Innovative Lesson Plan Research Articles

Artificial intelligence in management education: transformative potential and challenges

Purpose The purpose of this paper is to define artificial intelligence (AI) and examine its history, positive and negative impacts, ethical and social implications and implementation within management education. This paper offers various suggestions for the use of AI, as well as context surrounding the current AI landscape. Design/methodology/approach The paper uses a narrative review (Sylvester et al., 2013). Findings This paper identifies several areas of AI innovation, including AI tutoring systems, feedback systems for student papers, utilization of AI for innovative lesson plans and the use of AI to predict potential student dropout from a course or institution. In addition, there are significant concerns regarding the lack of ethical guidelines with current AI. Practical implications Practical implications include the ability to immediately use certain AI tools to enhance lesson plans as well as enhance student work using AI as a tool. Originality/value This paper was originally created as a conference presentation and presented at the society for advancement of management (SAM) International Business Conference before being reworked to be submitted to the journal. All content in this paper is original in their creation.

Nursing Students' Perception of the Clinical Learning Environment: A Longitudinal, Cohort Study.

The clinical learning environment (CLE) plays a vital role in students' learning in clinical settings. However, to our knowledge, no longitudinal cohort studies have been published on how CLE influences nursing students' learning during clinical placements. This study investigated a cohort of nursing students' perceptions of CLE during their first and third-year clinical placements. The clinical learning environment inventory (CLEI) questionnaire was used in this study. In 2021, a convenience sample of 450 first-year nursing students was invited to complete the CLEI questionnaire. In 2023, the same cohort of students in their third year of study were invited to complete the questionnaire. Personalization, satisfaction, and task orientation had higher mean scores than the other CLEI subscales. The lowest mean scores were found for the teaching innovation and individualization subscales. Multiple regression and bivariate correlation analyses revealed task orientation as the strongest predictor of student satisfaction with the CLE. Nursing students in Singapore have a moderately positive satisfaction with their CLE. Clinical instructors should design innovative lesson plans to improve the student experience and learning in the CLE.

THE ROLE OF LESSON PLANNING AND DESIGN IN THE LEARNING PROCESS

This paper conducts an analysis of e-library publications focusing on the keyword "lesson planning". Through a comprehensive review of relevant literature, the study identifies key advantages associated with lesson planning and underscores its pivotal role in enhancing the quality of the educational process. The findings not only shed light on the overall impact of lesson planning but also provide valuable insights into the nuances that contribute to its effectiveness. Furthermore, the paper offers practical strategies tailored for future educators to optimize their lesson planning endeavors. Drawing upon the insights gleaned from the literature, the suggested approaches aim to empower prospective teachers in crafting detailed and innovative lesson plans. Emphasizing the significance of these strategies, the paper demonstrates their potential to facilitate active student engagement, improve learning outcomes, and maintain classroom discipline. In essence, this analysis serves as a valuable contribution to the field of educational research, offering actionable recommendations for both current teaching practices and the preparation of aspiring educators. The synthesis of literature and practical insights creates a resource that can inform pedagogical strategies and foster continuous improvement in lesson planning methodologies.

Getting Nerdy with Mel and Gerdy

Book Review| March 01 2023 Getting Nerdy with Mel and Gerdy: Scienstructable 3D Dissection Models, Paper & Digital Getting Nerdy with Mel and Gerdy: Scienstructable 3D Dissection Models, Paper & Digital https://gettingnerdywithmelandgerdy.com/ Jeffrey D. Sack, Jeffrey D. Sack Department Editor Search for other works by this author on: This Site PubMed Google Scholar Karen Cruse Suder Karen Cruse Suder Science Faculty, The Summit Country Day School, Cincinnati, Ohio 45208 suder_k@summitcds.org Search for other works by this author on: This Site PubMed Google Scholar suder_k@summitcds.org The American Biology Teacher (2023) 85 (3): 178. https://doi.org/10.1525/abt.2023.85.3.178 Views Icon Views Article contents Figures & tables Video Audio Supplementary Data Peer Review Share Icon Share Facebook Twitter LinkedIn MailTo Tools Icon Tools Get Permissions Cite Icon Cite Search Site Citation Karen Cruse Suder; Getting Nerdy with Mel and Gerdy: Scienstructable 3D Dissection Models, Paper & Digital. The American Biology Teacher 1 March 2023; 85 (3): 178. doi: https://doi.org/10.1525/abt.2023.85.3.178 Download citation file: Ris (Zotero) Reference Manager EasyBib Bookends Mendeley Papers EndNote RefWorks BibTex toolbar search Search Dropdown Menu toolbar search search input Search input auto suggest filter your search All ContentThe American Biology Teacher Search We have all been there! Dissections specimens are expensive or could be on back order. A squeamish student is reluctant to participate in an animal dissection. You find a plastic-lined box or pail of preserved specimens from a previous teacher and are unsure of the quality or of what you will find. The environmental impact of animal dissection is a concern. Regardless of the reason for seeking alternatives to preserved-animal dissection, a common theme emerges: teachers need effective learning tools to illustrate similarities, patterns, modeling, and variation. Scienstructable 3D Dissection Models, both paper and digital, of invertebrates and vertebrates, by Getting Nerdy with Mel and Gerdy provide a valuable resource to explore animal biodiversity. Melissa Zaher and Gretchen Vikingson are former secondary school science teachers with a passion for innovative lesson plans that engage and excite students. Many middle and high school teachers will be familiar with Zaher and Vikingson’s... You do not currently have access to this content.

Learning to Teach Outside the Box: Exploring Newness in Literacies Pedagogies in a Pandemic

This article explores the innovative lesson planning assignments of preservice teacher, Marie, as part of an alternate teaching practicum during the pandemic closure of schools in Spring 2020. Marie viewed this shift in context as an opportunity to “think outside of the box”, to be creative and divert from a traditional lesson planning template. As we read the examples from Marie’s lesson plan assignments, we think with posthumanist theories of entanglement, intra-actions and the producing of newness in literacies pedagogies. We share data that show the entanglements of more-than-humans and humans within the innovative lesson plan format. In exploring Marie’s lesson plan redesigns and her reflections on them, we consider the ways these pedagogies were produced through the intra-actions of assignment criteria, provincial curricula, Marie’s knowledge of her students, families, available learning materials, and pandemic conditions. We consider how the implications of this lesson format contribute to newness in our ways of thinking and doing as teacher educators of literacies.

MERANCANG RPP INOVATIF DALAM PROGRAM MERDEKA BELAJAR PADA MGMP IPS SMP SE-KABUPATEN JEMBER

The design of the RPP in the “Merdeka Belajar” program simplifies the making of lesson plans on one sheet. The three core components of the lesson plan are learning objectives, learning activities, and assessments. Therefore, it is necessary to immediately take concrete and innovative steps be able to produce an innovative RPP that can implement the true and complete "Merdeka Belajar" program. The purpose of this activity is to provide an understanding of the design of the lesson plans in the "Merdeka Belajar" program, by chang the technique of preparing the lesson plans which so far have been made in sheets into one sheet. The method in this activity is the lecture method and online demonstration. Community Service Activities with the theme Designing Innovative Lesson Plans in the Independent Learning Program at the Social Studies MGMP of Junior High Schools in Jember Regency had a positive impact. Social Studies teachers have become more aware of the Innovative RPP for independent learning launched by the Minister of Education and Culture

Improving Teacher's Ability in Developing Innovative RPP During The Covid-19 Pandemic Through Academic Supervision Program in SMAN 1 Puloampel Academic Year 2020/2021

This School Action Research (PTS) aims to improve the ability of teachers to develop innovative lesson plans through academic supervision (individual scientific and technical supervision models) during the COVID-19 pandemic. This research was conducted in four stages, namely planning, implementation, observation and reflection, and was carried out in two cycles. The research subjects were 4 science teachers and 4 social studies teachers in my school, namely SMAN 1 Puloampel, Serang district, Banten province. The components of the innovative RPP assessment consist of formulating indicators, formulating learning steps (KBM), allocating time, determining learning resources, formulating teaching methods, and formulating assessments while the innovations that are expected in making the RPP are RPPs that can produce, combine, have added value, something new and answers problems and is integrated with Strengthening Character Education (PPK), oriented to HOTS or improving students' higher thinking skills and having 21st-century skills. In the first cycle, the researcher observed an increase in teacher competence in making innovative lesson plans. The results of observations of individual RPP assessments in the first cycle showed an average value of 68.4%. In the second cycle, the teacher's average value increased in making lesson plans, which was 77.6%. While the classical lesson plan completeness assessment from cycle I and cycle II showed a good average value of 73%. This proves that academic supervision can improve the ability of teachers in preparing innovative RPP (Learning Implementation Plans).

Teachers’ ability analysis of developing innovative instructional design

Instructional design is a systematic procedure in practicing instructional activities. Developing instructional design is a complex series that require creativity, activity, and components interaction. Considering globalization stream and immense technology advance, educators need to improve their knowledges and abilities in instructional design. Therefore, learning design should always be innovative, adaptive, responsive towards era development and based on life skill. New perspective understanding in developing instructional design requires smart ethique in process. This research is qualitative study which examines lesson plans (RPP) which were developed by educators in senior high schools (SMA) within Jember district. The study aims to analyze innovation rate of teachers in instructional activities through examining lesson plans being developed. Innovative lesson plan indicators were adapted from “Measuring Innovation in Education 2019” by Vincent-Lancrin et al, namely learning purposes, media, models, evaluation, and content. Research results show that 90% history teachers has formulated innovative learning purposes, 10% was considering lack of innovative. Learning materials that have been developed 81.1% innovative, 18,9% was considered lack of innovative. Learning models selected 68.8% have been facilitating students to be innovative, while 31.2% has not meet innovative level. Learning media engaged provide opportunities for students to express their innovative way and creativity is 57%, while 43% has not accommodated students being innovative. For evaluation aspect within lesson plan 47% has provided students to be innovative in reflecting their knowledges, experiences, and skills, while 63% has not. This research will be engaged as considering factor for reseachers in designing models and learning media that innovative, adaptive, responsive based on life skill.

Exploring Science Teachers' Lesson Plans by the Implementation of Intelligent Tutoring Systems in Blended Learning Environments

Recent technological developments have increasingly supported the science learning that presents artificial intelligence as part of Internet of Things (IoT). Its implementation can be carried out through Intelligent Tutoring Systems (ITS) in blended learning environment. This technology was used to support 29 Indonesian junior secondary science teachers in creating innovative lesson plans, which are members of competencies improvement programs. The purpose of this study was to describe the lesson plans that contain an integrated science teaching, supported by ITS in blended learning. The lesson plan product was analyzed descriptively. This Qualitative method was used to determine its characteristics about curriculum integration, learning activity, technology integration, higher order thinking skills, and assessment process. The result revealed that most teachers have strongly represented aspects of these all required aspects. The lesson plan created reflects the ability of teachers who are creative and capable to integrate various contents in learning activities. Learning activities are student-centered oriented to higher-order thinking skills. Technological support applied in learning activities is also an aid for students to be more motivated, as well as the presentation of assessment aspects that are relevant to the learning objectives. There are still some inadequacies in these results to be discussed. Thus, the potential future researches for supporting the science teaching are highly welcomed.

The Improvement of Teacher's Ability in Creating Innovative Lesson Plan through Discussion with Practice

This study aims to describe the improving commitment and teacher's ability in creating an innovative lesson plan through practice work with feedback. The method use classroom action research in two cycles. The results are: (1) improvement of teacher's commitment in designing innovative lesson plan, with 92% of teachers can reach minimum score of 4,00-5,00 in widescale 1-5; and (2) improvement of teachers' ability to designing innovative lesson plan, with 92% of teachers are able to reach minimum score of 4,00-5,00. The strategy of practice work with feedback proves to increase the teachers' work in designing an innovative lesson plan.

Developing the innovative inquiry-based lesson plan through lesson study

This study aims to develop an innovative inquiry-based lesson plan through lesson study (LS) [2]. LS is considered as an updated professional development which aims at improving the teaching process and students’ learning [16]. The lesson plan makes use of 7E learning cycle [5] embedded with inquiry activities that transform an ordinary classroom setting into an active student-centered learning environment [8]. The lesson model includes the following stages (1) Elicit, (2) Engage, (3) Explore, (4) Explain, (5) Elaborate, (6) Evaluate and (7) Extend. The research lesson made by the lesson study (LS) team was innovated gradually every after each implementation cycle. Revisions were done based on observations such as students’ responses, teacher-student interaction or student-student interaction depending on how students view the lesson and how the group activity work smoothly. The innovative lesson plan has refined three times, based on the needs of the students. It is also evident in the implementation that students’ learning and motivation are dependent on the scaffolding questions and the ability of the teacher to connect relationships that would help students contextualized the concepts in real life experiences.

NiCE Teacher Workshop: Engaging K-12 Teachers in the Development of Curricular Materials That Utilize Complex Networks Concepts

Our educational systems must prepare students for an increasingly complex and interconnected future, but teachers facing this task are not equipped to prepare students to succeed. Network science–the study of how biological, social, physical and technological systems interconnect, how the structure of those connections evolve over time, and how those structures and behaviors inform our understanding of them–is a pathway to deepening engagement with the kinds of complex problems these students will have to deal with as adults in the workforce. We recently held the Networks in Classroom Education (NiCE) workshop for a group of 21 K-12 teachers with various disciplinary backgrounds. The explicit aim of the workshop was to introduce them to concepts in network science, show them how these concepts can be utilized in the classroom, and empower them to develop resources using these concepts, in the form of lesson plans, for themselves and for the wider community. Here we detail the nature of the workshop and present its outcomes, including a set of publicly available innovative lesson plans. We also discuss the future development of the successful integration of network science in K-12 education and its importance in inspiring and enabling our teachers.

COMPARISONS BETWEEN TEACHING EFFECTIVENESS IN CORDING TO THE GUIDELINES OF THE STEM EDUCATION AND CONVENTIONAL LEARNING METHODS ON ELECTROCHEMISTRY ISSUE OF SECONDARY STUDENTS AT THE 11TH GRADE LEVEL

The aims of this research study were to create the instructional lesson plan with the STEM education instructional method on Electrochemistry Issue of secondary students at the 11 th grade level in two groups that consisted of 43-conventional students’ learning controlling group and 44-STEM education’s learning experimental group from Sarakhampittayakom School under the Secondary Educational Service Area Office 26 with the Random Assignment Sampling technique was selected with the efficiency of the processing performances and the performance results (E 1 /E 2 ) at the determining criteria as 75/75 to promote students’ learning achievements of their the STEM education method (STEME) and their Conventional Learning Method (CLM). Students’ learning achievements of their post-test learning outcomes to their STEME and CLM were compared, students’ responses of their science process skills with the STEME and CLM were created, students’ solving problem abilities of their post learning outcomes with the STEME and CLM were assessed, and to associate between students’ learning achievements of their science process skills to their solving-problems thinking abilities on electrochemistry issue were analyzed. Using the instructional design model with the STEME and CLM innovative lesson plans were administered, students’ learning achievements were assessed with the 40-item Learning Achievement Test (LAT), students’ perceptions of their scientific process skills with the 20-item Scientific Process Skill Test (SPST), and their solving problem abilities were assessed with the 36-item Solving Problem Ability Assessment (SPAA). The results of these research findings have revealed as: students were evaluated to determine performance criteria with the efficiency of the processing performance and the performance results (E 1 /E 2 ) of 77.24/75.18 for the STEME innovation lesson plans, which was higher than standardized criteria of 75/75. Students’ learning achievements of their STEME and CLM assessing differences were also found evidence at the 0.001 level, significantly. Students’ responses of their scientific process skills of their STEME and CLM were differentiated evidence at the 0.001 level, significantly. Associations between students’ learning achievements and their scientific process skills, the coefficient predictive values ( R 2 ) indicated that 37% and 56% of the variance in scientific process skills for the CLM and the STEME, students’ learning achievements and their solving problem abilities, the coefficient predictive values ( R 2 ) indicated that 53% and 76% of the variance in solving problem abilities for the CLM and the STEME, and students’ solving problem abilities and their scientific process skills, the coefficient predictive values ( R 2 ) indicated that 46% and 72% of the variance in scientific process skills for the CLM and the STEME, respectively. Suggestions that STEM degree holders have a higher income create critical thinkers, increases science literacy, and enables, which students of innovators. Innovation leads to new products and processes. The innovation and science literacy depends on a knowledge base in the STEM areas of a basic understanding of physic prefer than the conventional leaning method (5E Inquiry Model) among Thailand students are lagging behind other developing countries. Article visualizations:

MONITORING AND EVALUATION STUDENTS’ LEARNING ACHIEVEMENTS THROUGH THEIR LEARNING ACTIVITIES WITH THE STEM EDUCATION INSTRUCTIONAL METHOD FOR DEVELOPING THEIR CREATIVE THINKING ABILITIES AND THEIR ATTITUDES TOWARD SCIENCE OF SECONDARY STUDENTS AT THE 11TH GRADE LEVEL IN PHYSICS CLASSES

Educational management approaches that integrate knowledge in four subjects, including science, technology, engineering, and mathematics (STEM Education Method: STEME) to develop learning achievement, attitude, and creative thinking ability toward science of secondary students at the 11 th grade level in physics classes. The aims of this research study were to analyze of the processing performances and the performance results (E 1 /E 2 ) efficiency at the determining criteria as 75/7, to compare students’ learning achievements of their pretest and posttest assessments in cording in the STEME , to assess students’ responses of their creative thinking abilities with the STEME , to assess students’ perceptions of their science related attitudes with the STEME, to associated between students’ post learning achievements and their creative thinking abilities the STEME, and to associated between students’ post learning achievements and their science related attitudes with the STEME . The target group consisted of 72 secondary students in two physics classes from Borabu Wittayakhan School in the academic year of 2/2016. Using the instructional innovative lesson plans of the STEME on Eclectic and Magnetics Issue in 14 hours was administered, the 30-item Learning Achievement Test (LAT), the 24-item Creative Thinking Ability Assessment (CTAA); and the 8-item Test Of Science-Related Attitude (TOSRA) were assessed. Statistically significant was analyzed with the foundational and advance statistics. The Results of these research findings have found that: Students were evaluated to determine performance criteria with the efficiency of the processing performance and the performance results (E 1 /E 2 ) of 80.32 / 75.77 for the STEME innovation lesson plans, which was higher than standardized criteria of 75/75. Students’ learning achievements of their pretest ( = 15.77, S.D. = 2.24) and post-test ( = 19.87, S.D. = 3.26) and t-test = 20.42 were differentiated evidence at the 0.001 level, significantly. Students’ responses of their critical thinking abilities for the CTAA in fluency, flexibility, originality, and elaboration abilities, respectively, as a whole indicated at the high level ( = 3.67, S.D. = 0.83), and the Cronbach alpha reliability = 0.87 . Students’ perceptions of their attitudes toward science with the TOSRA indicated that α – reliability = 0.78, all on their average scores ranged from 3.31 to 3.90, as a whole indicated that a high level for their perceptions. Associations between students’ learning achievements of their post-test assessment indicated that 59% of the coefficient predictive value ( R 2 ) of the variance in students’ creative thinking abilities was attributable to their perceptions for the CTAA and the relationship between students' statistical achievements at the .001 level was significantly. Students’ learning outcomes of their post-test assessment, the R 2 value indicated that 51% of the variances in students’ perceptions to their science related attitude for the TOSRA, and the relationship between students' statistical achievements at the .001 level were significantly. Article visualizations:

LEARNING ACTIVITY MANAGEMENT ACCORDING TO THE STEM EDUCATION IN CHEMISTRY COURSE ON POLYMER ISSUE FOR SECONDARY STUDENTS AT THE 12TH GRADE LEVEL

The aims of this research study were to develop the instructional innovative lesson plan with the STEM Education method in chemistry subject on polymer issue for secondary students at the 12 th grade level through the effectiveness criteria of 75/75, to compare between students’ learning achievements of their pretest and posttest techniques in cording to the STEM education in chemistry class for secondary students at the 12 th grade level, 3) to assess students’ perceptions of their satisfaction to their learning activity management in cording to the STEM education in chemistry class for secondary students at the 12 th grade level. The target group consisted of 42 secondary students at the 12 th grade level from Borabu School under the Secondary Educational Service Area Office 26 in academic year 2/2016 with the purposive sampling technique was selected. Using a main instructional innovative lesson plan with the STEM education method in 12 hours was designed, the 30-item Learning Achievement Test ranged from 0.37 to 0.80 and 0.22 to 0.69 for discriminative discriminant (B) and as a whole was 0.85, validity; and the 15-item Science Satisfaction Model that it was a 5-scale rating scale option. Statistically significant for data analysis with percentage, standard deviation, and independent t-test were analyzed. The results of these findings have indicated that: students were evaluated to determine performance criteria with the efficiency of the processing performance and the performance results (E 1 /E 2 ) of the STEM Education instructional method’s innovation lesson plans to management to the activity-based learning approach indicated that 78.47/76.51, which was higher than standardized criteria of 75/75. Students’ learning achievements of their pre-test and post-test assessing differences were also found evidence at the 0.01 level, significantly. Students’ responses of their learning activity management in cording to the STEM education, which the whole as the highest level, significantly. Article visualizations: