Blackboard Drawing Research Articles

“Did you watch the Disney parade?” pedagogical translanguaging for evoking students’ perezhivanie to integrate representations in linguistically diverse science classroom

Learning content subjects like science requires culturally and linguistically diverse students to learn abstract representations. Previous studies focused on how content teachers can use translanguaging to promote emotional engagement of students with homogenous cultural and linguistic composition. As students in culturally and linguistically diverse classrooms brought different emotive experiences to classrooms, it was important for teachers to leverage semiotic resources to evoke shared memory that reconcile backgrounds of different students. This bridged the gap between students’ lived experiences and learning of abstract content representations. In the current case study involving a seventh-­grade mixed medium of instruction (MMI) science classroom, we examined how a science teacher capitalised on culturally and linguistically diverse students’ shared emotive experiences to translate across different representational levels in science. Drawing on the socio-­cultural concept of perezhivanie, our findings showed that the science teacher leveraged the class’s collective experience of watching the Disney parade and linked it to water molecules moving around dissociated salts in blackboard drawings. We argue for the importance of reconciling lived experiences among students with diverse cultural and linguistic background, in order to facilitate their equitable access to content subjects.

AN EMPIRICAL STUDY ON THE USE OF WEB TUTORIAL SITES TO ENHANCE STUDENTS’ PERFORMANCE IN WEB PROGRAMMING CLASS

In recent years, many of the students enrolled in the web programming classes found it difficult to learn the science and art of the course due to lack of exposure to similar courses in their previous semesters. Students fail to understand program dynamics with the use of common classroom materials such as projected presentations, diagrams, blackboard drawings, texts, and so on. Hence, this study investigated the use of web tutorial sites as supplemental learning resources to enhance students’ performance. Findings showed that there were positive results in the post-test scores of both groups. Moreover, significant difference was evident favouring the treatment group. This would suggest that additional reading materials taken from the web tutorial sites which the students in the treatment group were able use provided them with better understanding of the concepts being presented and thus enhance their performance.

Slide shows vs graphic tablet live drawing for anatomy teaching

Blackboard drawing is the traditional and still widely learned method for anatomy teachers. However, for practical reasons, more and more lessons are done using slide shows. New digital learning tools are developed to create a more attractive teaching method. The objective of this study was to compare the use of graphic tablet live drawing versus slide shows. Sixty-five second-year students of the Faculty of Medicine participated in this study during their first semester of 2013-2014 academic year. The selected lecture dealt about neuroanatomy; two brain sections were taught: median sagittal and transverse. The sagittal section was presented via a slide show. The transverse section was taught using a graphics tablet using drawing software. Students were evaluated three times: before the lecture, immediately after the lecture and 8 weeks later. Means were compared using a t-test. Scores were significantly higher immediately after the lecture and 8 weeks later tests in comparing the transverse section (using the graphics tablet) versus the sagittal section (using PowerPoint®). Student satisfaction regarding the use of the tablet was high. The graphics tablet is a usable and efficient drawing tool in anatomy teaching. This tool requires a specific teacher training and preparation.

‘May I speak Cantonese?’ – Co-constructing a scientific proof in an EFL junior secondary science classroom

In this paper, an excerpt of teacher–student interaction in an EFL junior secondary science classroom in Hong Kong is analysed using the conversation analytic method of sequential analysis. The fine-grained analysis reveals that in the teacher's effort to engage her students in the co-construction of a scientific proof, the students' familiar everyday discourses (e.g. students' examples and experiences as expressed in their familiar language) need to be allowed to play a significant role. It also shows how translanguaging can be well-coordinated with multimodal practices (using blackboard drawings, gestures) to facilitate students' meaning-making in the inquiry-based teacher–student dialogue.

Arte e ipnosi: i disegni alla lavagna di Rudolf Steiner

The brief reflection on the blackboard drawings of Rudolf Steiner as a metaphor is used to analyze the relationships, yet little explored, including the technical and aesthetic dimensions of hypnotic psychotherapy.

Teaching nature study on the blackboard in late nineteenth- and early twentieth-century England

England's Education Acts in the late nineteenth century made school free and mandatory for all children, filling schools with more and younger students. Visual teaching methods such as blackboard drawing were used to catch young students’ eyes and engage their interest. At the same time, there was high public engagement with natural history and popular science lectures, which built the perception of science as accessible, interesting and useful for people of all social classes. This “science for all” trend along with the new universal education paved the way for nature study, a new school subject based on experiential learning through observation of plants and animals, similar to the popular nineteenth-century pedagogy of object lessons. The many manuals about nature study that were published for teachers in England in the early twentieth century reveal the content, pedagogy, and portrayal of science communicated to young students. Analysis of one manual, Nature teaching on the blackboard (1910), sheds light on typical nature study lessons, including suggested images for teachers to draw on the blackboard. Visual methods of teaching science were not limited to schoolchildren: university lecturers as well as popularizers of science used object lessons and blackboard drawing to educate and entertain their adult audiences. Comparing blackboard teaching of nature study with other educational images and audiences for science explores how multisensory learning and the blackboard brought information about the natural world and engagement with science to the public.

Experiencing cellularity.

Experiencing cellularity.

Chapter 8 The Skiddaw graptolites

Abstract When I was at Cambridge in the 1950s the Professor of Geology was Oliver Bulman (1902-1974) who lectured in palaeontology. He was a quiet man, with a quiet sort of interest: graptolites. He did not fraternize much with the undergraduates, but was regarded as a great authority on his subject. He was a wonderful artist, and when we got to dinosaurs in the syllabus his blackboard drawings drew spontaneous applause from the students. I never got to know him, but I do recall that when we were on a field excursion in South Wales a student found some nodules with three-dimensional pyritized graptolites therein. This was an exciting find. A telegram was sent to Cambridge and Bulman was on the next train to Pembrokeshire and soon arrived, full of excitement. He took away the specimens, and I suppose they were eventually described somewhere. I never saw the paper. Also at Cambridge at that time was a deaf old lady, Dr Gertrude Elles, whose work provides one of the main foci for the present chapter. She was reputed to inhabit a room somewhere in the attic, but we never saw her. Born in 1872, she would have been about 84 when I was a student. She died in 1960. However, she too was said to be a great authority on graptolites. From photographs (see Fig. 8.1), Elles was strikingly beautiful when young. 1 Elles was raised in Wimbledon, daughter of a Scottish businessman father and an English mother; and with her Scottish

Knowledge of Higher Worlds: Rudolf Steiner's Blackboard Drawings edited by Lawrence Rinder. University of California at Berkeley Art Museum, Pacific Film Archive, Berkeley, CA, U.S.A. Distributed by University of Washington Press Seattle, WA, U.S.A., 1998. 134 pp. $19.95. ISBN: 0-295-97684-5.

February 01 1999 Knowledge of Higher Worlds: Rudolf Steiner's Blackboard Drawings Knowledge of Higher Worlds: Rudolf Steiner's Blackboard Drawings edited by LawrenceRinder. University of California at Berkeley Art Museum, Pacific Film Archive, Berkeley, CA, U.S.A. Distributed by University of Washington Press Seattle, WA, U.S.A., 1998. 134 pp. $19.95. ISBN: 0-295-97684-5. Roy R. Behrens Roy R. Behrens 2022 X Avenue, Dysart, IA 52224-9767, U.S.A. E-mail: ballast@netins.net. Search for other works by this author on: This Site Google Scholar Author and Article Information Roy R. Behrens 2022 X Avenue, Dysart, IA 52224-9767, U.S.A. E-mail: ballast@netins.net. Online Issn: 1530-9282 Print Issn: 0024-094X © 1999 ISAST1999 Leonardo (1999) 32 (1): 67. https://doi.org/10.1162/leon.1999.32.1.67a Cite Icon Cite Permissions Share Icon Share Twitter LinkedIn Views Icon Views Article contents Figures & tables Video Audio Supplementary Data Peer Review Search Site Citation Roy R. Behrens; Knowledge of Higher Worlds: Rudolf Steiner's Blackboard Drawings. Leonardo 1999; 32 (1): 67. doi: https://doi.org/10.1162/leon.1999.32.1.67a Download citation file: Ris (Zotero) Reference Manager EasyBib Bookends Mendeley Papers EndNote RefWorks BibTex toolbar search Search Dropdown Menu nav search search input Search input auto suggest search filter All ContentAll JournalsLeonardo Search Advanced Search This content is only available as a PDF. © 1999 ISAST1999 Article PDF first page preview Close Modal You do not currently have access to this content.

The Guichard Family: A Framework for Teaching Conversation Skills

ABSTRACT The Guichard technique is a response to the need for lively, sustained conversation in the level II language class. Referring to simple blackboard drawings by the non‐artist teacher, students create people and situations involving an imaginary French family whose activities are followed at home, at school, on vacation, and during holidays. Examples are given for the presentation of the tableaux, including strategies for eliciting student involvement. Compositions and miniskits are further extensions of the conversations. The method is applicable to any textbook and has been successful in developing speaking and writing skills, improving student confidence, and providing a basic understanding of everyday French culture.

FOR THE YOUNG TEACHER—1

Journal Article FOR THE YOUNG TEACHER—1: Blackboard Drawing Get access L. A. HILL L. A. HILL Search for other works by this author on: Oxford Academic Google Scholar ELT Journal, Volume XXI, Issue 1, October 1966, Pages 60–62, https://doi.org/10.1093/elt/XXI.1.60 Published: 01 October 1966

Blackboard Drawing in Medical Teaching

Blackboard Drawing in Medical Teaching

BLACKBOARD DRAWING IN MEDICAL TEACHING.

BLACKBOARD DRAWING IN MEDICAL TEACHING.

Reduction of Fractions

Children to whom fractions have been presented in a meaningful manner, know that certain fractions equal, or are the same size as, other fractions. This knowledge has been acquired by the actual division of objects, by using blackboard drawings or the flannel board, by studying fraction charts, and by counting fractional parts. Later, when pupils add simple fractions (like ¼ and ¼) mentally, someone will always give the answer as ¼ This provides the teacher, or another pupil, with the opportunity to state that “2/4 equals, or is the same as, ¼” Therefore, when the class is ready for reduction of fractions, a previous knowledge of equal fractions forms the basis for the new concept.

Advantages of Large Charts in Lecture Sections

Large charts are recommended for use in lecture sections. They do not require darkening the room, as is necessary for motion pictures or for the types of slide projectors most often used. They share with slides the advantages of permitting full discussion of one view before it is replaced by another. Moreover, it is possible to view several charts at once for comparative purposes, which is not possible with slides. Charts can be prepared with more care than blackboard drawings.

A ‘Sun-Path Demonstrator

TEACHEBS who have difficulty in explaining geographical and astronomical phenomena which involve motion in three dimensions may find that a model illustrating the phenomenon is much more intelligible to the pupil than is any blackboard drawing intended to represent three dimensions.

A plea for more realistic blackboard drawing

A plea for more realistic blackboard drawing

A Second Grade Experience with Blackboard Drawing

A Second Grade Experience with Blackboard Drawing

Scale and Protractor for Blackboard Drawing. Designed by A. J. Pressland, M.A. Post free, 2s. 6d. (Made and sold by W. Brunton, West Silver-wells, Edinburgh.)

Scale and Protractor for Blackboard Drawing. Designed by A. J. Pressland, M.A. Post free, 2s. 6d. (Made and sold by W. Brunton, West Silver-wells, Edinburgh.)