Review Lesson Research Articles

Designing an Effective Animal-Themed Review Lesson for Young Learners in EFL Classroom

This paper provides a detailed rationale for an animal-themed review lesson plan designed for preschoolers aged 3-5 years in a central Chinese city. The lesson integrates vocabulary related to animals and colors, employing Total Physical Response (TPR) and interactive multimedia resources to meet the developmental needs of young learners. The rationale emphasizes the significance of engaging multisensory activities in enhancing language retention and encouraging active participation in early childhood education. By incorporating digital courseware, the lesson plan aims to create a dynamic and immersive learning environment that supports vocabulary acquisition and motor skill development. This study highlights the importance of tailoring educational strategies to align with the cognitive and emotional stages of preschool-aged children, ensuring an effective and structured approach to language learning.

Research on The Application of Mind Mapping in Indonesian-Chinese Character Teaching Review Lesson: A Case Study of The Department of Chinese Language and Culture Universitas Sebelas Maret 心智导图在印尼汉字教学复习课中的应用研究——以 三一一大学中文系为例

<p>In order to probe the application of mind mapping in the Indonesian Chinese character teaching review lesson, the author attempts to use mind mapping to promote the development of student's writing skills in the Chinese character teaching review lesson. The research object of this article is a junior class student in the Department of Chinese Language and Culture of Universitas Sebelas Maret (first semester, newly exposed to Chinese) 180 mind maps were collected from 90 students and drawn. The analysis results of the observation method, action method, and questionnaire survey method indicate that Chinese character mind mapping is helpful in improving Indonesian students' ability to master Chinese characters and improve their quality and interest in Chinese character learning during the review lesson. When using mind mapping, teachers should try to highlight their strengths and avoid weaknesses. With the popularization of computers and the rapid development of graphic technology, the application of mind maps in Chinese character teaching as a foreign language will gradually be recognized, indicating that the development prospects of mind maps are bright. </p><p align="center"> </p><p><span lang="EN-US"><br /></span></p>

ARESEARCH INVESTIGATIONINTO THE UTILIZATIONOF THEPQRSTNURSINGCARESTRATEGY AMONGNURSING PRE-PROFESSIONALS

This study implemented the PQRST (Provoking, Quality, Radiation, Severity, Timing) nursing care strategy to assess how effectively junior nursing students incorporated it into their nursing English conversations. Although all students had been taught the PQRST strategy during their first and second years, they tended to overlook its application in their studies. The research involved two groups: a control group and an experimental group comprising a total of one hundred students. The control group was told to utilize the PQRST nursing strategy while preparing their nursing English scripts, but they did not receive a review lesson on the strategy itself. On the other hand, the experimental group received a list of nursing-patient questions categorized into the sections of the PQRST strategy (refer to Appendix I) and were later guided through a review of the nursing strategy by the instructor. The findings indicated that a significant majority of the experimental groups learners were almost familiar with the PQRST mnemonic, with percentages of 62%, 86%, 60%, 88%, and 94% for the respective components. Overall, 90% of the experimental group successfully implemented the PQRST strategy. The study also identified four scenarios in which the experimental students effectively utilized the PQRST strategy: prior to admission, after an operation, during body assessments when patients experienced pain or discomfort during rehabilitation, and when nurses needed to gather patients medical information. In general, the experimental learners appeared to be confident in their understanding and application of the PQRST nursing strategyhowever, periodic reminders were deemed necessary. Conversely, the control group did not utilize the PQRST nursing strategy at all since they neither received information about it nor were they reviewed on the strategy by the instructor.

Analisis Jenis Kalimat Berdasarkan Tujuan pada Teks Drama Buku Bahasa dan Bersastra Indonesia Kelas XI Kurikulum Merdeka

The Indonesian language is the national and state language, but it is also a compulsory subject at all levels of education. The research entitled Analysis Types of Sentences Based on Purpose of Drama Texts in the book of Buku Bahasa dan Bersastra Indonesia Class XI in with Merdeka Curriculum aimed to fulfill a final assignment in the Fundamentals of Syntax lesson, and also to explain purpose-based sentence variations in drama texts on the book of Bahasa dan Bersastra Indonesia with Mereka curriculum. This article uses qualitative methods by researching, describing, and analyzing each type of sentence according to its purpose. The results of the study show that in the three drama texts, there are four types of sentences (1) declarative sentences, (2) interrogative sentences, (3) imperative sentences, and (4) interjective sentences. The drama script Ayahku Pulang by Usmar Ismail found 49 declarative texts, 40 types of interrogative texts, ten imperative texts, and 33 interjective sentences. There are 20 types of sentences in the drama Game Kehidupan by Rahmah Purwahida, consisting of 6 declarative sentences, five interrogative sentences, one imperative sentence, and eight interjective sentences. The drama text Siluet Fajar by Rahmah Purwahida found 25 types of sentences consisting of 7 type of declarative sentences, five types of interrogative sentences, three imperative sentences, and ten interjective sentences. Through this research, it expected that it can help teachers to review lesson plans regarding drama texts, and to assist students in understanding types of sentences based on their purpose in drama texts.

Analysis of Teaching Mode Based on the Idea of "All-Power Education"—Taking the Math Review Lesson of the Fifth Grade of Primary School as an Example

Analysis of Teaching Mode Based on the Idea of "All-Power Education"—Taking the Math Review Lesson of the Fifth Grade of Primary School as an Example

Edukativni eskejp rum u visokoškolskoj nastavi nemačkog jezika - od ideje do evaluacije nastavnog časa

The educational escape room presents an innovative approach to teaching, with potential benefits such as facilitating learning, motivating students, and promoting the development of general and professional skills. However, due to its novelty in the realm of education, there is limited empirical research on this teaching activity. Our study aims to investigate the didactic possibilities of using the educational escape room to teach German language at the university level. We designed tasks that corresponded to the language skills of 19 first-year students and incorporated them into a German language course. During the 60-minute activity, we observed the participants and then conducted a survey consisting of 11 scaled items. Using the SPSS programme, we analysed the survey data. Our results show that the educational escape room has both positive and negative aspects. While participants rated the activity positively because they were able to process and review lesson material effectively and because collaborative learning was encouraged, some had difficulty focusing on tasks while learning together. Overall, we recommend the use of the escape game as a teaching tool at tertiary level, but at the same time we would like to emphasise that more research is needed to better understand its didactic significance and to mitigate the negative effects.

Review, Assessment, and Learning Lesson on How to Design a Spectroelectrochemical Experiment for the Molten Salt System

Review, Assessment, and Learning Lesson on How to Design a Spectroelectrochemical Experiment for the Molten Salt System

Dynamic Software Based Mathematics Review Lesson Design: Take a Basic Theorem of Vector Plane as an Example

Reviewing lessons as a very important form of learning and very important role to impress students. The research method was adopted the ADDIE model design. This research was done at Balihan Senior High School, China. The population of this research are 43 students and using random sampling to selected a representative 5 students. The student statement result show that, a using Hawgent dynamic in the review lesson can improve student learning performance, very useful in the learning process and etc with statement average is 80.4% or good category. Based on validation results of the 3 aspects obtained an average percentage of 81.33% in a good category. Therefore, the review lesson of basic theorem vector plane using Hawgent dynamic mathematics software can be applied to the teaching process and can using this dynamic software to the review lesson another mathematics topics.

THE BENEFITS OF USING GAMES IN THE ENGLISH LANGUAGE TEACHING CLASS

The study aims to find out the benefits of using games in the language teaching class. Through findings from diverse research, it can be concluded that games have many positive attributes to language learners. Teachers can take learning contexts into consideration, review lesson objectives to choose relevant games for different purposes and then enhance teaching quality. The study also discusses how to implement games in the language classroom and provides a category of common vocabulary games in learning language for reference.

Literature Reading and Writing Proficiency in Class II Elementary School Students Through Online Learning

This study aims to describe the development of reading and writing literacy skills for second-grade students of SD Islam Al-Azhar 13 Rawamangun, East Jakarta. This research is a case study research that utilizes observation, interviews, document studies, and tests as data collection techniques. The development of reading and writing literacy for elementary school students in grade II begins with the emergency curriculum review process, syllabus and lesson plans design, learning implementation, and ends with an evaluation. The results of reading learning activities which consist of three activities of reading aloud reading texts, reading comprehension, and reading poetry texts indicate a very good level of students' reading skills. Writing lessons focused on writing simple poems according to pictures and writing simple texts according to pictures using punctuation marks and capital letters also showed excellent student skills. Thus, it is concluded that the online learning conducted by Al-Azhar Islamic Elementary School 13 Rawamangun to improve students' reading and writing literacy skills has been effective with various supporting factors.

Item-level monitoring, response style stability, and the hard-easy effect

Cognitive and metacognitive processes during learning depend on accurate monitoring, this investigation examines the influence of immediate item-level knowledge of correct response feedback on cognition monitoring accuracy. In an optional end-of-course computer-based review lesson, participants (n = 68) were randomly assigned to groups to receive either immediate item-by-item feedback (IF) or no immediate feedback (NF). Item-by-item monitoring consisted of confidence self-reports. Two days later, participants completed a retention test (IF = NF, no significant difference). Monitoring accuracy during the review lesson was low, and contrary to expectations was significantly less with immediate feedback (IF < NF, Cohen’s d = .62). Descriptive data shows that (1) monitoring accuracy can be attributed to cues beyond actual item difficulty, (2) a hard-easy effect was observed where item difficulty was related to confidence judgements as a non-monotonic function, (3) response confidence was predicted by the Coh-Metrix dimension Word Concreteness in both the IF and NF treatments, and (4) significant autocorrelations (hysteresis) for confidence measures were observed for NF but not for IF. It seems likely that monitoring is based on multiple and sometimes competing cues, the salience of each relates in some degree to content difficulty, but that the stability of individual response styles plays a substantive role in monitoring. This investigation shows the need for new applications of technology for monitoring multiple measures on the fly to better understand SRL processes to support all learners.

Development and Practice of a Lesson Model for Junior High School Technology Department to Develop Technological Innovation Ability through a Review Lesson of Technological Governance with a Medical/Nursing Technology System

Development and Practice of a Lesson Model for Junior High School Technology Department to Develop Technological Innovation Ability through a Review Lesson of Technological Governance with a Medical/Nursing Technology System

Socrative in Higher Education: Game vs. Other Uses

The integration of clickers in Higher Education settings has proved to be particularly useful for enhancing motivation, engagement and performance; for developing cooperative or collaborative tasks; for checking understanding during the lesson; or even for assessment purposes. This paper explores and exemplifies three uses of Socrative, a mobile application specifically designed as a clicker for the classroom. Socrative was used during three sessions with the same group of first-year University students at a Faculty of Education. One of these sessions—a review lesson—was gamified, whereas the other two—a collaborative reading activity seminar, and a lecture—were not. Ad-hoc questionnaires were distributed after each of them. Results suggest that students welcome the use of clickers and that combining them with gamification strategies may increase students’ perceived satisfaction. The experiences described in this paper show how Socrative is an effective means of providing formative feedback and may actually save time during lessons.

Drawing and Peer Teaching Through Illustrations in a Cadaveric‐based Undergraduate Human Anatomy Program

The University of Guelph offers dissection‐based human anatomy courses to a large cohort of over 1000 undergraduate students per academic year. The third‐year class is the largest, comprised of students enrolled in the Human Kinetics and Bio‐Medical Sciences degree programs. Students attend weekly lectures that introduce the anatomy in a regional‐based approach. Lectures are taught using PowerPoint slides supplemented with interactive activities, including progressive schematic drawings demonstrating anatomical structures and relationships. Weekly cadaver‐based laboratories follow.Literature indicates extensive benefits to drawing in human anatomy education. Its integration has been positively associated with visual literacy and hand‐eye coordination. Drawing improves student awareness of anatomical details, by facilitating reasoning and deeper understanding of anatomical concepts. Additionally, drawing could promote peer teaching, for example, by encouraging students to create anatomical illustrations for their peers to use as study resources, therefore mutually benefiting both the illustrator‐instructor and learner.Registered course students with interest in drawing were invited to attend weekly sessions (n=48). The first half an hour involved a surface anatomy review lesson in tandem with the weekly laboratory goals. Participants were then allotted two hours to explore and draw from various cadaveric prosections related to the discussed region. Moreover, to promote peer teaching, students worked one‐on‐one with a graduate student to design an illustration‐based learning resource for their fellow peers of a region the student perceived as challenging.Preliminary results suggest a positive correlation between drawing and the understanding of anatomical structures, depth, relationships, and overall concepts. Additionally, the production and use of peer‐developed learning tools presents similar benefits.This abstract is from the Experimental Biology 2019 Meeting. There is no full text article associated with this abstract published in The FASEB Journal.

A Review Lesson Study for Learning Community (LSLC)

A Review Lesson Study for Learning Community (LSLC)

Inflation, Financial Market, and Economic Policy: A Review Essay and Lesson for Indonesia's Economy

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A Cognitive Framework in Teaching English Simple Present

A Cognitive Grammar (CG) analysis of linguistic constructions has been claimed to be beneficial to second language teaching. However, little empirical research has been done to support this claim. In this study, two intact classes of Chinese senior high school students were given a 45-minute review lesson on the usages of the English simple present tense. Instruction for the experimental class was based on Langacker’s cognitive grammar analysis that highlighted the common motivation linking various usages, while that for the control class followed traditional teaching method. Results showed that the learners in the CG approach did not perform significantly better than the control group both on a grammaticality judgment and error correction task, and on a fill-in-the-blank task, though the CG approach did improve students’ performance considerably. The author argued that four reasons might have diminished the benefits of the CG approach: 1) the selection of the samples was inappropriate; 2) the CG approach ran counter to learners’ expectations about grammar; 3) the presentation of the CG treatment was too abstract, and linguistic terminologies new to the students were introduced, which made the lesson hard to follow; 4) instructional time was too limited. Therefore more classroom research is needed to substantiate the claimed pedagogical benefits of the CG approach.

ACCOMMODATING MOBILE LEARNING IN COLLEGE PROGRAMS

Mobile devices and applications are expected to have a significant impact on teaching and learning in the near future. Yet colleges and universities are currently facing severe budget constraints and discretionary funding is restricted for new initiatives. The question addressed in this paper is: “What strategy should an institution of higher learning with limited resources use in adapting the capabilities of mobile devices to benefit its academic programs?” To help answer this question, students were surveyed to identify their perceptions on the importance of a selected set of mobile learning functions, their experience with using those functions, their recommendation for a mobile learning adoption strategy, and information on the particular mobile devices they possess. The recommended strategy was “pick and choose special capabilities to develop” with the selected functions being (1) Receive alerts and reminders about assignments and appointments concerning the course being taken; (2) Communicate individually with faculty, an advisor, or other students using voice, email, or text messaging; (3) Post or reply to items in a poll, discussion board, or other application; and (4) Download and review lesson materials from a course being taken. Other recommendations included techniques for faculty and student support services as well as institutional policies for limiting models of mobile devices for use in courses, making online courseware for laptops and desktops the same as mobile learning courseware, and making the opportunity for mobile learning optional.

Agency in a geometry review lesson: A linguistic view on teacher and student division of labor

Research has shown that expert mathematics teachers are more effective than novices eliciting and incorporating students’ ideas during review lessons. In this paper, we inquire into students’ agency in a review. We ask: (1) What is the division of labor between the teacher and the students? (2) What linguistic resources does an expert teacher use to manage students’ contributions? We examined classroom videos of an experienced geometry teacher who conducted reviews in four lessons. We applied Systemic Functional Linguistics to identify the resources from the system of Negotiation used. We found that the teacher had more agency than the students. However, in one lesson, the teacher's performance of Negotiation moves enabled the students to have some agency in the selection of components of the review tasks. Overall, students’ performance of dynamic moves enabled them to address their difficulties and the teacher's performance of move complexes made explicit the operations to be remembered. We suggest ways for teachers to enable students to have agency during reviews.

A Program for Implementing Nutrition Education into a First Grade Curriculum

LEARNING OUTCOME: To determine if the Food Guide Pyramid is an effective teaching tool for a first grade nutrition education program. An opportunity exists to educate young children about the role food plays in their health while they are eager to learn and are developing their lifetime eating habits. In response to this need, a nutrition education program was developed and implemented in three, first grade classrooms of an elementary school in Maryland. A total of seventy-two, first grade students participated in the program. The program consisted of three, forty five minute lessons, and one review lesson, taught by a dietetic intern. The Food Guide Pyramid was the foundation for each of the lessons which focused on: the importance of eating a variety of foods, the fat content of foods, and the long-term health effect of a high fat diet. Eighteen children were randomly selected from the classes to complete identical, fifty-seven question, pre- and post-tests. The test assessed the children's knowledge of each of the subjects covered in the lessons using pictures and verbal questions. Multiple comparisons were adjusted using Bonferroni correction. There was a statistically significant difference between the mean pre- and post-test scores of 71% ± 12% and 86% ± 8% (mean ± SD) respectively (p < .001). The children' knowledge of the Food Guide Pyramid was the only tested topic to show statistically significant improvement from pre- to post-test. The children's ability to place each food group in its proper place on the Food Guide Pyramid improved from 47% ± 30% to 95% ± 13 % (p <.001). The children' ability to identify which food groups should make up the largest and smallest portions of their diet improved from 70% ± 23% to 94% ± 11% (p < .002). Although significant improvement was not seen for every tested topic, improvement was seen in 96% of the test questions. Most importantly, the program was effective in teaching the children which foods are the foundation of both the Food Guide Pyramid and a healthy diet.