Instructional improv to analyze inquiry-based science teaching: Zed’s dead and the missing flower

AbstractIn inquiry-based science lessons teachers face the challenge of adhering to curricular goals while simultaneously following students’ intuitive understandings. Improvisation (improv) provides a useful frame for understanding teaching in these inquiry-based contexts. This paper builds from prior work that uses improv as a metaphor for teaching to present a translated model for analysis of teaching in an inquiry-based, elementary school science lesson context. We call our model instructional improv, which shows how a teacher spontaneously synthesizes rules of improv with teaching practices to support student learning, engagement, and agency. We illustrate instructional improv through case study analysis of video recorded classroom interactions with one teacher and 26 first and second grade students learning about the complex system of honey bee pollination in a mixed reality environment. Our model includes the following defining features to describe how teaching happens in this context: the teacher 1) tells a story; 2) reframes mistakes as opportunities; 3) agrees; 4) yes ands; 5) makes statements (or asks questions that elicit statements); and 6) puts the needs of the classroom ensemble over individuals. Overall, we show how instructional improv helps explain how teachers can support science discourse and collective storytelling as a teacher (a) shifts power and agency to students; (b) balances learning and agency; and (c) makes purposeful instructional decisions. Findings have immediate implications for researchers analyzing interactions in inquiry-based learning environments and potential future implications for teachers to support inquiry learning.

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Second Grade Students’ Perspectives of Their Classrooms’ Physical Learning Environment: A Multiple Case Study

Early Childhood Education Journal ◽

10.1007/s10643-021-01183-4 ◽

2021 ◽

Author(s):

Tsitsi Nyabando ◽

Pamela Evanshen

Keyword(s):

Learning Environment ◽

Multiple Case Study ◽

Second Grade ◽

Second Grade Students ◽

Physical Learning Environment ◽

Multiple Case

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How second-grade students internalize rules during teacher-student transactions: A case study

British Journal of Educational Psychology ◽

10.1348/000709907x264141 ◽

2008 ◽

Vol 78 (3) ◽

pp. 395-410 ◽

Cited By ~ 10

Author(s):

Jacques Méard ◽

Stefano Bertone ◽

Eric Flavier

Keyword(s):

Second Grade ◽

Teacher Student ◽

Second Grade Students

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EFL MALE AND FEMALE STUDENTS’ PERCEPTION ON SPEAKING ANXIETY IN CLASS-ORAL PRESENTATIONS

JALL (Journal of Applied Linguistics and Literacy) ◽

10.25157/jall.v2i2.2185 ◽

2018 ◽

Vol 2 (2) ◽

pp. 56

Author(s):

Debby Almira ◽

Etika Rachmawati ◽

Didih Faridah

Keyword(s):

Research Question ◽

Private University ◽

Female Students ◽

Second Grade ◽

Speaking Anxiety ◽

Male And Female ◽

Second Grade Students ◽

Gender Perception ◽

Oral Presentations

The study attempted to investigate the perceptions of EFL male and female students about speaking anxiety in class-oral presentations and the strategies of EFL male and female students do to handle their speaking anxiety in class-oral presentations. Afterwarrds, the writer set forth two research questions: (1) What are the perceptions of EFL male and female students about speaking anxiety in class-oral presentations? (2) What are the strategies of EFL male and female students do to handle their speaking anxiety in class-oral presentations?. This study employed qualitative strategies by using case study. The participants were 30 second grade students which consists of 15 male and 15 female students from one of private university in Ciamis. The results for the first research question found that male and female students always felt anxiety if they should present a presentation at class and that anxiety was caused by some factors such as anxiety because of their selves, other students and their teachers. Moreover, the results for the second research question revealed that strategies used by students do to handle their speaking anxiety in class-oral presentations as follows. The first, trying to be confident. The second, making the atmosphere more cheerful. The third, well prepare. Finally, it is expected that class-oral presentations make the students feel anxious but still could handle their speaking anxiety with several strategies. Besides, it is suggested for further teachers to find out some technique to improve their ability in teaching English and must consider the aspect of students’ psychology such as anxiety and motivation when they teach. . Keywords: speaking anxiety, gender, perception, class-oral presentations

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Kajian Kesulitan Belajar Membaca Menulis Permulaan (MMP) pada Siswa Kelas II [ Study of Difficulty Learning to Read Beginning Writing (MMP) in Class II Students]

PEDAGOGIA Jurnal Pendidikan ◽

10.21070/pedagogia.v8i2.2219 ◽

2019 ◽

Vol 8 (2) ◽

pp. 189

Author(s):

Heny Kusuma Widyaningrum ◽

Cahyo Hasanudin

Keyword(s):

Elementary School ◽

Learning Difficulties ◽

Second Grade ◽

Writing Difficulties ◽

Learning To Read ◽

Reading And Writing ◽

Data Presentation ◽

Second Grade Students ◽

Initial Reading

The aims of this research are: 1) to investigate the type of learning difficulties in initial reading and writing faced by second grade students, 2)the factors that caused them having learning difficulties in initial reading and writing. The approach is descriptive qualitative research in form of case study. The subjects of research are second grade students of elementary school 01 Sumoroto, Ponorogo. The data collection techniques are obtained using documentations and interviews. The data obtained are non-statistic data. The data are analysed using interactive models, namely data reduction, data presentation, data conclusion and verification. The results of the study are (1) the type of learning difficulties, in initial reading and writing faced by second grade students of elementary school 01 Sumoroto, namely students that are not fluent in spelling, less clear pronunciation, lack of letters memorization, difficult to distinguish letters, incomplete of words writing, difficulties in composing sentences; (2) the factors that caused learning difficulties in reading and writing are adolescence, love to play rather than learning,like to be a trouble maker in class, study at home when the teacher gives homework, lack of attention, less motivation, and the teacher is less assertive.

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A Case Study on Use of the Heliping Early Literacy with Practice Strategies (HELPS) Program to Improve Second Grade Students’ Fluent Reading Skills

Journal of Qualitative Research in Education ◽

10.14689/issn.2148-2624.8c.4s.4m ◽

2020 ◽

Vol 8 (4) ◽

pp. 1-18

Author(s):

Muhammet Baştuğ ◽

Burak Öncü

Keyword(s):

Early Literacy ◽

Reading Skills ◽

Second Grade ◽

Fluent Reading ◽

Second Grade Students

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The Implementation of HOTS-based ESCOTING (Relay Writing and Collaborative Writing) Model in Writing Fable at a Primary School

Dinamika Jurnal Ilmiah Pendidikan Dasar ◽

10.30595/dinamika.v13i1.8974 ◽

2021 ◽

Vol 13 (1) ◽

pp. 45

Author(s):

Tata Hartati ◽

Bagja Dani Magribi ◽

Rajji K Adiredja

Keyword(s):

Primary School ◽

Language Learning ◽

Primary Schools ◽

Collaborative Writing ◽

Writing Skills ◽

Thinking Skills ◽

School Level ◽

Second Grade ◽

Second Grade Students

Language skills are the most important part of language learning at primary schools that need to be taken seriously. If not, then this results in low writing skills of students in expressing ideas in writing. So, students' thinking skills or what so-called Higher Order Thinking Skills (HOTS) are essential to be developed by teachers through learning. This study aims to determine the implementation of the HOTS-based ESCOTING model in writing skills of fables at primary school level. The method used was a pre-experimental research design with a single treatment design (one-shot case study). The sample used in this study was 23 second-grade students of a primary school in Bandung. The results showed that there was a significant increase in student learning outcomes in writing skills. From these results it can be concluded that the implementation of the HOTS-based ESCOTING model can be used as a solution by the teacher to develop students' writing skills, especially in writing fables for the second-grade students.

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Micropolitical Behavior of Second Graders: A Qualitative Study of Student Resistance in the Classroom

The Qualitative Report ◽

10.46743/2160-3715/2000.2086 ◽

2000 ◽

Author(s):

Angela Spaulding

Keyword(s):

Qualitative Study ◽

Second Graders ◽

Second Grade ◽

Student Resistance ◽

Second Grade Students

Micropolitics describes the ways in which individuals attempt to influence others in order to attain desired goals. This qualitative, micropolitical case study examines: (1) the micropolitical strategies of resistance that second grade students used to influence their teacher, (2) the students' goals for engaging in these micropolitical strategies, and (3) the consequences of the students' micropolitical influence on their teacher.

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An Analysis on Grammatical Errors in Students' Recount Texts: A Case Study on the Second Grade Students Faculty of Letters Indraprasta PGRI University

Journal of English Language and Culture ◽

10.30813/jelc.v8i1.1033 ◽

2018 ◽

Vol 8 (1) ◽

Author(s):

Sugianti Somba

Keyword(s):

General Pattern ◽

Second Grade ◽

Past Tense ◽

Error Type ◽

Auxiliary Verbs ◽

Second Grade Students ◽

Irregular Verbs ◽

Auxiliary Verb ◽

Regular Verb

This study aims to analyze and classify what types of mistakes made by learners (in this case the second grade students of Indraprasta University PGRI) in applying the simple past tense in the text of recount text. The errors are defined according to Mariusz Trawinski's theory. In addition, this study aims to obtain percentage of each type of mistakes made by learners, as well as to uncover the most dominant mistakes made by learners in using the simple past tense in the text recount. The method used in this research is descriptive qualitative method, while the general pattern or research design used by the researcher is a case study. Furthermore, the authors chose the second level of students who numbered 25 people as subjects in this study. The data in this research is obtained through the test of making recounts to the students. The result of the error analysis process is that learners perform three types of errors which are regular verb, irregular verbs, and auxiliary verbs. It is seen from the percentage of each type of error, the auxiliary verb is the most commonly performed error type with a percentage of 42.23%. Furthermore, errors in irregular verb is 33.90%, whereas the type of regular verb error is 29.87% of the total errors made by the learner. And from the side of the taxonomy of surface tactics or surface strategy taxonomy, errors in regular verb, irregular verb, and to be auxiliary consist of misformation, misordering, omission, and addition error. The highest error on auxiliary verb is misformation. The highest error on irregular verb is misformation. And the highest error in regular verb is omission. This shows that the use of simple past tense in writing recount text is still difficult to understand the students of the second grade of PGRI Indraprasta University. Keywords: simple past, recount texts

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Agreeableness, Conflict Resolution Tactics, and School Behavior in Second Graders

Journal of Individual Differences ◽

10.1027/1614-0001/a000199 ◽

2016 ◽

Vol 37 (3) ◽

pp. 145-151 ◽

Cited By ~ 2

Author(s):

Daniel L. Gadke ◽

Renée M. Tobin ◽

W. Joel Schneider

Keyword(s):

Conflict Resolution ◽

Problem Behaviors ◽

Second Graders ◽

Adaptive Behaviors ◽

Second Grade ◽

School Behavior ◽

Multiple Sources ◽

School Based ◽

Second Grade Students ◽

Negotiation Tactics

Abstract. This study examined the association between Agreeableness and children’s selection of conflict resolution tactics and their overt behaviors at school. A total of 157 second graders responded to a series of conflict resolution vignettes and were observed three times during physical education classes at school. We hypothesized that Agreeableness would be inversely related to the endorsement of power assertion tactics and to displays of problem behaviors, and positively related to the endorsement of negotiation tactics and to displays of adaptive behaviors. Consistent with hypotheses, Agreeableness was inversely related to power assertion tactics and to displays of off-task, disruptive, and verbally aggressive behaviors. There was no evidence that Agreeableness was related to more socially sophisticated responses to conflict, such as negotiation, with our sample of second grade students; however, it was related to displays of adaptive behaviors, specifically on-task behaviors. Limitations, including potential reactivity effects and the restriction of observational data collection to one school-based setting, are discussed. Future researchers are encouraged to collect data from multiple sources in more than one setting over time.

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