Higher-order Teaching Research Articles

Technology-supported High-order College English Teaching and 21st Century Skills

As a compulsory course, College English should not only help students master professional knowledge, but also promote the development of their comprehensive qualities, cultivating high-quality and innovative talents who can meet the needs of times. 21st century is an era of digitization and globalization, which places high demands not only on students’ English language skills but also their non-cognitive skills of communication, collaboration, critical thinking, and creativity as well as their digital literacy. Based on knowledge and aiming at improving students thinking mode and abilities step by step, high-order teaching emphasizes the facilitation of students’ critical thinking and creativity through a combination of teachers’ higher-order teaching and the students’ deep learning through various teaching methods. This article aims to investigate whether technology-supported high-order College English teaching can foster students’ 21st century skills gradually in one class. A teaching practice was conducted for freshmen major in journalism and the results confirm the positive role of technology-supported high-order college teaching in fostering students’ 21st skills.

Application of 5G Combined Wireless Interconnection Technology in the Reform of English Education in Colleges and Universities

Fifth-generation (5G) network is a digital cellular network communication technology that allows for more data traffic and wireless connectivity. The global demand for wireless communication networks is increasing as the number of wireless users grows and new wireless services are presented. Fifth-generation (5G) wireless networks are expected to provide higher data speeds, expanded coverage, improved cost-effectiveness, resource utilization, security, flexibility, and scalability in the future. To attain higher-order teaching abilities, include cutting-edge technology into the curriculum. Teachers should use network resources, notably 5G network communication tools, to reform English teaching since the rapid advancement of network communication technology provides a new viewpoint for English education in colleges and universities. Researchers are concentrating their efforts on maximizing the benefits of the information technology revolution. It has become a hot subject among academics to use it as an opportunity to innovate in English education. As a result, this study proposes a paradigm for revamping English instruction using 5G integrated wireless connectivity technologies. To preprocess the input data, the Butterworth filter and the Gaussian Mixture Model (GMM) are employed. To extract data features, a Gray Level Co-Occurrence Matrix (GLCM) is employed. For classification, the decision tree approach is used. The File Transport Protocol (FTP) is used for data transfer, which may be enhanced with the Revamped Artificial Bee Colony Optimization Algorithm (RABCOA). Using the MATLAB simulation tool, the proposed system is simulated and its performance is assessed. The outcome of the study’s shows that the scholars are usually unsatisfied with old style English classroom education and are more interested in the instructional innovation of 5G integrated wireless networking technologies.

Teachers’ Use 0f Higher-Order Cognitive Skills, Instructional Skills in Online Science Teaching and Students’ Achievement in Elementary Science

This descriptive-correlational study investigated the relationship between the teachers’ use of higher-order cognitive skills, instructional skills in online science teaching and academic achievement of students in elementary science. The respondents of the study were 91 elementary science teachers who were randomly sampled from the 117 Grade 3-6 elementary science teachers of DepEd Division of the City of Sta. Rosa. The research instrument was validated by experts in the field and its internal consistency reliability was ascertained using Cronbach Alpha. The findings revealed that the teachers always used higher order cognitive skills in online science teaching (WM=3.28). They had very high level of instructional skills in online science teaching (WM=3.42.). Sixty-five (65) or 71.43 percent of the elementary science teachers reported an aggregated GPA of 85 to 89 for their classes; 18 or 19.78 percent had 80 to 84; and 8 or 8.79 percent got 90 to 94. There were no significant relationships between the respondents’ frequency of use of higher-order cognitive skills in online science teaching and the students’ academic achievement in elementary science (p>0.05); and between the respondents’ level of instructional skills in online science teaching and the students’ academic achievement in elementary science(p>0.05). It was concluded in the study that the teachers’ use of higher order teaching skills in online science teaching and their instructional skills have no bearing on the academic achievement of the students. A study on the correlation between higher-order skills of students and their academic achievement in elementary science may be conducted to verify this study’s findings and confirm the other studies’ findings.

Six C’s for effective teaching

A typical college teacher preparing course Introduction: content, spends years in teaching but spends no time on development of teaching skills. When teachers think that the best way to improve their teaching is achieved only by developing their content knowledge, end up with 50% of imparting the subject knowledge. To think that content, matters more than teaching skills, is to imagine that the car ismore important than the road. But both are essential. What we teach and how we teach are inextricably linked and are very much dependent on one another. Even though both are tightly linked, development of the one doesn't automatically improve the function of the other. So far no specific attention is paid to certain of the basic requirements to achieve 100% effective transfer of knowledge. This article identifies a set of six C's, (Content, Communication, Confidence, Critical thinking, Collaboration, Creativity) for effective teaching to move from LOTS (Lower Order Teaching Skills) toHOTS (Higher Order Teaching Skills).

Defining and Establishing Relationships Between Essential and Higher Order Teaching Skills

AbstractThe dependent variables of teacher effectiveness research have traditionally been student achievement and conduct. Recently, the focus has been on student acquisition of thinking skills. Using concepts of teacher performance validated in process/product research, this exploratory study measured and compared essential (Florida Performance Measurement System, FPMS) teacher performance scores that associate with student achievement and conduct and higher order teaching performance (Teaching for Higher Order Thinking, THOT) that associates with student acquisition of thinking skills. In the study reported in the article, FPMS and THOT observations of teacher performance were made in pre- and posttraining in higher order thinking. Teacher participation in the training program resulted in substantial increases in THOT performance, but it did not affect performance levels on essential skills, suggesting that the two types of teaching performance may be relatively independent of each other. The results of...