Lesson Scenarios Research Articles

Experience of conducting integrated irregular classes in robotics

Abstract In the modern world of electronic devices, a person can bring to life any projects that make their life more comfortable and safe. The basis for such solutions is robotics. Creating and programming a robot today is quite simple. We offer the experience of conducting long-term projects that can take place in summer camps, scientific studios, and extracurricular clubs. The uniqueness of such activities lies in the combination of various types of work that help explore the topic and conduct scientific and technological research. Mastering robotics technology and understanding the principles of their operation is an important aspect of preparing modern children for a safe life in a high-tech world and successful self-realization. The foundation for the study and effective application of these technologies is mathematics, physics, engineering, and programming. Therefore, STEM education, aimed at developing competencies demanded in society, increasing motivation to study traditionally challenging subjects of the natural-mathematical cycle, is of particular importance. The peculiarity of this approach to education is project activity and transdisciplinarity, contributing to the formation of teamwork skills, critical thinking, and a comprehensive understanding of the researched problem. The article presents the experience of a volunteer project to teach robotics to children from Ukraine. Organizational conditions for conducting classes, typical difficulties, examples of projects, and the lesson scenario are provided. The proposed approach to organizing education is based on years of practical experience and can be used by educational institutions and non-profit organizations.

The potential of intercultural foreign language education for the development of existential competence in senior schoolchildren

The anthropocentrism of today’s educational paradigm prioritizes foreign language learners’ ideological self-determination. The latter actualizes the need to define the concept and the components of existential competence in foreign language education. A literature review in existential analysis helps to identify the meaningful models potentially suitable for developing existential competence through an examination of authentic cultural facts. The research paper defines the concept of existential competence, justifies the potential of intercultural foreign language education as a factor in existential competence development, and suggests a short lesson scenario as an educational technology for developing existential competence in senior school students.

Strategically Inclusive E-Learning Design

Modeling strategic flexibility and experiential learning approaches, this module focuses on foundational concepts for designing accessible educational materials and applying Universal Design for Learning (UDL) guidelines. The module was implemented during two weeks of a 16-week asynchronous online graduate course on e-learning pedagogy and design. Content is represented in varied forms, including video presentations and readings. A structured discussion offers asynchronous and synchronous options and utilizes a five-step scaffold to consider UDL-related prompts applied to provided lesson scenarios. Students complete a hands-on activity to better understand accessible document design.

Examination of documentational processes of mathematics teachers during their pre- and in-service professional lives

This study aims to reveal the similarities and differences between the documentational genesis processes of the teachers during their pre-service education in the last year of the education faculty and at the beginning of their professional teaching lives. Reflective investigation research design was used in this study. The data collection tools used during the pre-service and in-service lives are their lesson plans, their diaries, their lesson scenarios, the observations and video recordings of their lessons, the self-evaluation form, and the peer evaluation form. Three main categories were determined for the resources that affect the documentation process of teachers: resources from university education, resources from professional experience, and resources related to their personal learning inferences during their student years.

Ex ungue leonem. Genial.ly w pracy łacinnika

In this article, the authors propose Latin lesson scenarios. The scenarios are based on common lexical material, which is the names of animals. Based on it, the authors propose two versions of the lesson - lexical and grammatical, both under the common title Ex ungue leonem. However, the main task of the article is to present the range of possibilities offered by one of the platforms (Genial.ly) when creating materials, worksheets, and presentations (PhotoGallery, Puzzly) used by teachers of various subjects.

A method of projects as a means of developing a linguistic and cultural competence in high school English classes

This paper considers a linguoculturological approach to teaching a foreign language, a method of projects as one of the most effective methods in the process of developing a linguocultural competence among secondary school students. The authors consider the stages of work on short-term projects or lesson projects. The authors propose to comply with four stages: preparation, planning, research, presentation and assessment of the results of project activities. The analysis of the Spotlight 8 educational and methodological complex allowed the authors to propose a transformation of the tasks of the sections marked Project from tasks for the written skills development into full-fledged lesson projects, having developed all necessary stages, assessment criteria, options for implementation and development of the project. The paper proposes a development of short-term projects for the modules of the Spotlight 8 textbook. The development includes a full-fledged lesson scenario for a lesson project in a specific module, assessment criteria that can be useful to the teacher both for assessing an individual, and a paired, group project. The paper may be of interest to teachers of a foreign language, methodologists, teachers of educational organizations of additional education, teachers supervising project activities. The developed evaluation scheme, detailed stages of work on a lesson project will be interesting and useful for an English teacher.

The role and use of online applications such as Quizizz and Quizlet supporting the learning process in German lessons

The purpose of this article is to highlight the role and application of the Quizizz and Quizlet web applications supporting the learning process in German language lessons. The article consists of three parts - an introduction in which the context of the use of digital resources in the didactics of teaching a foreign language is presented, the second, main part - the characteristics of the Quizizz and Quizlet web applications, their use in foreign language didactics and an example lesson scenario. The considerations are summarised in the third part.

The Role of Attention in Teacher Education: A Factor in the Quality of European Schooling

The text is an article of reflection aiming to examine causes of disproportions between the amount of effort undertaken by leading international institutions in the field of education and the quality of European school systems measured by the attainment of curricular goals. As worrying trends have been observed mainly at the classroom level, psychological rather than organizational factors need to be examined. It is hypothesized that current didactic problems should be explained by attention rather than motivation deficits. The paper, therefore, analyzes various types and aspects of attention, tendencies to misdirect it as well as ways of building and maintaining attention in order to counteract distraction, boredom and overstimulation of both teachers and learners. Suggestions are also formulated for pre- and in-service teacher education programs which are postulated to give more emphasis to the role of attention as well as to provide a toolkit of verbal and non-verbal strategies which may help language teachers to elicit and sustain learners’ attention without departing from the lesson scenario.

Typology of schools operating in the Moscow Electronic School system based on the analysis of network indicators

Network analysis methods are actively used to research the behavior of digital repository users who utilize and create digital objects. At the same time, the research into the collective behavior of a group of participants who are members of the same school is much less common. The library of the Moscow Electronic School is a rather complicated system with multiple roles offered to users. The actors of the repository are teachers, students, parents, and publishers – anyone performing any actions with the objects. In this study, the school is seen as an actor performing actions with objects – lesson scenarios within the Moscow Electronic School repository of digital objects. Within the study, the authors compare the sociograms of schools that unite teachers and the scenarios created by the teachers and divide schools into factions based on network indicators in sociograms. The main method of presenting and analyzing data is network analysis and sociogram creation. The authors identify two types of networks: the network of single participant’s relationships and the network of relationships of teachers from a single school. The authors not only describe the data structure in the Moscow Electronic School system that records the digital trace of every individual and collective user but also create a digital map that reflects the dynamics of actions in the Moscow Electronic School system and identify the indicators that characterize the common activity of key participants. Moreover, the authors identify graph factions for schools that characterize the degree of interaction between teachers: disconnected groups, sparse graphs, crystallization centers, dense graphs.

Agent-based modeling of teacher interaction within a repository of digital objects

This article presents generalized model of collaborative actions, during which participants create, modify, and estimate digital objects. Such activities can be observed in numerous network communities. A prominent example is the repository of lesson scenarios of Moscow Electronic School (MES). The combination of methods of agent-based modeling and network analysis is used in the work. Using NetLogo environment in the frames of the model, an artificial community has been developed, where teachers-agents interact with scenarios-agents. Teacher-agent determines whether there are potential scenarios in his environment to be contacted with. If such scenarios are available, then the agent selects the nearest one and makes a step towards it. If the scenario has been opened by one of the teachers, then this is already an author’s scenario and the teacher-agent takes an action to reuse it. Variants of the reuse can be preset so that to correspond to the actions allowable in the environment of MES repository for learning scenarios: review, addition to bookmarks, running the scenario, downloading, using in home assignments. All these actions of teachers regarding scenarios are logged, then the log records are transformed into bipartite graph. The experiments demonstrate that while the area of participant scenarios is expanded, not only the general number of links among participants increases but also large networks of participants are subdivided into smaller and densely interconnected groups. One of the control trends of participant activities is in the use of multiagent-based modeling as a tool of collective reflection of teachers cooperating on the basis of MES.

Metodički potencijal modela obrnute učionice u nastavi prirode i društva

In the last few years, the concept of a flipped classroom has become relevant and is increasingly being used as a teaching model. The first introduction to the teaching contents no longer takes place at school, but at the students' home, through individual work. Teaching time is devoted to a more in-depth interpretation of the content. This paper presents the theoretical foundations of this model, the results of the previous research on the effectiveness of this model, as well as its implications in the Science and Social Studies classes. The aim of the conducted empirical research was to look at primary school teachers 'awareness of the flipped classroom model, their attitudes about the possibilities of applying this way of working in teaching Science and Social Studies, as well as teachers' self-assessment of their competencies for applying this model. The data were collected by an online survey of 105 teachers. The first part of the questionnaire examined teachers' awareness of the flipped classroom model and the frequency of its use in teaching Science and Social Studies. The second part of the questionnaire provides an explanation of the flipped classroom model together with an example of a scenario for a Science and Social Studies class based on this model. Through six statements, the teachers assessed the methodological potential of this model of work, as well as their own ability for this form of work, taking into account the presented scenario and their teaching experience. The obtained results show that teachers are not fully informed about the flipped classroom model, which conditions its relatively rare application in teaching, regardless of the pedagogical experience of teachers. After offering an explanation of the flipped classroom model and an example of one Science and Social Studies lesson scenario based on it, most teachers expressed a positive attitude towards this model, pointing out its advantages in the conative-social aspect (positive impact on learning motivation, possibility of individualization, better communication between teachers and students), while they showed less confidence in the positive impact on student achievement. Teachers' assessment of their own methodological competence for the application of this model shows that more than two thirds of teachers express the need for additional training for the application of the flipped classroom model in the first cycle of primary education.

Emergent models in a reinvention activity for learning the slope of a curve

Introducing the slope of a curve as the limit of the slope of secant lines is a well-known challenge in mathematics education. As an alternative, three other approaches can be recognized, based on linear approximation, based on multiplicities, or based on transition points. In this study we investigated which of these approaches fits students most by analyzing students’ inventions during a lesson scenario revolving around a design problem. The problem is set in a context that is meaningful to students and invites them to invent methods to construct a tangent line to a curve: an implementation of the guided reinvention principle from Realistic Mathematics Education (RME). The teaching scenario is based on the phased lesson structure of the Theory of Didactical Situations (TDS). The scenario was tested with 44 groups of three students in six grade 9 or 10 classrooms. We classified the strategies used by students and, using the emergent models-principle from RME, investigated to which of the four approaches the student strategies connect best. The results show that the groups produced a variety of strategies in each classroom and these strategies contributed to a meaningful institutionalization of the notion of slope of a curve.

Teaching Compressed Rendering in the Genre of a Training Scientific Article

The aim of this article is to present interactive teaching methods and techniques for teaching how to write a compressed rendering with a creative task of changing the given text into a training scientific article. This involves not only text compression but also its stylistic transformation: change of the addressee, choice of language functions, genre, type of speech, linguistic devices. The following methods were used: methodological experience interpretation in accordance with culturally oriented Russian language teaching, text analysis method, observation methods, visual methods, source text thematics analysis and analysis of rendering tasks given to school leavers at the state examination, analysis of tasks for extracurricular activity (general cultural sphere). The results of the research were presented in the form of a handbook for an extracurricular lesson scenario «Pushkin as a Reformer of the Russian Literary Language». The aim of this lesson was to acquaint learners with the features of the historical development of the Russian literary language as a structured system, as well as to increase their awareness of the scientific style. New conditions and types of activity contribute to a better integration of new information with background knowledge and to the acquisition of skills of text compression, which can foster a more productive preparation of high school leavers for the final certification and for further educational activity.

Content Quality of Lesson Scenarios in Moscow E-School

This work is aimed at assessment of content quality of lesson scenarios in Moscow e-school, comparison of expert data with the features of application of these scenarios in order to reveal strong points and deficiencies in content of lesson scenarios. The considered lesson scenarios are characterized by high quality of material component of educational content. The lesson scenarios substantiate forms and types of control of educational results. Methodological support of the lessons, differentiation and individualization of the content, existence of nonstandard situations stimulating personal participation of students, instructions for a student have been manifested least in the lesson scenarios. High expert quality appraisals of lesson scenarios mostly do not coincide with the popularity of lesson scenarios among the users.

RECEPCJA ESTETYCZNA POEZJI KONKRETNEJ NA LEKCJI JĘZYKA OBCEGO

The subject of the article is the aesthetic reception of concrete poetry and the possibility of its use in foreign language classes. Reception aesthetics concentrates on the reception of the work and not its production. Concrete poetry works on sight and hearing, combines decoding of letters with visual perception and creates special opportunities for aesthetic reception in foreign language classes. The article draws attention to the phenomenon of text communication. The historical background and the first attempts to experiment with concrete poetry are discussed. Works of concrete poetry bring together aesthetics and didactics, which justifies their use in class. The functions and objectives of working with concrete poetry in the lesson are discussed and examples of works included in textbooks and examples of lesson scenarios are given.

The connection between physics, engineering and music as an example of STEAM education

In this paper we describe the STEAM pedagogy developed under the European Union’s Horizon 2020 project iMuSciCA (interactive music science collaborative activities). We present the pedagogical model this interdisciplinary pedagogy is based on and we give a concrete example of lesson scenario in which this pedagogy is applied. In particular we show how this interdisciplinary pedagogy can strengthen the understanding of physics concepts and processes by connecting them to corresponding concepts and procedures typical of other disciplines like engineering and music.

An Empirical Test of Three Instructional Scenarios for Hypervideo Use in a Vocational Education Lesson

Recent technological advances are rekindling educational interest in hypervideo (HV). HV provides a good opportunity for enhanced teaching and learning thanks to its affordances for interactivity (advanced navigation control, hyperlinking with supplementary materials, and communication options). This study investigated how these functionalities can be employed in a vocational education context by examining the design of three prototypical HV lesson scenarios (expository, individual learning, and collaborative learning) and comparing their effectiveness with that of a traditional lesson. Effects on motivation and knowledge acquisition were assessed. Results indicated that the HV lessons supported learning more effectively than traditional lessons. On a delayed posttest, all experimental conditions scored significantly higher than the control condition. The special benefits of HV use for expository instruction are singled out for discussion. This study provides an encouraging starting point for scholars who would like to investigate the functional integration of HV in educational practices.

Shaping space programme as a tool for educating youth about architecture

The Polish Architectural Policy’s vision of a systematic promotion of spatial culture has made its way into the national curriculum for 2009 – 2016 designed for various stages of child and teenager education. The objective of this effort was to furnish a basis for a system of architectural education which allows teaching society to be more conscious in their decisions as to spatial order with the effect of improving the quality of our living space. Educating individuals to engage consciously in activities related to the protection of space and transformations taking place within that space requires an understanding of basic issues connected with space, the nature of space and the interrelations of various elements which form it. The “Shaping space” programme under the patronage of the Chamber of Polish Architects is one of the tools dedicated to students of lower and higher secondary schools, designed to assist teachers as architectural educators. The aim of this paper is to present the results of a survey related to the implementation of the programme in Lower Secondary School 3 in Malbork in the years 2013-2016. The programme involved observation of students (of grades 1 to 3) in architecture-oriented classes, assistance for the teacher in the class rooms well as an evaluation of the usefulness of educational materials. A number of problems became evident during the implementation of the “Shaping space” programme which is now available in book form. The size of the book is large enough to discourage any potential readers. The subject matter of the book is not suitable for the intended age group (age: 13-16). Another issue was the teacher’s suitability to conduct this type of class. Class observation in grades 1-3 of the lower secondary school and discussions with teachers in charge of that programme served as a basis for developing our own tools and materials in the form of multimedia presentations, templates and lesson scenarios designed to convey and put in order the knowledge related to spatial planning. The conclusions drawn based on these observations have been used in classes at the Faculty of Architecture of the Gdansk University of Technology with a group of students in the 3rd semester of their MA studies, who have helped to prepare auxiliary materials for teachers conducting this type of programmes in primary schools. The joint effort has produced a dictionary entitled Pomeranian ABC of Space, which is designed as a tool for teachers in their own work related to architectural education.

Preservice Teachers’ Learning to Plan Intellectually Challenging Tasks

This study explores how and under which conditions preservice secondary science teachers (PSTs) engage in effective planning practices that incorporate intellectually challenging tasks into lessons. Drawing upon a situative perspective on learning, eight PSTs’ trajectories of participation in communities of practice are examined with a focus on planning throughout student teaching. Data include 32 sets of teaching artifacts, interviews with PSTs, interviews with methods course instructors, and interviews with mentor teachers. The analyses show that instructional tasks observed at the beginning of lessons link to the ways in which PSTs engage in the three interrelated processes of (a) framing instructional goals, (b) constructing a lesson scenario, and (c) addressing problems of practice. The consistencies and changes observed in the PSTs’ trajectories of planning reveal the dynamic, responsive, and contentious nature of planning situated in local contexts. Three implications for designing productive learning opportunities for PSTs are discussed.

DIGITAL TEACHING AND LEARNING CONTENT IN NATURAL SCIENCE EDUCATION: A CASE STUDY

Teaching/learning technologies in comprehensive schools are rapidly changing. Increasing amount of information, growing pupils’ learning load raises the need to search for new, more effective teaching/learning methods. For a long time it has been thought, that it is an object of classical pedagogy and further research works are not urgent. However, in the process of rapid development of ICT, traditional pedagogy conception also inevitably changes. So-called “classical pedagogy” shifts to “online pedagogy”. An adjacent educational trend - a "shift from teaching to learning" is also related with this shift. New computer aids for increasing lesson content interactivity are being created in Lithuanian context. In the cooperation of a publishing house, teachers and scientists, a computer aid for the 5th-6th formers‘ biology lessons, was created. Therefore, a complex pedagogical evaluation research was carried out between January and April, 2011. 20 teachers participated in the digital content testing, who totally gave 577 lessons. In the lessons a) an interactive board (IL) was used, and a lesson content was prepared by Power Point (PPT) slide show or Active Inspire (AcIns) programme; b) projector (S), and a lesson content - by PPT or AcIns. The results, obtained on the basis of qualitative analysis, are presented in this article. It is thought, that the results of this research would contribute to implementation of computer technologies in other countries as well. Research results show, that digital teaching/learning content together with arranged lesson scenarios for the realization of the latter is undoubtedly, an innovative phenomenon in the educational practice. It is necessary to assess the context of the country, to accomplish representative evaluations in the population of Lithuanian students and teachers. Key words: digital content, qualitative analysis, natural science education, teaching and learning.