Daily Lesson Plans Research Articles

Pelaksanaan Konsep Kecerdasan Jamak Pada learning centers Di PAUD Dellia Creative School Kota Bengkulu

This study aims to describe: (1)the Implementation of multiple intelligences concept in learning center at education for early age Dellia creative school and; (2) Supporting factors and the inhibiting implementation of multiple intelligences concept at learning center in education for early age Dellia creative school. The Implementation concept of multiple intelligences in the learning center defined as a process of applying innovative methods of learning in early childhood using centers based on the plural intelligence of children in early age. This research is descriptive research with qualitative approach. The subjects of this study were the managers/principals and also the educators of dellia education for early age creative school. The data were collected using observation method, interview, and documentation. The Researcher are the main instruments in conducting this research assisted by observation guides, interview guides, and documentation guidelines. The Techniques used in data analysis are data reduction, data display, and taking the conclusion. The Triangulation done to explain the validity of the data using source of triangulation.The results of the research indicate that: 1) the Implementation consept of multiple intelligences at learning center in education for early age Dellia creative school is done in three stages: (a) planning includes making RKH (daily lesson plan) and RKM (weekly lesson plan), but the planning itself is not written in RKH (daily lesson plan), the kinds of multiple intelligence development; (B) the implementation includes four footholds: first is footholds of the main environmental, second is the pre-game experience, third is the current playing ground and the last is foothold of the after-play experience. The Plural intelligence developement can be identified from the type of offered play by the educator; (C) the assessment is performed by observation, checklists, anecdotes and assignments packed in middle of semester and the ends of semester reports. 2) the supporting factors of the implementation center approched based on multiple intelligence is: (a) the instruments and the materials are adjusted to the level of child development achievement; (B)a good cooperation between the educators, employees and parents of education for early age Dellia creative schools, while the inhibiting factors are: (a) the changing of learners mood; (b) the lack of teaching personnel.Keywords: multiple intelegences, center, learning

Kindergarten Principals, Associate Principals, and Teachers’ Perceptions of Daily Lesson Plan’s Necessity, Preparation, and Utilization

The purpose of this study was to assess the perceptions held by kindergarten principals, associate principals, and teachers regarding the necessity,...

The effect of game-based learning on academic achievement motivation of elementary school students

Game-Based Learning is widespread among elementary school students. Consequences in academic achievement motivation have been studied frequently. The aim of this study was to test the effectiveness of the Game-Based Learnings on the academic achievement motivation of the elementary school students. We used from a field method to collect the required data and complete the standard questionnaire. The study is a semi-experimental design with pretest-posttest design with the control group. The statistical population was 256,836 students of the first grade of elementary school students in the 2016-17 academic year. Sixty students (32 males and 28 females) were selected through a purposive method. Then, the subjects of the study were randomly allocated to the control and experimental groups, and a pre-test was performed from both groups. The experimental group was exposed to Misha and Kosha Game-Based Learnings, while we implemented the conventional teaching method to the control group. The measuring tool was the Inventory of School Motivation (ISM) questionnaire. The test has sufficient validity and reliability (α = 0.84). The covariance analysis test (MANCOVA) revealed that the experimental group had significantly higher scores for academic achievement motivation than the control group. Also, the results showed that the computer educational game impacted academic achievement motivation of elementary students. According to the results, the necessity of using computer-based games in elementary school students is felt. Therefore, it is necessary to find a more suitable place in the teachers' daily lesson plan. The results can be good for educators, instructional and game designers and researchers from implementation, design and research perspectives, respectively.

Teacher development: Resources and devices to promote reflective attitudes toward their profession

Abstract The Common European Framework of Reference for Languages (CEFR) has been increasingly used to inform language policies and teaching practices in Japan. The Japanese Ministry of Education proposed in 2011 that objectives of English curricula at the secondary education level ought to be stated using the “Can do” schemata of the CEFR and then announced a new English examination system for college enrolment to be launched in 2020. This top-down approach to implementing the CEFR, however, has caused practitioners great confusion and led to mis-conceptualisations of the CEFR. A group of practitioners conducted a research project aiming to develop a practical guide to CEFR-informed learning, teaching and assessment. It attempts to provide practitioners with CEFR-related resources and tools to implement the CEFR for course design. To design a course, users of the CEFR need to modify scaled illustrative descriptors in principled ways to fit local needs. The modified descriptors become the basis for daily lesson plans, and function as an assessment tool for teacher and learner self-assessment. This report summarises the research project and workshops held in 2017 and 2018.

Implementation of the Science-based Learning Model MaHMud (Fun, Warm and Easy) in PAUD SIAGA of Cimahi City

Science education teaching at early age is highly essential, a number of early education communities lately have applied various methods of teaching science. The MaHMud Model (Fun, Warm and Easy) is a new way of learning in early childhood education level. The purpose of this paper is to explain and describe the MaHMud learning model starting from the Daily Lesson Plan (RPPH), the development of teaching materials, and teaching strategies that the teachers use during the teaching practice and during the evaluation. The research method used in this paper is descriptive method which is used to describe the application of Mahmud learning model in PAUD Siaga of Cimahi City. The results of the study show that the teachers made the lesson plans based on the 2013 PAUD Curriculum. MaHMud Model on science learning is being implemented through a scientific approach. The theme was being adjusted by using plants as the theme, the method used in the study is the demonstration method. When they were learning by planting a certain vegetables, they used hydroponic techniques. Science learning with the MaHMud Model is meant to foster children’s critical thinking skills and help children understand the world around them.

THE EFFECTIVENESS OF ADAPTING THE 5E MODEL CYCLES AS DAILY LESSON PLANS AND USES FOR LESSON DELIVERY PROCESSES IN TEACHING BIOLOGY

The aim of the research was to adapt the 5E model cycles as daily lesson plans, uses for biology lesson delivery processes and evaluate its effectiveness in comparison with the uses of classical steps of daily lesson plans. Quasi-experimental method was used to identify variables of data collections in which recognized variables were set to compose of 1-5 rated score checklists. The 5E model cycles were adapted as daily lesson delivery processes instead of the classical steps of teaching biology that 40 trainees of biology teaching conducted peer-teaching twice using both the newly designed and the classical steps in four Colleges of Teacher Education of Ethiopia, whereby the effectiveness of using both the processes of daily lesson plans were evaluated comparatively. As a result, adapting the 5E model cycles for lesson delivery process was 50.65% more effective than using the classical steps in the process of teaching biology. The research was concluded by the fact that adapting the 5E model cycles in biology lesson delivery process played significant roles to carry out classroom discussions confidentially, construct conceptual understanding and self preparedness in learning to conduct practical education. Keywords: knack, lesson plans, peer-teaching, rated scores, variables.

Humour Discourse in Internet Memes: An Aid in ESL Classrooms

In the ever-changing classroom dynamics of the twenty-first century, teaching needs to be innovative in order to be effective. The youth of the present age are members of virtual societies communicating mostly through the digital medium. This digital communication has its effects on the traditional classroom lectures. There has been a marked decline in basic language skills. Learners are less attentive and need more motivation. Interactive method of teaching is the best method of teaching language. But for this, the learners have to participate in the classroom and contribute something of their own. Learners have to be taught in a method that interests them and makes the language taught to them relevant in context. There is a need to incorporate digital communicative medium inside the language classroom in an enterprising and novel way while maintaining a low affective filter. For this, teachers have to adopt a systematic approach to digital technology. They need to be more versatile and integrate digital information in their daily lesson plans and the classroom activities. This research proposes one such digital age teaching procedure wherein internet memes are used to teach English. Internet memes provide humour and reduce anxiety. They can make the learners attentive and relate to the language learning process.

Further Study on Implementing Thematic Teaching in Preschool: A Needs Analysis Research

Thematic teaching has been introduced through the Malaysian Preschool Education Curriculum Guidelines (KPM, 1993) since 1993. This research is a preliminary review aimed at looking at the need to conduct further studies on the implementation of thematic teaching and to determine the focus of the research. This research explores the current understanding and practice of eight teachers from eight preschools in Selangor and Negeri Sembilan in implementing thematic teaching. Data collected for this research was based on document analysis, observations, and interviews. Findings of the research show that there were various levels of understanding and methods employed in implementing thematic teaching in the selected preschools. Teachers’ understanding is divided into several categories: 1) understanding thematic teaching as curriculum; 2) understanding thematic teaching as an approach; 3) the minimum understanding of thematic teaching; and 4) no understanding of thematic teaching at all. In terms of planning, only two of the teachers integrated thematic teaching in their annual, weekly, and daily lesson plans. The findings on the implementation of thematic teaching also show that teachers: 1) used thematic teaching as the basis of the curriculum; 2) applied thematic teaching as one of the teaching approaches; 3) used thematic teaching based on the requirements of the teaching and learning; and 4) had not used thematic teaching. This finding supports the need for further research on thematic teaching. A detailed research on the implementation of more practical and friendly thematic teaching for teachers that also fulfills the principles of implementation of such teaching and the overall developmental needs of children should be undertaken.

Planning for all students: promoting inclusive instruction

ABSTRACT In this paper, we will analyze the inclusive education policies and practices of a Province in Canada. Qualitative methods were used to analyze the planning of teaching and learning for students, with a focus on those with a Personalized Learning Plan (PLP). The process involved extended school and classroom observation, completion of questionnaires and analysis of documents, including lesson plans, individual student records, and PLPs of specific students. An observation grid and questionnaires were designed ad hoc. This province was an early adopter of an inclusive educational model. Schools in the province have a long tradition of developing accommodations for individual students in a ‘common learning environment’. In this article, we analyze learning and curriculum planning and its influence on the development of inclusive practices in the classroom. We found that teachers continue to struggle to develop effective individual learning plans. Our analysis leads us to suggest a model for teachers to conceptualise appropriate strategies and accommodations for students in their daily lesson plans.

Application of Higher Order Thinking Skills (HOTS) in teaching and learning through communication component and spiritual, attitudes and values component in preschool

The main aim of this study is to observe the application of Higher Order Thinking Skills (HOTS) in teaching and learning through Communication component and Spiritual, Attitudes and Values component in preschool. This study was conducted using qualitative method and also using Daily Lesson Plan (DLP) of a practicum teacher at the kindergarten that was located in Ipoh, Perak. This study also uses Hermeneutics Method. This method is used to interpret the DLP texts that were written by the practicum teacher. A total of 13 Daily Lesson Plans from the week nine until the fifteenth week were reviewed by focusing on Communication component that was Malay language and English and also Moral Education for the Spiritual, Attitudes and Values component. The researcher analyses the Higher Order Thinking Skills in teaching and learning in preschool through Communication component and Spiritual, Attitudes and Values component. It was found that teachers uses only three levels of Higher Order Thinking Skills, i. e. application, analysis and evaluation in teaching and learning. However, only twice the level of thinking, created was used by teacher. Teaching and learning that was carried out did not include an attractive teaching aids. As a way to overcome the problem of teachers in teaching and learning, practical teacher must have wide knowledge through extensive reading in order to implement the various activities and more interesting.

Development and validation of an instrument to measure understanding in daily lesson plan

A valid, reliable and practical instrument is needed in measuring any kind of understanding. The purpose of this study is to develop and validate an instrument to measure the understanding in the daily lesson plan (DLP). The whole population is chosen as samples which involves 241 students enrolling in the bachelor degree of education in the final semester of the 2015/2016 session in the Malaysian institution of higher learning. The instrument (K-RPH) is developed based on the principles in the Madeline Hunter Model of Mastery Learning and The ASSURE Model. The instrument consists of 32 items with 160 rubrics with four main constructs namely analysing DLP, determining the objective of DLP, preparing learning experiences and evaluating and reflecting. Content validity is conducted by two experts in the field from the university. The instrument validity and reliability have been assessed using the Rasch Measurement Model by identifying the Rasch fit statistics, item difficulty, unidimensionality, item dispersion and reliability as well as the item distribution map. The Rasch analysis shows that the item reliability is 0.99 while the Cronbach Alpha is 0.96. All the items fit the model as their MNSQ values are between 0.75 and 1.49. The dispersion of items from K-RPH data is 10.29 which indicates the existence of 11 to 12 item strata group. No item shows a negative point measure correlation or less than 0.2, and this generally indicated that the item discrimination is very good.The data shows that the mean for person is 1.38 logits with a standard deviation of 1.67 logits, while the item mean is zero with a standard deviation of 1.02. This indicates that the position of item and person do not fully match, and thus shows a medium difficulty. The overall item quality is good and all 32 items of K-RPH are retained.

Pengembangan Perangkat Pembelajaran di PAUD Gemilang

AbstractEarly childhood education curriculum must be appropriated with childrencharacter and the rule of government. This year every early childhoodeducation use 2013’s curriculum. In PAUD Gemilang this curriculum appliedtoo. Based on accreditation advise the institution have a problem in devicelearning because still applied the curriculum in a part of learning activity. Theproblem like: daily lesson plan and scientific evaluation. So, we improvedevice learning in order to appropriate.Keywords: device learning, early childhood education

Using Activity Theory to Examine How Teachers' Lesson Plans Meet Students' Learning Needs

ABSTRACTHow is lesson planning useful? This research study used Cultural Historical Activity Theory and intersubjectivity to answer this questions. This research explored to what extent teacher candidates' lesson plans (i.e., alignment among objectives, assessment, and instruction), and analyses of assessment data mediate their thinking about students' learning needs. Four to five daily lesson plans with corresponding videos and commentaries from 10 elementary school (K–6) teacher candidates were used in this study. Qualitative analyses revealed that teacher candidates seldom considered their students' learning needs and seldom anticipated how instructional activities facilitated students' thinking. One teacher candidate, however, used assessment data to consider students' learning needs and to plan future lessons to meet students' learning needs. The implication of research findings suggest that teacher education programs must improve in developing teacher candidates' skills of aligning lesson plan features and using assessment data as tools to mediate their thinking about students' learning needs.

Usage of teaching aids in increasing cognition among slow learners through art lessons

This study was conducted to determine the effectiveness of using electronic and non-electronic teaching aids in improving the cognitive levels among slow learners through art lessons. The research method used was the Hermeneutic method in which the daily lesson plans and the observations of students’ artworks were analyzed. This research was carried out in a school in Kuala Kangsar district and about nine slow-learners were involved in the study as the sample. The students’ cognitive level could be improved through the subject of Art and the development of their psychomotor skills could be improved through making handicrafts. From this research, the results obtained showed that the use of electronic and non-electronic teaching aids positively affected the improvisation of a student’s cognitive level and psychomotor skills among slow learners.

Allosteric Learning Model in English Lesson: Teachers' Views, the Instructions of Curriculum and Course Book, A Sample of Daily Lesson Plan

Allosteric Learning Model in English Lesson: Teachers' Views, the Instructions of Curriculum and Course Book, A Sample of Daily Lesson Plan

The Use of Academic Portfolio in the Learning and Assessment of Physics Students from a Singapore Private College

The purpose of this perspective paper is to examine the use of portfolios in the teaching and learning of physics in a Singapore private college. The paper starts with a short introduction of the types of students and the purpose of using academic portfolios in their learning and assessment. Some ideas of how portfolios can be used in the local context will also be discussed. It is necessary for teachers to know how to incorporate portfolio assessment in their daily lesson plans. At the same time, students who are studying physics at the college should also know how to use portfolios to their academic advantage. The paper also highlights three of the relevant work artifacts that can be included into the physics portfolios. The three work samples are concept-maps, internet research reports and newspaper articles reports. Concept-maps are useful tools to help students establish the connections between concepts. Internet research reports serve as important means for students to know more about how some scientific devices or technology use physics in the operations. Newspaper articles reports allow students to understand the real impact of physics on the lives of people. Subsequent sections of the paper discuss about the organizational flow of the portfolio, the timeline, the selection process, the portfolio checklist and assessment rubrics, the positive influences of using portfolios, the issues to consider and also the potential problems that physics teachers may face in implementing portfolios. These sections present the important framework which teachers can use as references for their portfolio initiatives in schools.

Performance of Saudi English Language Teachers in Reading Comprehension Classes

The study identified how Saudi schoolteachers perceive reading and comprehension. It also investigated the effect of teachers’ willingness and lesson presentation on learners’ achievement. A descriptive approach was used, and the sample consisted of 56 teachers. The lesson plan in Broughton et al.’s study was adopted as a model lesson plan. Respondents’ responses revealed their poor awareness of the most important activities that facilitate or hinder comprehension. Furthermore, teachers’ willingness and readiness to teach reading were not sufficient to yield competent teachers. It concluded that students were not given sufficient time and assigned to cleverly chosen roles to better understand the text. Teachers, however, should reconsider their daily lesson plans through which reading lessons are executed, taking into account students’ culture, interests, feelings, and so forth. Finally, other researchers were recommended to investigate the differences in students’ achievement levels due to the adoption of the lesson plan proposed by Broughton et al.

Determining effective teaching behaviors through the hiring process

Purpose – One bad hiring decision can lead to low student achievement. Research supports that teachers are the most influential factor in student success. As a result, principals’ current practice of hiring teachers based on intuition and likeability must change. Given the current high stakes era, principals need reassurance that the teachers they hire can indeed meet the needs of the students and the goals of the school. The purpose of this paper is to determine which interview protocol questions would predict high levels of effective teaching behaviors exhibited by teachers in the classroom. Design/methodology/approach – A convenience sample of 600 working teachers responded to a 93-item Likert-scale online questionnaire related to the four domains of effective teaching behaviors: classroom management, organizing instruction, implementing instruction, and monitoring progress and potential. The researchers first analyzed the teacher responses to assess their reliability and validity. A regression analysis was then run to indicate which effective teacher domains (the predictor variables); best predicted average student achievement scores (the outcome variable). Regression analysis was used to predict high-quality teachers (i.e. teachers with high average gain scores) given responses to interview questions (predictor variables). Findings – Successful teachers in this study utilized multiple strategies when handling the area of classroom management and organization. In the area of organizing instruction, key elements such as the objective, individual or group activities, and assessments were included in the daily lesson plan. The structure of the lesson delivery and the different learning styles of students were considered when planning a lesson. In this research, teachers utilized various instructional strategies when implementing instruction to challenge all learners, accommodate different learning styles, and to ensure student success. Successful teachers in this study monitored student progress and potential using a variety of methods. Research limitations/implications – The research was conducted in two districts. Future studies could expand on the research using multiple districts in several locations. Data were self-reported by current teachers and cannot be independently verified. Researchers relied on the information provided by teachers and trusted their responses to be accurate. Future studies could include a qualitative piece to determine why monitoring student progress and potential produced a negative result on student performance, classroom management was not significantly related to performance in language arts, and organization for instruction was not significantly related to performance in mathematics. Originality/value – This longitudinal study will provide hiring authorities with research-based protocols that have proven to predict high levels of teaching quality, which research has shown to be single most important determinant of student achievement.

The Effects of Clinical Supervision on the Teaching Performance of Secondary School Teachers

Abstract This study was carried out to determine the effects of clinical supervision on the teaching performance of teachers in secondary school. This study involves 33 teachers from a secondary school of which 11 (33%) are male teachers and 22 (67%) are female teachers. The study employed a set of instruments for observing teaching and learning which was adapted from Standard Determinant Instrument or Instrumen Pemastian Standard (IPS) from the School Inspectorate, (Ministry of Education Malaysia, 2003). IPS has been used by all the schools to evaluate the dimension III, education program management and element 9 that is teaching and learning. The teaching performance of teachers is measured based on the daily lesson plan (DLP), induction set, lesson delivery, questioning techniques, student involvement, reinforcement, student exercise and assignment, checking of student exercise and assignment, lesson closure and class management before and after clinical supervision. The findings of this study help teachers in school to find out the shortcomings and advantages of their teaching performances in the classroom. Clinical supervision also helps teachers to improve teaching and learning to be more effective to enhance students’ understanding. Clinical supervision can also be used as guidance for teaching and learning improvement by school inspectorates with the use of IPS.

Formative Assessment Jump-Starts a Middle Grades Differentiation Initiative

The faculty of Cloverdale Middle School (pseudonym), a mid-sized rural school in the southeast, seemed to be stalled in their progress at the beginning of the third year of a five-year district-wide staff development initiative on differentiated instruction. Teachers had received an intensive two-day overview of differentiation. They had worked on writing learning goals to highlight what students should know, understand, and be able to do at the end of each lesson. They had participated in numerous workshops focusing on various strategies for differentiation, such as tiered lessons, RAFT writing (Santa, 1988), and choice menus. These efforts had yielded some success, and teachers demonstrated professional growth through their increased attempts to differentiate cumulative projects according to student interest by regularly providing their classes with product options. In terms of adjustments to daily instruction, however, most faculty members remained reticent to change. It seemed daunting—even impossible—to regularly accommodate the wide range of readiness needs exhibited by their diverse student body. Some faculty members believed that weaving differentiation into daily lesson plans was simply not a realistic possibility because they feared pigeonholing students, were confused about how to incorporate additional scaffolding and challenges, and were frustrated with the ever-present pressures of time constraints. This article describes efforts to alleviate the tension that had developed around the term readiness differentiation (Tomlinson, 2003) and to reinvigorate a