Turkey. Data was collected in the context of a Research Methods in Security Sciences course during 2012–2013 fall semester. Results showed effects of question type on learner interest, while answer format has an effect on usefulness of online activities. In conclusion, to increase interest in synchronous virtual classrooms by asking questions, instead of closed-ended questions, open-ended questions which everybody can answer should be preferred.

  7. Activity Settings and Daily Routines in Preschool Classrooms: Diverse Experiences in Early Learning Settings for Low-Income Children.

    Science.gov (United States)

    Fuligni, Allison Sidle; Howes, Carollee; Huang, Yiching; Hong, Sandra Soliday; Lara-Cinisomo, Sandraluz

    2012-06-01

    This paper examines activity settings and daily classroom routines experienced by 3- and 4-year-old low-income children in public center-based preschool programs, private center-based programs, and family child care homes. Two daily routine profiles were identified using a time-sampling coding procedure: a High Free-Choice pattern in which children spent a majority of their day engaged in child-directed free-choice activity settings combined with relatively low amounts of teacher-directed activity, and a Structured-Balanced pattern in which children spent relatively equal proportions of their day engaged in child-directed free-choice activity settings and teacher-directed small- and whole-group activities. Daily routine profiles were associated with program type and curriculum use but not with measures of process quality. Children in Structured-Balanced classrooms had more opportunities to engage in language and literacy and math activities, whereas children in High Free-Choice classrooms had more opportunities for gross motor and fantasy play. Being in a Structured-Balanced classroom was associated with children's language scores but profiles were not associated with measures of children's math reasoning or socio-emotional behavior. Consideration of teachers' structuring of daily routines represents a valuable way to understand nuances in the provision of learning experiences for young children in the context of current views about developmentally appropriate practice and school readiness.

  8. Promoting 21st-Century Skills in the Science Classroom by Adapting Cookbook Lab Activities: The Case of DNA Extraction of Wheat Germ

    Science.gov (United States)

    Alozie, Nonye M.; Grueber, David J.; Dereski, Mary O.

    2012-01-01

    How can science instruction engage students in 21st-century skills and inquiry-based learning, even when doing simple labs in the classroom? We collaborated with teachers in professional development workshops to transform "cookbook" activities into engaging laboratory experiences. We show how to change the common classroom activity of DNA…

  9. Empirical development of brief smoking prevention videotapes which target African-American adolescents.

    Science.gov (United States)

    Sussman, S; Parker, V C; Lopes, C; Crippens, D L; Elder, P; Scholl, D

    1995-07-01

    Two studies are described which provide evaluations for two brief videotapes developed as supplemental materials in the prevention of tobacco use among African-American adolescents. One videotape (the "soap opera") provides a more general audience-oriented presentation of prevention material and it was filmed primarily at a shopping mall, whereas the other videotape (the "rap") provides a "hip-hop generation" presentation, and it was filmed primarily at an outdoor hangout. The first study compared the two videotapes against each other. The second study compared the two videotapes combined in the same presentation, controlling for order of presentation, against a discussion group control. The results of the two studies indicated few differences in receptivity to the two videotapes among primarily African-American and Latino young adolescents. The rap videotape was rated as more accurate in its depiction of the African-American lifestyle, although both videotapes were equally liked. When shown together, the videotapes were not found to be superior in decreasing behavioral intention to smoke compared to a discussion group control. No change in trial of smoking was observed within or across conditions measured over a pre-post summer interval. These data suggest that "culturally sensitive" videotapes have no more of a short-term effect on youth than do other types of brief interventions which involve minority implementers.

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

    Science.gov (United States)

    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…

  11. An Examination of Undergraduates' Metacognitive Strategies in Pre-Class Asynchronous Activity in a Flipped Classroom

    Science.gov (United States)

    Yilmaz, Rabia M.; Baydas, Ozlem

    2017-01-01

    The aim of the study is to examine undergraduate students' awareness of metacognition, the metacognitive strategies they use in their learning and their learning performance in pre-class asynchronous activity in a flipped classroom. The sample consisted of 47 undergraduate students. Eleven students were not included in this study since they did…

  12. The Prevalence of Binge Eating Disorder and Its Relationship to Work and Classroom Productivity and Activity Impairment

    Science.gov (United States)

    Filipova, Anna A.; Stoffel, Cheri L.

    2016-01-01

    Objective: The study aimed to determine the prevalence of binge eating disorder on university campus, its associations with health risk factors, and its associations with work and classroom productivity and activity impairment, adjusted for health risk factors. Participants: The study was conducted at a public midwestern university in the United…

  13. Interactive Whiteboards and All that Jazz: The Contribution of Musical Metaphors to the Analysis of Classroom Activity with Interactive Technologies

    Science.gov (United States)

    Beauchamp, Gary; Kennewell, Steve; Tanner, Howard; Jones, Sonia

    2010-01-01

    The teacher's role has often been described as one of "orchestration", and this musical analogy is a powerful one in characterising the manipulation of features in the classroom setting in order to generate activity or "performance" which leads to learning. However, a classical view of orchestration would fail to recognise the extent to which…

  14. Activity Settings and Daily Routines in Preschool Classrooms: Diverse Experiences in Early Learning Settings for Low-Income Children

    Science.gov (United States)

    Fuligni, Allison Sidle; Howes, Carollee; Huang, Yiching; Hong, Sandra Soliday; Lara-Cinisomo, Sandraluz

    2012-01-01

    This paper examines activity settings and daily classroom routines experienced by 3- and 4-year-old low-income children in public center-based preschool programs, private center-based programs, and family child care homes. Two daily routine profiles were identified using a time-sampling coding procedure: a High Free-Choice pattern in which…

  15. Coming out in Class: Challenges and Benefits of Active Learning in a Biology Classroom for LGBTQIA Students

    Science.gov (United States)

    Cooper, Katelyn M.; Brownell, Sara E.

    2016-01-01

    As we transition our undergraduate biology classrooms from traditional lectures to active learning, the dynamics among students become more important. These dynamics can be influenced by student social identities. One social identity that has been unexamined in the context of undergraduate biology is the spectrum of lesbian, gay, bisexual,…

  16. Encouraging Classroom Discussion

    Directory of Open Access Journals (Sweden)

    Robert Joseph McKee

    2014-10-01

    Full Text Available Classroom discussion has the potential to enhance the learning environment and encourages students to become active participants in the educational process. Student participation in classroom discussion has been shown to significantly improve the student learning experience. Research suggests that classroom discussion is an effective method for encouraging student classroom participation and for motivating student learning beyond the classroom. Participation in classroom discussion encourages students to become active collaborators in the learning process, while at the same time providing instructors with a practical method of assessing student learning. Classroom discussion is an effective tool for developing higher-level cognitive skills like critical thinking. Despite the potential discussion holds for student learning, many in academia lament the lack of participation in the classroom. The lack of student participation in classroom discussion is not a recent problem; it is one that has frustrated instructors for decades. Instructors report that some of the more current methods for encouraging classroom discussion can be exasperating and at times non-productive. This two-year study of 510 college and university students provides insight into the reasons why some students do not participate in classroom discussion. This study, which also elicited input from sixteen college and university professors and two high school teachers, offers some suggestions for creating and encouraging an environment conducive to student participation in the classroom.

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

    CERN Document Server

    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.

  18. "Like, We Don't Want to Be PE Teachers": Preservice Classroom Teachers' Beliefs about Physical Education and Willingness to Incorporate Physical Activity

    Science.gov (United States)

    Linker, Jenny Mae; Woods, Amelia Mays

    2018-01-01

    The purpose of this study was to examine preservice elementary classroom teachers' (PCTs) beliefs about physical education and their willingness to incorporate physical activity as they progressed through an undergraduate physical education methods course. This course focused on quality physical education as well as the classroom teacher's role in…

  19. Break for Physical Activity: Incorporating Classroom-Based Physical Activity Breaks into Preschools

    Science.gov (United States)

    Wadsworth, Danielle D.; Robinson, Leah E.; Beckham, Karen; Webster, Kip

    2012-01-01

    Engaging in moderate-to-vigorous physical activity is essential to lifelong health and wellness. Physical activity behaviors established in early childhood relate to physical activity behaviors in later years. However, research has shown that children are adopting more sedentary behaviors. Incorporating structured and planned physical activity…

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

    Directory of Open Access Journals (Sweden)

    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.

  1. Interrater reliability of videotaped observational gait-analysis assessments.

    Science.gov (United States)

    Eastlack, M E; Arvidson, J; Snyder-Mackler, L; Danoff, J V; McGarvey, C L

    1991-06-01

    The purpose of this study was to determine the interrater reliability of videotaped observational gait-analysis (VOGA) assessments. Fifty-four licensed physical therapists with varying amounts of clinical experience served as raters. Three patients with rheumatoid arthritis who demonstrated an abnormal gait pattern served as subjects for the videotape. The raters analyzed each patient's most severely involved knee during the four subphases of stance for the kinematic variables of knee flexion and genu valgum. Raters were asked to determine whether these variables were inadequate, normal, or excessive. The temporospatial variables analyzed throughout the entire gait cycle were cadence, step length, stride length, stance time, and step width. Generalized kappa coefficients ranged from .11 to .52. Intraclass correlation coefficients (2,1) and (3,1) were slightly higher. Our results indicate that physical therapists' VOGA assessments are only slightly to moderately reliable and that improved interrater reliability of the assessments of physical therapists utilizing this technique is needed. Our data suggest that there is a need for greater standardization of gait-analysis training.

  2. Dental Students' Study Habits in Flipped/Blended Classrooms and Their Association with Active Learning Practices.

    Science.gov (United States)

    Gadbury-Amyot, Cynthia C; Redford, Gloria J; Bohaty, Brenda S

    2017-12-01

    In recognition of the importance for dental education programs to take a student-centered approach in which students are encouraged to take responsibility for their learning, a pediatric dentistry course redesign aimed at promoting greater active and self-directed learning was implemented at one U.S. dental school. The aim of this study was to examine the association between the students' self-reported study habits and active learning practices necessary for meaningful learning in the flipped/blended classroom. A convenience sample of two classes of second-year dental students in spring 2014 (SP14, n=106) and spring 2015 (SP15, n=106) was invited to participate in the study. Of the SP14 students, 84 participated, for a response rate of 79%; of the SP15 students, 94 participated, for a response rate of 87%. Students' self-reported responses to questions about study strategies with the prerecorded lecture materials and assigned reading materials were examined. Non-parametric analyses resulted in a cohort effect, so data are reported by class. In the SP15 class, 72% reported watching all/more than half of the prerecorded lectures versus 62% of the SP14 class, with a majority watching more than one lecture per week. In the SP15 cohort, 68% used active learning strategies when watching the lectures versus 58.3% of the SP14 cohort. The time of day preferred by the majority of both cohorts for interacting with course materials was 7-11 pm. Both SP14 and SP15 students reported being unlikely to read assigned materials prior to coming to class. Overall, the course redesign appeared to engage students in self-directed active learning. However, the degree to which active learning practices were taking place to achieve meaningful learning was questionable given students' self-reported study strategies. More work is needed to examine strategies for promoting study practices that will lead to meaningful learning.

  3. Effectiveness of sensory processing strategies on activity level in inclusive preschool classrooms

    Directory of Open Access Journals (Sweden)

    Lin CL

    2012-10-01

    Full Text Available Chien-Lin Lin,1,2 Yu-Fan Min,3 Li-Wei Chou,1,2,* Chin-Kai Lin,4,* 1Department of Physical Medicine and Rehabilitation, China Medical University Hospital, Taichung, Taiwan; 2School of Chinese Medicine, College of Chinese Medicine, China Medical University, Taichung, Taiwan; 3Faith, Hope and Love, Center for Children and Adults With Disabilities, Taichung, Taiwan; 4Program of Early Intervention, Department of Early Childhood Education, National Taichung University of Education, Taichung, Taiwan*These authors contributed equally to this workBackground: The purpose of this study was to investigate the effectiveness of sensory processing strategies in improving the activity level of children with sensory integration dysfunction.Methods: The study used a matching-only pretest–posttest control group design, which requires random matching of sensory integration dysfunction to the corresponding intervention group (n = 18 and control group (n = 18. The intervention group comprised 3–6-year-old children who received an 8-week school-day intervention during implementation of the theme curriculum.Results: The 8-week treatment significantly reduced the activity level and foot-swinging episodes in children with sensory integration dysfunction, and obtained a medium-effect size. However, the level of improvement in the control group did not show any statistically significant change.Conclusion: Sensory processing strategies could improve activity levels in children with sensory integration dysfunction. However, this study was unable to exclude a developmental effect. The social validity results show that sensory processing strategies can be integrated into the theme curriculum and improve activity levels in children.Keywords: activity level, preschool inclusive classroom, sensory integration dysfunction, sensory processing strategy

  4. Classroom-based physical activity breaks and children’s attention: cognitive engagement works!

    Directory of Open Access Journals (Sweden)

    Mirko Schmidt

    2016-10-01

    Full Text Available Classroom-based physical activity breaks are postulated to positively impact children’s attention during their school day. However, empirical evidence for this claim is scarce and the role of cognitive engagement in enhancing children’s attentional performance is unexplored in studies on physical activity breaks. The aim of the present study was therefore to disentangle the separate and/or combined effects of physical exertion and cognitive engagement induced by physical activity breaks on primary school children’s attention. In addition, the role of children’s affective reactions to acute interventions at school was investigated. Using a 2 × 2 between-subjects experimental design, 92 children between the ages of 11 and 12 years (M = 11.77, SD = 0.41 were randomly assigned to one of four experimental conditions: (1 combo group (physical activity with high cognitive demands, (2 cognition group (sedentary with high cognitive demands, (3 physical group (physical activity with low cognitive demands, and (4 control group (sedentary with low cognitive demands. Attention and affect were measured before and immediately after a 10-minute intervention. ANCOVAs revealed that whereas physical exertion had no effect on any measure of children’s attentional performance, cognitive engagement was the crucial factor leading to increased focused attention and enhanced processing speed. Mediational analyses showed that changes in positive affect during the interventions mediated the effect between cognitive engagement and focused attention as well as between cognitive engagement and processing speed. These surprising results are discussed in the light of theories predicting both facilitating and deteriorative effects of positive affect on cognitive performance.

  5. Using "Journeys in Film" to Bring Authentic STEM Activities to the K-12 Classroom.

    Science.gov (United States)

    Rock, B. N.

    2017-12-01

    The "Journeys in Film" project brings important films and documentaries ("The Martian," "Hidden Figures," "River of Gold" and others) and curriculum-based, educational support activities to the classroom. Faculty from the University of New Hampshire, in partnership with selected local middle and high school teachers, developed a STEM Lesson Plan for Journeys in Film" focused on the soon-to-released documentary "River of Gold" which highlights tropical deforestation and illegal gold mining activities in the Peruvian jungles of the Amazon Basin. Using film clips (the Trailer) from the movie and the Lesson Plan, this approach allows pre-college students to learn how to use "Google Earth" to monitor chang-over-time and to quantify the areas of deforestation and mining using multi-date NOAA/USGS Landsat Thematic Mapper and ESA Copernicus satellite data. This approach will allow students to dconduct authentic hands-on science and mathematics to address a wide range of social and environmental issues associated with tropical deforestation in Peru.

  6. 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…

  7. Situated Motivation: A Framework for how EFL Learners are Motivated in the Classroom

    Directory of Open Access Journals (Sweden)

    Truong Sa Nguyen

    2014-03-01

    Full Text Available In arguing, that defining and categorizing motivation are less practical and applicable to language teaching than examining how learners are motivated in their class, this study investigated sources of motivation of 10 learners studying English as a compulsory subject at IUH University in Vietnam in 2013. The study aimed at answering the two main research questions- a how are the EFL learners motivated in class? and b what is the most applicable framework of motivation to classroom language teaching? Classroom Observation and Stimulated Interview were adopted as data collection techniques. Twelve different lessons were video-taped in about 21 hours in total and over 30 hours of interviews were recorded. Content Analysis procedure was used to code motivational sources. The five groups of coded motivational sources included- the teacher, the classmates, the syllabus, classroom activities, and mood or tone of each lesson. It was observed that the learners’ motivation is closely situated in the classroom context, and therefore, Situated Motivation should be adopted as a framework to bridge the gap between motive frameworks and motivational strategies in language teaching, and for teachers to consider while planning and executing their lessons.

  8. Development of a Dog-Assisted Activity Program in an Elementary Classroom.

    Science.gov (United States)

    Correale, Cinzia; Crescimbene, Lara; Borgi, Marta; Cirulli, Francesca

    2017-11-27

    Here we describe a pilot Dog-Assisted Activity program that was designed to improve wellbeing and social integration in a multi-cultural elementary classroom in which some episodes of bullying had been reported. We developed a 5-encounters protocol with the aim of introducing pet dogs into the class to stimulate understanding of different types of communication and behavior, ultimately facilitating positive relationships among peers. A preliminary evaluation was carried out in order to assess the effect of the program on teachers' perception of children's difficulties (e.g., peer relationship problems) and strengths (prosocial behaviors) by means of a brief behavioral screening tool, the Strengths and Difficulties Questionnaire (SDQ-Teacher version). Overall results indicate that, by means of the recognition of the dogs' behavior and non-verbal communication, children were able to express their emotions and to show behaviors that had not been recognized by the teachers prior to the intervention. In particular, the SDQ Total Difficulties scores suggest that the teacher had increased awareness of the students' difficulties as a result of the dog-assisted program. Overall, the presence of animals in the educational environment may provide enjoyment and hands-on educational experiences, enhanced psychological wellbeing, and increased empathy and socio-emotional development.

  9. The Electron Runaround: Understanding Electric Circuit Basics Through a Classroom Activity

    Science.gov (United States)

    Singh, Vandana

    2010-05-01

    Several misconceptions abound among college students taking their first general physics course, and to some extent pre-engineering physics students, regarding the physics and applications of electric circuits. Analogies used in textbooks, such as those that liken an electric circuit to a piped closed loop of water driven by a water pump, do not completely resolve these misconceptions. Mazur and Knight,2 in particular, separately note that such misconceptions include the notion that electric current on either side of a light bulb in a circuit can be different. Other difficulties and confusions involve understanding why the current in a parallel circuit exceeds the current in a series circuit with the same components, and include the role of the battery (where students may assume wrongly that a dry cell battery is a fixed-current rather than a fixed-voltage device). A simple classroom activity that students can play as a game can resolve these misconceptions, providing an intellectual as well as a hands-on understanding. This paper describes the "Electron Runaround," first developed by the author to teach extremely bright 8-year-old home-schooled children the basics of electric circuits and subsequently altered (according to the required level of instruction) and used for various college physics courses.

  10. Development of a Dog-Assisted Activity Program in an Elementary Classroom

    Directory of Open Access Journals (Sweden)

    Cinzia Correale

    2017-11-01

    Full Text Available Here we describe a pilot Dog-Assisted Activity program that was designed to improve wellbeing and social integration in a multi-cultural elementary classroom in which some episodes of bullying had been reported. We developed a 5-encounters protocol with the aim of introducing pet dogs into the class to stimulate understanding of different types of communication and behavior, ultimately facilitating positive relationships among peers. A preliminary evaluation was carried out in order to assess the effect of the program on teachers’ perception of children’s difficulties (e.g., peer relationship problems and strengths (prosocial behaviors by means of a brief behavioral screening tool, the Strengths and Difficulties Questionnaire (SDQ—Teacher version. Overall results indicate that, by means of the recognition of the dogs’ behavior and non-verbal communication, children were able to express their emotions and to show behaviors that had not been recognized by the teachers prior to the intervention. In particular, the SDQ Total Difficulties scores suggest that the teacher had increased awareness of the students’ difficulties as a result of the dog-assisted program. Overall, the presence of animals in the educational environment may provide enjoyment and hands-on educational experiences, enhanced psychological wellbeing, and increased empathy and socio-emotional development.

  11. Classroom Activities: Simple Strategies to Incorporate Student-Centered Activities within Undergraduate Science Lectures.

    Science.gov (United States)

    Lom, Barbara

    2012-01-01

    The traditional science lecture, where an instructor delivers a carefully crafted monolog to a large audience of students who passively receive the information, has been a popular mode of instruction for centuries. Recent evidence on the science of teaching and learning indicates that learner-centered, active teaching strategies can be more effective learning tools than traditional lectures. Yet most colleges and universities retain lectures as their central instructional method. This article highlights several simple collaborative teaching techniques that can be readily deployed within traditional lecture frameworks to promote active learning. Specifically, this article briefly introduces the techniques of: reader's theatre, think-pair-share, roundtable, jigsaw, in-class quizzes, and minute papers. Each technique is broadly applicable well beyond neuroscience courses and easily modifiable to serve an instructor's specific pedagogical goals. The benefits of each technique are described along with specific examples of how each technique might be deployed within a traditional lecture to create more active learning experiences.

  12. Using Analogy Role-Play Activity in an Undergraduate Biology Classroom to Show Central Dogma Revision

    Science.gov (United States)

    Takemura, Masaharu; Kurabayashi, Mario

    2014-01-01

    For the study of biology in an undergraduate classroom, a classroom exercise was developed: an analogy role-play to learn mechanisms of gene transcription and protein translation (central dogma). To develop the central dogma role-play exercise, we made DNA and mRNA using paper sheets, tRNA using a wire dress hanger, and amino acids using Lego®…

  13. Development of an Interdisciplinary STEM Classroom Activity for Radio Receiver Technology

    Science.gov (United States)

    Davis, Kristina

    2015-01-01

    Introduction The development of a mini STEM-based classroom activity designed to integrate these two fields into one project for middle school aged students is presented here. This lesson involves small groups of students constructing a small AM radio receivers. The lesson surrounding the activity focuses on both the physical nature of electromagnetic and AC waves, circuit design, practical applications to AM radio broadcasting, and research applications of radio telescopes. These tools have shown a significant increase in the lesson's primary concept understanding among 6th grade students, as well as net positive STEM awareness and enthusiasm.Content The primary teaching point for the students to consider and learn during this lesson is 'How does scientific application influence engineering design, and vice versa?' The lesson surrounds the hands-on activity of having students construct their own AM radio receiver. Wave theory and the use of radio instruments for astronomy research are also taught in a traditional lecture format. The activity is designed to complement middle school curriculum, although it has been tested and found suitable for high school and older students as well as the general public.Evaluation and ImpactThe evaluation tool that used for the student groups in this project was a Fryer chart, which is a four panel chart with the main topic listed in the center and a single question in each of the four panels. The students are asked to answer the questions in the chart before and after they participate in the lesson activity, each time in a different colored pencil so that the scores can be given to each student before and after they participated in the activity. Student scores improved from 4.5 to 17.9 out of a total of 20 possible points. This is an overall increase of 67% of the total possible points. The questions asked on the quiz cover the range of wave theory, circuit design, and scientific explanation. This factor of improvement shows that

  14. Coming Out in Class: Challenges and Benefits of Active Learning in a Biology Classroom for LGBTQIA Students.

    Science.gov (United States)

    Cooper, Katelyn M; Brownell, Sara E

    As we transition our undergraduate biology classrooms from traditional lectures to active learning, the dynamics among students become more important. These dynamics can be influenced by student social identities. One social identity that has been unexamined in the context of undergraduate biology is the spectrum of lesbian, gay, bisexual, transgender, queer, intersex, and asexual (LGBTQIA) identities. In this exploratory interview study, we probed the experiences and perceptions of seven students who identify as part of the LGBTQIA community. We found that students do not always experience the undergraduate biology classroom to be a welcoming or accepting place for their identities. In contrast to traditional lectures, active-learning classes increase the relevance of their LGBTQIA identities due to the increased interactions among students during group work. Finally, working with other students in active-learning classrooms can present challenges and opportunities for students considering their LGBTQIA identity. These findings indicate that these students' LGBTQIA identities are affecting their experience in the classroom and that there may be specific instructional practices that can mitigate some of the possible obstacles. We hope that this work can stimulate discussions about how to broadly make our active-learning biology classes more inclusive of this specific population of students. © 2016 K. M. Cooper and S. E. Brownell. CBE—Life Sciences Education © 2016 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0).

  15. Acoustics and sociolinguistics: Patterns of communication in hearing impairing classrooms

    Science.gov (United States)

    McKellin, William; Shahin, Kimary; Jamieson, Janet; Hodgson, Murray; Pichora-Fuller, Kathleen

    2005-04-01

    In elementary school classes, noise during student led activities is often taken as evidence of successful interaction and learning. In this complex social environment of elementary school classrooms, acquisition of complex language and social skills-the focus of activities in early education-is expected to take place in hearing-hostile environments. Communication and language processing in these contexts requires interactive strategies, discourse forms, and syntactic structures different from the educationally desired forms used in acoustically advantageous environments. Recordings were made of the interaction of groups of students in grades 1-3, 5, and 7 during collaborative group work in their regular classrooms. Each student wore microphones at the ear level and head-mounted video cameras. Each group as a whole was also audio- and videotaped and noise level readings were recorded. Analysis of the acoustical and phonological properties of language heard by each student has demonstrated that the language variety used in these noisy and reverberant settings is similar to that of individuals with hearing impairments. This paper reports similarities between the syntactic structures and pragmatic strategies used by hearing impaired children and normally hearing children in noisy contexts. [Work supported by Peter Wall Institute for Advanced Studies, University of British Columbia.

  16. How To Dance through Time. Volume V: Victorian Era Couple Dances. [Videotape].

    Science.gov (United States)

    Teten, Carol

    This 55-minute VHS videotape is the fifth in a series of "How To Dance Through Time" videos. It continues the tradition of the romance of the mid-19th century couple dances, focusing on Victorian era couple dances. The videotape offers 35 variations of the renowned 19th century couple dances, including the waltz, the polka, the galop,…

  17. Technology Is the Answer, But What Was the Question? Audiotape vs. Videotape for Individualized Instruction.

    Science.gov (United States)

    Tabachnick, Barbara Gerson; And Others

    1978-01-01

    In an evaluation of supplementary learning aids students were assigned to one of four learning conditions: (1) videotape plus worksheet, (2) audiotape plus worksheet, (3) combination of audio- and videotape plus worksheet, and (4) worksheet only. Results reported include test scores and ratings of helpfulness, as well as student preferences and…

  18. Journey to Planet Earth: The Urban Explosion. The Public Television Series. [Videotape].

    Science.gov (United States)

    1999

    This videotape attempts to show students how the uncontrolled development of the world's major cities has led to a series of problems such as air pollution, water pollution, limited room for waste disposal, housing shortages, and loss of farmland. The videotape profiles four mega-cities: Mexico City, Shanghai, Istanbul, and New York City. Students…

  19. Vicarious Desensitization of Test Anxiety Through Observation of Video-taped Treatment

    Science.gov (United States)

    Mann, Jay

    1972-01-01

    Procedural variations were compared for a vicarious group treatment of test anxiety involving observation of videotapes depicting systematic desensitization of a model. The theoretical implications of the present study and the feasibility of using videotaped materials to treat test anxiety and other avoidance responses in school settings are…

  20. Begin with Love[R]. The First Three Months: Connecting with Your Child. [Videotape].

    Science.gov (United States)

    CIVITAS Initiative, Chicago, IL.

    Hosted by Oprah Winfrey and featuring Dr. Kyle Pruett, this videotape focuses on new parents' relationship with their infant in the first 3 months of life. The 30-minute videotape begins with footage of infants during the newborn period and depicts parents talking about their emotional response to their infant's birth. The video focuses on…

  1. Classroom Activities: Simple Strategies to Incorporate Student-Centered Activities within Undergraduate Science Lectures

    Science.gov (United States)

    Lom, Barbara

    2012-01-01

    The traditional science lecture, where an instructor delivers a carefully crafted monolog to a large audience of students who passively receive the information, has been a popular mode of instruction for centuries. Recent evidence on the science of teaching and learning indicates that learner-centered, active teaching strategies can be more effective learning tools than traditional lectures. Yet most colleges and universities retain lectures as their central instructional method. This article highlights several simple collaborative teaching techniques that can be readily deployed within traditional lecture frameworks to promote active learning. Specifically, this article briefly introduces the techniques of: reader’s theatre, think-pair-share, roundtable, jigsaw, in-class quizzes, and minute papers. Each technique is broadly applicable well beyond neuroscience courses and easily modifiable to serve an instructor’s specific pedagogical goals. The benefits of each technique are described along with specific examples of how each technique might be deployed within a traditional lecture to create more active learning experiences. PMID:23494568

  2. Are children participating in a quasi-experimental education outside the classroom intervention more physically active?

    Science.gov (United States)

    Schneller, Mikkel Bo; Duncan, Scott; Schipperijn, Jasper; Nielsen, Glen; Mygind, Erik; Bentsen, Peter

    2017-05-26

    Education outside the classroom (EOtC) is a curriculum-based approach to teaching that has shown positive associations with children's physical activity and academic learning in small-scale case studies. The purpose of this large-scale quasi-experimental study was to determine if children who participate regularly in EOtC spend more time being physically active than children who do not. In the 2014/2015 study TEACHOUT, classes were recruited in pairs such that each EOtC class had a non-EOtC comparison class at the same school and grade level. Participants in 17 EOtC classes and 16 comparison parallel classes across Denmark wore an Axivity AX3 accelerometer taped to the lower back for seven consecutive days. Data from 201 EOtC participants (63.3% girls, age 10.82 ± 1.05,) and 160 comparison participants (59.3% girls, age 10.95 ± 1.01) were analysed using an 'intention to treat' (ITT) approach. The amount of EOtC the participants were exposed to was monitored. Associations between time spent in different physical activity intensities and EOtC group and sex were assessed using generalised linear models adjusted for age. In a second analysis, we modified the sample using a 'per protocol' (PP) approach, only including EOtC and comparison class pairs where the EOtC class had >150 min and the comparison had <150 min of EOtC during the measured week. On average, EOtC participants spent 8.4 (ITT) and 9.2 (PP) minutes more in moderate-to-vigorous physical activity (MVPA) per day than comparison participants (p < 0.05). However, EOtC boys spent 18.7 (ITT) and 20.8 (PP) minutes more in MVPA per day than comparison boys (p < 0.01), while there were no significant between-group differences for girls. For boys, EOtC was associated with more daily time being spent moderately and vigorously physically active. No differences were observed for girls. Implementing EOtC into schools' weekly practice can be a time- and cost-neutral, supplementary way to increase time spent

  3. Are children participating in a quasi-experimental education outside the classroom intervention more physically active?

    Directory of Open Access Journals (Sweden)

    Mikkel Bo Schneller

    2017-05-01

    Full Text Available Abstract Background Education outside the classroom (EOtC is a curriculum-based approach to teaching that has shown positive associations with children’s physical activity and academic learning in small-scale case studies. The purpose of this large-scale quasi-experimental study was to determine if children who participate regularly in EOtC spend more time being physically active than children who do not. Methods In the 2014/2015 study TEACHOUT, classes were recruited in pairs such that each EOtC class had a non-EOtC comparison class at the same school and grade level. Participants in 17 EOtC classes and 16 comparison parallel classes across Denmark wore an Axivity AX3 accelerometer taped to the lower back for seven consecutive days. Data from 201 EOtC participants (63.3% girls, age 10.82 ± 1.05, and 160 comparison participants (59.3% girls, age 10.95 ± 1.01 were analysed using an ‘intention to treat’ (ITT approach. The amount of EOtC the participants were exposed to was monitored. Associations between time spent in different physical activity intensities and EOtC group and sex were assessed using generalised linear models adjusted for age. In a second analysis, we modified the sample using a ‘per protocol’ (PP approach, only including EOtC and comparison class pairs where the EOtC class had >150 min and the comparison had <150 min of EOtC during the measured week. Results On average, EOtC participants spent 8.4 (ITT and 9.2 (PP minutes more in moderate-to-vigorous physical activity (MVPA per day than comparison participants (p < 0.05. However, EOtC boys spent 18.7 (ITT and 20.8 (PP minutes more in MVPA per day than comparison boys (p < 0.01, while there were no significant between-group differences for girls. Conclusions For boys, EOtC was associated with more daily time being spent moderately and vigorously physically active. No differences were observed for girls. Implementing EOtC into schools’ weekly practice can be

  4. Sherlock Holmes in the Classroom.

    Science.gov (United States)

    Faia, Jean E.

    1988-01-01

    Describes a three-day classroom activity combining criminal investigations and scientific skills, especially observation skills. Provides detailed classroom procedures with an illustration of eight basic fingerprint patterns and a classification chart. (YP)

  5. Finding the Little 'c' in Physics: A Multiple Case Study Examining the Development of Creative Activities in the Physics Classroom

    Science.gov (United States)

    Wheeler, Christopher

    This study focused on how physics teachers develop and implement activities that promote creative thinking strategies in the standards based physics classroom. A particular focus was placed on every day or little "c", creativity, which can be taught in the high school classroom. The study utilized a multiple case study design, which allows for in-depth study in a variety of settings. Four participants from various high schools were identified utilizing administrator recommendations. Data were then collected via interviews, observations, and documents. The data were coded and analyzed for emerging themes. The themes were then merged to determine findings to the stated research questions. The research demonstrated the importance of modifying activities for student interest and understanding through effective use of scientific inquiry. The past experiences and professional development of the participants served as a vital piece to the development of their educational pedagogy especially concerning inquiry and questioning strategies. It was also established that an unstructured, positive classroom environment is a vital aspect of teaching while supporting creative thinking skills.

  6. A New Approach to Teaching Petrology: Active Learning in a Studio Classroom

    Science.gov (United States)

    Perkins, D.

    2003-12-01

    During the past 15 years it has become clear that the traditional lecture and lab approach to college science teaching leaves much to be desired. The traditional approach is instructor oriented and based on passive learning. In contrast, current studies show that most students learn best when actively engaged in the learning process. Inquiry based learning and open ended projects have been shown to especially enhance learning by promoting higher order thinking. Recognizing the need for change, however, does not mean the changes are simple. The task of overhauling a course, replacing traditional approaches with more student oriented activities, requires a great deal of time and effort. It also involves much uncertainty and risk. At UND we have been experimenting with alternative pedagogies for a number of years. Change has been incremental, but this year we made wholesale changes in our petrology class. We converted it from the standard three lecture and one lab format to two 3-hour studio sessions per week. The distinction between lab and lecture is gone. In fact, there really are no lectures. The instructor talks for no more than 15 or 20 minutes at a time. Students spend most of their time doing, not listening. We emphasize collaborative active learning projects, some quite short and others lengthy and involved, and use a wide variety of activities. To assess the class, we have an outside consultant and we carry out weekly assessments to measure (1) how students are reacting to the various pedagogical approaches, and (2) how much student learning is actually occurring. This allows us to make adjustments and fine tune as necessary. We could not have made such changes a few years ago, simply because of the amount of work involved to create and test the necessary classroom materials. Today, however, there are many resources available to the reform minded teacher, and the resource base continues to grow. We borrowed heavily from other instructors at other

  7. Tale of the Tape: International Teaching Assistant Noticing during Videotaped Classroom Observations

    Science.gov (United States)

    Williams, Gwendolyn M.; Case, Rod E.

    2015-01-01

    International teaching assistants face challenges in learning the norms for teaching in American universities. In order to address this learning curve this article describes a qualitative study of twenty international teaching assistants that examined how these participants viewed observations as part of their professional development. The study…

  8. The impact of technology on the enactment of inquiry in a technology enthusiast's sixth grade science classroom

    Science.gov (United States)

    Waight, Noemi; Abd-El-Khalick, Fouad

    2007-01-01

    This study investigated the impact of the use of computer technology on the enactment of inquiry in a sixth grade science classroom. Participants were 42 students (38% female) enrolled in two sections of the classroom and taught by a technology-enthusiast instructor. Data were collected over the course of 4 months during which several inquiry activities were completed, some of which were supported with the use of technology. Non-participant observation, classroom videotaping, and semi-structured and critical-incident interviews were used to collect data. The results indicated that the technology in use worked to restrict rather than promote inquiry in the participant classroom. In the presence of computers, group activities became more structured with a focus on sharing tasks and accounting for individual responsibility, and less time was dedicated to group discourse with a marked decrease in critical, meaning-making discourse. The views and beliefs of teachers and students in relation to their specific contexts moderate the potential of technology in supporting inquiry teaching and learning and should be factored both in teacher training and attempts to integrate technology in science teaching.

  9. MANAGING MULTIPLE ACTIVITIES FOR SPECIFIC THEMES IN THE EFL CLASSROOM (PREK-GRADE 2

    Directory of Open Access Journals (Sweden)

    Hughes M. Terry

    2002-08-01

    Full Text Available The theory of Multiple Intelligences by Howard Gardner is enlightening and extremely useful in the EFL (English as a Foreign Language classroom. For starters it helps the teacher in understanding the individual differences found in the classroom and to comprehend how students go about learning. Multiple intelligences are not always taken into account even though they are very observable in children, since they are still so innocent and honest in their learning process. The purpose of this article is to discuss the importance of approaching the individuals encountered in our classroom, giving them the equal opportunity of learning another language and above all making our classes fun and resourceful so that these young learners are motivated for a lifetime.

  10. Flipped Classroom Approach

    Directory of Open Access Journals (Sweden)

    Fezile Ozdamli

    2016-07-01

    Full Text Available Flipped classroom is an active, student-centered approach that was formed to increase the quality of period within class. Generally this approach whose applications are done mostly in Physical Sciences, also attracts the attention of educators and researchers in different disciplines recently. Flipped classroom learning which wide-spreads rapidly in the world, is not well recognized in our country. That is why the aim of study is to attract attention to its potential in education field and provide to make it recognize more by educators and researchers. With this aim, in the study what flipped classroom approach is, flipped classroom technology models, its advantages and limitations were explained.

  11. Storytelling Dramas as a Community Building Activity in an Early Childhood Classroom

    Science.gov (United States)

    Wright, Cheryl; Diener, Marissa L.; Kemp, Jacqueline Lindsay

    2013-01-01

    Healthy social-emotional development is promoted by building a safe, secure and respectful environment in an early childhood setting with positive and consistent relationships among adults, children, and their peers. This study explored storytelling dramas as an opportunity to build community within the context of one early childhood classroom.…

  12. Formative Assessment in Confucian Heritage Culture Classrooms: Activity Theory Analysis of Tensions, Contradictions and Hybrid Practices

    Science.gov (United States)

    Thanh Pham, Thi Hong; Renshaw, Peter

    2015-01-01

    Formative assessment has recently become a preferred assessment strategy in educational institutions worldwide. However, it is not easy to implement in Asian classrooms, because local cultures and institutional constraints potentially hinder the practice. This one-semester study aimed to use the "third space", as the core of the third…

  13. Using Classroom Response Technology to Create an Active Learning Environment in Marketing Classes

    Science.gov (United States)

    Muncy, James A.; Eastman, Jacqueline K.

    2012-01-01

    Classroom response systems (CRS), also called student/audience response systems or clickers, have been used by business instructors, particularly in larger classes, to allow instructors to ask students questions in class and have their responses immediately tabulated and reported electronically. While clickers have typically been used to measure…

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

    Science.gov (United States)

    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…

  15. "You Are My Sunshine My Only Sunshine": Current Music Activities in Kindergarten Classrooms in Queensland, Australia

    Science.gov (United States)

    Garvis, Susanne

    2012-01-01

    Music in early years classrooms is an important learning area for young children. Young children need access to hear different genres of music, learn a variety of repertoire, engage in composing and play musical instruments. With the changing reform agenda in early childhood education however, little is known about the way music is positioned in…

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

    Science.gov (United States)

    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…

  17. Meeting Student Needs in the Freedom Writers Movie: An Activity in a Classroom Management Course

    Science.gov (United States)

    Tanase, Madalina

    2013-01-01

    The study described in this paper explored the understanding pre-service teachers' have of PK-12 student needs (i.e. Belonging, Mastery, Independence, and Generosity) and the importance of meeting these needs in a climate of Invitational Education. 71 undergraduate teacher education candidates enrolled in a Classroom Management course at a…

  18. Technologizing Feminist Pedagogy: Using Blog Activism in the Gender Studies Classroom

    Science.gov (United States)

    Baker, Ashley A.; Ryalls, Rmily

    2016-01-01

    Recent research on teaching focuses on integrating technology into the classroom (Chick and Hassel 197; Eisen 350; Eudey 233; Richards 6-7; Sargent and Corse 242; Schweitzer 188). In particular, instructors have developed online class spaces using social networking sites (e.g., blogs, YouTube, Twitter). Online spaces not only challenge the notion…

  19. Activating Theory in the Introductory Classroom: Erving Goffman Visits Wisteria Lane

    Science.gov (United States)

    Melander, Lisa A.; Wortmann, Susan L.

    2011-01-01

    Instructors of large, general education lecture courses face a number of student engagement and learning challenges. In this article, we develop and assess an interactive lecture that introduces a theoretical perspective and three related concepts to two introductory sociology general education classrooms (n = 433). This interactive lecture…

  20. Flipped Classroom Approach

    Science.gov (United States)

    Ozdamli, Fezile; Asiksoy, Gulsum

    2016-01-01

    Flipped classroom is an active, student-centered approach that was formed to increase the quality of period within class. Generally this approach whose applications are done mostly in Physical Sciences, also attracts the attention of educators and researchers in different disciplines recently. Flipped classroom learning which wide-spreads rapidly…

  1. Radiologic evaluation of the globus symptom using videotape recorder

    International Nuclear Information System (INIS)

    Kim, Myeong Jin; Chung, Tae Sub; Lee, Jong Tae; Yoo, Hyung Sik; Suh, Jung Ho; Chang, Tae Young; Park, In Yong

    1988-01-01

    The authors examined barium swallow in 213 patients with globus symptom and 79 patients with vague gastric problems without globus symptom. Abnormal findings were more frequently detected on videorecording than on conventional esophagogram. Radiologic findings were transient cricopharyngeal indentation (CPI), residual barium collection and delayed clearing from hypopharynx (RB), laryngeal penetration of barium, barium retention in vallecula and or pyriform sinuses. Among them residual barium in hypopharynx was more frequently detected in patients with globus symptom than in patients without globus symptom. Globus symptom was more frequent in adult women, but age and sex difference did not affect the incidence of the abnormal radiologic findings. Cricopharyngeal indentation was most frequently seen at the level of C5-6 interspace and had a tendency of moving upward gradually during the indentation in about half of the cases. Most of the CPI was seen in early phase of swallowing and was visible within 1 sec. Residual barium collection was mostly seen in C6 or C6-7 level. RB had no cause and effect relationship with CPI, and it was not secondary result of obstructive effect of CPI. The authors think that videotape recording can be a useful method for evaluation of globus symptom. The residual barium collection in hypopharynx can be a significant finding in globus symptom

  2. Inverting the Linear Algebra Classroom

    Science.gov (United States)

    Talbert, Robert

    2014-01-01

    The inverted classroom is a course design model in which students' initial contact with new information takes place outside of class meetings, and students spend class time on high-level sense-making activities. The inverted classroom model is so called because it inverts or "flips" the usual classroom design where typically class…

  3. Analysis of Participant Reactivity in Dyads Performing a Videotaped Conflict-Management Task.

    Science.gov (United States)

    Semeniuk, Yulia Y; Riesch, Susan K

    2011-01-01

    Videotaping is used frequently in nursing research. A threat to the validity of videotaping is participant reactivity, that is, being recorded by a camera may influence the behavior of interest. This paper's purpose is to report how youth ages 10 to 14 years old and their parent viewed participation in a videotaped conflict-management task. Five dyads, who were part of a randomized clinical trial testing an intervention to promote parent-child communication, participated in a structured interview. All parents were mothers. Youth were eighth graders. Three were boys and two were girls. Findings indicated that (a) dyads felt that the videotaped interaction had a progression of feeling unnatural in the beginning to feeling natural toward the end, (b) dyads found it relatively easy to choose a topic of discussion, and (c) dyads felt that the discussions were meaningful. Based on these data, recommendations for researchers to reduce participant reactivity are provided.

  4. The Active Use of Online Presence, Movies and Gameplay to Improve Classroom Engagement

    OpenAIRE

    Costain , Sean; Patterson , Dale

    2014-01-01

    Part 1: Digital Games and Interactive Entertainment; International audience; The online world is filled with rich interactive games, spaces, motion pictures and personas. Despite a rapid growth in online education, the tertiary classroom looks quite different to the entertaining online world it exists within. The design of mobile online resources, both official and unofficial, plays a key role in student engagement and learning. From the teachers perspective designing an online presence and i...

  5. Science Students' Classroom Discourse: Tasha's Umwelt

    Science.gov (United States)

    Arnold, Jenny

    2012-04-01

    Over the past twenty-five years researchers have been concerned with understanding the science student. The need for such research is still grounded in contemporary issues including providing opportunities for all students to develop scientific literacy and the failure of school science to connect with student's lives, interests and personal identities. The research reported here is unusual in its use of discourse analysis in social psychology to contribute to an understanding of the way students make meaning in secondary school science. Data constructed for the study was drawn from videotapes of nine consecutive lessons in a year-seven science classroom in Melbourne, post-lesson video-stimulated interviews with students and the teacher, classroom observation and the students' written work. The classroom videotapes were recorded using four cameras and seven audio tracks by the International Centre for Classroom Research at the University of Melbourne. Student talk within and about their science lessons was analysed from a discursive perspective. Classroom episodes in which students expressed their sense of personal identity and agency, knowledge, attitude or emotion in relation to science were identified for detailed analysis of the function of the discourse used by students, and in particular the way students were positioned by others or positioned themselves. This article presents the discursive Umwelt or life-space of one middle years science student, Tasha. Her case is used here to highlight the complex social process of meaning making in science classrooms and the need to attend to local moral orders of rights and duties in research on student language use, identity and learning in science.

  6. 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…

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

    Science.gov (United States)

    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.

  8. The Effects of Music Composition as a Classroom Activity on Engagement in Music Education and Academic and Music Achievement: A Quasi-Experimental Study

    Science.gov (United States)

    Hogenes, Michel; van Oers, Bert; Diekstra, René F. W.; Sklad, Marcin

    2016-01-01

    The present study aims to contribute to the understanding of the effects of music education, in particular music composition as a classroom activity for fifth- and sixth-graders. The intervention (experimental condition) focused on a three-step-model for music composition, based on the Cultural Historical Activity Theory of education, and has been…

  9. The Classroom Animal: Mealworms.

    Science.gov (United States)

    Kramer, David C., Ed.

    1985-01-01

    Describes appearance, longevity, and changes in each step of the mealworm life cycle. Guidelines for starting a classroom colony are given with housing and care instructions. Suggested observations, activities, and questions for students are included. (DH)

  10. 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...

  11. Border Collie Collapse: Owner Survey Results and Veterinary Description of Videotaped Episodes.

    Science.gov (United States)

    Taylor, Susan; Minor, Katie; Shmon, Cindy L; Shelton, G Diane; Patterson, Edward E; Mickelson, James R

    Completed surveys were obtained from owners of 165 border collies experiencing repeated episodes of abnormal gait or collapse during strenuous exercise. Unremarkable veterinary evaluation and lack of disease progression over time made common systemic, cardiac, and neurologic causes of exercise intolerance unlikely. Survey questions addressed signalment, age of onset, description of episodes, and owner perception of factors associated with collapse. Most dogs were young adults (median 2 yr) when episodes began, and they had experienced from 2 to more than 100 episodes (median 6) prior to their owners completing the survey. Retrieving was the activity most commonly associated with episodes (112/165 dogs, 68%), followed by herding stock (39/165 dogs, 24%). Owners reported that high environmental temperatures (111/165 dogs, 67%) and excitement (67/165 dogs, 41%) increased the likelihood of their dog having an episode during strenuous activity. Veterinary evaluation of videotapes of presumed border collie collapse (BCC) episodes (40 dogs) were used to provide a description of the typical features of BCC episodes. Altered mentation, symmetrical ataxia affecting all four limbs, increased pelvic limb extensor tone and toe scuffing or knuckling, truncal swaying, and falling to the side were common features, suggesting that BCC may be an episodic diffuse central nervous system disorder.

  12. Rationale and design of a randomized controlled trial examining the effect of classroom-based physical activity on math achievement

    Directory of Open Access Journals (Sweden)

    Mona Have

    2016-04-01

    Full Text Available Abstract Background Integration of physical activity (PA into the classroom may be an effective way of promoting the learning and academic achievement of children at elementary school. This paper describes the research design and methodology of an intervention study examining the effect of classroom-based PA on mathematical achievement, creativity, executive function, body mass index and aerobic fitness. Methods The study was designed as a school-based cluster-randomized controlled trial targeting schoolchildren in 1st grade, and was carried out between August 2012 and June 2013. Eligible schools in two municipalities in the Region of Southern Denmark were invited to participate in the study. After stratification by municipality, twelve schools were randomized to either an intervention group or a control group, comprising a total of 505 children with mean age 7.2 ± 0.3 years. The intervention was a 9-month classroom-based PA program that involved integration of PA into the math lessons delivered by the schools’ math teachers. The primary study outcome was change in math achievement, measured by a 45-minute standardized math test. Secondary outcomes were change in executive function (using a modified Eriksen flanker task and the Behavior Rating Inventory of Executive Function (BRIEF questionnaire filled out by the parents, creativity (using the Torrance Tests of Creative Thinking, TTCT, aerobic fitness (by the Andersen intermittent shuttle-run test and body mass index. PA during math lessons and total PA (including time spent outside school were assessed using accelerometry. Math teachers used Short Message Service (SMS-tracking to report on compliance with the PA intervention and on their motivation for implementing PA in math lessons. Parents used SMS-tracking to register their children’s PA behavior in leisure time. Discussion The results of this randomized controlled trial are expected to provide schools and policy-makers with

  13. Rationale and design of a randomized controlled trial examining the effect of classroom-based physical activity on math achievement.

    Science.gov (United States)

    Have, Mona; Nielsen, Jacob Have; Gejl, Anne Kær; Thomsen Ernst, Martin; Fredens, Kjeld; Støckel, Jan Toftegaard; Wedderkopp, Niels; Domazet, Sidsel Louise; Gudex, Claire; Grøntved, Anders; Kristensen, Peter Lund

    2016-04-11

    Integration of physical activity (PA) into the classroom may be an effective way of promoting the learning and academic achievement of children at elementary school. This paper describes the research design and methodology of an intervention study examining the effect of classroom-based PA on mathematical achievement, creativity, executive function, body mass index and aerobic fitness. The study was designed as a school-based cluster-randomized controlled trial targeting schoolchildren in 1st grade, and was carried out between August 2012 and June 2013. Eligible schools in two municipalities in the Region of Southern Denmark were invited to participate in the study. After stratification by municipality, twelve schools were randomized to either an intervention group or a control group, comprising a total of 505 children with mean age 7.2 ± 0.3 years. The intervention was a 9-month classroom-based PA program that involved integration of PA into the math lessons delivered by the schools' math teachers. The primary study outcome was change in math achievement, measured by a 45-minute standardized math test. Secondary outcomes were change in executive function (using a modified Eriksen flanker task and the Behavior Rating Inventory of Executive Function (BRIEF) questionnaire filled out by the parents), creativity (using the Torrance Tests of Creative Thinking, TTCT), aerobic fitness (by the Andersen intermittent shuttle-run test) and body mass index. PA during math lessons and total PA (including time spent outside school) were assessed using accelerometry. Math teachers used Short Message Service (SMS)-tracking to report on compliance with the PA intervention and on their motivation for implementing PA in math lessons. Parents used SMS-tracking to register their children's PA behavior in leisure time. The results of this randomized controlled trial are expected to provide schools and policy-makers with significant new insights into the potential of classroom

  14. Studying Earth's Environment From Space: Classroom and Laboratory Activities with Instructor Resources

    Science.gov (United States)

    Smith, Elizabeth A.

    2001-01-01

    Standard, text-book based learning for earth, ocean, and atmospheric sciences has been limited by the unavailability of quantitative teaching materials. While a descriptive presentation, in a lecture format, of discrete satellite images is often adequate for high school classrooms, this is seldom the case at the undergraduate level. In order to address these concerns, a series of numerical exercises for the Macintosh was developed for use with satellite-derived Sea Surface Temperature, pigment and sea ice concentration data. Using a modified version of NIH Image, to analyze actual satellite data, students are able to better understand ocean processes, such as circulation, upwelling, primary production, and ocean/atmosphere coupling. Graphical plots, image math, and numerical comparisons are utilized to substantiate temporal and spatial trends in sea surface temperature and ocean color. Particularly for institutions that do not offer a program in remote sensing, the subject matter is presented as modular units, each of which can be readily incorporated into existing curricula. These materials have been produced in both CD-ROM and WWW format, making them useful for classroom or lab setting. Depending upon the level of available computer support, graphics can be displayed directly from the CD-ROM, or as a series of color view graphs for standard overhead projection.

  15. Pupils' Activities in a Multimaterial Learning Environment in Craft subject A Pilot Study using an Experience Sampling Method based on a Mobile Application in Classroom Settings

    Directory of Open Access Journals (Sweden)

    Juha Jaatinen

    2017-12-01

    Full Text Available This study investigates holistic craft processes in craft education with an instrument for data-collection and self-assessment. Teaching in a study context is based on co-teaching and a design process, highlighted by the Finnish Basic Education Core Curriculum 2014. The school architecture and web-based learning environment is combined. Division for textiles and technical work is no longer supported in this multimaterial learning environment. The aim of the study is to 1 make pupils’ holistic craft processes visible in everyday classroom practices with information collected by a mobile-application and 2 point out the curriculum topics that are covered during everyday classroom practices as defined by the teachers. The data is collected using an Experience Sampling Method with a gamified learning analytics instrument. Teachers’ classroom activities were used as the backbone for the thematic mapping of the craft curriculum. Preliminary measurements were carried out in a Finnish primary school in grades 5–6 (age 10–12, n = 125 during a four-week period in October-November 2016. The list of classroom activities was updated after the four weeks’ experiment and was tested in March-May 2017 with all the pupils of the pilot school (N = 353. The key findings were that a for pupils the self-assessment was easy as a technical process but there were several factors in the everyday classroom settings that made the process challenging and b it was relatively difficult for teachers to describe the classroom activities in terms of the new curriculum; however, after four weeks they could not only described the activities in more details but had also developed new activities that supported the ideas of the new curriculum better.Keywords: multi-material craft, learning environment, holistic craft process, experience sampling method

  16. Implementing Child-focused Activity Meter Utilization into the Elementary School Classroom Setting Using a Collaborative Community-based Approach.

    Science.gov (United States)

    Lynch, B A; Jones, A; Biggs, B K; Kaufman, T; Cristiani, V; Kumar, S; Quigg, S; Maxson, J; Swenson, L; Jacobson, N

    2015-12-01

    The prevalence of pediatric obesity has increased over the past 3 decades and is a pressing public health program. New technology advancements that can encourage more physical in children are needed. The Zamzee program is an activity meter linked to a motivational website designed for children 8-14 years of age. The objective of the study was to use a collaborative approach between a medical center, the private sector and local school staff to assess the feasibility of using the Zamzee Program in the school-based setting to improve physical activity levels in children. This was a pilot 8-week observational study offered to all children in one fifth grade classroom. Body mass index (BMI), the amount of physical activity by 3-day recall survey, and satisfaction with usability of the Zamzee Program were measured pre- and post-study. Out of 11 children who enrolled in the study, 7 completed all study activities. In those who completed the study, the median (interquartile range) total activity time by survey increased by 17 (1042) minutes and the BMI percentile change was 0 (8). Both children and their caregivers found the Zamzee Activity Meter (6/7) and website (6/7) "very easy" or "easy" to use. The Zamzee Program was found to be usable but did not significantly improve physical activity levels or BMI. Collaborative obesity intervention projects involving medical centers, the private sector and local schools are feasible but the effectiveness needs to be evaluated in larger-scale studies.

  17. 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...

  18. Hashtag Activism and Why #BlackLivesMatter In (and To the Classroom

    Directory of Open Access Journals (Sweden)

    Prudence Cumberbatch

    2016-11-01

    Full Text Available This paper considers #blacklivesmatter an important part of current discussions of race and social justice. It explores the ways in which Twitter users (and students are developing a globally-connected voice to not only build awareness and solidarity, but also challenge the framing of issues relating to #blacklivesmatter and the ways blacks are represented by a variety of political actors, including the mainstream media. The paper identifies two trends in teaching #blacklivesmatter and its relevance to the classroom: historicizing the “new” civil rights movement and the use of testimony and discussion as a new praxis. The authors conclude that students must be reminded of their ability to influence their own lives by using their personal stories and seizing their voice.

  19. PORTAAL: A Classroom Observation Tool Assessing Evidence-Based Teaching Practices for Active Learning in Large Science, Technology, Engineering, and Mathematics Classes.

    Science.gov (United States)

    Eddy, Sarah L; Converse, Mercedes; Wenderoth, Mary Pat

    2015-01-01

    There is extensive evidence that active learning works better than a completely passive lecture. Despite this evidence, adoption of these evidence-based teaching practices remains low. In this paper, we offer one tool to help faculty members implement active learning. This tool identifies 21 readily implemented elements that have been shown to increase student outcomes related to achievement, logic development, or other relevant learning goals with college-age students. Thus, this tool both clarifies the research-supported elements of best practices for instructor implementation of active learning in the classroom setting and measures instructors' alignment with these practices. We describe how we reviewed the discipline-based education research literature to identify best practices in active learning for adult learners in the classroom and used these results to develop an observation tool (Practical Observation Rubric To Assess Active Learning, or PORTAAL) that documents the extent to which instructors incorporate these practices into their classrooms. We then use PORTAAL to explore the classroom practices of 25 introductory biology instructors who employ some form of active learning. Overall, PORTAAL documents how well aligned classrooms are with research-supported best practices for active learning and provides specific feedback and guidance to instructors to allow them to identify what they do well and what could be improved. © 2015 S. L. Eddy et al. CBE—Life Sciences Education © 2015 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0).

  20. The Effects of an Active Learning Intervention in Biology on College Students' Classroom Motivational Climate Perceptions, Motivation, and Achievement

    Science.gov (United States)

    Corkin, Danya M.; Horn, Catherine; Pattison, Donna

    2017-01-01

    This study examined differences in students' classroom motivational climate perceptions and motivational beliefs between those enrolled in undergraduate Biology courses that implemented an innovative, active learning intervention and those enrolled in traditional Biology courses (control group). This study also sought to determine whether…

  1. The Impact of Classroom Physical Activity Breaks on Middle School Students' Health-Related Fitness: An Xbox One Kinetic Delivered 4-Week Randomized Controlled Trial

    Science.gov (United States)

    Yli-Piipari, S.; Layne, T.; McCollins, T.; Knox, T.

    2016-01-01

    The aim of the study was to examine the effect of a 4-week classroom physical activity break intervention on middle school students' health-related physical fitness. The study was a randomized controlled trial with students assigned to the experiment and control conditions. A convenience sample comprised 94 adolescents (experiment group n = 52;…

  2. Bilingual Education: Bilingual/Cross-Cultural Emphasis. Indian Legends and Felt Board Cut-Out Characters. Readings and Activities for Pre-School and Early Elementary School Classrooms.

    Science.gov (United States)

    Bennett, Ruth; And Others

    Designed for use in preschool and early elementary school classrooms, this collection of eight American Indian legends provides patterns for making feltboard cutouts of their characters and props to be used in story telling activities. Seven of the legends originate with the Hupa, Karuk, or Yurok Indians of northwestern California and one is from…

  3. The effects of music composition as a classroom activity on engagement in music education and academic and music achievement: A quasi-experimental study

    NARCIS (Netherlands)

    Hogenes, M.; van Oers, B.; Diekstra, R.; Sklad, M.

    2015-01-01

    The present study aims to contribute to the understanding of the effects of music education, in particular music composition as a classroom activity for fifth- and sixth-graders. The intervention (experimental condition) focused on a three-step-model for music composition, based on the Cultural

  4. Do networking activities outside of the classroom protect students against being bullied? A field study with students in secondary school settings in Germany.

    Science.gov (United States)

    Blickle, Gerhard; Meurs, James A; Schoepe, Christine

    2013-01-01

    Research has shown that having close relationships with fellow classmates can provide a buffer for students against bullying and the negative outcomes associated with it. But, research has not explicitly examined the potential benefits of social networking behaviors outside of the classroom for those who could be bullied. This study addresses this gap and finds that, although a bullying climate in the classroom increases overall bullying, students high on external networking activities did not experience an increase in the bullying they received when in a classroom with a high bullying climate. However, the same group of students reported the largest degree of received bulling under conditions of a low bullying climate. We discuss the implications of our results and provide directions for future research.

  5. Disclosing Information about Epilepsy and Type 1 Diabetes Mellitus: The Effect on Teachers' Understanding of Classroom Behavior

    Science.gov (United States)

    Wodrich, David L.

    2005-01-01

    In an analog study, 122 continuing education and preservice teachers rated potential sources of one of two students' classroom problems. One student's behavior, described in a cumulative folder and a videotaped teacher/school psychologist conference, matched the symptoms of epilepsy, the other matched the symptoms of type 1 diabetes mellitus.…

  6. From Mouth to Hand: Obstacles in Rendering Verbal Events Faithfully into Standard Orthography. The Classroom Interaction Project Series.

    Science.gov (United States)

    Hays, Harriet Nutt

    This paper reports the initial phase of a series of experiments conducted on a large number of videotapes made for the purpose of analyzing public-school classroom interaction. The experiments originally aimed to preduct the most reliable, efficient and economic way of producing transcriptions which are sufficiently representative of the verbal…

  7. Flipped Classroom Approach

    OpenAIRE

    Fezile Ozdamli; Gulsum Asiksoy

    2016-01-01

    Flipped classroom is an active, student-centered approach that was formed to increase the quality of period within class. Generally this approach whose applications are done mostly in Physical Sciences, also attracts the attention of educators and researchers in different disciplines recently. Flipped classroom learning which wide-spreads rapidly in the world, is not well recognized in our country. That is why the aim of study is to attract attention to its potential in education field and pr...

  8. Classroom observation and feedback

    Directory of Open Access Journals (Sweden)

    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.

  9. Fostering Ecological Literacy: A Case Study of the Saint John Harbour in Two High School English Language Arts Classrooms

    Science.gov (United States)

    Douglas, Velta

    Integrating environmental education into curriculum in a way that tackles the holistic and complicated nature of multi-dimensional issues continues to be a challenge for educators and administrators. There is potential in using ecological literacy to introduce local environmental case studies into English Language Arts high school classrooms. This research examines the experiences of two ELA classrooms in one Saint John, NB, high school with a two-week unit based on stakeholder relationships within the Saint John Harbour. Through presentations by guest speakers and research sourced from local community groups, students learned about the highly complex environmental issues that inform management decisions for the Harbour. Using these materials as background, students participated in a mock stakeholders meeting. Case study methodology was used to explore student learning in both a higher-level and a lower-level grade 10 ELA class. Data for the analysis included: cognitive mapping exercises; oral and written classroom assignments and activities; a videotape of the mock stakeholder meetings; a focus group interview with selected students; and researcher field notes. Data demonstrated significant student learning about environmental issues including increased sophistication in describing links between and among environmental issues affecting the harbour, and much more complex understandings of the positions and roles of the various stakeholder groups. Some important areas of resistance to new learning were also evident. Implications for practice and policy and recommendations for future research are discussed.

  10. One-Two Punch: Utilizing Teacher Research Experiences and Related Classroom Activities to Increase Student Interest in STEM

    Science.gov (United States)

    Wold-Brennon, R.; Cooper, S. K.

    2014-12-01

    Through collaborations between scientists and educators, the Consortium for Ocean Leadership developed a series of marine geosciences classroom activities and lesson plans -- including the Adopt-a-Microbe project, a collection of hands-on science lessons that use the sub-seafloor microbiology topics to provide engaging pathways for K-12 students to learn about the world around them. The goal of these activities has been to introduce youth to deep ocean exploration, inspire interest in microbial oceanography, and foster higher education goals and career paths in related sciences for our youth. From the beginning, these lessons were developed in close working relationships between scientists and educators, and the lessons geared towards middle school have been recently piloted with the intent to maximize sustained student interest in STEM topics. While teaching these units, educators used surveys, polls, group discussions, and interviews to shed light on correlations between student interest in STEM and their close proximity to exemplary and enthusiastic educators and student leaders who are active in STEM activities such as research projects and expeditions. Educators continue to use Adopt-a-Microbe and related expedition science-based lessons to explore the broader impacts of their professional development in the Geosciences on their students' professed interest in STEM.

  11. Teaching Pragmatic Particles in the LCTL Classroom

    Directory of Open Access Journals (Sweden)

    Faizah Sari

    2008-01-01

    Full Text Available The success and effectiveness of teaching the LCTL class-room depend on the LCTL research. The study investigated the into-nation contours of seven Indonesian pragmatic particles (kan, ya, kok, lho, dong, deh, and sih to review the functions of the particles. Vide-otaped data of naturally occurring conversations by native speakers of Indonesian were collected. Results indicated the number of into-nation contours for the Indonesian pragmatic particles used by the speakers to organize information (for example, to extend common ground and mark shared knowledge and to convey the speaker’s ex-pression (for example, surprise and emphasis. The particle contour analysis forms a natural link between grammatical and interactional competence and bears an important LCTL pedagogical consequence in terms of both improving teaching materials and bringing the cul-ture closer to the learner. Based on the findings, four strategies in teaching the LCTL classroom are recommended.

  12. Evaluating first-year nursing students' ability to self-assess psychomotor skills using videotape.

    Science.gov (United States)

    Watts, Wilda Ellen; Rush, Kathy; Wright, Marjorie

    2009-01-01

    Developing confidence in self-assessment is an important skill in becoming a self-regulated learner. This article describes the process undertaken by a group of educators of incorporating self-assessment in combination with psychomotor skill development with freshman students. Students were videotaped performing a wound-dressing change; the videotaping was immediately followed by a self-assessment of their performance using a faculty-generated checklist. Comparison of faculty and student ratings revealed the tendency for students to overrate their performance and identified discordance between students and faculty on several steps of the procedure. These evaluation findings are discussed and future directions explored.

  13. Eliciting and activating funds of knowledge in an environmental science community college classroom: An action research study

    Science.gov (United States)

    van Niel, John J.

    variety of sources including an audio recorded small-group session where FOK were elicited, surveys compiled by all students to point to potentially relevant life experiences and practices, audio recorded classroom lessons where FOK were utilized, audio recorded final class reflections on the experience, and my own teacher log. Data were qualitatively analyzed first to identify the range and frequency of students' relevant FOK, then to identify and characterize effective activation of these funds in a classroom setting. Findings highlight the breadth of relevant FOK present in a given class as well as strategies shown to be effective for both elicitation and activation of these funds. Implications are drawn for future research into FOK as well as for other instructors wishing to explicitly draw on students' FOK to enrich their learning experiences.

  14. Beyond the didactic classroom: educational models to encourage active student involvement in learning.

    Science.gov (United States)

    Shreeve, Michael W

    2008-01-01

    In a chiropractic college that utilizes a hybrid curriculum model composed of adult-based learning strategies along with traditional lecture-based course delivery, a literature search for educational delivery methods that would integrate the affective domain and the cognitive domain of learning provided some insights into the use of problem-based learning (PBL), experiential learning theory (ELT), and the emerging use of appreciative inquiry (AI) to enhance the learning experience. The purpose of this literature review is to provide a brief overview of key components of PBL, ELT, and AI in educational methodology and to discuss how these might be used within the chiropractic curriculum to supplement traditional didactic lecture courses. A growing body of literature describes the use of PBL and ELT in educational settings across many disciplines, both at the undergraduate and graduate levels. The use of appreciative inquiry as an instructional methodology presents a new area for exploration and study in the academic environment. Educational research in the chiropractic classroom incorporating ELT and appreciative inquiry might provide some valuable insights for future curriculum development.

  15. Combination of a Flipped Classroom Format and a Virtual Patient Case to Enhance Active Learning in a Required Therapeutics Course

    Science.gov (United States)

    Lichvar, Alicia Beth; Hedges, Ashley; Benedict, Neal J.

    2016-01-01

    Objective. To design and evaluate the integration of a virtual patient activity in a required therapeutics course already using a flipped-classroom teaching format. Design. A narrative-branched, dynamic virtual-patient case was designed to replace the static written cases that students worked through during the class, which was dedicated to teaching the complications of liver disease. Students completed pre- and posttests before and after completing the virtual patient case. Examination scores were compared to those in the previous year. Assessment. Students’ posttest scores were higher compared to pretest scores (33% vs 50%). Overall median examination scores were higher compared to the historical control group (70% vs 80%), as well as scores on questions assessing higher-level learning (67% vs 83%). A majority of students (68%) felt the virtual patient helped them apply knowledge gained in the pre-class video lecture. Students preferred this strategy to usual in-class activities (33%) or indicated it was of equal value (37%). Conclusion. The combination of a pre-class video lecture with an in-class virtual patient case is an effective active-learning strategy. PMID:28179724

  16. Combination of a Flipped Classroom Format and a Virtual Patient Case to Enhance Active Learning in a Required Therapeutics Course.

    Science.gov (United States)

    Lichvar, Alicia Beth; Hedges, Ashley; Benedict, Neal J; Donihi, Amy C

    2016-12-25

    Objective. To design and evaluate the integration of a virtual patient activity in a required therapeutics course already using a flipped-classroom teaching format. Design. A narrative-branched, dynamic virtual-patient case was designed to replace the static written cases that students worked through during the class, which was dedicated to teaching the complications of liver disease. Students completed pre- and posttests before and after completing the virtual patient case. Examination scores were compared to those in the previous year. Assessment. Students' posttest scores were higher compared to pretest scores (33% vs 50%). Overall median examination scores were higher compared to the historical control group (70% vs 80%), as well as scores on questions assessing higher-level learning (67% vs 83%). A majority of students (68%) felt the virtual patient helped them apply knowledge gained in the pre-class video lecture. Students preferred this strategy to usual in-class activities (33%) or indicated it was of equal value (37%). Conclusion. The combination of a pre-class video lecture with an in-class virtual patient case is an effective active-learning strategy.

  17. The Printout: Desktop Pulishing in the Classroom.

    Science.gov (United States)

    Balajthy, Ernest; Link, Gordon

    1988-01-01

    Reviews software available to the classroom teacher for desktop publishing and describes specific classroom activities. Suggests using desktop publishing to produce large print texts for students with limited sight or for primary students.(NH)

  18. Effective Classroom Management Techniques for Secondary Schools

    African Journals Online (AJOL)

    Effective Classroom Management Techniques for Secondary Schools. ... engagement of students in activities, use of innovative instructional strategies by teachers, ... and teachers in their perception regarding the effects of teachers classroom ...

  19. 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.

  20. Brief Report: Recognition of Autism Spectrum Disorder before One Year of Age: A Retrospective Study Based on Home Videotapes.

    Science.gov (United States)

    Werner, Emily; Dawson, Geraldine; Osterling, Julie; Dinno, Nuhad

    2000-01-01

    This retrospective study compared videotape footage at 8-10 months of 15 children later known to have autism spectrum disorder and videotapes of 15 same-age children with typical development. The strongest finding was that infants with early onset autism were much less likely to orient when their name was called than typically developing infants.…

  1. Active Learning: Qualitative Inquiries into Vocabulary Instruction in Chinese L2 Classrooms

    Science.gov (United States)

    Shen, Helen H.; Xu, Wenjing

    2015-01-01

    Active learning emerged as a new approach to learning in the 1980s. The core concept of active learning involves engaging students not only in actively exploring knowledge but also in reflecting on their own learning process in order to become more effective learners. Because the nonalphabetic nature of the Chinese writing system makes learning to…

  2. Animal Classification. Animal Life in Action[TM]. Schlessinger Science Library. [Videotape].

    Science.gov (United States)

    2000

    This 23-minute videotape for grades 5-8, presents the myriad of animal life that exists on the planet. Students can view and perform experiments and investigations that help explain animal traits and habits. They learn what the terms "kingdom", "phylum", and "order" mean, and discover how the 3.5 million-plus organisms found on Earth fit into…

  3. All about Endangered and Extinct Animals. Animal Life for Children. [Videotape].

    Science.gov (United States)

    2000

    While there are thousands of different animals in the world, some have been extinct for many years and others are on the verge of extinction. In this videotape, students learn about the natural and man-made factors that lead to the endangerment and extinction of animals. Children find out why it is essential for people to help all forms of…

  4. Endangered & Extinct Animals. Animal Life in Action[TM]. Schlessinger Science Library. [Videotape].

    Science.gov (United States)

    2000

    This 23-minute videotape for grades 5-8, presents the myriad of animal life that exists on the planet. Students can view and perform experiments and investigations that help explain animal traits and habits. Due to environmental factors and human interference, many of Earth's creatures have ceased to exist or are on the verge of extinction. In…

  5. Understanding IDEA 1997 and the 1999 Regulations with Barbara Bateman. [Videotape].

    Science.gov (United States)

    Council for Exceptional Children, Reston, VA. Div. for Learning Disabilities.

    The United States Congress amended the Individuals with Disabilities Education Act (IDEA) in 1997 to reflect changes in the special education field over the previous twenty years. In this 2-hour videotape recording designed for teachers, administrators, parents, and others, Dr. Barbara Bateman presents her insights about changes in IDEA law and…

  6. Making the Case for Public-Private Child Care Partnerships: Child Care Partnership Project. [Videotape].

    Science.gov (United States)

    Finance Project, Washington, DC.

    The quality of child care in the United States has important implications for school preparedness, welfare reform, economic vitality, and the quality of family life. In this 8-minute videotape, business leaders describe why child care makes good business sense. Visuals explain the importance of early childhood for school and life success, and the…

  7. Fish. Animal Life in Action[TM]. Schlessinger Science Library. [Videotape].

    Science.gov (United States)

    2000

    This 23-minute videotape for grades 5-8, presents the myriad of animal life that exists on the planet. Students can view and perform experiments and investigations that help explain animal traits and habits. There are many types of fish that live in oceans, lakes, and streams. Students learn about fish characteristics and environmental habitats,…

  8. Dancetime! 500 Years of Social Dance. Volume I: 15th-19th Centuries. [Videotape].

    Science.gov (United States)

    Teten, Carol

    This VHS videotape recording is the first in a two-volume series that presents 500 years of social dance, music, and fashion. It focuses on the 15th-19th centuries, including Renaissance nobility, Baroque extravagance, Regency refinement, and Victorian romanticism. Each era reflects the changing relationships between men and women through the…

  9. Photocopying and Videotaping for Educational Purposes: The Doctrine of Fair Use.

    Science.gov (United States)

    Flygare, Thomas J.

    1984-01-01

    Photocopying guidelines of the 1976 amendments to the Copyright Act have been further legitimized by a 1982 settlement involving New York University. Important recent developments concerning videotape copyrights include the 1981 guidelines of the House Judiciary Committee and the 1984 United States Supreme Court case, "Sony Corporation v.…

  10. Marine & Other Invertebrates. Animal Life in Action[TM]. Schlessinger Science Library. [Videotape].

    Science.gov (United States)

    2000

    This 23-minute videotape for grades 5-8, presents the myriad of animal life that exists on the planet. Students can view and perform experiments and investigations that help explain animal traits and habits. Invertebrate animals include a vast array of spineless creatures. In this video, students discover marine lifeforms such as jellyfish,…

  11. The Effectiveness of Substance Abuse Prevention Videotapes with Mexican American Adolescents.

    Science.gov (United States)

    Polansky, Joan M.; Buki, Lydia P.; Horan, John J.; Ceperich, Sherry Dyche; Burows, Deborah Dyer

    1999-01-01

    The effectiveness of three substance-abuse-prevention videotapes derived from contrasting theoretical frameworks was evaluated using 312 rural Mexican-American students in grades seven through eight. The assertion-training video produced higher levels of assertiveness among ninth-graders; the others had no impact. Discusses the importance of…

  12. Dancetime! 500 Years of Social Dance. Volume II: 20th Century. [Videotape].

    Science.gov (United States)

    Teten, Carol

    This 50-minute VHS videotape is the second in a 2-volume series that presents 500 years of social dance, music, and fashion. It features dance and music of the 20th century, including; 1910s: animal dances, castle walk, apache, and tango; 1920s: black bottom and charleston; 1930s: marathon, movie musicals, big apple, and jitterbug; 1940s: rumba;…

  13. Reptiles. Animal Life in Action[TM]. Schlessinger Science Library. [Videotape].

    Science.gov (United States)

    1999

    This 23-minute videotape for grades 5-8, presents the myriad of animal life that exists on the planet. Students can view and perform experiments and investigations that help explain animal traits and habits. The ancestors of reptiles date back to the dinosaurs. After the dinosaurs died out, it was one of the best-adapted species that survived and…

  14. How To Dance through Time. Volume III: The Majesty of Renaissance Dance. [Videotape].

    Science.gov (United States)

    Teten, Carol

    This 42-minute VHS videotape is the third in a series of "How To Dance Through Time" videos. It highlights the intricacies of an Italian court dance suite, which mirrors the episodic changes of courtship. Nido D'Amore" (The Nest of Love) exposes the technique for all the dance suites of the era, and features The Opening (which…

  15. Insects & Other Arthropods. Animal Life in Action[TM]. Schlessinger Science Library. [Videotape].

    Science.gov (United States)

    2000

    This 23-minute videotape for grades 5-8, presents the myriad of animal life that exists on the planet. Students can view and perform experiments and investigations that help explain animal traits and habits. They also learn that there are more species of insects than any other animal class in the world. Insects are incredible creatures with many…

  16. High/Scope Preschool Key Experiences: Initiative and Social Relations. [with] Curriculum Videotape.

    Science.gov (United States)

    Graves, Michelle

    As preschoolers develop the ability to carry out their ideas and play alone and with others, they are developing the foundation for social competence. This booklet and a companion videotape help teachers and parents recognize and support nine High/Scope key experiences in initiative and social relations: (1) making and expressing choices, plans,…

  17. High/Scope Preschool Key Experiences: Language and Literacy. [with]Curriculum Videotape.

    Science.gov (United States)

    Brinkman, Nancy A.

    During the preschool years, children experience great strides in their ability to use language. This booklet and companion videotape help teachers and parents recognize and support six High/Scope key experiences in language and literacy: (1) talking with others about personally meaningful experiences; (2) describing objects, events, and relations;…

  18. Animal Interdependency. Animal Life in Action[TM]. Schlessinger Science Library. [Videotape].

    Science.gov (United States)

    2000

    This 23-minute videotape for grades 5-8, presents the myriad of animal life that exists on the planet. Students can view and perform experiments and investigations that help explain animal traits and habits. No organism on Earth can exist independently. Students find out more about animal relationships such as predator/prey relationships and…

  19. Presenting Social Issues with Videotape [and] Teaming Up to Take a Risk.

    Science.gov (United States)

    Agosta, Diana; Jackson, Dick

    1991-01-01

    Two articles discuss the use of media in schools. One describes the use of videotapes to present social issues; the second describes the use of an integrated learning system with ninth and tenth grade at-risk students to improve their rate of attendance, academic achievement, and self-esteem. (LRW)

  20. Food Chains. Animal Life in Action[TM]. Schlessinger Science Library. [Videotape].

    Science.gov (United States)

    2000

    This 23-minute videotape for grades 5-8, presents the myriad of animal life that exists on the planet. Students can view and perform experiments and investigations that help explain animal traits and habits. The food chain provides a clear example of how life continues year after year. Students learn how the cycle of energy starts with the sun,…

  1. GeoMapApp Learning Activities: Grab-and-go inquiry-based geoscience activities that bring cutting-edge technology to the classroom

    Science.gov (United States)

    Goodwillie, A. M.; Kluge, S.

    2011-12-01

    NSF-funded GeoMapApp Learning Activities (http://serc.carleton.edu/geomapapp) provide self-contained learning opportunities that are centred around the principles of guided inquiry. The activities allow students to interact with and analyse research-quality geoscience data to explore and enhance student understanding of underlying geoscience content and concepts. Each activity offers ready-to-use step-by-step student instructions and answer sheets that can be downloaded from the web page. Also provided are annotated teacher versions of the worksheets that include teaching tips, additional content and suggestions for further work. Downloadable pre- and post- quizzes tied to each activity help educators gauge the learning progression of their students. Short multimedia tutorials and details on content alignment with state and national teaching standards round out the package of material that comprises each "grab-and-go" activity. GeoMapApp Learning Activities expose students to content and concepts typically found at the community college, high school and introductory undergraduate levels. The activities are based upon GeoMapApp (http://www.geomapapp.org), a free, easy-to-use map-based data exploration and visualisation tool that allows students to access a wide range of geoscience data sets in a virtual lab-like environment. Activities that have so far been created under this project include student exploration of seafloor spreading rates, a study of mass wasting as revealed through geomorphological evidence, and an analysis of plate motion and hotspot traces. The step-by-step instructions and guided inquiry approach lead students through each activity, thus reducing the need for teacher intervention whilst also boosting the time that students can spend on productive exploration and learning. The activities can be used, for example, in a classroom lab with the educator present and as self-paced assignments in an out-of-class setting. GeoMapApp Learning Activities

  2. Outdoor Classrooms

    Science.gov (United States)

    Mayes, Valynda

    2010-01-01

    An outdoor classroom is the ideal vehicle for community involvement: Parents, native plant societies, 4-H, garden clubs, and master naturalists are all resources waiting to be tapped, as are local businesses offering support. If you enlist your community in the development and maintenance of your outdoor classroom, the entire community will…

  3. Flipped classroom

    DEFF Research Database (Denmark)

    Skov, Tobias Kidde; Jørgensen, Søren

    2016-01-01

    Artiklen beskriver Flipped Classroom som et didaktisk princip, der kan være med til at organisere og tilrettelægge en undervisning, med fokus på forskellige læringsformer. Det handler om at forstå Flipped Classroom som en opdeling i 2 faser og 3 led, som samlet set skaber en didaktisk organisering....

  4. Implementation of a flipped classroom approach to promote active learning in the third-year surgery clerkship.

    Science.gov (United States)

    Lewis, Catherine E; Chen, David C; Relan, Anju

    2018-02-01

    Constructivist student-centered instructional models such as the flipped classroom (FC) have been shown to improve learning. A FC approach was implemented for the surgery clerkship. Data was collected in phase 1 to evaluate student learning and attitudes. Based on these results, questions for the phase 2 open-ended survey were developed to improve understanding of learner attitudes, and ascertain how well the FC aligns with constructivist principles. There was no significant difference in shelf exam performance between the control and intervention groups. A majority of students agreed that they preferred the FC over lectures, and that their learning improved. Open-ended survey analysis demonstrated that the FC fostered self-directed, active learning, and that the in-class sessions facilitated application of concepts and deeper learning. Areas identified for improvement included better alignment with learning preferences through greater variety of pre-class learning options, improvement of podcast technical quality, and utilization of smaller in-class discussion groups. Students had a positive perception of the FC. The FC supports self-directed and more active and deeper in-class learning. Copyright © 2017 Elsevier Inc. All rights reserved.

  5. Classroom Active Learning Complemented by an Online Discussion Forum to Teach Sustainability

    Science.gov (United States)

    Dengler, Mary

    2008-01-01

    This paper identifies some of the pedagogical benefits of an active learning course delivery complemented by an online discussion forum to teach sustainability by evaluating the case of a geography master's course. The potential benefits and some challenges of an active learning course delivery to teach sustainability in geography and related…

  6. "JCE" Classroom Activity #105. A Sticky Situation: Chewing Gum and Solubility

    Science.gov (United States)

    Montes-Gonzalez, Ingrid; Cintron-Maldonado, Jose A.; Perez-Medina, Ilia E.; Montes-Berrios, Veronica; Roman-Lopez, Saurie N.

    2010-01-01

    In this Activity, students perform several solubility tests using common food items such as chocolate, chewing gum, water, sugar, and oil. From their observations during the Activity, students will initially classify the substances tested as soluble or insoluble. They will then use their understanding of the chemistry of solubility to classify the…

  7. Place-Based Science Teaching and Learning: 40 Activities for K-8 Classrooms

    Science.gov (United States)

    Buxton, Cory A.; Provenzo, Eugene F., Jr.

    2011-01-01

    Grounded in theory and best-practices research, this practical text provides elementary and middle school teachers with 40 place-based activities that will help them to make science learning relevant to their students. This text provides teachers with both a rationale and a set of strategies and activities for teaching science in a local context…

  8. Interaction Activities in the Foreign Classroom, or How to Grow a Tulip-Rose

    Science.gov (United States)

    Paulston, Christina Bratt; Selekman, Howard R.

    1976-01-01

    A report is made on the use of foreign language for spontaneous communication in an elementary language class. Four correction-free, peer communicative/interaction activities are outlined according to procedures, objectives, and evaluations. (Author/RM)

  9. Improving Technology in Agriscience Classrooms

    Science.gov (United States)

    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…

  10. Fight Obesity in the Classroom

    Science.gov (United States)

    Bratsis, Michael E.

    2012-01-01

    U.S. health experts declared obesity an epidemic over a decade ago. Schools have tried to implement prevention programs for students, but as budgets shrink, educating students about obesity is increasingly falling to classroom instructors, including science teachers. The good news is that obesity-related classroom activities can be engaging, and…

  11. Inverting an Introductory Statistics Classroom

    Science.gov (United States)

    Kraut, Gertrud L.

    2015-01-01

    The inverted classroom allows more in-class time for inquiry-based learning and for working through more advanced problem-solving activities than does the traditional lecture class. The skills acquired in this learning environment offer benefits far beyond the statistics classroom. This paper discusses four ways that can make the inverted…

  12. A quasi-experimental cross-disciplinary evaluation of the impacts of education outside the classroom on pupils' physical activity, well-being and learning

    DEFF Research Database (Denmark)

    Nielsen, Glen; Mygind, Erik; Bølling, Mads

    2016-01-01

    in their parallel non-EOTC classes. Furthermore, the interdependencies between PA, social relations, well-being, motivation, and learning are explored using path analysis. To help describe and understand the processes that have led to the quantitative outcomes, qualitative case observations of children's practices...... and interactions in EOTC as well as classroom teaching were carried out and combined with qualitative interviews about children's perceptions of these practices. DISCUSSION: The TEACHOUT study represents a holistic multidisciplinary approach to educational and school health-promotion research through its study......BACKGROUND: Education Outside the Classroom (EOTC) is a teaching method that aims to promote schoolchildren's learning, physical activity (PA), social relations, motivation, and well-being. EOTC activities are characterized by teachers using the local environment in their teaching, and involve...

  13. Diverse Perspectives on a Flipped Biostatistics Classroom

    Science.gov (United States)

    Schwartz, Todd A.; Andridge, Rebecca R.; Sainani, Kirstin L.; Stangle, Dalene K.; Neely, Megan L.

    2016-01-01

    "Flipping" the classroom refers to a pedagogical approach in which students are first exposed to didactic content outside the classroom and then actively use class time to apply their newly attained knowledge. The idea of the flipped classroom is not new, but has grown in popularity in recent years as the necessary technology has…

  14. Adaptation of My Classroom Activities Scale to Turkish Culture: Validity and Reliability Study

    Directory of Open Access Journals (Sweden)

    Kaan Zülfikar DENİZ

    2017-06-01

    Full Text Available Student interest in class activities, their enjoyment of activity topics, their ability to make choices about the activity topics, and opportunities for students to challenge themselves during activities are among basic components that support their higher level learning. Properties of educational activities that make them interesting, enjoyable, and challenging while allowing students with choices are also among properties that are known to be necessary in all educational content, processes, and products within educational systems of the 21st century. Consequently, measuring these properties is also of great importance. The goal of this study is to perform the Turkish adaptation of the My Class Activities Scale, developed by Gentry and Gable (2001 in the United States and subsequently adapted to the Korean, Chinese, and Arabic languages. To this end, data was collected from 214 students attending 3rd, 4th, 5th, 6th, 7th, and 8th grades during the 2015-2016 academic year. As part of the validity study for the scale, the factor structure obtained from the original development of the scale was tested using the Confirmatory Factor Analysis (CFA method. Moreover, item-total correlation and inter-dimensional correlation analyses were also performed as part of the validity study. In studying the reliability of the scale, the Cronbach-Alpha reliability coefficients were estimated (Cronbach alpha values ranged between 0.82-0.90. Based on the results, the factor structure of the scale was verified in parallel with the original development work for the scale. In conclusion, the validity and reliability of using the scale in Turkey was established, contributing a new scale adaptation to the Turkish literature for use in different studies.

  15. The Effect of Simulation on Middle School Students’ Perceptions of Classroom Activities and their Foreign Language Achievement: A Mixed-Methods Approach

    OpenAIRE

    Akram SHARIFI; Afsaneh GHANIZADEH; Safoura JAHEDIZADEH

    2017-01-01

    The present study delved into a language learning model in the domain of English as a foreign language (EFL), i.e., simulation. The term simulation is used to describe theactivity of producing conditions which are similar to real ones. We hypothesized that simulation plays a role in middle school students’ perceptions of classroom activities (i.e., interest, challenge, choice, and joy). It was also conjectured that simulation affects foreign language...

  16. Updating Classroom Libraries and Cross-Curricular Activities: Celebrating Gender Identity and Diversity through LGBTQ Books

    Science.gov (United States)

    Brand, Susan Trostle; Maasch, Susan L.

    2017-01-01

    By using carefully selected children's literature and related curricular activities, and including parents and community members in information sessions and newsletters, teachers can make a positive difference in the lives of individuals who are transgender and/or those who live in diverse families. As children see positive depictions of children…

  17. Activity In Children With ADHD During Waiting Situations In The Classroom: A Pilot Study

    Science.gov (United States)

    Antrop, Inge; Buysse, Ann; Roeyers, Herbert; Van Oost, Paulette

    2005-01-01

    Background: According to the optimal stimulation theory and the delay aversion hypothesis, children with attention deficit hyperactivity disorder (ADHD) experience difficulties when they are confronted with low levels of stimulation and delay, respectively. Aim: This study investigated the activity level of children with ADHD during waiting…

  18. A Qualitative Literature Review of Educational Games in the Classroom: The Teacher's Pedagogical Activities

    Science.gov (United States)

    Kangas, Marjaana; Koskinen, Antti; Krokfors, Leena

    2017-01-01

    The interest towards research on learning games is continuously growing, however, the integration of games in teaching is still a somewhat unexplored area of study. In this qualitative literature review, we were interested in the pedagogical foundations that underpin empirical studies and especially in the teacher's role/activities regarding the…

  19. Employing Genetic "Moments" in the History of Mathematics in Classroom Activities

    Science.gov (United States)

    Farmaki, Vassiliki; Paschos, Theodorus

    2007-01-01

    The integration of history into educational practice can lead to the development of activities through the use of genetic "moments" in the history of mathematics. In the present paper, we utilize Oresme's genetic ideas--developed during the fourteenth century, including ideas on the velocity-time graphical representation as well as geometric…

  20. Unpacking Activities-Based Learning in Kindergarten Classrooms: Insights from Teachers' Perspectives

    Science.gov (United States)

    Annobil, Charles Nyarko; Thompson, Mumuni

    2018-01-01

    Even though previous research points to the significance of kindergarten teachers' practices which consider the nature of children and how they learn, there is still limited research regarding how learning activities impact children's development. To address this gap in literature, a qualitative multi-case study into teachers' perceptions of…

  1. How to Organise the Chemistry Classroom in a Student-Active Mode

    NARCIS (Netherlands)

    Eilks, I.; Prins, G.T.; Lazarowitz, R.

    2013-01-01

    Everyday, chemistry teachers all over the world are challenged by the question: Should I explain the chemistry content in a frontal mode using the blackboard, or am I able to apply methods to activate the students learning on their own terms? This chapter is based on the premise that learning

  2. The Effects of Exergaming on Physical Activity among Inactive Children in a Physical Education Classroom

    Science.gov (United States)

    Fogel, Victoria A.; Miltenberger, Raymond G.; Graves, Rachel; Koehler, Shannon

    2010-01-01

    Childhood obesity, which is due in part to lack of physical activity, is a serious concern that requires the attention of the behavioral community. Although excessive video game play has been noted in the literature as a contributor to childhood obesity, newer video gaming technology, called "exergaming", has been designed to capitalize…

  3. Evaluating a Physical Activity App in the Classroom: A Mixed Methodological Approach among University Students

    Science.gov (United States)

    Melton, Bridget; Bland, Helen; Harris, Brandonn; Kelly, Destiny; Chandler, Kristin

    2015-01-01

    The purpose of this study was to evaluate the effectiveness of using an exercise-based app in increasing student motivation, social support, self-efficacy, and enjoyment in a university physical activity class. A convenience sample of 48 college-aged students (28 males, 20 females) from one university located in the Southeastern United States…

  4. Let's Resolve Conflicts Together: High School Classroom Activities. Conflict Management Week, May 1-7, 2000.

    Science.gov (United States)

    Ohio Commission on Dispute Resolution and Conflict Management, Columbus.

    The week of May 1-7, 2000 has been designated by the Governor of Ohio to be Conflict Management Week With heightened awareness to issues of school safety, it is important for high schools to take an active role in promoting constructive responses to conflict. Conflict is a natural and inevitable part of living, but managing conflict is difficult…

  5. Let's Resolve Conflicts Together: Elementary School Classroom Activities. Conflict Management Week, May 1-7, 2000.

    Science.gov (United States)

    Ohio Commission on Dispute Resolution and Conflict Management, Columbus.

    With heightened awareness to issues of school safety, it is important for elementary schools to take an active role in promoting constructive responses to conflict. The week of May 1-7, 2000 has been designated as Conflict Management Week by the Governor of Ohio. Conflict is a natural and inevitable part of living; however, managing conflict is…

  6. Interactive Whiteboards and All That Jazz: Analysing Classroom Activity with Interactive Technologies

    Science.gov (United States)

    Tanner, Howard; Beauchamp, Gary; Jones, Sonia; Kennewell, Steve

    2010-01-01

    The term "orchestration", has been used to describe the teacher's role in activity settings incorporating interactive technologies. This musical analogy suggests pre-planned manipulation of events to generate "performance" leading to learning. However, in two recent projects we have observed how effective teaching and learning…

  7. LSQuiz: A Collaborative Classroom Response System to Support Active Learning through Ubiquitous Computing

    Science.gov (United States)

    Caceffo, Ricardo; Azevedo, Rodolfo

    2014-01-01

    The constructivist theory indicates that knowledge is not something finished and complete. However, the individuals must construct it through the interaction with the physical and social environment. The Active Learning is a methodology designed to support the constructivism through the involvement of students in their learning process, allowing…

  8. "JCE" Classroom Activity #106. Sequestration of Divalent Metal Ion by Superabsorbent Polymer in Diapers

    Science.gov (United States)

    Chen, Yueh-Huey; Lin, Jia-Ying; Lin, Li-Pin; Liang, Han; Yaung, Jing-Fun

    2010-01-01

    This activity explores an alternative use of a superabsorbent polymer known as a water absorbing material. A dilute solution of CuCl[subscript 2] is treated with a small piece of unused disposable diaper containing superabsorbent sodium polyacrylates. The polymer is used for the removal of Cu[superscript 2+] ions from the solution. The…

  9. "JCE" Classroom Activity #109: My Acid Can Beat Up Your Acid!

    Science.gov (United States)

    Putti, Alice

    2011-01-01

    In this guided-inquiry activity, students investigate the ionization of strong and weak acids. Bead models are used to study acid ionization on a particulate level. Students analyze seven strong and weak acid models and make generalizations about the relationship between acid strength and dissociation. (Contains 1 table and 2 figures.)

  10. Classroom Action Research: Penelitian Tindakan Kelas

    OpenAIRE

    Juliandi, Azuar

    2014-01-01

    The main purpose of this article is to provide a basic knowledge of classroom action research, systematic proposal and classroom action reporting. The Knowledge is so important because a professional lecturer must be able to understand the problems themselves and their learning environment through classroom action research activities. Various issues in classroom action research, including: planning, process, use of methods, media, resources and learning evaluations and other relevant issues. ...

  11. Active Learning through Materials Development: A Project for the Advanced L2 Classroom

    Directory of Open Access Journals (Sweden)

    Katrina Daly Thompson

    2008-01-01

    Full Text Available Building on the notion of active learning, the assumption that students learn more when given opportunities to practice using their skills and to receive feedback on their performance, this article de-scribes a project undertaken in an Advanced (third-year Swahili course in which students were given the opportunity to develop L2 materials for computer-mediated peer instruction. The article exam-ines the goals, design and results of the project in light of the litera-ture on active learning and learner autonomy, and suggests how the project might be improved in order to serve as a model for other Ad-vanced L2 courses.

  12. Understanding and scaffolding Danish schoolteachers' motivation for using classroom-based physical activity

    DEFF Research Database (Denmark)

    Knudsen, Louise Stjerne; Skovgaard, Thomas; Bredahl, Thomas

    2018-01-01

    INTRODUCTION: The benefits of physical activity for children's health, both mental and physical, and its positive effects on academic achievement are well established. Research also emphasises that schools could provide a natural setting for regular physical activity. There is, however, a limited......: The study uses an explanatory sequential mixed-methods design. Schools from across Denmark are included in the sample. The design comprises two separated phases-a quantitative and qualitative phase. The quantitative phase is guided by the self-determination theory where teachers' motivation will be measured...... have been acquired. All participants in this study will provide written informed consent prior to data collection. All data emerging from the quantitative and qualitative phase will be anonymised for analysis. Ethics approval was requested from the Regional Committee on Health Research Ethics...

  13. PBL Trigger Design by Medical Students: An Effective Active Learning Strategy Outside the Classroom

    Science.gov (United States)

    Adiga, Indira Kakkunje; Nayak, Akshatha G.

    2016-01-01

    Introduction Problem Based Learning (PBL) is known world over as an effective, active learning strategy with many benefits for the student. Usually, in medical schools, PBL triggers are designed by a well-trained group of faculty from basic and clinical sciences. The challenge was whether this task could be given to students in the first year of their curriculum and be executed by them effectively. Aim To enhance active learning, comprehension and critical thinking with a view to promote horizontal and vertical integration between subjects. Materials and Methods Student volunteers of the first year MBBS course (n=10), who had been exposed to the curriculum for approximately 38 weeks and were familiar with the PBL process were recruited for the study. In addition to a handout on the topic ‘gout’, they were given the freedom to access any resource in the university library to construct the PBL triggers. The PBL triggers were vetted by two faculties. In addition to a focus group discussion with students, students’ and faculty’s responses were collected on a Likert scale. Results Students opined that the exercise helped improve their comprehension (100%), critical thinking abilities (90%) and clinical orientation to the topic (100%). They felt that designing a PBL trigger was a relevant active learning strategy (100%) and would help them answer questions on this topic better in the future (90%). The clinicians who examined the PBL triggers, felt that they were of good quality and that the process was a good tool for vertical integration between basic and clinical sciences. Discussion The results prove that students when given a challenge will rise to the occasion. Unfamiliarity with the nuances of a disease did not prevent them from going the extra mile to achieve their target. By taking part in this exercise, students benefitted in many ways and got a holistic understanding of the topic. Conclusion PBL trigger design can be introduced as an active learning

  14. PBL Trigger Design by Medical Students: An Effective Active Learning Strategy Outside the Classroom.

    Science.gov (United States)

    Roche, Maya; Adiga, Indira Kakkunje; Nayak, Akshatha G

    2016-12-01

    Problem Based Learning (PBL) is known world over as an effective, active learning strategy with many benefits for the student. Usually, in medical schools, PBL triggers are designed by a well-trained group of faculty from basic and clinical sciences. The challenge was whether this task could be given to students in the first year of their curriculum and be executed by them effectively. To enhance active learning, comprehension and critical thinking with a view to promote horizontal and vertical integration between subjects. Student volunteers of the first year MBBS course (n=10), who had been exposed to the curriculum for approximately 38 weeks and were familiar with the PBL process were recruited for the study. In addition to a handout on the topic 'gout', they were given the freedom to access any resource in the university library to construct the PBL triggers. The PBL triggers were vetted by two faculties. In addition to a focus group discussion with students, students' and faculty's responses were collected on a Likert scale. Students opined that the exercise helped improve their comprehension (100%), critical thinking abilities (90%) and clinical orientation to the topic (100%). They felt that designing a PBL trigger was a relevant active learning strategy (100%) and would help them answer questions on this topic better in the future (90%). The clinicians who examined the PBL triggers, felt that they were of good quality and that the process was a good tool for vertical integration between basic and clinical sciences. The results prove that students when given a challenge will rise to the occasion. Unfamiliarity with the nuances of a disease did not prevent them from going the extra mile to achieve their target. By taking part in this exercise, students benefitted in many ways and got a holistic understanding of the topic. PBL trigger design can be introduced as an active learning strategy for students in medical schools where PBL is part of the curriculum. It

  15. Childhood videotaped social and neuromotor precursors of schizophrenia: a prospective investigation

    DEFF Research Database (Denmark)

    Schiffman, Jason; Walker, Elaine; Ekstrøm, Morten

    2004-01-01

    OBJECTIVE: The authors examined videotaped behaviors of children who developed schizophrenia as adults and of comparison subjects to disclose possible social and neuromotor deficits foreshadowing later development of schizophrenia. METHOD: In 1972, a sample of 265 11-13-year-old Danish children...... were filmed under standardized conditions while they were eating lunch. The examination was part of a larger study investigating early signs of schizophrenia spectrum disorders. Many of the subjects had a parent with schizophrenia, leaving them at high risk for developing a schizophrenia spectrum...... disorder. In 1991, adult psychiatric outcome data were obtained for 91.3% (N=242). This study systematically analyzed the videotapes to determine whether the children who developed schizophrenia as adults evidenced greater social and/or neuromotor deficits than children who did not develop a psychiatric...

  16. Student Academic Performance Outcomes of a Classroom Physical Activity Intervention: A Pilot Study

    Directory of Open Access Journals (Sweden)

    Heather ERWIN

    2012-01-01

    Full Text Available A Physical activity is beneficial to children’s health, yet academic pressures limit opportunities forstudents throughout the school day. The purpose of this study was to determine the effect of aclassroom PA intervention on student academic performance outcomes. Intervention participants(n=15 received daily PA breaks. Reading and mathematics fluency, PA, grades, and standardized testscores were collected. Effects of the intervention were examined using mixed-design ANOVAs.Intervention students had significantly higher reading fluency and mathematics scores postinterventionand higher means for standardized reading and mathematics scores as well as grades.Short bouts of PA are important for improving CBM math and reading fluency scores. Classroomteachers should be encouraged to devote time during academic learning to incorporate PA.

  17. 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…

  18. Classroom Social Signal Analysis

    Science.gov (United States)

    Raca, Mirko; Dillenbourg, Pierre

    2014-01-01

    We present our efforts towards building an observational system for measuring classroom activity. The goal is to explore visual cues which can be acquired with a system of video cameras and automatically processed to enrich the teacher's perception of the audience. The paper will give a brief overview of our methodology, explored features, and…

  19. Does Structured Quizzing with Process Specific Feedback Lead to Learning Gains in an Active Learning Geoscience Classroom?

    Science.gov (United States)

    Palsole, S.; Serpa, L. F.

    2013-12-01

    There is a great realization that efficient teaching in the geosciences has the potential to have far reaching effects in outreach to decision and policy makers (Herbert, 2006; Manduca & Mogk, 2006). This research in turn informs educators that the geosciences by the virtue of their highly integrative nature play an important role in serving as an entry point into STEM disciplines and helping developing a new cadre of geoscientists, scientists and a general population with an understanding of science. Keeping these goals in mind we set to design introductory geoscience courses for non-majors and majors that move away from the traditional lecture models which don't necessarily contribute well to knowledge building and retention ((Handelsman et al., 2007; Hake, 1997) to a blended active learning classroom where basic concepts and didactic information is acquired online via webquests, lecturettes and virtual field trips and the face to face portions of the class are focused on problem solving exercises. The traditional way to ensure that students are prepared for the in-class activity is to have the students take a quiz online to demonstrate basic competency. In the process of redesign, we decided to leverage the technology to build quizzes that are highly structured and map to a process (formation of divergent boundaries for example) or sets of earth processes that we needed the students to know before in-class activities. The quizzes can be taken multiple times and provide process specific feedback, thus serving as a heuristic to the students to ensure they have acquired the necessary competency. The heuristic quizzes were developed and deployed over a year with the student data driving the redesign process to ensure synchronicity. Preliminary data analysis indicates a positive correlation between higher student scores on in-class application exercises and time spent on the process quizzes. An assessment of learning gains also indicate a higher degree of self

  20. Instructional Style Meets Classroom Design.

    Science.gov (United States)

    Novelli, Joan

    1991-01-01

    Nine elementary teachers explain how they design their classrooms to match and support their instructional styles. The teachers focus on whole language programs, student portfolios, science activity set-ups, technology transformation, learning center strategies, and space utilization. (SM)

  1. The Effect and Value of a WebQuest Activity on Weather in a 5th Grade Classroom

    Science.gov (United States)

    Oliver, Deborah

    2010-01-01

    WebQuests are increasing in popularity across the country, yet it remains unclear whether WebQuests confer a significant benefit in student content learning. In addition, the perceptions of teachers regarding the classroom value and efficacy of WebQuests in teaching higher level thinking skills are still unclear. The goals of the study were (a) to…

  2. Impact of Structured Group Activities on Pre-Service Teachers' Beliefs about Classroom Motivation: An Exploratory Study

    Science.gov (United States)

    Mansfield, Caroline F.; Volet, Simone E.

    2014-01-01

    Pre-service teachers' beliefs about classroom motivation, and how these beliefs may be developed during initial teacher preparation, is a relatively new aspect of enquiry in the fields of motivation and teacher education. An empirical study, grounded in a social constructivist perspective, was designed to examine the impact of providing…

  3. Active Learning and Flipped Classroom, Hand in Hand Approach to Improve Students Learning in Human Anatomy and Physiology

    Science.gov (United States)

    Entezari, Maria; Javdan, Mohammad

    2016-01-01

    Because Human Anatomy and Physiology (A&P), a gateway course for allied health majors, has high dropout rates nationally, it is challenging to find a successful pedagogical intervention. Reports on the effect of integration of flipped classrooms and whether it improves learning are contradictory for different disciplines. Thus many educators…

  4. High School Students' Views on the PBL Activities Supported via Flipped Classroom and LEGO Practices

    Science.gov (United States)

    Cukurbasi, Baris; Kiyici, Mubin

    2018-01-01

    The purpose of this study was to investigate the high school students' views on instructions based on Flipped Classroom Model (FC) and LEGO applications. The case study, which is one of the qualitative research methods, was used within the scope of the study, the duration of which was 7 weeks. In order to choose the research group of the study,…

  5. From Passive to Active: The Impact of the Flipped Classroom through Social Learning Platforms on Higher Education Students' Creative Thinking

    Science.gov (United States)

    Al-Zahrani, Abdulrahman M.

    2015-01-01

    This study aimed to investigate the impact of the flipped classroom on the promotion of students' creative thinking. Students were recruited from the Faculty of Education at King Abdulaziz University in Saudi Arabia during the first semester of 2014. A multiple method research design was used to address the research questions. First, a two-group…

  6. Analog Tools in Digital History Classrooms: An Activity-Theory Case Study of Learning Opportunities in Digital Humanities

    Science.gov (United States)

    Craig, Kalani

    2017-01-01

    Digital humanities is often presented as classroom savior, a narrative that competes against the idea that technology virtually guarantees student distraction. However, these arguments are often based on advocacy and anecdote, so we lack systematic research that explores the effect of digital-humanities tools and techniques such as text mining,…

  7. 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....

  8. Classroom Antarctica

    Science.gov (United States)

    Gozzard, David

    2017-01-01

    Australian company Antarctica Flights runs summer sightseeing trips out of Australian capital cities to tour the Antarctic coast. The Laby Foundation of the University of Melbourne, through its "Classroom Antarctica" program, sponsored Kent Street High School science teacher, Ms Suzy Urbaniak and 18 of her students to take the trip, to…

  9. Cultural politics: Linguistic identity and its role as gatekeeper in the science classroom

    Science.gov (United States)

    Hilton-Brown, Bryan Anthony

    This dissertation investigated how participation in the cultural practices of science classrooms creates intrapersonal conflict for ethnic minority students. Grounded in research perspectives of cultural anthropology, sociocultural studies of science education, and critical pedagogy, this study examined the cultural tensions encountered by minority students as they assimilate into the culture of the science classroom. Classroom interaction was viewed from the perspective of instructional congruence---the active incorporation of students' culture into science pedagogy. Ogbu's notion of "oppositional identity", Fordham's "fictive kinship", Bahktin's "antidialogics", and Freire's "critical consciousness" were brought together to examine how members of marginalized cultures develop non-normative behaviors as a means of cultural resistance. Choice of genre for public discourse was seen as a political act, representing students' own cultural affiliations. Conducted in a diverse Southern Californian high school with an annual population of over 3,900 students, this study merged ethnographic research, action research, and sociolinguistic discourse analysis. Post hoc analysis of videotaped classroom activities, focus group interviews, and samples of student work revealed students' discursive behavior to shift as a product of the context of their discursive exchanges. In whole class discussions students explained their understanding of complex phenomena to classmates, while in small group discussions they favored brief exchanges of group data. Four domains of discursive identities were identified: Opposition Status, Maintenance Status, Incorporation Status, and Proficiency Status. Students demonstrating Opposition Status avoided use of science discourse. Those students who demonstrated Maintenance Status were committed to maintaining their own discursive behavior. Incorporation Status students were characterized by an active attempt to incorporate science discourse into

  10. Students' beliefs, attitudes, and conceptual change in a traditional and a constructivistic high school physics classroom

    Science.gov (United States)

    Adams, April Dean

    In this study, the relationships between student beliefs about the nature of science, student attitudes, and conceptual change about the nature of forces were investigated within a traditional and within a constructivistic high school physics classroom. Students in both classrooms were honors students taking a first year high school physics course and were primarily white and middle to upper SES. Students in the traditional classroom were all high ability juniors, and physics instruction was integrated with pre-calculus. Students in the constructivistic classroom were a mixture of juniors and seniors. Due to the interrelated nature of these factors and the complexity of their interactions, a naturalistic inquiry design was chosen. The data sources included videotape of 7-9 weeks of instruction; analysis of the videotapes using the Secondary Teacher Analysis Matrix (Gallagher & Parker, 1995); field notes; pretest/posttest assessment with the Force Concept Inventory (Hestenes, Wells, & Swackhammer, 1992); student responses from the Views on Science-Technology-Society questionnaire (Aikenhead & Ryan, 1992), the Questionnaire for the Assessment of a Science Course (Chiappetta, 1995), and the Constructivist Learning Environment Survey (Taylor, Fraser, & White, 1994); student interviews; and teacher interviews. In the traditional classroom, (a) students did not think that physics was relevant to everyday experiences; (b) high conceptual change students were more likely to have an angular world view (Cobern, 1993) and have views more similar to the teacher's about the nature of science; and (c) high conceptual change students were able to develop an internally consistent understanding of the content; however, that content appeared to be isolated knowledge in some students. In the constructivistic classroom, (a) students saw physics as relevant and useful; (b) there was no difference in world view or agreement with the teacher's views on the nature of science between high

  11. Bridging the gap between what is praised and what is practiced: Supporting the work of change as anatomy and physiology instructors introduce active learning into their undergraduate classroom

    Science.gov (United States)

    Thorn, Patti Marie

    When college Anatomy & Physiology instructors begin using active learning in their classrooms, what do they experience? How do their beliefs about teaching and learning change? What obstacles do they encounter and how do they respond? How do their responses influence future decisions regarding the use of active learning? This study documented the experiences of seven instructors from diverse types of institutions as they began using active learning in their classrooms. Conceptual change and social cognitive motivation theory provided guidance for the 15-month project. A classroom-situated professional development framework that included goal setting, planning and doing active learning and formative assessment, and reflecting on experiences was used. Multiple data sources (verbatim transcripts from emergent and semi-structured interviews, observation notes, surveys, written correspondence, instructional materials, and student surveys) and research methods allowed rigorous exploration of the research questions. A number of important findings emerged from the study. Data indicated that instructors struggled with a lack of instructional, pedagogical and clinical content knowledge, student resistance, personal and professional risk-taking issues, and widely shifting attitudes toward active learning. Data also suggested a developmental progression in beliefs about teaching and learning as instructors implemented active learning, and the progression shared similarities with reports of preservice teacher development documented in the learning-to-teach literature. Initially, instructors' beliefs shifted from knowledge transmission and intuitive theories to constructivist theories; however there was marked variation in the intelligibility, status, and endurance of the new beliefs. Data also allowed identification of two distinct conceptual change experiences. Analysis of instructor beliefs within and between the change groups strongly suggested that causal attribution

  12. Constraints on communication in classrooms for the deaf.

    Science.gov (United States)

    Matthews, T J; Reich, C F

    1993-03-01

    One explanation for the relatively low scholastic achievement of deaf students is the character of communication in the classroom. Unlike aural communication methods, line-of-sight methods share the limitation that the receiver of the message must look at the sender. To assess the magnitude of this constraint, we measured the amount of time signers were looked at by potential receivers in typical secondary school classes for the deaf. Videotaped segments indicated that on average the messages sent by teachers and students were seen less than half the time. Students frequently engaged in collateral conversations. The constraints of line-of-sight communication are profound and should be addressed by teaching techniques, classroom layout, and possibly, the use of computer-communication technology.

  13. Growing Social Capital in the Classroom

    Science.gov (United States)

    Arriaza, Gilberto; Rocha, Christie

    2016-01-01

    Sharing school supplies appears, indeed, a simple, even an irrelevant routine activity, but upon closer examination one realizes that deeper and complex issues are at stake. This article aims at explaining how seemingly uneventful classroom activities contain the potential to building social capital in the classroom, which occurs when and if…

  14. Quantification of video-taped images in microcirculation research using inexpensive imaging software (Adobe Photoshop).

    Science.gov (United States)

    Brunner, J; Krummenauer, F; Lehr, H A

    2000-04-01

    Study end-points in microcirculation research are usually video-taped images rather than numeric computer print-outs. Analysis of these video-taped images for the quantification of microcirculatory parameters usually requires computer-based image analysis systems. Most software programs for image analysis are custom-made, expensive, and limited in their applicability to selected parameters and study end-points. We demonstrate herein that an inexpensive, commercially available computer software (Adobe Photoshop), run on a Macintosh G3 computer with inbuilt graphic capture board provides versatile, easy to use tools for the quantification of digitized video images. Using images obtained by intravital fluorescence microscopy from the pre- and postischemic muscle microcirculation in the skinfold chamber model in hamsters, Photoshop allows simple and rapid quantification (i) of microvessel diameters, (ii) of the functional capillary density and (iii) of postischemic leakage of FITC-labeled high molecular weight dextran from postcapillary venules. We present evidence of the technical accuracy of the software tools and of a high degree of interobserver reliability. Inexpensive commercially available imaging programs (i.e., Adobe Photoshop) provide versatile tools for image analysis with a wide range of potential applications in microcirculation research.

  15. Flipped classroom: a review of recent literature

    Directory of Open Access Journals (Sweden)

    Huseyin Uzunboylu

    2015-07-01

    Full Text Available The use of learning technologies, especially multimedia provide varied facilities for students’ learning that are not possible with other media. Pedagogical literature has proved that individuals have different learning styles. Flipped classroom is a pedagogical approach which means that activities that have traditionally taken place inside the classroom take place outside the classroom and vice versa. Flipped classroom environment ensures that students become more active participants compared with the traditional classroom. The purpose of this paper is to fulfil the needs regarding the review of recent literature on the use of flipped classroom approach in education. The contribution of flipped classroom to education is discussed in relation to the change of students' and instructors' role. Subsequently, flipped classroom applications in various disciplines of education are illustrated. The recommendations made in the literature for design specifications that integrate flipped classrooms with technology are discussed. The paper concludes that a careful consideration of the warnings and recommendations made in the literature can help to produce effective flipped classroom environments and also this paper attempts to inform those who are thinking of using new technologies and approaches to deliver courses.

  16. Revisiting Classroom Routines

    Science.gov (United States)

    Wilson, Gloria Lodato

    2016-01-01

    Most co-teachers agree that there just isn't enough time for co-teachers to appropriately and effectively preplan every aspect of every activity in every lesson. This lack of time leads co-teachers to turn to models that fail to maximize the benefits of a two-teacher classroom. Wilson suggests that if co-teachers use their limited planning time to…

  17. Professional Development as a Catalyst for Change in the Community College Science Classroom: How Active Learning Pedagogy Impacts Teaching Practices as Well as Faculty and Student Perceptions of Learning

    Science.gov (United States)

    Harmon, Melissa Cameron

    2017-01-01

    Active learning, an engaging, student-centered, evidence-based pedagogy, has been shown to improve student satisfaction, engagement, and achievement in college classrooms. There have been numerous calls to reform teaching practices, especially in science, technology, engineering, and math (STEM); however, the utilization of active learning is…

  18. The Sea Urchin Embryo: A Remarkable Classroom Tool.

    Science.gov (United States)

    Oppenheimer, Steven B.

    1989-01-01

    Discussed are the uses of sea urchins in research and their usefulness and advantages in the classroom investigation of embryology. Ideas for classroom activities and student research are presented. Lists 25 references. (CW)

  19. BRINGING POP-CULTURE INTO CLASSROOM: SPEAKING 3’S GOT TALENT ACTIVITY TO ENHANCE SPEAKING SKILL OF UNIVERSITY STUDENTS

    Directory of Open Access Journals (Sweden)

    Muhamad Hasbi

    2017-03-01

    Full Text Available Abstract Following the widespread and growing popularity of English communication across the globe, the implementation of and the research on innovation in language teaching is mushrooming, especially in the teaching of English speaking. This study aims at measuring how far pop-culture themed classroom activity named Speaking 3’s Got Talent gives impacts for students speaking skill improvement at IAIN Salatiga, through an observation of a class in the English Department with a number of students of 30 undertaking Speaking 3 course in the odd-semester of the academic year of 2016/2017. Using a quantitative approach, this research utilizes questionnaire and direct observation for collecting data, and makes use of three methods of data analysis namely questionnaire scale-analysis, CEFR (The Common European Framework speaking grid, and teacher’s made rubric for speaking for assessment which pinpoint three key measured variables namely students’ attitude toward the activity, teacher’s assessment toward students’ performance referring to both CEFR and teacher’s made rubric. This research finds that students had positive (excellent and very good attitude towards the time, English, avatar, expertise and assessment variables of the activity and viewed that it is effective in downgrading their degree of stage fright; secondly, students obtain excellent and very good assessment in both the CEFR and teacher’s made rubric model. The three methods of measurements implied its affectivity in enhancing university students’ speaking skill and both student and teacher assessment recommend this activity to be applied in English classrooms. Keywords: speaking skill, pop-cultural activity, attitude, stage fright, assessment

  20. A controlled evaluation of an eating disorders primary prevention videotape using the Elaboration Likelihood Model of Persuasion.

    Science.gov (United States)

    Withers, Giselle F; Twigg, Kylie; Wertheim, Eleanor H; Paxton, Susan J

    2002-11-01

    The aim was to extend findings related to a previously reported eating disorders prevention program by comparing treatment and control groups, adding a follow-up, and examining whether receiver characteristics, personal relevance and need for cognition (NFC), could predict attitude change in early adolescent girls. Grade 7 girls were either shown a brief prevention videotape on dieting and body image (n = 104) or given no intervention (n = 114). All girls completed pre-, post- and 1-month follow-up questionnaires. The intervention group resulted in significantly more positive changes in attitude and knowledge at post-intervention, but only in knowledge at follow-up. There was no strong evidence that pre-intervention characteristics of recipients predicted responses to the videotape intervention when changes were compared to the control group. This prevention videotape appeared to have positive immediate effects, but additional intervention (e.g., booster sessions) may be required for longer-term change. Copyright 2002 Elsevier Science Inc.

  1. Attention-getting skills of deaf children using American Sign Language in a preschool classroom.

    Science.gov (United States)

    Lieberman, Amy M

    2015-07-01

    Visual attention is a necessary prerequisite to successful communication in sign language. The current study investigated the development of attention-getting skills in deaf native-signing children during interactions with peers and teachers. Seven deaf children (aged 21-39 months) and five adults were videotaped during classroom activities for approximately 30 hr. Interactions were analyzed in depth to determine how children obtained and maintained attention. Contrary to previous reports, children were found to possess a high level of communicative competence from an early age. Analysis of peer interactions revealed that children used a range of behaviors to obtain attention with peers, including taps, waves, objects, and signs. Initiations were successful approximately 65% of the time. Children followed up failed initiation attempts by repeating the initiation, using a new initiation, or terminating the interaction. Older children engaged in longer and more complex interactions than younger children. Children's early exposure to and proficiency in American Sign Language is proposed as a likely mechanism that facilitated their communicative competence.

  2. The effect of experimental stress and experimental occlusal interference on masseteric EMG activity.

    Science.gov (United States)

    McGlynn, F D; Bichajian, C; Tira, D E; Lundeen, H C; Mahan, P E; Nicholas, B V

    1989-01-01

    This experiment attempted to study the separate and combined effects of occlusal interference and transient stress on masseteric activity among eight nonclinical human subjects. Before each of two sessions, subjects were fitted with an occlusal interference or an occlusally inert (control) molar clasp. During each session they viewed horrific and idyllic videotapes while masseter EMG was recorded bilaterally. Electrodermal measures validated that the horrific videotapes were stressful. Studies showed that the occlusal variable worked less well. The EMG was elevated contralateral to both clasps and during videotape viewing. The EMG effects from videotape viewing were relatively pronounced without the occlusal interference. Research implications are discussed.

  3. The Flipped Classroom and College Physics Students' Motivation and Understanding of Kinematics Graphs

    Science.gov (United States)

    Cagande, Jeffrey Lloyd L.; Jugar, Richard R.

    2018-01-01

    Reversing the traditional classroom activities, in the flipped classroom model students view lectures at home and perform activities during class period inside the classroom. This study investigated the effect of a flipped classroom implementation on college physics students' motivation and understanding of kinematics graphs. A Solomon four-group…

  4. Deborah Tannen: He Said, She Said--Gender, Language, & Communication [and] Deborah Tannen: In Depth. Part 2. [Videotapes and Teaching Guide].

    Science.gov (United States)

    Tannen, Deborah

    These curriculum-related materials include two videotapes and a 36-page teaching guide. The first videotape, "Deborah Tannen: He Said, She Said," with a running time of 50 minutes discusses: boys and girls, status and connection, directness and indirectness, public talk and private talk, ritual opposition, and conversational style, and a…

  5. Gathering the Dreamers: The Transformation Process to a Learner-Centered School. The Reinventing School Series. Part Two and Viewing Guide. Videotape.

    Science.gov (United States)

    Burrello, Leonard C.; DiLaura, Nancy

    This videotape and viewing guide present an emerging learner-centered paradigm of teaching and learning and answer questions of why and how a staff changes its practices. The viewing guide describes the elementary school in the videotape, noting the full inclusion of 50 students identified as disabled, the team approach in which teachers are…

  6. Enhancing traditional, televised, and videotaped courses with Web-based technologies: a comparison of student satisfaction.

    Science.gov (United States)

    Sole, M L; Lindquist, M

    2001-01-01

    Varied distance learning strategies can be used to deliver nursing courses, including interactive television, videotape, and Web-based approaches. (1) To assess student assess student satisfaction with a critical care elective course offered simultaneously via traditional and distance learning formats in which Web-based strategies were added, and (2) to compare satisfaction of students taking the traditional course versus those taking the class via distance technology. Students (n = 113) who took the course during the spring 1998 and 1999 semesters completed a teacher-constructed evaluation at the end of the semester. Mean ratings on the evaluation were positive. Ratings of interaction, communication with instructor, and facilitation of learning were higher from students who took the traditional course. The application of Web-based technologies may be one factor for the overall course satisfaction. However, it is important to continue to evaluate strategies that work best for students taking courses via distance technology.

  7. Flow observation by rod lens and low-light video (videotape script: January 4, 1977)

    International Nuclear Information System (INIS)

    Lord, D.E.; Carter, G.W.; Petrini, R.R.

    1977-01-01

    The script of a demonstration videotape made to show the possibilities of coupling rod lenses to low-light video systems to observe internal flow conditions is presented. The illustrations accompanying the text were photographed directly from the video screen. Some up-dated comments appear as footnotes to the original script and a description of the multiscan low-light television system developed to measure velocity is included in the epilogue. The combination of rod lens and low-light video system makes it possible to observe dynamic events in hitherto inaccessible volumes. The pressure and temperature capabilities of the rod lens make it applicable to many engineering uses. This system, in conjunction with electronic image enhancement systems, provides a new dimension in engineering analysis

  8. Rationale and design of a randomized controlled trial examining the effect of classroom-based physical activity on math achievement

    DEFF Research Database (Denmark)

    Have, Mona; Nielsen, Jacob Have; Gejl, Anne Kær

    2016-01-01

    was a 9-month classroom-based PA program that involved integration of PA into the math lessons delivered by the schools' math teachers. The primary study outcome was change in math achievement, measured by a 45-minute standardized math test. Secondary outcomes were change in executive function (using...... a modified Eriksen flanker task and the Behavior Rating Inventory of Executive Function (BRIEF) questionnaire filled out by the parents), creativity (using the Torrance Tests of Creative Thinking, TTCT), aerobic fitness (by the Andersen intermittent shuttle-run test) and body mass index. PA during math...... lessons and total PA (including time spent outside school) were assessed using accelerometry. Math teachers used Short Message Service (SMS)-tracking to report on compliance with the PA intervention and on their motivation for implementing PA in math lessons. Parents used SMS-tracking to register...

  9. Ethnographic analysis: a study of classroom environments.

    Science.gov (United States)

    Griswold, L A

    1994-05-01

    Occupational therapists assess and adapt an environment to enhance clients' abilities to function. Therapists working in schools may assess several classroom environments in a week. Identifying relevant information in an efficient manner is essential yet presents a challenge for school therapists. In this study, ethnographic research methodology was used to analyze the plethora of data gained from observations in eight classrooms. Three major categories were identified to structure observations: activities, people, and communication. These categories were used to compile a Classroom Observation Guide that gives therapists relevant questions to ask in each category. Using the Classroom Observation Guide, occupational therapists can recommend classroom activities that suit a particular teacher's style. For example, working with a teacher who prefers structural activities with clear time and space boundaries for one specific purpose, a therapist might suggest organized sensorimotor games with a distinct purpose to be carried out for a given time period.

  10. How To Dance through Time. Volume VI: A 19th Century Ball--The Charm of Group Dances. [Videotape].

    Science.gov (United States)

    Teten, Carol

    This 48-minute VHS videotape is the sixth in a series of "How To Dance Through Time" videos. It shows the festivity of the 19th century group dances, enabling the viewer to plan and participate in the elegant opening to the ball, a refined square dance, and flirtatious Cotillion dancing games. Professional dancers demonstrate the…

  11. Classroom Management for Early Childhood Music Settings

    Science.gov (United States)

    Koops, Lisa Huisman

    2018-01-01

    Classroom management is a common concern for preservice teachers and can be a key to success for in-service teachers. In this article, I discuss six strategies for classroom management: design and lead engaging music activities, employ music-rich transitions, balance familiarity and novelty, plan for success, communicate clear expectations, and…

  12. Cannibalism and Chaos in the Classroom

    Science.gov (United States)

    Abernethy, Gavin M.; McCartney, Mark

    2017-01-01

    Two simple discrete-time models of mutation-induced cannibalism are introduced and investigated, one linear and one nonlinear. Both form the basis for possible classroom activities and independent investigative study. A range of classroom exercises are provided, along with suggestions for further investigations.

  13. Using Mobile Phones to Increase Classroom Interaction

    Science.gov (United States)

    Cobb, Stephanie; Heaney, Rose; Corcoran, Olivia; Henderson-Begg, Stephanie

    2010-01-01

    This study examines the possible benefits of using mobile phones to increase interaction and promote active learning in large classroom settings. First year undergraduate students studying Cellular Processes at the University of East London took part in a trial of a new text-based classroom interaction system and evaluated their experience by…

  14. A Randomized Controlled Pilot Trial of Classroom-Based Mindfulness Meditation Compared to an Active Control Condition in 6th Grade Children

    Science.gov (United States)

    Britton, Willoughby B.; Lepp, Nathaniel E.; Niles, Halsey F.; Rocha, Tomas; Fisher, Nathan; Gold, Jonathan

    2014-01-01

    Children in the United States are at risk for numerous psychological problems, such as anxiety, attention problems, and mood disorders, and are underserved by current mental health provisions. The current study is a pilot trial to examine the effects of a nonelective, classroom-based, teacher-implemented, mindfulness meditation intervention on standard clinical measures of mental health and affect in middle school children. A total of 101 healthy sixth-grade students (55 boys and 46 girls) were randomized to either an Asian history course with daily mindfulness meditation practice (intervention group) or an African history course with a matched experiential activity (active control group). Self-reported data was collected by administering the Youth Self Report (YSR), a modified Spielberger State-Trait Anxiety Inventory, and the Cognitive and Affective Mindfulness Measure -Revised before and after 6 weeks of meditation or active control condition. Both meditators and active controls decreased significantly on the YSR Internalizing Problems, Externalizing Problems, and Attention Problems subscales but did not differ in the extent of their improvements. Both groups also showed comparable improvements on measures in affect. Meditators were significantly less likely to develop suicidal ideation or thoughts of self-harm than controls. Improvements in affect were correlated with increases in mindfulness in meditators but not controls. These results suggest that mindfulness training may yield both unique and nonspecific benefits that are shared by other novel activities. PMID:24930819

  15. Designing and testing a classroom curriculum to teach preschoolers about the biology of physical activity: The respiration system as an underlying biological causal mechanism

    Science.gov (United States)

    Ewing, Tracy S.

    The present study examined young children's understanding of respiration and oxygen as a source of vital energy underlying physical activity. Specifically, the purpose of the study was to explore whether a coherent biological theory, characterized by an understanding that bodily parts (heart and lungs) and processes (oxygen in respiration) as part of a biological system, can be taught as a foundational concept to reason about physical activity. The effects of a biology-based intervention curriculum designed to teach preschool children about bodily functions as a part of the respiratory system, the role of oxygen as a vital substance and how physical activity acts an energy source were examined. Participants were recruited from three private preschool classrooms (two treatment; 1 control) in Southern California and included a total of 48 four-year-old children (30 treatment; 18 control). Findings from this study suggested that young children could be taught relevant biological concepts about the role of oxygen in respiratory processes. Children who received biology-based intervention curriculum made significant gains in their understanding of the biology of respiration, identification of physical and sedentary activities. In addition these children demonstrated that coherence of conceptual knowledge was correlated with improved accuracy at activity identification and reasoning about the inner workings of the body contributing to endurance. Findings from this study provided evidence to support the benefits of providing age appropriate but complex coherent biological instruction to children in early childhood settings.

  16. Study design and protocol for a mixed methods evaluation of an intervention to reduce and break up sitting time in primary school classrooms in the UK: The CLASS PAL (Physically Active Learning) Programme

    OpenAIRE

    Routen, Ash C; Biddle, Stuart J H; Bodicoat, Danielle H; Cale, Lorraine; Clemes, Stacy; Edwardson, Charlotte L; Glazebrook, Cris; Harrington, Deirdre M; Khunti, Kamlesh; Pearson, Natalie; Salmon, Jo; Sherar, Lauren B

    2017-01-01

    Introduction Children engage in a high volume of sitting in school, particularly in the classroom. A number of strategies, such as physically active lessons (termed movement integration (MI)), have been developed to integrate physical activity into this learning environment; however, no single approach is likely to meet the needs of all pupils and teachers. This protocol outlines an implementation study of a primary school-based MI intervention: CLASS PAL (Physically Active Learning) programm...

  17. The Effectiveness of Using Linguistic Classroom Activities in Teaching English Language in Developing the Skills of Oral Linguistic Performance and Decision Making Skill among Third Grade Intermediate Students in Makah

    Science.gov (United States)

    Alshareef, Fahd Majed

    2016-01-01

    The study aimed to reveal the effectiveness of the use of certain classroom language activities in teaching English language in the development of oral linguistic performance and decision-making among intermediate third-grade students in Makah, and it revealed a statistically significant correlation relationship between the averages of the study…

  18. Just-in-Time Teaching in Statistics Classrooms

    Science.gov (United States)

    McGee, Monnie; Stokes, Lynne; Nadolsky, Pavel

    2016-01-01

    Much has been made of the flipped classroom as an approach to teaching, and its effect on student learning. The volume of material showing that the flipped classroom technique helps students better learn and better retain material is increasing at a rapid pace. Coupled with this technique is active learning in the classroom. There are many ways of…

  19. Students' Communication and Positive Outcomes in College Classrooms

    Science.gov (United States)

    AlKandari, Nabila

    2012-01-01

    The purpose of this study was to determine students' communication in the college classroom through faculty-led methods of enhancing classroom participation. The students in this study perceived that faculty members work to engage them in various classroom activities and enhance their participation through discussions, debates, dialogue, group…

  20. The Implementation of a Flipped Classroom in Foreign Language Teaching

    Science.gov (United States)

    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…

  1. Use of Flipped Classroom Technology in Language Learning

    OpenAIRE

    Evseeva, Arina Mikhailovna; Solozhenko, Anton

    2015-01-01

    The flipped classroom as a key component of blended learning arouses great interest among researchers and educators nowadays. The technology of flipped classroom implies such organization of the educational process in which classroom activities and homework assignments are reversed. The present paper gives the overview of the flipped classroom technology and explores its potential for both teachers and students. The authors present the results obtained from the experience of the flipped class...

  2. 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 ...

  3. 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...

  4. Instructional Quality Features in Videotaped Biology Lessons: Content-Independent Description of Characteristics

    Science.gov (United States)

    Dorfner, Tobias; Förtsch, Christian; Boone, William; Neuhaus, Birgit J.

    2017-09-01

    A number of studies on single instructional quality features have been reported for mathematics and science instruction. For summarizing single instructional quality features, researchers have created a model of three basic dimensions (classroom management, supportive climate, and cognitive activation) of instructional quality mainly through observing mathematics instruction. Considering this model as valid for all subjects and as usable for describing instruction, we used it in this study which aimed to analyze characteristics of instructional quality in biology lessons of high-achieving and low-achieving classes, independently of content. Therefore, we used the data of three different previous video studies of biology instruction conducted in Germany. From each video study, we selected three high-achieving and three low-achieving classes (N = 18 teachers; 35 videos) for our multiple-case study, in which conspicuous characteristics of instructional quality features were qualitatively identified and qualitatively analyzed. The amount of these characteristics was counted in a quantitative way in all the videos. The characteristics we found could be categorized using the model of three basic dimensions of instructional quality despite some subject-specific differences for biology instruction. Our results revealed that many more characteristics were observable in high-achieving classes than in low-achieving classes. Thus, we believe that this model could be used to describe biology instruction independently of the content. We also make the claims about the qualities for biology instruction—working with concentration in a content-structured environment, getting challenged in higher order thinking, and getting praised for performance—that could have positive influence on students' achievement.

  5. Self-Regulated Assignment Attack Strategy: Evaluating the Effects of a Classroom-Level Intervention on Student Management of Curricular Activities in a Resource Context

    Science.gov (United States)

    Ness, Bryan M.; Sohlberg, McKay Moore

    2013-01-01

    The purpose of this study was to evaluate the impact of a classroom-based strategy instruction package grounded in self-regulated learning. The Self-Regulated Assignment Attack Strategy (SAAS) targeted self-regulation of assignment management and related academic-behavioral variables for 6th grade students in resource support classrooms. SAAS was…

  6. Implementation of Brain Breaks® in the Classroom and Effects on Attitudes toward Physical Activity in a Macedonian School Setting

    Directory of Open Access Journals (Sweden)

    Biljana Popeska

    2018-05-01

    Full Text Available The purpose of this study was to explore the effects of Brain Break® activities on interest and motivation for physical activity among schoolchildren and the contribution of such activities on learning for health and holistic development. The study sample was comprised of 283 participants, primary school students from 3rd to 5th grades from two public schools in the Republic of Macedonia. Six experimental and six control groups were included in the study. Interventions in classroom settings—based Brain Break® video exercises were introduced in the experimental group during a period of three months. Students’ attitudes toward physical activity were tested using a self-report survey instrument entitled “Attitudes toward Physical Activity Scale (APAS” before and after intervention. Applied factor analyses were completed and the results of these analysis support APAS validity and the successful use of this application in the measurement of the learning experience, self-awareness, self-efficacy, and self-confidence in developing physical fitness. Learning was enhanced by using video exercises. Information presented in this paper is meaningful for the promotion of better exercise habits and the holistic approach to better health by using personal motivation and motivation provided by others. The results from repeated ANCOVA suggest positive effects of the applied Brain Break® video exercises as an interventional program. The study confirms the effect of application of Brain Break® video exercises on children’s attitudes for physical activity, motivation for PA, internalization of movement habits as personal good.

  7. Implementing Flipped Classroom in Blended Learning Environments: A Proposal Based on the Cognitive Flexibility Theory

    Science.gov (United States)

    Andrade, Mariel; Coutinho, Clara

    2017-01-01

    Flipped Classroom is an issue that gains increased attention in Blended Learning models. Generally, in the traditional classroom, the teacher uses the time in the classroom to explain the theoretical and conceptual body content and leaves the practices and exercises as extracurricular activities. In the Flipped Classroom, students study at home…

  8. Examining Social and Sociomathematical Norms in Different Classroom Microcultures: Mathematics Teacher Education Perspective

    Science.gov (United States)

    Güven, N. Dilsad; Dede, Yüksel

    2017-01-01

    Each classroom has its own microculture with its own norms that belong to this microculture. It is these norms that characterize every kind of activity and discussion in the classroom. What makes a mathematics classroom different from any other classroom is the nature of norms, rather than their existence or absence. This study aims to identify…

  9. Tracing Growth of Teachers' Classroom Interactions with Representations of Functions in the Connected Classroom

    Science.gov (United States)

    Morton, Brian Lee

    The purpose of this study is to create an empirically based theoretic model of change of the use and treatment of representations of functions with the use of Connected Classroom Technology (CCT) using data previously collected for the Classroom Connectivity in Promoting Mathematics and Science Achievement (CCMS) project. Qualitative analysis of videotapes of three algebra teachers' instruction focused on different categories thought to influence teaching representations with technology: representations, discourse, technology, and decisions. Models for rating teachers low, medium, or high for each of these categories were created using a priori codes and grounded methodology. A cross case analysis was conducted after the completion of the case studies by comparing and contrasting the three cases. Data revealed that teachers' decisions shifted to incorporate the difference in student ideas/representations made visible by the CCT into their instruction and ultimately altered their orientation to mathematics teaching. The shift in orientation seemed to lead to the teachers' growth with regards to representations, discourse, and technology.

  10. Photobioreactor: Biotechnology for the Technology Education Classroom.

    Science.gov (United States)

    Dunham, Trey; Wells, John; White, Karissa

    2002-01-01

    Describes a problem scenario involving photobioreactors and presents materials and resources, student project activities, and teaching and evaluation methods for use in the technology education classroom. (Contains 14 references.) (SK)

  11. A videotaped intervention to enhance child control and reduce anxiety of the pain of dental injections.

    Science.gov (United States)

    Weinstein, P; Raadal, M; Naidu, S; Yoshida, T; Kvale, G; Milgrom, P

    2003-12-01

    While the psychological literature shows that perceptions of uncontrollability contribute to anxiety and other pathologies, interventions that enhance perceived control have been shown to reduce anxiety. This study attempted to assess a brief videotape to enhance child perceived control in a dental setting. 101 children aged 7-9 years completed warm-up procedures and viewed either: a) the experimental intervention, a 2 minutes video of a dentist explaining what an injection will feel like and proposing hand raising as a signal mechanism; or b) the control condition, a 2 minutes video of Disneyland. Fear of dental injections was assessed on a 10 cm visual analogue scale before and after the intervention. In the experimental group there was a significant fear reduction from pre- to post-intervention, while this was not the case in the control group. Children with higher pre-existing levels of fear benefited more from the intervention than children with lower levels of fear. The results of this pilot study suggest that intervention packages that impact child control have promise in lowering anxiety.

  12. Provider Education about Glaucoma and Glaucoma Medications during Videotaped Medical Visits

    Directory of Open Access Journals (Sweden)

    Betsy Sleath

    2014-01-01

    Full Text Available Objective. The purpose of this study was to examine how patient, physician, and situational factors are associated with the extent to which providers educate patients about glaucoma and glaucoma medications, and which patient and provider characteristics are associated with whether providers educate patients about glaucoma and glaucoma medications. Methods. Patients with glaucoma who were newly prescribed or on glaucoma medications were recruited and a cross-sectional study was conducted at six ophthalmology clinics. Patients’ visits were videotape recorded and patients were interviewed after visits. Generalized estimating equations were used to analyze the data. Results. Two hundred and seventy-nine patients participated. Providers were significantly more likely to educate patients about glaucoma and glaucoma medications if they were newly prescribed glaucoma medications. Providers were significantly less likely to educate African American patients about glaucoma. Providers were significantly less likely to educate patients of lower health literacy about glaucoma medications. Conclusion. Eye care providers did not always educate patients about glaucoma or glaucoma medications. Practice Implications. Providers should consider educating more patients about what glaucoma is and how it is treated so that glaucoma patients can better understand their disease. Even if a patient has already been educated once, it is important to reinforce what has been taught before.

  13. Exploring alternative assessment strategies in science classrooms

    Directory of Open Access Journals (Sweden)

    Michèle Stears

    2010-01-01

    Full Text Available The knowledge children bring to the classroom or construct in the classroom may find expression in a variety of activities and is often not measurable with the traditional assessment instruments used in science classrooms. Different approaches to assessment are required to accommodate the various ways in which learners construct knowledge in social settings. In our research we attempted to determine the types of outcomes achieved in a Grade 6 classroom where alternative strategies such as interactive assessments were implemented. Analyses of these outcomes show that the learners learned much more than the tests indicate, although what they learnt was not necessarily science. The implications for assessment are clear: strategies that assess knowledge of science concepts, as well as assessment of outcomes other than science outcomes, are required if we wish to gain a holistic understanding of the learning that occurs in science classrooms.

  14. Classroom Profiling Training: Increasing Preservice Teachers' Confidence and Knowledge of Classroom Management Skills

    Science.gov (United States)

    Jackson, Cliff; Simoncini, Kym; Davidson, Mark

    2013-01-01

    Classroom management is a serious concern for beginning teachers including preservice teachers. The Queensland Department of Education, Training and Employment (DETE) has developed the Essential Skills for Classroom Management (ESCM), a system of positive and pro-active strategies for maintaining supportive learning environments. In addition, the…

  15. Exploring a Flipped Classroom Approach in a Japanese Language Classroom: A Mixed Methods Study

    Science.gov (United States)

    Prefume, Yuko Enomoto

    2015-01-01

    A flipped classroom approach promotes active learning and increases teacher-student interactions by maximizing face-to-face class time (Hamdan, McKnight, Mcknight, Arfstrom, & Arfstrom, 2013). In this study, "flipped classroom" is combined with the use of technology and is described as an instructional approach that provides lectures…

  16. Using case studies and videotaped vignettes to facilitate the development of critical thinking skills in new graduate nurses.

    Science.gov (United States)

    Hooper, Barbara L

    2014-01-01

    Critical thinking skills are an essential component of nursing and crucial to nursing practice. Case studies with videotaped vignettes were used to help facilitate the development of critical thinking skills in new graduate nurses. Results revealed a statistically significant increase (p = .041) on the overall Health Sciences Reasoning Test score. It is essential for educators to be aware of educational strategies that can affect the development of critical thinking skills.

  17. Activity Theory as a Framework for Investigating District-Classroom System Interactions and Their Influences on Technology Integration

    Science.gov (United States)

    Anthony, Anika Ball

    2012-01-01

    Technology implementation research indicates that teachers' beliefs and knowledge, as well as a host of institutional factors, can influence technology integration. Drawing on third-generation activity theory, this article conceptualizes technology implementation as a network of planning and integration activities carried out by technology…

  18. Observing Classroom Practice

    Science.gov (United States)

    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…

  19. Better Classroom Relationships

    Science.gov (United States)

    Kecskemeti, Maria; Winslade, John

    2016-01-01

    The usual approaches to classroom relationships are either teacher-centred or student-centred. This book breaks new ground in its exploration of relationship-centred classrooms. In relationship-centred classrooms, the teacher and the student are equally important. That shifts the focus to the quality of their interaction and whether it is…

  20. Pushing the Comfort Zone: Confronting the Perceptions of Teaching and Classroom Culture.

    Science.gov (United States)

    Fetters, Marcia K.

    Preservice teachers have pre-existing conceptions of teaching that develop throughout many years of being students in the presence of teachers. Teacher educators are faced with the challenge of making the invisible parts of being a teacher visible to their students. This paper presents some of the activities, especially related to videotaped case…

  1. Chapman's Reef Oculina Banks Clelia Dive 621 2001 Digital Imagery - Captured from Videotapes taken during Submersible Dives to the Oculina Banks Deep Sea Coral Reefs (NODC Accession 0047190)

    Data.gov (United States)

    National Oceanic and Atmospheric Administration, Department of Commerce — Digitial imagery, mpegs and jpegs, captured from mini-DV magnetic videotapes collected with an underwater 3-chip CCD color video camera, deployed from the research...

  2. Sebastian Pinnacles, Oculina Banks Clelia Dive 615 2001 Digital Imagery - Captured from Videotapes taken during Submersible Dives to the Oculina Banks Deep Sea Coral Reefs (NODC Accession 0047190)

    Data.gov (United States)

    National Oceanic and Atmospheric Administration, Department of Commerce — Digitial imagery, mpegs and jpegs, captured from mini-DV magnetic videotapes collected with an underwater 3-chip CCD color video camera, deployed from the research...

  3. Sebastian Pinnacles Oculina Banks Clelia Dive 619 2001 Digital Imagery - Captured from Videotapes taken during Submersible Dives to the Oculina Banks Deep Sea Coral Reefs (NODC Accession 0047190)

    Data.gov (United States)

    National Oceanic and Atmospheric Administration, Department of Commerce — Digitial imagery, mpegs and jpegs, captured from mini-DV magnetic videotapes collected with an underwater 3-chip CCD color video camera, deployed from the research...

  4. Sebastian Pinnacles Oculina Banks Clelia Dive 618 2001 Digital Imagery - Captured from Videotapes taken during Submersible Dives to the Oculina Banks Deep Sea Coral Reefs (NODC Accession 0047190)

    Data.gov (United States)

    National Oceanic and Atmospheric Administration, Department of Commerce — Digitial imagery, mpegs and jpegs, captured from mini-DV magnetic videotapes collected with an underwater 3-chip CCD color video camera, deployed from the research...

  5. Sebastian Pinnacles, Oculina Banks Clelia Dive 614 2001 Digital Imagery - Captured from Videotapes taken during Submersible Dives to the Oculina Banks Deep Sea Coral Reefs (NODC Accession 0047190)

    Data.gov (United States)

    National Oceanic and Atmospheric Administration, Department of Commerce — Digitial imagery, mpegs and jpegs, captured from mini-DV magnetic videotapes collected with an underwater 3-chip CCD color video camera, deployed from the research...

  6. Jeff's Reef Oculina Banks Clelia Dive 606 2001 Digital Imagery - Captured from Videotapes taken during Submersible Dives to the Oculina Banks Deep Sea Coral Reefs (NODC Accession 0047190)

    Data.gov (United States)

    National Oceanic and Atmospheric Administration, Department of Commerce — Digitial imagery, mpegs and jpegs, captured from mini-DV magnetic videotapes collected with an underwater 3-chip CCD color video camera, deployed from the research...

  7. Eau Galllie Oculina Banks Clelia Dive 609 2001 Digital Imagery - Captured from Videotapes tken during Submersible Dives to the Oculina Banks Deep Sea Coral Reefs (NODC Accession 0047190)

    Data.gov (United States)

    National Oceanic and Atmospheric Administration, Department of Commerce — Digitial imagery, mpegs and jpegs, captured from mini-DV magnetic videotapes collected with an underwater 3-chip CCD color video camera, deployed from the research...

  8. Cocoa Beach Oculina Banks Clelia Dive 617 2001 Digital Imagery - Captured from Videotapes taken during Submersible Dives to the Oculina Banks Deep Sea Coral Reefs (NODC Accession 0047190)

    Data.gov (United States)

    National Oceanic and Atmospheric Administration, Department of Commerce — Digitial imagery, mpegs and jpegs, captured from mini-DV magnetic videotapes collected with an underwater 3-chip CCD color video camera, deployed from the research...

  9. Cape Canaveral Oculina Banks Clelia Dive 616 2001 Digital Imagery - Captured from Videotapes taken during Submersible Dives to the Oculina Banks Deep Sea Coral Reefs (NODC Accession 0047190)

    Data.gov (United States)

    National Oceanic and Atmospheric Administration, Department of Commerce — Digitial imagery, mpegs and jpegs, captured from mini-DV magnetic videotapes collected with an underwater 3-chip CCD color video camera, deployed from the research...

  10. Jeff's Reef Oculina Banks Clelia Dive 607 2001 Digital Imagery - Captured from Videotapes taken during Submersible Dives to the Oculina Banks Deep Sea Coral Reefs (NODC Accession 0047190)

    Data.gov (United States)

    National Oceanic and Atmospheric Administration, Department of Commerce — Digitial imagery, mpegs and jpegs, captured from mini-DV magnetic videotapes collected with an underwater 3-chip CCD color video camera, deployed from the research...

  11. Talking about history: discussions in a middle school inclusive classroom.

    Science.gov (United States)

    Okolo, Cynthia M; Ferretti, Ralph P; MacArthur, Charles A

    2007-01-01

    In this study, we examined the nature of whole-class discussion and teachers' instruction during discussion about historical topics in one inclusive, middle-grade classroom. We videotaped and analyzed 4 lessons to determine the nature of discussion sequences, rates of participation, and instructional challenges encountered by the teacher and students. We triangulated our analysis of observational data with teacher interviews. The results showed high rates of student participation, with no differences between students with and without disabilities. The teacher initiated and controlled the discussion, and nearly all student responses were from teacher to student rather than from student to student. The teacher encountered three challenges in developing students' understanding, and we identify specific practices she used to address these challenges. Based on students' response to measures administered by project staff and on their scores on statewide tests, this teacher's practices seemed to be highly effective.

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

    Science.gov (United States)

    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.

  13. Learning Tools to Enhance Student Achievement in an ASL-English Flipped Classroom for Deaf Students

    OpenAIRE

    Chung, Michelle

    2016-01-01

    With technology becoming more advanced and readily available in the classroom, an increasing number of teachers across the nation are seeking to flip their classrooms. That is, a flipped classroom moves lectures outside of the classroom via online videos, allowing more class time for student activities and projects. To be successful in a flipped classroom, students will need to be able to learn through instructional videos, to take notes while watching the videos, and to think aloud when work...

  14. Using video-taped examples of standardized patient to teach medical students taking informed consent

    Directory of Open Access Journals (Sweden)

    SHIRIN HABIBI KHORASANI

    2015-04-01

    Full Text Available Introduction: Medical student should be trained in medical ethics and one of the most essential issues in this field is taking informed consents. In this research, we compared the effect of effectiveness of teaching methods on students’ ability in taking informed consent from patients. Methods: This semi-experimental study was carried out on fifty eight subjects from the 4th-year students of Shiraz University of Medical Sciences who attended in medical ethics course before their ‘clinical clerkship’training.Method of sampling was census and students were randomly allocated into two groups of control group (n=28 was trained in traditional lecture-based class and the case groupnamed as A1 (n=22 were taught by video-taped examples of standardized patient.Then A1 group attended in traditional lecture-based classes named as A2. The groups were evaluated in terms the ability of recognition of ethical issues through the scenario based ethical examination before and after each training. Scenarios were related to the topics of informed consent. Data were analyzed by SPSS 14 software using descriptive statistics and anova test. P-value less than 0.05 was considered as significant. Results: The mean scores results of A2, A1 and B group were found to be 7.21, 5.91 and 5.73 out of 8, respectively. Comparison between the groups demonstrated that the ability of taking informed consent was significantly higher in A2 group (p<0.001, followed by A1 group (p<0.05, while was the least in the B group (p=0.875. Conclusion: According to this research, lecture-based teaching is still of great value in teaching medical ethics, but when combined with standardized patient, the outcome will be much better. It should be considered that mixed methods of teaching should be used together for better result.

  15. Using video-taped examples of standardized patient to teach medical students taking informed consent.

    Science.gov (United States)

    Habibi Khorasani, Shirin; Ebrahimi, Sedigheh

    2015-04-01

    Medical student should be trained in medical ethics and one of the most essential issues in this field is taking informed consents. In this research, we compared the effect of effectiveness of teaching methods on students' ability intaking informed consent from patients. This semi-experimental study was carried out on fifty eight subjects from the 4th-year students  of Shiraz University of Medical Sciences who attended in medical ethics coursebefore their 'clinical clerkship'training.Method of sampling was census and students were randomly allocated into two groups of control group(n=28) was trained in traditional lecture-based class and the case groupnamed as A1(n=22) were taught by video-taped examples of standardized patient.Then A1 group attended in traditional lecture-based classes named as A2. The groups were evaluated in terms the ability of recognition of ethical issuesthrough the scenario based ethical examination before and after each training. Scenarios were related to the topics ofinformed consent. Data were analyzed by SPSS 14 software using descriptive statistics and anovatest.P-Value less than 0.05 was considered as significant. The mean scores results of A2, A1and B groupwere found to be7.21 , 5.91 and 5.73 out of 8,respectively. Comparison between the groups demonstrated that the ability of taking informed consent was significantly higher in A2 group (plecture-based teaching is still of great value in teaching medical ethics, but when combined with standardized patient, the outcome will be much better.it should be considered that mixed methodsof teaching should be used together for better result.

  16. Using Breakout Groups as an Active Learning Technique in a Large Undergraduate Nutrition Classroom at the University of Guelph

    Directory of Open Access Journals (Sweden)

    Genevieve Newton

    2012-12-01

    Full Text Available Breakout groups have been widely used under many different conditions, but the lack of published information related to their use in undergraduate settings highlights the need for research related to their use in this context. This paper describes a study investigating the use of breakout groups in undergraduate education as it specifically relates to teaching a large 4th year undergraduate Nutrition class in a physically constrained lecture space. In total, 220 students completed a midterm survey and 229 completed a final survey designed to measure student satisfaction. Survey results were further analyzed to measure relationships between student perception of breakout group effectiveness and (1 gender and (2 cumulative GPA. Results of both surveys revealed that over 85% of students either agreed or strongly agreed that using breakout groups enhanced their learning experience, with females showing a significantly greater level of satisfaction and higher final course grade than males. Although not stratified by gender, a consistent finding between surveys was a lower perception of breakout group effectiveness by students with a cumulative GPA above 90%. The majority of respondents felt that despite the awkward room space, the breakout groups were easy to create and participate in, which suggests that breakout groups can be successfully used in a large undergraduate classroom despite physical constraints. The findings of this work are relevant given the applicability of breakout groups to a wide range of disciplines, and the relative ease of integration into a traditional lecture format.Les enseignants ont recours aux petits groupes dans de nombreuses conditions différentes, cependant, le manque d’information publiée sur leur utilisation au premier cycle confirme la nécessité d’effectuer des recherches sur ce format dans ce contexte. Le présent article rend compte d’une étude portant sur l’utilisation des petits groupes au premier

  17. Toward a Descriptive Science of Teaching: How the TDOP Illuminates the Multidimensional Nature of Active Learning in Postsecondary Classrooms

    Science.gov (United States)

    Hora, Matthew T.

    2015-01-01

    Detailed accounts of teaching can shed light on the nature and prevalence of active learning, yet common approaches reduce teaching to unidimensional descriptors or binary categorizations. In this paper, I use the instructional systems-of-practice framework and the Teaching Dimensions Observation Protocol (TDOP) to advance an approach to thinking…

  18. Measuring teacher regulating activities concerning student learning in secondary education classrooms : Reliability and validity of student perceptions

    NARCIS (Netherlands)

    van Beek, J. A.; de Jong, F. P. C. M.; Wubbels, Th.; Minnaert, A. E. M. G.

    2014-01-01

    This article describes the use and validation of the Pedagogical Practices Inventory, which uses student perceptions arranged into five subscales to measure teacher activities concerning the regulation of student learning in secondary education. To determine the reliability and validity of the

  19. Benefits, Barriers and Prerequisites for Web 2.0 Learning Activities in the Classroom: The View of Greek Pioneer Teachers

    Science.gov (United States)

    Palaigeorgiou, George; Grammatikopoulou, Athina

    2016-01-01

    Purpose: This paper aims to identify the learning benefits and the challenges of Web 2.0 educational activities when applied in typical learning settings and as perceived by pioneer educators with extensive Web 2.0 experience. Design/Methodology/Approach: The testimonies of 26 Greek primary and secondary education teachers were collected. All…

  20. MainXchange in the Classroom: The New Internet Stock Market Game. Teacher's Guide and Student Activities.

    Science.gov (United States)

    1998

    This teaching guide/student activities booklet, for grades 6-9 and 7-11, outlines an Internet-based stock exchange simulation that allows students to learn about the stock market in a fun format. The simulation (the "MainXchange") described in the booklet offers students the opportunity to engage in "real-life" investing, while…

  1. Stereotypes at Work in Classroom Interactions: Pupils Talk about the Police in School Cinema Activities in Sweden

    Science.gov (United States)

    Lindgren, Anne-Li

    2015-01-01

    The empirical investigation in this paper develops the perspective of media in education by focusing on how the use of film in education stimulates the production of cultural, societal and social values and norms in school when pupils talk about "the police" in school cinema activities in Sweden. "Police" is regarded as a…

  2. Understanding and scaffolding Danish schoolteachers’ motivation for using classroom-based physical activity: study protocol for a mixed methods study

    Science.gov (United States)

    Skovgaard, Thomas; Bredahl, Thomas

    2018-01-01

    Introduction The benefits of physical activity for children’s health, both mental and physical, and its positive effects on academic achievement are well established. Research also emphasises that schools could provide a natural setting for regular physical activity. There is, however, a limited amount of knowledge about teachers’ views when it comes to integrating physical activity as part of teaching. The aim of this study is to understand teachers’ motivation for integrating physical activity as part of teaching and to assess their need for guidance and support. Methods and analysis The study uses an explanatory sequential mixed-methods design. Schools from across Denmark are included in the sample. The design comprises two separated phases—a quantitative and qualitative phase. The quantitative phase is guided by the self-determination theory where teachers’ motivation will be measured using the Work Task Motivation Scale for Teachers. The theory of scaffolding guides the qualitative phase, which consists of in-depth interviews with participants selected from the quantitative phase based on levels of motivation and on demographic information. In accordance with the study aims, the analysis of data will identify teachers’ internal and external levels of motivation. The purpose of the qualitative phase is to enhance understanding of teachers’ motivation and of their need for support in the use of physical activity in teaching. Ethics and dissemination All relevant ethics approvals have been acquired. All participants in this study will provide written informed consent prior to data collection. All data emerging from the quantitative and qualitative phase will be anonymised for analysis. Ethics approval was requested from the Regional Committee on Health Research Ethics for Southern Denmark approval ID S-20162000–40 and the Danish Data Protection Agency approval ID 16/15491). The study was deemed not notifiable by both authorities. Trial

  3. Understanding and scaffolding Danish schoolteachers' motivation for using classroom-based physical activity: study protocol for a mixed methods study.

    Science.gov (United States)

    Knudsen, Louise Stjerne; Skovgaard, Thomas; Bredahl, Thomas

    2018-03-14

    The benefits of physical activity for children's health, both mental and physical, and its positive effects on academic achievement are well established. Research also emphasises that schools could provide a natural setting for regular physical activity. There is, however, a limited amount of knowledge about teachers' views when it comes to integrating physical activity as part of teaching. The aim of this study is to understand teachers' motivation for integrating physical activity as part of teaching and to assess their need for guidance and support. The study uses an explanatory sequential mixed-methods design. Schools from across Denmark are included in the sample. The design comprises two separated phases-a quantitative and qualitative phase. The quantitative phase is guided by the self-determination theory where teachers' motivation will be measured using the Work Task Motivation Scale for Teachers. The theory of scaffolding guides the qualitative phase, which consists of in-depth interviews with participants selected from the quantitative phase based on levels of motivation and on demographic information. In accordance with the study aims, the analysis of data will identify teachers' internal and external levels of motivation. The purpose of the qualitative phase is to enhance understanding of teachers' motivation and of their need for support in the use of physical activity in teaching. All relevant ethics approvals have been acquired. All participants in this study will provide written informed consent prior to data collection. All data emerging from the quantitative and qualitative phase will be anonymised for analysis. Ethics approval was requested from the Regional Committee on Health Research Ethics for Southern Denmark approval ID S-20162000-40 and the Danish Data Protection Agency approval ID 16/15491). The study was deemed not notifiable by both authorities. NCT02894346; Pre-results. © Article author(s) (or their employer(s) unless otherwise stated

  4. Online Classroom Research and Analysis Activities Using MARGINS-Related Resources for the Izu-Bonin-Mariana Subduction System

    Science.gov (United States)

    Ryan, J. G.

    2007-12-01

    Students today have online access to nearly unlimited scientific information in an entirely unfiltered state. As such, they need guidance and training in identifying and assessing high-quality information resources for educational and research use. The extensive research data resources available online for the Izu-Bonin-Mariana (IBM) subduction system that have been developed with MARGINS Program and related NSF funding are an ideal venue for focused Web research exercises that can be tailored to a range of undergraduate geoscience courses. This presentation highlights student web research activities examining: a) The 2003-2005 eruptions of Anatahan Volcano in the Mariana volcanic arc. MARGINS-supported geophysical research teams were in the region when the eruption initiated, permitting a unique "event response" data collection and analysis process, with preliminary results presented online at websites linked to the MARGINS homepage, and ultimately published in a special issue of the Journal of Volcanology and Geothermal Research. In this activity, students will conduct a directed Web surf/search effort for information on and datasets from the Anatahan arc volcano, which they will use in an interpretive study of recent magmatic activity in the Mariana arc. This activity is designed as a homework exercise for use in a junior-senior level Petrology course, but could easily be taken into greater depth for the benefit of graduate-level volcanology or geochemistry offerings. b) Geochemical and mineralogical results from ODP Legs 125 and 195 focused on diapiric serpentinite mud volcanoes, which erupt cold, high pH fluids, serpentine muds, and serpentinized ultramafic clasts at a number of sites in the forearc region of the Mariana subduction zone. The focus of this activity is an examination of the trace element chemistry of the forearc serpentines and their associated upwelling porefluids as a means of understanding the roles of ionic radius, valence, and system

  5. Activity theory and genre ecology: Conceptual tools for understanding technical communication

    Directory of Open Access Journals (Sweden)

    Winberg, Christine

    2005-12-01

    Full Text Available This paper reports on a year-long project in an architectural technology department, which studied students’ oral language development in plenary discussions in a first year History and Appreciation of Architecture course. Data was obtained by videotaping classroom activities, and by interviewing the lecturer and students who were participants in the course. The data was analysed, using categories suggested by Activity Theory. The category of ‘rules’ was selected from the activity system for further analysis, using a Genre Ecology approach. The findings of the study show how technical communication is managed within a classroom based activity system comprising lecturer and students, and graphic and verbal texts, in a context of learning. Learning, teaching, and expert discourses of the architectural review genre interact and are negotiated by participants. Through participation in plenary discussion, students from diverse backgrounds contribute to one another’s experience of architectural design, and by valuing and responding to students’ contributions, the lecturer facilitates students’ understanding of the ‘rules’ of architectural communication, and enables students to access an expanded repertoire of the genre of architectural review.

  6. Multilingual classrooms as sites of negotiations of language and literacy

    DEFF Research Database (Denmark)

    Laursen, Helle Pia; Daugaard, Line Møller

    2012-01-01

    Chapter 4, by Daugaard and Laursen, examines a multilingual classroom in Denmark as a site of negotiations of language and literacy. Classrooms have never been homogeneous, in many senses, but in the present era of global fl ows and new forms of mobility the heterogeneous nature of classrooms...... is more prominent than ever. In this chapter, the classroom is characterized as a messy marketplace, in which language ideologies and identity options are maintained, contested and negotiated. The close examination of literacy practices in the classroom in focus in this chapter shows what transitional...... processes take place when people move across spaces and how the sociolinguistic reality of the classroom clashes with the educational conceptualization of ‘the bilingual student’. The analysis also shows how multilingual children actively claim – and transform – linguistic space in the classroom....

  7. Plastics in the Ocean: Engaging Students in Core Competencies Through Issues-Based Activities in the Science Classroom.

    Science.gov (United States)

    Fergusson-Kolmes, L. A.

    2016-02-01

    Plastic pollution in the ocean is a critical issue. The high profile of this issue in the popular media makes it an opportune vehicle for promoting deeper understanding of the topic while also advancing student learning in the core competency areas identified in the NSF's Vision and Change document: integration of the process of science, quantitative reasoning, modeling and simulation, and an understanding of the relationship between science and society. This is a challenging task in an introductory non-majors class where the students may have very limited math skills and no prior science background. In this case activities are described that ask students to use an understanding of density to make predictions and test them as they consider the fate of different kinds of plastics in the marine environment. A comparison of the results from different sampling regimes introduces students to the difficulties of carrying out scientific investigations in the complex marine environment as well as building quantitative literacy skills. Activities that call on students to make connections between global issues of plastic pollution and personal actions include extraction of microplastic from personal care products, inventories of local plastic-recycling options and estimations of contributions to the waste stream on an individual level. This combination of hands-on-activities in an accessible context serves to help students appreciate the immediacy of the threat of plastic pollution and calls them to reflect on possible solutions.

  8. Assessing Learning Styles of Graduate Entry Nursing Students as a Classroom Research Activity: A quantitative research study.

    Science.gov (United States)

    Gonzales, Lucia K; Glaser, Dale; Howland, Lois; Clark, Mary Jo; Hutchins, Susie; Macauley, Karen; Close, Jacqueline F; Leveque, Noelle Lipkin; Failla, Kim Reina; Brooks, Raelene; Ward, Jillian

    2017-01-01

    A number of studies across different disciplines have investigated students' learning styles. Differences are known to exist between graduate and baccalaureate nursing students. However, few studies have investigated the learning styles of students in graduate entry nursing programs. . Study objective was to describe graduate entry nursing students' learning styles. A descriptive design was used for this study. The Index of Learning Styles (ILS) was administered to 202 graduate entry nursing student volunteers at a southwestern university. Descriptive statistics, tests of association, reliability, and validity were performed. Graduate nursing students and faculty participated in data collection, analysis, and dissemination of the results. Predominant learning styles were: sensing - 82.7%, visual - 78.7%, sequential - 65.8%, and active - 59.9%. Inter-item reliabilities for the postulated subscales were: sensing/intuitive (α=0.70), visual/verbal (α=0.694), sequential/global (α=0.599), and active/reflective (α=0.572). Confirmatory factor analysis for results of validity were: χ 2 (896)=1110.25, pnursing students. This study provided faculty with numerous opportunities for actively engaging students in data collection, analysis, and dissemination of results. Copyright © 2016 Elsevier Ltd. All rights reserved.

  9. Creative classroom strategies for teaching nursing research.

    Science.gov (United States)

    Phillips, Regina Miecznikoski

    2014-01-01

    Faculty are constantly challenged to find interesting classroom activities to teach nursing content and engage students in learning. Nursing students and graduates need to use research skills and evidence-based practice as part of their professional care. Finding creative and engaging ways to teach this material in undergraduate nursing programs are essential. This article outlines several successful strategies to engage nursing students in research content in the time and space constraints of the classroom.

  10. Promoting teacher adoption of physical activity breaks in the classroom: findings of the Central Texas CATCH Middle School Project.

    Science.gov (United States)

    Delk, Joanne; Springer, Andrew E; Kelder, Steven H; Grayless, Megan

    2014-11-01

    Research suggests that physical activity breaks (ABs) during class increase students' physical activity levels and provide an academic benefit. This study evaluates a 3-year intervention aimed at encouraging teacher AB use. Thirty central Texas middle schools were assigned to 1 of 3 conditions: training-only (Basic), training plus facilitator support (Basic Plus), and training/facilitator support and a social marketing campaign (Basic Plus SM). Teachers completed surveys at end of years 2 (N = 1039) and 3 (N = 831) to assess exposure to program, self-efficacy, and frequency of AB use. At end of year 3, teachers in facilitator-supported conditions reported increased exposure, self-efficacy, and use compared to Basic condition. Only 43.2% of teachers in the Basic condition reported receiving training in ABs compared to 84.2% and 90.6% in the Basic Plus and Basic Plus SM conditions, respectively. Additionally, a greater percentage of teachers in the facilitator-support conditions reported conducting ABs weekly (Basic = 23.3%, Basic Plus = 34.4%, Basic Plus SM = 38.7%, at year 3; p < .001). Despite perceived barriers, including fear that ABs will detract from instructional time, the intervention was successful in having a core group of teachers implement them weekly. More research is needed to increase the percentage of teachers implementing ABs regularly. © 2014, American School Health Association.

  11. 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.

  12. Tablets in the classroom

    DEFF Research Database (Denmark)

    Meyer, Bente Tobiesen

    2013-01-01

    This paper focuses on the multiple agents of educational change associated with the implementation of ICTs in elementary schooling. The focus of the paper is on emergent patterns of change, i.e. the way technologies are adapted over time in different configurations that involve both pupils......, teachers, activities and the different resources used in the classroom. The paper focuses on the concept of socio-material bricolage (Johri 2011) as an approach to understanding how digital devices contribute to constructing both relevant and innovative practices in teaching and learning in schools...... a school development project in Denmark where five classes of seventh graders were given iPads on a one pupil one device basis for the school year of 2012-13....

  13. Individual Self-monitoring &Peer-monitoring In One Classroom in Writing Activities: Who Is at Disadvantage?

    Directory of Open Access Journals (Sweden)

    Zohreh Zare Toofan

    2014-02-01

    Full Text Available Writing is an important experience through which we are able to share ideas, arouse feelings, persuade and convince other people (white & Arndt, 1991. It is important to view writing not solely as the product of an individual, but as a cognitive, social and cultural act. Writing is an act that takes place within a context, that accomplishes a particular purpose and that is appropriately shaped for its intended audience (Hamplyones & Condon, 1989. Here, the present research considers the significance effects of two important independent variables self-monitoring and peer-monitoring in writing activities on Iranian EFL learners. In this research it was supposed to study new effects of two Meta cognitive strategies self-monitoring and peer-monitoring on 173 male and female learners' writing activities whose age ranged between the age 16-27, and they had a composing description writing paragraph as pre & post test in the same conditions. Although many studies have been conducted on the effects of self-monitoring with a variety of students across a variety of settings (Amato-Zech, Hoff, & Doepke, 2006 Cooper et al., 2007, Dunlap, Dunlap, Koegel, & Koegel 1991. But goal of this study was to increase the participant’s on-task behavior in self & peer-monitoring (E. Johnson, 2007, Self &Peer-monitoring added. Although both of them were useful for providing challengeable students, and became useful for prosocial life, but self-monitoring helped them to become awareness of their weaknesses and strengths to increase positive way of the quality and quantity of their learning in written task, and peer-monitoring occurred when the students achieved recognition level to evaluate the other peers' behavior, and it was obviously understood that it needed more training time to arrive at the level of recognition of each others' behavior.

  14. Physical therapy in preschool classrooms: successful integration of therapy into classroom routines.

    Science.gov (United States)

    Sekerak, Darlene Massey; Kirkpatrick, Dana B; Nelson, Kristal C; Propes, June H

    2003-01-01

    This exploratory investigation identifies factors that contribute to success of physical therapy services delivered in the context of the daily routines in preschool classroom settings. Ten pediatric physical therapists from rural and urban communities across North Carolina served as informants during telephone interviews. Qualitative analysis of the data led to the identification of six major themes: interactions among classroom personnel, impact of the classroom environment, individual characteristics of the child, logistical considerations, administrative policies and practices, and service delivery options. All 10 informants shared the perception that the cooperation and commitment of the teacher was essential for successful incorporation of therapy activities in classroom routines. Furthermore, the informants agreed that multiple models of service delivery were necessary to meet the individual needs of children. These results lead the authors to question the wisdom of promoting any one service delivery model as "best practice" and suggest guidelines for successful integration of physical therapy in the preschool classroom.

  15. Virtual classroom project

    OpenAIRE

    Gmeiner, Nicholas

    2017-01-01

    This project aims to provide students with disabilities the same in class learning experience through virtual reality technology, 360-degree video capture, and the use of Arduino units. These technologies will be combined to facilitate communication between teachers in physical classrooms with students in virtual classrooms. The goal is to provide a person who is affected by a disability (which makes it hard to be in a traditional classroom) the same benefits of a safe and interactive learnin...

  16. Moving Physical Activity beyond the School Classroom: A Social-Ecological Insight for Teachers of the Facilitators and Barriers to Students' Non-Curricular Physical Activity

    Science.gov (United States)

    Hyndman, Brendon; Telford, Amanda; Finch, Caroline F.; Benson, Amanda C.

    2012-01-01

    Non-curricular avenues such as active play during school breaks have been established as a major source for children's physical and cognitive development, yet there is little information for teachers on the influences affecting primary and secondary school students' non-curricular physical activity. During this study focus groups and drawing were…

  17. Effectiveness of teaching and learning mathematics for Thai university engineering students through a combination of activity and lecture based classroom

    Directory of Open Access Journals (Sweden)

    Parinya S. Ngiamsunthorn

    2014-04-01

    Full Text Available There are concerns of developing effective pedagogical practices for teaching mathematics for engineering students as many engineering students experience difficulties in learning compulsory mathematics subjects in their first and second years of the degree. This paper aims to investigate the effectiveness of using a variety of teaching and learning approaches including lecture based learning, activity based learning, e-learning via learning management system (LMS and practice or tutorial session in mathematics subjects for engineering students. This study was carried out on 160 students who need to enroll three basic mathematics subjects (MTH101, MTH102 and MTH201 for an engineering degree during academic year 2011 – 2012. The students were divided into three groups according to their majors of study. The first two groups of students were given a combination of various teaching approaches for only one semester (either MTH102 or MTH201, while the last group was given a combination of various teaching approaches for two semesters (both MTH102 and MTH201. To evaluate the effectiveness of teaching and learning, examination results, questionnaires on attitude towards teaching and learning, and a formal university teaching evaluation by students were collected and analyzed. It is found that different students perceive mathematics contents from different teaching methods according to their preferred learning styles. Moreover, most students in all groups performed at least the same or better in their final subject (MTH201. However, there is an interesting finding that low proficiency students in earlier mathematics subjects who received a combination of various teaching approaches for two semesters can improve their examination results better than other groups, on average. This is also reflected from an increasing average score on teaching evaluation from this group of students about teaching techniques.

  18. The Flipped Classroom: Implementing Technology to Aid in College Mathematics Student's Success

    Science.gov (United States)

    Buch, George R.; Warren, Carryn B.

    2017-01-01

    August 2016 there was a call (Braun, Bremser, Duval, Lockwood & White, 2017) for post-secondary instructors to use active learning in their classrooms. Once such example of active learning is what is called the "flipped" classroom. This paper presents the need for, and the methodology of the flipped classroom, results of…

  19. Use of the Flipped Classroom Instructional Model in Higher Education: Instructors' Perspectives

    Science.gov (United States)

    Long, Taotao; Cummins, John; Waugh, Michael

    2017-01-01

    The flipped classroom model is an instructional model in which students learn basic subject matter knowledge prior to in-class meetings, then come to the classroom for active learning experiences. Previous research has shown that the flipped classroom model can motivate students towards active learning, can improve their higher-order thinking…

  20. How we flipped the medical classroom.

    Science.gov (United States)

    Sharma, Neel; Lau, C S; Doherty, Iain; Harbutt, Darren

    2015-04-01

    Flipping the classroom centres on the delivery of print, audio or video based material prior to a lecture or class session. The class session is then dedicated to more active learning processes with application of knowledge through problem solving or case based scenarios. The rationale behind this approach is that teachers can spend their face-to-face time supporting students in deeper learning processes. In this paper we provide a background literature review on the flipped classroom along with a three step approach to flipping the classroom comprising implementing, enacting and evaluating this form of pedagogy. Our three step approach is based on actual experience of delivering a flipped classroom at the University of Hong Kong. This initiative was evaluated with positive results. We hope our experience will be transferable to other medical institutions.

  1. The Impact of Brain Breaks Classroom-Based Physical Activities on Attitudes toward Physical Activity in Polish School Children in Third to Fifth Grade.

    Science.gov (United States)

    Glapa, Agata; Grzesiak, Joanna; Laudanska-Krzeminska, Ida; Chin, Ming-Kai; Edginton, Christopher R; Mok, Magdalena Mo Ching; Bronikowski, Michal

    2018-02-21

    The purpose of this study was to examine the effectiveness of the Brain Breaks® Physical Activity Solutions in changing attitudes toward physical activity of school children in a community in Poland. In 2015, a sample of 326 pupils aged 9-11 years old from 19 classes at three selected primary schools were randomly assigned to control and experimental groups within the study. During the classes, children in the experimental group performed physical activities two times per day in three to five minutes using Brain Breaks® videos for four months, while the control group did not use the videos during the test period. Students' attitudes toward physical activities were assessed before and after the intervention using the "Attitudes toward Physical Activity Scale". Repeated measures of ANOVA were used to examine the change from pre- to post-intervention. Overall, a repeated measures ANOVA indicated time-by-group interaction effects in 'Self-efficacy on learning with video exercises', F(1.32) = 75.28, p = 0.00, η2 = 0.19. Although the changes are minor, there were benefits of the intervention. It may be concluded that HOPSports Brain Breaks® Physical Activity Program contributes to better self-efficacy on learning while using video exercise of primary school children.

  2. The Impact of Brain Breaks Classroom-Based Physical Activities on Attitudes toward Physical Activity in Polish School Children in Third to Fifth Grade

    Directory of Open Access Journals (Sweden)

    Agata Glapa

    2018-02-01

    Full Text Available The purpose of this study was to examine the effectiveness of the Brain Breaks® Physical Activity Solutions in changing attitudes toward physical activity of school children in a community in Poland. In 2015, a sample of 326 pupils aged 9–11 years old from 19 classes at three selected primary schools were randomly assigned to control and experimental groups within the study. During the classes, children in the experimental group performed physical activities two times per day in three to five minutes using Brain Breaks® videos for four months, while the control group did not use the videos during the test period. Students’ attitudes toward physical activities were assessed before and after the intervention using the “Attitudes toward Physical Activity Scale”. Repeated measures of ANOVA were used to examine the change from pre- to post-intervention. Overall, a repeated measures ANOVA indicated time-by-group interaction effects in ‘Self-efficacy on learning with video exercises’, F(1.32 = 75.28, p = 0.00, η2 = 0.19. Although the changes are minor, there were benefits of the intervention. It may be concluded that HOPSports Brain Breaks® Physical Activity Program contributes to better self-efficacy on learning while using video exercise of primary school children.

  3. 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 ...

  4. Managing Classroom Problems.

    Science.gov (United States)

    Long, James D.

    Schools need to meet unique problems through the development of special classroom management techniques. Factors which contribute to classroom problems include lack of supervision at home, broken homes, economic deprivation, and a desire for peer attention. The educational atmosphere should encourage creativity for both the student and the…

  5. 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.

  6. 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.

  7. Relationships in Inclusive Classrooms

    Science.gov (United States)

    Santos, Graça Duarte; Sardinha, Susana; Reis, Silvia

    2016-01-01

    Climate in the classroom is one of the determining factors in the development of practices in Inclusive Education. Many factors contribute to the climate in the classroom. However, there are predominance on affective-relational factors, with impact on action, norms and values, social interactions and learning processes. In this paper, the authors…

  8. Paper Airplanes: A Classroom Activity

    Science.gov (United States)

    Painter, Richard A.

    1976-01-01

    A learning experience is described for upper elementary or junior high students involving the manufacture, transportation, and marketing of a product for consumers. Steps are given and roles are assigned for students to convert raw material (paper) to a finished product (paper airplanes) and to sell it. (AV)

  9. Evaluation of two videotape instruction programmes on how to break bad news--for Cantonese-speaking medical students in Hong Kong.

    Science.gov (United States)

    Betson, C L; Fielding, R; Wong, G; Chung, S F; Nestel, D F

    1997-12-01

    To evaluate a culture-specific videotape on how to 'break bad news' and another videotape produced by a western university, and to determine if the language of presentation influenced the students' perceived abilities to execute basic skills. Third year medical students at the Faculty of Medicine, the University of Hong Kong. Longitudinal study with experimental design. Two instructional tapes on breaking bad news; one using Chinese speaking role models and one using English. In both groups, self-efficacy summed scores increased from 26.8 (95% CI = 25.9-27.7) at the pre-test to 29.0 (95% CI = 28.4-29.6). The biggest changes occurred in perceived self-efficacy regarding specific skills. However, students using the Chinese tape rated skills as more useful than those using the English tape. The videotapes were useful in teaching communication skills. Culturally relevant audiovisual materials were more effective.

  10. The Interactional Architecture of the Language Classroom

    Directory of Open Access Journals (Sweden)

    Paul Seedhouse

    2009-11-01

    Full Text Available This article provides a summary of some of the key ideas of Seedhouse (2004. The study applies Conversation Analysis (CA methodology to an extensive and varied database of language lessons from around the world and attempts to answer the question ‘How is L2 classroom interaction organised?’ The main thesis is that there is a reflexive relationship between pedagogy and interaction in the L2 classroom. This means that there is a two-way, mutually dependent relationship. Furthermore, this relationship is the foundation of the organisation of interaction in L2 classrooms. The omnipresent and unique feature of the L2 classroom is this reflexive relationship between pedagogy and interaction. So whoever is taking part in L2 classroom interaction and whatever the particular activity during which the interactants are speaking the L2, they are always displaying to one another their analyses of the current state of the evolving relationship between pedagogy and interaction and acting on the basis of these analyses. So interaction in the L2 classroom is based on the relationship between pedagogy and interaction. Interactants are constantly analysing this relationship and displaying their analyses in their talk. An example of data analysis is provided, including discussion of socially distributed cognition and learning.

  11. Teacher Activities and Adolescent Students' Participation in a Colombian EFL Classroom (Actividades de enseñanza y participación de estudiantes adolescentes en una clase de enseñanza de inglés como lengua extranjera en Colombia)

    Science.gov (United States)

    Caicedo, Jefferson

    2015-01-01

    The present study concerns the activities teachers develop and ninth-graders' participation in responses to those activities. The objectives of this study were to identify and describe the types of teaching activities developed and how students respond to them and to show how the target language is used in the classroom. The data collection was…

  12. Managing Your Classroom for Success

    Science.gov (United States)

    Wong, Harry; Wong, Rosemary; Rogers, Karen; Brooks, Amanda

    2012-01-01

    Effective teachers view classroom management as a process of organizing and structuring classroom events for student learning. Creating a well-managed classroom with established procedures is the priority of a teacher the first two weeks of school. In an elementary classroom where each day may have a different array of subjects and at different…

  13. The effectiveness of flipped classroom learning model in secondary physics classroom setting

    Science.gov (United States)

    Prasetyo, B. D.; Suprapto, N.; Pudyastomo, R. N.

    2018-03-01

    The research aimed to describe the effectiveness of flipped classroom learning model on secondary physics classroom setting during Fall semester of 2017. The research object was Secondary 3 Physics group of Singapore School Kelapa Gading. This research was initiated by giving a pre-test, followed by treatment setting of the flipped classroom learning model. By the end of the learning process, the pupils were given a post-test and questionnaire to figure out pupils' response to the flipped classroom learning model. Based on the data analysis, 89% of pupils had passed the minimum criteria of standardization. The increment level in the students' mark was analysed by normalized n-gain formula, obtaining a normalized n-gain score of 0.4 which fulfil medium category range. Obtains from the questionnaire distributed to the students that 93% of students become more motivated to study physics and 89% of students were very happy to carry on hands-on activity based on the flipped classroom learning model. Those three aspects were used to generate a conclusion that applying flipped classroom learning model in Secondary Physics Classroom setting is effectively applicable.

  14. Teachers' development and reflection in the flipped classroom

    DEFF Research Database (Denmark)

    Triantafyllou, Evangelia; Timcenko, Olga; Kofoed, Lise

    2017-01-01

    The flipped classroom is an instruction method that has gained momentum during the last years due to technological advances allowing the online sharing of teaching material and learning activities. Bishop and Verleger defined the flipped classroom as “...an educational technique that consists...... of two parts: interactive group learning activities inside the classroom, and direct computer-based individual instruction outside the classroom” (Bishop & Verleger, 2013). So far, research on flipped classroom has mostly concentrated on student perceptions, engagement and achievement level, e...... course in order to adjust it to the flipped classroom model. We have also seen that these considerations have forced teachers to also reconsider the learning objectives of specific activities. Another aspect that promoted reflection was the production of video lectures. Finally, teachers reflected...

  15. Classroom Research by Classroom Teachers, 1992.

    Science.gov (United States)

    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…

  16. Language to Language: Nurturing Writing Development in Multilingual Classrooms

    Science.gov (United States)

    Shagoury, Ruth

    2009-01-01

    The author spent four years embedded in a multilingual kindergarten classroom in which children spoke six different languages and several more years observing multilingual Head Start classrooms. She shares numerous examples of young dual language learners actively figuring out the way written language works in their first and second languages.…

  17. Clio, Calliope, Urania: Mythology in the Elementary Classroom

    Science.gov (United States)

    Nelson, Murry R.

    1978-01-01

    Presents a rationale for utilizing mythology in the elementary school classroom, discusses problems encountered in the use of mythology, and offers ideas for broadening classroom use of mythology. Mythology-related activities involve students in creative writing, art work, research, star gazing, and story telling. (Author/DB)

  18. Photographs and Classroom Response Systems in Middle School Astronomy Classes

    Science.gov (United States)

    Lee, Hyunju; Feldman, Allan

    2015-01-01

    In spite of being readily available, photographs have played a minor and passive role in science classes. In our study, we present an active way of using photographs in classroom discussions with the use of a classroom response system (CRS) in middle school astronomy classes to teach the concepts of day-night and seasonal change. In this new…

  19. Otitis Media: Coping with the Effects in the Classroom.

    Science.gov (United States)

    Davis, Dorinne S.

    This curriculum adaptation provides a methodology that enables the classroom teacher to recognize the needs of the otitis media-affected child in the classroom. It discusses areas of concern related to otitis media; suggests activities that can enhance these children's language skills; and shows ways to enhance the learning environment by…

  20. NASA education briefs for the classroom. Metrics in space

    Science.gov (United States)

    The use of metric measurement in space is summarized for classroom use. Advantages of the metric system over the English measurement system are described. Some common metric units are defined, as are special units for astronomical study. International system unit prefixes and a conversion table of metric/English units are presented. Questions and activities for the classroom are recommended.

  1. Unicorns and Dragons: Using Guided Imagery in the Classroom.

    Science.gov (United States)

    Stockard, William H.; Eccles, Frankie

    A variety of classroom activities are offered in this paper as ways of exercising children's imaginations. Following a discussion of the need for developing creative thinking in children, some ways to establish the freedom or atmosphere to begin fantasies are offered and a guided fantasy technique for classroom use is outlined. The second half of…

  2. Classroom Application of a Trial-Based Functional Analysis

    Science.gov (United States)

    Bloom, Sarah E.; Iwata, Brian A.; Fritz, Jennifer N.; Roscoe, Eileen M.; Carreau, Abbey B.

    2011-01-01

    We evaluated a trial-based approach to conducting functional analyses in classroom settings. Ten students referred for problem behavior were exposed to a series of assessment trials, which were interspersed among classroom activities throughout the day. Results of these trial-based functional analyses were compared to those of more traditional…

  3. See, Say, Write: A Writing Routine for the Preschool Classroom

    Science.gov (United States)

    Copp, Stefanie B.; Cabell, Sonia Q.; Tortorelli, Laura S.

    2016-01-01

    See, Say, Write is an adaptable classroom writing routine that teachers can use across a range of activities in the preschool classroom. This preschool writing routine offers an opportunity for teachers to build on a shared experience through engagement in rich conversation and writing. After a shared experience, teachers will provide a visual…

  4. Understanding Children's Self-Regulation within Different Classroom Contexts

    Science.gov (United States)

    Timmons, Kristy; Pelletier, Janette; Corter, Carl

    2016-01-01

    In this study, children's self-regulation was observed, along with other social and academic activities in kindergarten classrooms during whole group, small group, transition and play contexts. We examined how children's self-regulation and engagement differed among classroom grouping, play and transition contexts. Results showed that students…

  5. Researching Critical Literacy: A Critical Study of Analysis of Classroom Discourse

    Science.gov (United States)

    Van Sluys, Katie; Lewison, Mitzi; Flint, Amy Seely

    2006-01-01

    Studying critical literacies includes examining how research practices influence what is learned about classroom activity and the world. This article highlights the processes and practices used in studying 1 classroom conversation. The data, drawn from an elementary school classroom of a Critical Literacy in Action teacher-researcher group member,…

  6. Teacher Logs: A Tool for Gaining a Comprehensive Understanding of Classroom Practices

    Science.gov (United States)

    Glennie, Elizabeth J.; Charles, Karen J.; Rice, Olivia N.

    2017-01-01

    Examining repeated classroom encounters over time provides a comprehensive picture of activities. Studies of instructional practices in classrooms have traditionally relied on two methods: classroom observations, which are expensive, and surveys, which are limited in scope and accuracy. Teacher logs provide a "real-time" method for…

  7. The Flipped Classroom and Cooperative Learning: Evidence from a Randomised Experiment

    Science.gov (United States)

    Foldnes, Njål

    2016-01-01

    This article describes a study which compares the effectiveness of the flipped classroom relative to the traditional lecture-based classroom. We investigated two implementations of the flipped classroom. The first implementation did not actively encourage cooperative learning, with students progressing through the course at their own pace. With…

  8. 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…

  9. Grounding the Flipped Classroom Approach in the Foundations of Educational Technology

    Science.gov (United States)

    Lo, Chung Kwan

    2018-01-01

    The flipped classroom approach is becoming increasingly popular. This instructional approach allows more in-class time to be spent on interactive learning activities, as the direct lecturing component is shifted outside the classroom through instructional videos. However, despite growing interest in the flipped classroom approach, no robust…

  10. Flipped Classroom Research: From “Black Box” to “White Box” Evaluation

    OpenAIRE

    Christian Stöhr; Tom Adawi

    2018-01-01

    The flipped (or inverted) classroom model has gained increasing interest among university teachers in recent years. In the flipped classroom approach, students are encouraged to watch short video lectures as preparation for class, and classroom time is dedicated to more active forms of learning. In this editorial, we provide a thumbnail sketch of the origins and concept of the flipped classroom followed by a summary of the contributions to this special issue, which highlight the importance of...

  11. The flipped classroom and cooperative learning: Evidence from a randomised experiment

    OpenAIRE

    Foldnes, Njål

    2016-01-01

    This article describes a study which compares the effectiveness of the flipped classroom relative to the traditional lecturebased classroom.We investigated two implementations of the flipped classroom. The first implementation did not actively encourage cooperative learning, with students progressing through the course at their own pace. With this implementation student examination scores did not differ between the lecture classes and the flipped classroom. The second implementation ...

  12. For the Classroom: Scrimshaw.

    Science.gov (United States)

    Current, 1979

    1979-01-01

    Procedures are described for practicing the art of scrimshaw in the classroom. Several materials are suggested for use. These include beef soup bones, old piano keys, nails, sandpaper, and lampblack or charcoal. (SA)

  13. 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.

  14. Goodbye Classrooms (Redux).

    Science.gov (United States)

    Geber, Beverly

    1990-01-01

    Discusses the location of corporate training in view of modern technology. Indicates that training will be brought out of the classroom and to the work station. Describes training programs offered at several large corporations. (JOW)

  15. 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 ...

  16. Constructive Classroom Management.

    Science.gov (United States)

    Dollard, Norin; And Others

    1996-01-01

    Reviews classroom management strategies that are child-centered and consistent with constructivist approaches to education, in which teachers create situations that facilitate learning. Describes strategies including techniques for establishing dialog, cognitive interventions (including self management and conflict resolution), cognitive…

  17. 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.

  18. Mealtime behavior among siblings and body mass index of 4-8 year olds: a videotaped observational study.

    Science.gov (United States)

    Mosli, Rana H; Miller, Alison L; Kaciroti, Niko; Peterson, Karen E; Rosenblum, Katherine; Baylin, Ana; Lumeng, Julie C

    2015-07-15

    Being a last-born child and having a sister have been associated with higher body mass index (BMI). Encouragement to eat that overrides children's self-regulation has been reported to increase the risk of obesogenic eating behaviors. This study sought to test the hypothesis that encouragement to eat during mealtime from older siblings and sisters mediates associations of being last-born or having a sister with higher BMI. Children aged 4-8 years (n = 75) were videotaped while eating a routine evening meal at home with one sibling present. Encouragement to eat (defined as direct prompts to eat or general positive statements about food) delivered to the index child (IC) from the sibling was coded from the videotape. Path analysis was used to examine associations between IC's birth order, sibling's sex, encouragement counts, and IC's measured BMI z-score (BMIz). Being the younger sibling in the sibling dyad was associated with the IC receiving more encouragements to eat from the sibling (β: 0.93, 95 % confidence interval (CI): 0.59, 1.26, p eat from the sibling (β: 0.18, 95 % CI: -0.09, 0.47, p = 0.20). The IC receiving more encouragements to eat from the sibling was associated with lower IC BMIz (β: -0.06, 95 % CI: -0.12, 0.00, p = 0.05). Children were more likely to receive encouragements to eat from older siblings than younger siblings. Being the recipient of encouragements to eat from a sibling was associated with lower, not higher, child BMIz, which may reflect sibling modeling of maternal behavior. Future longitudinal studies are needed to examine whether encouragements to eat from siblings lead to increase in BMI over time. Encouragements from siblings may be a novel intervention target for obesity prevention.

  19. Classroom Games: Making Money

    OpenAIRE

    Susan K. Laury; Charles A. Holt

    2000-01-01

    Economics is often taught at a level of abstraction that can hinder some students from gaining basic intuition. However, lecture and textbook presentations can be complemented with classroom exercises in which students make decisions and interact. The approach can increase interest in and decrease skepticism about economic theory. This feature offers short descriptions of classroom exercises for a variety of economics courses, with something of an emphasis on the more popular undergraduate co...

  20. How do lay people assess the quality of physicians' communicative responses to patients' emotional cues and concerns? An international multicentre study based on videotaped medical consultations.

    NARCIS (Netherlands)

    Mazzi, M.A.; Bensing, J.; Rimondini, M.; Fletcher, I.; Vliet, L. van; Zimmermann, C.; Deveugele, M.

    2013-01-01

    Objective: To establish which kind of physician communicative responses to patient cues and concerns are appreciated by lay people. Methods: A balanced sample (259 people) was recruited in public places to participate in a full day observation of four videotaped standardized medical consultations.

  1. Breaststroke learning through the use of videotape feedback. http://dx.doi.org/10.5007/1980-0037.2013v15n2p204

    Directory of Open Access Journals (Sweden)

    Marcela de Castro Ferracioli

    2013-03-01

    Full Text Available People from all age groups and social backgrounds have always sought to learn swimming. However, the swimming learning process is usually considered repetitive and tiring, requiring the teacher to use methods that motivate students to join the practice without ignoring the need for improvement in their performance. This study assessed motivation during a breaststroke learning process in students who received videotape feedback, verbal feedback, and who did not receive any feedback during practice. Thirty seven swimming inexperienced students were divided into three groups: Video (n=13, which received videotape feedback; Verbal (n=15, which received verbal feedback; and Control (n=9, which did not receive any feedback during experimental phases (pre-test, acquisition (5 days, post-test and retention. Participants completed a questionnaire based on Likert scale for motivation assessment. Scores were given to their performance by a swimming teacher to assess breaststroke learning during each experimental phase. Results of motivation assessment showed that students who received feedback (videotape or verbal felt more motivated during practice than those who did not receive any feedback. Regarding the breaststroke learning, all participants improved their performance along experimental phases, but, during the retention one, Verbal group’s performance was considered superior to the Control group’s performance. This study concluded that the use of videotape and verbal feedback has motivational results on breaststroke learning, and that it is effective in the learning process.

  2. Children’s Democratic Experiences in a Collective Writing Process – Analysing Classroom Interaction in Terms of Deliberation

    Directory of Open Access Journals (Sweden)

    Eva Hultin

    2017-03-01

    Full Text Available The aim of this study is twofold: firstly, it aims to explore the interactional conditions in terms of democratic qualities constituted in collective writing in a primary school classroom; and secondly, it aims to examine whether a set of deliberative criteria is fruitful as an analytical tool when studying classroom interaction. Theoretically, I turn to New Literacy Studies for understanding the writing classroom as a literacy practice and the actual (collective writing as literacy events. The study has an ethnographic approach in which classroom observations were conducted during a collective writing process involving six nine-year-old children and their teacher. The observations included, two lessons, divided into 3 hours, which were observed, videotaped, and transcribed. The teacher had planned for a strict interactional or didactical order during the collective writing in which the children were to respond individually. However, the children responded in a different manner by starting a vivid dialogue in which they negotiated both the form and the content of the story. The analysis shows some deliberative qualities in this classroom interaction, while some other qualities were not evident. Furthermore, the analysis showed that the set of deliberative criteria was useful in visualizing both existing deliberative qualities in the interaction and the potential for developing such qualities.

  3. Danish Young Learners inside and outside the classroom

    DEFF Research Database (Denmark)

    Jensen, Signe Hannibal; aus der Wieschen, Maria Vanessa

    This paper explores the importance of starting age for learning a foreign language taking into account classroom practices and extramural activities. Looking at learners receiving formal English education from the 1st and 3rd grade on respectively in terms of their classroom activities...... and their engagement in extramural English activities, the paper explores the following research questions: Which types of English language activities are 1st and 3rd grade Danish students engaged in inside and outside school? Is there a difference in receptive English proficiency between the two groups? If so, can...... this be explained by classroom practices or engagement in extramural activities? The study involves 300 Danish learners of English (ages 6-11). Receptive vocabulary (PPVT™-4 ) and grammar (Trog-2) tests were administered at the onset of formal teaching and after 1 year. Classroom practices were evaluated by video...

  4. Classroom Noise and Teachers' Voice Production

    Science.gov (United States)

    Rantala, Leena M.; Hakala, Suvi; Holmqvist, Sofia; Sala, Eeva

    2015-01-01

    Purpose: The aim of this study was to research the associations between noise (ambient and activity noise) and objective metrics of teachers' voices in real working environments (i.e., classrooms). Method: Thirty-two female and 8 male teachers from 14 elementary schools were randomly selected for the study. Ambient noise was measured during breaks…

  5. CNN Newsroom Classroom Guides, October 2000.

    Science.gov (United States)

    Turner Educational Services, Inc., Newtown, PA.

    These classroom guides, designed to accompany the daily CNN (Cable News Network) Newsroom broadcasts for the month of October 2000, provide program rundowns, suggestions for class activities and discussion, student handouts, and a list of related news terms. Top stories include: Chinese authorities detain Falun Gong protesters on Tiananmen Square…

  6. Letting Your Students "Fly" in the Classroom.

    Science.gov (United States)

    Adams, Thomas

    1997-01-01

    Students investigate the concept of motion by making simple paper airplanes and flying them in the classroom. Students are introduced to conversion factors to calculate various speeds. Additional activities include rounding decimal numbers, estimating, finding averages, making bar graphs, and solving problems. Offers ideas for extension such as…

  7. Kinesthetic Investigations in the Physics Classroom

    Science.gov (United States)

    Whitworth, Brooke A.; Chiu, Jennifer L.; Bell, Randy L.

    2014-01-01

    Creating investigations that allow students to see physics in their everyday world and to be kinesthetically active outside of the traditional physics classroom can be incredibly engaging and effective. The investigations we developed were inquiry investigations in which students engaged in concrete experiences before we discussed the abstract…

  8. A Gamification Design for the Classroom

    Science.gov (United States)

    Hitchens, Michael; Tulloch, Rowan

    2018-01-01

    Purpose: The research described here presents an approach to gamification for the classroom. The purpose of this paper is to determine whether students would perceive the gamification activities in a positive light. Previous research has contended that students need a positive mental attitude for effective learning. The core question was to…

  9. Transformers: Movement Experiences for Early Childhood Classrooms

    Science.gov (United States)

    Vagovic, Julia

    2008-01-01

    Transformers are simple movement experiences for the classroom that engage the mind and body, focus energy, and help children transition to the next activity. Teachers can use them throughout the day, every day. The author explains the basic movements and suggests ways to build on them. They range from deep breathing to gentle wake-up movements to…

  10. Persuasive and Informative Advertising: A Classroom Experiment

    Science.gov (United States)

    Freeborn, Beth A.; Hulbert, Jason P.

    2011-01-01

    The authors outline a pair of classroom activities designed to provide an intuitive foundation to the theoretical introduction of advertising in monopoly markets. The roles of both informative and persuasive advertising are covered. Each student acts as a monopolist and chooses the number of (costly) advertisements and the price. The experiments…

  11. Enhancing student engagement using the flipped classroom.

    Science.gov (United States)

    Gilboy, Mary Beth; Heinerichs, Scott; Pazzaglia, Gina

    2015-01-01

    The flipped classroom is an innovative pedagogical approach that focuses on learner-centered instruction. The purposes of this report were to illustrate how to implement the flipped classroom and to describe students' perceptions of this approach within 2 undergraduate nutrition courses. The template provided enables faculty to design before, during, and after class activities and assessments based on objectives using all levels of Bloom's taxonomy. The majority of the 142 students completing the evaluation preferred the flipped method compared with traditional pedagogical strategies. The process described in the report was successful for both faculty and students. Copyright © 2015 Society for Nutrition Education and Behavior. Published by Elsevier Inc. All rights reserved.

  12. Teaching & Learning Tips 6: The flipped classroom.

    Science.gov (United States)

    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.

  13. A quasi-experimental cross-disciplinary evaluation of the impacts of education outside the classroom on pupils’ physical activity, well-being and learning: the TEACHOUT study protocol

    DEFF Research Database (Denmark)

    Nielsen, Glen; Mygind, Erik; Bølling, Mads

    2016-01-01

    Background: Education Outside the Classroom (EOTC) is a teaching method that aims to promote schoolchildren’s learning, physical activity (PA), social relations, motivation, and well-being. EOTC activities are characterized by teachers using the local environment in their teaching, and involve...... innovative teaching methods, child-led approaches to problem-solving, experimentation, cooperation, PA, and play. EOTC has become common practice for many teachers in Scandinavia; however, only case studies have evaluated its impacts. The TEACHOUT study aims to evaluate the impacts of EOTC on Danish...... in both EOTC and nonEOTC classes were monitored day-to-day throughout the school year, using an online teacher survey platform. The effects of EOTC are mainly analysed by comparing EOTC pupils to non-EOTC (i.e. control) pupils based on their scores on the outcome variables (i.e. school performance, well...

  14. Everyday classroom assessment practices in science classrooms in Sweden

    Science.gov (United States)

    Gómez, María del Carmen; Jakobsson, Anders

    2014-12-01

    The focus of this study is to examine to what extent and in what ways science teachers practice assessment during classroom interactions in everyday activities in an upper-secondary school in Sweden. We are science teachers working now with a larger research project on assessment in science education that seeks to examine teachers' assessment practices in the upper-secondary school. Framing questions include: are teachers performing an integrated assessment of students' skills as the national curriculum mandates? If so, what do the instructional discourses look like in those situations and what are students' experiences regarding their agency on learning and assessment? We emphasize the social, cultural and historic character of assessment and sustain a situated character of learning instead of the notion that learning is "stored inside the head". Teacher led lessons in three science classrooms were video-recorded and analyzed by combining ethnographic and discourse methods of analysis. Both methods are appropriate to the theoretical foundation of our approach on learning and can give some answers to questions about how individuals interact socially, how their experience is passed on to next generations through language and how language use may reveal cultural changes in the studied context. Making the study of action in a classroom the focal point of sociocultural analysis supports the examination of assessment processes and identification of the social roles in which teachers and students are immersed. Such an approach requires observations of how teachers act in authentic teaching situations when they interact with their students in classroom making possible to observe negotiation processes, agencies when both teachers and students are involved in every-day activities. Our study showed that teachers mostly ignored students' questions and that students solved their own problems by helping each other. Teachers did not provide opportunities for students to discuss

  15. Slooh Takes Observing into the Classroom

    Science.gov (United States)

    Godfrey, Paige

    2018-01-01

    For many students, studying space is limited to simulations and a vivid imagination. Slooh is providing a new education tool that gives students an authentic experience, mimicking the practices of professional astronomers by bringing real-time astronomical observing to the classroom. Teachers and students have robotic control of Slooh’s global network of ground-based telescopes located at the Institute of Astrophysics in the Canary Islands and at the Catholic University based in Santiago, Chile. Slooh Classroom and Slooh Astrolab are products designed to offer K-12 and higher education an accessible, affordable way to interact with space. The lab manuals provide fully-designed classroom activities that explore celestial objects representing a robust sample of star clusters, nebulae, galaxies, stars, planets, comets and asteroids. Slooh’s education tools provide a unique online platform for the sharing of space content and access to live-hosted shows that discuss current astronomy events, creating a full STEAM experience.

  16. New Ways of Classroom Assessment. New Ways in TESOL Series II. Innovative Classroom Techniques.

    Science.gov (United States)

    Brown, James Dean, Ed.

    Assessment activities for English-as-a-Second-Language (ESL) instruction, contributed by classroom teachers, are organized according to the primary or predominant emphasis of the activity. Those in the first part of the book focus on alternative methods of assessment, including portfolios, journals, logs, and conferences. The second part discusses…

  17. Students' Evaluation of Classroom Interactions of Their Biology ...

    African Journals Online (AJOL)

    Nekky Umera

    teacher classroom interactions were positively correlated and uncertainty, ... implementation is that, if biology teachers were to display more leadership, helpful and ... Accepted methods to overcome poor academic achievement in science have ... activities and experiences through which teachers; curriculum, materials, and.

  18. The American Slave Narrative: Exciting Resource Material for the Classroom

    Science.gov (United States)

    Polsky, Milton

    1975-01-01

    An exploration of the educational value of the American slave narrative, offering suggestions as to how these materials can be integrated with a variety of classroom activities--music, art, writing, debate, dramatization and dance. (EH)

  19. Supporting primary school teachers in differentiating in the regular classroom

    NARCIS (Netherlands)

    Eysink, Tessa H.S.; Hulsbeek, Manon; Gijlers, Hannie

    Many primary school teachers experience difficulties in effectively differentiating in the regular classroom. This study investigated the effect of the STIP-approach on teachers' differentiation activities and self-efficacy, and children's learning outcomes and instructional value. Teachers using

  20. 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.