scholarly journals Embodied Instruction: An Exploration and Qualitative Comparison of Expression and Performance of Yoga Instruction

2021 ◽  
Vol 6 ◽  
Author(s):  
Tegan Reeves ◽  
Crystal L. White
Keyword(s):  
Participatory Design ◽  
Teaching And Learning ◽  
Whole Child ◽  
Embodied Learning ◽  
Qualitative Comparison ◽  
Mind And Body ◽  
Energetic State ◽  
Primary Focus ◽  
And Performance ◽  
Instruction Strategies

Background: An inclusive, whole-child model of education is shifting the paradigm into an integrative mind-body approach. Toward contextualizing learning at the close of the cartesian era, the current work explores embodied instruction through the lens of a teacher whose primary focus is the integration of mind and body. Perhaps the longest standing curriculum aimed at embodied learning, yoga provides a unique perspective on techniques and experiences of embodied teaching.Method: This case study employed an in-depth explorative participatory design to observe instructor intentions in and performance of instruction. Consecutive interviews (5) in conjunction with participatory observation of weekly classes (8) were audio recorded, transcribed verbatim, and triangulated with researcher memos. A grounded and comparative methodology was used to analyze expressed understanding of embodied learning and performed instruction.Results: In-depth interviews revealed four themes of expressed understanding of embodied instruction: energetic state, personality of instruction, inviting experience and student vulnerability. Participatory observations revealed four themes of performance of embodied instruction: scoping, cadence, silence, and inviting practice. Overlap in expressed understanding and observed instruction were found in each theme. An example of the expressed understanding of a thematic concept is inviting experience: “If someone comes in the very first time and the teacher is very invasive and says, “Do this, do this, do this.” And the next pose the teacher is hovering over them, you are not going to go back. You are going to hate it so much [I] let people be really all over the place at the beginning as long as they are safe. [I] allow them that kind of freedom, initially”. This was further supported in the observed instruction; an example of this is: “We’re going to play with [a posture]. that firmness in your abs, engage the core so a foot might lift. Maybe both feet.” And “with the arms firm, maybe the legs straighten”.Conclusion: The current study yields preliminary insight into yoga instruction strategies to support further development of embodied teaching and learning.

Educational Principles of Community-based Education

PEDIATRICS ◽  
1996 ◽  
Vol 98 (6) ◽  
pp. 1259-1263
Author(s):  
Kenneth B. Roberts
Keyword(s):  
Medical Education ◽  
Adult Learning ◽  
Medical School ◽  
Needs Assessment ◽  
Teaching And Learning ◽  
Educational Experiences ◽  
Community Based ◽  
Community Based Education ◽  
Primary Focus ◽  
School Curricula

Much of medical education remains teacher centered, as exemplified by the continued emphasis on lectures. Increasingly, however, the importance of the learner is being recognized and acknowledged in medical school curricula. The distinction between teaching and learning is also an issue for graduate medical education; accreditation bodies focus on programs and teaching, and credentialing bodies determine whether individuals have accomplished sufficient learning. The true mission of teaching is to facilitate learning, and adult learning is enhanced by four elements: respect, building on previous experiences, immediacy of application, and the opportunity to practice. These elements should be considered when designing educational experiences in the community. Educational planning includes five steps, represented by the mnemonic GNOME: goals, needs assessment, objectives, methods, and evaluation. Goals are broad aspirations, which are refined by the learners' needs to specific, measurable objectives. Methods are selected to match the objective, and evaluation determines whether the objectives were achieved. The results of the evaluation serve as another needs assessment, and the process continues until the goals are achieved. Throughout the process, the primary focus should be on the resident, with the program in a supporting role.

Behavioral Endocrinology: Integrating Mind and Body

2020 ◽  
Vol 4 (2) ◽  
pp. 97-110
Author(s):  
Peter T. Ellison
Keyword(s):  
Nervous System ◽  
Steroid Hormones ◽  
Behavioral Ecology ◽  
Endocrine System ◽  
Behavioral Endocrinology ◽  
Paternal Behavior ◽  
Mind And Body ◽  
The Central Nervous System ◽  
Primary Focus

Abstract The nervous system and the endocrine system interact to integrate behavior and physiology. Hormones play an important role in this interaction, particularly steroid hormones. Other molecules, notably oxytocin, can serve both as hormones in the soma and neuromodulators in the central nervous system. Understanding the influence of the endocrine system on human behavior, both individual and social, has been a primary focus of behavioral endocrinology for many decades, though technical and methodological challenges have been formidable. The recent enthusiasm for enzyme-linked immunoassay kits for measuring steroid hormones in saliva has been found to be largely unsound, for example. Despite these difficulties, advances in many areas have been made and new areas, such as the endocrinology of paternal behavior and the role of oxytocin in social interactions, have emerged. Reproductive ecology provides a theoretical framework for integrating the diverse content of human behavioral ecology.

scholarly journals Assessment of Assimilation and Academic Performance of Students During Winter and Summer Seasons

2020 ◽  
Vol 9 (12) ◽  
pp. e639128886
Author(s):  
Abubakar Muhammed Dadile ◽  
Abubakar Muhammad Dadile ◽  
Habu Muhammed Dadile ◽  
Nurudeen Mohammed
Keyword(s):  
Academic Performance ◽  
Teaching And Learning ◽  
Cold Water ◽  
Winter Season ◽  
Weather Condition ◽  
Subject Area ◽  
Learning Processes ◽  
Teachers And Students ◽  
And Performance ◽  
Senior Secondary

The study was conducted at Gashua, Yobe State. The weather condition of the area during summer is so terrible to the extent that the majority of inhabitants are searching for ice blocks or cold water to drink in other to feel a bit comfortable. In the school, both teachers and students were not comfortable during summer and winter seasons and these made teaching and learning processes boring. Therefore, the study is aimed at assessing the assimilation and academic performance of students during the vsummer and winter seasons. A random selection of past examination record sheets of students in Yusad secondary school, Gashua was used, and information on their academic performance for summer and winter season were obtain from senior secondary one and two (SS1 and SS2) classes. Ten student record books were selected at random for their academic performance on the subject area of biology. Their scores of the academic performance records were subjected to a descriptive statistics where mean, standard deviation was calculated and Z-test was determined. The results of this study revealed that the summer and winter seasons do not affect the assimilation and results reveals that the academic performance of students varies between - 0.58 in SS1 to - 0.72 in SS2 which means that the summer and winter seasons had no influence on the assimilation and performance of students but might cause inconvenience, unfavorable, disturbance and unsuitable conditions for teaching and learning processes. 

scholarly journals Competency Needs of Business Educators in Osun State Secondary Schools, Nigeria

2020 ◽  
Vol 13 (2) ◽  
pp. 80
Author(s):  
David Oluseyi Oyerinde ◽  
Onnoh Godwin Onajite ◽  
Adebayo Mattew Aina
Keyword(s):  
Teaching And Learning ◽  
Essential Elements ◽  
Competency Assessment ◽  
Ict Skills ◽  
Business Educators ◽  
Descriptive Research ◽  
Research Questions ◽  
And Performance ◽  
Practical Demonstration ◽  
Assessment Questionnaire

Competency is one of the essential elements in teaching. It also determines the effectiveness of teachers during the teaching and learning process and performance of students. The study therefore investigated the competency needs of business educators in Osun State with a view to know those competencies that are needed but not possessed. Descriptive research design of survey type was adopted for the study. The population was 613 business educators out of which 300 was sampled using simple and stratified random sampling techniques. A self-design 20-item questionnaire titled “Teachers’ Competency Assessment Questionnaire (TCAQ)” was used to collect data for the study. The instrument was constructed on 4-point scale. The instrument was validated by two experts. The reliability of the instrument was established using Cronbach alpha and this yielded reliability co-efficient of 0.78. The research questions raised were answered using the means scores. Any item with a mean score greater than or equal to 2.50 suggests moderate possession, item with mean score ranging from 1.50 to 2.49 suggests fairly possession while item with mean score of 1.49 or below suggests not possession. Findings of the study revealed that out four competencies assessed, two were moderately possessed (planning of instruction and classroom instruction skills) one was fairly possessed (practical demonstration skills) while the remaining one was not possessed (ICT skills). It was recommended among others that government and relevant agencies need to organize series of training for business educators to acquire the needed skills.

scholarly journals [Factors Affecting Motivation on Learning Arabic] Faktor-Faktor yang Mempengaruhi Motivasi terhadap Pembelajaran Bahasa Arab

2015 ◽  
Vol 10 ◽  
pp. 82-97 ◽  
Author(s):  
Abdul Hakim Bin Abdullah ◽  
Ab. Aziz Bin Sulaiman ◽  
Wan Ismail Bin Wan Abdullah
Keyword(s):  
Quantitative Research ◽  
Teaching And Learning ◽  
Pearson Correlation ◽  
Secondary Level ◽  
Good Interest ◽  
Self Awareness ◽  
Validity And Reliability ◽  
Factors Affecting ◽  
And Performance ◽  
High Level

The purpose of this study is identify factors that affect students motivation in  learning Arabic among lower secondary level students at Naim Lilbanat National Religious Secondary School (SMKA), Kota Bharu, Kelantan. To achieve this purpose, four objectives have been outlined; to identify the level of students performance in Arabic, to identify the level of students interest towards Arabic, to identify factors that affect students motivation towards Arabic and to evaluate the relationship between motivation and students performance in Arabic. This quantitative research used questionnaires for collecting data. 93 students at lower secondary level at SMKA Naim Lilbanat were selected by simple random technique as the sample that represent 40% of the research population. A pilot study was conducted to ensure the quality of feasibility, validity and reliability of the instrument. The validity of items was obtained by referring to 10 experts of the subject matter. Coefficient of reliability value was obtained at a high level that is 0.86 through Cronbach Alpha test using SPSS version 19. The study found that 88 (94.6%) respondents have a good performance in Arabic and 78 (83.9%) respondents have a good interest towards Arabic. According to this study, five factors that affect students motivation in descending order are: attitude toward Arabic as they consider it as important, Arabic environment, attitude toward Arabic as they consider it as easy to learn and understand, self-awareness and the effectiveness of teaching and learning in the classroom. The Pearson correlation test showed that there is a positive significant relationship at a moderate level between level of interest and performance of Arabic among lower secondary level students at SMKA Naim Lilbanat.   Kajian ini bertujuan untuk mengenal pasti faktor-faktor yang membentuk motivasi terhadap pembelajaran bahasa Arab dalam kalangan pelajar peringkat menengah rendah di Sekolah Menengah Kebangsaan Agama (SMKA) Naim Lilbanat, Kota Bharu, Kelantan. Bagi mencapai tujuan tersebut, empat objektif telah digariskan iaitu mengenal pasti tahap pencapaian pelajar bagi mata pelajaran Bahasa Arab, mengenal pasti tahap minat pelajar terhadap mata pelajaran Bahasa Arab, mengenal pasti faktor-faktor yang mempengaruhi motivasi pelajar terhadap mata pelajaran Bahasa Arab dan menguji hubungan tahap motivasi pelajar dengan pencapaian Bahasa Arab. Kajian ini berbentuk kuantitatif dan menggunakan soal selidik sebagai alat pengumpulan data. Seramai 93 orang pelajar peringkat menengah rendah di SMKA Naim Lilbanat telah dipilih secara rawak mudah sebagai sampel yang merupakan 40% daripada jumlah populasi kajian. Satu kajian rintis telah dijalankan bagi menjamin kualiti kebolehlaksanaan, kesahan dan kebolehpercayaan instrumen. Kesahan instrumen diperoleh secara merujuk kepada 10 orang pakar bidang. Nilai keefisienan kebolehpercayaan item diperoleh pada tahap tinggi iaitu 0.86 daripada ujian Alpha Cronbach menggunakan perisian SPSS versi 19. Kajian ini mendapati 88 orang (94.6%) responden mempunyai pencapaian yang baik dalam mata pelajaran Bahasa Arab. Kajian ini juga mendapati 78 orang (83.9%) responden mempunyai tahap minat yang baik terhadap mata pelajaran Bahasa Arab. Lima faktor yang paling mempengaruhi motivasi pelajar secara turutan menurun ialah: sikap terhadap mata pelajaran Bahasa Arab yang dianggap penting, persekitaran bahasa Arab, sikap terhadap mata pelajaran Bahasa Arab yang dianggap mudah dipelajari dan difahami, kesedaran diri dan keberkesanan pengajaran dan pembelajaran dalam bilik darjah. Ujian korelasi Pearson memperlihatkan wujud hubungan positif yang signifikan pada kadar sederhana antara tahap motivasi dan pencapaian Bahasa Arab dalam kalangan pelajar peringkat menengah rendah di SMKA Naim Lilbanat.

scholarly journals Utilizing WebQuests for Enhancing Teaching Skills of Saudi Pre-Service Teachers of English as a Foreign Language

2020 ◽  
Vol 10 (6) ◽  
pp. 254
Author(s):  
Ali Alsagheer A. Mohammmad ◽  
Mohammed Albahiri
Keyword(s):  
Teaching And Learning ◽  
Teaching Practice ◽  
Control Group ◽  
Teaching Skills ◽  
Teaching Performance ◽  
Use Of Technology ◽  
Significant Difference ◽  
And Performance ◽  
And Control ◽  
Experimental Group

Purpose: There is need to focus on extensive use of technology in teaching and learning process, since the teachers are provided with well-organized WebQuests that are beneficial for developing effective teaching skills. The study aims to investigate the extent of the effects of WebQuests on the teaching skills and performance of pre-service teachers of English at the College of Education of King Khalid University. Methodology: The study sample, which included 35 students of the general diploma in English, were divided into two groups: experimental and control. The members of the control group were supervised in the traditional way during their teaching practice, and the members of the experimental group were given WebQuests so that they could surf the internet under the guidance of their supervisor and find the information they needed about teaching skills. The teaching performance of the teachers of both groups was assessed via a teaching performance observation form. The data collected through classroom observation was analyzed using SPSS. The differences between the teachers of both the groups in terms of the teaching skills were calculated using Mann-Whitney U test. Findings: Statistically significant differences were found in the rank means of the participants of the control and the experimental groups regarding their lesson planning and teaching skills. The results were favorable for the teachers of the experimental group; however, no significant difference was found between the scores of the experimental and the control groups in terms of lesson evaluation skills. Originality: The use of WebQuests significantly enhances the teaching skills of the students of the general diploma in English.

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.

Triple-blend of classroom instruction, online facilitation and external exposure: Outcomes and challenges

2021 ◽  
pp. 095042222110308
Author(s):  
Teik Aun Wong ◽  
Wei Chieh Cheah
Keyword(s):  
Teaching And Learning ◽  
Classroom Instruction ◽  
External Exposure ◽  
Pedagogical Approach ◽  
Study Approach ◽  
Student Cohorts ◽  
Multiple Case ◽  
And Performance ◽  
Online Facilitation

This study examines the practice, outcomes and challenges of a “triple-blend” approach which combines the components of classroom instruction, online facilitation and external exposure. Examining this pedagogical approach provides guidance for improving the delivery of teaching and learning. The study takes a multiple case study approach, employing action research methodology. The authors are practicing lecturers and the five cases, drawn from a private institution of higher education in Penang, Malaysia, have an average of 13.8 students, comprise undergraduate and postgraduate classes, and cover business, social science and humanities disciplines. Quantitative and qualitative comparisons are made between student cohorts. Students’ behavior and performance are tracked using an online learning management system. The findings reveal that the deployment of the triple-blend approach on aggregate produces positive outcomes in terms of student engagement and performance. However, there are instances of negative outcomes, suggesting that other factors are at play apart from the choice of pedagogical approach. Discussion of the challenges in deploying this approach shows that the process is far from homogenous. Nonetheless, the overall perspective indicates a positive relationship between the triple-blend approach and positive teaching and learning outcomes. This study provides guidance for teachers on deployment challenges and best practices.

The Role of Situation Perception in Teaching

2020 ◽  
Vol 122 (12) ◽  
pp. 1-26
Author(s):  
Michelle P. Martin-Raugh ◽  
Harrison J. Kell ◽  
Richard J. Tannenbaum
Keyword(s):  
Teacher Candidates ◽  
Teaching And Learning ◽  
School Teacher ◽  
Research Question ◽  
Preliminary Evidence ◽  
Student Behaviors ◽  
Social Situations ◽  
Classroom Discussions ◽  
Course Content ◽  
And Performance

Background/Context Rich classroom discussions are thought to provide several benefits to students, including improved connections to course content and general literacy development, and they provide a rich evidence stream from which teachers can make inferences about student learning to contribute to decisions about next teaching and learning steps. However, the way in which teachers perceive complex social situations characterized by student behaviors and aspects of the learning environment varies. Research has shown that expert teachers are better than novice teachers at identifying information that is important in complex social situations and that this expertise translates into improved teaching decisions. Purpose/Objective/Research Question/Focus of Study This study examined whether situation perception is related to teachers’ performance when they lead classroom discussions. Research Design A total of 126 elementary school teacher candidates completed video-based situation perception and personality measures; scores were used to predict performance in simulations of facilitated classroom discussions. Findings/Results Situation perception was associated with candidates’ performance in discussions (r = .20, p < .05), and agreeableness was associated with situation perception (r = .21, p < .05) and performance in leading discussions (r = .19, p < .05). Conclusions/Recommendations Findings provide preliminary evidence to suggest that situation perception may be an important skill for teachers in leading discussions.

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