AI and Teaching Approach in High School

2020 ◽  
pp. 149-154
Author(s):  
Marino Tommaso ◽  
Pecchio Paola
Keyword(s):  
High School ◽  
Teaching Approach

scholarly journals An Empirical Study of Application of Multimodal Approach to Teaching Reading in EFL in Senior High School

2020 ◽  
Vol 15 (02) ◽  
pp. 98
Author(s):  
Xuequan Pan ◽  
Zhixin Zhang
Keyword(s):  
High School ◽  
High School Students ◽  
Teaching Method ◽  
Reading Proficiency ◽  
Teaching Experiment ◽  
Senior High School ◽  
Teaching Approach ◽  
School Students ◽  
English Reading ◽  
Reading Teaching

English Reading skill is one of the most important skills for senior high school students who learn English as a foreign language (EFL). However, the present ELF teaching method is still teacher-centered which neglects students’ learning interest and their participation in the process of teaching. In 1990s, Western scholars proposed multi-modal theory which suggests that semiotic resources (sound, images, video, animation, motion, color, facial expressions, etc.) can be used to stimulate different senses of students so as to improve their learning efficiency. The present study is intended to apply the multi-modal approach to EFL reading teaching in senior high school and tries to find out whether the multimodal teaching can stimulate students’ interest in English reading and improve their reading proficiency. In this study, with students of a high school in Anhui in China as the research subjects, an English reading teaching experiment was carried out. The analysis of data collected from reading tests and questionnaires indicates that the application of multi-modal teaching approach in high school EFL reading teaching can stimulate students’ interest in English reading and improve students’ English reading proficiency, and that most students take a positive attitude towards multimodal teaching approach.

scholarly journals Effects of Applying Blended Teaching Approach to English Sentence Translation for Vocational High School Students

2013 ◽  
Vol 106 ◽  
pp. 997-1003
Author(s):  
Shi-Jer Lou ◽  
Tsung-Ching Lin ◽  
Tien-Hsin Hsin ◽  
Ru-Chu Shih ◽  
Tsai-Feng Cheng
Keyword(s):  
High School ◽  
High School Students ◽  
Teaching Approach ◽  
Vocational High School ◽  
School Students ◽  
English Sentence ◽  
Blended Teaching

scholarly journals The Level of ICT Infrastructure as a Factor of ICT Integration in Greek High School Science Teaching

2021 ◽  
Vol 18 (6) ◽  
Author(s):  
Charalampos Apostolou
Keyword(s):  
High School ◽  
Science Teaching ◽  
School Science ◽  
Teaching Approach ◽  
The Internet ◽  
High School Science ◽  
Ict Integration ◽  
Ict Infrastructure ◽  
High School Science Teaching ◽  
School Science Teaching

This paper examines the extent to which the level of technological equipment affects the integration of the Information and Communication Technologies (ICT) in Greek high school science teaching. The limited ICT infrastructure environment, with only one computer‑projector system available and access to the internet (“PC‑VP” environment), is compared to the high level ICT environment (“1:1” environment) where, in addition to the computer‑projector system, each student has access to a computer and the internet. It is a study relying on a relatively small dataset derived from student answers to a questionnaire aiming to determine the degree to which some of the “expected” ICT benefits reach the students. The level of ICT integration is judged by the degree to which the ICT benefits reach the students. That is, the more the ICT benefits reach the students, the better – or the greater ‑ the ICT integration is. The participants were eighty‑nine, 14‑year‑old students who belonged in four different classes and the teacher who taught Physics in those classes. The SPSS non‑parametric "Man‑Whitney U Test" test was used to compare the statistical distributions of student answers. The results show that, when the applied teaching approach is used, the ICT integration is equally successful in both environments. This questions the idea of investing in “1:1" environments in the Greek public schools where less student centered and inquiry oriented teaching approaches are the norm. It also highlights the importance of the specific teaching approach as an ICT integration tool in “PC‑VP” environments that still exist in most Greek schools.

scholarly journals Playing with possibilities

2019 ◽  
Vol XIII (1) ◽  
pp. 1-20
Author(s):  
Eva Göksel
Keyword(s):  
High School ◽  
British Columbia ◽  
High School Students ◽  
Action Research ◽  
Student Attitudes ◽  
Teaching Approach ◽  
School Level ◽  
Research Approach ◽  
Action Research Approach ◽  
Motivation For Learning

French as a Second Language (FSL) is not often a popular subject among Canadian elementary and high school students. Negative attitudes and low motivation for learning French contribute to attrition at the high school level. In this article, an alternative teaching approach is applied to the Canadian FSL context at the elementary school level in the province of British Columbia. This action research study conducted in 2010 investigated the outcomes of using a drama-based approach to instruct Core French to 12 year-old students at a Montessori elementary (public) school in British Columbia, Canada. Ten students worked with a teacher/researcher twice a week over a six-week period, using drama strategies and improvisational activities to practice and improve their French language and literacy skills. The use of drama strategies proved motivational for the students who participated with enthusiasm and expressed a desire to continue learning French through drama. The action research approach allowed the students a greater degree of autonomy as their feedback was used to develop lesson content. Engagement in their own learning contributed to improved student attitudes towards attending French class. Ways of further implementing this teaching approach in elementary classrooms needs to be the subject of future research.

Application of Direct Instructional Learning in High School Education

2021 ◽  
Vol 2 (2) ◽  
pp. 151-156
Author(s):  
Alimuddin Alimuddin ◽  
Suradi ◽  
Marina Rahmayanti
Keyword(s):  
High School ◽  
Direct Instruction ◽  
Learning Theory ◽  
Learning Process ◽  
School Education ◽  
Teaching Approach ◽  
High School Education ◽  
Teaching Model ◽  
Learning Time ◽  
Direct Teaching

A direct teaching model is a teaching approach that can help students learn basic skills and acquire information that can be taught step by step. Direct instruction or direct teaching is based on behavioristic learning theory that focuses on the mastery of concepts and changes in behavior as a result of learning that can be observed. The approach used in this model is teacher-centered. The teacher presents material/transfers information directly and structured using a lecture, expository, question, and answer, presentation/demonstration model. This model is the leading choice applied to students due to its advantages, including the relatively large amount of material delivered, easy learning time to manage, and this model will be relatively easy to follow for procedural matters. In addition to some of its advantages, the direct teaching model also has drawbacks that, according to researchers, are vital to the learning process itself; namely, students tend to wait for raw answers from the material presented by the teacher.

scholarly journals Estudio y valoración de un modelo didáctico intertextual literario-musical. Una investigación en la Región de Murcia

2014 ◽  
Vol 32 (2) ◽  
pp. 513-530
Author(s):  
María Isabel De Vicente-Yagüe Jara
Keyword(s):  
High School ◽  
Secondary Education ◽  
Music Education ◽  
Quantitative Data ◽  
Classroom Observation ◽  
Statistical Analyses ◽  
Teaching Approach ◽  
Literary Works ◽  
Musical Compositions ◽  
Interdisciplinary Teaching

En el presente artículo exponemos una investigación sobre la práctica lectora y el hábito de escucha musical, pilares fundamentales de la educación literaria y musical, en la Educación Secundaria Obligatoria, el Bachillerato y las Enseñanzas Artísticas de Música. Hemos pretendido comprobar si se fomenta el interés lector y auditivo del alumnado a través de un modelo didáctico interdisciplinar basado en el estudio de referentes intertextuales en las obras mixtas literario-musicales, que se ha aplicado en diversos centros educativos de la Región de Murcia. Como instrumentos metodológicos se han utilizado, fundamentalmente, la observación, los cuestionarios (15 tipos) y las entrevistas, aunque en este trabajo solo contemplamos los datos cuantitativos de los alumnos, tratados mediante el programa informático SPSS, versión 15. Finalmente, del análisis de los resultados se desprende que la aplicación del método ha estimulado considerablemente la afición por la lectura y la audición musical, al mismo tiempo que ha contribuido de forma significativa en la interpretación de las obras trabajadas. This paper describes research into high school pupils’ reading and listening to music habits, both of which are key pillars of literary and music education in Secondary Education, Baccalaureate and Musical Studies. The study examined whether pupils’ interest in literature and music is enhanced by an interdisciplinary teaching approach based on the analysis of intertextual references in combined literary works and musical compositions. Data were collected in various schools throughout the Region of Murcia using classroom observation, questionnaires (15 types) and personal interviews. Statistical analyses (SPSS version 15) of quantitative data revealed that the implementation of this teaching approach not only increased pupils’ interest in reading and music, but led to a significant improvement of their interpretation of the textual and musical pieces studied.

scholarly journals IMPROVING HIGH-SCHOOL STUDENTS’ CONCEPTUAL UNDERSTANDING AND FUNCTIONALIZATION OF KNOWLEDGE ABOUT DIGESTION THROUGH THE APPLICATION OF THE INTERDISCIPLINARY TEACHING APPROACH

2017 ◽  
Vol 16 (1) ◽  
pp. 123-139
Author(s):  
Katarina B. Putica ◽  
Dragica D. Trivić
Keyword(s):  
High School ◽  
High School Students ◽  
Conceptual Understanding ◽  
Real Life ◽  
Deep Understanding ◽  
Teaching Approach ◽  
Control Group ◽  
School Students ◽  
Interdisciplinary Teaching ◽  
Significant Difference

Adolescents are considered as a nutritionally vulnerable subgroup because of their alimentary behaviours. Considering that alimentary habits are strongly influenced by knowledge about digestion, an experiment was conducted with aim to determine whether conceptual understanding and functionalization of this knowledge can be improved by the interdisciplinary teaching approach. The experiment encompassed 258 students attending the fourth year of high school. No statistically significant difference in the level of the previously acquired chemistry, biology and physics knowledge concerning digestion between the two groups was determined on the pre-test. Conversely, the students in the experimental group significantly outperformed those in the control group on the post-test that required a deep understanding and the application of knowledge about digestion in solving real-life problems. Therefore, it was concluded that high- school teachers can be advised to apply the interdisciplinary teaching approach in order to improve their students' knowledge about this process. Key words: conceptual understanding, process of digestion, functionalization of acquired knowledge, interdisciplinary teaching approach.

scholarly journals PELATIHAN PENYUSUNAN RENCANA PROGRAM PEMBELAJARAN BERDASARKAN KURIKULUM 2013 PADA GURU SMP/SMA TUGU SOEHARTO SEMARANG

2015 ◽  
Vol 5 (1) ◽  
pp. 1
Author(s):  
Suwandi . ◽  
Siti Lestari ◽  
AB. Prabowo ◽  
Sukma Nur Ardini
Keyword(s):  
High School ◽  
High School Teachers ◽  
Teaching And Learning ◽  
Authentic Assessment ◽  
Senior High School ◽  
Teaching Approach ◽  
Learning Program ◽  
Program Plan ◽  
Set Up ◽  
The Right

Abstract The main purpose of this program (IbM) is to provide training to junior and senior high school teachers of Tugu Soeharto Semarang on how to arrange Learning Program Plan (RPP) based on the latest curriculum, Curriculum 2013. It was a training held on every Saturday in January 25-February 15, 2014 at SMP/SMA Tugu Soeharto Semarang which was attended by 25 participants comprising teachers of junior high / senior high school of Tugu Soeharto and several schools in the vicinity. The method used in this training are lectures, discussion, practice, discussion and evaluation. Lectures include the introduction of Curriculum 2013, the Approach in Education (Teaching Approach), Syllabus and RPP, and Authentic Assessment (Authentic Assessment). This training also includes improvements to the product as an effort that teachers are able to produce lesson plans based on Curriculum 2013 and the right in the hope of learning the teacher can set up the device in carrying out teaching and learning activities appropriately. Keywords: Curriculum 2013, RPP, Training ?é?á ?é?á Abstrak Tujuan utama dari kegiatan Ipteks bagi Masayarakat ini adalah memberikan pelatihan kepada guru-guru SMP/SMA Tugu Soeharto Semarang mengenai bagaimana menyusun Rencana Program Pembelajaran (RPP) berdasarkan Kurikulum terbaru yaitu Kurikulum 2013. Pelatihan ini dilaksanakan setiap hari Sabtu di tanggal 25 Januari-15 Pebruari 2014 bertempat di SMP/SMA Tugu Soeharto Semarang oleh Tim Pengabdian Kepada Masyarakat Jurusan Pendidikan Bahasa Inggris IKIP PGRI Semarang yang diikuti oleh 25 peserta yang terdiri dari guru-guru SMP/SMA Tugu Soeharto dan beberapa sekolah di sekitarnya. Metode yang digunakan dalam pelatihan ini adalah ceramah, tanya jawab, praktek, diskusi dan evaluasi. Ceramah meliputi Pengenalan Kurikulum 2013, Pendekatan dalam Pembelajaran (Teaching Approach), Silabus dan RPP, dan Penilaian Autentik (Authentic Assessment). Pelatihan ini juga meliputi perbaikan produk sebagai upaya agar para guru mampu menghasilkan RPP Kurikulum 2013 dengan benar dengan harapan para guru dapat menyusun perangkat pembelajaran dalam melaksanakan kegiatan belajar mengajar dengan tepat. ?é?á Kata kunci: Kurikulum 2013, RPP, Pelatihan ?é?á

scholarly journals An Analysis of the Teaching Methodology Used for the Teaching of English in an Indonesian Senior High School

EDULANGUE ◽  
2018 ◽  
Vol 1 (2) ◽  
pp. 1-9
Author(s):  
Muhammad Junaidi Marzuki
Keyword(s):  
High School ◽  
Classroom Practice ◽  
Teaching Practice ◽  
Learning Experience ◽  
Lesson Planning ◽  
Daily Basis ◽  
Teaching Approach ◽  
Teaching Methodology ◽  
Pedagogical Approach ◽  
Analysis And Evaluation

The intent of this article is to analyze a theory that informs teacher’s classroom practice in daily basis. It also addresses strengths and weakness underlying teaching approach deployed, and provides areas that need improvement for more fun, engaging and meaningful learning experience. To achieve this goal, a single observed and implemented lesson planning on Science & Technology is used, in which the analysis and evaluation is based on. It is hoped that it will increase teachers’ awareness of pedagogical approach, as well as teaching strategies used in their day-to-day teaching practice.

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