LRNG to Read: A Simulation for Teacher Training

1973 ◽  
Vol 6 (8) ◽  
pp. 479-485
Author(s):  
Catherine Morsink
Keyword(s):  
Teacher Training ◽  
Small Group ◽  
Read Aloud ◽  
Complex Task ◽  
Learning To Read ◽  
The Disabled ◽  
Live Demonstration

This is a live demonstration on how to teach children who have difficulty in learning. Its purpose is to simulate for educators the experience of the disabled reader and, in so doing, help them to reach him. A small group from the audience acts as students who are taught to read a weather code for pilots. The entire audience participates by following silently, hoping they won't be asked to read aloud. Through failure they gain empathy, and in success they develop insight. Discussion follows. Time for the demonstration is about 30 minutes, plus discussion. The author wishes to point out that learning to read is not as simple as the task presented in this article. This simulation was not designed to parallel the complex task of reading. Instead, it was created to heighten the teacher's sensitivity to the importance of her role in helping the disabled reader.

scholarly journals ¿Qué significa evaluar?

2019 ◽  
Vol 42 (167) ◽  
pp. 138-157
Author(s):  
Ana Carolina Maldonado-Fuentes ◽  
Mónica Irma Tapia-Ladino ◽  
Beatriz Magaly Arancibia-Gutiérrez
Keyword(s):  
Quantitative Analysis ◽  
Teacher Training ◽  
Formative Assessment ◽  
Empirical Evidence ◽  
Semantic Networks ◽  
Complex Task ◽  
Central Chile ◽  
South Central ◽  
Technical Rationality ◽  
Giving Feedback

Assessing and giving feedback on learning is a complex task for teachers and poses a challenge for early teacher training, since there are various approaches and representations regarding evaluation in scholastic culture. However, there are few studies which offer empirical evidence on such representations in future teachers. This study explores the meanings which 112 students of pedagogy at a university in south-central Chile attribute to assessment and feedback. The technique of natural semantic networks was used as the method to account for implicit representations based on natural constructs. Quantitative analysis of answers indicates that a majority of terms related to assessment are linked to the discourse of technical rationality, while the concept of feedback is associated with cognitive and performative processes. These findings may be related to a transition toward formative assessment.

Why learning to read is easier in Welsh than in English: Orthographic transparency effects evinced with frequency-matched tests

2001 ◽  
Vol 22 (4) ◽  
pp. 571-599 ◽  
Author(s):  
NICK C. ELLIS ◽  
A. MARI HOOPER
Keyword(s):  
Reading Instruction ◽  
Word Length ◽  
Read Aloud ◽  
Bilingual Children ◽  
Real Word ◽  
Reading Tests ◽  
Orthographic Transparency ◽  
Learning To Read ◽  
Math Ability ◽  
Reading Errors

This study compared the rate of literacy acquisition in orthographically transparent Welsh and orthographically opaque English using reading tests that were equated for frequency of written exposure. Year 2 English-educated monolingual children were compared with Welsh-educated bilingual children, matched for reading instruction, background, locale, and math ability. Welsh children were able to read aloud accurately significantly more of their language (61% of tokens, 1821 types) than were English children (52% tokens, 716 types), allowing them to read aloud beyond their comprehension levels (168 vs. 116%, respectively). Various observations suggested that Welsh readers were more reliant on an alphabetic decoding strategy: word length determined 70% of reading latency in Welsh but only 22% in English, and Welsh reading errors tended to be nonword mispronunciations, whereas English children made more real word substitutions and null attempts. These findings demonstrate that the orthographic transparency of a language can have a profound effect on the rate of acquisition and style of reading adopted by its speakers.

Teacher Training for the Classroom Integration of the Disabled

1986 ◽  
Vol 14 (2) ◽  
pp. 28-37
Author(s):  
Helen Mcgrath ◽  
Bill Armstrong ◽  
Toni Noble
Keyword(s):  
Teacher Training ◽  
The Disabled ◽  
Classroom Integration

scholarly journals Teacher Training to Handle Bullying in the School in Indonesia

2015 ◽  
Vol 2 (1) ◽  
pp. 83-90
Author(s):  
Hidayatus Sholihah
Keyword(s):  
Teacher Training ◽  
Self Esteem ◽  
Complex Task ◽  
Front Line ◽  
Negative Effects ◽  
School Teachers ◽  
Knowledge And Skills ◽  
Service Training

There are several students in Indonesia who have suffered from injury or even died because of bullying. As a consequence, school teachers in Indonesia need to be trained to handle and prevent bullying. This essay examines the importance of pre-service and in service teacher training in order to reduce and prevent bullying in school in Indonesia by examining the problem of bullying, discussing the effects of it and providing areas of training to help teachers to tackle bullying. There are several reasons why bullying becomes serious problem in school. First of all, bullying is a complex task for teachers because it is difficult to identify and, teachers find it difficult to differentiate between bullying and fighting or horseplay. Moreover, teachers lack the knowledge and skills to handle bullying. Bullying has negative effects not only on victims but also on bullies. Victims feel lonely, depressed, and often have low self-esteem, while bullies often exhibit sign of bad temper or depression. Areas of teachers pre- service and in- service training are1) assisting teachers to differentiate between bullying and fighting or horse playing 2) developing skills to communicate with bullies and to manage classrooms where bullying occurs. In conclusion, teacher training is a good solution to tackle bullying at school in Indonesia because teachers are in the front line to solve this problem. Permalink/DOI: http://dx.doi.org/10.15408/tjems.v2i1.1786

scholarly journals Aspectos metodológicos da resolução de problemas na formação de professores de Ciências da Natureza

2019 ◽  
Vol 8 (1) ◽  
Author(s):  
Mara Elisângela Jappe Goi ◽  
Flávia Maria Teixeira dos Santos
Keyword(s):  
Teacher Education ◽  
Science Education ◽  
Teacher Training ◽  
Problem Solving ◽  
Natural Sciences ◽  
Complex Task ◽  
Field Notes ◽  
Problem Solving Process ◽  
Methodological Aspects ◽  
Education Science

Resumo: Neste trabalho, relata-se uma experiência na formação de professores de ciências da natureza que teve por objetivo aprofundar os aspectos conceituais e metodológicos da Resolução de Problemas. Para isso, procurou-se dialogar com diferentes referenciais teóricos do campo epistemológico, pedagógico e psicológico da educação. Discute-se aspectos apreendidos durante as etapas do curso de formação. Foram analisados os registros do diário de campo das pesquisadoras e os depoimentos dos professores no decorrer do curso de formação. A experiência realizada e os dados obtidos indicaram que o desenvolvimento de competências no processo de elaboração de problemas pode ser realizado em curso de formação, como também permitiu levantar uma série de questões da formação de professores. Assim, entende-se que esse processo é uma tarefa complexa, principalmente quanto à formação prático-reflexiva e à ampliação de habilidades e estratégias didáticas no que se refere à produção e utilização de material pedagógico.Palavras-Chave: Formação de professores. Ensino de Ciências. Metodologia de Resolução de Problemas. METHODOLOGICAL ASPECTS OF THE PROBLEM-SOLVING METHODOLOGY IN THE TRAINING OF TEACHERS OF NATURAL SCIENCES  Abstract: In this work we report an experience in the training of teachers of natural sciences that aims to deepen the conceptual and methodological aspects of Problem-Solving Methodology. For this purpose, we sought to dialogue with different educational theoretical references of the epistemological, pedagogical and psychological fields. Aspects seized during the stages of the training course are discussed. The records of the diaries and field notes of the researchers and the testimonials of the teachers during the training were analyzed. The experience gained and the data obtained indicated that the development of skills in the problem-solving process can be carried out in the course of training, and permitted, as well, to raise a series of issues regarding teacher training. Thus, it is understood that this process is a complex task especially when it comes to the practical-reflexive training and the expansion of didactic abilities and strategies in what concerns the production and use of teaching materials.Keywords: Teacher Education. Science Education. Problem Solving. Methodology. 

scholarly journals E-Course Design of Middle/MTs Teacher Training Using Google Classroom

2021 ◽  
Vol 5 (2) ◽  
pp. 357
Author(s):  
Refi Elfira Yuliani ◽  
Heru Heru
Keyword(s):  
Online Learning ◽  
Teacher Training ◽  
Small Group ◽  
Junior High School ◽  
Course Design ◽  
Average Rate ◽  
Potential Effect ◽  
Teacher Assessment ◽  
Average Percentage ◽  
Group Trial

The ability to design online learning was a skill that teachers in integrating ICT in Learning must possess. The problems faced by teachers in implementing online learning were complex, starting from internet access to the use of applications/software that can be used in online learning. This study aimed to produce an e-course for teacher training for SMP/MTs using the open-source google classroom. This research used a development research method with media evaluation using formative Evaluation Tessmer. As developed in this study was a teacher training media using google classroom. The research subjects were junior high school and MTS teachers, with 28 people involved during the training process activities. The instrument used in this research was a questionnaire. The questionnaire was given to the experts, and the participants of the small group trial were questionnaires to assess the e-course google classroom. The questionnaire given to the field test participants was to see the potential effect of learning using e-courses on the teacher's TPACK ability. The data analysis method used was descriptive qualitative. Based on the research results that have been done, it can be concluded that the e-course teacher training using google classroom was categorized as valid and practical. Validity was obtained from the assessment of the material, media, and language experts and was one-to-one. Practicality was obtained from the results of the small group trial by analyzing the results of the questionnaire distributed to the small group trial participants so that the average percentage of teacher assessment through the questionnaire was 92.5%. E-course had a potential effect on teacher TPACK with an average rate of 82.46%, classified as good. Based on the results obtained, it can be concluded that the developed training e-course was valid, practical, and had a potential effect on the achievement of TPACK. That was, the e-course that has been designed was effective.

scholarly journals Small group read aloud with nonfiction and fiction literature in preschool

2018 ◽  
Author(s):  
◽  
Ariel Robinson
Keyword(s):  
Small Group ◽  
Reading Instruction ◽  
Emergent Literacy ◽  
Meaning Making ◽  
Preschool Teachers ◽  
Early Childhood Teacher ◽  
Read Aloud ◽  
Future Research ◽  
Older Children ◽  
Video And Audio

"The purpose of this study was to investigate teacher�s roles and children�s responses during small group read aloud with fiction and nonfiction literature in one preschool classroom. This instrumental case study draws from three theoretical orientations: sociocultural theory, reader response theory, and the emergent literacy perspective. Two preschool teachers and 19 children were video and audio recorded as they participated in small group read aloud events that occurred during choice time in their classroom twice per day. Transcripts of interviews and small group read aloud sessions were analyzed. Analysis included open coding, axial coding, and constant comparative techniques to reach data saturation. Research findings suggest that teachers employed similar and different scaffolding and modeling strategies when reading fictional and nonfiction literature, differentiated instruction for younger and older children, as well as responded aesthetically to fictional stories and efferently to nonfiction texts. Children utilized a range of meaning making strategies and responded both aesthetically and efferently to both types of text. Older children served as peer models for their younger classmates. This study has several implications. Future research should investigate read aloud with fiction and nonfiction literature with different populations of teachers and children, repeated readings of nonfiction literature, and large versus small group read aloud in preschool. Implications for preschool teachers include careful selection of fiction and nonfiction literature, employing additional reading strategies for nonfiction, differentiating instruction for younger and older preschoolers, and reading across the efferent-aesthetic continuum with both types of text. Preschool administrators should make reading instruction with fiction and nonfiction texts a priority. Early childhood teacher education faculty can support preservice teachers� capacities to read fiction and nonfiction literature with children.

scholarly journals Translingual Practice, Strategic Participation, and Meaning-Making

2019 ◽  
Vol 51 (1) ◽  
pp. 75-99 ◽  
Author(s):  
Mark B. Pacheco ◽  
Shannon M. Daniel ◽  
Lisa C. Pray ◽  
Robert T. Jiménez
Keyword(s):  
Small Group ◽  
Meaning Making ◽  
Guided Reading ◽  
Read Aloud ◽  
Bilingual Students ◽  
Buddy Reading ◽  
Support Students ◽  
Meaning Analysis ◽  
Construct Meaning

This case study examines one third-grade teacher’s strategic participation in translingual practice and the ways that this participation shaped emerging bilingual students’ meaningful engagements with texts. Using a transliteracies perspective, we describe instances of emergence and resonance as students and their teacher leveraged resources coded in English, Arabic, and Spanish to co-construct meaning. Analysis of small-group guided reading, buddy reading, and an interactive read-aloud detail how the teacher used entextualizing, envoicing, and recontextualizing strategies to support students’ participation. Analysis of postinstruction interviews describes how resources, expertise, and emotion resonated within each literacy event and across time for this teacher. We conclude with recommendations for including translingual pedagogies in similar classroom contexts, arguing for the importance of recognizing and developing teachers’ translingual competence, as well as their emerging multilingualism.

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