scholarly journals Structuring cooperative learning methods in Ancient Greek classrooms

2021 ◽  
pp. 1-10
Author(s):  
Angeliki Markoglou
Keyword(s):  
Cooperative Learning ◽  
Teaching Methods ◽  
Teaching Practice ◽  
Greek Language ◽  
Ancient Greek ◽  
Language Curriculum ◽  
Societal Needs ◽  
Group Cooperation ◽  
Motivation For Learning ◽  
Current Article

Abstract Considering the concept of critical teaching, teachers should seek to ensure the active participation of students, emphasisng the adoption of student-centred and group-centred teaching methods, which will provide students with relevant motivation for learning. From this perspective the current article focuses on a teaching proposal for the course of Ancient Greek Language in Greece and Cyprus, presenting the method of jigsaw-based cooperative learning as a teaching practice which promotes both active student participation and group cooperation. According to this teaching practice, the teacher actively involves the students in the learning process, promoting higher-level cognitive, metacognitive and emotional functions. Not only is this method compatible with the broader contemporary pedagogical and didactic principles, which aim to provoke students' interest, cultivate their social skills and relationships, develop their personal self-perception, and create autonomous and fulfilled personalities, but also it is harmonised with the main aims of the Ancient Greek Language Curriculum in these countries, which are fully aligned with both their education policy and their societal needs.

scholarly journals Ο «Εις κοιμηθέντας» λόγος του Θεοφίλου Κορυδαλλέως και η αριστοτελική περί ψυχής θεματική του

The Gleaner ◽  
2019 ◽  
Vol 29 ◽  
pp. 5
Author(s):  
Βασίλειος Ι. Τσιότρας
Keyword(s):  
Critical Edition ◽  
Teaching Practice ◽  
The Body ◽  
Greek Language ◽  
Ancient Greek ◽  
Manuscript Tradition ◽  
Stylistic Elements ◽  
Perception Of Time ◽  
Immortality Of The Soul ◽  
Fluent Language

Among the various writings of Theophilos Corydalleus, focusing on the Aristotelian interpretation and teaching practice at the major Academies of the Hellenic world under Ottoman rule, we find a unique work, a Funeral Oration. It was performed by Corydalleus himself in Constantinople in the decade of 1630-40 in honor of Poulcheria, a young woman who passed away in her youth. The departed came from an aristocratic family of the Phanariotic society, since her father, Michael Vlastos was a high-ranking officer of the Ecumenical Patriarchate. This discourse is preserved by five manuscripts and it is written in an elaborate demotic Greek language, enriched with a lot of ancient Greek wording and stylistic elements. The main goal of this paper is to study the manuscript tradition, the content and the sources (mainly Aristotelian and secondly patristic or biblical) and to produce a critical edition of the text. In this Oration, Corydalleus managed to simplify in a vivid and fluent language major Aristotelian doctrines concerning death, such as the separation of the soul from the body, the immortality of the soul, the meaning of fear, and the perception of time etc.VASILEIOS I. TSIOTRAS

scholarly journals Teaching Modern Greek to Classicists

2020 ◽  
Vol 22 (2) ◽  
pp. 119-139
Author(s):  
Jerneja Kavčič ◽  
Brian Daniel Joseph ◽  
Christopher Brown
Keyword(s):  
Teaching Practice ◽  
Hellenistic Period ◽  
Greek Language ◽  
Ancient Greek ◽  
Modern Language ◽  
Modern Greek ◽  
History Of ◽  
Carry Over ◽  
The 19Th Century

The ideology of decline is a part of the history of the study and characterization of the Greek language from the Hellenistic period and the Roman Atticist movement right up to the emergence of katharevousa in the 19th century and the resulting modern diglossia. It is also clear, however, that there is an overwhelming presence of Ancient Greek vocabulary and forms in the modern language. Our position is that the recognition of such phenomena can provide a tool for introducing classicists to the modern language, a view that has various intellectual predecessors (e.g., Albert Thumb, Nicholas Bachtin, George Thomson, and Robert Browning). We thus propose a model for the teaching of Modern Greek to classicists that starts with words that we refer to as carry-overs. These are words that can be used in the modern language without requiring any explanation of pronunciation rules concerning Modern Greek spelling or of differences in meaning in comparison to their ancient predecessors (e.g., κακός ‘bad’, μικρός ‘small’, νέος ‘new’, μέλι ‘honey’, πίνετε ‘you drink’). Our data show that a beginners’ textbook of Ancient Greek may contain as many as a few hundred carry-over words, their exact number depending on the variety of the Erasmian pronunciation that is adopted in the teaching practice. However, the teaching of Modern Greek to classicists should also take into account lexical phenomena such as Ancient-Modern Greek false friends, as well as Modern Greek words that correspond to their ancient Greek predecessors only in terms of their written forms and meanings.

scholarly journals Efektivitas Pembelajaran Kooperatif Tipe STAD Pada Materi Pokok Perbandingan Di SMPN II Megaluh Jombang

2018 ◽  
Vol 4 (2) ◽  
pp. 141-152
Author(s):  
Rifa Nurmilah
Keyword(s):  
Cooperative Learning ◽  
Learning Process ◽  
Teaching And Learning ◽  
Teaching Practice ◽  
Descriptive Analysis ◽  
Learning Outcome ◽  
Cooperative Teaching ◽  
Conventional Teaching ◽  
Quasi Experimental ◽  
Better Than

The aims of this research are: 1) to investigate the effectiveness of cooperative teaching practice using STAD type in the topic of comparison; 2). investigate whether the learning outcome of the students who were involved in cooperative learning process is better than those who were involved in conventional learning process in the topic of comparison. This research was quasi experimental research. The samples of this research were the students of VIIA as the experimental classroom and the students of VIIB as the control classroom. Based on the descriptive analysis, it was concluded that the use of cooperative learning using STAD type in the topic of comparison in SMPN II Megaluh was proven effective with criteria 1) students mastery reach 87.09%, 2) the students active participation is effective, 3) the teachers capability in managing classroom is effective, 4) the students response of the teaching and learning practice are positive. Based on the analysis by using inferential t-test, it was gained ttest= 2.197 and ttest > ttable,. It means the students learning outcome using cooperative teaching and learning process was better than those using conventional teaching and learning process in SMPN II Megaluh Jombang, academic year 2013/2014.

scholarly journals The Effects of Kagan Cooperative Learning Structures in Teaching Subject–Verb Agreement among Rural Sarawak Learners

2019 ◽  
Author(s):  
Chong Xin Txin ◽  
Melor Md Yunus
Keyword(s):  
Cooperative Learning ◽  
Secondary School ◽  
Teaching Methods ◽  
Teaching And Learning ◽  
English Language ◽  
Formal Education ◽  
Structured Interviews ◽  
School Students ◽  
Cooperative Teaching ◽  
Verb Agreement

Even after undertaking years of formal education to acquire the language in schools, having a poor command of English remains a problem faced by most Malaysians, especially students in rural schools of Sarawak. Based on the error-analysis carried out by recent research, subject–verb agreement (SVA) is one of the most frequent errors committed by students. To overcome this problem, teachers should significantly improve students’ mastery of SVA in the English language through effective teaching methods. Therefore, this research was conducted to explore the effects of Kagan Cooperative Learning Structures in teaching SVA among rural Sarawak learners. In this study, 35 Form 4 students were selected from a secondary school in the Belaga District, Sarawak as the research participants. Questionnaires and semi-structured interviews were used as data collection tools. Overall, findings demonstrated that students showed positive feedback after the intervention was implemented. Results of this research will hopefully provide insights to secondary school students, teachers and the community in the cooperative teaching and learning of grammar.

scholarly journals Somatic Phraseological Units with the Component“Heart” in Ancient Greek Tragedies of the Classical Age

2018 ◽  
pp. 64-73
Author(s):  
Oleksandra Tyrnova
Keyword(s):  
Positive Emotions ◽  
Greek Language ◽  
Physical Pain ◽  
Ancient Greek ◽  
Psychological States ◽  
Greek Culture ◽  
Cognitive Metaphor ◽  
Physical Injuries ◽  
Slow Heart Rate ◽  
Classical Age

The article explores phraseological units with the somatic component “heart”, which serve to denote emotions, psychological states and feelings in the Ancient Greek language of the classical age. The authors analyze the meaning of the verbs, used in the structure of the somatic phraseological units and compound metaphors with the somatic word “heart”. It is determined that more than hundred somatic phraseological units with the component καρδία / κραδίη / κῆρ “heart” are used in Greek tragedies of Aeschylus, Sophocles and Euripides and 62 units of them serve to denote emotions, psychological states and feelings. It is revealed that somatic phraseological units with the component “heart”, which denote negative emotions and feelings, are predominant in the language of Greek tragedies. In particular, these emotions and feelings are sadness, sorrow, fear, anger, annoyance, irritation, malice, mental pain, despair and depression. The sphere of positive emotions, such as joy, exaltation, satisfaction, calmness and pacification, represented by the language material show the correlation of 15 % to 85 % with the phraseological units of negative meaning. It is found out that the meaning of verbs, used as a part of the phraseological unit, refer to physical action, which is committed over the heart, particularly harm, violence and abuse, physical pain, fast or slow heart rate, cold or hot feelings. In the phraseological units, which denote depression and despair, verbs indicate causing physical injuries of heart, for example, θλίβω “squeeze”,“compress”, δάκνω “bite”, μαστιγόω “slash”, ἐκτήκω “melt”. The verbs, used in the phraseological units with the meaning of fear, indicate changes of heart’s temperature and its pace, for instance ζωπυρέω “flare up”, ὀρχέομαι “dance”. Mental anxiety is verbalized via the cognitive metaphor “heart – water”, therefore waves arise in an alarmed heart or heart rages from an inevitable cycle. The results of the research confirm the thesis that the ancient Greek culture is a “culture of the heart”.

scholarly journals Innovative teaching methods applicable at the classes of percussion instruments

2020 ◽  
Vol 2020 (2 (131)) ◽  
pp. 14-22
Author(s):  
Ganna Ralo
Keyword(s):  
Teaching Methods ◽  
Professional Training ◽  
Teaching Practice ◽  
Free Access ◽  
Pedagogical Practice ◽  
Approaches To Teaching ◽  
Innovative Teaching ◽  
Teaching Aids ◽  
Percussion Instruments ◽  
Teaching Learning

About 100 years have passed since the first classes of percussion instruments appeared. In the early days, when professional training intended for percussion performers dated to, teachers faced a large number of problems, in particular, lack of a full set of percussion instruments in the classroom, the availability of instructive, educational, pedagogical and concert repertoire alongside scientific and methodological literature. As a result, the work of the first educators was based, first of all, on their personal pedagogical experience and many years of performing practice. In this regard, the appearance of the first teaching aids was a milestone in the development of professional training in playing percussion instruments. For a century-long period, not so much educational and methodological literature has appeared, which was conditioned by a number of objective and subjective factors. At the same time, each methodological manual has taken its rightful place in the development of teaching methods for playing the percussion instruments. However, time is relentlessly moving forward and, unfortunately, today, they have become less in demand, as they do not always meet the modern requirements and approaches to teaching how to play the percussion instruments. Today, Ukrainian scientists and teachers have free access to a large amount of information. Therefore, they have an opportunity to familiarise themselves with interesting developments of our foreign colleagues. However, in most cases, they cannot be used in domestic pedagogical practice, as they are not adapted to the current realities of the educational system of Ukraine due to various socio-economic and cultural factors. Thus, the issues related to the need to search for the most effective forms, methods, and approaches to teaching how to play the percussion instruments is of particular importance and relevance. The article is devoted to the methods based on the playing form of instructions which are used in schools of aesthetic education and, in particular, at the classes of percussion instruments. The purpose of the work is to present new promising areas in teaching percussion playing, based on the author’s pedagogical practice. These methods were used in the study: analysis, observation, deduction and induction. The following issues are considered in the article: the influence of learners’ age characteristics on the choice of teaching methods, the essence of the group form of training and its importance for activating the pedagogical process, traditional and non-traditional approaches to teaching / learning, as well as the analysis of the methods that are widely used in the author’s teaching practice at the classes of the percussion instruments playing. As a result of the study, some new ideas were proposed related to the training at the initial stage and the ways of their implementation by introducing the methods of collective listening, imitation, “playing with the ball”, “sweet tooth”, etc. into the pedagogical practice.

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