Set Of Teaching Materials Research Articles

English language learning in response to the COVID-19 pandemic: Hong Kong English as a Second Language students’ perceptions of Badaboom!

In the midst of COVID-19 pandemic, many university courses delivered in English are conducted entirely online. However, if we continue using traditional teaching strategies and the same set of teaching materials, it would be extremely difficult for students, regardless of age, to focus in a 2- or 3-h synchronous online class. As such, many researchers and educators are exploring different ways to engage students in today’s digitally connected world. This article explores how English as a Second Language (ESL) undergraduate students come up with emergency remote learning at The Hong Kong Polytechnic University during the COVID-19 pandemic. Using exploratory research design, one hundred university students from five English for Academic Purpose (EAP) classes who experienced blended learning using Badaboom!, a Game-based Student Response System (GSRS), for one semester were recruited to participate in the research. 30 students were interviewed to collect the data. The interview aimed to detail their responses so their strategies can be mapped clearly. The data reveal that the tertiary-level learners of this study feel that game-based classroom response system is useful for assisting them in overcoming ESL academic writing difficulties. The study reflects that, most students favour the interactivity and engagement afforded by Badaboom! due to the strong instructor-student and student-student interaction as well as students’ increased engagement.

Development of Moral Education Teaching Materials for Students at Arabic Education Department

The role of teaching materials are very crucial in learning as the media and source of information in improving learning effectiveness. Character teaching materials is a set of teaching materials that are used by lecturer in teaching process which can produce students with good behavior, personality and character. The useful of teaching materials or not is depend on the ability of lecturer to implement and develop them in order the steps to develop teaching materials should be mastered. Development of teaching materials based character is developed by considering the content and design of the materials that is used by students at Arabic education department of Islamic religion Faculty. The development of teaching materials has been validated by experts of content and design materials by conducting interview. After being revised, teaching materials has reached the standard of eligibility from the experts’ assessment of content and design material. Based on data analysis of the effectiveness of teaching materials during the trial by distributing questionnaire and analyzed by using SPSS 23 version, it obtained teaching materials was categorized into neutral namely 69.1%. It means at trial activity, the respondents stated teaching materials neither good nor bad. After being revised from experts, the researchers distributed the questionnaire again to look at the effectiveness teaching materials. After being revised, the effectiveness of teaching materials increases to very good category. It can be proved by respondents’ respond namely 51.87 stated very good.

THE EFFECTIVENESS OF THE LEARNING MODULE FOR PROCEDURE TEXT WRITING SKILLS TO IMPROVE WRITING PROCEDURE TEXT SKILLS FOR CLASS XI STUDENTS AT 2 SMK CENTER FOR EXCELLENCE IN HOSPITALITY SECTORS IN KULON PROGO ACADEMIC YEAR 2021/2022

A module is a book written with the aim that students can study independently without or with the guidance of a teacher (Abdul Majid). Meanwhile, in another view, the module is interpreted as a set of teaching materials that are presented systematically so that their use can be learned with or without a facilitator or teacher. Thus, a module must be able to be used as a teaching material as a substitute for the teacher's function. Teaching modules are arranged according to the phase or stage of student development, considering what will be learned with learning objectives, and based on long-term development. So, teachers must understand the concept of teaching modules so that the learning process is more interesting and meaningful (Kemendikbud, 2020). This study aims to determine the effectiveness of the learning module to improve the ability to write procedural texts for class XI students at 2 SMK Centers of Excellence in the Hospitality sector. Quantitative research will be used to research and determine the effectiveness of module development. Respondents in this study were Class XI Hospitality students and teachers. The data collection technique used is a questionnaire method, pretest and posttest. Instrument reliability test was measured using SPSS. The effectiveness of the procedural text writing skill learning module to improve the procedural text writing skills of class XI students at 2 SMK Hospitalilty Sector Excellence Centers. The result data of students writing procedural texts showed that the average score before and after using the learning module increased from 78.16 to 85.09.

"Transparency" of Textbook Activities as Perceived by Chinese Middle School English Teachers With Different Professional Experience.

Transparency of textbook activities, i.e., the degree of easiness for teachers to process and comprehend them, needs to be researched in terms of both materials design and materials use. This article reports on a study that investigates the impact of teachers’ professional experience and transparency of textbook activities (due to materials design) on teachers’ actual perception of the transparency of materials. The study adopted a mixed-methods design and collected quantitative data via a five-point scale survey from 115 secondary school teachers as well as interview data from 15 informants. Data analysis reveals that both teachers’ professional experience and transparency of textbook activities affect the degree of easiness teachers perceived as they understand and interpret the activities for pedagogical purposes. However, discrepancy exists between transparency in materials design and transparency in teachers’ perception. Lack of pedagogical knowledge about the relationship between teaching objectives, steps, and assessment and strong existing cognitive schemata developed from the stereotype of processing a familar set of teaching materials might hamper teachers’ perception of transparency.

Developing Interactive Multimedia CD-based Teaching Materials for Teaching Arabic Skill at Arabic Education Department of Islamic State University Sunan Ampel Surabaya

The development of interactive multimedia CD-based teaching materials is urgent because the learning process in the Arabic Education Department is not 100% done as expected. This can be seen from some indicators that have not been achieved in the teaching and learning process. First, the lecturers teaching the same courses of Arabic language skills do not have the same standards of the competencies that students need to achieve, the learning objectives of each meeting and the assessment. Second, the use of interactive multimedia CDs have not been widely used by all lecturers of Arabic language skills. Third, there was no standard of teaching material used by some lecturers who teach the courses of Arabic language skills despite the findings from previous studies that show 25% of students have general high schools background which cause disparate abilities among students in the department. This study is a reseach and development adopting Sugiono’s development stages combined with ADDIE design model and the ASSURE design model which is then termed as ADDIERE design. This study uses mixed qualitative and quantitative methods. The results of this study are the following. First, there is a set of teaching materials comprising a validated and empirically-proven efective an interactive multimedia CD and book. The book consists of 12 chapters with each covers four language skills. The CD combines autoplay, wondershare quiz creator, record, Arabic pad tool and text media, audio and images.

Augustus’ ankers

Summary In this article we present teaching materials based on the concept ‘anchoring innovation’, meant for students in year three of secondary school. The purpose of the materials is to illustrate how ‘anchoring innovation’ worked in Antiquity and to illustrate that these principles are still relevant today. A secondary goal is to give students insight into Classics as an academic discipline. Within the context of the classroom ‘anchoring innovation’ helps students to understand the relationship between different historical events, texts and material culture. In this set of teaching materials we focus on Augustus and his big innovation: the principate. Students will discover how Augustus anchored this political change. After analyzing texts, coins, buildings and works of art, they will present their findings in an infographic. They will find out that Augustus used all types of media to secure his principate. At the same time they will see that Augustus is careful not to use the wrong anchor.

The Study and Practice of the Combined Teaching Mode in Sports Teaching in Colleges

Based on the related statistics about the national physical fitness tests and by looking through related document, the essay analyzes the reasons that influence the decline of students’ physical fitness. It also puts forward the combined teaching method, further analyses the validity of the current teaching method based on the actual situation of our school, and publishes a complete set of teaching materials, then combines sports with teaching, enhance after-class training and scientific research to motivate students’ interest of exercise, and to achieve the whole of improvement of students’ physical fitness.

Educational-methodical maintenance of "Physical Education" discipline based on multimedia technologies

In this paper the author demonstrates the necessity and method of upgrading a non-special physical education through the application of modern information technologies to the educational process while using multimedia. There is proposed a set of teaching materials based on multimedia technologies, provided a summary of the benefits of its use in the pedagogical process.

Um novo olhar sobre a elaboração de materiais didáticos para educação em saúde

O presente artigo tem como objetivo lançar um olhar crítico sobre o processo de elaboração de um conjunto de materiais didáticos em Educação em Saúde, produzido a partir do ano de 2007 na Universidade Federal de São João del-Rei, para uso em um programa que visava o combate a parasitoses intestinais. Os materiais foram analisados de forma a se avaliar as potencialidades e as deficiências encontradas. Como resultado, obtevese a necessária reelaboração deles, com o objetivo de que sejam utilizados como meios educativos que respeitem identidades e contribuam para a construção de saberes em relação à saúde. Espera-se que as propostas de reelaboração e correção, juntamente com as características positivas analisadas, possam colaborar com a produção de novos materiais e contribuir para a melhoria da oferta de produtos que medeiem o processo de construção de conhecimentos na área da saúde.

The Forgotten Foundations of Hart and Sacks

The set of teaching materials known as The Legal Process continue to exert tremendous influence over mainstream public-law scholarship. Developed by Harvard Law Professors Henry M. Hart, Jr. and Albert M. Sacks in the late 1950s, those materials formed the cornerstone of the legal education of generations of lawyers, judges, and legal scholars. In part for that reason, the methods of legal interpretation and institutional analysis they articulated arguably still constitute the reigning paradigm of scholarship in the areas of statutory interpretation, federal courts, and administrative law.Despite their pervasive influence, however, the philosophical and jurisprudential foundations of The Legal Process are poorly understood. The standard historical account of the text denies any such foundations exist, characterizing it instead as an effort by its editors to respond to the skeptical threat of Legal Realism by advancing an “instrumentalist” or “neutral” theory of law that denied the need for, or value of, any deeper philosophical justification. Though originally offered as a critique of the approach embodied in the teaching materials, that account has been accepted even by those working within the Legal Process framework.That acceptance is surprising and troubling, because the standard historical account is deeply mistaken. In the first chapter of The Legal Process, the editors consciously advance controversial positions on the nature of morality, law, and legal knowledge. And if one looks carefully at those positions and the sources the editors rely on in staking them out, one can see that they were trying to construct a model of legal practice and scholarship based on the metaphysical and epistemological doctrines of one strand of philosophical pragmatism. Understanding such philosophical commitments not only enables us to better explain how Hart and Sacks took themselves to be responding to Legal Realism, but also forces us to consider how more recent efforts to ground legal practice fare in comparison.

Teaching mechanical oscillations using an integrated curriculum

A set of teaching materials dealing with harmonic oscillations was developed as part of a research project investigating the influence of different pedagogical tools on physics learning. The materials incorporate simulation software and laboratory activities associated with Teacher and Student Units. The project involved research groups at seven Italian universities and the materials have been trialled in high schools nation‐wide. This paper describes the experimental protocol for the use of these materials in pilot classes and the evaluation of student learning and teacher training results. The intervention was found to improve physics education at school praxis level and to promote understanding of the content area as well as appreciation of the role of experiments and simulations in the construction of scientific knowledge

A classroom intervention using a computer‐augmented curriculum for mechanics

A set of teaching materials was developed for the teaching of mechanics, as part of the research carried out for the ‘Conceptual Change in Science’ project. These incorporated a series of interactive computer simulations, associated written materials and a number of practical activities; their aim was to promote change in learners’ conceptual understandings of natural physical phenomena. The materials were described in the preceding issue of this journal (Hennessy et al. 1993). This paper presents the results of an empirical evaluation undertaken over a seven‐week period with a class of 29 12‐ to 13‐year‐olds. The intervention was found to promote conceptual change, in that the children displayed more sophisticated reasoning at immediate and delayed post‐tests than their counterparts in comparison classes. Specifically, explanations asserting that motion implies a force in the same direction and those excluding friction as a force opposing motion were significantly less prevalent. An interesting phenomeno...

Speech at the Conference for the Inspection and Examination of the Curriculum and the Textbooks for Mandatory Education

Our conference's mission is to inspect and examine for approval the curriculum and general outline of the teaching plan, as well as the teaching materials, for the nine years of mandatory education. At this point, I would like to offer some explanations regarding the basic conditions of the implementation of the mandatory educational system, as well as a few items in connection with inspection and examination for which we are now responsible. The adoption of a set of teaching materials for the system of mandatory education on a nationwide basis is not only a matter of some importance on the educational front itself, but is also a major development for our country's economic and social development. The outline of the curriculum and teaching plan for the mandatory educational system, as well as the teaching materials for the system, concern all students in the nine grades of schooling from primary school through lower middle school, and involve twenty-some subject areas. A great deal of effort is required i...

NCGIA education activities: the core curriculum and beyond

Abstract Education has been part of the NCGIA's mission from the earliest discussions of the concept of the Center at the National Science Foundation. To respond to the need for short-term solutions to the shortage of adequately trained personnel in GIS, the Center developed a set of teaching materials or core curriculum. The steps in its development are described and an analysis of initial distribution statistics is presented. Current efforts to develop a framework for laboratory materials are outlined. The paper ends with an assessment of the project and comparison with other disciplines.

Tweede-Taalonderwijs Op Maat

The Institute for Educational Measurement (Cito) and Tilburg University have developed an instructional device for second language teaching to adults. It consists of: - a diagnostic language test - a set of teaching materials The diagnostic language test is based on a psycholinguistic model for language proficiency in which several linguistic levels are distinguished (Levelt & Kempen, 1976): phonological level, lexical level, morphological level, syntactic level and text level. The diagnostic language test consists of eleven subtests with which lexical, morphological, syntactic and textual skills can be examined. If test results show lack of proficiency, the additional set of teaching materials can be used in various ways to set up educational activities.