scholarly journals Grading Rage in the Pastoral Care Classroom

2021 ◽  
Vol 2 (2) ◽  
Author(s):  
Mindy McGarrah Sharp
Keyword(s):  
Pastoral Care ◽  
Critical Incident ◽  
Teaching And Learning ◽  
Learning Goals ◽  
Religion And Theology ◽  
Creative Transformation ◽  
The Moment ◽  
Support Students

Assessment and grading can elicit rage on the part of both learners and teachers.  Can rage lead to creative transformation of classroom cultures to support students in achieving learning goals? Can rage sharpen pedagogical commitments? The author reviews a critical incident of unexpected grading rage that emerged in her once a week three-hour masters level introductory pastoral care classroom, what she did about it in the moment, and how three strategies she employed could be helpful for teaching and learning religion and theology more broadly. When grading rage emerges in the pastoral care classroom and beyond, teaching and learning misunderstanding stories, facilitated by neutral questions in charged contexts, can make room for creative transformation when supported by third voices.

Penggunaan Permainan Edukasi pada Pembelajaran Daring Mata Pelajaran Geografi Kelas XII di MA PPPI Miftahussalam Banyumas

2021 ◽  
Vol 1 ◽  
pp. 20-22
Author(s):  
Faris Salman Faza
Keyword(s):  
Online Learning ◽  
Teaching And Learning ◽  
Educational Games ◽  
Learning Activities ◽  
Qualitative Description ◽  
Learning Goals ◽  
Face To Face ◽  
Average Value ◽  
Geography Teaching ◽  
The Right

The existence of the COVID-19 outbreak has an impact on all sectors of life, one of which is in the education sector, many schools are forced to dismiss their students and teaching and learning activities are carried out online. the transition of Geography teaching and learning activities at MA PPPI Miftahussalam Banyumas from face to face to online creates new problems in learning so that a special strategy is needed in this learning. Although online learning is not effective for achieving learning goals, the teacher must be able to make new innovations so that learning objectives can be achieved. This study uses a qualitative description method by observing the behavior of students when online learning takes place. Learning online Geography class XII at MA PPPI Miftahussalam Banyumas uses educational games. This study aims to find out the right media in learning Geography class XII during the COVID-19 pandemic at MA PPPI Miftahussalam Banyumas. The results of this study showed that 76 students of class XII MA PPPI Miftahussalam Banyumas who had taken the test showed an average value> 8.00. This shows satisfactory results.

scholarly journals Ten-Structure as Strategy of Addition 1-20 by Involving Spatial Structuring Ability for First Grade Students

2015 ◽  
Vol 8 (11) ◽  
pp. 16 ◽  
Author(s):  
Ummy Salmah ◽  
Ratu Ilma Indra Putri ◽  
Somakim Somakim
Keyword(s):  
Teaching And Learning ◽  
Design Research ◽  
First Grade ◽  
Learning Activities ◽  
Design Learning ◽  
Spatial Structuring ◽  
Support Students

<p class="apa">The aim of this study is to design learning activities that can support students to develop strategies for the addition of number 1 to 20 in the first grade by involving students’ spatial structuring ability. This study was conducted in Indonesia by involving 27 students. In this paper, one of three activities is discussed namely ten-box activity. This activity was aimed to introduce and develop ten-structure to be a students’ strategy in addition of number 1 to 20. The method was design research by designing learning activities involving spatial structuring ability. PMRI underlined the context and activity. The result of the study indicates that ten-box activities can help students to develop ten-structure as a strategy in addition of number 1 to 20. As a recommendation, PMRI can be implemented as an approach of teaching and learning addition 1 to 20.</p>

scholarly journals Sweet Rewards: An Exercise to Demonstrate Process Theories of Motivation

2018 ◽  
Vol 4 (1) ◽  
pp. 49-62 ◽  
Author(s):  
Robert L. Holbrook ◽  
David Chappell
Keyword(s):  
Organizational Behavior ◽  
Teaching And Learning ◽  
Equity Theory ◽  
Expectancy Theory ◽  
Fundamental Component ◽  
Process Theories ◽  
The Moment ◽  
The Impact ◽  
Extensive List ◽  
Implementation Steps

Motivation is a fundamental component in management and organizational behavior courses. At the same time, it can be a complicated topic for teaching and learning due to the number of popular models and theories. The activity described here is a simple and fast way to illustrate the components of two of the most important and practical motivation theories—Equity Theory and Expectancy Theory. The impact of the activity will be realized the moment a disproportional reward is made. We outline implementation steps and provide an extensive list of questions to check students’ understanding of motivation theories. We also provide additional resources (i.e., media suggestions, discussion slides) to enhance classroom presentations. This exercise is designed primarily for management and organizational behavior courses. It can be used effectively with a variety of audiences (i.e., undergraduate, graduate, executive).

scholarly journals PELATIHAN KETERAMPILAN MEMBUAT SLIDE PERSENTASI EFEKTIF DENGAN EFEK GRADASI PADA MAHASISWA FAKULTAS ILMU BUDAYA UNILAK

2018 ◽  
Vol 2 (2) ◽  
pp. 142-147
Author(s):  
Guntoro Guntoro ◽  
Loneli Costaner ◽  
Lisnawita Lisnawita
Keyword(s):  
Human Resources ◽  
Teaching And Learning ◽  
Learning Experience ◽  
Electronic Media ◽  
Academic World ◽  
Business World ◽  
The World ◽  
The Media ◽  
Power Point ◽  
The Moment

Teaching and learning process is an integral in the achievement of human resources who have the skills in the field in accordance with the goals of a college. Students who undergo the study other than he get the knowledge in the field that he studied, will also be given the learning experience given the task by the lecturer supervisor of the course and then the results are feasible for the percentage of campus forums with tools and complete electronic media. Nowadays, the percentage becomes the obstacle by students to get the perfect score, because the percentage is related to the presentation slide which is interesting and easy to understand by the audience. The percentage slide also becomes an assessment at the moment of presentation in front of the class forum, the student is not yet understand how to make an interesting and effective presentation so that the idea is well conveyed. In addition, students also difficult to make a presentation with a combination of images and writing because it has not got the skills to design the slide so much the results of the presentation of what is with a fairly satisfactory percentage value. In today's digital age, it can be said that any profession of someone in the world of organization, both business world and academic world can not be separated from the necessity to do the exposure to explain the purpose of a problem or information. Ability to present good information with an attractive means is necessary to get the ideas and ideas to the person who received the information. Good presentation skills, interesting and informative is needed everyone so that ideas or ideas can be easily understood. One of the media presentations to make the ideas submitted so more informative and interesting is to use Ms. Power point.

scholarly journals Task Based Learning (TBL) in EFL Classroom: from theory to practice

2020 ◽  
Vol 3 (4) ◽  
pp. 139-144
Author(s):  
Muhammad Badrus Sholeh ◽  
Sahril Nur ◽  
Kisman Salija
Keyword(s):  
Learning Process ◽  
Teaching And Learning ◽  
Language Use ◽  
Language Education ◽  
Target Language ◽  
Learning Goals ◽  
Efl Learners ◽  
Learning Framework ◽  
Theory To Practice ◽  
Efl Teachers

Task-Based Learning (TBL) is one of the contemporary approaches, which has attracted a great deal of study in recent decades. It is a language education approach that offers students the opportunity to use authentic target language use by tasks. Task-Based Learning drives skill-based teaching and learning, engages students in the learning process, motivates and enhances student imagination. This paper focuses on some fundamental aspects of TBL in literature: (1) the task-based learning definition, (2) the task-based learning characteristics, (3) the task-based learning framework, (4) the task-based learning benefits, and (5) a proposed task-based learning practice for EFL learners. The paper gives useful suggestions to EFL teachers who have similar teaching strategies to help students meet such learning goals in their classrooms and continue positive TBL patterns in teaching and learning.

scholarly journals Mathematical Investigation Contributions for the Financial Education and Economics Teaching

2020 ◽  
Vol 22 (6) ◽  
Author(s):  
Patricia Franzoni ◽  
Marli Teresinha Quartieri
Keyword(s):  
Teaching And Learning ◽  
Design Methodology ◽  
Financial Education ◽  
Financial Mathematics ◽  
Problem Situation ◽  
Learning And Development ◽  
Data Collection And Analysis ◽  
Mathematical Investigation ◽  
Mathematics Program ◽  
The Moment

Background: The proposal of financial education in classrooms is born in the expectation of changing an irresponsible consumption scenario that society is going through and should be included in all student educational contexts, from elementary to higher education, aiming to provide consumers-individuals with basic notions of economics and consumption. Objective: Analyse how investigative tasks can contribute to the financial education and economics teaching. Design: Methodology of mathematical investigation. Setting and participants: The research was carried out with twelve students in the discipline of Financial Mathematics, in a mathematics program at a university in the state of Rio Grande do Sul (Brazil). Data collection and analysis: This article is characterised as qualitative research and the data produced (tasks, recordings, questionnaire, forum) were analysed through discursive textual analysis. Results: Possibilities of conjectures and resolving strategies; investigative activity importance, in group, for the creativity and autonomy learning and development; critical thinking development in the decision making process; relations between the task and daily life situations; and analysis of difficulties during task execution. Conclusions: Through this study, we conclude that the investigative tasks have contributed for the teaching and learning processes, when the small groups made discoveries and followed different paths during each problem situation solving, they demonstrated enthusiasm, creativity, and autonomy. When the results were compared, at the moment of interaction with the bigger group, the groups realised they could have chosen other paths, or any important factor, which could have been part of the analysis, had not been considered, what yielded several discussions in the classroom as well as in the virtual forum, strengthening a critical and collaborative thinking development.

scholarly journals Competencies, Culture, and Change: A Model for Digital Transformation in K-12 Educational Contexts

2021 ◽  
pp. 203-218
Author(s):  
Angela Elkordy ◽  
Jessica Iovinelli
Keyword(s):  
Technology Implementation ◽  
Teaching And Learning ◽  
Organizational Context ◽  
Digital Transformation ◽  
Interconnected Systems ◽  
Learning Goals ◽  
The People ◽  
Order Change ◽  
Second Order Change ◽  
K 12

AbstractOn the surface, adopting technology presents itself as a technical issue. Yet, the real challenge of digital transformation in educational contexts necessitates a second-order change to disrupt and realign interconnected systems. A significant component of digital transformation in K-12 schools is an understanding of the unique affordances of digital tools and technologies and how these can be leveraged to align with learning goals and targets to impact teaching and learning in new ways. While there are several models for innovation diffusion and technology adoption in K-12 contexts, they fall short, particularly in describing the nature and interactions of these interconnected systems. These aspects of technology implementation remain a mystery. As a result, efforts to enact change in K-12 organizations often fall short due to a lack of understanding of context, inadequate goal-setting, insufficient professional development and personalized supports to build capacity, and a failure to evaluate progress. In K-12 educational settings, the people, the competencies, and the culture, alongside the strong leadership, resources, and organizational context, are all essential to effect sustainable change. We propose a model for digital transformation that considers all of these factors and interconnected systems.

scholarly journals An Instructor Learning Analytics Implementation Model

2017 ◽  
Vol 21 (3) ◽  
Author(s):  
Holly McKee
Keyword(s):  
Learning Outcomes ◽  
Learning Analytics ◽  
Teaching And Learning ◽  
Research Problem ◽  
Self Reflection ◽  
Implementation Model ◽  
Design And Development Research ◽  
Pedagogical Intent ◽  
And Performance ◽  
Support Students

With the widespread use of learning analytics tools, there is a need to explore how these technologies can be used to enhance teaching and learning. Little research has been conducted on what human processes are necessary to facilitate meaningful adoption of learning analytics. The research problem is that there is a lack of evidence-based guidance on how instructors can effectively implement learning analytics to support students with the purpose of improving learning outcomes. The goal was to develop and validate a model to guide instructors in the implementation of learning analytics tools. Using design and development research methods, an implementation model was constructed and validated internally. Themes emerged falling into the categories of adoption and caution with six themes falling under adoption including: LA as evidence, reaching out, frequency, early identification/intervention, self-reflection, and align LA with pedagogical intent and three themes falling under the category of caution including: skepticism, fear of overdependence, and question of usefulness.  The model should enhance instructors’ use of learning analytics by enabling them to better take advantage of available technologies to support teaching and learning in online and blended learning environments. Researchers can further validate the model by studying its usability (i.e., usefulness, effectiveness, efficiency, and learnability), as well as, how instructors’ use of this model to implement learning analytics in their courses affects retention, persistence, and performance.

Virtual Empathy? Anxieties and Connections Teaching and Learning Pastoral Care Online

2014 ◽  
Vol 17 (3) ◽  
pp. 247-263 ◽  
Author(s):  
Melinda McGarrah Sharp ◽  
Mary Ann Morris
Keyword(s):  
Pastoral Care ◽  
Teaching And Learning

The Accuracy of Complex-Procedures Texts Material in Bahasa Indonesia Textbook for the First Grade of Senior High School

2021 ◽  
Vol 17 (1) ◽  
pp. 91
Author(s):  
Laili Etika Rahmawati ◽  
Putri Octaviani ◽  
Hari Kusmanto ◽  
Yakub Nasucha ◽  
Miftakhul Huda
Keyword(s):  
High School ◽  
Teaching And Learning ◽  
First Grade ◽  
School Curriculum ◽  
Senior High School ◽  
Learning Goals ◽  
Learning Material ◽  
Learning Materials ◽  
National Education ◽  
Bahasa Indonesia

It is obvious that the textbooks play a key role in enhancing the quality of teaching and learning. The good quality textbooks must meet the criteria or standard as a textbook. This paper aims to describe the accuracy of materials provided in the Bahasa Indonesia textbook for the first grade of Senior High School curriculum of 2013. This study adopted the content analysis method to analyze the data. The findings deriving from this study reveal that the accuracy of learning material provided in Bahasa Indonesia textbook for the first grade of Senior High School (Sekolah Menengah Atas) curriculum of 2013 published by Erlangga has adequately met the standard requirements of Board of National Education Standards (Badan Standar Nasional Pendidikan, BSNP) for the accuracy of learning material of a textbook. However, this study found some weaknesses in the textbook as follows: (1) The textbook has not provided a ‘Competency Map’ containing principles used by students to achieve their learning goals and understand the learning materials provided in each chapter in order that the materials delivered can be well-structured. (2) The examples provided in the textbook are less relevant to the characteristics of diverse backgrounds and social statuses; contain the issues of ethnicity, religion, race, intergroup relations; and do not suit the needs.   Keywords: Curriculum of 2013, The accuracy of learning materials, Textbooks.

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