scholarly journals Lesson Study: An Approach to Increase the Competency of Out-of-Field Mathematics Teacher in Building the Students Conceptual Understanding in Learning Mathematics

2018 ◽  
Vol 2 (2) ◽  
pp. 1
Author(s):  
Aini Haziah Amirullah
Keyword(s):  
School Improvement ◽  
Conceptual Understanding ◽  
Mathematics Teacher ◽  
Lesson Study ◽  
Teaching And Learning ◽  
Learning Strategy ◽  
Learning Session ◽  
Learning And Teaching ◽  
Study Approach ◽  
Analytical Review

The study was conducted to observe the effectiveness of Lesson Study as an approach used to increase the skills of an out-of-field Mathematics teacher or ‘non-optional’ teacher, in building the conceptual understanding among students during the teaching and learning process. This qualitative case study was conducted using a Lesson Study approach involving a novice Mathematics teacher who is also a non-optional teacher, in a district of Seremban, Negeri Sembilan, Malaysia. An expert in Mathematics, School Improvement Specialist Coach(SISC+) was involved in the classroom observation. There were three different sessions conducted and the observation was recorded. Transcripts were prepared for the three observations for comparison and analytical review on the learning and teaching process with the Excellent Mathematics Teacher. It was observed that the Mathematics teacher’s competency improved after evaluating the students’ response and achievements after the learning session. Teachers who were involved,developed their skills and expertise through discussions during the Lesson Planning, teaching and review sessions. The teachers are more confident in addressing students issue as well as class control ‘Lesson Study’ approach had contributed to upgrade the skills and efficiency of the non-optional Mathematics teachers as well as enriching the learning strategy, approach and methodology.

scholarly journals Learner generated digital content: from posters to videos to promote content acquisition in a language class

2020 ◽  
pp. 89-99
Author(s):  
Esther Lecumberri ◽  
Victoria Pastor-González
Keyword(s):  
Teaching And Learning ◽  
Learning Strategy ◽  
Knowledge Exchange ◽  
Digital Content ◽  
Learning And Teaching ◽  
Noticeable Increase ◽  
Language Class ◽  
Content Acquisition ◽  
Digital Material ◽  
Individual Presentation

This article explores the use of Learner Generated Digital Content (LGDC) in the context of advanced Spanish language modules. An approach to learning and teaching frequently used and extensively researched in disciplines such as medicine and natural sciences, LGDC has in recent years made a cautious appearance in the area of modern languages (Lambert, Philp, & Nakamura, 2017). In the present case, LGDC becomes a powerful tool to address the challenge of introducing content acquisition in what is primarily a language module. Through the creation and sharing of a range of archivable learner generated digital material (posters and videos), learners and teachers collaborate to develop a living and open access information resource that can be expanded and used by successive cohorts of students in a cumulative process of knowledge generation and knowledge exchange. Scheduled at different points throughout the term and designed to result in texts of increasing linguistic complexity, these tasks encourage students to engage with the process of content acquisition and provide them with opportunities to practise and refine the linguistic skills required for the successful completion of their final assessment (an individual presentation). The introduction of LGDC in the module teaching and learning strategy led to a noticeable increase in student engagement, as evidenced by the results of questionnaires conducted with three consecutive cohorts. By sharing our experience, we would like to encourage fellow practitioners to introduce LGDC in the language classroom.

scholarly journals Effectiveness of Lesson Study Approach on Preservice Science Teachers’ Beliefs

2017 ◽  
Vol 10 (6) ◽  
pp. 36 ◽  
Author(s):  
Zeha Yakar ◽  
Duygu Turgut
Keyword(s):  
Preservice Teachers ◽  
Science Teachers ◽  
Lesson Study ◽  
Teaching Method ◽  
Student Centered ◽  
Learning And Teaching ◽  
Study Approach ◽  
Preservice Science Teachers ◽  
Teachers Beliefs ◽  
Beliefs About Learning

Beliefs influence teacher decision in the classroom. Because of this reason, understanding teachers’ beliefs is important. It is also critical to study teachers’ beliefs who integrate science in the classroom. In this study, the effects of microteaching with lesson study approach on preservice science teachers’ beliefs about learning and teaching have been analyzed. Teachers’ Beliefs Interview (TBI) has been used for determining the development of preservice science teachers’ beliefs about learning and teaching. At the end of the study, it was determined that through microteaching with lesson study approach, preservice science teachers’ beliefs improved in a positive way that their beliefs significantly changed toward more student-centered. The findings from this study support the notion that application micro teaching with lesson study in Science Teaching Method Course has postitive impact on preservice teachers’ beliefs.

scholarly journals Improving Teaching Quality and Problem Solving Ability Through Contextual Teaching and Learning in Differential Equations: A Lesson Study Approach

2016 ◽  
Vol 1 (1) ◽  
pp. 1-13 ◽  
Author(s):  
Rita Pramujiyanti Khotimah ◽  
Masduki Masduki
Keyword(s):  
Problem Solving ◽  
Differential Equations ◽  
Learning Process ◽  
Real World ◽  
Lesson Study ◽  
Teaching And Learning ◽  
Teaching Quality ◽  
Study Approach ◽  
Study Results ◽  
Contextual Teaching

Differential equations is a branch of mathematics which is closely related to mathematical modeling that arises in real-world problems. Problem solving ability is an essential component to solve contextual problem of differential equations properly. The purposes of this study are to describe contextual teaching and learning (CTL) model in differential equations course, to improve lecturers’ abilities in implementing CTL, and to improve students’ problem solving ability in differential equations. The study was conducted in the fifth semester of 2015/2016 academic year with 34 students of mathematics education Universitas Muhammadiyah Surakarta as participants. The CTL model was applied by lesson study approach which involved three stages namely plan, do, and see in each cycle. This research was conducted in four cycles. The study results found that discovery-based CTL could be applied in differential equations course. The lecturer abilities to design discovery-based contextual learning plan, to present real-world problem in learning process, to design learning strategy and assessment instruments of problem solving improved significantly. Problem solving ability of students also improved during teaching and learning process.

scholarly journals Learning in a small, task–oriented, connectivist MOOC: Pedagogical issues and implications for higher education

2013 ◽  
Vol 14 (4) ◽  
Author(s):  
Jenny Mackness ◽  
Marion Waite ◽  
George Roberts ◽  
Elizabeth Lovegrove
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
Role Models ◽  
Teaching And Learning ◽  
Significant Feature ◽  
Pedagogical Issues ◽  
Academic Practice ◽  
Learning And Teaching ◽  
Study Approach ◽  
Task Oriented

<p>Despite the increase in massive open online courses (MOOCs), evidence about the pedagogy of learning in MOOCs remains limited. This paper reports on an investigation into the pedagogy in one MOOC - Oxford Brookes University’s ‘First Steps in Learning and Teaching in Higher Education’ MOOC (FSLT12).</p><p>FSLT12 was an open and free professional development opportunity for people moving into HE teaching. It was a small course (200 participants registered from 24 countries) which was focused on introducing HE teaching skills, and, uniquely, to deliberately integrate open academic practice as a vital part of professional development for HE teachers. A qualitative, case-study approach was used in the research, based on surveys, interviews, and social media, to provide evidence about how people learned in this course and consider wider implications for teaching and learning in higher education.</p><p>The evidence shows that participants who completed the course were able to learn autonomously and navigate the distributed platforms and environments. The most challenging issues were acceptance of open academic practice and difficulty in establishing an academic identity in an unpredictable virtual environment. An interesting and significant feature of the course was the support for learners from a number of MOOC ‘veterans’ who served as role models and guides for less experienced MOOC learners.</p><p>The research shows that small task-oriented MOOCs can effectively support professional development of open academic practice.</p>

scholarly journals Teaching and learning process for mathematization activities: The case of solving maximum and minimum problems

2021 ◽  
Vol 6 (2) ◽  
pp. 100-110
Author(s):  
Al Jupri ◽  
Dian Usdiyana ◽  
Ririn Sispiyati
Keyword(s):  
Problem Solving ◽  
Conceptual Understanding ◽  
Mathematics Teachers ◽  
Teaching And Learning ◽  
Solution Process ◽  
Teaching Process ◽  
Learning And Teaching ◽  
Mathematical System ◽  
Written Assessment ◽  
Prospective Mathematics Teachers

One of the topics within the course of Essential Concepts in School Mathematics (ECSM) for prospective mathematics teachers concerns maximum and minimum problems. This type of problems requires mathematization, i.e., the activity of transforming a problem into a symbolic mathematics problem and of reorganizing within the mathematical system, in the solution process. This research aims to investigate the implementation of the learning and teaching process of the ECSM course that strengthen prospective mathematics teachers’  conceptual understanding and problem solving abilities through mathematization activities. To reach this aim, this qualitative study was conducted through an observation of the learning and teaching process, including the formative written assessment, for the case of maximum and minimum problems, involving 19 students of mathematics education program. The results of this study revealed that the learning and teaching process is implemented by emphasizing the use of a deductive approach. The written assessment showed students’ strategies and difficulties in dealing with maximum and minimum problems. Main difficulties included constructing visual representations and mathematical models in the mathematization processes. It can be concluded that the learning and teaching processes of the ECSM course need to be improved so as to develop better conceptual understanding and problem solving abilities through mathematization activities.

scholarly journals Teaching and Learning Interactional Patterns in Speaking Subject at Several Higher Educational Institutions

2019 ◽  
Vol 9 (12) ◽  
pp. 1480
Author(s):  
Ngatmini Ngatmini
Keyword(s):  
Teaching And Learning ◽  
Learning Strategy ◽  
Early Stage ◽  
Video Recording ◽  
Educational Institutions ◽  
Interactional Competence ◽  
Learning And Teaching ◽  
Interactional Pattern ◽  
Ethnographic Approach ◽  
Interactional Patterns

This study seeks to find the models applied in interactional pattern of teaching and learning activities on speaking subject in both religious and non-religious universities. In this qualitative study, a realistic ethnographic approach was used. The researchers played a key role as the research instrument. The data are lecturers and students' speech fragments in learning and teaching speaking skills. The instruments were technically obtained through observation using video recording. The data sources are the lecturers and students’ spoken transcripts. The result of this study proved that teaching and learning interactional patterns on speaking subject at the religious based universities revealed that they are under the lecturers’ control. In religious universities, the lecturers speak more than students (TTT), whereas in non-religious universities students are given more speaking opportunities (STT). Interaction occurs when students construct their experience and knowledge with the received information. Lecturers at both universities were not able to facilitate students developing and expressing their ideas. Both religious and non-religious universities’ learning and teaching interactional patterns at the speaking subjects implemented towards constructivism. Through generative learning strategy, some elements reflect each step of the strategies, although at an early stage. It is necessary to develop varied learning models which engage students’ active participation. In addition, there should be an understanding towards the concept of classroom interactional competence.

Penggunaan Keterampilan Proses dalam Pembelajaran Fikih di SD/MI

FONDATIA ◽  
2021 ◽  
Vol 5 (1) ◽  
pp. 30-43
Author(s):  
Nasri Nasri
Keyword(s):  
Learning Outcomes ◽  
Learning Process ◽  
Teaching And Learning ◽  
Learning Strategy ◽  
Process Skills ◽  
Learning And Teaching ◽  
New Information ◽  
New Concepts ◽  
Intellectual Skills

According to Djamarah, learning with process skills "aims to improve the ability of students to understand, realize and master a series of activities related to learning outcomes that have been achieved by students". According to Roestiyah, the purpose of the learning process is a very important component in the learning strategy; where students want to take it, what students must have, it all depends on the goals to be achieved. According to Indrawati as follows: process skills are social intellectual skills needed to be able to further develop their knowledge or concepts. With these skills, students have the opportunity to be able to acquire new concepts or information - new information. Learning and teaching are inseparable concepts. Beajar refers to what a person must do as a subject in learning. Meanwhile, teaching refers to what a teacher should do as a teacher. Two teaching and learning concepts carried out by students and teachers are integrated in one activity. Between the two, there was an interaction with the teacher. The abilities that students have from the teaching and learning process alone must be able to get results through one's creativity without the intervention of other people as teachers.

scholarly journals IMPLEMENTASI STRATEGI PEMBELAJARAN KONTEKSTUAL DI MI (MADRASAH IBTIDAIYAH)

2020 ◽  
Vol 1 (2) ◽  
pp. 21-34
Author(s):  
Much. Machfud Arif ◽  
Rr. Kusuma Dwi Nur Ma'rifati
Keyword(s):  
Learning Strategies ◽  
Cognitive Abilities ◽  
Teaching And Learning ◽  
Learning Strategy ◽  
Real Life ◽  
Contextual Learning ◽  
Academic Learning ◽  
Learning Needs ◽  
Learning And Teaching ◽  
Good Learning

Learning is essentially a process of interaction between students and their environment, so there is a change in behavior to be better. In learning, the most important task of the teacher is to condition the environment so that it supports behavior change for students. The use of appropriate learning strategies will also determine the effectiveness and efficiency of learning. Learning needs to be done with fewer lectures and teacher-centered methods, and more emphasis on student interaction. The use of a variety of strategies will greatly assist students in achieving learning objectives. One good learning strategy is contextual learning strategy. Because contextual learning strategies can combine three aspects of intelligence, including cognitive, affective and psychomotor aspects. Contextual learning strategies can provide space for students to be directly involved in the learning process. So students are no longer seen as objects, but subjects who can show their existence and contribution in education. Contextual learning and teaching involve students in important activities that help them relate academic learning and the real life contexts they face. By linking the two, students see the meaning in schoolwork. Fiqh subjects in madrasah ibtidaiyah with a contextual learning strategy approach provide opportunities for students to explore cognitive abilities in implementing material in the process of teaching and learning activities more innovative and comprehensive.

scholarly journals Post-basic nursing students’ reflections on their experiences of dialogic mediation

2013 ◽  
Vol 18 (1) ◽  
Author(s):  
Nadine F. Petersen ◽  
Vanessa Merckel
Keyword(s):  
Nursing Students ◽  
South African ◽  
Teaching And Learning ◽  
Learning Strategy ◽  
Research Question ◽  
Research Approach ◽  
Learning And Teaching ◽  
Active Involvement ◽  
Long Course

This article presents post-basic nursing students’ reflections on the way they experienced the pedagogy of dialogic mediation. The study addressed current debates about appropriate teaching methodologies for students in such a degree course and the role of the nurse educator in this regard. The authors used a qualitative research approach and posed the following research question: What are students’ reflections of their experiences of dialogic mediation and the influence of this on their ideas of teaching and learning? The study involved a cohort of students (n = 248) who were enrolled in a semester-long course in a post-basic nursing degree at a South African university. They were asked to respond to three open-ended questions regarding their experiences of a course that required engagement with a new teaching and learning strategy which expected active involvement. Data were collected from students’ written reflections and were analysed by searching for recurring themes and patterns. The findings revealed that students experienced extreme levels of frustration at the beginning of the course as their existing ideas about teaching and learning were challenged. They also found the new teaching techniques associated with this pedagogy to be demanding. However, once they understood the underlying principles and ideas, they began to understand the implications for their own learning and teaching practices.Hierdie artikel handel oor nabasiese-verpleegstudente se nadenke oor die wyse waarop hulle die pedagogie van dialogiese bemiddeling ervaar het. Hierdie studie het aandag gegee aan huidige debatte oor geskikte onderrigmetodologieë vir studente in so ‘n graadkursus en die rol van die verpleegkundige-opvoeder in hierdie opset. Die outeurs het ’n kwalitatiewe navorsingsbenadering gebruik en het die volgende navorsingsvraag gestel: Wat is studente se nadenke oor hul ervarings van dialogiese bemiddeling en die invloed daarvan op hul idees van onderrig en leer? Die studie het ’n spesiefike kohort studente (n = 248) wat ingeskryf is by ’n semesterkursus in ’n nabasiese verpleeggraadprogram aan ’n Suid-Afrikaanse universiteit ingesluit. Hulle is gevra om op drie oop vrae te reageer oor hul ervarings van ’n kursus wat betrokkenheid by ’n nuwe onderrig- en leerstrategie vereis en waar aktiewe deelname verwag word. Data is uit studente se skriftelike nadenke ingesamel en is ontleed deur vir herhalende temas en patrone te soek. Die bevindings het getoon dat studente uiterste vlakke van frustrasie aan die begin van die kursus ervaar het, aangesien hul bestaande onderrig en leer uitgedaag is. Hulle het ook die nuwe onderrigtegniek wat met hierdie pedagogie gepaardgaan veeleisend gevind. Nadat hulle egter die onderliggende beginsels en idees verstaan het, het hulle begin om die implikasies van hul eie leer- en onderrigpraktyke te verstaan.

Sign in / Sign up

Export Citation Format

Share Document