Teaching Lessons Research Articles

POSSIBILITIES AND ROLE OF HISTORICAL LITERATURE IN INCREASE COGNITIVE ACTIVITY OF STUDENTS DURING TEACHING HISTORY OF AZERBAIJAN

First of all, the article talks about the role and possibilities of modern literature on the history of Azerbaijan in the development of students' cognitive activity in the teaching of Azerbaijani history in higher schools. Scientific studies and experience show that increasing cognitive activity is of great importance in the teaching of Azerbaijani history lessons. During the research, it is known that there is no specific literature prepared for the analysis of the problem of increasing cognitive activity in the teaching of Azerbaijani history in Higher Schools. However, even if it is not specific, this issue is brought to the fore and highlighted in all the literatures, teaching aids and textbooks that we have analyzed.

Squeezed in: Writing Instruction Over Time

The purpose of this study was to understand the nature of writing instruction across time and grade bands. We used quantitative and qualitative analyses of teacher interviews and video records of classroom instruction of English language arts writing instruction in 97 fourth- through eighth-grade classrooms in 2010 and 2018. Video records showed a decline in writing instruction across time and grade bands. Teacher lessons focused on the first five Common Core Writing Standards with little attention to the latter five. The lessons included aspects of a writing process approach that used instructional scaffolding, models, student practice, and teacher feedback. Lessons were less likely to include the use of authentic texts, text analysis, and student discussion. Teacher interviews pointed to curricular constraints, a view of writing as peripheral, and comfort with teaching writing as hindrances to quality writing instruction. These findings demonstrate a need for curricular and instructional resources to support teachers in offering consistently quality writing instruction.

The study of an innovative Eéducationnel practice in Greek students: The flipped learning

The purpose of this paper is to compare the effectiveness of using flipped teaching against traditional teaching, with active learning techniques, in physics and mathematics courses. The study was conducted on 100 middle and high school students who were first subjected to traditional teaching (control group) and then subjected to flipped teaching (experimental group). To check the effectiveness of the two methods, the students were submitted to an assessment test in the lesson taught with the two methods. To test the existence of a statistically significant difference between the performance of the two groups, the independent sample t-test and ANOVA test were used for continuous variables. In addition, multiple logistic regression analysis with Odds Ratios was used to predict student achievement depending on the teaching method used. The results of the study showed that there is no statistically significant difference in the average performance of students with the two teaching methods.

The Influence of Ipad and Tablet Computers on the Enhancement of Oral and Listening Proficiency among Young Students

Educational technology integration rises as schools rethink American school ideology and practices. Technology may be used in schools to develop modern education, but iPad integration in basic math’s teaching has to be understood. In response to these challenges, this in-depth case study examined how iPads as personalised learning aids affect third graders' arithmetic performance and attitudes using nearly experimental qualitative as well as quantitative information. How did NPS School use iPads in a third- grade mathematics classroom as well as how did it influence elementary school students' math skills and attitudes? Subquestions helped fully and comprehensively evaluate the practice problem. How do iPads and textbooks compare in third-grade arithmetic? How do tablet users see math’s differently from traditional students? These study questions were answered by two third-grade math classrooms. Standard education and iPad-integrated teaching were given to two groups. iPads were the only group difference. Content, lesson design, evaluations, inventories, & instructors were identical. Student learning and attitudes were assessed using both pre- and post-tests or an ATMI. The instructor & coordinating administrator were questioned for further information. Researchers also looked at teacher lesson plans to see how iPads were used. This study discovered quantitative-qualitative gaps. Although the post-test and ATMI were not statistically significant, the interviews with the participating adults suggested that students who utilised iPads for teaching had better involvement, attitudes, and productivity.

Lessons Taught and Lessons Learned from Teaching Cryo-EM Courses

Lessons Taught and Lessons Learned from Teaching Cryo-EM Courses

A Summer Course in Cancer for High School Students - An Update on Lessons Taught and Lessons Learned.

Previous graduate students and postdoctoral associates from the University of Florida Health Cancer Center, in partnership with the University of Florida Student Science Training Program, implemented a cooperative learning curriculum, providing high school students with a broad overview of cancer topics over six weeks over the summer. However, the ongoing shift in education and training delivery initially necessitated by the COVID-19 pandemic has given rise to many discussions surrounding student autonomy and satisfaction. Furthermore, adapting hybrid and distance learning styles has notably influenced student-led collaboration and critical thinking skills. Here, we report on an update of experiences gleaned from the modified curriculum of this course to accommodate hybrid and cooperative teaching. This pre-post longitudinal observational study evaluated modifications to a cancer biology and therapeutics course. Student performance was assessed using surveys administered before and after the course to determine effectiveness. Student performance tracked over a 7-year period indicated improved cumulative grade averages after modifying the previous curriculum. Post-assessment analysis revealed significant improvements in student benchmark understanding, notably in their ability to define cancer in one sentence (p = 0.0407), identify cancer therapies (p = 0.0040), and recognize cancer hallmarks (p < 0.0001). An increased trend in median response to the likelihood of pursuing cancer research (p = 0.8793) and the possibility of pursuing cancer research (p = 0.4874) were also observed, although not statistically significant. Moreover, feedback from participating students indicated that "the educational activities at the end of class (e.g., escape room, case studies)" and "learning about cancer and getting to work in groups…" the curriculum fostered a positive educational learning environment. Students generally held a positive perception of the course. Post-assessment analysis revealed decreasing trends in students' perception of course difficulty compared to their expectations in the pre-assessment. Constructive feedback centered around fostering collaborative environments, with an observed increase in learner autonomy towards the end of the course, as evidenced by students' growing comfort in leading group case studies and conducting research on topics. We hope that future course directors engage actively and incorporate practical clinical examples for students, especially when introducing or discussing complex issues like cancer.

Pre-Service Primary General Teacher-Students’ Attitudes Towards Written Language Activities Based on Musical Stimuli

The paper investigates pre-service primary general teacher-students’ perceptions of how music can act as a stimulus for writing, through short story group writing activities. More specifically, we look at their attitudes regarding i) team collaboration, ii) the enhancement of their creativity, iii) classroom atmosphere, iv) the suitability of the activities for their implementation in primary school classes in the future and v) the advantages the use of music can have for language development. In our study, pre-service primary general teacher-students’ views were shaped by the experiences they gained from their participation in group activities which were implemented as part of an undergraduate elective course, entitled “Music Education”. The participants recorded their ideas on worksheets. Data were collected through observation, diaries and questionnaires with open and closed-ended questions. The results revealed that the pre-service primary general teacher-students had a positive attitude towards story inventing and story writing activities based on musical stimuli. Such activities boosted their creativity and gave them the opportunity to develop their teamwork skills as well as to participate in a pleasant and innovative classroom atmosphere. Finally, they were positive about the suitability of the activities for their future students and the advantages the use of music can have in language lessons for teachers, students and the educational process.

BİOLOGİYA FƏNNİNİN HƏYATİ ƏHƏMİYYƏTİ

The Vital Importance of Biology Summary In the article, noting that all the subjects taught in secondary schools, as well as the content of the biology subject are directly aimed at the formation of life skills and habits, the biology subject curriculum was looked at in order to answer the question of what skills biological education should develop in the student, the lessons of teachers were observed in schools, the development of life skills possibilities have been determined. At the same time, the approach of the educators to the problem was investigated in the article, and their difficulties in this direction were clarified. Key words: knowledge, skills, life skills, personality, resource

ANALYSIS OF STUDENT LEARNING INDEPENDENCE IN THE IMPLEMENTATION OF UKBM (INDEPENDENT LEARNING ACTIVITIES UNITS) IN LEARNING CHEMISTRY HYDROCARBON MATERIAL

Study This aim For know application of UKBM Chemistry and independence Study student in implementation of UKBM. Study This carried out at MAN 2 Padang Lawas. Study This is study qualitative with method approach quantitative . Subject in study This is class XI MIA 1, XI MIA 2 and XI MIA 3 where third class the in learning chemistry Already using UKBM Chemistry. Data collection techniques were carried out with interviews , observations , and questionnaires . Research result obtained : 1) Based on results interview with Vice Principal Curriculum and eyes lesson chemistry concluded implementation of UKBM Chemistry is underway with well and have been in accordance with instruction technical from government . The implementation of UKBM Chemistry is ongoing with Good seen from results observation by 70% and results evaluation checklist sheet by 85%. 2) Based on results interview with an eye teacher lesson chemistry , students can Study independent in accordance with UKBM flow that has been arranged . Based on the results of the questionnaire, the level of student learning independence in chemistry learning is in the good category at 78.66%. From this data it can be concluded that student learning independence in implementing UKBM in Chemistry Learning for class XI MIA MAN 2 Padang Lawas can be said to be good.

Identification of Student Misconception Level Through The Four Tier Dignostic Test as A Result of The Implementation of E-Module Development

Learning in Kurikulum Merdeka guides students not only to wait for information from the teacher, but also to independently obtain good learning resources. Each student's literacy skills will influence their ability to understand material. Students having a misconception still becomes a big threat, therefore the students need specially designed learning media based on materials needed which is listed on the teacher's lesson plan. The learning media was developed in e-modules that can be used both offline and online so as to help reduce misconceptions in the material being studied. This study aims to identify the level of students' misconceptions between classes that use e-modules and those that do not. The research design used a posttest only control group design with questions of the type of four tier diagnostic test. Students answered by google forms and analyzed based on the Certainty of Response Index (CRI) criteria. The results of the implementation of e-modules, that have been developed based on the needs of the teacher's lesson plan, show differences in the level of misconceptions between classes that use it and those who don't. In the experimental class, 33.4% of students stated misconceptions, while in the control class it was 51.7.

Η αντεστραμμένη διδασκαλία έναντι της παραδοσιακής διδασκαλίας στις θετικές επιστήμες: Μια συγκριτική μελέτη

The purpose of this paper is to compare the effectiveness of using the flipped learning method against traditional teaching, with active learning techniques, in physics and mathematics. The study was conducted on 100 middle and high school students who were first subjected to traditional learning (control group) and then subjected to flipped learning (experimental group). In order to check the effectiveness of the two methods, the students were submitted to an evaluation test in the lesson taught with the two methods. To test the existence of a statistically significant difference between the performance of the two groups, the independent sample t-test was used for continuous variables. The results of the study showed that there is no statistically significant difference in the average performance of students with the two teaching methods.

Do teachers think on their feet? The awareness and practice of reflective approach among secondary school teachers in Ethiopia

The purpose of this study was to assess the awareness and practice of Secondary School teachers about employing reflective approach. It was a qualitative study involving two government secondary schools, namely, Biftu Secondary School and Shashemene Secondary School which were selected purposively. Likewise, a total of 12 teachers were selected using a purposive sampling technique. The primary data was gathered using interviews and focus group discussions, whereas secondary data was obtained from different documents like classroom reflection reports and instructional lesson plans. The findings showed that the teachers have some awareness about reflective practices. However, they have not successfully implemented it as they lacked practice based in-depth understanding of the approach. In addition, it was disclosed that some teachers even do not have awareness about reflective practice at all. Similarly, it was discovered that reflection-in-action is the common type of reflection being practiced. And, reflection-for-action is hardly applied in the teaching learning process. This entails that the failure to employ reflective practice in a balanced way has been affecting the quality of education in the schools. Therefore, concerned stakeholders should work on enhancing teachers' awareness and practice skills in employing reflective approach.

Reflections on Teaching of the Preparatory English Course for Minority Student

The Preparatory English course is a public compulsory basic course for ethnic minority students as a precursor course for the undergraduate English program. The author of this paper, as a teacher of the Preparatory English course, will first introduce the course and reflect on the teaching method, teaching process and teaching content. Only through continuous teaching reflection can the teaching level soar, the level of teaching theories can be improved, and we can grow up to be a more specialized English teacher. Teachers should develop a good habit of teaching reflection and cultivate the spirit of perseverance and research, so that every lesson taught will provide opportunities for reflection and improvement to benefit the students.

Transforming Online Teaching Through Relational Ways of Being

We explore the need for educators to design, implement, and assess online education for Indigenous students with intention and in a good way. As more Indigenous learners access online programs, it is essential to amplify the discussion on how post-secondary education institutions can better design educational programs and support learners through intentionally engaging in relational ways of being. Drawing from our experience delivering the Professional Project Administrator Program, we examine the significance of partnership building in enhancing cultural learning within the online space. We highlight the need for intentional faculty development initiatives and discuss the challenges that became an avenue for unlearning and educational innovation. Furthermore, we delve into the design and implementation of a holistic rubric tailored specifically to support the implementation of relational pedagogies. We hope that these learnings offer useful lessons for online teaching, emphasizing the need to foster culturally responsive environments where learners can thrive.

Digital Escape Room

Scheduled during the final two weeks of a practicum internship, this asynchronous online lesson for preservice teachers focuses on Flow Theory and provides first-hand experience with agentic instruction to deepen students’ pedagogical understandings and promote future implementation of such practices. Applying principles of inquiry-based learning and digital escape room design, students are tasked with completing the digital escape room to rescue their instructor who has been trapped in a digital world by his jealous colleagues. Delivered through the Canvas learning management system, students seemingly enjoy the activity, despite occasionally struggling, and some students plan their own digital escape rooms as a result of this activity.

Identification of Science Teacher Profiles Based on Lesson Observation Data

It is characteristic that besides other duties teacher competence management and development is becoming a part of school responsibilities. Still, school leaders lack the experience and instruments to accomplish these duties. From a teacher’s perspective competence management and development can be seen as the process of identification and implementation of professional development (PD). An effective competence management approach that is widely used in business environments is the identification of required and actual competence profiles to judge which development is needed. Such a competence management approach isn’t characteristic of school environments, still a promising perspective on how to solve challenges regarding teacher PD (TPD). TPD interventions are often criticized as being too general (“one size fits all” dominates); therefore, the search for practices on how to “tailor” PD initiatives to individual teacher needs is topical for TPD research. An effective way to personalize TPD could be the determination of TPD profiles and the design of the PD around these profiles. Person-centered approaches dominate in the identification of science teacher profiles, as surveys and tests are commonly used. Examples, of how the identification of science teacher profiles can be done using lesson observation data are missing. Science teaching is a complex process; to limit the complexity of this study, the authors focus on teaching that promotes student conceptual understanding (CU). A mixed method study was designed and conducted in a sample of 26 science teachers, who represented urban municipalities’ science teacher population. The study included science teacher lesson observation and analysis, and determination of science teacher performance regarded teaching that promotes student CU. Science teacher performance data were used to identify teachers with similar performance across the selected criteria and to create science teacher profiles. A methodology for how lesson observation data can be used to identify teacher profiles in small teacher samples is described. Six various science teacher profiles in teaching that promote student understanding were identified, characterizing the variety of science TPD needs.

Associate teachers’ perceptions of reciprocal teaching and learning in physical education lessons

ABSTRACT Physical Education (PE) Initial Teacher Education (ITE) programmes are responsible for preparing teachers who can address the needs of an ever-changing and increasingly diverse student population. This paper analyses associate teachers’ (ATs) use of the reciprocal approach and the perceived impact on students’ learning and social inclusion in PE lessons. Questionnaires and group interviews with 23 ATs were used to explore the impact of the reciprocal approach. Thematic analysis was then used to interrogate the data and identify patterns of response. The findings revealed that ATs valued the reciprocal approach for its impact on students’ motor skills and understanding. Moreover, the ATs identified an effect on inclusion and language development, particularly for English as an Additional Language students. These findings have implications for providers of ITE as the distinct features of the reciprocal approach helped ATs to develop their practice and address the needs of their students.

Enriching Education with Artificial Intelligence Generative Ai-Speech to Image Generator

Abstract: Visual memory is the strongest in learning; It is 60,000 times more powerful than text and memory. This important fact shows that there is an urgent need to make changes in the education process, moving away from old, monotonous practices and towards a dynamic, effective and permanent educational support. Inspired by the effectiveness of the invisible aspects of visual learning, this article introduces GenClassroom, a new learning tool that promises to revolutionize the traditional teaching method. GenClassroom uses the power of artificial intelligence (AI) to translate and transform teacher lessons into beautiful images, providing students with a unique learning experience beyond the boundaries of the classroom environment. Seamlessly integrating speech-to-image capabilities into dynamic virtual classroom environments, GenClassroom enables educators to create engaging, interactive lessons that resonate with students and promote understanding, retention, and engagement. Through a qualitative study of GenClassroom’s design, functionality, and application content, this article outlines the evolution of the vision of AI-enabled education to shape the future of learning. As the ed- ucational landscape changes dramatically, GenClassroom serves as a beacon of innovation, ushering in a new era of personalized, meaningful, and empowering learning. By embracing the endless possibilities of visual learning enhanced by artificial intelligence, GenClassroom paves the way for a future where learning has no boundaries and every student can reach their potential.

Power Point Media Development for Increase Liveliness Study Students in Social Sciences Subjects at SD Negeri 1 Bahomotefe Regency Morowali

Demands education 21st century to be challenge separately for educators .​ Creative teacher can develop skills , ideas, and methods teaching new . Instructional Media is group instruments used by teachers for convey instructions or inside information lessons and as effort communicate with student about source Study . As presenter or something distributor message . Formulation problem How teachers develop Power Point media on the eyes social studies lessons in Class V of SD Negeri 1 Bahomotefe Regency Morowali , How? liveliness Study students ' eyes social studies lessons in class V of SD Negeri 1 Bahomotefe Regency Morowali , Is You can use Power Point media increase liveliness Study students ' eyes social studies lessons in Class V of SD Negeri 1 Bahomotefe Regency Morowali . Research purposes Analyze influence Power Point media development towards liveliness Study students ' eyes social studies lessons in Class V of SD Negeri 1 Bahomotefe Regency Morowali . Study This use type study development ( Research and Development). Research and development methods or in Language English Research and Development is method research used​ For produce product certain , and test effectiveness product the . Development results from study This is in the form of power point media containing material social studies learning , learning videos , and exercises created and designed use application canva .

Türkiye’de Kamu Politikalarında Yerel Karar Verme Sürecinin Merkezi İdareye Bağlı Taşra Teşkilatlarında Uygulama Örneği: Kefe Projesi

The supervision authority of the Ministry of National Education, which is the central administration in education policies in Turkey, is exercised by various methods in many areas. Auxiliary resources such as Education Information Network (Eba), General Directorate of Secondary Education Material (Ogmmateryal), Student/Teacher Support System (Ods) prepared by the Ministry of National Education for the use of students and teachers in lessons have been made available as an education policy on the basis of equal opportunity in education. However, the supervision and control of these resources by the Ministry of National Education at the policy evaluation stage is carried out only in Support and Training Courses, and there is no supervision or control in their use in other education and training activities. Within the scope of the Kulu District National Education Directorate Equal Opportunity in Education (KEFE) Project, ensuring that the auxiliary resources of the Ministry of National Education are used by teachers and students in lessons is supervised within a system integrity, taking into account local needs in addition to the central administration's supervision system. This research examines an example of how the KEFE project can be implemented by taking initiative in provincial organizations within the local decision-making process, which is mostly seen in local governments, by extending the partial control system of the central administration to all education and training activities, outside the central administration in the supervision of education policies. Keywords: Public Policies, Education policies, Local decision-making process, Ministry of National Education.