Teaching Procedures Research Articles

The Application of the POA in College English Teaching

Since the 1980s, English language teaching for non-English majors has been an integral part of general education in higher educational institutes in China. It aims to develop students' ability to use English in a well-rounded way, enhance their ability to study independently and improve their general cultural awareness. To accomplish these goals, numerous researches have been done to decide what the most suitable teaching methodology is for Chinese students. The Production-Oriented Approach (POA), proposed by professor Wen Qiufang, advocates that all teaching activities in the classroom should be aimed at students' productive output, and students are expected to participate actively in genuine communicative activities. As a foreign language teaching theory with Chinese characteristics, the POA is currently widely used in foreign language teaching with remarkable teaching effects. However, as to the teaching procedure and how to apply this methodology to English teaching, teachers are often confused as there are different interpretations of the POA. This paper designed a 6-session teaching plan based on the theoretical framework of the POA. Through this 6-session teaching experiment, students were found to be more motivated and more eager to learn. They were equipped with enough input enabling materials for their final productive output. Teaching and learning were, therefore, more explicit and efficient. In the meantime, this kind of teaching is highly demanding for both teachers and students, whose joint efforts are required to bring out the better outcomes of college English teaching. With a clear description of the teaching procedure which includes three phases—motivating, enabling and assessing, this paper aims to shed some light on a possible new way of college English teaching in China.

Prinsip-Prinsip Montessori dalam Pembelajaran Anak Usia Dini di Ra Shazia Palembang

The purpose of this study was to find out how Montessori principles were applied in the learning of group B children at RA Shazia, and to find out what obstacles were encountered in applying Montessori principles to the learning of group B children at RA Shazia Palembang. This research was conducted at RA Shazia Palembang. Informants in this study consisted of principals, homeroom teachers, teachers and parents of students of RA Shazia Palembang. The type of research in this thesis is qualitative research. Data collection techniques in the form of observation, interviews, and documentation. This research is based on the results of problem identification through interview, observation and documentation methods. Based on the data obtained from interviews and observations, it shows that the application of the principles of the Montessori Method in early childhood learning has not gone well, in the field application there are still many obstacles. From the three informants who have been interviewed and the observation stage carried out in each class at RA Shazia Palembang, RA Shazia's teachers have not fully adopted the teaching procedures from the principles of the Montessori method so that the learning process is still conventional.

Overview of English language teaching challenges

Furnishing language teachers with preparation and professional development opportunities catering to their needs and challenges is central to quality language education. However, there are many omissions in the literature that need addressing in this respect. This paper aims to provide an overview of the challenges English as a foreign language teachers face. Accordingly, it asks two questions: What influence do perceived challenges exert on language teachers and their instructional practices? What challenges do language teachers encounter, especially given the increased demands for learners' language proficiency? Challenges affect language teachers in multiple ways. This influence is traceable to their choice of instructional procedures, patterns of interaction with learners, communication style, usage of the target language, professional identity, curriculum decisions, well-being, job satisfaction, resilience, etc. The challenges language teachers encounter were described in the paper as externally and internally motivated to the teacher, and as discipline-specific or discipline-independent, inherent to teaching in general. External challenges include expectations of teacher competence and language teacher roles, student- and instruction-related issues (discipline, learner motivation, mixed-ability classes, and instructional management), low social status of the teaching profession, lack of financial incentives and resources, language policy, etc. The internal challenges language teachers face are caused by the personal qualities of teachers and an inadequate level of professional competence. Overall, the issues taken up in the paper could highlight the venues for leveraging language and teacher education.

Evaluation of Real-Time Feedback to Train Caregivers to Conduct a Discrete-Trial Instruction Procedure

Evaluation of Real-Time Feedback to Train Caregivers to Conduct a Discrete-Trial Instruction Procedure

Penerapan Model Discovery Learning Untuk Meningkatkan Keaktifan Belajar Siswa Saat Pandemi

The education sector is feeling the impact of the COVID-19 pandemic. During the pandemic, the procedure for teaching and learning activities (TLA) changes according to the circumstances, this greatly affects the level of student learning activity (SLA). The purpose of this study is to improve SLA using the discovery learning mode (DLM) which is accompanied by the TPACK approach in mathematics teaching and learning. The type of research used is classroom action research (CAR), in this CAR it uses two cycles and each cycle has two meetings. This PTK takes the research subject, namely students of class X MIPA 2 SMAN 1 Bantul in the even semester of the 2021/2022 academic year. The results of this CAR show that there is an increase in SLA in mathematics learning using MDL. The increase in the SLA value can be seen from the pre-cycle results with the percentage value of 62.8% increasing to 71.42% after going through the action during the first cycle, then during the second cycle there was an increase with the percentage value of 89.7%. In cycle II, all SLA indicators have reached the desired criteria. The desired SLA criteria are with a minimum score percentage of 75% with high criteria.Keywords: discovery learning, Classroom Action Research, Student Learning Activity

Visualizing protein data sets in R through a student peer-review rubric.

The R programming language and computing environment is a powerful and common platform used by life science researchers and educators for the analysis of big data. One of the benefits of using R in this context is its ability to visualize the results. Using R to generate visualizations has gained in popularity due to the increased number of R packages available to convert data to graphic display. In this paper, I ask the following question: how can student engagement with protein analysis be promoted using R-based visualizations in the classroom? During the 2021 IUBMB/ASBMD workshop "Teaching Science with Big Data", I presented a teaching strategy that used R for the visualization of protein data. In this report, I provide a teaching procedure and a summary of how students engaged with these data in our Introduction to R for Professional Data Science class. This report is based on a case study methodology by reviewing student peer comments for protein analyses conducted in R. The results indicated that students were active participants in the peer-review process and that they learned to take a critical view of data visualization.

The Use Of Reciprocal Teaching Procedure In Teaching Recount Text To Improve Students Reading Comprehension

The objective of this research were to find out: To find out whether or not the Effectiveness of reciprocal teaching prosedure toward Student reading Skills at the eight grade students of SMP Negeri 3 Dua Pitue Kalosi This research employed mixed method reciprocal teaching which is designed to focus students’ attention on four reading comprehension strategies: clarifying what was read, asking questions, predicting what might follow and summarizing the information with used clusster sampling. The population of this research is the eight grade; exactly the eight grade student of SMP Negeri 3 Dua Pitue Kalosi. The total number of population is class VIII.A=28 and class VIII.B=27 students. The samples in this research is from VIII.B consist 27 students.The data of the research were collected by using teks reading multiple choice. reading test was used to obtain data of the students’ reading comprehension. The result of data analysis showed that two was significant difference between the students’ score after they were taught by using reciprocal teaching and before they were taught by using reciprocal teaching. It was proved by the mean score of the post-test which was higher than the mean score of pre-test (67,51>24,40). Furthermore, the result of the t-test lower that α (0,00<0,05). Based on data analysis, the research concluded that: the used of Reciprocal Teaching improved students’ reading comprehension;

Bibliometric analysis for the determination of fields of opportunity for new technological trends: augmented reality as quality control

With the emergence of industry 4.0, innovation was made in terms of emerging technologies, one of them is Augmented Reality as a tool that manages to enhance the new generation of automated factories. This leads to a use by operators or any type of personnel who need interaction with specific information such as: product data sheets, instructions for maintenance procedures, assembly, manufacturing, quality control forms etc. just to mention a few of the applications. They can be handled efficiently and amplifying the degree of ease of these processes by applying AR. Therefore this is the reason why this research is carried out taking into account different environments, the objective is to provide an overview in which fields of opportunity or trends are identified on the use of this pillar of i4.0 within the quality control process, with the intention of showing approaches that motivate scientific research, to achieve this goal, a bibliometric analysis was applied to a database obtained in Scopus, using the R software, with which authors, research topics, journals of interest, keywords, scientific production by year or country were identified. With the intention of finding the most significant information, so the results obtained show 5 potential areas where AR can play an important role within the quality control process demonstrating its suitability to improve processes.

Interactive Music Teaching Method Based on Big Data and Cloud Computing

With the development of contemporary technology and education, there are more and more innovative teaching methods that are helpful to the education and teaching procedure. Interactive teaching method is one of them. Interactive teaching is a teaching modus based on developed on the scaffolding teaching theory that attaches importance to the communication between teachers and learners. Its biggest goal is to develop learner-specific and specific autonomous learning strategies through the communication and collaboration between the teacher and the learner. The advanced nature and effectiveness of interactive teaching methods make it more and more widely used in education, such as in the field of music teaching. Music teaching is a kind of teaching that pays more attention to the communication between teachers and Teachees. This paper aims to study the interactive music teaching method based on BD and CC, that is to design an interactive music teaching method based on big data and cloud computing technology, and conduct practical application experiments on it. The experiment concluded that the interactive music teaching method based on BD and CC has made the students’ participation rate in music teaching classrooms reach 88%, and the excellent rate of in-class test scores has reached 90%.

A Heterogeneous Information-Based Multi-Attribute Decision Making Framework for Teaching Model Evaluation in Economic Statistics

A teaching model is a stable teaching procedure established under the guidance of certain teaching ideas or theories. As a methodological major in higher education, economic statistics cross various fields of natural science and social science, showing the characteristics of intersection, integration, and marginality. Therefore, this paper proposes a multi-attribute decision-making (MADM) framework for teaching model evaluation based on heterogeneous information. First, the attribute system of competition–academic research–master of knowledge–practical operation (CAMP) is constructed. Second, heterogeneous information is introduced in the process of teaching model evaluation; Third, a weight determination method based on a trust relationship of the fuzzy–social network is proposed, which provides a better solution to the problem of decision makers’ (DMs’) weight allocation in teaching model evaluation. Furthermore, a combined attribute weights determination method under an intuitionistic fuzzy number is constructed, which improves the shortcomings of the weight method in teaching model evaluation. Finally, through empirical research and stability analysis, the proposed evaluation framework has good effectiveness and feasibility, and policy suggestions for improvements to the economic statistical teaching model are then proposed.

Effective ways to teach word affixes in the Chinese junior high school classroom

Abstract 
 In the topic of second language learning, vocabulary is critical. For a long time, rote memorization of vocabulary was a typical approach for Chinese students to learn terms. Chinese students' vocabulary learning is said to be influenced by their culture, educational background, and traditional Chinese teaching approaches. Many pupils in China are regarded to rely largely on rote memorisation as the only technique of vocabulary learning because of their culture, educational background, and conventional teaching procedures.
 
 Memorizing and learning different types of vocabulary is challenging for most Chinese English learners. Many students have realised how simple and effective it is to learn new words by employing affix knowledge. Knowing the meaning of prefixes and suffixes, as well as word roots, is an important and useful part of vocabulary knowledge because knowing the meaning of prefixes and suffixes, as well as word roots, will enable learners to determine the meaning of a word without having to look it up in a dictionary. It is beneficial to enhance learners' vocabulary by knowing the rules of affixes.
 
 In addition to rote learning, which has proved useful and effective in teaching English in China, this paper suggests that this paper suggests introducing students to vocabulary learning strategies and teaching them how to build vocabulary through other useful learning methods.
 
 Key Words: vocabulary learning, affix and teaching English

Academic Management in Uncertain Times: Shifting and Expanding the Focus of Cognitive Load Theory During COVID-19 Pandemic Education.

Globally, the COVID-19 pandemic has forced medical education toward more “online education” approaches, causing specific implications to arise for medical educators and learners. Considering an unprecedented and highly threatening, constrained, and confusing social and educational environment caused by the COVID-19 pandemic, we decided to shift the traditional focus of the Cognitive Load Theory (CLT) from students to instructors. In this process, we considered recent suggestions to acknowledge the psychological environment in which learning happens. According to this fundamental fact, “Learning and instructional procedures do not occur in a situational vacuum.” Following this assertion, we adapted and implemented principles of CLT to reduce the extraneous load for our faculty to facilitate continued scholarly activity and support the overall wellbeing of our faculty during these trying times. The adoption of these principles enabled our team to cultivate attitudes and skills across multiple domains, such as online presentation technologies, implementing and maintaining a “classroom atmosphere” in a virtual environment, encouraging discussion among large online groups of students, facilitating group work, providing virtual office hours, and proactively planning for subsequent sessions.

Integrated Design of College English Teaching Based on Internet and Information Technology

The rapid development of information technology has brought society into the Internet + era. To break the current teaching dilemma, English teaching in colleges and universities needs to keep pace with the times. Based on the characteristics of the Internet + era, we need to strengthen the awareness of the Internet + era and reconstruct the resource advantages and technological advantages of the Internet + era. The English teaching mode in colleges and universities rejuvenates college English teaching, establishes a mode suitable for English teaching in the new era, and comprehensively improves the effectiveness of college English teaching. This research optimizes the teaching design under the guidance of the Internet and information technology and the concept of curriculum integration and applies it to the teaching practice of a college English listening and speaking course. Design-based research is used as the main research method. Under the guidance of the concept of information technology and curriculum integration, first of all, we measure and evaluate the TPACK level informatization teaching ability of English teachers in colleges and universities. Secondly, we design and optimize the whole process of teaching, especially the design and adjustment of teaching procedures. Finally, the research conclusions are obtained through statistical analysis of the data. It is found that the teaching optimization design under the guidance of the concept of information technology and curriculum integration can improve the English listening and speaking ability of college students to a certain extent.

Lessons Learned When Discharging Older Adults to Skilled Nursing Facilities

Background: When patients transition from an inpatient hospital stay to a skilled nursing facility (SNF), the information that is sent with them is essential to proper care in the facility. Methods: Records of hospital-to-SNF transfer were reviewed for opportunities for improvement in providing accurate or complete information. SNF staff were asked about their experiences caring for these patients and the effects that the inadequate documentation had on the patient’s medical care. Results: Four cases were identified that exhibit key errors that make the transition from the inpatient setting to the SNF setting difficult and potentially unsafe for patients and providers. These included: (1) inaccurate medication reconciliation on discharge, (2) incomplete medication instructions on discharge, (3) lack of information about the inpatient course and diagnoses and (4) missing instructions for follow-up care and procedures. Conclusions: Education for hospital-based providers has the potential to decrease the risks associated with transitioning patients from inpatient to SNF care settings. Structural and systemic changes could reduce the role of human error in this process and decrease the time requirements on overburdened hospital staff.

Effect of Computer-Based Programmed Instructional Strategy on Tertiary Institution Students’ Retention in Nigeria

This study was conducted to determine the effect of computer-based programmed instructional strategy (CBPIS) on tertiary institutions students’ retention in Nigeria with the intention of proffering solution to the evident need to improve tertiary students’ low retention of knowledge. Three research questions and hypotheses guided the study. The study was delimited to Year two cost accounting students in the tertiary institutions in the South East zone of Nigeria. It adopted the Quasi-experimental design of pre-test, post-test non-randomized control group. Two (2) universities were simple randomly sampled for the experiment. The sampled universities were divided into two groups again by simple random sampling, one university in each group. One of the groups comprised 45 students of both gender and was used as the treatment group. The other group made up of 31 students of both gender used as the control group. All the classes used in the experiment were intact classes. The instructional package developed for the treatment group was a teaching procedure that made use of the computer-based instructional strategy while another teaching procedure that used the conventional teaching strategy was the package for the control group. The instrument for data collection was a 50-item multiple choice Cost Accounting Achievement Test (CAAT), which was face and content validated by three experts in measurement and evaluation and cost accounting experts. The reliability was tested using Kuder Richardson 20 (K-R20) estimate of reliability with a coefficient of internal consistency of 0.89 and test re test estimate of reliability with the coefficient of stability of 0.84. Data collected were analysed using mean and standard deviation for the research questions while the three null hypotheses were tested using Analysis of Covariance (ANCOVA) at 0.05 level of significance. Based on the data analysis, the result revealed that students taught Cost Accounting using computer-based programmed instructional strategy had significantly higher retention scores than the control group taught with conventional lecture method. The study revealed that there were no gender differences on students’ retention in Cost Accounting. Also there was no interaction effect of treatments and gender on students’ knowledge retention in Cost Accounting. The implication of the study is that Computer-based Programmed Instructional Strategy enhances students’ interaction with the learning environment which in turn helps to sustain students’ interest in learning and consequently improve students’ retention generally. It was recommended based on the findings that (i) Every Department in the tertiary institutions should be firm in ensuring that newly admitted students come along with their computer systems for effective implementation of this strategy. (ii)Lecturers and students were advised to adopt computer-base programmed instructional strategy in the teaching/learning of cost accounting and all other courses studied in the tertiary institutions. (iii) A software that can centrally monitor its usage should also be developed by software designers to guard against inappropriate application of this strategy by the students. Keywords: Computer-based Instructional Strategy, Cost Accounting, Achievement, gender and Tertiary Institutions DOI: 10.7176/JEP/13-18-09 Publication date: June 30 th 2022

Educational Neuroscience: Issues and Challenges

Learning is a process that causes neurophysiological changes in the brain because of electrochemical reactions. Therefore, it is crucial to considering the knowledge of the system through which the human brain operates for effective instructional design and skill development. Moreover, people actively use knowledge from different disciplines when designing teaching processes and determining pedagogical strategies. In this context, using findings from neuroscience studies for the design of teaching processes will provide information to all fields related to teaching—from creating course content to designing materials, identifying possible problems for individuals with learning difficulties, and suggesting solutions for them. In addition, this will make it possible to improve the learning performance of children with special needs who have learning difficulties as per the information obtained from the aforementioned neuroscience studies. The literature evinces an increase in the effects of these studies on the field of education. In this context, researchers attempt to integrate the information obtained from national and international studies into the field of education and determine new principles regarding instructional designs by considering existing pedagogical concepts in line with new information. Despite ontological differences between neurosciences that examine the brain dynamics at the biological, molecular, and systemic level, as well as educational sciences that aim to establish pedagogical strategies, it is unlikely to think that the ontological differences between these two disciplines would complicate the interdisciplinary cooperation. Understanding the structure of the neural system in which the learning and teaching procedures occur is of critical importance in terms of planning the teaching processes that cause neurophysiological changes therein. Thus, the findings of educational neuroscience studies that bring together the two varying fields at all stages of learning–teaching procedures should be carefully examined.

Response prompting procedures delivered within embedded teaching trials for teaching chained skills

AbstractSimultaneous prompting and graduated guidance procedures have been used successfully in teaching various academic and functional skills; however, there is a scarcity of research that directly compares these two procedures delivered within embedded teaching trials while teaching chained skills. The researchers used an adapted alternating treatments design to compare the efficacy of simultaneous prompting and graduated guidance procedures delivered within embedded teaching trials for teaching two chained skills (i.e., snap fastening and buttoning up skills) to three young children with developmental disabilities. They also examined the generalization and maintenance effects of both procedures in the study. Last, the researchers examined the social validity of the study through social comparison. Results indicated both instructional procedures delivered within embedded teaching trials produced the acquisition of targeted chained skills in all children. Also, both produced maintenance and generalization of the acquired chained skills. However, a consistent finding was not obtained for the efficiency of the procedures in favor of one procedure. Finally, social validity findings were highly promising. The participating children reached the performance of their peers after the intervention. Future research is needed to support these findings.

The Digital Divide in Online Learning: A Case Study of University Students in Nepal

This article analyses the online teaching-learning experience of university teachers and students during the COVID-19 pandemic in Nepal. The purpose of this study is to explore the challenges of online teaching-learning such as the availability of ICT infrastructure, technological skills and management for online classes by the higher education institutions. The researcher collected and studied some of the related academic and policy documents to understand the procedure of online teaching and learning in and around the country during the pandemic. This study was based on qualitative research utilizing semi-structured interviews with 15 participant students and five teachers from Prithvi Narayan Campus, Pokhara, Nepal. Only the students of the Faculty of Humanities and Social Sciences, and the Faculty of Management were selected for data collection. This study took the non-participant observation of various online classes and personal involvement and experiences as references to support and strengthen the data collected through interviews. The purpose was to find and discover the situation of online modes of teaching learning. The findings of the study indicated that the digital use in teaching and learning is the best alternative as it creates opportunities in an adverse situation. However, it causes many divisions among students. It is suggested that the government and university authorities should create a strong-learning atmosphere among the students so that the lines of division among students would be erased gradually.

Activation of the stress response among the cardiac surgical residents: comparison of teaching procedures and other (daily) medical activities

BackgroundThe aim of this Pilot study was to investigate the cardiac surgical residents’ workload during different surgical teaching interventions and to compare their stress levels with other working time spent in the intensive care unit or normal ward.MethodsThe objective stress was assessed using two cardiac surgical residents’ heart rate variability (HRV) both during surgical activities (32 selected teaching operations (coronary artery bypass graft n = 26 and transcatheter aortic valve implantation n = 6), and during non-surgical periods. Heart rate, time and frequency domains as well as non-linear parameters were analyzed using the Wilcoxon test.ResultsThe parasympathetic activity was significantly reduced during the surgical phase, compared to the non-surgical phase: Mean RR (675.7 ms vs. 777.3 ms), RMSSD (23.1 ms vs. 34.0 ms) and pNN50 (4.7% vs. 10.6%). This indicates that the residents had a higher stress level during surgical activities in comparison to the non-surgical times.The evaluation of the Stress Index during the operations and outside the operating room (8.07 vs. 10.6) and the parasympathetic nervous system index (− 1.75 to − 0.91) as well as the sympathetic nervous system index (1.84 vs. 0.65) confirm the higher stress level during surgery. This can be seen too used the FFT Analysis with higher intraoperative LF/HF ratio (6.7 vs. 3.8).ConclusionHRV proved to be a good, objective method of identifying stress among physicians both in and outside the operating room. Our results show that residents are exposed to high psychological workloads during surgical activities, especially as the operating surgeon.

ANALYSIS OF THE USE OF SOCIO-AFFECTIVE STRATEGY IN TEACHING SPEAKING ENGLISH

This study was conducted through Library Research method which describes the implementation of socio-affective strategy in teaching speaking English. The aim of this study is to describe the steps on the implementation of socio-affective strategy to encourage students in teaching speaking English. The data sources were taken from scientific writing on the implementation of socio-affective strategy from 5 scientific writings. The results reveal that in using socio-affective strategies, the teacher or lectures used six steps of strategies such as reducing students’ anxiety, encouraging themselves to speak, controlling emotion, asking question, cooperating with others, and empathizing with others based on Oxford (1990). The students definitely have positive response toward the use of socio-affective strategy in teaching speaking English. They thought that socio-affective strategies is possible help them to enhance their ability, motivation, and confidence in speaking skill. It is concluded that using Socio-Affective Strategies in teaching speaking English is effective to increase students’ speaking skill. In other words, differences in the teaching procedures do not negatively impact the students speaking ability.the teaching procedures do not negatively impact the students speaking ability.