Spelling suggestions: "subject:"_ffective teaching methods"" "subject:"48effective teaching methods""
1 |
Effective teaching methods used by teachers to teach grade 11 quadratic equations in the context of South African schools of Limpopo ProvinceMakgakga, Sello William 08 June 2012 (has links)
M.Ed. / This dissertation is about the instructional approaches used by teachers to teach Grade 11 quadratic equations, errors learners made and misconceptions they possessed. The main topics that I had focused on were solving quadratic equations by factoring, completing a square and using quadratic formula. The intention was to observe teachers’ teaching approaches in quadratic equations and diagnosed types of errors learners displayed and misconceptions they possessed in quadratic equations. Literature review had served as a secondary source of information that was relied upon for the research study. Sources such as scholarly books, government documents, dissertations, professional journals and electronic resources were used to gather the information pertinent to the research topic. Review was also done on how teachers teach quadratic equations, learners’ learning of quadratic equations and teachers teach and learners learn mathematics. This study is action research under qualitative research paradigm in which the information collected was analyzed through thick description and not statistically. Pre-test, self and post test evaluation methods are discussed of quadratic equations by factorization, completing a square and using quadratic formula. Learners were tested on factoring, completing a square and using quadratic formula. In addition to the learners’ class exercises and home work, these scripts were also analysed for errors and misconceptions. Collected data is presented that helped to address errors and misconceptions learners displayed in solving quadratic equations and teachers’ teaching methods and approaches. Data was collected from schools in the neighborhood and the school I was attached as a mathematics teacher. In all schools, five teachers’ three lessons were observed which added up to a total of fifteen. All five teachers were interviewed as well as five learners in each school. Interviews were analyzed by comparing what their teaching approaches with the types of learners’ errors and misconceptions. In classroom observations, Indicator Evaluation Form adopted from Luneta (2006) was used to collect data as well as analyzing it. Questionnaires were prepared for both teachers and learners for interviews.
|
2 |
Effective Practices in Secondary Transition: Operational DefinitionsRowe, Dawn A., Alverson, C. Y., Kwiatek, S., Fowler, C. H. 01 January 2019 (has links) (PDF)
The table below lists (a) each effective practice in secondary transition, (b) the operational definition of the practice based on empirical research, (c) corresponding reference(s) used to establish the practice, and (d) the student population with whom the practice was established. The level of evidence [evidence-based, research-based, or promising]—is noted under each practice in brackets. Visit https://transitionta.org/topics/effective-practices/ for information pertaining to how these effective practices were identified.
|
3 |
Funkce pozitivního posílení v procesu učení / Function of positive reinforcement in a learning process.Mrkosová, Dominika January 2019 (has links)
Diploma thesis focuses on effect of positive reinforcement and it's application in the learning process. The thesis is divided into two parts - theoretical and analytical. Theoretical part describes importance of positive reinforcement in a learning process and behavior overall. How organisms acquire new skills and how effective teaching methods look like. Analytical part provides practical use of positive reinforcement in an effective teaching method called Discrete Trial Teaching. It's application, use, and correct implementation is provided through an example of teaching a motor imitation behavior. KEYWORDS Applied Behavior Analysis; Effective teaching methods; Positive Reinforcement; Principles of learning and behavior; Discrete Trial Teaching
|
4 |
Bra stöd vid läs- och skrivsvårigheter? : En jämförelse av elevers och lärares uppfattningar av effektivt stöd.Eriksson, Rosita January 2018 (has links)
The aim of this study is to examine some secondary school pupils´ and teachers´ opinions about good support when having reading and writing difficulties and if there is a difference between their point of view in this issue. The study is based upon semi-structured interviews with both pupils and teachers. The result shows both similarities and differences in what they consider as good support. To read texts aloud to pupils is something that the teachers in the study use as a way of support and it is much appreciated by the pupils too. The possibility to get the teacher´s notes is another thing that both pupils and teachers think are useful and further on to have an opportunity to do oral tests. Sometimes it can even be a crucial reason for the pupil to get higher scores. This does not happen as a daily routine, but the pupils have to ask for both oral tests and teachers´ notes. Several of the informants among the pupils say they would prefer one-to-one tuition or to be taught in small groups. None of the teachers mention this as a good way of supporting pupils with special needs. Instead they want to spend more time with each pupil and also they would like the opportunity of an extra teacher in the classroom. / Syftet med denna studie är att undersöka några högstadieelevers och lärares uppfattningar om bra stöd vid läs- och skrivsvårigheter samt se om det finns en skillnad i deras uppfattning kring denna fråga. Studien är baserad på semi-strukturerade intervjuer med både elever och lärare. Resultatet visar på både likheter och skillnader i deras uppfattningar om bra stöd. Att få text uppläst av en lärare uppskattas mycket av eleverna och är också något som lärarna i studien använder sig av. Likaså ses anteckningar och muntliga prov gemensamt som underlättande och ibland högst avgörande på hur pass väl man som elev kan lyckas. Detta sker inte alltid på rutin, utan eleverna får själva be om den hjälpen. Flera informanter bland eleverna önskar en-till-en undervisning eller undervisning i liten grupp. Ingen av lärarna nämner detta som ett önskemål på hur de vill att stöd ska ges. Istället önskar de sig mera tid med varje elev och en extra lärare på sina lektioner.
|
5 |
Developing Skills for Successful LearningSwersky, Liz 20 March 2012 (has links) (PDF)
No description available.
|
6 |
Developing Skills for Successful LearningSwersky, Liz 20 March 2012 (has links)
No description available.
|
Page generated in 0.1689 seconds