Instructional Steps Research Articles

Enhancing Creative Thinking and Global Diversity Through Culturally Responsive Teaching in Primary Schools

This study aims to develop a problem-based learning (PBL) model incorporating a culturally responsive teaching (CRT) approach, with the objective of enhancing creative thinking skills and fostering globally diverse dispositions among primary school students. The research employed a quasi-experimental design, specifically a non-equivalent pretest-posttest control group design. Participants included 26 students from a fifth-grade class at a public primary school in Bogor City, divided into experimental and control groups selected through purposive sampling. The implementation of the learning model was monitored using observation sheets, while the assessment of creative thinking skills was conducted using a descriptive test covering four key indicators: fluency, originality, flexibility, and elaboration. Additionally, global diversity dispositions were measured through questionnaires, and student feedback was gathered using both questionnaires and student-produced magazines. Observations indicated that the PBL-CRT model was implemented with full fidelity, achieving 100% adherence to the planned instructional steps. Analysis of creative thinking outcomes revealed that the experimental group exhibited a high N-Gain score, significantly outperforming the control group, which was categorized in the moderate range. Furthermore, the experimental group demonstrated a superior global diversity disposition, with a difference of 11.34% compared to the control group. Student feedback was overwhelmingly positive, with questionnaire responses falling into the "very good" category, and student magazine content reflecting favorable reactions to the CRT approach.

Supporting K-8 Teachers’ Capacity to Develop Quality Formative Science Assessments

ABSTRACT During a two-year span, a cohort of K-8 science teachers undertook the task of creating formative assessments aligned with the Next-Generation Science Standards for their individual classrooms. Practice-based professional development was utilized to support teachers in a cyclical manner as they cooperatively developed, administered, and reflected on a series of assessments they designed across two study phases. In order to measure developmental progression of the formative assessments across the study’s two phases, project leadership designed an assessment quality rating instrument targeting four components of a given formative assessment: (a) learning goal(s), (b) task/prompt, (c) success criteria, and (d) next instructional steps. Using this criterion-based instrument, 123 assessments were subjected to consensus scoring using a 0–3 rating for each component (e.g. learning goals). Results indicated teachers developed higher quality formative assessments during the project’s second phase. More specifically, they developed learning goals and success criteria that were identified as being multi-dimensional, meaning the assessment component was designed to assess more than content. Implications for practitioners and researchers are discussed, specifically related to the supports needed for teachers learning to progressively design and implement full spectrum, science-based, formative assessments. Finally, suggestions for future research are discussed given the potential value of using assessment design to introduce a cycle of teacher-driven self-reflection.

Research on the Path of Improving Physical Education Teaching in Colleges and Universities Based on Deep Learning

Abstract This research investigates the application of deep learning to college physical education, proposing an innovative teaching methodology that significantly improves outcomes by fostering students’ practical skills and innovation. We introduce a structured deep learning model encompassing four stages and twelve instructional steps, employing an “independent-cooperative-inquiry” modality in real-world teaching scenarios. Through empirical assessment in various T colleges, notable enhancements were observed in student attitudes toward physical education, collaborative spirit, and physical health, culminating in a 92% satisfaction rate with the teaching approach and an 85% boost in learning effectiveness. Adopting a deep learning-based pedagogy in physical education elevates teaching quality and enriches students’ comprehensive abilities, charting a new course for the pedagogical advancement in this field.

Flipped Classroom with Whiteboard Animation to Promote Communication Skill: A Mixed Method Study

Communication skills are crucial competencies for both teachers and aspiring educators. However, the reality is that the skills of many teachers are not yet adequate. This research aims to analyze the impact of implementing a Flipped Classroom with Whiteboard Animation on students’ communication skills. The research employed a Convergent Mixed Methods Design, where quantitative and qualitative data were collected concurrently and analyzed separately to confirm their relationship. The participants consisted of 83 students who were elementary school teachers taking the Science Education course. Quantitative data on communication skills were gathered using the ICCS questionnaire, while qualitative data were obtained through observations, completion of student worksheets, and interviews. Quantitative data were analyzed using ANCOVA, while qualitative data underwent qualitative descriptive analysis. The research findings demonstrated that Flipped Classroom with Whiteboard Animation effectively enhanced students’ communication skills through the instructional steps during the webinar. These findings indicate that Flipped Classroom with whiteboard animation can be considered an effective alternative for improving students’ communication skills.

Development of Learning Method Based on Triarchy Intelligence for The Arabic Writing Skills of Students Class VII MTs

This research is driven by the challenges faced in Arabic writing skill instruction, where the performance has been suboptimal. One of the notable repercussions of these challenges is the students' reduced capacity to generate innovative ideas in their Arabic writing, subsequently hampering their critical thinking abilities in composing essays. In the realm of Arabic writing instruction, students must undergo a multistep process, encompassing word/sentence analysis, idea generation, and essay composition. Hence, there arises a need for a methodology capable of stimulating students' capacity for analytical, creative, and practical thinking. The research inquiries in this investigation encompass: (1) the assessment of teachers' and students' requirements concerning the adoption of a learning approach based on the Triarchy of Intelligence for enhancing Arabic writing skills among seventh-grade MTs students, (2) the development of a prototype for a Triarchy of Intelligence-based learning method for bolstering Arabic writing skills among seventh-grade MTs students, and (3) the expert and teacher validation, along with subsequent revisions of the prototype's design for a learning method rooted in the Triarchy of Intelligence, intended to enhance Arabic writing skills among seventh-grade MTs students. This research utilizes qualitative research methods, employing a research and development design. The research phases covered in this study only progress up to the fifth stage out of ten planned stages, which include the identification of potential and problems, data collection, product design, design validation, and design revision. The outcomes of this research can be summarized as follows. Firstly, both teachers and students express a desire to implement a development of learning methods based on the Triarchy of Intelligence to enhance Arabic writing skills among seventh-grade MTs students. Secondly, the prototype of this learning method encompasses the rationale behind its creation, key competencies and performance indicators for Arabic writing skills in the second semester of the seventh grade, instructional steps, and assessment criteria. Lastly, the evaluation of the material/content's appropriateness yields a score of 91.9, while the appropriateness of the presentation receives a score of 94.4. The language aspect is rated at 45.66, and the method's feasibility aspect attains a score of 104.48. Consequently, the overall assessment of this learning method stands at 336.44, classified as "adequate" with a commendable designation. Hence, it can be effectively utilized in enhancing the writing skills of seventh-grade MTs students.

The Role of Multisensory Approach in Teaching Writing to EFL Intermediate School students

Multisensory education including the human senses as much as possible in order to improve awareness, attention and memory. It is a very popular approach for students who have difficulty in learning. The method combines several senses such as, hearing, seeing, speaking, perceiving, and involve simultaneously the teaching structure, and new information into ideas that the students already know and understand by performing different types of activities. There are some basic techniques, instructional steps, and strategies that motivate students, hold their attention, enable them to understand new information, and remember and review it later.

150 Evaluating education methods used to teach biosecure entry and exit protocols

Teaching clients, employees, and visitors biosecurity expectations on a horse farm is a critical component of implementing a biosecurity plan. Researchers hypothesized that education delivery method would impact the number of errors performed when entering and exiting a biosecure farm with different standard operating procedures (SOP). Volunteers were recruited to participate in simulations of biosecure entry and exits of mock farm premises. The 60 participants were students, staff, and faculty from mostly agricultural-focused departments at the University of Minnesota with a range of biosecurity knowledge and skill from naïve to very experienced. Three rooms were constructed indoors as mock biosecure farm entryways. The rooms were designated as 1, 2, and 3, and each had unique protocols. The protocols used reflected common practices in the industry with room 1 establishing 3 core procedures to sign a logbook, remove outerwear and personal items, and manage a phone by placing it in a disposable plastic bag or leaving it in the biosecure entry. Procedures in rooms 2 and 3 were built from the core procedures with additional steps. Participants received and performed SOPs room-by-room until they completed all 3 rooms. Delivery of the SOP was in one of 3 educational modalities: listen, read, or watch. Each participant had the sameeducation modality for all 3 rooms which was randomly assigned and facilitated by a researcher. For all modalities, if the participant asked questions, the instructional step was repeated, without additional elaboration. A video recorder allowed the research team to track the number of errors that occurred while completing the entry and exit protocols. Errors were tallied by a single researcher and defined as a step performed incorrectly, out of sequence, or not completed. Statistical analyses of education method, room, and their interaction effects on entry and exit errors were completed using R with a significant difference established at P ≤ 0.05. A generalized linear mixed-effect model showed there was no relationship between education modality and the number of entry (P ≤ 0.5) and exit (P ≤ 0.8) errors. The room did influence the number of exit errors (P ≤ 0.001), but not entry (P ≤ 0.09) errors. Therefore, we concluded that biosecurity errors that occurred when entering and exiting a mock farm premises were not dependent on education modality but were dependent on the number of steps required upon exit. Our results highlighted that listen, read, and watch modalities of teaching biosecurity were equally effective.

Out with the Old, in with the New: Digital Interactive Journals in an Elementary Language Arts Methods Course

In this article, two elementary literacy teacher educators provide elementary language arts content and methods by implementing digital interactive journals in a face-to-face classroom setting. The authors present how this practice evolved from traditional interactive journals pre-COVID to an innovative and engaging learning experience post-COVID. Interactive journals provide students with opportunities to explore and apply content and methods, while also learning a teaching strategy that pre-service teachers can implement in their own elementary classrooms. The authors describe the design and development of digital interactive journals along with student work samples and instructional steps to transfer and implement this strategy across disciplines.

내용중심 교수법을 적용한 유학생 교양교육 연구

Objectives The purpose of this study is to propose an whole model of liberal arts education based on content- based language instruction for international students, and furthermore, to present and share specific educational plans through actual cases. This was sought as one of the ways to solve the problems of the current international student education.
 Methods the literature research method was applied to understand the current status and problems of international student education and to confirm the necessity of the content-based language education. Subsequently, a case study was conducted on the class of ‘Understanding Korean Modern History’ which has been appling the adjunct model for years, and based on this, we extracted the effective class composition and scaffoldings for international student education.
 Results In order to compensate for the problems of the current international student education, this study presented a foreign student liberal arts class model that applied the content-based instruction step by step. In particular, it was confirmed through related cases that the adjunct model can be an alternative class form for early-stage international students.
 Conclusions Liberal education for international students should be conducted in the direction of enhancing Korean language and the ability to adapt to Korean universities and complete their studies along with content education. And for this, it is necessary to utilize a model that applies content-based language education. In particular, the adjunct model is suitable as a customized teaching method for international students before entering a full-fledged major class.

A Meta-Analysis of Instructional Management Models Affecting Creative Thinking Development

<p style="text-align: justify;">The main objective of this research was to study the effects of instructional management models and nominal variables on the development of students’ creative thinking. The researchers used the research synthesis of 400 studies on the development of students' creative thinking by a meta-analysis of research according to Cohen. The meta-analysis results revealed that the average effect size of the instructional management model (d = 3.43; [3.10, 3.17]) was positive and had a very high effect size with statistical significance. The most significant influence on the creative thinking development model was creative development theory (d = 4.217; [3.32, 5.11]). In addition, effect sizes varied with the attribute variables of the research, particularly the attribute variable of the research on instruction with the highest effect consisted of research with the focus on language, at the primary level, applied Torrance's creativity theory, designed between one to six lesson plans. Moreover, there was less than one hour per plan, the instructional period including the experiment conducted more than 31 hours and there were four weeks of instruction. In addition, there were six steps for instruction, there had quiz as an assessment tool, number of exams varied between 30 and 39 questions, and knowledge sheets were used as instructional materials. In the context of the meta-analysis, the findings indicated that the teachers should apply creative development theory in developing the students’ creative thinking for more effective instructional management.</p>

Business English instruction: Empowering learners with the 4Cs of the 21st century

This research aims to measure the perceptions of business English teachers regarding the effectiveness of the proposed communication, collaboration, critical thinking, and creativity (4Cs) teaching model. Furthermore, it also identifies some of the gaps that emerged while applying the 4Cs model, and finally recommends deliberate instructional steps for using the model. The participants in the study are 140 Business English teachers at an academic institution in the eastern part of Saudi Arabia. The study is driven by the belief that educators in this field need to create modern language instruction involving the 21st century 4Cs: communication, collaboration, critical thinking, and creativity by the intervention of carefully planned objectives, varied activities, varieties of teaching methodologies, technological tools and materials, interaction patterns, teachers’ professional development and students’ awareness and cultural background. Using two questionnaires, the study gauged EFL teachers’ perceptions of the application of a specially developed 4Cs framework for Business English, to ensure that the students enrolled in these courses are fit to take on the role of global citizens. Findings show that teachers are positive about the appropriateness of applying the framework in the context of 21st century skills, and a viable degree of effectiveness in a learning environment. Participant teachers who applied this approach using the conceptualized paradigm in teaching Business English recommend its efficacy due to relevant pedagogical implications and practical principles that were discovered. The study concludes with six principles that can be directly used to ensure that the 4Cs which are a necessity in the 21st education system is integrated by educators in English language teaching (ELT) instruction.

Open Source Workshop to Mobilize Marine Biodiversity Data

The 2022 Marine Biological Data Mobilization Workshop was a collaborative effort between Ocean Biodiversity Information System-USA (OBIS-USA), Marine Biodiversity Observation Network, Hakai Institute, Integrated Ocean Observing System, and Ocean Tracking Network, and hosted to promote open data and software in marine biodiversity assessment. The workshop focused on the application of the Darwin Core data standard (Wieczorek et al. 2012) to extant data and the subsequent publication of data to the open access data infrastructures provided by OBIS and the Global Biodiversity Information Facility. The curriculum for this workshop was modeled using The Carpentries evidence-based best practices of teaching. The materials and website are openly available via GitHub and are free for re-use or adaptation under an MIT license. Some unconventional features of the workshop included: Much of the workshop time was allocated to breakout rooms and individual work. The use of concurrent, topical breakout rooms led by instructors in combination with “floating” specialist volunteers. A 100% open and free virtual workshop leveraging synchronous and asynchronous communications technologies including Slack, Zoom, and GitHub. All instructional steps were offered in both Python and R (dual-programming language materials). Much of the workshop time was allocated to breakout rooms and individual work. The use of concurrent, topical breakout rooms led by instructors in combination with “floating” specialist volunteers. A 100% open and free virtual workshop leveraging synchronous and asynchronous communications technologies including Slack, Zoom, and GitHub. All instructional steps were offered in both Python and R (dual-programming language materials). The workshop was attended internationally by 63 participants, with 48 attendees joining the associated Slack group. These new members have been invited to attend a monthly working group organized to address roadblocks to standardization and promote the mobilization of marine biological data. A pre- versus post-survey analysis showed substantial improvement to self-reported data science skill levels, a multitude of positive feedback was reported, and the workshop scored a perfect 100% standard Net Promoter Score (Reichheld 2003) with 16 “promoters”, 0 “detractors”, and a total of 25 respondents.

Evidence of Audience Design in Amnesia: Adaptation in Gesture but Not Speech.

Speakers design communication for their audience, providing more information in both speech and gesture when their listener is naïve to the topic. We test whether the hippocampal declarative memory system contributes to multimodal audience design. The hippocampus, while traditionally linked to episodic and relational memory, has also been linked to the ability to imagine the mental states of others and use language flexibly. We examined the speech and gesture use of four patients with hippocampal amnesia when describing how to complete everyday tasks (e.g., how to tie a shoe) to an imagined child listener and an adult listener. Although patients with amnesia did not increase their total number of words and instructional steps for the child listener, they did produce representational gestures at significantly higher rates for the imagined child compared to the adult listener. They also gestured at similar frequencies to neurotypical peers, suggesting that hand gesture can be a meaningful communicative resource, even in the case of severe declarative memory impairment. We discuss the contributions of multiple memory systems to multimodal audience design and the potential of gesture to act as a window into the social cognitive processes of individuals with neurologic disorders.

Genre-based teaching cycle and instructional design for teaching texts and mandated curriculum contents

This study aimed to construct a genre-based teaching (GBT) model for accommodating the Indonesian EFL curriculum. Anchored in two current GBT cycles developed by Derewianka and Jones (2016) and Chappell (in preparation), a modified GBT cycle and the following instructional design model were constructed. This design-based study conducted its first two stages: the analysis of practical problems and the development of solutions based on the existing knowledge. The practical problem analysis was executed through four exploratory studies of the analyses of instructional documents, open-ended reflective questions, English textbooks, and literature. The exploratory studies reveal context-specific problems of GBT implementation which suggest the need for the provision of a GBT model to guide the enactment of teachers’ GBT practices. The development of solutions was achieved by carefully modifying a GBT cycle informed by principled eclecticism and designing a series of instructional steps which offer three strands for teaching texts and systematic ways for integrating the mandated contents of the Indonesian EFL curriculum. The constructed GBT model is to provide a systematic instructional organization for teaching texts, developing English language skills, and incorporating varied mandated instructional contents of the Indonesian EFL curriculum and to illustrate a construction process of a GBT model to accommodate varied contents of EFL curriculum.

A Health Literate Patient-focused Approach to the Redesign of the Raltegravir (ISENTRESS) Pediatric Kit and Instructions for Use.

Background:Limited data exist regarding how medications for pediatric use can be developed to minimize medication errors. The integrase inhibitor raltegravir was developed for use in neonates (≥2 kg). Anticipating that neonatal administration would be performed primarily by mothers with varying degrees of health literacy, a health literate, patient-focused, iterative process was conducted to update/redesign the raltegravir granules for oral suspension pediatric kit and instructions for use (IFU) for neonatal use to be ready for regulatory submission.Methods:Prototypes of an updated/redesigned raltegravir IFU were systematically assessed through multi-stage, iterative testing and evaluation involving untrained lay individuals with varying levels of health literacy, healthcare professionals and health literacy experts.Results:This iterative process resulted in numerous refinements to the IFU and kit, including wording, layout, presentation, colored syringes and additional instructional steps. The revised raltegravir pediatric kit and IFU (to include neonatal dosing) were approved by the US Food and Drug Administration in 2017 and the European Union in 2018. No reported medication errors related to IFU utilization had been reported as of March 2021, reflecting >3 years of commercial use worldwide.Conclusions:This patient-focused process produced health literate instructions for preparing and administering an antiretroviral for neonatal use with complex dosing requirements. Testing demonstrated that lay users with a range of health literacy levels were able to accurately mix, measure and administer the product. This process demonstrates how a neonatal medication can be optimized for use through collaboration between the infectious disease expert community and a manufacturer.

Bringing Your Idea to the Market: A Primer for Plastic Surgeons.

The progress of biotechnology, medical instruments, and applied sciences contributes to a rapidly expanding space for the advancement of the medical field. Surgeons experience first-hand the limitations of current medical devices and thus have unique insight into problems that could be solved with new products. The process of turning an idea into a product capable of success in the marketplace, however, is often unfamiliar to surgeons. The authors seek to illuminate this process and provide an ordered list of tasks that can make bringing ideas to market more achievable for surgeons. The first step in this process is the generation and protection of a new idea. Next, the process of making an idea into a product is outlined. This phase involves team assembly, business planning, and product development. Market research and valuation are key to understanding how a product can be applied in the market, and meticulous research during this phase allows for informed decision-making that will help secure funding down the road. Finally, various options for financing are discussed and compared to help surgeon-entrepreneurs find an option that best fits their project, and steps to maximize leverage are described. The development of new products can be a complicated process for surgeons. Organized into four phases, with ordered instructional steps to advance through each phase, the process of bringing an idea to the market is clarified. Facilitating this process will possibly contribute to the continual improvement of medical and surgical abilities through the introduction of new devices and technologies.

THEORETICAL-CONCEPTUAL BOUNDARIES OF THE ACTIVITY OF SPORTS ENTREPRENEURSHIP IN THE REPUBLIC OF MOLDOVA

This article describes the theoretical and conceptual features of entrepreneurship in sports. Given that performance athletes, for the most part, after completing their careers in the competition do not prolong their activity in the field of sports, it becomes necessary to motivate them and state the instructional steps for a competent professional training to the entrepreneurial activity of such persons, who they will be able to effectively monitor all actions in the domestic sports industry.

Exploring Visual Narratives of the Refugee Experience With Students

AbstractThe author draws on previous work in looking at refugee literature and focuses on two different, yet arguably complimentary, examples of marginalized narratives in graphic novels that inservice teachers can use in instruction. The Nameless City by Faith Erin Hicks offers a fictional story yet delves into complex issues and themes. Illegal by Eoin Colfer and Andrew Donkin, and illustrated by Giovanni Rigano, takes a more realistic approach to the topic. Both graphic novels are effective and can lead to classroom applications. The author offers a description of the works and discussion about instructional steps for their use with students.

Learning to “Think like a Lawyer”: Developing a Metacognitive Model for Legal Reasoning

In the area of law, metacognition is an implicit goal of instruction, as legal studies classes often stress learning to “think like a lawyer.” However, the explicit metacognitive model for using legal reasoning to break down complex problems and seek solutions is rarely identified. This article explicitly identifies the metacognitive model for thinking like a lawyer and provides concrete steps for direct instruction in this method of analysis. The method of analysis and the resulting model are useful to beyond the legal studies classroom, as the legal reasoning model is substantially similar to a model for critical thinking.

“Does it have to be a real story?” A social semiotic assessment of an emergent writer

ABSTRACTStandardized writing assessments based in linear progressions position teachers for deficit views of young children’s emergent writing development. Consequently, the researcher video recorded a writing assessment of his son, Daniel, at age 5 years, 4 months, as he composed a story across pages of a blank book, using an assortment of writing tools. Data sources included the transcription of the writing session and Daniel’s final product. The researcher first used open coding then coding based in systemic functional linguistics. Based in ecological and social semiotic perspectives, the researcher shows how Daniel’s writing development was expressed interpersonally, with the emerging text functioning as mediational tool. Findings show Daniel’s emergent sense of self as a writer, the role of the adult facilitator, and the dynamics of interaction and dialectic of Daniel’s internalization process. As formative assessment, next steps in instruction are suggested. The author discusses the necessities of closely observing and supporting young children’s composing process and the imperative of a developmental assets perspective when assessing young children’s writing, with implications for policy, teacher education, teaching, and research.