scholarly journals Finding the Balance Between Process and Product through Perceptual Lesson Planning

2013 ◽  
Vol 115 (7) ◽  
pp. 1-27
Author(s):  
P. Bruce Uhrmacher ◽  
Bradley M. Conrad ◽  
Christy M. Moroye
Keyword(s):  
Planning Process ◽  
Teaching Method ◽  
Lesson Plan ◽  
Research Question ◽  
Lesson Planning ◽  
Subject Area ◽  
Analytic Framework ◽  
Teachers And Students ◽  
Perceptual Mode ◽  
Background Context

Background/Context Lesson planning is one of the most common activities required of teachers; however, since the late 1970s and early 1980s, it has not been a major focus of study, either conceptually or empirically. Although there are recent articles on the topic, much of the current work is specific to examining a particular teaching method or subject area. This essay not only examines the lesson planning process, a neglected area of study, but also puts forward a perceptual or arts-based approach to lesson planning that has not been attended to since Elliot Eisner's essays on objectives. Purpose/Objective/Research Question/Focus of Study The purposes of this conceptual paper are is to provide theoretical grounding for perceptual lesson planning; to analytically examine the two current, dominant approaches to creating lesson plans; and to put forward ideas that undergird a fresh approach to creating and analyzing lesson planning. Research Design This study consists of a major literature review and a related conceptual argument. We also present qualitative data (a lesson plan with attendant interview material) and preliminary findings from an ongoing study. Analytic Framework We use an original analytic framework to discuss the two dominant approaches to lesson planning, the behaviorist and constructivist modes, and to compare them to the perceptual mode. Our analytical categories consist of the following: intentions, process, product, and outcomes. By intentions we mean the aims, goals, or objectives of the lesson plan. The process refers to how the lesson plan is created and what that experience is like for the teacher. Product refers to the actual lessons that result from the planning. Outcomes refer to both the anticipated results of the lesson as well as the general kinds of student outcomes desired in the mode of lesson planning. Conclusions/Recommendations Perceptual lesson planning may be characterized as engaging teachers’ and students senses and creativity; as an artistic endeavor that is joyful in and of itself; as consisting of various stylized products; and leading toward meaningful learning for students and teachers in an environment open to elements of surprise and innovation. Lesson planning may be functional and meaningful to teachers and subsequently their students. Lesson planning could be something teachers enjoy, learn from, and appreciate. Thus, we note that focusing on the process of lesson planning is an important part of education that warrants much more attention.

scholarly journals Teacher Performance Analysis in the Learning Process

2021 ◽  
Vol 5 (1) ◽  
pp. 67
Author(s):  
Sri Wahyu ◽  
Fahmi Rizal ◽  
Nurhasan Syah
Keyword(s):  
Learning Outcomes ◽  
Research Method ◽  
Planning Process ◽  
Classroom Teacher ◽  
Teacher Performance ◽  
Lesson Plan ◽  
Lesson Planning ◽  
Learning Evaluation ◽  
Process Learning ◽  
Good Learning

Educational problems that occur today include the low quality of education at each level of the education unit. It is due to low teacher performance. This study aimed to analyze teacher performance in the learning planning process, learning implementation, and learning evaluation. This research method is carried out using a qualitative approach research method that produces descriptive data in written or spoken words from the teachers that can be observed. The interviewing instruments are interviews, observation, and documentation. Data analysis techniques are used through data reduction, data display, and verification (concluding). Based on this study's findings, it is concluded that the teacher's performance in lesson planning has met the criteria that must be done in learning, learning materials, learning resources, learning media, and assessment of learning outcomes. By making the lesson plan, the teacher has carried out the lesson planning well. The teacher's performance in implementing learning has been carried out well. It can be seen from the learning activities that have been created by the teacher in the classroom. Teacher performance in learning evaluation includes evaluating good learning outcomes by implementing structured remedial and enrichment.

scholarly journals Teaching Grammar and Vocabulary

2014 ◽  
Vol 2 (1) ◽  
pp. 61-79
Author(s):  
Azmi Azam
Keyword(s):  
Teaching Method ◽  
Teaching Strategy ◽  
Lesson Plan ◽  
Lesson Planning ◽  
Communicative Language Teaching ◽  
Reading Materials ◽  
Time Scheduling ◽  
Root Analysis ◽  
Teaching Grammar ◽  
Selection Of

The teaching of grammar and vocabulary is a complex but crucial process in the course of an educationaland epistemological programmeforlearning any language, especially English. It is all mandatory fora teacher of English to teach vocabulary and grammar so that the learner can develop the four basic skills of learning a language. In every teaching strategy, a method followed by a theory, objectives determination (general and specific), syllabus designing, curriculum scheduling, checklist assembling, material selecting, and lesson planning are marked as the mandatory steps to be taken by a teacher of English. In case of methods, generally four types of method i.e. Grammar Translation method, Directmethod, Audio-lingual method and Communicative Language Teaching method can be specified. Further, in case of teaching vocabulary, diverse methods particularly- keyword method, word map,restructuring reading materials, root analysis and so on can also be marked as necessary. While we come across syllabus designing, we find: Grammatical syllabus, Structural syllabus, Situational syllabus and Notional-functional syllabus. In case of materials we have textbooks, workbooks, reference books, teachers manual, supplementary materials, remedial materials and so on. After selection of materials, the selection of gradation comes including linear and cyclic gradation. The checklist is a kind of manual or work-plan provided by the teacher to the students. As a whole, the checklist includes daily programme of topics selected in specific to be taught in a lecture or several lectures whereas a lesson plan is a detail discussion of the topic with the division of time scheduling for each and every class.

Transforming Lesson Design Through Animation

2018 ◽  
pp. 956-985
Author(s):  
Julie M. Amador ◽  
Darrell Earnest
Keyword(s):  
Preservice Teachers ◽  
Elementary Mathematics ◽  
Teaching Practice ◽  
Planning Process ◽  
Lesson Plan ◽  
Lesson Planning ◽  
Lesson Design ◽  
Curricular Materials ◽  
Curricular Decision Making

This chapter reports on a project in which elementary mathematics preservice teachers visualized lessons through an online animation platform. Preservice teachers at two universities engaged in an extensive project that translated printed mathematics curricular materials into visualizations of enactment. The project centered on preservice teacher-created animations as a way to extend the lesson planning process and more closely approximate actual decisions of teaching practice, including representations used, student contributions, and mathematical understanding. Project components are described with an emphasis on the role of animations as an extension of lesson planning. The intent is to understand the ways in which the technology platform illuminated preservice teachers' curricular decision making as they transitioned from a written lesson plan to animated lessons. Consideration is made for how the technology may provide transformational opportunities that otherwise may not have occurred.

Transforming Lesson Design through Animation

2016 ◽  
pp. 241-271 ◽  
Author(s):  
Julie M. Amador ◽  
Darrell Earnest
Keyword(s):  
Preservice Teachers ◽  
Elementary Mathematics ◽  
Teaching Practice ◽  
Planning Process ◽  
Lesson Plan ◽  
Lesson Planning ◽  
Lesson Design ◽  
Curricular Materials ◽  
Curricular Decision Making

This chapter reports on a project in which elementary mathematics preservice teachers visualized lessons through an online animation platform. Preservice teachers at two universities engaged in an extensive project that translated printed mathematics curricular materials into visualizations of enactment. The project centered on preservice teacher-created animations as a way to extend the lesson planning process and more closely approximate actual decisions of teaching practice, including representations used, student contributions, and mathematical understanding. Project components are described with an emphasis on the role of animations as an extension of lesson planning. The intent is to understand the ways in which the technology platform illuminated preservice teachers' curricular decision making as they transitioned from a written lesson plan to animated lessons. Consideration is made for how the technology may provide transformational opportunities that otherwise may not have occurred.

scholarly journals Internet Video Calling and Desktop Sharing (vcds) as an Emerging Research Method for Exploring Pedagogical Reasoning in Lesson Planning

2020 ◽  
pp. 1-14
Author(s):  
Elizabeth Hidson
Keyword(s):  
Curriculum Change ◽  
Planning Process ◽  
Research Question ◽  
Lesson Planning ◽  
Video Data ◽  
Pedagogical Practices ◽  
Small Scale ◽  
Pedagogical Reasoning ◽  
Video Calling ◽  
The Impact

Abstract This article presents the specific case of video calling and desktop sharing (vcds) used in a small-scale doctoral study exploring the lesson planning processes of teachers as a result of a national curriculum change. Accessing the participants’ actions and live think-aloud exposition of their pedagogical practices also generated dialogue as new data. The study set out to explore how pedagogical content knowledge was enacted through pedagogical reasoning when participant teachers planned Computing lessons. Two central case studies captured using vcds are shared. One presents a dialogic research interview which developed a shared understanding of the impact of the curriculum change on one teacher’s practices. The second case study shows the potential of vcds to capture the verbalised thoughts and observable actions of a second teacher preparing to teach new programming skills. The video data collected provided a rich audio-visual record of the lesson planning process as it happened. This article shares the approach taken, exemplifies the data captured and reflects on vcds as a method for exploring teachers’ pedagogical reasoning. It concludes that, depending on the nature of the research question, vcds may be justified as more suitable than face-to-face, artefact-based interviews.

scholarly journals THE USE OF BIG HERO SIX MOVIE WITH SUBTITLES TO TEACH VOCABULARY IN SENIOR HIGH SCHOOL

2018 ◽  
Vol 6 (1) ◽  
Author(s):  
Nur Tri Lestari ◽  
Elis Homsini Maolida
Keyword(s):  
High School ◽  
Language Learning ◽  
Learning Process ◽  
Lesson Plan ◽  
Research Question ◽  
Senior High School ◽  
Target Language ◽  
Key Word ◽  
Teachers And Students ◽  
Copyright Restriction

 Abstract This research entitled “The Use of Big Hero Six Movie with Subtitles to Teach Vocabulary in Senior High School”.The vocabulary learning is important and indispensable part of any language learning process to the learners. However, current teachers’ methods of teaching vocabulary seem not to be so effective that the quality is far from being satisfactory. In this case, the application of movies is considered one of the effective ways to teach vocabulary to the learners. Therefore, it is essential to get teachers and students to be familiarized with this relaxing but useful technique. This research intends to examine the use of movies to teach vocabulary form students. The research was carried out in SMA ISLAM AL-MAZIYAH at 10-3 class as a subject in the study. Qualitative method was applied and for triangulation purpose three data collection techniques were chosen such as observation, questionnaire and interview. The observation was conducted two times. To complete the data, the researcher used observation sheet during the learning process in the class. Beside that, the researcher used lesson  plan  to answer the first research question. Then, the questionnaire was conducted to answer second research question. To support the data, the questionnaire results were analysed after the observation. After the questionnaire the researcher used interview to answer the third research question, to complete the data the interview was conducted to the teacher. The result of study shows that the students is enthusiastic learning vocabulary through movie. Movie is good for facilitating thinking and problem solving, movie can be used in big class, students are naturally exposed to the myriad of authentic speech forms of the target language,  it is simple and it helped the students to acquire new vocabularies that they never found in their student books. However, the teacher have a difficulties to teach vocabulary through movie. Such as, poor facility of the school copyright restriction of the movie, movie takes too much time, educational part may only be a small portion of the overall, movie may turn teacher and students become passive and movie requires more preparation. Key word : Movies, Vocabulary.

scholarly journals The Development of Instructional Materials E-Learning Based On Blended Learning

2017 ◽  
Vol 10 (7) ◽  
pp. 10 ◽  
Author(s):  
Andi Kristanto ◽  
Mustaji Mustaji ◽  
Andi Mariono
Keyword(s):  
Blended Learning ◽  
Lesson Plan ◽  
Research Question ◽  
Instructional Materials ◽  
Media Specialists ◽  
Instructional Activity ◽  
Development Methodology ◽  
Global Issue ◽  
E Learning ◽  
Course Material

The use of e-learning is becoming the global issue now. In an educational field, there are many institutions already use it. The study very important aimed to test the feasibility and effectiveness the development of instructional materials e-learning based on the blended learning in audio/radio media development course. The background laid behind the problem is the experience the students had that is having difficulties in developing the audio/radio media manuscript. This caused by the limited time lecturer had to explain the screenwriting material, and duration the students had to write the audio/radio script, so it affected the lack of students’ understanding of the course material also to the students’ scriptwriting result which is not feasible to produce yet. Standard mastery of the subject specified within 6 (six) weeks in maximum, and the students should have been able to develop the script established on the rules of production. Thus, the outcome of this research would be the e-learning-based instructional materials based on blended learning, Semester Lesson Plan (SLP) audio/radio media. This inquiry aims at the improvement of the quality of the work of the audio/radio manuscript. This study implements the Research and Development methodology which is based on the steps generally refers to the opinion of Borg and Gall. The R & D steps was done with modified to simplify it into three main stages, namely the introduction, the development, and testing. Data obtained from the learning experts get the percentage of 91.67%, the course professionals and media specialists each earn a percentage of 100%. Based on these data, the model of blended learning instructional materials for the development of audio/radio media course that have been developed could be the solution of the research question stated that blended learning models of instructional materials that have been evolved are practical for use in learning instructional activity.

Two Types of Interpersonal Listening

2010 ◽  
Vol 112 (11) ◽  
pp. 2743-2762
Author(s):  
Leonard J. Waks
Keyword(s):  
Research Design ◽  
Teaching And Learning ◽  
Cognitive Theory ◽  
Research Question ◽  
Presidential Address ◽  
Philosophy Of Education ◽  
Focused Attention ◽  
Education Society ◽  
Background Context ◽  
Objective Research

Background/Context Although the concept of listening had been neglected by philosophers of education, it has received focused attention since 2003, when Sophie Haroutunian-Gordon addressed it in her presidential address to the Philosophy of Education Society. Purpose/Objective/Research Question/Focus of Study Haroutunian-Gordon offered a cognitive theory of listening, according to which an act of listening involves raising questions about both the speaker's utterance and the listener's own beliefs. Research Design This article draws on the methods of philosophical analysis to provide a competing account of listening. This account distinguishes between two types of listening, a cognitive (thinking) type and a noncognitive (empathic feeling) type. Findings/Results By considering a number of familiar classroom incidents, I show that both kinds of listening have important roles in teaching and learning. Conclusions/Recommendations I conclude by questioning whether the empathic type of listening can directly be taught. I conclude that it cannot be, but that teachers can provide three kinds of “helps” indirectly to foster its growth in learners.

Understanding Unfulfilled AP Potential Across the Participation Pipeline by Race and Income

2020 ◽  
Vol 122 (9) ◽  
pp. 1-38
Author(s):  
Awilda Rodriguez ◽  
Esmeralda Hernandez-Hamed
Keyword(s):  
Extracurricular Activities ◽  
Low Income ◽  
Self Efficacy ◽  
Research Question ◽  
Working Hours ◽  
Subject Area ◽  
School Level ◽  
Policy And Practice ◽  
Student Centered ◽  
Teacher Recommendations

Background/Context Each year, large shares of students who could do well in Advanced Placement courses and exams—known as AP potential students—do not participate, particularly students of color and low-income students. There are a number of prevailing reasons, both structural (schools do not offer the courses, or teachers do not accurately identify students) and as well as student- centered (lack of motivation, conflicts with other activities, or lack of self-efficacy). Purpose/Objective/Research Question/Focus of Study This study seeks to empirically test these common reasons for foregoing AP participation with the following research questions: How are student and school characteristics related to the probabilities of students attending a high school that offers a corresponding course, enrolling in the course, and taking the exam? To what extent are explanations such as students’ constraints on time, lack of motivation, or lack of self-efficacy related to the probability of AP course- and exam-taking, net of student- and school-level measures? How well do AP potential estimates align with teacher recommendations into advanced coursework? We focused on differences across race and class throughout. Research Design We define AP potential as a 60% percent probability or better of receiving at least a 3 on an AP exam in either math or English. Using a nationally representative sample of sophomores in 2002 whom we identified as having AP potential, we answered the first research question with a sequential logit. We then used postestimation commands in Stata to examine motivation, hours working, hours in extracurricular activities, and measures of English and math self-efficacy to address the second research question. For the third research question, we modeled the probability of student misidentification—or the probability that the teacher of a student with AP potential will not identify them for honors or AP courses—using a logit. Conclusions/Recommendations We found that large shares of students did not fulfill their AP potential, which varied by student background and subject area. We did not find support for many of the student-centered reasons for forgoing AP, such as lack of motivation and constraints on time due to work or extra-curricular activities. We did find, however, that teacher identification and academic self-efficacy mattered to AP course- and exam-taking, especially for marginalized students, suggesting viable policy and practice levers to improve equitable AP participation. We discuss implications for policy, practice, and research.

scholarly journals Assessment of Assimilation and Academic Performance of Students During Winter and Summer Seasons

2020 ◽  
Vol 9 (12) ◽  
pp. e639128886
Author(s):  
Abubakar Muhammed Dadile ◽  
Abubakar Muhammad Dadile ◽  
Habu Muhammed Dadile ◽  
Nurudeen Mohammed
Keyword(s):  
Academic Performance ◽  
Teaching And Learning ◽  
Cold Water ◽  
Winter Season ◽  
Weather Condition ◽  
Subject Area ◽  
Learning Processes ◽  
Teachers And Students ◽  
And Performance ◽  
Senior Secondary

The study was conducted at Gashua, Yobe State. The weather condition of the area during summer is so terrible to the extent that the majority of inhabitants are searching for ice blocks or cold water to drink in other to feel a bit comfortable. In the school, both teachers and students were not comfortable during summer and winter seasons and these made teaching and learning processes boring. Therefore, the study is aimed at assessing the assimilation and academic performance of students during the vsummer and winter seasons. A random selection of past examination record sheets of students in Yusad secondary school, Gashua was used, and information on their academic performance for summer and winter season were obtain from senior secondary one and two (SS1 and SS2) classes. Ten student record books were selected at random for their academic performance on the subject area of biology. Their scores of the academic performance records were subjected to a descriptive statistics where mean, standard deviation was calculated and Z-test was determined. The results of this study revealed that the summer and winter seasons do not affect the assimilation and results reveals that the academic performance of students varies between - 0.58 in SS1 to - 0.72 in SS2 which means that the summer and winter seasons had no influence on the assimilation and performance of students but might cause inconvenience, unfavorable, disturbance and unsuitable conditions for teaching and learning processes. 

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