scholarly journals An Analysis of the Teaching Methodology Used for the Teaching of English in an Indonesian Senior High School

EDULANGUE ◽  
2018 ◽  
Vol 1 (2) ◽  
pp. 1-9
Author(s):  
Muhammad Junaidi Marzuki
Keyword(s):  
High School ◽  
Classroom Practice ◽  
Teaching Practice ◽  
Learning Experience ◽  
Lesson Planning ◽  
Daily Basis ◽  
Teaching Approach ◽  
Teaching Methodology ◽  
Pedagogical Approach ◽  
Analysis And Evaluation

The intent of this article is to analyze a theory that informs teacher’s classroom practice in daily basis. It also addresses strengths and weakness underlying teaching approach deployed, and provides areas that need improvement for more fun, engaging and meaningful learning experience. To achieve this goal, a single observed and implemented lesson planning on Science & Technology is used, in which the analysis and evaluation is based on. It is hoped that it will increase teachers’ awareness of pedagogical approach, as well as teaching strategies used in their day-to-day teaching practice.

CAPSULE: An Innovative Capstone-Based Pedagogical Approach to Engage High School Students in STEM Learning

2011 ◽  
Author(s):  
Abe Zeid ◽  
Sagar Kamarthi ◽  
Claire Duggan ◽  
Jessica Chin
Keyword(s):  
High School ◽  
High School Students ◽  
Public Schools ◽  
Learning Experience ◽  
College Level ◽  
Stem Learning ◽  
Abstract Concepts ◽  
Top Down ◽  
School Students ◽  
Pedagogical Approach

School children in general and high school students, in particular more often than not lose interest in STEM (science, technology, engineering, and math) education. Underrepresented and female students are even more discouraged by STEM courses. Our investigation and interviews with high school teachers cite that the main reason for such disinterest is the disconnect between school and reality. Students cannot relate the abstract concepts they learn in physics, biology, chemistry, or math to their surroundings. This paper discusses a new capstone project-based approach that closes this gap. This work is an outcome of an NSF funded project called CAPSULE (Capstone Unique Learning Experience). We use the top-down pedagogical approach instead of the traditional bottom-up approach. The top-down approach relates the abstract concepts to exciting open-ended capstone projects where students are engaged in designing solutions, like products to solve open-ended problems. This top-down approach is modeled after the college-level capstone design courses. The paper presents the model, its details, and implementation. It also presents the formative and summative evaluation of the model after deploying it in the Boston Public Schools, a system heavily populated by the targeted student groups.

scholarly journals Reflecting on different worlds: How experiential knowledge from learning Japanese has informed the teaching practice of ELT teachers

2007 ◽  
Vol 29 (2) ◽  
pp. 157
Author(s):  
Peter Burden
Keyword(s):  
Teacher Training ◽  
Language Learning ◽  
Classroom Practice ◽  
Teaching Practices ◽  
Teaching Practice ◽  
Learning Experience ◽  
English Teachers ◽  
Experiential Knowledge ◽  
Classroom Learning ◽  
Teaching Knowledge

Deliberating on and analyzing ideas about teaching can lead to an improvement in our teaching practice. By taking a reflexive stance, we can thoughtfully grapple with issues of theory-practice dichotomy. Cognitive “received knowledge” from books or teacher training, and emotional “experiential knowledge” which can come from participating in language learning often do not “gel” and this is manifested in tensions in practice. Classroom learning experience can feed back into received knowledge to develop classroom practice, so an interest in where one’s teaching knowledge comes from can lead to a better understanding of practice. Through interviews, six university English teachers who are studying or have formally studied Japanese reflected on their experiences as learners and how those experiences have informed their teaching practices. Results show that although situated in different contexts and settings, the participants are not fixed upon any one method and that self-understanding emerges through engagement and reconsidering received knowledge to gain new perspectives on classroom reality. 教育方法について振り返り、考えをさまざまな角度から分析してみるというのは指導実践を向上させるのに大変役に立つ。このような内省的なアプローチを取ることにより、理論と実践が乖離していることが理解できる。本や研修会などを通して得た認知レベルの知識と、自らが外国語を学んだ情意的な経験とが結びつかないことが多く、そのため教室で指導している際にどちらを優先すればよいのかについて悩むことにもなる。このような問題を解決するためには、自らの外国語の学習体験を振り返りかつ深く内省することが助けとなる。これが延いては学習者の指導にも役立つ。指導に関する知識はどこから得たものなのかを振り返ってみることにより現在の指導方法を向上させることができるであろう。本研究では現在大学で英語教育を行っている教員６名に面接調査を行い、過去の日本語学習の経験が現在の指導法にどのように影響しているかを探った。結果の示すところ、それぞれ教育活動を行っている環境や状況は異なっているが、だれも特定のひとつの教授法を使っているということはないという傾向がどの教員にも共通して見られた。また、自分が実際にどのような指導を行っているかを振り返り、すでにもっている知識を自分の指導に照らし合わせて内省することにより、はじめて確固たる知識がえられるということがわかった。

scholarly journals ACTION RESEARCH: ANSWERING THE NEVER-ENDING QUESTION OF EFFECTIVENESS IN TEACHING

2019 ◽  
Vol 31 (2) ◽  
pp. 397-402
Author(s):  
Igballe Miftari
Keyword(s):  
Action Research ◽  
Student Involvement ◽  
Classroom Practice ◽  
English Language ◽  
Daily Basis ◽  
Two Dimensions ◽  
Theory And Practice ◽  
English Language Teaching ◽  
Teaching Methodology

This paper aims to identify different issues and factors which might establish higher efficiency in the teaching process. It relates to the aspect of self-criticism and student-involvement in the learning process and emphasizes student-centered teaching and self-reflection. The term action research itself refers to various techniques and procedures that teachers might use or implement in order to improve their methods of teaching, their theories and/or approaches.According to Richards and Farrell (2005),action research refers to teacher-conducted classroom research that seeks to clarify and resolve practical teaching issues and problems. The terms refer to two dimensions of this kind of activity: the word research in “action research” refers to a systematic approach to carrying out investigations and collecting information that is designed to illuminate an issue or a problem and to improve classroom practice. The word action refers to taking practical action to resolve classroom problems.” (2005, pg. 171)Accordingly, the key questions of the case study are: 1. How am I teaching and am I effective? 2. How can I receive input regarding my teaching methodology? 3. Can I actually change my personal theory and how can my students help me change?Participants in the case study are 50 third year students of IBU, of three different fields of study: English language teaching, Psychology and Psychological counseling and guidance. All three departments attend the common course entitled Educational methodology, which I teach. Participants were asked to provide personal assumptions regarding: the course (the content), the methodology of teaching (techniques, approaches etc.), the materials (coursebook and additional resources) and the teacher (attitude, proficiency, knowledge etc.) by filling in a questionnaire of 20 statements (5 per each area, which will be added in the Appendix). On a scale of strongly agree-neutral-strongly disagree, students were asked to rank each specific statement according to their overall impressions. They were also advised to add additional remarks and suggestions as well. The main aim of gathering such data and information is receiving input on issues which teachers encounter on a daily basis. Furthermore, student-involvement in decision-making and providing suggestions are crucial in teaching nowadays. The results, together with additional theory and practice will be further elaborated in the paper. Future recommendations and implications will also be provided as well.

Teaching Replays, Teaching Rehearsals, and Re-Visions of Practice: Learning from Colleagues in a Mathematics Teacher Community

2010 ◽  
Vol 112 (1) ◽  
pp. 225-259 ◽  
Author(s):  
Ilana Seidel Horn
Keyword(s):  
High School ◽  
Informal Learning ◽  
Situated Learning ◽  
Classroom Practice ◽  
Teaching Practice ◽  
Ethnographic Study ◽  
School Mathematics ◽  
High School Mathematics ◽  
Teacher Community ◽  
Pedagogical Reasoning

Background/Context Research shows that teachers’ understandings of students, subject, and teaching influence their classroom practice. Additionally, teachers’ colleagues have a role in shaping individuals’ approaches to teaching and their responses to reform. Focus of Study To understand how interactions with colleagues support teachers’ informal learning, I examined teachers’ collegial conversations in a highly collaborative teacher community. Setting This research took place within a collaborative, improvement-oriented urban high school mathematics department that showed evidence of increasing access to and rigor in its curriculum. Participants Six high school mathematics teachers and the researcher as a participant observer worked together in a group focusing on detracking ninth-grade algebra classes. Research Design This 2-year ethnographic study went inside the teacher community, with the researcher teaching alongside the teachers to gain access to their interactions and workings. Data Collection and Analysis Approximately 100 hours of teachers’ collaborative conversations were observed and recorded through audio- and videotape and field notes. Using a situated learning framework and sociolinguistic analyses, I examined teacher-to-teacher talk that constituted episodes of pedagogical reasoning (EPRs) to understand how collegial conversations provide resources for teacher learning. Findings Across EPRs, two forms of discourse were important sites for representing, and sometimes learning about, teaching practice, which I call teaching replays and teaching rehearsals. Extended replays or rehearsals supported a re-visioning routine, interactions in which teachers elaborated, reconsidered, or revised their understanding of complex teaching situations while providing particular, emotionally involving accounts of the classroom. The examination of these interactions further specifies conditions that support teachers’ collegial learning. Conclusions Theoretically, this article illustrates a process of learning as recontextualiza-tion, as the teachers work between general teaching principles and specific occurrences in their classrooms. Practically, by highlighting the work that teachers do to make sense of innovative practices, this analysis provides a description of how collegial conversations can support teachers’ informal learning, supporting the development of professional communities.

scholarly journals Are we looking for consumers or critical producers of knowledge in the English classroom? A teaching-learning experience with high school students at the Federal Institute.

LínguaTec ◽  
2018 ◽  
Vol 3 (2) ◽  
Author(s):  
Roberta Barros da Fonseca
Keyword(s):  
High School ◽  
High School Students ◽  
Second Language Acquisition ◽  
Classroom Practice ◽  
Learning Experience ◽  
School Students ◽  
Federal Institute ◽  
Instructed Second Language Acquisition ◽  
English Classroom ◽  
Teaching Learning

This teaching narrative aims at sharing instructional principles and actions during English lessons in two technical high school classes at the Federal Institute of São Paulo (IFSP), understanding the process as an opportunity for classroom practice reflection and not just a set of pedagogical recipes to be followed. The actions reported here are based on Ellis (2008) principles of instructed second language acquisition, being part of a work plan developed for CAPES as a feedback for the CAPES/SETEC/NOVA ongoing education program for English faculty from the federal network, January 2017.

Boosting high school students' learning experience from a block-implemented Internet of Things experimentation

2021 ◽  
Author(s):  
Hellan Dellamycow Gomes Viana ◽  
Pericles de Lima Sobreira ◽  
Levy Marlon Souza Santiago ◽  
Jauberth Weyll Abijaude ◽  
Karim El Guemhioui ◽  
...  
Keyword(s):  
High School ◽  
High School Students ◽  
Internet Of Things ◽  
Learning Experience ◽  
School Students

Enhancing EFL Teachers’ Pronunciation Pedagogy Through Professional Learning: A Vietnamese Case Study

RELC Journal ◽  
2020 ◽  
pp. 003368822095247
Author(s):  
Loc Tan Nguyen ◽  
Jonathan Newton
Keyword(s):  
Professional Learning ◽  
Classroom Practice ◽  
Teaching Practice ◽  
Teaching Skills ◽  
Structured Interviews ◽  
Teachers Perceptions ◽  
Efl Teachers ◽  
Teacher Professional ◽  
Teachers Professional Development ◽  
The Impact

The role of teacher professional learning (TPL) in assisting teachers to teach pronunciation in English as a second/foreign language (ESL/EFL) contexts has received little attention. The study reported in this paper extends this line of research by investigating how six EFL teachers at a Vietnamese university transform and integrate the pronunciation pedagogical knowledge they received from a TPL workshop into teaching practice. It then examines the teachers’ perceptions of the impact of the workshop on their knowledge gains and pronunciation teaching skills. Data were collected from seven lesson plans designed by the teachers, video recordings of 24 subsequent classroom observations, and six individual semi-structured interviews. The study adopted a content-based approach to qualitative data analysis. The findings show that the teachers were all able to translate TPL into classroom practice of pronunciation teaching. The findings further show that workshops designed and implemented in accordance with research-based TPL principles can be effective for promoting teachers’ knowledge of pronunciation pedagogy and refining their pronunciation teaching skills. The study has implications for ESL/EFL teachers’ professional development in pronunciation teaching.

The Influence of Professional Development on Teachers’ Implementation of the Teaching Personal and Social Responsibility Model

2015 ◽  
Vol 34 (4) ◽  
pp. 603-625 ◽  
Author(s):  
Okseon Lee ◽  
Euichang Choi
Keyword(s):  
Professional Development ◽  
Social Responsibility ◽  
Elementary School Teachers ◽  
Teaching Practice ◽  
Learning Experience ◽  
Cultural Differentiation ◽  
Teachers And Students ◽  
Common Goals ◽  
Personal And Social Responsibility ◽  
Responsibility Model

The purpose of this study was to examine the influence of a professional development (PD) program on teachers’ implementation of the Teaching Personal and Social Responsibility (TPSR) model, and to identify the characteristics of PD that influence teaching practice. The participants were six elementary school teachers and 12 students, and the data were collected from interviews with the teachers and students, observations, and teachers’ reflective journal entries. The findings revealed that PD enhanced the fidelity of implementation in terms of improving structural adherence, facilitating coherent instructional delivery, and making the students more active and responsible. The PD also helped the teachers to adapt the model by developing cultural differentiation strategies, modifying existing components, and extending the implementation of the TPSR through connection with other subjects or activities. The teachers found that the PD facilitated their implementation of TPSR by giving them common goals, empowering them as creators of knowledge, and providing a continuous and authentic learning experience.

scholarly journals Online teaching: a reflection

2021 ◽  
pp. 1-8
Author(s):  
Sam Baddeley
Keyword(s):  
Online Education ◽  
Classroom Practice ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Learning Experience ◽  
Personal Reflection ◽  
Remote Education ◽  
The Past

This article, written at the start of April 2021, is a personal reflection on what has and hasn't worked in remote/online education. I have drawn on my own experience of teaching over the course of the past year, observations of classroom practice I have undertaken as a mentor and middle leader with responsibility for teaching and learning in my school, and conversations I have had with colleagues in my school and elsewhere; it is, therefore, highly anecdotal, and the reader is asked to bear in mind the fact that, like many others, my journey into online teaching was enforced by the closure of schools during the first nationwide lockdown in March 2020. My core aim during both lockdowns was to provide for my students the best experience possible until such a time as we could all return to the physical classroom. As it became clear towards the end of 2020 and the start of 2021 that we were going to need to return to remote education, I began to think more deeply about the strategies I was employing in my online teaching, how effective they were for my students, and what I might do to maximise their learning experience and outcomes.

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