scholarly journals The Effectiveness Of Lesson Study On Differentiated Instruction Among Mathematics Head Panels In District Of Port Dickson

2020 ◽  
Vol 1 (2) ◽  
pp. 205
Author(s):  
Lau Sai Ping ◽  
Ilda Salwani Binti Ameer Hamza ◽  
Ruzihan Binti Abdullah ◽  
Murni Binti Mohamad Yasin ◽  
Suzalin Binti Zaini Sooria ◽  
...  
Keyword(s):  
Professional Development ◽  
Learning Styles ◽  
Differentiated Instruction ◽  
Lesson Study ◽  
Primary Schools ◽  
Teaching And Learning ◽  
Classroom Teachers ◽  
School Teachers ◽  
Self Confidence ◽  
Development Practice

This study is to examine the effectiveness of lesson study on differentiated instruction among Mathematics headpanels in district of Port Dickson, Malaysia. Teachers who received substantial professional development canboost their students’ achievement. The effectiveness of professional development practice is being measuredby the heads of panel understanding about differentiated instruction and the application of differentiatedinstruction in the classroom. Teachers often struggle to deliver mathematics lesson effectively in classroom dueto different learning styles and students’ mixed abilities in the classroom. Some students learn at a slower paceand some in advance stage. The activities provided by teachers may work best for some students but will notwork for others. During lesson, teachers often assign tasks, which many students end up with disappointmentand confusion. Students become passive learners and teacher felt frustrated. Therefore, differentiatedinstructions make sense because it offers different paths to understand content, process and product. The aimof the present study was to obtain information from the school teachers in the implementation and planning ofdifferentiated instruction in teaching and learning. Moreover, the research team were interested in knowing thestrategy of differentiated instruction used in teaching and learning that support quality teaching. This studyinvolved 33 mathematics head panels from national primary schools in district of Port Dickson who volunteeredto participate in this study. In this programme, heads of panel will be able to share their experiences inconducting and implementing differentiated instructions in classroom among peers in the district. Structuredquestionnaires and interviews were used in this qualitative study to collect data. Results indicated that thelesson study carried out by the Port Dickson District Education Office is effective. Furthermore, the lessonstudy that were carried out by heads of panel in theirs school managed to boost self confidence among theseheads of panel. In fact, they showed willingness to share best practices to all mathematics teachers in the district205

scholarly journals Differentiation in key learning areas for gifted students in regular classes

2016 ◽  
Vol 34 (1) ◽  
pp. 36-46 ◽  
Author(s):  
Mantak Yuen ◽  
Serene Chan ◽  
Cheri Chan ◽  
Dennis CL Fung ◽  
Wai Ming Cheung ◽  
...  
Keyword(s):  
Professional Development ◽  
Primary Schools ◽  
Gifted Students ◽  
School Teachers ◽  
Differentiated Curriculum ◽  
Primary School Teachers ◽  
Gifted Learners ◽  
Service Professional ◽  
Regular Classes ◽  
Development Practice

Gifted students usually require much less time spent in practising and revising basic skills; instead, they benefit greatly from opportunities to work through the curriculum at a faster pace (acceleration). Teachers currently working with mixed-ability classes do not always find it easy to differentiate their teaching approach in this way, so there is a need to facilitate in-service professional development to provide teachers with practical strategies for implementing effective differentiation for gifted learners. In response, a project for primary school teachers was organized by a university in Hong Kong. The purposes of the project were (a) to enhance the confidence of teachers in planning and delivering differentiated lessons in specific key learning areas (KLAs) with particular reference to gifted students; (b) to empower teachers with knowledge and strategies necessary for designing and implementing a differentiated curriculum in KLA domains and (c) to establish a professional development practice that connects local academics with schools and teachers. The project was implemented by inviting curriculum leaders, panel chairpersons and subject teachers from primary schools to attend a 3-hour lecture and a 6-hour workshop in which differentiation practices were explored. The project was later evaluated based on feedback from participants and university consultants. Overall, the feedback was positive, but suggestions are provided here for enhancing future projects of a similar nature.

scholarly journals A snapshot of the use of reading methods in primary schools in three provinces of South Africa

Per Linguam ◽  
2021 ◽  
Vol 37 (1) ◽  
pp. 28-44
Author(s):  
Anna Johanna Hugo
Keyword(s):  
South Africa ◽  
Learning Styles ◽  
Primary School ◽  
Primary Schools ◽  
Intermediate Phase ◽  
School Teachers ◽  
Primary School Teachers ◽  
Know How ◽  
Reading Methods ◽  
Teaching Of Reading

The teaching of reading is not as easy as it may seem. It requires specific knowledge and the use of reading methods by teachers. Learners’ reading needs and learning styles also have to be considered. According to the Progress in International Reading Literacy (PIRLS) results for 2016, the reading abilities of South African learners are far below the international standard as set out by PIRLS. There is a lack of research about the strategies and methods that primary school teachers use to teach reading. In this article, the feedback regarding reading methods – gathered from 36 primary school teachers in three provinces – is discussed. The data revealed that most of the Grade 1 to 7 teachers who participated in the research knew and used some of the six reading methods under discussion. However, the results did not indicate how well the teachers applied these methods and how versatile they were in using the different reading methods. The data revealed that Foundation phase teachers used some of the methods statistically significantly more often than the comparison group of Intermediate phase teachers in a nonexperimental static-group observational design study. According to Spaull (McBride 2019:1), a well-known researcher in South Africa, one of the three main reasons why Foundation phase readers are struggling with reading is that their teachers do not know how to teach reading systematically. Teachers do not know how to change and adapt the methods that they use to teach reading and not enough research has been done to address the problems with the teaching of reading in the classroom specifically. Often the reading problems experienced in the Foundation phase are carried over to the Intermediate phase.

3D Virtual Classroom Simulations for Supporting School Teachers' Continuing Professional Development

2014 ◽  
pp. 474-497
Author(s):  
Demetrios G Sampson ◽  
Pavlos Kallonis
Keyword(s):  
Professional Development ◽  
Virtual Worlds ◽  
Instructional Strategy ◽  
Teaching And Learning ◽  
Formal Education ◽  
Three Dimensional ◽  
Continuing Professional Development ◽  
Virtual Classroom ◽  
School Teachers ◽  
3D Virtual Worlds

3D Virtual Worlds provide realistic three-dimensional environments accessible through the web that can offer engaging, interactive, and immersive experiences. This can create new opportunities for teaching and learning. Yet, the possible use of 3D Virtual Worlds in formal education is a major challenge for school teachers, even for those who are experienced and keen on using digital technologies. In this chapter, the authors present a 3D Virtual Classroom Simulation appropriately designed and implemented using SLOODLE for supporting a module for teachers' continuing professional development based on the Synectics “making the strange familiar” instructional strategy, aiming towards acquiring appropriate competences for teaching within 3D Virtual Worlds and for developing innovative educational practices.

scholarly journals Shedding Light on the Convoluted Terrain of Differentiated Instruction (DI): Proposal of a DI Taxonomy for the Heterogeneous Classroom

2019 ◽  
Vol 1 (1) ◽  
pp. 73-90 ◽  
Author(s):  
Marcela Pozas ◽  
Christoph Schneider
Keyword(s):  
Secondary School ◽  
Learning Styles ◽  
Differentiated Instruction ◽  
Classroom Teaching ◽  
Future Research ◽  
Classroom Teachers ◽  
Language Competence ◽  
Secondary School Education ◽  
Theoretical Paper ◽  
Everyday Classroom

AbstractStudent heterogeneity is not limited to performance, but encompasses cultural background, language competence, learning styles, and motivation. Thus, heterogeneity inherently changes the demands placed on teachers and requires them to practice differentiated instruction (DI). However, existing DI frameworks tend to describe single exemplary DI practices and widely lack an empirical view. Thus, these frameworks may provide little help to classroom teachers when it comes to the question of how or by which instructional arrangements they can address student heterogeneity in their everyday classroom teaching. In an attempt to bridge the gap between educational theory and everyday instructional practice, this theoretical paper focusing on differentiation within secondary school education proposes a comprehensive taxonomy of the DI practices known in the literature and practice. Outlines for future research on DI are discussed.

Bringing Mohamed to the Mountain: Situated Professional Development in a Ubiquitous Computing Classroom

2005 ◽  
Vol 32 (4) ◽  
pp. 353-365 ◽  
Author(s):  
Karen Swan ◽  
Annette Kratcoski ◽  
Pat Mazzer ◽  
Jason Schenker
Keyword(s):  
Professional Development ◽  
Technology Integration ◽  
Ubiquitous Computing ◽  
Teaching And Learning ◽  
Development Program ◽  
Learning Opportunities ◽  
Classroom Teachers ◽  
Computing Environments ◽  
Ubiquitous Computing Environments ◽  
Regular Practice

This article describes an ongoing situated professional development program in which teachers bring their intact classes for an extended stay in a ubiquitous computing environment equipped with a variety of state-of-the-art computing devices. The experience is unique in that it not only situates teacher learning about technology integration in their regular practice, but also gives them the opportunity to explore the full possibilities afforded by a variety of technologies and 1:1 computing opportunities. The program provides an important alternative model for professional development that has been highly successful, not only in increasing teachers' knowledge and confidence in technology integration but also in changing the ways in which teachers think about and use a variety of technologies in their classrooms. Findings also suggest that ubiquitous computing environments afford unique teaching and learning opportunities upon which ordinary classroom teachers can capitalize to a greater or lesser degree.

scholarly journals Dual-role Conflict among Female Primary School Teachers

2017 ◽  
Vol 2 (1) ◽  
Author(s):  
Lawal Abdul Faragai
Keyword(s):  
Primary School ◽  
Role Conflict ◽  
Primary Schools ◽  
Teaching And Learning ◽  
Background Level ◽  
Work And Family ◽  
Dual Role ◽  
School Teachers ◽  
Conceptual Approach ◽  
Primary School Teachers

This paper is a conceptual approach that stimulate able scholars that failed to ponder carefully on dual-role conflict among female primary school teachers. Of course, female primary school teachers are experiencing dual-role conflict. Also, presently female primary school teachers has dominated our primary schools teaching our children, on the same vain experiencing dual-role conflict which needed urgent attention from all stakeholders. The essence of this paper was due to the relevance of work and family matters. Scholars are really trying their best for enlightening all stakeholders on the issue of work-family role conflict in many discipline. In Education, related researches are always carrying on but the background level of education primary school is somehow been put aside with little concern. Considering this will help in making the work-life balance of female primary school teachers more sustainable. With this teaching and learning of our younger children would be efficient and effective. The researcher has proposed a conceptual framework in studying dual-role conflict among female primary school teachers. However, the qualitative interpretivist approach using case study or grounded theory would be applicable in conducting such type of research respectively.

scholarly journals The Role of the Kelompok Kerja Guru (KKG) in Implementing Lesson Study to Improve the Performance of Elementary School Teachers

2020 ◽  
Vol 2 (3) ◽  
Author(s):  
Suwarno Suwarno ◽  
Yatim Riyanto ◽  
Eni Wuryani
Keyword(s):  
Elementary School ◽  
Elementary School Teachers ◽  
Lesson Study ◽  
Teaching And Learning ◽  
Snowball Sampling ◽  
School Teachers ◽  
Probability Sampling ◽  
Teaching Aids ◽  
The Right

Law of the Republic of Indonesia Number 14 of 2005 concerning Teachers and Lecturers article 20 paragraph (b) mandates that to carry out their professional duties, teachers are obliged to continuously improve and develop academic qualifications and competencies in accordance with the development of science, technology, and art (Undang‐undang Republik Indonesia Nomor 14 Tahun 2005). The existence of this law is expected to provide the right opportunity to improve its professionalism through training, writing scientific papers, Kelompok Kerja Guru (KKG) and Musyawarah Guru Mata Pelajaran (MGMP). This research uses a qualitative approach. The informants used in this study were the teachers who were members of the Kelompok Kerja Guru Cluster 2, Duduksampeyan Regency, Gresik Regency who implemented the 2013 curriculum. The technique of taking research informants conducted in this study was using non probability sampling. Non-probability sampling techniques used in this study were purposive sampling and snowball sampling. Kelompok Kerja Guru are also forums or places that can be used to foster and enhance the professionalism of elementary school teachers (Depdiknas, 1997: 46). KKG has benefits including as a place to accommodate and solve problems faced by teachers in teaching and learning activities, discussions, examples of teaching, demonstration of the use and manufacture of teaching aids (Alwi, 2009). Based on the discussion of research findings about the role of the Teacher Working Group (KKG) in implementing learning to improve the performance of elementary school teachers, there can be some conclusions that the role of the Kelompok Kerja Guru in carrying out the stages of lesson study activities has been effective because the KKG can provide understanding, guidance, goals, and benefits of lesson study.

scholarly journals Ciri Khas Gaya Pembelajaran Elemen Persekitaran dan Elemen Fisiologi Murid Lemah untuk Belajar dan Memproses Maklumat Baru

2021 ◽  
Vol 3 (3) ◽  
pp. 119-127
Author(s):  
Nurulhuda Md Hassan ◽  
Mohd Razimi Husin ◽  
Hishamuddin Ahmad ◽  
Faridah Hanim Yahya
Keyword(s):  
Learning Styles ◽  
Student Learning ◽  
Learning Style ◽  
Primary Schools ◽  
Teaching And Learning ◽  
Work Outcomes ◽  
Student Work ◽  
New Information ◽  
Student Information

Kajian ini bertujuan untuk mendedahkan tentang penerimaan murid dalam kemahiran dan maklumat pembelajaran yang dilakukan di sekolah rendah. Kajian ini juga bertujuan untuk memahami ciri khas gaya pembelajaran elemen persekitaran dan elemen fisiologi murid yang lemah berdasarkan kecenderungan mereka untuk belajar dan kemampuan memproses maklumat baru. Kajian ini adalah kajian kes yang menggunakan data kualitatif untuk menjawab persoalan yang dinyatakan. Penyelidik menggunakan Model Dunn & Dunn sebagai panduan dalam menganalisis data pemerhatian dalam gaya pembelajaran yang disokong oleh wawancara dan analisis hasil kerja murid. 16 peserta dipilih dengan sengaja untuk kajian ini. Dapatan menunjukkan bahawa rangsangan gaya pembelajaran elemen persekitaran dan elemen fisiologi mendorong atau merangsang pembelajaran murid yang lemah. Kesimpulannya, di samping strategi yang baik, gaya pembelajaran sebagai petunjuk pembelajaran dan pencapaian yang meningkatkan kualiti penerimaan maklumat murid. Oleh itu, penemuan ini merungkai hubungan antara gaya pembelajaran dan kesan pembelajaran murid yang perlu diberi perhatian oleh pendidik untuk memenuhi pengajaran dan cara pembelajaran murid. Special Characteristics of Learning Styles Environmental Elements and Physiological Elements of Weak Students to Learn and Process New Information Abstract: This study aims to reveal about the acceptance of students in the skills and information of learning done in primary schools. This study also aims to understand the special characteristics of learning styles of environmental elements and physiological elements of weak students based on their propensity to learn and ability to process new information. This study is a case study that uses qualitative data to answer the stated questions. Researchers used the Dunn and Dunn Model as a guide in analyzing observational data in a learning style supported by interviews and analysis of student work outcomes. 16 participants were deliberately selected for this study. Findings indicate that learning style stimuli of environmental elements and physiological elements induce or stimulate poor student learning. In conclusion, in addition to good strategies, learning style as an indicator of learning and achievement that improves the quality of student information reception. Therefore, these findings unravel the relationship between learning styles and student learning effects that need to be given attention by educators to meet the teaching and learning methods of students. Keywords: Environmental Elements, Learning Styles, Physiological Elements.

scholarly journals The Influence of Teachers’ Professional Development Activities on the Factors Promoting ICT Integration in Primary Schools in Mongolia

2019 ◽  
Vol 9 (2) ◽  
pp. 78 ◽  
Author(s):  
Shengru Li ◽  
Shinobu Yamaguchi ◽  
Javzan Sukhbaatar ◽  
Jun-ichi Takada
Keyword(s):  
Professional Development ◽  
Primary Schools ◽  
Supporting Evidence ◽  
Development Programs ◽  
Ict In Education ◽  
Ict Integration ◽  
School Teachers ◽  
Primary School Teachers ◽  
Information And Communication ◽  
Teachers Professional Development

This paper examines the influences of professional development activities on important teacher-level factors that are important for the use of Information and Communication Technology (ICT) in education for primary school teachers in Mongolia. The study utilizes the survey data collected in 2012 (n = 826) and 2016 (n = 1161) to identify the changes in factors that are important to the use of ICT in education. The study result shows that six teacher level factors that are important for the ICT integration have been improved over time through professional development activities. These are professional competency in educational use of ICT, collaboration for ICT integration, benefits on use of ICT, autonomy to innovate, recognition as a professional, and skills and practices in educational use of ICT. This provides supporting evidence to educational practitioners for the implementation of effective professional development programs to promote ICT integration in education, especially in the developing country’s context.

Teachers’ understanding and concerns about the practices of lesson study in suburb schools in Laos

2018 ◽  
Vol 7 (2) ◽  
pp. 150-162 ◽  
Author(s):  
Sommay Shingphachanh
Keyword(s):  
Teacher Development ◽  
Development Strategy ◽  
Time Management ◽  
Lesson Study ◽  
Primary Schools ◽  
Teaching And Learning ◽  
Content Type ◽  
School Based ◽  
Study Implementation ◽  
Empowering Teachers

PurposeLesson study is a vital approach to improve teaching and learning that Japanese teachers have been utilizing for a century. Lesson study, however, has only recently been recognized as a teacher development strategy in Laos and started implementing in teacher training colleges (TTCs) in 2015. The purpose of this paper is to investigate the extent to which teachers have gained an understanding of the procedure of lesson study and to reveal their initial concerns about its implementation.Design/methodology/approachThis research reports on lesson study implementation in a Lao TTC during 2015-2017. Data were collected from 11 classroom observations, lesson study reports, lesson study guidelines, and 70 open-ended questionnaires.FindingsData analysis revealed the initial experience of teachers in the suburb schools in applying lesson study to enhance teaching and students’ learning outcomes, and their concerns regarding lesson study procedure including time management, the format of the lesson study report, and collaboration with lesson study facilitators. The importance of lesson study experts to facilitate the teachers’ lesson study became clear. In addition, school principals and administrators have an important role in empowering teachers to engage confidently with lesson study.Originality/valueThis study is the first trial project of school-based training for in-service teachers in a TTC and partner primary schools. The aim of the project is to strengthen and promote collaborative learning. To progress lesson study, it is very important to be sensitive to the teachers’ issues in the early stages of the introduction of lesson study.

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