Integrated Lesson Plan Research Articles

Integrating Curriculum and Instruction In Islamic Religious Education : Insights from Robin Fogarty's Theory

This research explores strategies to enhance the coherence between curriculum and instruction in Islamic Religious Education (IRE) by employing Robins Fogarty's theory of curriculum integration. Utilizing a qualitative approach with integrating a theoretical study as a research design. Specifically, the study highlights the utility of Fogarty’s tripartite integration model as a critical lens for developing a unified IRE curriculum. This model aims to synchronize disparate content areas, fostering a more integrated and holistic student understanding. For the data sources, the research examined the various theories linked with Forgaty’s theory, and the data analysis was qualitative, in which the research tried to explain and integrate the theory into IRE policy. The findings from the study emphasized the imperative for further applied research to develop integrated lesson plans, explore teachers’ experiences and professional development needs, and assess comprehensive learning outcomes. The research advocates for a collaborative approach between curriculum theorists and educators to refine and advance IRE policies. Such collaborative efforts ensure that IRE promotes intellectual advancement and contributes to students’ spiritual and personal growth, ultimately enriching their educational experience.

A Four-Step Plan to Integrate Behavioral Practices Into Tier 1 Foundational Reading Instruction With an Integrated Lesson Plan Template

Students’ behavioral and academic needs are interrelated, and educators may maximize the efficiency and effectiveness of their classroom practice by intentionally integrating academic instruction and positive behavior support practices within an integrated multi-tiered system of support (I-MTSS) framework. Integrated classroom practices are particularly important for students with disabilities and those with intensive learning and behavior needs. In this article, we describe a simple four-step plan to support the integrated implementation of foundational reading skills and share a lesson plan designed to support integrated implementation.

노벨 엔지니어링 기반 음악과와 타교과의 통합수업안 개발 및 효과

The purpose of this study is to develop an integrated lesson plan for music and other subjects based on Novel Engineering. For this purpose, the concept and lesson model of Novel Engineering were examined, and a total of eight lesson plans were developed by integrating music, ethics, art, language, and practical arts. The lesson plans developed through this study were implemented by four elementary school teachers for 30 students in grades 5-6 in Jeollabukdo Province, and the effects were analyzed by collecting data from in-depth interviews with teachers who implemented the lessons. As a result of the analysis, it was found that there were positive effects on the teachers' side in terms of meaningful connection between software education and music education, teaching strategies to increase student participation, and utilization of various teaching tools and materials, and on the students' side in terms of problem solving, concentration, creative making, empathy, and initiative. This suggests that Novel Engineering could be a useful strategy for cross-curricular integration with music.

노벨 엔지니어링 기반 음악과와 타교과의 통합수업안 개발 및 효과

The purpose of this study is to develop an integrated lesson plan for music and other subjects based on Novel Engineering. For this purpose, the concept and lesson model of Novel Engineering were examined, and a total of eight lesson plans were developed by integrating music, ethics, art, language, and practical arts. The lesson plans developed through this study were implemented by four elementary school teachers for 30 students in grades 5-6 in Jeollabukdo Province, and the effects were analyzed by collecting data from in-depth interviews with teachers who implemented the lessons. As a result of the analysis, it was found that there were positive effects on the teachers' side in terms of meaningful connection between software education and music education, teaching strategies to increase student participation, and utilization of various teaching tools and materials, and on the students' side in terms of problem solving, concentration, creative making, empathy, and initiative. This suggests that Novel Engineering could be a useful strategy for cross-curricular integration with music.

Investigating How Prospective Mathematics Teachers Prepare History Integrated Lesson Plans with Assessing Historical Elements in Mathematics Textbooks

Investigating How Prospective Mathematics Teachers Prepare History Integrated Lesson Plans with Assessing Historical Elements in Mathematics Textbooks

Teaching self-regulation through role modeling in K-12

For K-12 teachers to develop effective teaching skills, integration of role modeling strategies into teaching and learning process as a dimension of selfregulated learning is of the foremost value. Role modeling strategy training through a hybrid professional development model bears the potential to serve as a facilitating component in promoting K-12 teachers’ instructional competence. Conducted within the self-regulated learning framework, this study suggested findings of a teacher professional development training aimed at role modeling strategy implementation at K-12 level. Pursuing a mixed-method model, the current research was performed with 16 teachers who were trained and supervised to integrate role-modeling strategies into their teaching context. In this study, the data sources were role-modeling- integrated lesson plans, trainers’ feedback on these lesson plans, and online student products. The data collection methods included lesson plan evaluation through a role-modeling rubric in a quantitative fashion, whereas content analysis of trainer feedback on lesson plans, latterly revised lesson plans and online student products composed the qualitative aspect. Results revealed that this professional development training achieved significantly positive changes in teachers’ role modeling strategy implementation skills, particularly in terms of teachers’ role as agents in students’ self-regulated learning skills, promotion of student-centered learning and overall improvement in students’ self-regulated learning skills. Further, the integration of education technology tools into lessons was observed to have a positive impact on enhancing students’ self-regulated learning skills. This study could offer major contributions to designing teacher professional development training for researchers, practitioners, and teacher trainers, particularly in role modeling dimension of self-regulated learning.

Pre-Service Teachers’ Reflective Practices on Teaching Positive Psychology-Driven English Lessons

Positive psychology has flourished in English language education to support students' well-being. This article aims two-fold – to examine how pre-service English teachers integrated positive psychology in their English language lessons and explore their reflective practices after the lesson implementation. Thirteen pre-service teachers were asked to individually prepare a lesson plan to demonstrate how positive psychology and language (English) are integrated. After teaching the lesson to the students, they were told to submit a journal to investigate their reflective practices. The lesson plans were grouped according to themes, while deductive coding was used to analyze the reflective journals. Fives themes were derived from their integrated lesson plans, including positive and negative emotions, negative and positive emotions, individual strengths, and character strengths and weaknesses. Concerning the second aim of the study, higher-order reflective practices were deduced on teaching (i.e., instructional awareness act), students (i.e., student’s knowledge awareness act), and self (i.e., teacher’s feeling awareness act). The findings could help teachers create lesson plans fostering positive emotions in their English classes.

Challenges Faced by B.Ed. (Hons.) Elementary Prospective Teachers for TPACK Implementation in Practicing Teaching During COVID - 19

This study aims to explain the challenges faced by B.Ed. (Hons.) elementary prospective teachers for TPACK implementation in practicing teaching during the COVID-19 pandemic. The study uses a phenomenological qualitative research approach. Twenty B.Ed.(Hons.) elementary 8th semester prospective teachers from (IER), University of Punjab were purposively selected as samples. The researcher used Semi-structured interview protocols for the collection of data. Participants were mocked interview to ensure the validity of interview protocols. The data is analyzed by thematic analysis. The study concluded many challenges i.e. selection of technology aligned with goals of the lesson to be taught,execution of the technology integrated lesson plan, intermittent supply of internet, poor Wi-Fi speed,fluctuations in electric power supply, lack of skills in using digital devices and digital apps, uploading and downloading of materials in GCR, lack of students’ engagement, assessment and evaluation while implementing TPACK. The study recommends that prospective teachers may be trained to implement technology integrated lessons and use Digital Devices and the latest digital Apps for implementing TPACK in practicing teaching.

Music-Centered Integrated Lesson Plan Based on IB PYP

Music-Centered Integrated Lesson Plan Based on IB PYP

Integrating Social Studies Education with Mathematics: Pre-service Teachers’ Use of the Pyramids of Giza to plan a STEM Lesson

Pre-service teachers (PSTs) often struggle to teach STEM (Science, Technology, Engineering, and Mathematics) content effectively due to lack of training on how to plan a STEM lesson in meaningful ways as well as which subjects to integrate. This dilemma often results in an avoidance of STEM methodology altogether. This paper describes a productive method for training PSTs to successfully teach STEM lessons by using Social Studies content to integrate with Mathematics and Science, and provide context and connection to real world applications. Along with providing a STEM lesson, the article demonstrates the critical role social studies can play as the “glue” for some integrated lesson plans.

Development and Effectiveness of Integrated Lesson Plan of Music and Korean for Raising Multi-literacy of Pre-service Teachers

본 연구는 예비교사의 멀티리터러시 함양을 위하여 국어-음악과 통합 수업안을 개발하고 효과를 분석하는 것에 목적을 두었다. 이를 위하여 멀티리터러시의 핵심 내용과 구성 요소를 고찰하고, 국어과의 글쓰기 영역과 음악과의 감상 및 표현 영역에 초점을 맞추어 총 9차시의 국어-음악과 통합 수업안을 개발하였다. 본 연구를 통해 개발된 교육과정은 J 교육대학교 3학년 3개 심화전공 학생들을 대상으로 3주간에 걸쳐 적용하였으며, 사전 사후 설문지, 수업 성찰일지, 모둠별로 제작한 동영상, 온라인 게시판에 작성한 상호 의견 등의 자료를 수집하여 효과를 분석하였다. 분석 결과, 국어-음악과 통합 수업안이 음악 매체 효과 인식, 비평적 글쓰기 능력, 협력적·비평적 의사소통 능력의 측면에서 예비교사의 멀티리터러시 향상과 멀티리터러시에 대한 인식의 변화에 긍정적인 영향을 끼친 것으로 나타났다. 이는 국어과의 음악과의 통합 수업이 예비교사의 멀티리터러시 함양을 위해 유용한 방안이 될 수 있음을 시사한다.

The Implementation of Islamic Values in Basic Physics Subject Based on Pre-Rules Method

<p>The purpose of this study is to describe the implementation of Islamic values in basic physics subject using the pre-rules method. The subjects of the study are Pre-Service Biology Teachers (PBT) who attended basic physics lectures amount 51 students. Data collection techniques are carried out by observation, questionnaire, and documentation. Data analysis is carried out by descriptive analysis. The process of implementing Islamic values is carried out in three stages, namely planning, implementation and evaluation. The planning stage is carried out by developing an integrated Lesson Plan by adding points of unity of sense. At the implementation stage, it is done by instilling divine values in prayer activities and linking the material with verses of the Al-Qur'an. In addition, human values such as discipline and responsibility are also applied. While the evaluation stage through the provision of integrated questions. The response of PBT to this implementation shows that this integration is able to increase gratitude to God and make basic physics subject more interesting.</p>

Science teachers’ professional development program for designing stem integrated lesson plan

With the increasing focus on integrated STEM into classrooms to develop learners to meet the needs of complex societies. Thus, teacher development is required to success that point. In this study, researcher provided STEM- focused professional development ( PD) program to science teachers (n = 104). Then, teachers’ artifacts were examined to display the effects of the PD program through participants’ implementations. Descriptive statistic, STEM lesson plan analysis rubric, which developed in this study and content analysis were used to consolidate the findings. According to interventions and tools, the results indicate that STEM-focused PD supports participants to design varieties of STEM lesson plans, which categorized into five distinguished groups. Moreover, the effective and successful characteristics of professional development designing for integrating STEM into classroom were proposed to be developing guidelines’ principles and the challenges of instructing STEM lesson were pointed out as well.

BIMTEK PENYUSUNAN PERANGKAT PEMBELAJARAN BERORIENTASI LITERASI TANGGAP BENCANA

Educating residents around the coastal areas not only involves the central and regional governments, but also all aspects of the community structure. Considering the number of children who are victims of disasters and the lack of integration of disaster response literacy in the field of education, University of Lampung, in this case the Faculty of Teacher Training and Education (FKIP) also participated in educating residents around the coast, especially the South Lampung area, through the field of Education. In addition, based on the results of direct interviews with one of the Sciences Teachers of Primary School in South Lampung, it is known that the unavailability of teaching materials that build disaster response literacy and the weakness of teachers' skills in developing integrated lesson plan for disaster response. Therefore, there was a Technical Guidance (Bimtek) activity for the preparation of lesson plan oriented towards disaster response literacy of junior high school students for science teachers. Through this Bimtek, science teachers are equipped with knowledge about integrating disaster response into learning through lesson plan and learning media.

Fostering Learners’ Language Proficiency in Oral Class: A Lesson Plan for Integrated Instruction of English Listening and Speaking Skills

This paper aims to foster language learners’ English proficiency by means of integrated instruction of listening and speaking skills in English oral class. It develops a comprehensive lesson plan from the selected textbook, which is applied to first-year English-major students in a northern university in China. The findings of the study are that students’ language accuracy and metacognitive awareness would be significantly improved through perception practice in the listening process. In addition, sufficient input previous to listening exercises enables students to produce spoken output more effectively and efficiently. An integrated lesson plan, emphasizing both English listening and speaking skills, helps language learners in improving language fluency and complexities, and eventually in enhancing their pragmatic competence to develop into strategic listeners and competent speakers in the target language.

Designing and Using Geometry Case Studies in the Last Grade at Secondary Schools by Integrated Teaching Method in Vietnam

The objective of the study to evaluate the effectiveness of lectures designed and applied integrated teaching methods for geometry in grade 9. We conducted research with 10 teachers and 154 students in both experimental and control classes (Grade 9). The tools used include: integrated lesson plans that are selected for the topic (circle) and taught in a period of 3 weeks. Firstly, we designed integrated teaching case studies through two examples, followed by a specific example that will guide teachers to integrate Mathematics in Grade 9. To evaluate research results, we used a carefully designed Rubric to evaluate the teacher's Math teaching process; SPSS version 20 software helps us compare students' Math learning results between experimental and control classes. We have found that there is a significant increase in students' Math performance in terms of how they perceive knowledge, apply knowledge to solve life situations, narrow the gap between math and life situations, increase motivation and increase student flexibility in problem solving.

Pre-service early childhood teachers’ views on STEM education and their STEM teaching practices

ABSTRACT Background STEM education integrates the disciplines of science, technology, engineering and mathematics. Relevant research emphasizes a strong relationship among characteristics of STEM education and the early childhood period, such as investigation, exploration and observation, communication and playing. To support children in discovering STEM fields and concepts in this early childhood period of rapid learning and development, early childhood educators should prioritize the integration of STEM education into the early childhood curriculum. Purpose This research aims to explore pre-service early childhood teachers’ views on STEM education and their STEM teaching practices. Sample The research group consisted of 91 pre-service early childhood teachers studying at two universities in Istanbul, Turkey. Design and methods An open-ended questionnaire and STEM integrated lesson plans were used as data collection tools. Data were analyzed through content analysis and descriptive analysis. Results As a result, the themes of ‘Contributions of STEM Education’, ‘Why STEM Education is Suitable for Early Childhood Education’ and ‘How to Bring STEM Education into Early Childhood Education’ were obtained based on pre-service early childhood teachers’ views. The categories related to these themes are provided in detail in the ‘Results’ section. In addition, it was concluded that a majority of the pre-service early childhood teachers prepared and implemented STEM integrated lesson plans successfully. Conclusion The present research contributes to the literature related to STEM education in early childhood education, particularly regarding professional development of pre-service early childhood teachers.

A Design of Environmental Education for Secondary School Teachers

The focus of this research was to develop a system of environmental education (EE) skills development for secondary school teachers, which was carried out using qualitative approaches. The data were obtained by the Eco-School Operational Teachers Questionnaire and a standardized interview with the experts of the Eco-School Teachers and the Eco-School Teachers. Results of this study showed that the majority of informants had an intermediate level of EE competence in 6 parts: environmental awareness, basic understanding of EE, responsibility for EE instructor updating, EE preparation and service, support for EE learning, and EE assessment. The EE development was produced to cultivate educators out of a variety of subjects to carry out interoperable learning in order to improve the environment of students before preserving or resolving society environmental issues. This systematically consisted of 5 steps including: analyzing the environmental policy covering national, educational area, and school policies; studying the community environmental problem; designing the environmental learning project; identifying the learning standard; and performing the integrated lesson plan. Authentic assessment has confirmed the efficiency of innovation, both internal and external skills

Analysis of Learning Patterns and Performance—A Case Study of 3-D Modeling Lessons in the K-12 Classrooms

As more schools incorporate 3D printing into their curriculum to stimulate the creativity of K-12 students with a learning-by-doing approach, it becomes crucial to understand how users work with 3D modeling tools and to evaluate integrated lesson plans in the STEAM (Science, Technology, Engineering, Arts and Math) educational framework. Our work consists of two stages: an investigation of usage patterns of modeling, and an evaluation of the usability of Qmodel Creator, in collaboration with Lanyu Primary and Junior High School, Sanchong High School, and Affiliated Experimental Elementary School of National Chengchi University. Participants operation logs, screen recordings, and finished work for respective 3D modeling software were recorded and analyzed. Two types of indicators have been developed. One is concerned with the quantification of learning behavior, including Effective Operating Period (EOP), Trial-and-Error Period (TEP), and Implementation Period (IP). The other has to do with the evaluation of learning outcome, i.e., the complexity of 3D models, including the Degree of Detail ( DoD ), shape ( $C_{f}$ ), partition ( $C_{p}$ ), and block-ratio ( $C_{r}$ ) complexity. Based on the proposed features, we are able to identify the key factors that affect students’ learning experiences and performance in terms of learning patterns and model completeness. Through these indicators, instructors can gain better insights into student’s learning status of 3D modeling software.

Building Bridges With Bach: Syntegration of Music and Visual Art

Music and visual art share many common elements, principles, and processes. The numerous commonalities shared between music and visual arts afford for natural, meaningful integration opportunities that create natural synergies. Synergy or syntegration is achieved when the learning outcomes accomplished through the integration of subjects are greater than the outcomes achieved by teaching each subject individually. This article examines some of the natural commonalities between music and visual art through the music of Bach and the art of the Baroque Period that provide for syntegrated learning opportunities in the general music classroom. The authors provide ideas for integrated lesson plans for music and visual art.