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The Effects of ‘Flipping’ a Classroom with the Focus on Teaching English as a Second Language / Effekterna av att ”flippa”ett klassrum med fokus på att lära ut engelska som andraspråkAli, Yasmin, Säberg, Maja January 2016 (has links)
This literature review analyses what advantages and disadvantages can be gained by utilizing the flipped classroom method. The Swedish curriculum has been taken into consideration when conducting this review in order to see whether the method is compatible with the aim of the subject of English in the Swedish upper secondary school. Two key principles behind the flipped classroom are ‘active learning’ and ‘student-centered learning’. These key principles have been discussed and contrasted with the terms: ‘passive learning’ and ‘teacher-centered learning’. Acknowledging the fact that it is a challenge to engage students in their own learning as well as have them realize the benefits of doing so, this paper also highlights the advantages of implementing technology tools in the classroom where one can meet the needs of the students of today. The results of this literature review show that there are many advantages when utilizing the flipped classroom method. For example, the flipped classroom creates well-suited environments where discussions can take place, as the in-class activities aim at all students being engaged, applying concepts and sharing ideas. However, the results also show some disadvantages that may come when converting to a flipped classroom. Some of these are that the flipped model takes adjustment time, students need to adapt to the transition to a flipped classroom,and preparing online lessons is time consuming. Furthermore, both students and teachers need to learn how to use the new technology that comes with the flipped classroom model.
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An investigation of Grade 11 Oshindonga teachers' understanding and implementation of the learner-centered approach adopted in Namibia : a case studyMbangula, Christofina Nalweendo January 2011 (has links)
Before the Republic of Namibia achieved independence in 1990, Bantu Education was the prevailing structure used to promote the social, economic, and political ethos of apartheid through a teacher-centered education system. After 1990, Namibia underwent a major restructuring of education. Learner-centered education was introduced as an inclusive and participatory approach to achieve the reform goals. One of the aims was to review the existing Language policy and to promote mother tongue teaching, since it is through language we internalize our experience and construct our own understanding. In other words, our cognitive, emotional and social development is dependent on language. In this case study, the understanding and implementation of a learner-centered approach in Namibia were investigated in order to gain insights about how the participating education officer, responsible for Oshindonga understands and assists teachers to implement this approach. At the same time, this study aimed at investigating Grade 11 teachers‟ understanding and implementation of LCE in their classrooms. The qualitative methodology in this case study used semi-structured interviews, classroom observations and document analysis for data collection. The data revealed that there are a number of misconceptions. In some cases, what teachers say is not what they do. The findings suggest that teachers, while attempting to implement a learner-centered approach, are not confident about its underlying theory, and therefore the degree of implementation depends on how the teachers used their understanding of that theory in their practice within these conceptual constraints. The study highlights particular challenges and problems that hinder the effective implementation of learner-centered education.
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"Discovering" Writing With Struggling Students: Using Discovery Learning Pedagogy to Improve Writing Skills in Reluctant and Remedial LearnersBohney, Brandie Lee 03 1900 (has links)
Indiana University-Purdue University Indianapolis (IUPUI) / Few writing teachers will disagree that teaching writing conventions in isolation is a fruitless, even harmful, pedagogy which does little, if anything, to improve student writing. Teaching conventions, style, and usage (often collectively referred to as grammar) in context, however, proves difficult when struggling secondary students develop good ideas and evidence but fail to clearly articulate them because of their lack of understanding of various writing conventions. The purpose of this study is to test the efficacy of a carefully designed discovery learning activity which intends to push students into metacognition about what they read, how it is structured, and how that structure affects the reader. Three sources of data were used to determine whether students who had learned by discovery were better able to avoid and revise run-on sentences than students who did not learn through discovery pedagogy. The data sources include two sets of essays, surveys taken by the students, and teacher analyses of essays for readability. The results of the data analysis indicate that use of run-on sentences, especially early in an essay, detrimentally affects the readability of student written work; discovery learning activities improve student understanding, application, and transfer of skill; and while students believe they understand more than their written work indicates, the results provide teachers direction for further instruction. The findings of this study indicate that use of discovery learning for writing instruction with struggling learners holds great promise: a group of students generally regarded as academically weak showed greater understanding and application of run-on sentence avoidance than slightly stronger students who learned without discovery methods. This indicates that discovery learning is a method that improves learning among reluctant secondary students, a population many teachers struggle to reach effectively. Discovery learning is not limited to conventions, though: the promise of its application potential extends into a variety of writing skills and concepts. In addition to the run-on sentence discovery activity studied here, discovery activities for various other skills—from semicolon use through creating characterization with dialogue—are included.
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Using Geoscience Education Graduate Students to Help Faculty Transform Teaching PracticeTomlin, Teagan L. 05 December 2008 (has links) (PDF)
Universities make claims about student learning that graduates don't often achieve and are under pressure to show improvement in teaching and learning in their undergraduate programs. This has been the constant focus of university-level professional development programs, but most teachers are still not using the most effective teaching methods. Individual departments need to find ways to help their instructors overcome three main challenges associated with adopting more effective student-centered teaching methods. No matter what strategy is adopted, instructors need considerable support to 1) change their beliefs about what constitutes effective teaching and learning, 2) learn to effectively implement new strategies, and 3) help their students change their beliefs about teaching and learning. We investigated whether M.S. Geoscience Education graduate students could offer the support instructors need to overcome the challenges listed above. We successfully piloted this approach during 2006 to 2008. Receiving consistent and individualized support from a Geoscience Education graduate student, the instructor changed his beliefs about teaching and learning and learned to effectively implement active learning strategies. His teaching satisfaction and student ratings also increased. Advantages of our approach include 1) the time the graduate student devoted to making course changes, 2) the consistent support the instructor received which allowed him to transfer research supported educational theory into his teaching practice, and 3) the instructor is now a departmental resource that other instructors can go to for guidance. Disadvantages include 1) the graduate student's lack of experience as a teaching consultant and 2) the difficulty of transforming a professor/student relationship into a client/consultant relationship.
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Targeted Areas of School Improvement in Saudi ArabiaALYAMANI, HANADI January 2016 (has links)
No description available.
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Mediation of learning in business studies in the further education and training phase in the Lejweleputswa education districtPele, Nyameko Victor January 2014 (has links)
Thesis (M. Ed. (Education )) - Central University of Technology, Free State, 2014 / This study investigates mediation of learning in Grade 10 Business Studies. Mediation of learning is one of the roles that have to be fulfilled by educators in the teaching and learning situation. Learning theories that focus on teaching and learning provide insight about the study under investigation. Aspects such as teaching, learning, constructivism, mediation of learning, teaching strategies, teaching and learning through different learning theories and assessment for learning are dealt with.
A qualitative research design is employed in this study. Data is gathered through observations of Grade 10 Business Studies lessons and questionnaires completed by Grade 10 Business Studies educators. Purposive sampling is used to sample the participants for this study. Ten schools in the Lejweleputswa district and ten Business Studies educators from these schools are sampled. Data is analysed qualitatively and emerging trends are reported on and interpreted.
Observations in the study indicated that most Grade 10 Business Studies educators do not implement mediation of learning in their lesson presentations. Learners are mostly passive listeners in the classrooms. Most educators indicated that they implement mediation of learning in their lessons, although observations portrayed the opposite. Educators are in need of training to be successful mediators of learning.
Conclusions and recommendations are made regarding mediation of learning in Grade 10 Business Studies classrooms.
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Strategies in the teaching of Geography in higher education preparatory secondary schools of EthiopiaMohammed Ayalew Hassen 03 1900 (has links)
Education systems are currently undergoing transformational changes throughout the world and one of these changes is a shift from a philosophy of positivist paradigm to constructivist paradigm of teaching. Accordingly, constructivists claim children actively construct their knowledge rather than absorb information spoken to them by teachers. Therefore, the constructivist teaching of Geography places emphasis on the fact that learners should think more, understand and responsible for their own learning. This study thus focused on the practice of constructivist methods in the teaching of Geography at preparatory secondary schools of Ethiopia.
Geography is colourful and an outdoor oriented subject in which learners could get good opportunities to construct their knowledge through various in-and-out of school activities. Thus, constructivist methods are useful for Geography learners to develop their intellectual capacity for life-long learning and for generic skills such as critical thinking, information processing, problem solving, decision-making, etc. Therefore, the main purpose of this study was to investigate the merits and reasons for teacher dominance in the pedagogy of Geography and to suggest learner-centered teaching strategies in the context of constructivist principles on learners’ learning activities to liberate them from passive learning pedagogy.
The study was confined to six Higher Education Preparatory Secondary Schools out of 20 preparatory schools of the South Wollo Administrative Zone of Amhara state of Ethiopia. It employed mixed-method approaches (qual-quant) and descriptive survey design. The target population for this study was 1053 Social Science learners and 12 Geography departmental heads and teachers. Among 1053 learners 199 learners were sampled through random sampling technique. But all Geography teachers and departmental heads were taken as the main participants through purposive sampling techniques. Semi-structured interviews, observation, documents and questionnaire were the main data collection instruments for the study. Data that were collected through interviews, observation and open-ended questionnaire were analysed inductively using narrations and descriptions through words, phrases and statements, whereas the data collected from documents were organised in the form of tables and analysed via percentage and mean. However, data that were collected through close-ended questionnaires were edited, coded, classified, tabulated and organised in the form of tables havebeen analysed through frequency, percentage and mean via SPSS software. Based on the analysed data, findings were depicted.
The findings of the study revealed that Geography is a unique discipline and its syllabus was prepared in line with the country’s education policy which encourages constructivist approaches of teaching. However, majority of teachers frequently practice traditional teaching methods. Moreover, the study also identified that lack of teachers’ professional training about the practice of a variety of learner-centered methods and continuous assessment techniques, lack of experience about learner-centered teaching methods both on the part of teachers and learners, low interest and commitment on the part of teachers, teachers’ failure to utilise teaching materials, placing of less competent learners in the Social Science stream, learners’ low interest to learn and incapability to learn through learner-centered methods, learners’ low engagement in the teaching activities, learners’ disturbance, shortage of time, absence of plasma TV transmission and shortage of resources such as school facilities, instructional media, reference books, Geography room, department room, pedagogical center, lounge and scarcity of budget were considerable hindrances on the implementation of Geography syllabus through the constructivist approaches of teaching methods. Based on the findings of the study, recommendations were made to the concerned bodies to alleviate the hindrances and to encourage the practice of constructivist teaching methods and making the learners free from teachers’ dependency. / Curriculum and Instructional Studies / D. Ed. (Curriculum Studies)
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Assessering vir leer in ekonomiese en bestuurswetenskappe in die intermediêre faseHendricks, Marjorie Angelene 12 1900 (has links)
Thesis (MPhil (Curriculum Studies))--University of Stellenbosch, 2010. / AFRIKAANSE OPSOMMING: Transformatoriese verandering in onderwysstelsels wêreldwyd word
gekenmerk deur 'n nuwe benadering ten opsigte van assessering. Hierdie
soort assessering wat bekend staan as assessering-vir-leer behoort
deurlopend, diagnosties en ontwikkelend van aard te wees. Dit is assessering
wat nie net gemik is op 'n finale oordeel nie, maar wat ten doel het om leer en
ontwikkeling met behulp van assessering by leerders te bevorder.
Assessering-vir-leer maak dus 'n onlosmaaklike deel van die onderrig- en
leerproses uit en gebeur nie slegs aan die einde van die leerproses nie.
Hierdie navorsing is gebed in die volgende navorsingsvraag: Tot watter mate
word assessering-vir-leer in die Ekonomiese en Bestuurswetenskappeleerarea
in die Intermediêre Fase gebruik om leerdervordering te begelei en te
ondersteun? Die mate waartoe die beginsels vir assessering-vir-leer in die
onderrigpraktyk van onderwysers geïntegreer word om Intermediêre Faseleerders
in die leerarea Ekonomiese en Bestuurswetenskappe (EBW) in 'n
landelike skool te ondersteun is dus ondersoek. 'n Kwalitatiewe
navorsingsontwerp binne die interpretatiewe navorsingsparadigma is gebruik
om data te genereer ten einde die navorsingsvraag te beantwoord.
Onderwysers en leerders is in die studie as respondente gebruik.
Die navorsingsresultate het getoon dat onderwysers nog vasgevang is in
praktyke van assessering-van-leer wat fokus op die insameling van punte
eerder as op die gebruik van assesseringsinligting ten einde verdere leer by
leerders te bevorder. Waar daar wel tekens van assessering-vir-leer in die
praktyk van onderrig-en-leer by onderwysers plaasvind, is dit toevallig en nie
intensioneel nie. Voortvloeiend uit die bevindinge word aangevoer dat, met
die nodige ondersteuning, onderwysers beginsels vir assessering-vir-leer in
hul klaskamerpraktyk kan integreer ten einde meer effektiewe onderrig en leer
in die betrokke skool te bevorder. / ENGLISH ABSTRACT: Transformational change in teaching systems worldwide is characterised by a
new approach regarding assessment. This type of assessment, known as
assessment for learning, should be continuous, diagnostic and developmental
by nature. This is assessment that does not only focus in a final judgement,
but which aims to promote learning and development by means of
assessment in learners. Assessment-for-learning therefore forms an integral
part of the teaching and learning process and does not only happen at the
end of the learning process.
This research is embedded in the following research question: To which
extent is assessment-for-learning used in the Economic and Management
Sciences learning area in the Intermediate Phase to guide and support learner
progress? The extent to which the principles for assessment-for-learning are
integrated in the teaching practice of teachers to support Intermediate Phase
learners in the learning area Economic and Management sciences (EMS) in a
rural school was therefore researched. A qualitative research design within
the interpretative research paradigm was used to generate data in order to
answer the research question. Teachers and learners were used as
respondents in the study.
The research results showed that teachers are still caught up in practices of
assessment of learning which focus on the collection of marks rather than on
the use of assessment information in order to promote further learning in
learners. Where there are signs that assessment for learning indeed takes
place in the practice of teaching and learning by teachers, it is incidental and
not intentional. Based on the results, it can be said that, with the necessary
support, teachers may be able to integrate principles for assessment for
learning into their classroom practice so as to promote more effective teaching
and learning in the school concerned.
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Thai Teachers' Beliefs about Learner-Centered Education: Implications for Success For Life ThailandIsrasena, Vasinee 08 1900 (has links)
The Thai government has strongly advocated for the learner-centered education for the past decade. Success For Life Thailand (SFLT), a brain-research-based early childhood education program blended with the theories of the developmentally appropriate practices and child-centered philosophies, has been implemented in Thailand for over 8 years. The purposes of the present study were to: (a) describe the current statuses of the Thai early childhood educators' learner-centered beliefs and practices, (b) identify if the SFLT training workshop affects teachers' learner-centered beliefs and practices, and (c) examine if other variables, along with familiarity with the SFLT program, predict teachers' learner-centered beliefs and practices. Ninety-three preschool and kindergarten teachers participated in the study. Among them, 17 were SFLT trainees in 1999 and 2000 (i.e., the previously trained group), 43 were trained in Year 2006 (the currently trained group), and the others were comparable to the currently trained group by matching the key personal and school variables. The Teachers Beliefs and Practices Survey: 3-5 Year Olds (Burts et al., 2000) and the Learner-Centered Education: the Assessment of Learner- Centered (ALCP) for K-3 (McCombs, 2001) were used to collect data on the various domains of the learner-centered beliefs and practices. Findings reveal that: (a) Thai teachers highly endorse learner-centered beliefs, (b) Thai educators demonstrate relatively low levels of developmentally appropriate practices and high levels of developmentally inappropriate practices (DIP) in comparing with the American early childhood educators, (c) the previously trained SFLT teachers score higher on the DAP domains and lower on the DIP domains than the other two groups, and (d) familiarity with the SFLT program, along with teacher's education level, years of teaching experience, and the total number of students in the classroom do not predict variations on the different domains of the DAP and learner-centered learning questionnaires. Future studies need to use indigenous measurement instruments appropriate to Thai education to evaluate the impacts of the SLFT program on teachers' learner-centered beliefs and practices when more trainees become available, and possibly to include other teacher, student, and school variables.
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Curricular, Instructional, and Co-curricular Factors Perceived to Influence Students Dropping OutJones, Kimberly 01 January 2018 (has links)
District administrators face concerns over students dropping out of school without a high school diploma. District personnel in a Mississippi urban school district identified specific curricular, instructional, and co-curricular factors that prompted students to leave school. The purpose of this bounded qualitative case study was to explore perceptions of principals, teachers, and counselors regarding factors that influenced students' disengagement and dropping out of school. Battin-Pearson's theory of academic mediation, which attributes poor academic performance and student-centered learning to students dropping out, framed this study. The research questions focused on how district personnel identified and monitored at-risk students and provided interventions to prevent them from disengaging and dropping out. A purposeful sample of 2 principals, 5 teachers, and 2 counselors, who had knowledge of dropout prevention strategies, volunteered and participated in semistructured interviews and classroom observations. Data were analyzed inductively using segment and thematic coding. Results indicated a multi-tiered system of support was used to identify and monitor at-risk students. Participants expressed a need to build cohesive and collaborative learning communities and relationships, provide student guidance and support, engage more with students, and provide targeted professional development (PD) for educators. Based on these findings, a 3-day PD was developed to address student engagement and dropout prevention. These endeavors may contribute to positive social change by providing educators with learner-centered strategies through a collaborative, flexible blended-learning PD aimed at identifying and assisting at-risk students, resulting in an increase in graduation rates and reduce in dropouts.
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