Teaching Lessons Research Articles

Flipped classroom model in physical education and sport teaching

This research aimed to reveal the experiences of the 9th grade students and the lesson teacher who use the lipped classroom model in physical education and sports lessons. Therefore, phenomenology, one of the qualitative research designs, was preferred in the research. The research was carried out with 1 physical teacher and 15 9th grade students in a secondary education institution located in the Ereğli district of Zonguldak in the second term of the 2022-2023 academic year. Criterion and convenient sampling, which are among the purposive sampling techniques, were used to determine the study group. In the research, a semi-structured interview form prepared for teachers and students was used as a data collection tool. The interviews were conducted face-to-face in the assistant principal's room at the school. A voice recorder was used to avoid data loss. The interviews lasted 32 minutes with the physical education and sports teacher and between 10-18 minutes with the students. The data were analyzed with content analysis using the Maxqda 2020 program. As a result of the research, it was determined that the physical education and sports teacher and the students had positive opinions about the flipped classroom model. According to the research results, this model; It can be said that it is effective in terms of features such as saving time in the lesson, being fun, attracting attention, being applicable, having an efficient process and being applied in different lessons.

Centering Place in Tawfiq Canaan’s Literary Cartography

In the early-twentieth century, Palestinian physician and ethnographer Tawfiq Canaan published roughly forty-five studies on the cultural and narrative traditions of the largest section of Palestinian society, the fellaheen (peasantry). In this article, the author examines how Canaan’s expansive collection of stories related to holy sites across Palestine in Mohammedan Saints and Sanctuaries in Palestine (1927) produces a provocative literary cartography—a narrative that operates much like a map. In so doing, she contends that Canaan both contests orientalist constructions of the Holy Land as frozen in biblical time and, critically, unsettles the very spatiotemporal logic governing dominant colonial narrations of place. This epistemic shift, the author concludes, is the result of Canaan’s recentering of Indigenous Palestinian place-based knowledge as both the subject and method of his study. This approach offers instructive lessons applicable within and beyond the disciplinary, regional, and temporal boundaries that have so far circumscribed the study and reception of Canaan’s work.

Improving higher education teaching with feedback of eye tracking glasses: An international and interdisciplinary study

The paper describes the purpose and the methods of the international project "Teaching in Higher Education Effectively via Eye-tracking" (THEE) and summarizes its findings. The project studied the eye movements of higher education teachers and students to reflect on how to improve the teaching-learning process. The participants were four professors and twelve students who wore eye tracking glasses during the lessons. The results of the study demonstrate a clear benefit of the approach based on collecting eye tracking data and teachers' self-reflection on their own classroom practice. Concerning the analysis of gaze location and teachers and students' behaviour, we noticed that the teachers looked mostly at the centre of the classroom and that the duration of the fixations depends on the size of the classroom and the type of subjects. Moreover, the teachers of scientific subjects seem to change their fixation duration distribution over the lessons analysed while the humanities lecturers appeared more static. The analyses also highlighted that the teachers of humanities subjects were found to be very focused on the cognitive processes, while teachers of scientific subjects were attentive to the way they can involve students in learning. On the other hand, students of the humanities mainly highlighted some operational factors related to the teacher's lesson and to their own subsequent study, whereas students of scientific subjects seemed to show more attention to the factors related to the lesson and to activities carried out in the classroom.

Peningkatan Prestasi Belajar Siswa untuk Materi Energi dengan Menggunakan Media “Mention and Get”

Teacher have to determine source of learning correctly so that he or she can manage student activity and the items of materials to be given better. Source of learning is object reference and or materials utilized for the activity of learning such as media printing and electronic, guest teacher, and also physical environment like nature, cultural and social. Relate to the mentioned, on academic year 2022 / 2023 one of the source of learning which is used for Science lesson in al muslim Bekasi is Science book arranged by al muslim Surabaya. There are some constraint faced in study of Science when using this book, for example : the items which many and enough heavily, while number of hours Iesson of Science in al muslim Bekasi only 4 hours in week. Besides, less available time which enough for a lesson teacher to draw up materials or appliances to test-drive in verification activity. Finally, in learning and teaching process the result is not maximal. Activity of review (lesson items) usually make bored student, because review only through oral questions. Therefore, designed a media of game " Mention and Get" used as variation of review activity in science learning, specially for the items of energi. Its result, by using media of game " Mention and Get" student learn evaluation can increase mount 20 %, from 64 % (first condition) becoming 84 % the result of final tes. Besides, from student observation also show the make-up of student motivation, from 70 % at first siclus become 90 % at second siclus and 97 % at third ciclus. While teacher performance aspect show " Good” category which increase from 76 % at first ciclus, becoming 84 % at second ciclus and 92 % at third ciclus. From the result, can be concluded that usage of media of game " Mention and Get" can improve student learn evaluation for the items of Energi, at science Iesson in class III Imam Syafi'i of al muslim elementary school Bekasi.

Hypothetical Learning Trajectory: Bagaimana Perannya dalam Pembelajaran Matematika di Sekolah Dasar?

In today's modern era, students are required to become learning centers. Thus, students must have prior experience and knowledge in order to be able to connect with the next concept (material). However, because the differences between the nature of elementary schooler and mathematics, teacher needs to structure learning that can be a bridge to neutralize these differences. One way to structure the learning is make a learning design such as Hypothetical Learning Trajectory (HLT). HLT is an alleged learning process as an anticipation of things that might happen, both students' thinking processes and other things in the learning process. The term HLT refers to the teacher's lesson plan which is designed not only to consider the material, but also the level of understanding, knowledge and student characteristics of the material being studied, so that students experience the learning process from the beginning to achieving the expected mathematics learning goals for students. This article is a literature study that aims to discuss HLT in elementary mathematics learning.

Building Political Awareness of Gender for The Young Learners

<em><span lang="EN">The development of early childhood political and gender learning is based on various comprehensive rational considerations, children are a quality asset of the nation. Its success will determine the sustainability of the nation's life so that every nation in the world develops as well as possible. The purpose of this study was to determine the planning, methods, media, children's learning behavior, inhibiting factors, teacher efforts in overcoming obstacles, as well as evaluations carried out by teachers in introducing politics and gender in children aged 5-6 years in RA Ya Salam, Pati Regency. This study uses a descriptive research method with a qualitative approach. The samples of this study were 2 teachers and 21 children in grade B. The teacher's lesson plans were prepared quite well. There are 4 methods used, namely, habituation, storytelling, conversing and sociodrama. The media used are pictures, books, videos and dolls. The changing learning behavior of children includes children who are able to classify themselves and children understand how to look the right way as a boy and a girl, children become aware of gender equality and are passionate about achieving their goals. The inhibiting factors faced by teachers are the stereotyped behavior of gender roles that have been entrenched, as well as the limited time and learning media. The results of this study indicate that political and gender learning in overall learning has been implemented well.</span></em>

The Effect of Conceptual Understanding Procedures Learning Model on Students' Higher Level Thinking Skills

Learning activities tend to be teacher-centered with conventional learning methods. In addition, the indicators trained are limited to C4 (analyzing) indicators. This has an impact on students' higher order thinking skills. This study aims to analyze the effect of the conceptual understanding procedures learning model on students' higher order thinking skills. This study uses a quasi-experimental research method with a quantitative research approach. The type of research design used is a non-equivalent control group design. The subjects in this study were students science class in senior high school with a study population of 205 students. The sampling technique used is cluster random sampling. The data collection technique used was a description test of 7 questions then measured using the t test. The results showed that the Conceptual Comprehension Procedure learning model had a significant effect on students' higher order thinking skills. This research has implications for the student learning process so that it can become an evaluation lesson for teachers to improve the quality of learning, especially with regard to training students' higher order thinking skills.

The effects of blended learning activities based on the ASSURE model in teaching on students and teachers in music lessons

This study, carried out during COVID-19, aimed at evaluating the effects of music lesson activities prepared with blended learning and the ASSURE instructional design model on both students and music teachers. 10th grade students (n=30) in a public school participated in the study. An action research design was prepared with a combination of learning at stations method, mobile games (Rhythm Cat, NoteWorks) and Web 2.0 tools (Thinglink, Plickers, Kahoot). “Teacher diary” and “semi-structured interview protocol” were used as data collection tools. The data were analyzed by content analysis with Maxqda software. Interrater reliability of the two experts asked to code the qualitative data was calculated to increase the reliability of the study. Following the implementation, the findings showed that the students’ independent learning, motivation, collaboration, making learning fun, interaction, communication, competition, socialization and productivity improved intensively. It was understood that the emerged negativities were not related to the teaching tools used in the action research procedure but were generally related to the negative learning conditions due to the pandemic. The most notable negative aspects were difficulty in technological competence, difficulties in self-regulation, temporary anxiety, digital access and some short-term technological malfunctions. The study concludes with several recommendations and highlights the points that need further attention in such innovative research.

Analysis of the Implementation of ESD in Online Science Learning during the Covid-19 Pandemic

Education for Sustainable Development (ESD) is a program designed to achieve sustainable development goals. In the 2013 curriculum, ESD has been used as one of the bases for teaching science to students. However, the existence of the Covid-19 outbreak in Indonesia has had an effect on science learning activities in junior high schools, so that face-to-face learning has been shifted to online learning. This study aims to analyze activities in online learning, the obstacles experienced by teachers and students, and their effectiveness in implementing ESD principles. The method used is descriptive qualitative to describe online learning at one of the Junior High School (SMP) and Islamic Junior High School (MTs) in West Java. The Researchers used data from the analysis of the teacher's lesson plan and semi-structured interviews with 2 teachers and 2 students. Data analysis was performed by reducing data, presenting data, and drawing conclusions. The results show that online learning is less effective in implementing ESD values because the material presented is limited and learning is only one-way (teacher center). Online learning is carried out using WhatsApp, Google Classroom, and e-learning media with obstacles in the form of internet network instability and a lack of student motivation. Therefore, it is hoped that the teacher can use a learning model that is more attractive, student-centered, and can implement the principles of ESD.

A Survey on Automated Assessment Questions Generation System using Supervised Algorithms

Assessment is the sole way to determine whether a teacher's lessons are effective and whether pupils are learning what they are supposed to. When test questions are manually generated, they are first created and then assigned at random to the exam. Manually producing test papers that adhere to the standards of a good test paper requires a lot of time and work. Assessments that are created expressly to evaluate students' technical abilities require more time to develop, and trainers are constantly looking for methods to learn more about their candidates by asking them questions on technical concepts. With the help of our technology, questions regarding numerous technological topics and domains may be automatically generated from a database. We use classification and supervised algorithms like the Naive Bayes Classifier, Random Forest Classifier, and Decision Tree to generate test papers depending on the predicted skill of the applicant. The supervised algorithms Naive Bayes, Random forest, and Decision tree are all examples. Instead of assessing the candidate's knowledge in a completely unrelated field, test questions based on the candidate's talents will efficiently evaluate the candidate's knowledge in the skills that they know. The opportunity for the recruiters to fully comprehend a candidate's capabilities will also allow them to make greater use of their talents and assign tasks to applicants based on how well they do in a specific skill.

Universal Design for Learning and Direct Instruction in a Special Education Practicum

The Instructional Planning Project (IPP) assignment is set in an online practicum course for graduate students in a high incidence special education teacher preparation program. The IPP assignment is the culminating assignment in a sixteen-week long course. The course provides students with a lesson plan template, for a reading or math lesson, that integrates direct instruction and Universal Design for Learning. The template is used for the major IPP assignment as well as for prior lesson plan assignments. Detailed instructions and a rubric are provided on Canvas, the learning management system, for the IPP assignment, where practicum students infuse Universal Design for Learning principles into a direct instruction lesson.

Vocabulary Acquisition Through Content and Language Integrated Learning

Abstract―This study aims to attempt to the learning outcomes of the learners with a focus on Vocabulary Acquisition (VA), taught through CLIL (Content & Language Integrated Learning) as compared to the normal language teaching of EFL lessons. Linguists have introduced several methods and trends in the field of language learning. CLIL is the most recent and most effective method that has gained widespread popularity and is widely used and implemented in Europe and other parts of the world. It is a dual-focused method of language teaching, especially in foreign or second language teaching with a focus on the content or the subject. This stresses language teaching through content, the learners are taught science, geography, history, or physics with a special focus on language structures simultaneously. By using a mixed Methodology, the experimental research method of pretest and post-test was applied to get the answer to the research questions of the study. The study aims to gain the level of VA among the learners through conducting the pretest and posttest research design. The outcomes would encourage assessing the learners through CLIL to achieve greater Vocabulary Acquisition than the EFL learners.

Creating Educational Borderlands: Civic Learning in a Syrian School in Lebanon

Abstract Limitations on membership and participation in host societies sharply constrain refugee young people’s civic development. Especially when refugees attend national schools, they find themselves submerged in civic learning that does not include them or represent their experiences and realities. To explore possibilities for civic learning among refugees, we examine the education created by a Syrian community inside the structures of a Lebanese private school in Beirut. We conceive of this school as a ‘borderlands’ and find that it supports civic membership and participation in three ways: through adaptations to the Lebanese structures, curricula, and languages of schooling; through pedagogies focused on pragmatism; and through opening limited spaces for students to practice civic skills. We argue that the borderlands space created by this school holds lessons for both refugee and national teachers and school systems seeking to foster civic learning among refugees.

INNOVATIVE METHODS OF TEACHING SUBJECTS RELATED TO COMPUTER GRAPHICS

This article talks about innovative ways to teach computer graphics subjects. A history of innovation, it showcases creative methods and technologies for educators, new learning platforms, and developments in emerging fields such as art, design, games, and virtual technologies. In this article, the cross-functional management, various teaching techniques and developments in technology, as well as the use of innovative methods in the field of computer graphics, the creation of teaching materials, the organization and teaching of interactive lessons for all participants in the teaching process issues of including training in other fields are presented.

Elementary pre-service teachers’ horizon knowledge for teaching addition and subtraction: An analysis of video presentations

Horizon mathematics knowledge, i.e., teachers’ understanding of how various mathematical topics are interrelated, can help mathematics teachers organize the discrete parts of mathematical content to develop coherent teaching lessons. For example, when teaching whole number addition and subtraction, connections to concepts such as base-10 concepts and the inverse relationship between addition and subtraction could help students solve the addition and subtraction problem better. Thus, teacher training programs have been increasingly promoting this knowledge among pre-service teachers (PSTs) to help them enhance their teaching skills and better prepare them for future teaching. However, little is known about what kind of horizontal knowledge PSTs have developed and how well they utilize it in their teachings. By analyzing video presentations of 43 elementary PSTs, this study examined their horizon mathematics knowledge related to backward and forward conceptual connections of whole number addition and subtraction concepts. The findings revealed that PSTs tend to make connections with previously learned mathematics concepts (i.e., backward conceptual connections) but pay relatively less attention to connecting with other relevant mathematics concepts students will learn in future grades (i.e., forward conceptual connections). In addition, the findings showed that PSTs displayed various types of inaccuracies when connecting base-10 place value and regrouping. These findings offer important insights for teacher training programs to adapt their mathematic method courses to help PSTs improve their horizontal knowledge and proactively address inaccuracies observed in the present study.

Indigenous Epistemologies: The Practice and Challenges of Inclusion of IK in the Classroom Lessons of Primary and Middle School Teachers of Amhara Region, Ethiopia

This study investigated the practices and challenges of indigenous knowledge (IK) in the classroom teaching. The sample size was obtained using available sampling methods. The results of the data collected through the questionnaire and interviews showed the presence attempts of teachers to consider and relate classroom lessons to IK systems. However, lack of awareness about the knowledge of IK possessors, socially demoralizing IK possessors, the culture of undermining the ancients’ noble works, little attention given for IK inclusion in the textbook and inaccessibility of well-documented indigenous values posed challenges in doing so. There were no statistically significant mean differences between male and female respondents when considering local area indigenous values and facing challenges. Whereas, there were statistically significant differences between teachers teaching in towns and rural areas in terms of incorporating indigenous pedagogies during lesson planning and in terms of incorporating IK in the classroom teaching. The post hoc analysis of variances also revealed that these changes seemed to indicate that the value of sensing knowledge diversity in the classroom may increase as service year increases in teaching.

OPINIONS OF STUDENTS AND TEACHERS ABOUT THE POSSIBILITY OF SECONDARY SCHOOL TURKISH COURSES IN DISTANCE EDUCATION

In this research, it is aimed to contribute to the literature about the distance education process in Turkish lesson teaching by investigating the effects of the distance education process, which continues in line with the special objectives of the Turkish lesson curriculum, on the achievements of the secondary school Turkish lesson level, and whether the students gain the course goals and objectives. The research was studied as a quantitative research based on the opinions of 15 Turkish language teachers working in the official secondary schools of Kartal district of Istanbul and 40 students in the same schools. As a research model, a study was conducted to determine the situation by adhering to a descriptive research model, one of the survey models. According to the data revealed in the research, the survey questions were grouped into two sub-categories for teacher-student evaluations. As a result of the research; It was found that the students did not have difficulty in adapting to the distance Turkish lesson, the use of the Internet was also positive in terms of finding resources, and on the other hand, the teachers evaluated this process positively in terms of applying new methods and new teaching methods and improving themselves. It has been determined that students and teachers do not have difficulty in adapting to the process in the implementation of Turkish lessons with the distance education method, and it has emerged as an alternative to traditional teaching methods in terms of solving the problems that arise in the process and ensuring continuity in education.

‘We felt transformed’: a mentoring program for university English teachers in China

ABSTRACT This article explores a mentoring program for English language teachers at a university in China. At the end of the program, the teachers and mentor reported feeling transformed and set out to investigate what was transformative about their experiences by writing final reflections. Then, the teachers and mentor became the researchers, and using a case study approach, examined the reflections for mentions of change, noting themes that emerged. They also drew on other data sources in order to understand and describe these transformative elements. Four elements identified in the literature, reflection, ownership, collaboration, and personalization, emerged in a way that was customized to the group. Two additional elements also emerged, empowering encouragement and bridging the gap between theory and practice. Both the tweaking and adding of elements led to some lessons for teachers and mentors and the observation that the form of professional development is not as important as its transformative style.

Meningkatkan Kinerja Guru dalam Pengelolaan Pembelajaran Melalui Supervisi Akademik dan Coaching

Learning at SMA Negeri 1 Painan, especially regarding the planning and implementation of learning. To overcome this, school action research was carried out by school supervisors as supervising supervisors in the form of optimizing academic supervision and coaching in the January-July 2022 semester. This research is included in the type of action research with 4 stages of activity, planning, implementation, observation and reflection carried out during 2 cycles. The data needed in the research is netted through observation sheets and questionnaires. Data processing is carried out using the percentage formula, and data analysis is carried out quantitatively and qualitatively using tables and graphs. The results of the study show that through academic supervision there has been an increase in teacher performance in managing learning with regard to: a) Availability of teacher lesson plans components as much as 79.50% in cycle 1 increased to 100% at the end of cycle 2. b) average teacher lesson plan component quality being in the very good category increased from 42.19% in cycle 1 to 75% at the end of cycle 2, and the rest were in the good category. c) The quality of teacher learning increased from 31.3% which was in the very good category to 35% at the end
 cycle 2.

USE OF FILIPINO LANGUAGE IN TEACHING AND LEARNING LESSON OF THE MAPEH STUDENTS

This study is the Use of Filipino Language in the Teaching and Learning lesson of MAPEH students. The respondents were the students of Pacita Complex National High School in San Pedro, Laguna. The data was collected from one hundred and thirty students of Grade eight (8) of Pacita Complex National High School to answer five (5) problems stating that 1. What is the teaching level of Using the Filipino Language based on: 1.1. Knowledge of the Subject 1.2.Teachers Strategy and 1.3.Teaching Tools? 2. What is the level of the use of the Filipino language in learning the lesson in MAPEH based on: 2.1. Translation 2.2.Understanding 2.3.Interest and 2.4. Skill? 3. What is the result of students performance in Advanced Tests and Practical Training? 4. Does the use of the Filipino language have a significant effect on the teaching of lessons in the MAPEH subject? 5. Does the use of the Filipino language have a significant effect on the learning of MAPEH lessons? In this study, the researcher used a Descriptive method (Descriptive Method) to gather accurate data and information.