Goal Of Lessons Research Articles

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This department publishes brief news articles, announcements and guest editorials on current mathematics education issues that stimulate the interest of TCM readers and cause them to think about an issue or consider a specific viewpoint about some aspect of mathematics education. This month, help your teachers plan lessons by coaching them to think about activating students' prior knowledge about content, clearly state the lesson goal, facilitate learning new content, and assess students' learning of the day's work.

Analysis of the lesson goals in Technology-Home Economics textbooks according to the revised National Curriculum of 2007

Analysis of the lesson goals in Technology-Home Economics textbooks according to the revised National Curriculum of 2007

Education Inspectorate Systems in New Zealand and the Netherlands

The United States is an outlier with respect to its heavy emphasis on student test scores for the purposes of school accountability. Many other countries instead use school inspection systems that pay more attention to a school's internal processes and practices. This policy note focuses on the school inspection systems of New Zealand and the Netherlands, with the goal of drawing lessons for the United States. It addresses three main policy issues: For what should individual schools be held accountable? Should inspectors be more like coaches or more like judges? And how independent should they be of policy-making bodies?

Developing Therapeutic Recreation Students' Ability to ‘Think Like An Evaluator’

The purpose of this project was to conduct the classroom action research known as lesson study. Four instructors in a therapeutic recreation program who were guided by a campus-wide Scholarship of Teaching and Learning (SOTL) initiative conducted the lesson study. The goal of this lesson study was to understand how to cultivate students' ability to ‘think like an evaluator’ when designing and implementing therapeutic recreation programs. While students were largely successful in meeting the lesson goals, they expressed naive understanding of the process of program evaluation. Results showed that more rehearsal and exposure to different methods of data collection was needed in order to match the best method of measurement to a program activity. Team members realized that learning opportunities need to be created to apply program evaluation skills beyond this course.

Mokymo(si) tikslų ir uždavinių kėlimo, kaip aktualios didaktinės problemos, diskursas

Socialinių mokslų (edukologijos) daktarėVilniaus universiteto Edukologijos katedraUniversiteto g. 1/9, LT-01513 VilniusTel. (8 5) 266 76 25El. paštas: irenastonkuviene@fsf.vu.ltDocentėSocialinių mokslų (edukologijos) daktarėVilniaus pedagoginio universitetoLietuvių kalbos didaktikos katedraT. Ševčenkos g. 31, LT-03111 VilniusTel. (8 5) 233 08 52El. paštas: zitanauckunaitė@gmail.comStraipsnyje, remiantis „12–14 m. mokinių mokymo(si) didaktinių problemų ir kai kurių mokymo(si) motyvacijos silpnėjimo priežasčių kiekybiniu tyrimu“, analizuojama bendrojo lavinimo mokykloje egzistuojanti 12–14 m. mokinių mokymo(si) tikslų ir uždavinių kėlimo didaktinė problema mokinių ir mokytojų požiūriu. Pabrėžiama, kad mokiniams nepakankamai sudaromos sąlygos patiems kelti savo mokymosi tikslus ir planuoti veiklą, taip prisiimant atsakomybę už savo mokymąsi, todėl svarbiausias šiuolaikinės didaktikos reikalavimas, kad didaktinio proceso centre būtų mokinys, dar neįgyvendintas.

A qualitative study on primary school mathematics lesson evaluation

Through the qualitative interviews of five implementers of primary school mathematics curriculum, this study addresses the ways in which mathematics lessons are evaluated. Results show that each evaluator recognizes different aspects of a “good lesson,” however, among all criteria, the design of the lesson plan, realization of the lesson goals, active student participation, and mathematical thinking are seen as key indicators in lesson evaluation. The study also shows that student performance is a major point of concern in lesson evaluation, and some extreme teaching practice has drawn attention and being reflected by some implementers of the New Mathematics Curriculum.

Expert Teachers’ Instructional Communication in Golf

Expert golf instructors self-monitor their instruction and communication more than any other aspects of their teaching (Schempp, McCullick, Busch, Webster, & Sannen-Mason, 2006). Despite its apparent importance, however, the communication of expert golf instructors has received little investigative attention. The purpose of this study was to examine the instructional communication behaviors of 4 of the most highly accomplished golf instructors in the United States. Ladies Professional Golf Association instructors who met criteria for expert teaching (Berliner, 1994) and 4 students participated in the study. Videotaping, stimulated recall, and semistructured interviews were used to collect data on the teachers’ immediacy, communication style, and content relevance behaviors. Data were analyzed using modified analytic induction (Bogdan & Biklen, 1992). Findings indicated that the experts adapted their communication behaviors in ways that fit students’ learning preferences, personal experiences, and lesson goals. The findings resonate with previous research on expert teaching in terms of experts’ instructional flexibility.

Information Literacy Collaborations that Work

This work offers models and advice from librarians and their collaborating faculty partners. Collaboration is the key to ensuring that information literacy is a part of every student's educational experience. This new collection from Trudi Jacobson (ACRL Information Literacy Instruction Section Publication Award Winner, 2005) and Thomas P. Mackey brings together proven information literacy collaborations that will change the way your library works with campus faculty, departments, and other instructional units. Chapter contributors, including Elizabeth Dupuis (Head of Instructional Services, UC Berkley), Lijuan Xu (Library Instruction Coordinator, Lafayette College), Christy Stevens (Instructional Services Librarian, University of West Georgia), and more, explore working with undergraduates and graduate students; partnering with humanities, social sciences, and physical sciences (English Literature, Chicano/Latino Studies, Political Science, Environmental Studies, biology) instructors; integrating instruction into first-year writing and research projects; and utilizing Web, video, and other new technologies. Each chapter is written by the collaborating librarian and faculty member and provides a model for collaboration, a description of the lesson's goals and process, and an assessment of the model's success. With these winning models, you can make information literacy a part of every student's learning experience!

Clarity and coherence of lesson goals as a scaffold for student learning

The article addresses clarity and coherence of lesson goals as a scaffold for student learning. In 13 physics classes video recordings of the introductory lesson of two topics were rated with respect to clarity and coherence of the lesson structure. HLM analyses showed a positive effect of classes with high goal clarity and coherence on the students' reports on supportive learning conditions, self-determined learning motivation and organising learning activities. Over the course of a school year high goal clarity and coherence resulted in a positive competence development. No effect was found for individual interest development.

Studying sample lessons rather than one excellent lesson: A Japanese perspective on the TIMSS videotape classroom study

The findings of the TIMSS Videotape Classroom Study include aspects of mathematics lessons showing a strong resemblance between Germany and the US in difference to Japan. This paper discusses some of the features that appear to make Japanese lessons different from the other two countries. In particular, the paper examines the goals of lessons described by Japanese teachers, how lessons are structured and implemented, and the emphasis on alternative solutions to a problem in the teaching and learning processes. The characteristics of Japanese lessons identified by the TIMSS Videotape Classroom Study can naturally be interpreted as indications of teachers' efforts to foster students' mathematical thinking in the classroom.

New Partnership Between Universities and State Departments of Transportation in the Rocky Mountain Area: The TEL8 System

In 1995, the Mountain-Plains Consortium in the Rocky Mountain area initiated TEL8. TEL8 is a satellite-based telecommunications system serving 10 sites in FHWA’s Region 8. Each site consists of in-room audio and video equipment that receives and transmits live sound and picture, coding/decoding compression equipment, and a satellite transmission system. Each site is capable of sending and receiving signals from other sites in several modes of conferencing ranging from broadcast to multipoint two-way conferencing. The goals of TEL8, its development, and lessons learned are presented along with cost data for this cutting-edge technology. The many applications, including formal graduate course work, informally scheduled learning opportunities, and open communication forums, are also discussed. The system provides a network for interaction among the six departments of transportation and four regional universities. A user assessment of this form of distance learning is compared with more traditional forms using results of several client-based surveys.