scholarly journals A game proposal for teaching math operations to 6th / 9th grade students

2021 ◽  
Vol 10 (1) ◽  
pp. e37110111878
Author(s):  
Gustavo Nogueira Dias ◽  
Yann Sávio de Souza Belleza ◽  
Carlos Mairton Barreto Saraiva ◽  
Edith Gonçalves Costa ◽  
Gerson Pompeu Pinto ◽  
...  
Keyword(s):  
Teaching Strategy ◽  
Mental Calculation ◽  
The Awakening ◽  
9Th Grade ◽  
Teaching Math ◽  
Teaching Learning ◽  
Mathematical Operations

The purpose of this work is to serve as an aid tool for the teacher, for the students and for the development of the classes, however, we hope that the game is developed in an appropriate way so that it does not harm their performance. The objective of this work is to analyze the possibilities of teaching / learning of mathematical operations from the application of the game "the awakening of mathematics" for 6th and 9th grade students. The work methodology was developed for the students in order to solve such difficulties that some students were presenting during the math classes, developed from cardboard paper, A4 paper in 9x9 square format (9 squares in height and width), containing a total of 81 cells on the board, where the mental calculation of the four mathematical operations is proposed. It was realized that the use of the game should not be applied only as a means of interaction between students, therefore, if the teacher proposes the game as a teaching strategy, he should treat it as a vehicle for building knowledge, creating and experimenting.

A Study on the Effectiveness of a Strategy Based on Cooperative Learning for Science Teaching in Class VII

2021 ◽  
pp. 123-136
Author(s):  
Mary Vineetha Thomas ◽  
R.G Kothari
Keyword(s):  
Cooperative Learning ◽  
Science Teaching ◽  
Education System ◽  
Learning Strategy ◽  
Technological Development ◽  
Teaching Strategy ◽  
The Social ◽  
Working Together ◽  
Education Today ◽  
Teaching Learning

Education today needs to be responsive to the diverse needs of our learners in order to make them globally competent. Innovative initiatives need to be brought into the present education system in order to meet the growing demands of our society. Our education system does not function in isolation with our society and so, along with academic aspects, the social aspects of learning too, have to be focussed on. This is possible with quality teaching strategies being introduced in our teaching learning process and one such strategy promoting the same is Cooperative Learning. Cooperative learning involves students working together in small groups to accomplish shared goals. It is widely recognized as a teaching strategy that promotes socialization and learning among students from kindergarten through college and across different subjects and science is no exception. Science enables pupils to be involved in group work where they have the opportunity to share ideas and cooperate with each other in collaborative practical activity. What is needed today is a new wave of educated students ready for modern scientific research, teaching and technological development. With students of diverse abilities and differing rates of learning in our classrooms, it is, therefore, essential for the teacher to have the knowledge of how students learn science and how best to teach. The present study was taken up in this context to find out the effectiveness of cooperative learning strategy in science teaching.

scholarly journals IMRPOVING STUDENTS’ READING COMPREHENSION THROUGH RECIPROCAL TEACHING STRATEGY ON NARRATIVE TEXT

2019 ◽  
Vol 2 (2) ◽  
pp. 131
Author(s):  
Santi Nurdianti ◽  
Resti Rosita ◽  
Odo Fadloeli
Keyword(s):  
Reading Comprehension ◽  
Teaching Strategy ◽  
Narrative Text ◽  
Reciprocal Teaching ◽  
Teaching Reading ◽  
Grade Student ◽  
9Th Grade ◽  
Post Test ◽  
Ninth Grade Student ◽  
The Mean

This study is a CAR. The objective of this study is improve reading comprehension through reciprocal teaching strategy for the ninth grade student. The researcher answered 2 problem questions of research 1) can the use of reciprocal teaching strategy improve the students’ reading comprehension in the 9th grade of MTs At-Taqwa Cihampelas? 2) How far does the use of reciprocal teaching strategy improve the 9th of MTs AT-Taqwa? Design of the research was CAR. It was conducted in 2 cycles. The teacher analyzed the students’ reading comprehension in each cycle. The results showed that (1) the use of reciprocal teaching strategy can enhance students reading comprehension step by step from cycle 1 and 2. It is proved with the students score, the mean score pretest in cycle I 52.57 and the mean of the posttest in cycle I 63.14.The mean of the post-test in cycle II 71.71.the last cycle means score was categorized as good. The improvements in students understanding indicates that reciprocal teaching strategy is effective and applicable when deals with the students’ problem in reading narrative text.Keywords: Reciprocal teaching, reading comprehension, narrative text.

scholarly journals STUDENTS’ MOTIVATION AND RESPONSIVE PEDAGOGY IN LANGUAGE CLASSROOM

2019 ◽  
Vol 6 (2) ◽  
pp. 75
Author(s):  
Syarifah Dahliana
Keyword(s):  
Learning Process ◽  
Teaching Strategy ◽  
Interactive Communication ◽  
Classroom Activities ◽  
Language Classroom ◽  
Teaching Goal ◽  
English Speaking ◽  
Responsive Pedagogy ◽  
Teaching Learning ◽  
Self Engagement

Students’ motivation contributes to the successful teaching learning process as it determines self-engagement and participations in the classroom. Encouraging students’ motivation, then, becomes important for the teacher to achieve the teaching goal and to provide a meaningful learning process for the students. This research is aimed to discuss responsive pedagogy in encouraging students’ motivation to learn and participate in classroom learning process. One English speaking class becomes the object of the observation. The interviews with the teacher and some students were also part of data collection in order to obtain information about the students’ motivation in learning English speaking, teacher’s teaching strategy, and classroom interactions. The findings indicate that classroom activities are crucial in motivating students’ responsive learning. In addition, the teacher’s competency in creating a conducive environment and leading an interactive communication are the ways of the teacher influence students’ motivation in learning process.

scholarly journals Promoting interdisciplinary education − the Vienna Doctoral Programme on Water Resource Systems

2012 ◽  
Vol 16 (2) ◽  
pp. 457-472 ◽  
Author(s):  
G. Blöschl ◽  
G. Carr ◽  
C. Bucher ◽  
A. H. Farnleitner ◽  
H. Rechberger ◽  
...  
Keyword(s):  
Doctoral Students ◽  
Water Resource ◽  
Teaching Strategy ◽  
International Study ◽  
Learning By Doing ◽  
Initial Assessment ◽  
Joint Study ◽  
Study Sites ◽  
Teaching Learning ◽  
Resource Systems

Abstract. The Vienna Doctoral Programme on Water Resource Systems (DK-WRS) is a programme that aims to educate students in interdisciplinary water science through cutting edge research at an international level. It is funded by the Austrian Science Fund and designed to run over a period of 12 yr during which 80 doctoral students are anticipated to graduate. This paper reports on our experiences of setting up and implementing the Programme. We identify three challenges: integrating the disciplines, maintaining depth in an interdisciplinary programme, and teaching subjects remote to each student's core expertise. To address these challenges we adopt a number of approaches. We use three levels of instruments to foster integration across the disciplines: joint groups (e.g. a joint study programme), joint science questions (e.g. developed in annual symposia), and joint study sites. To maintain depth we apply a system of quality control including regular feedback sessions, theses by journal publications and international study exchange. For simultaneously teaching students from civil and environmental engineering, biology, geology, chemistry, mathematics we use visually explicit teaching, learning by doing, extra mentoring and by cross relating associated subjects. Our initial assessment of the Programme shows some very positive outcomes. Joint science questions formed between students from various disciplines indicate integration is being achieved. The number of successful publications in top journals suggests that depth is maintained. Positive feedback from the students on the variety and clarity of the courses indicates the teaching strategy is working well. Our experiences have shown that implementing and running an interdisciplinary doctoral programme has its challenges and is demanding in terms of time and human resources but seeing interactions progress and watching people grow and develop their way of thinking in an interdisciplinary environment is a valuable reward.

scholarly journals Module Development in Home and Family Living for College Students of a State University in the Philippines

2016 ◽  
Vol 2 (1) ◽  
pp. 39
Author(s):  
Mark Raguindin Limon ◽  
John Paul Castillo Vallente
Keyword(s):  
Rating Scale ◽  
Teaching Strategy ◽  
The Philippines ◽  
Design Development ◽  
Practice Test ◽  
Test Items ◽  
Home Care Nursing ◽  
Instructional Characteristics ◽  
Family Living ◽  
Teaching Learning

<p>This paper generated a module in Home and Family Living along the six units in Technology and Livelihood Education (TLE): The Filipino Family; The Teenager; Making and Keeping Friends; Looking towards Marriage; Towards Responsible Parenthood; and Home Care Nursing. This instructional material was prepared on the assumption that given adequate and meaningful instruction in the different units, the module can enhance the teaching-learning process, and help students master the content and skills required of a TLE teacher. In the development of the module in HFL, the researchers followed the research and development cycle called research-based development technology, using the ADDIE Model’s stages. The major steps in developing the module included analysis, design, development, implementation, and evaluation; each stage is composed of different phases. After the construction of the module, it was examined and content-validated with regard to objectives, content, instructional characteristics, and practice test items, using a rating scale by seven experts from the different fields in Home Economics. The module was found highly valid in all its aspects, and revisions were made based on the suggestions given. Subsequently, 25 TLE students and seven teachers assessed the usefulness of the module. The evaluators adjudged the material useful as revealed by their testimonials; therefore, it was concluded that the material was more effective than traditional, lecture-based classroom teaching strategy. It was recommended that this validated module be published, reproduced, and utilized to supplement the existing materials employed by the students and the teachers to help them develop the required competencies, and further master the content and skills required of a TLE teacher.</p>

scholarly journals Readability Level of English Reading Text Used In The Era of Pandemic

2021 ◽  
Vol 6 (7) ◽  
pp. 3448
Author(s):  
Rida Paranduk ◽  
Mister Gidion Maru ◽  
Javier Tuerah
Keyword(s):  
Junior High School ◽  
Private School ◽  
Teaching Strategy ◽  
Reading Level ◽  
Public And Private ◽  
9Th Grade ◽  
Reading Text ◽  
Frustration Level ◽  
The Given ◽  
Readability Level

This study attempts to investigate the readability level of the text used in the Junior High School. Taking the material from those read in the two prominent schools; public and private school. Being measured by the given formula and then followed by the given test to students, this study reveals that the readability level of four reading texts as the source of the data in this study indicates various level. It is only one out of four texts that was appropriate for 9th grade students. This affects the students’ purpose of reading competencies of the students in private Junior school who have tendency toward unassisted reading than the students in the public school. It implies the number of students who need the instruction or need assisted in reading. The students within this school demand more instruction than those in private school. The similar condition shown in the students who categorized in the frustration level. As the consequences, this circumstance requires teacher’s serious intervention among others by cautiously doing text selection and adjusting teaching strategy to students’ reading level competency.

scholarly journals Promoting interdisciplinary education – the Vienna Doctoral Programme on Water Resource Systems

2011 ◽  
Vol 8 (6) ◽  
pp. 9843-9887 ◽  
Author(s):  
G. Blöschl ◽  
G. Carr ◽  
C. Bucher ◽  
A. H. Farnleitner ◽  
H. Rechberger ◽  
...  
Keyword(s):  
Doctoral Students ◽  
Water Resource ◽  
Teaching Strategy ◽  
International Study ◽  
Learning By Doing ◽  
Initial Assessment ◽  
Joint Study ◽  
Study Sites ◽  
Teaching Learning ◽  
Resource Systems

Abstract. The Vienna Doctoral Programme on Water Resource Systems (DK-WRS) is a programme that aims to educate students in interdisciplinary water science through cutting edge research at an international level. It is funded by the Austrian Science Fund and designed to run over a period of 12 yr during which 80 doctoral students are anticipated to graduate. This paper reports on our experiences of setting up and implementing the Programme. We identify three challenges: integrating the disciplines, maintaining depth in an interdisciplinary programme, and teaching subjects remote to each student's core expertise. To address these challenges we adopted a number of approaches. We use three levels of instruments to foster integration across the disciplines: joint groups (e.g. a joint study programme), joint science questions (e.g. developed in annual symposia), and joint study sites. To maintain depth we apply a system of quality control including regular feedback sessions, theses by journal publications and international study exchange. For simultaneously teaching students from civil and environmental engineering, biology, geology, chemistry, mathematics we use visually explicit teaching, learning by doing, extra mentoring and by cross relating associated subjects. Our initial assessment of the Programme shows some very positive outcomes. Joint science questions formed between students from various disciplines indicate integration is being achieved. The number of successful publications in top journals suggests that depth is maintained. Positive feedback from the students on the variety and clarity of the courses indicates the teaching strategy is working well. Our experiences have shown that implementing and running an interdisciplinary doctoral programme has its challenges and is demanding in terms of time and human resources but seeing interactions progress and watching people grow and develop their way of thinking in an interdisciplinary environment is a valuable reward.

scholarly journals IMPLEMENTING QUESTION-ANSWER RELATIONSHIPS (QAR) STRATEGY TO IMPROVE STUDENTS’ READING COMPREHENSION SKILL

2019 ◽  
Vol 13 (2) ◽  
pp. 88
Author(s):  
Fuad Abdul Baqi
Keyword(s):  
Reading Comprehension ◽  
Action Research ◽  
Quantitative Data ◽  
Positive Impact ◽  
Teaching Strategy ◽  
Learning Activity ◽  
Comprehension Skill ◽  
The Subject ◽  
Teaching Learning ◽  
High Level

<p>This action research was conducted to highlight how far the improvement of students’ reading comprehension skill after being treated by implementing QAR strategy and to find out the advantages when QAR is implemented in teaching reading comprehension. The research was organized at SMA Negeri 1 Rangkasbitung, Lebak - Banten. The subject of the research was the eleventh grade students, class IPS<sup>3</sup>. The design of it was an action research by covering three cycles, and every cycle consists of five meetings. Planning, acting, observing, and reflecting were implemented in every cycle to get a clear data. The research applied two sorts of data collecting: qualitative and quantitative data. Observation, recording, and interview were conducted to obtain qualitative data, while the quantitative data was gained through test. The research finding reflected that implementing Question-Answer Relationship (QAR) Strategy can help students in comprehending the text while answering the questions. The students were able to categorize the questions as well to avoid spending too much time while finding the answer. The implementation of QAR Strategy in teaching-learning process was getting better cycle to cycle, the students were energetic, active, enthusiastic, and felt much more confident to take a part in reading learning activity eventually. It showed that teacher’s teaching strategy had positive impact to students’ reading comprehension, and could arouse students’ motivation and participation as well to learn which greatly influenced their reading comprehension skill. It is helpful for teacher as a framework for directing questioning activities and comprehension instruction in pre-, while-, and post-reading. Implementing QAR in reading comprehension can ensure that it does not only focus on lower-level skills and question but in high level as well and it can motivate students to think critically and creatively.  Considering QAR is helpful and beneficial for both teacher and students, the institution may implement QAR for any grades and school subjects in order to make students familiar with higher-level question. Therefore, it will be no longer difficult to comprehend the text for students who have been treated by implementing QAR.</p>

scholarly journals LA REALIDAD AUMENTADA COMO APOYO DIDÁCTICO EN EL APRENDIZAJE DEL DOBLAJE DE ALAMBRES EN LOS PROCEDIMIENTOS DE ORTODONCIA Y ORTOPEDIA

2015 ◽  
Vol 6 (1) ◽  
pp. 45
Author(s):  
Jairo Augusto Cortes Mendez ◽  
Maria Alejandra Gonzalez B ◽  
Jaime Alberto Paez Paez ◽  
Adiela Ruiz
Keyword(s):  
Augmented Reality ◽  
Teaching Method ◽  
Teaching Strategy ◽  
Information And Communications Technology ◽  
Traditional Teaching ◽  
Orthodontic Wires ◽  
Dental Procedures ◽  
Educational Processes ◽  
Teaching Content ◽  
Teaching Learning

Las Tecnologías de la Información y la Comunicación (TIC) enriquecen el proceso enseñanza-aprendizaje; el uso de los ambientes en Realidad Aumentada como apoyo a los procedimientos odontológicos, a través de la utilización de procesos educativos en la preclínica de ortodoncia, surge como alternativa para mejorar la práctica de los estudiantes en diferentes rutinas. El objetivo general de la investigación fue diseñar, implementar y evaluar una aplicación de la Realidad Aumentada como apoyo a los procedimientos odontológicos. La investigación se realizó en tres fases. Al aplicar la estrategia didáctica propuesta se buscaba determinar si esta es una herramienta más eficaz que el método de enseñanza tradicional para la enseñanza de los contenidos relacionados con doblaje de alambres en ortodoncia. El resultado de la investigación fue una aplicación en ambiente de Realidad Aumentada como apoyo a los procedimientos odontológicos, por medio de la utilización de procesos educativos en la preclínica de ortodoncia.Augmented Reality as a Didactic Support in the Learning of Dubbing of Wires in Orthodontic and Orthopedic ProceduresAbstractThe information and communications technology (ICT) enrich the teaching-learning process; the use of augmented reality environments to support dental procedures through the use of educational processes in preclinical orthodontic emerges as an alternative to improve the practice of students in different routines. The overall objective of the research was to design, implement and evaluate an application of Augmented Reality to support dental procedures. The research was conducted in three phases. By applying the teaching strategy proposal sought to determine if this is one that the traditional teaching method for teaching content related to orthodontic wires dubbing most effective tool. The result of the research was an application in Augmented Reality environment to support dental procedures, through the use of educational processes in pre-clinical orthodontics.Keywords: Instructional Design, Educational Technology, Virtual Environment

scholarly journals Trabajo Colaborativo como estrategia de Enseñanza en la Universidad / Collaborative work as a teaching Strategy in the University

2015 ◽  
Vol 11 (22) ◽  
pp. 64-71 ◽  
Author(s):  
Jeanette M. Chaljub Hasbún
Keyword(s):  
Teaching Strategy ◽  
Collaborative Work ◽  
Teaching Methodology ◽  
Research Competencies ◽  
Teachers And Students ◽  
The Individual ◽  
Search For Information ◽  
Teaching Learning ◽  
The University ◽  
Trabajo Colaborativo

ResumenEl presente artículo presenta una propuesta de la metodología de enseñanza basada en el enfoque colaborativo. Se centra en la construcción colectiva del conocimiento a través del intercambio de ideas y la búsqueda de información. Destaca la importancia del desarrollo de competencias de investigación, a través de la interacción social en las propuestas de solución de problemas. Resalta los nuevos roles del profesor y de los estudiantes, quienes pasan de ser entes pasivos hacia tener una participación activa dentro del proceso de enseñanza y aprendizaje. El trabajo colaborativo, como estrategia de  enseñanza, produce un aprendizaje de forma colectiva, entendiendo que, el individual ayuda a construir el conjunto.AbstractThis article presents the proposal for the implementation of the teaching methodology based in the collaborative approach to learning. It centers in the concept of the social construction of knowledge through the exchange of ideas and search for information. It highlights the importance of the development of research competencies, through group collaboration to solve problems. It also highlights the new roles of teachers and students as active participants in the teaching-learning process. Collaborative work, as a teaching strategy, results in collective learning, understanding that the individual contributes to building the whole.

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