Teaching meiosis with the DNA triangle framework: A classroom activity that changes how students think about chromosomes

Peter Lombard's influential commentary on the Pauline Epistles, theCollectanea in omnes divi Pauli epistolas,has received little extended analysis in scholarly literature, despite its recognized importance both in its own right and as key for the development of hisSentences.This article presents a new approach to studying theCollectaneaby analyzing how Lombard's commentary builds on theGlossa “Ordinaria”on the Pauline Epistles. The article argues for treating theCollectaneaas a “historical act,” focusing on how Lombard engages with the biblical text and with authoritative sources within which he encounters the same biblical text embedded. The article further argues for the necessity of turning to the manuscripts of both theCollectaneaand theGlossa,rather than continuing to rely on inadequate early modern printed editions or thePatrologia Latina.The article then uses Lombard's discussion of faith at Romans 1:17 as a case study, demonstrating the way in which Lombard begins from theGlossa,clarifies its ambiguities, and moves his analysis forward through his use of otherauctoritatesand theologicalquaestiones.A comparison with Lombard's treatment of faith in theSentenceshighlights the close links between Lombard's biblical lectures and this later work. The article concludes by arguing that scholastic biblical exegesis and theology should be treated as primarily a classroom activity, with the glossed Bible as the central focus. Discussion of Lombard's work should draw on much recent scholarship that has begun to uncover the layers of orality within the textual history of scholastic works.

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Followership: A Classroom Exercise to Introduce the Concept

Management Teaching Review ◽

10.1177/2379298117717468 ◽

2017 ◽

Vol 2 (4) ◽

pp. 281-288 ◽

Cited By ~ 4

Author(s):

Marc Hurwitz

Keyword(s):

Graduate Students ◽

Multicultural Training ◽

Senior Management ◽

Organizational Success ◽

Work Output ◽

Senior Executives ◽

Classroom Activity ◽

Media Messages ◽

Classroom Exercise

Followership is valuable for personal and organizational success, whether success is measured by satisfaction with work, improved team relationships, obtaining promotions, or quality and quantity of work output. Furthermore, senior executives and coaches recognize it as a critical skill. Despite this, creating effective followership training in the classroom is challenging because of media messages that preference leadership, internal schemas held by students that ignore followership, and cultural biases against it. This article presents a memorable kinaesthetic, visual classroom activity that introduces followership in a theory-agnostic way. The exercise begins with students introducing each other as leaders or followers, and then debriefing that activity using the Describe, Analyze, and Evaluate methodology from multicultural training. Over a 10-year period, the exercise has successfully engaged undergraduate and graduate students, MBA candidates, and working professionals from frontline to senior management.

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Rethinking the Effects of Classroom Activity Structure on the Engagement of Low- Achieving Students

Teachers College Record ◽

10.1177/016146810911100706 ◽

2009 ◽

Vol 111 (7) ◽

pp. 1665-1692 ◽

Cited By ~ 3

Author(s):

Sean Kelly ◽

Julianne Turner

Keyword(s):

Student Engagement ◽

Achievement Motivation ◽

Classroom Discourse ◽

Research Question ◽

Classroom Activity ◽

Low Achieving Students ◽

Activity Structure ◽

Mode Of Instruction ◽

Class Instruction ◽

Whole Class

Background/Context A common perspective found in the literature on classroom activity structures hypothesizes that a whole-class mode of instruction is linked with increased problems of achievement motivation for low-achieving students. If whole-class methods of instruction (e.g., recitation-style question-and-answer sessions) are rich in evaluation and foster social comparisons among students, low-achieving students may become disengaged in an effort to avoid negative evaluations. It is important to consider the evidence on activity structures and engagement carefully because this perspective represents a sweeping critique, concluding essentially that the predominant mode of instruction in American schools is detrimental to achieving widespread educational success. Purpose/Objective/Research Question/Focus of Study Are whole-class modes of instruction linked with increased problems of achievement motivation and disengagement for low-achieving students? Research Design This study is a review of research on the association between student engagement and activity structure. We review both quantitative and qualitative studies investigating the link between activity structure and student engagement, with an emphasis on studies that identify an interaction between students’ level of achievement, activity structure, and engagement. In interpreting the evidence, we focus on studies of classroom discourse—particularly studies of dialogic and scaffolding instruction, which illustrate variability in the effects of whole-class instruction on student engagement. Conclusions/Recommendations Although many relationships between motivational climates and levels of engagement have been clearly documented, we find no conclusive evidence of a link between whole-class instruction and disengagement among low-achieving students. Research on classroom discourse illustrates that the activities that constitute whole-class instruction are not inherently problematic for low-achieving students and can, in fact, promote engagement.

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Using Critical Thinking Drills to Teach and Assess Proficiency in Methodological and Statistical Thinking

Teaching of Psychology ◽

10.1177/0098628317712753 ◽

2017 ◽

Vol 44 (3) ◽

pp. 250-254 ◽

Cited By ~ 3

Author(s):

Ted V. Cascio

Keyword(s):

Critical Thinking ◽

Source Material ◽

Secondary Source ◽

Popular Press ◽

Classroom Activity ◽

Discussion Session ◽

Statistical Thinking ◽

Student Responses ◽

Psychological Study ◽

Final Assessment

This study assesses the effectiveness of critical thinking drills (CTDs), a repetitious classroom activity designed to improve methodological and statistical thinking in relation to psychological claims embedded in popular press articles. In each of four separate CTDs, students critically analyzed a brief article reporting a recent psychological study by answering a set of 10 critical thinking questions in relation to it. Student responses were subsequently self-scored through an instructor-led discussion session. Results showed that the average CTD score increased linearly between the first and final assessment. These results suggest that critical thinking in relation to scientific claims found in secondary source material can be successfully taught and quantitatively assessed.

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THE EFFECT OF DRILLING TOWARD STUDENTS VOCABULLARY IN SIDOMUKTI VILLAGE GRESIK

DedikasiMU(Journal of Community Service) ◽

10.30587/dedikasimu.v3i1.2348 ◽

2021 ◽

Vol 3 (1) ◽

pp. 697

Author(s):

Gadis Dinda Finissha ◽

Nisa Fitri Amalia ◽

Slamet Asari ◽

Andi Rahmad Rahim ◽

Sukaris Sukaris ◽

...

Keyword(s):

High School ◽

Elementary School ◽

Junior High School ◽

Research Method ◽

Junior High ◽

Second Grade ◽

Classroom Activity ◽

Drilling Method ◽

Post Test ◽

The One

The aims of this study to know student vocabulary through drill vocabulary on second grade Elementary school in Sidomukti village, Kebomas Gresik. The participant from Elementary School until Junior high school and the enthusiastic of participant is good around 25-30 in every meeting. Classroom activity was made fun but still get knowledge through game and material worksheet based on topic. Then drilling method that is applied in the classroom, students not only listen theory but try to answer question in worksheet. Researcher want to make more relaxed learning atmosphere in every meeting in order to student did not bored, researcher try to guide student from worksheet to increase their vocabulary. Vocabulary is the one of focus in this learning, their ability in vocabulary is variative because they are from different level Elementary School and Junior High School. Every meeting we try to drill their vocabulary so we hope their vocabulary increase step by step. We try to drill their vocabulary in every meeting to recognize some of vocabulary related with the material and also try to make student motivated for answer the question. This research method using pre-test and post-test for retrieve data .The result from this learning is participant happy and enjoy, their vocabulary ability and their vocabulary increase also.

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“SORRY” EXPRESS BY SENIOR HIGH SCHOOL STUDENT IN CIMAHI : SOCIAL CULTURAL EFFECT ON LANGUAGE

PROJECT (Professional Journal of English Education) ◽

10.22460/project.v3i4.p518-524 ◽

2020 ◽

Vol 3 (4) ◽

pp. 518

Author(s):

Risky Ramadhan

Keyword(s):

High School ◽

High School Student ◽

Senior High School ◽

Classroom Activity ◽

Interesting Phenomenon ◽

Teaching Process ◽

Senior High School Student ◽

Learning And Teaching ◽

Concept Of Word ◽

Cultural Effect

Language is tool that use by human for communicate, and as tool to support them as social creature. Language is used by human every day in every situation, that make language become interesting phenomenon. During learning and teaching process that happen in class researcher find out the phenomenon that student use word “sorry” in context of asking permission not context for asking apology or expressing sympathy based on . Methodology of this research is qualitative with descriptive design. The instrument that use is observation, researcher is do observation in classroom activity on the class , and data is find from utterance that make by student during classroom activity. The result of this research most of student use word “sorry” in context of asking permission not for asking apologize. To understand the bigger concept of word sorry better to use bigger subject in research.

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What Flipped Classroom Is And How It Works

The American Journal of Social Science and Education Innovations ◽

10.37547/tajssei/volume03issue04-103 ◽

2021 ◽

Vol 03 (04) ◽

pp. 635-638

Author(s):

Allanazarova Mamura Akhmedovna ◽

Keyword(s):

Flipped Classroom ◽

English Teachers ◽

Activity Participation ◽

Classroom Activity ◽

Traditional Approaches

Nowadays there a great task is put before English teachers how to increase students' engagement in classroom activity participation to solve this problem many studies suggest implementing Flipped classroom. Let's have a look what the flipped classroom is. Flipping is an educаtional technique that is growing in popularity. Because flipping is a relatively new concept, it is likely to be foreign to students, who may view the practice as increasing their workload in comparison to traditional approaches.

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