Evaluating the use of prediction: an experimental study with junior high remedial readers in individualized and small group settings

Penelitian ini bertujuan untuk mengembangkan perangkat pembelajaran matematika untuk sekolah menengah pertama yaitu kurikulum Silabus, Rencana Pembelajaran dan Lembar Kerja Siswa 2013 tentang statistik dan probabilitas dengan menggunakan model pembelajaran berbasis masalah. Penelitian ini menggunakan model pengembangan oleh Borg dan Gall yang dimodifikasi oleh Sugiyono (2008) melalui langkah-langkah: (1) potensi dan masalah; (2) pengumpulan data; (3) desain produk; (4) validasi desain; (5) revisi desain; (6) uji coba kelompok kecil; (7) revisi produk; (8) uji coba kelompok besar; (9) revisi produk. Pada tahap potensi dan masalah, para peneliti melakukan analisis potensi dan masalah. Kemudian, peneliti mengumpulkan data yang diperlukan sebagai referensi untuk desain perangkat pembelajaran matematika yang akan dikembangkan. Desain perangkat pembelajaran yang telah dikembangkan kemudian divalidasi oleh tiga validator dan direvisi berdasarkan saran validator. Hasil perancangan perangkat pembelajaran kemudian diujicobakan dalam uji coba kelompok kecil yang subjeknya 8 siswa kelas VII SMP Negeri 23 Pekanbaru. Setelah dicoba dalam uji coba kelompok kecil, kemudian direvisi berdasarkan kuesioner dari siswa yang mengikuti uji coba kelompok kecil. Setelah itu, para peneliti melakukan uji coba dalam kelompok besar yang subjeknya adalah 39 siswa kelas VII SMP Negeri 23 Pekanbaru, direvisi lagi dan disempurnakan. Berdasarkan hasil analisis dan diskusi data, perangkat pembelajaran yang telah dikembangkan valid yang nilai untuk Silabus adalah 3,39, rata-rata nilai untuk 5 Rencana Pelajaran adalah 3,41. Nilai rata-rata untuk 5 Lembar Kerja Siswa adalah 3,34. Lembar Kerja Siswa yang telah dikembangkan adalah persyaratan praktis yang memenuhi syarat untuk digunakan oleh siswa sekolah menengah pertama. This research aimed to develop mathematics learning device for junior high school that are Syllabus, Lesson Plan and Students Worksheet curriculum 2013 on statistics and probability by used problem based learning model. This research use development model by Borg and Gall modified by Sugiyono (2008) through the steps : (1) potentials and problems; (2) data collection; (3) design product; (4) validation of design; (5) revision of design; (6) small group trial; (7) revision of product; (8) large group trial; (9) revision of product. At potentials and problems stage, the researchers conducted analysis of potentials and problems. Then, researchers collect the necessary data as reference to design of mathematics learning device that will be developed. Design of learning device that had been developed then validated by three validators and revised based on validator suggestion. The result of learning device design and then try out in small group trial which subjects are 8 students of VII SMP Negeri 23 Pekanbaru. After try out in small group trial, then it revised based on questionnaire from the students who take the small group trial. After that, the researchers conducted try out in large group trial which subjects are 39 students of VII SMP Negeri 23 Pekanbaru, revised again and refined. Based on result of data analysis and discussion, learning device that had been developed is valid which value for Syllabus is 3,39, the average of value for 5 Lesson Plan are 3,41. The average of value for 5 Students Worksheet are 3,34. Students Worksheet that had been developed is qualify practical requirement to used by students of junior high school.

‘Positive Preparation’: Educational Input on HIV/AIDS in British Occupational Therapy Schools

British Journal of Occupational Therapy ◽

10.1177/030802269405700302 ◽

1994 ◽

Vol 57 (3) ◽

pp. 76-78

Author(s):

Sue Rugg

Keyword(s):

Occupational Therapy ◽

Small Group ◽

Occupational Therapists ◽

Postal Survey ◽

Occupational Therapy Students ◽

Group Settings ◽

Hiv Aids

This article presents the results of a national postal survey to determine the type and amount of educational input on HIV/AIDS received by British occupational therapy students. All respondents (18/25 courses, 72%) indicated that they currently provided such input, with an average of 11.9 hours of course time being devoted to it. The majority of presenters were occupational therapists, although colleagues from many other backgrounds were also involved. Much of the material was considered in small group settings, with the content being balanced among a range of aspects. The article concludes that most British occupational therapy students are ‘positively prepared’ to work with clients with HIV/AIDS.

Use of physics simulations in whole class and small group settings: Comparative case studies

Computers & Education ◽

10.1016/j.compedu.2015.02.014 ◽

2015 ◽

Vol 86 ◽

pp. 137-156 ◽

Cited By ~ 2

Author(s):

A. Lynn Stephens ◽

John J. Clement

Keyword(s):

Small Group ◽

Case Studies ◽

Group Settings ◽

Comparative Case Studies ◽

Whole Class

Implicit signals in small group settings and their impact on the expression of cognitive capacity and associated brain responses

Philosophical Transactions of the Royal Society B Biological Sciences ◽

10.1098/rstb.2011.0267 ◽

2012 ◽

Vol 367 (1589) ◽

pp. 704-716 ◽

Cited By ~ 13

Author(s):

Kenneth T. Kishida ◽

Dongni Yang ◽

Karen Hunter Quartz ◽

Steven R. Quartz ◽

P. Read Montague

Keyword(s):

Social Status ◽

Small Group ◽

Cognitive Capacity ◽

Cultural Norms ◽

Prediction Errors ◽

Group Setting ◽

Group Settings ◽

Brain Responses ◽

Dorsolateral Prefrontal ◽

The Impact

Measures of intelligence, when broadcast, serve as salient signals of social status, which may be used to unjustly reinforce low-status stereotypes about out-groups' cultural norms. Herein, we investigate neurobehavioural signals manifest in small ( n = 5) groups using functional magnetic resonance imaging and a ‘ranked group IQ task’ where implicit signals of social status are broadcast and differentiate individuals based on their expression of cognitive capacity. We report an initial overall decrease in the expression of cognitive capacity in the small group setting. However, the environment of the ‘ranked group IQ task’ eventually stratifies the population into two groups (‘high performers’, HP and ‘low performers’, LP) identifiable based on changes in estimated intelligence quotient and brain responses in the amygdala and dorsolateral prefrontal cortex. In addition, we demonstrate signals in the nucleus accumbens consistent with prediction errors in expected changes in status regardless of group membership. Our results suggest that individuals express diminished cognitive capacity in small groups, an effect that is exacerbated by perceived lower status within the group and correlated with specific neurobehavioural responses. The impact these reactions have on intergroup divisions and conflict resolution requires further investigation, but suggests that low-status groups may develop diminished capacity to mitigate conflict using non-violent means.

Caring Conversations

Learning Together ◽

10.1093/oso/9780195097535.003.0015 ◽

2001 ◽

Author(s):

Theresa Cryns ◽

Marilyn Osborne

Keyword(s):

High School ◽

Small Group ◽

Junior High School ◽

School Counselor ◽

Junior High ◽

The Other ◽

Classroom Structure ◽

Whole School ◽

Exceptional Teachers ◽

Working Together

One thing that characterizes the OC is the respectful way OC teachers talk with kids. When two former OC teachers who had moved and now teach in different schools viewed a videotape of one of them teaching, the other was struck with how, after many years apart from each other, they still talk to kids the same way. Respectful conversations happen in the OC and in other schools where many exceptional teachers reach out and make connections with students. An OC teacher recounted an event that illustrates the contrast with other ways of interaction: . . . When a junior high school counselor came to register the kids in my room for junior high the next year, there was not an available table where she could sit with a small group. So I said, “Just a minute, I'll get you a space.” I asked a few kids who were working together at a table if we could use it for a while and then they could have it back. We teased each other a little and then the kids packed up their supplies and moved to work on the floor. The counselor said, “Is that how you talk to kids usually?” I said yes. She told me that in her school adults didn't treat kids like that at all— “There's hardly anyone who would have fun with kids, or even ask them for the table.” I was so stunned, I asked her what she would have done in that situation. She said she would have told them to just “move out, I need the table.” So there would have been no conversation. I asked her if that was the way the whole school interacted with children, and she said there was one person who talked just like me, and it turned out to be a former OC co-oper who now teaches there. . . . If the classroom structure allows conversations, people can learn to converse with respect. Children themselves can play a role in helping adults communicate with them.

Adapting a Small Group Communication Quality Assessment to New Contexts

International Research in Higher Education ◽

10.5430/irhe.v3n2p61 ◽

2018 ◽

Vol 3 (2) ◽

pp. 61 ◽

Cited By ~ 1

Author(s):

Lauren Jodi Van Scoy ◽

Whittney Darnell ◽

Tara Watterson ◽

Vernon M Chinchilli ◽

Emily J Wasserman ◽

...

Keyword(s):

Medical Education ◽

Small Group ◽

Quality Analysis ◽

Communication Quality ◽

Small Group Communication ◽

Group Settings ◽

Communication Assessment ◽

Communication Goals ◽

The Individual ◽

The Impact

Objectives: Small group learning is a well-established medical education strategy for cultivating essential communication skills. Yet, how best to measure communication quality in these groups remains understudied. This study aimed to adapt a communication assessment to medical education small group settings. Methods: This was an observational study of Preclinical Medical Humanities group discussions. Audio-recordings of 12 sessions (3 groups; n=22 students and 3 facilitators) were analyzed using Communication Quality Analysis. Three coders assessed communication quality by assigning numeric scores based on how well participants accomplished communication goals within five domains: content, engagement, relationship, emotion and identity. Coder reliability was assessed using intra-class correlations. Variance components were assessed using a generalized linear model.Results: High inter-rater reliability was established for each of five communication quality domains (ICC range 0.875 to 0.98). Variability in content, emotion, and engagement domains was primarily driven by the individual subjects (nested within the three communication groups)–accounting for 49%, 57% and 78% of the variability respectively; relational and identity domain score variability was accounted for by duration of class (accounting for 66% and 47% of the variability, respectively). Considerable variability was observed between participants, suggesting that the assessment is sensitive enough to detect nuanced differences between participants.Conclusions: Our study shows that CQA is reliable when adapted to medical education small groups.With further refinement, CQA provides an important measure that could be used in medical education to evaluate the impact of novel curricular activities or varied facilitation techniques on communication quality and other educational outcomes.

Evaluation of a two-phase experimental study of a small group (“MultiLit”) reading intervention for older low-progress readers

Cogent Education ◽

10.1080/2331186x.2014.962786 ◽

2014 ◽

Vol 1 (1) ◽

pp. 962786 ◽

Cited By ~ 1

Author(s):

Jennifer Buckingham ◽

Robyn Beaman-Wheldall ◽

Kevin Wheldall ◽

Gregory Yates

Keyword(s):

Experimental Study ◽

Small Group ◽

Reading Intervention ◽

Two Phase

Task performance in small group settings: the role of group members’ self-efficacy and collective efficacy and group’s characteristics

Educational Psychology ◽

10.1080/01443410.2017.1342767 ◽

2017 ◽

Vol 37 (9) ◽

pp. 1082-1105 ◽

Cited By ~ 11

Author(s):

Jerrine Z. N. Khong ◽

Gregory Arief D. Liem ◽

Robert M. Klassen

Keyword(s):

Small Group ◽

Task Performance ◽

Collective Efficacy ◽

Self Efficacy ◽

Group Settings ◽

Group Members

Things you can try: Integer “football”

The Arithmetic Teacher ◽

10.5951/at.20.6.0487 ◽

1973 ◽

Vol 20 (6) ◽

pp. 487-488

Author(s):

Virginia C. Demchik

Keyword(s):

Small Group ◽

Junior High ◽

Upper Elementary ◽

Card Game ◽

Entire Class

Generally, students in the upper elementary and junior high grades are interested in sports. The card game “lnteger Football” uses that enthusiasm for sports as motivation for practice with directed numbers. The game is designed for use with an entire class or with a small group of students.

The Use of Computer Simulations in Whole-Class versus Small-Group Settings

10.18130/v3zv5h ◽

2008 ◽

Author(s):

Lara Kathleen Smetana

Keyword(s):

Small Group ◽

Computer Simulations ◽

Class Versus ◽

Group Settings ◽

Whole Class