scholarly journals ADAPTATION OF A CLASSROOM OBSERVATION PROTOCOL FOR ACTIVE LEARNING

2021 ◽  
Author(s):  
Allison Van Beek ◽  
Susan McCahan
Keyword(s):  
Active Learning ◽  
Teaching And Learning ◽  
Large Scale ◽  
Teaching Practice ◽  
Classroom Observation ◽  
Learning Activities ◽  
Large Classes ◽  
Space Design ◽  
Observation Protocol ◽  
Future Work

In our work, we are focusing on the use of classroom observation to provide feedback on instructional space design. An initiative to redesign teaching space began a decade ago at a large, research-intensive institution. In September 2018, a large-scale (477 seat) active learning classroom became operational. The affordances of this space are intended to enable active teaching and learning in large classes. However, it is difficult to assess how successful this space is for active learning. A multi-year study has been undertaken to observe teaching practice in situ, with the goalof developing design principles for instructional space and technology that support the development, design, and implementation of teaching activities. Existing teaching observation protocols do not fully capture the interaction between the instructor and the space because such protocols were generally intended for other purposes. The goal is to develop a protocol that captures activities that are both intrinsic and extrinsic to teaching. This paper describes the development and use of an observation protocol. The core of the protocol is the wellknownTeaching Dimensions Observation Tool (TDOP). The scope of the TDOP is extended to active learning activities drawing from the Active Learning Classroom Observation Tool (ALCOT). The resulting extended protocol, TDOP+, was used for coding both live and recorded classroomobservations in the Winter 2020 term. This extended protocol allows the researchers to capture information that characterizes the intersection of pedagogy, space, and technology through Activity Theory. In future work, the data gathered through observations will be analyzed using theDifferentiated Overt Learning Activities (DOLA) framework, to provide insight into what types of teaching activity happens in a large-scale active learning classroom across STEM education and how active learning in large classrooms compares to pedagogy in other spaces.

The Instructional Challenge in Improving Teaching Quality: Lessons from a Classroom Observation Protocol

2014 ◽  
Vol 116 (6) ◽  
pp. 1-32
Author(s):  
Drew Gitomer ◽  
Courtney Bell ◽  
Yi Qi ◽  
Daniel Mccaffrey ◽  
Bridget K. Hamre ◽  
...  
Keyword(s):  
Teacher Evaluation ◽  
Emotional Support ◽  
Teaching And Learning ◽  
Teaching Practice ◽  
Classroom Observation ◽  
Instructional Support ◽  
Teaching Quality ◽  
Self Report ◽  
Classroom Organization ◽  
Observation Protocol

Background/Context Teacher evaluation is a major policy initiative intended to improve the quality of classroom instruction. This study documents a fundamental challenge to using teacher evaluation to improve teaching and learning. Purpose Using an observation instrument (CLASS-S), we evaluate evidence on different aspects of instructional practice in algebra classrooms to consider how much scores vary, how well observers are able to judge practice, and how well teachers are able to evaluate their own practice. Participants The study includes 82 Algebra I teachers in middle and high schools. Five observers completed almost all observations. Research Design Each classroom was observed 4–5 times over the school year. Each observation was coded and scored live and by video. All videos were coded by two independent observers, as were 36% of the live observations. Observers assigned scores to each of 10 dimensions. Observer scores were also compared with master coders for a subset of videos. Participating teachers also completed a self-report instrument (CLASS-T) to assess their own skills on dimensions of CLASS-S. Data Collection and Analysis For each lesson, data were aggregated into three domain scores, Emotional Support, Classroom Organization, and Instructional Support, and then averaged across lessons to create scores for each classroom. Findings/Results Classroom Observation scores fell in the high range of the protocol. Scores for Emotional Support were in the midlevel range, and the lowest scores were for Instructional Support. Scores for each domain were clustered in narrow ranges. Observers were more consistent over time and agreed more when judging Classroom Organization than the other two domains. Teacher ratings of their own strengths and weaknesses were positively related to observation scores for Classroom Organization and unrelated to observation scores for Instructional Support. Conclusions/Recommendations This study identifies a critical challenge for teacher evaluation policy if it is to improve teaching and learning. Aspects of teaching and learning in the observation protocol that appear most in need of improvement are those that are the hardest for observers to agree on, and teachers and external observers view most differently. Reliability is a marker of common understanding about important constructs and observation protocols are intended to provide a common language and structure to inform teaching practice. This study suggests the need to focus our efforts on the instructional and interactional aspects of classrooms through shared conversations and clear images of what teaching quality looks like.

scholarly journals COPUS, PORTAAL, or DART? Classroom Observation Tool Comparison From the Instructor User’s Perspective

2021 ◽  
Vol 6 ◽  
Author(s):  
Mitra Asgari ◽  
Asha M. Miles ◽  
Maria Sol Lisboa ◽  
Mark A. Sarvary
Keyword(s):  
Active Learning ◽  
Teaching Practices ◽  
Teaching And Learning ◽  
Assessment Tool ◽  
Classroom Observation ◽  
Assessment Tools ◽  
Constructive Feedback ◽  
Time Investment ◽  
Observation Protocol ◽  
Available Resources

Classroom observation tools are used to evaluate teaching and learning activities, and to provide constructive feedback to instructors. To help instructors with selecting a suitable tool based on their needs and available resources, in this study, a group of observers assessed lectures of an introductory biology course using three, broadly cited classroom assessment tools in the STEM field: the Classroom Observation Protocol for Undergraduate STEM (COPUS); the Practical Observation Rubric to Assess Active Learning (PORTAAL); and the Decibel Analysis for Research in Teaching (DART). From a user’s perspective, we evaluated 1) the type and extent of information each tool provides, and 2) the time investment and difficulty of working with each tool. The assessment result of each tool was compared, with a list of expected outcomes generated by surveying a group of college instructors and with the result of a self-teaching assessment tool, Teaching Practices Inventory (TPI). Our findings conclude that each tool provided valuable assessment with a broad range of outcomes and time investment: PORTAAL offered the most detailed information on the quality of teaching practices and students’ engagement, but it demanded the greatest time investment. DART provided a basic estimation of active learning proportion with the least effort. The level of assessment outcome and the time investment when using COPUS was found to be less than PORTAAL, and more than DART. The TPI self-assessment outcome was found to be slightly optimistic regarding the proportion of active learning practices used in the studied course. This comparative study can help instructors in selecting a tool that suits their needs and available resources for a better assessment of their classroom teaching and learning.

Modifikasi Sistem Asistensi dan Responsi Kelas Kecil pada Praktikum Parasitologi Blok Digestif dan Hematoimunologi Fakultas Kedokteran Universitas Riau

2017 ◽  
Vol 8 (1) ◽  
pp. 46
Author(s):  
Suri Dwi Lesmana ◽  
Esy Maryanti
Keyword(s):  
Large Class ◽  
Teaching And Learning ◽  
Learning Activities ◽  
Small Class ◽  
Laboratory Practice ◽  
Large Classes ◽  
Average Value ◽  
Competency Based

Faculty of Medicine University of Riau has been implementing Competency Based Curriculum (KBK) with theProblem Based Learning (PBL) since 2007 with the implementation of teaching and learning activities of the systemconsists of a tutorial activities, skillab, expert lectures, independent and practical. However, there are still manyproblems in the implementation of the KBK on preclinic degree. One part of the block that is identified to be one ofthe causes of low graduation exam block is less efective coaching laboratory practice. Parasitology is one part of thetask is to provide laboratory practice in several blocks on the stage of preclinic especially digestive and hematoimunologyblock. This study aimed to compare the results of the evaluation of parasitology laboratory practice in hematoimunologyand digestive assistance and posttest in large classes with small class. Assistance and posttest in large class performedon the digestive block implementation and hematoimunologi in 2011 while assisting and posttest of small classes ona block implementation in 2012. Average value of small class digestive laboratory practice was not significantlylower than the large class but the proportion of the value of quality B and C more many in small classes. The meanvalue of the block hematoimunologi laboratory practice significantly higher on small class assistance and posttest aswell as the proportion of the value of quality A, B and C was higher in small classes than large classes.

Pengembangan Paket Strategi Pembelajaran Aktif

2016 ◽  
Vol 18 (2) ◽  
pp. 115
Author(s):  
Supardi Supardi
Keyword(s):  
Active Learning ◽  
Small Groups ◽  
Instructional Strategy ◽  
Teaching And Learning ◽  
Learning Activities ◽  
Learning Tools ◽  
State Institute ◽  
Training And Education ◽  
Islamic Studies ◽  
Is Research

This research is aimed at developing active learning tools to improve the effectiveness of the instructional strategy lectures at the Faculty of Teacher Training and Education of State Institute for Islamic Studies (FITK IAIN) Mataram. The method of this research is research and development (R&D) that was started with the process of needs assessment, the design of prototype of active learning tools that were tested in the next process by meansof expert validation, one to one, small groups, whole class, and effectiveness trials. The result of the trials on the developed product showed that its use had been effectively improved the students contribution during teaching and learning activities if compared to the students contribution in conventional learning process.

scholarly journals COBEK (COMUNITAS BELAJAR AKTIF) DENGAN MULTIMEDIA INTERAKTIF ONLINE (MI-O) SEBAGAI INOVASI MEDIA PEMBELAJARAN FISIKA BERBASIS PROYEK

2020 ◽  
Vol 4 (1) ◽  
pp. 662
Author(s):  
Johri Sabaryati ◽  
Zulkarnain Zulkarnain ◽  
M. Isnaini ◽  
Abdul Manan
Keyword(s):  
Active Learning ◽  
Common Good ◽  
Teaching And Learning ◽  
Interactive Multimedia ◽  
Positive Impact ◽  
Learning Activities ◽  
Teaching Materials ◽  
Problem Solving Skills ◽  
Teachers And Students ◽  
At Home

ABSTRAKDitengah merebah wabah Covid-19 ini,kegiatan belajar mengajar di sekolah sangat tidak efektif. Fasilitas internet yang dimiliki oleh sekolah belum dimanfaatkan secara optimal, karena penggunaannya masih terbatas pada kegiatan mencari sumber referensi dan penambahan bahan ajar.Padahal kehadiran internet memmiliki dampak positif yaitu lebih dimudahkannya proses belajar mengajar antara guru dan siswa. Penggunaan aplikasi  multimedia interaktif online dapat mempermudah para siswa dapat mengakses secara online dari berbagai tempat. Sehingga dapat menjadi solusi untuk mengatasi kondisi siswa yang diliburkan karena kasus covid-19. Guru dan siswa masih bisa tetap melakukan pembelajaran dengan tetap stay at home untuk kebaikan dan kesehatan bersama. Dalam multimedia interaktif online (MI-O) ini terdapat tugas proyek. sehingga meningkatkan kemampuan pemecahan masalah, meningkatkan kecakapan kolaboratif, meningkatkan keterampilan mengelola sumber. Siswa dan guru tidak perlu hadir secara fisik di kelas (classroom meeting), karena siswa dapat mempelajari bahan ajar dan mengerjakan tugas-tugas pembelajaran serta ujian dengan cara mengakses jaringan komputer yang telah ditetapkan secara online. Pada Pembuatan MI-O ini berjalan sangat antusias karena banyak guru belum familiar mendengar istilah Adobe Animate CC dan Web Hosting SWF sehingga terbentuk komunitas belajar aktif untuk kegiatan pembelajaran. Kegiatan pengabdian pada masyarakat ini dilakukan di MTs NW Putra Narmada Desa Lembuak Kecamatan Narmada Kabupaten Lombok Barat NTB. Kata kunci: belajar aktif; multimedia interaktif online; berbasis proyek ABSTRACTIn the midst of the Covid-19 outbreak, teaching and learning activities in schools are very ineffective. Internet facilities that are owned by schools have not been utilized optimally, because their use is still limited to finding reference sources and adding teaching materials. Even though the presence of the internet has a positive impact, namely making the teaching and learning process easier between teachers and students. The use of online interactive multimedia applications can make it easier for students to access online from various places. So that it can be a solution to overcome the conditions of students who were closed due to the Covid-19 case. Teachers and students can still learn by staying at home for the common good and health. In this online interactive multimedia (MI-O) there are project tasks. thus increasing problem-solving skills, increasing collaborative skills, improving resource management skills. Students and teachers do not need to be physically present in class (classroom meeting), because students can study teaching materials and do learning assignments and exams by accessing predefined computer networks online. The MI-O was very enthusiastic because many teachers were not familiar with the terms ADOBE ANIMATE CC and WEB HOTING SWF so that an active learning community was formed for learning activities. This community service activity was carried out at MTs NW Putra Narmada, Lembuak Village, Narmada District, West Lombok Regency, NTB. Keywords: active learning; online interactive multimedia; project based.

scholarly journals Transforming spaces: Fostering student-centered learning through the intentional design of formal and informal learning spaces

2019 ◽  
Author(s):  
Jen Harvey ◽  
◽  
Claire McAvinia ◽  
Kevin O'Rourke ◽  
Jason FitzSimmons ◽  
...  
Keyword(s):  
Active Learning ◽  
Informal Learning ◽  
Teaching And Learning ◽  
Large Scale ◽  
Learning Spaces ◽  
Learning Space ◽  
Student Centered ◽  
Student Centered Learning ◽  
Formal And Informal Learning ◽  
New Learning

Transforming the academic experience and success of students by building Active Learning Classrooms (ALCs) is increasing, but ALCs are still fewer than traditional classroom spaces. These new learning spaces create an inherent tension between increasing student enrollments and active learning environments. Accommodating increased class sizes does not have to exclude fostering an active learning space. We have an opportunity every time a classroom is renovated or a new building is built to intentionally acknowledge and engage this tension to positively influence student learning and success. As we renovate and construct new learning spaces on our campuses, it is not only important to understand how the “built pedagogy” (Monahan 2000, 2002) and “architecture as pedagogy” (Orr 1993, 1997) of our spaces can help or hinder more active learning pedagogies, but also how to support effective teaching in these spaces (Levesque-Bristol, 2019). While many institutions are prioritizing active learning as old classrooms get renovated, few are doing so at the broad campus-wide scope necessary to affect larger-scale culture change (Park & Choi, 2014). Two such institutions that are developing and supporting large-scale active learning spaces are the Technological University Dublin (TU Dublin) and Purdue University (Indiana, USA). TU Dublin and Purdue are conducting collaborative research focusing on how each institution’s new, large-scale construction of formal and informal learning spaces is impacting teaching and learning.

scholarly journals Impresión 3D como Herramienta Didáctica para la Enseñanza de Algunos Conceptos de Ingeniería y Diseño

Ingeniería ◽  
2018 ◽  
Vol 23 (1) ◽  
pp. 70 ◽  
Author(s):  
Edwin Blasnilo Rua Ramirez ◽  
Fernando Jimenez Diaz ◽  
German Andres Gutierrez Arias ◽  
Nelson Iván Villamizar
Keyword(s):  
Teaching And Learning ◽  
Mechanical Engineering ◽  
Large Scale ◽  
Low Cost ◽  
Cost Effective ◽  
3D Printer ◽  
Course Grades ◽  
Wide Range ◽  
Technical Specifications ◽  
Future Work

Context: 3D printing can be used for a wide range of tasks such as the design and testing of prototypes and finished products in a shorter time. In mechanical engineering, prototype designs are continuously generated in academic class activities and final coursework projects by students and teachers. However, students show limitations while understanding the abstract concepts represented with such designs.Method: Firstly, a large scale 3D printer with improved technical specifications compared to traditional market options and similar price, was fabricated. By means of free software and hardware tools and easy-to-obtain alternative manufacturing materials, it was possible to decrease its manufacturing and operating costs. Then a set of study cases utilising the 3D printer in three different subject classes were designed and tested with two cohorts of students of Mechanical Engineering programme.Results: It was feasible to fabricate a cost-effective and practical 3D printer for constructing prototypes and pieces that benefit teaching and learning concepts in engineering and design areas. The experiments carried out in three subjects of engineering courses with second-year students, showed a similar trend of improving the average course grades, as it was observed in two cohorts in different terms.Conclusions: This type of low cost 3D printer obtained academic advantages as a didactic tool for the learning process in engineering and design subjects. Future work will consider applying this tool to other courses and subjects to further evaluate its convenience and effectivity.

scholarly journals Dampak COVID19 Pada Kesiapan Teknologi dan Penerimaan Teknologi di Kampus

2020 ◽  
Vol 1 (1) ◽  
pp. 107-116
Author(s):  
Rorim Panday
Keyword(s):  
Technology Acceptance ◽  
Communication Technology ◽  
Teaching And Learning ◽  
Large Scale ◽  
Academic Community ◽  
Learning Activities ◽  
Technology Readiness ◽  
Learning Technology ◽  
Community Activities ◽  
E Learning

Covid-19 is currently in Indonesia for more than 5 months. To prevent this disease becoming widespread, various strategies have been carried out, among others, by doing Lock Down and large-scale social restrictions. Community activities are affected. By relying on communication technology and IT including the Internet, people can still do activities even with limitations. Likewise, Higher Education got limited activities. For this reason, all teaching and learning activities used an online system known as e-learning. This paper conveys various activities on campus and its constraints during the covid-19. In general, the constraints aside from technological facilities are also obstacles from the academic community in matters relating to technology readiness and technology acceptance, which are delivered descriptively. Keywords: Covid19, e-learning, technology readiness, technology acceptance   Abstrak Covid-19 tengah melanda Indonesia saat Ini sudah 5 bulan lebih. Untuk mencegah wabah ini menjadi luas maka dilakukan berbagai strategi antara lain dengan melakukan Lock Down dan pembatasan social skala besar. Kegiatan masyarakat menjadi terpengaruh. Dengan mengandalkan teknologi komunikasi dan IT diantaranya Internet, masyarakat masih dapat melakukan Kegiatan walaupun dengan keterbatasan. Demikian juga dengan Perguruan tinggi, mengalami keterbatasan kegiatan. Untuk itu segala Kegiatan belajar mengajar menggunakan system daring yang dikenal dengan e-learning. Makalah ini menyampaikan macam-macam kegiatan di kampus dan kendalanya dalam masa covid-19. Secara umum kendalanya selain fasilitas teknologi juga kendala dari civitas akademika dalam hal yang terkait dengan kesiapan teknologi dan penerimaan teknologi, yang disampaikan secara diskriptif.  Kata kunci: Covid19, e-learning, kesiapan teknologi, penerimaan teknologi

scholarly journals THE UTILIZATION OF DIGITAL ASSESSMENT FOR A BETTER LEARNING EXPERIENCES (Penggunaan Penilaian Digital untuk Pengalaman Belajar yang Lebih Baik)

Sirok Bastra ◽  
2019 ◽  
Vol 7 (1) ◽  
Author(s):  
Nukmatus Syahria
Keyword(s):  
Teaching And Learning ◽  
Classroom Observation ◽  
Learning Activities ◽  
Digital Tools ◽  
The Internet ◽  
Internet Connection ◽  
Digital Assessment ◽  
Depth Interview ◽  
Teachers Experiences ◽  
Teachers And Students

Technology is now becoming an unavoidable part of Indonesian students’ life. The application of digital tools have facilitated the students to expand their knowledge and develop their learning. At the same time, it helps to plant learning autonomy toward the students. This paper aimed to explore the teachers’ experiences in applying the digital assessment by using in- depth interview and classroom observation. The teachers can gain a lot of advantages by applying the digital assessment in their teaching and learning activities. It saves a lot of teachers’ time, it breaks the barriers between teachers and students in terms of meeting time and at the same time it also helps to reduce students’ anxiety during the assessment. However, during the application of the digital assessment there were several difficulties faced by the teachers, namely the internet connection, the misconception among the students because the students did not comprehend well regarding the teachers’ feedback as well as there may be a possibility for the students to cheat during the assessment since they can do it anywhere not only in the campus. The teachers’ mastery in technology indirectly can also help the development of Indonesia’s education system. Teknologi kini menjadi bagian tak terpisahkan dari kehidupan siswa Indonesia. Penerapan perangkat digital telah memfasilitasi siswa untuk memperluas pengetahuan dan mengembangkan cara belajar mereka. Pada saat yang bersamaan,  perangkat digital juga membantu menanamkan otonomi belajar kepada siswa. Artikel ini bertujuan untuk mengeksplorasi pengalaman para guru dalam menerapkan penilaian secara digital dengan menggunakan wawancara secara intensif dan observasi kelas. Para guru dapat memperoleh banyak keuntungan dengan menerapkan penilaian secara digital dalam kegiatan belajar mengajar mereka. Penilaian dengan cara seperti ini menghemat banyak waktu guru, menjembatani jarak antara guru dan siswa dalam hal waktu pertemuan dan pada saat yang sama juga membantu mengurangi kecemasan siswa selama penilaian. Namun, dalam penerapannya, terdapat beberapa kesulitan yang dihadapi oleh para guru, yaitu koneksi internet, kesalahpahaman di antara siswa karena siswa tidak memahami dengan baik tentang umpan balik guru dan terdapat kemungkinan siswa menyontek selama ujian karena mereka dapat melakukannya di mana saja, tidak hanya di area kampus. Penguasaan guru tentang teknologi secara tidak langsung juga dapat membantu pengembangan sistem pendidikan di Indonesia.

scholarly journals Membangun Atmosfir Belajar Siswa Ekstrovert & Introvert dengan Metode Active Learning Klop and Zonk

2018 ◽  
Vol 1 (3) ◽  
Author(s):  
Maria Patricia Tjasmadi ◽  
Diana Ifan Sari Ledoh
Keyword(s):  
Active Learning ◽  
Learning Styles ◽  
Teaching And Learning ◽  
Personality Characteristic ◽  
Learning Activities ◽  
Ideal Situation ◽  
Significant Difference ◽  
Creative Learning ◽  
Good Learning ◽  
The Ideal

Learning atmosphere is the situation and condition or atmosphere of the process of teaching and learning  activities in a classroom. The ideal situation and condition  is to create a cheerfull, communicative and educative atmosphere. This learning above requires a good cooperation between teachers and student and fellow students. In the class teaching and learning activities, teachers usually feel a significant difference from each student, their personality, habits and learning styles. There are two types of personality characteristic that stand out and contradict each other if viewed from the psychological aspects. The first characteristic are students who are enthusiastic, active, courageous, and ask spontaneously. The second characteristic are shy, quite, and solitary students. If not addressed properly this defference will affect the process of teaching and learning activities. Based on the above exposure, teachers should be able to design a comfortable, interesting  and creative learning environment in order to facilitate learning on both  types of personality characteristics. The writer chooses active learning  methods and designs klop and zonk media to create  a fun learning atmosphere for all students, that aims to build the good learning atmosphere for ekstrovert and introvert students. To strengthen the method of active learning klop and zonk the writer has doing classroom action research for ekstrovert and introvert students.

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