scholarly journals Learning Through Teaching: Impact on Knowledge Retrieval Immediately After Student-Teaching in an EFL Setting

2020 ◽  
Vol 6 (4) ◽  
pp. 40-45
Author(s):  
Matt Payne ◽  
Keyword(s):  
College Students ◽  
Student Teaching ◽  
Subject Matter ◽  
Test Scores ◽  
Focal Point ◽  
Knowledge Retention ◽  
Subject Group ◽  
English Grammar ◽  
The Subject ◽  
Efl College Students

Learning through teaching is often described as an enriching experience that reflects a deeper understanding of one's area of learning focus. To understand this potentially rewarding experience, this research, as the focal point, intends to identify any significance regarding knowledge retention between students who were tested on a certain subject matter immediately after they had taught it to several classmates, and those who were tested several weeks after teaching. On a secondary note, the test scores of the student-taught material themselves help to show how well the students learned from teaching in general. The study consists of two groups, each of which was composed of 24 Ecuadorian EFL college students who taught on a basic grammar point to several other peers in their class. The retrieval of the knowledge that the subject group had taught was examined a few minutes after their teaching. The control group's knowledge was examined several weeks (at least one month) after their time in front of the classroom. The results are surprisingly insignificant. Additionally, the average test grades scored by the participants which reflect the grammar points taught were rather low. The question, thus, remains on whether or not certain factors played a role that may have influenced the results. Therefore, further research on this topic is recommended, perhaps with some variations which could favor more the notion of learning by means of teaching. Keywords: EFL, English, grammar, interteaching, learning, teaching

scholarly journals STANDAR PENILAIAN ASPEK PSIKOMOTORIK PENDIDIKAN AGAMA ISLAM

2019 ◽  
Vol 7 (1) ◽  
pp. 155-170
Author(s):  
Hatta Fakhrurrozi
Keyword(s):  
Physical Activity ◽  
Religious Education ◽  
Subject Matter ◽  
Test Scores ◽  
Cognitive Assessment ◽  
Performance Skills ◽  
Literature Research ◽  
The Subject ◽  
And Performance ◽  
Assessment Format

Psychomotor assessment is characterized by the presence of physical activity and performance skills by students. Unlike the students 'cognitive assessment, psychomotor assessment is based on the actualization and implementation of students' understanding of the various subject matter that has been obtained in the classroom. In some of the subject matter, psychomotor assessment determines the success of a lesson. This article is a literature research. this article aims to find students' psychomotor assessment format in Islamic Religious Education subject matter. The results of this study conclude that the assessment of the success of learners is not only determined from the cognitive aspects, but also from the affective and psychomotor aspects. Standard psychomotor assessment is made different from the cognitive assessment, that is by way of describing the test scores. Psychomotor assessment should be held by direct observation of learners, can not only practiced by written tests.  

scholarly journals EFL students’ perception on the use of self-reflection cards for learning English tenses

2021 ◽  
Vol 22 (2) ◽  
pp. 217-226
Author(s):  
Rosyida Ekawati ◽  
◽  
Iqbal Nurul Azhar ◽  
Keyword(s):  
Subject Matter ◽  
Use Of Self ◽  
Qualitative Design ◽  
Self Reflection ◽  
English Grammar ◽  
Study Results ◽  
Efl Students ◽  
The Subject ◽  
Learning English

This study aimed at implementing self-reflection cards (SRCs) in learning English tenses and also explaining students’ perceptions of the use of SRCs in understanding English tenses. A qualitative design was carried out to conduct the study. It focused on interpreting and understanding students’ perception on learning English tenses. The context of study was two classes who were taking English grammar and structure, in particular for the subject matter of English tenses. English tenses were explained orally in the class before students used SRCs to improve their understanding of using English tenses. Data were collected by distributing the questionnaire to the students who participated in two classes with total number of 57 students.The data were classified based on the repetitive and common forms found to assign criteria to the most important aspects related to the objectives of the study. Results indicated that the majority of students participating in the SRCs gamesagreed to all statements in the distributed questionnaire. However, only small number of students responded to their disagreement or neutrality. The majority of positive responses from students are considered as the indicator that the use of SRCs in learning English tenses was successfully implemented in class.

Gender and Art in the 17th Century

Art History ◽  
2020 ◽  
Author(s):  
Frima Fox Hofrichter
Keyword(s):  
Women Artists ◽  
Subject Matter ◽  
Focal Point ◽  
Later Life ◽  
17Th Century ◽  
Professional Status ◽  
Men And Women ◽  
Female Patronage ◽  
The Subject ◽  
New Perspective

Gender and Art in the 17th Century is a large and growing theme in art historical research, as aspects of the lives of men and women in that Golden Age are routinely revealing more information and prompting additional questions of gender’s relationship to art—production, patronage, purchase, viewing, placement, and subject matter. And each of these spheres is also multifaceted. The subject of gender is not the same as the topic of women and art, but in the 17th century, a number of women artists altered the arena and women indeed are the focal point of a study of gender and art in the 17th century. A major consideration, and the one frequently dealt with in this bibliography, is that of the lives of women and specifically women artists, as this was still an unusual profession for women (who weren’t expected to have any) in the 17th century. Although there were known women artists in the Renaissance and before, these numbers swell considerably throughout the 17th century. This distinguishes it from the centuries before. We don’t know if any of these women actually knew of each other or had any contact with each other, yet in city after city, many became members of their respective guilds or academies and achieved professional status—to sign their works, sell them, and have students. Seventeenth-century women artists regularly confronted gender issues and bias: that of workshop and/or family training and the limitations placed on a female. Patronage, subject matter, and reputation of these perseverant women often pivoted on questions of gender. At a time when the status of an artist was still a value in flux, self-portraiture, which emphasized the class and wealth of an artist, was important—for men. For women artists, the image and goals were quite different; showing themselves as painters, confidently working at an easel would have raised curiosity and also their status. With the introduction of each woman artist we catch a glimpse of a new perspective into their lives and impediments to their careers from their emergence to their possible marriage, later life, and the question of the continuation of their careers. Their relationship to male artists, who were teachers, fathers, husbands, fellow members of a guild or academy, and competitors, provides another facet of their complex lives. The subject of men and women in paintings and prints exposes some of the actual relationships, the ideal ones, and those reflected for comic spirit. The patronage of wealthy women, especially by those in Italy from important families as well as by nuns (who themselves were sometimes also from wealthy families), in art and architecture is a form of agency and impact, which is considered here in terms of gender.

scholarly journals Local Civilizations in Eurasia: Long Term Scenario of Interaction

2015 ◽  
pp. 152-158
Author(s):  
A. I. Podberezkin ◽  
M. V. Kharkevich
Keyword(s):  
Subject Matter ◽  
Focal Point ◽  
Close Attention ◽  
Reference Framework ◽  
The World ◽  
The Subject ◽  
Theoretical Issues

The article is devoted to analyzing the interactions of local civilization in the world and in Eurasia. The authors pays close attention to the theoretical issues of the subject matter. They choose for their analysis the nonessential conception of civilization. It allows societies with in a single civilization with radically different views on the civilizational reference framework. This conception explains why there are more clashes within a civilization, then among them. Then the author dwell sont he issue of civilizational conflict in Eurasia. The focal point of the conflict is the clash between Russian and American local civilizations. The authors develop the most probable scenario of civilizational interaction, which is their arm conflict. Then they develop three variations of this scenario: optimistic, realistic and pessimistic. The authors believ et hatby2020 Western local civilization will lose its political monopoly. It means that Russia should be ready with successes with its integration projects in Eurasia. Other wise it can fall preyto China.

scholarly journals Architectural competitions and the issue of the autonomy of architecture: The case of Terazije Terrace

Spatium ◽  
2016 ◽  
pp. 45-53 ◽  
Author(s):  
Grozdana Sisovic
Keyword(s):  
Subject Matter ◽  
Focal Point ◽  
Theoretical Framework ◽  
Complex Flows ◽  
Architectural Practice ◽  
Dominant Orientation ◽  
The Subject ◽  
Architectural Competitions ◽  
Shed Light

Terazije Terrace in Belgrade and many different architectural projects for this space produced over the last almost 90 years are the subject matter of the analysis. The research is conducted with the aim to recognize and present diverse currents in the development of an architectural scene and shed light on the role of architectural competitions in these complex flows. The 1929-1930 competition won by Nikola Dobrovic, as well as the 1968, 1991 and 1998 competitions with the awarded projects are the focal point of the paper as the samples of architectural practice significant for the understanding of the relations between the treatment of ?grand architectural themes? and the dominant orientation of a local architectural culture. The theoretical framework refers to contemporary theoretical debate on the autonomy of the discipline (Somol and Whiting, 2002; Aureli, 2008; Hays, 2010; among the others).

scholarly journals Communicating science to college students and the general public

2019 ◽  
Vol 79 (01S) ◽  
Author(s):  
R. Geeta
Keyword(s):  
College Students ◽  
Subject Matter ◽  
General Public ◽  
Evolutionary Biology ◽  
Teaching And Learning ◽  
Great Success ◽  
The Public ◽  
The Subject ◽  
The University ◽  
Widespread Interest

As teachers we try to find ways to effectively communicate with our students, in order to help them to learn. Education is a two-way process that consists of teaching and learning. Whether this package results in the desired effect (i.e., “education”) depends on how well the subject matter is communicated. Obviously, effectiveness of communication depends upon transmission and reception, the ultimate goal being that the transmitted and received messages carry the same meaning for the teacher and student. In other words, we want the recipients of our communication to understand our words and phrases and concepts in the same way as we do. Whether or not we achieve this goal depends upon a variety of factors, including how instructors present their material, and how students learn. We also communicate science to the general public in different contexts. One effective way to learn something is to teach it – something most of us have experienced. What better way for students to learn a concept or fact than to communicate it to the public? Here, I present our experiments at the University of Delhi in using this approach to convey the principles of evolutionary biology. Our annual celebrations of Evolution and Evolutionary Biology around “Darwin Day” (12th February, Charles Darwin’s birthday) have turned out to be an excellent opportunity to illustrate this point. It is difficult to determine the results of these experiments, but anecdotally we can say that our efforts have been a great success in terms of garnering widespread interest and enthusiastic participation by students, faculty, staff and the general public.

Olympiad Dreams of Urban Renaissance

PMLA ◽  
2007 ◽  
Vol 122 (1) ◽  
pp. 310-315 ◽  
Author(s):  
Rob Imrie
Keyword(s):  
Nineteenth Century ◽  
Subject Matter ◽  
Focal Point ◽  
George Gissing ◽  
Human Spirit ◽  
Urban Renaissance ◽  
French Writer ◽  
The Subject ◽  
The City

The world's great cities have long been a focal point for artists, writers, poets, and social commentators, who have sought to use them both as backdrop or canvas for their work and as the subject matter of commentary and critique about the condition of society. Some have cast cities as places of nightmares and dystopian visions and landscapes. The French writer Octave Mir-beau evokes this genre when he notes that the dirt and smog of nineteenth-century London are part of “a dream, of mystery … of chaos,” what he refers to as the “special nature of the prodigious city” (qtd. in Ackroyd 773). Others, such as the Romantic poets, described the city as antinaturalistic, a place of nature's expulsion. Here urban dirt and pollution were metaphors for the degradation of human spirit and character; the English novelist George Gissing, for instance, characterized the smells in the district of Southwark in London as rising like “a miasma that caught the breath.”

Pausing the classroom lecture: The use of clickers to facilitate student engagement

2017 ◽  
Vol 18 (2) ◽  
pp. 157-172 ◽  
Author(s):  
Jian-Jie Dong ◽  
Wu-Yuin Hwang ◽  
Rustam Shadiev ◽  
Ginn-Yein Chen
Keyword(s):  
College Students ◽  
Learning Style ◽  
Subject Matter ◽  
Optimal Decision ◽  
Decision Boundary ◽  
Learning Content ◽  
The Subject ◽  
Willingness To Use ◽  
Do So ◽  
Willingness To Engage

In a big classroom, it is not easy for instructors to be aware of whether or not all students are engaged in the lecture and who has difficulty understanding learning content. One way in which the engagement between instructor/lecturer and students in the classroom is via technology designed to facilitate this. A computer system, making use of clickers, was designed for students to do this. That is, students can request to pause the lecture when necessary. Two classes with 109 college students participated in this study. Students learned the subject matter by using the system for 2 weeks. This article describes the reasons why students choose to engage via this clicker-based system, the time when they do so and what factors influence students’ willingness to engage in this way. Furthermore, we investigated whether introverts would engage differently from the more non-introverted. The following main findings were obtained. Most students chose to engage via the clicker system. Results showed that students’ willingness to engage via this technology were because they found it difficult to remember or understand the lecture content. For instructors, there is a need to understand when, precisely, to pause the lecture so that an appropriate intervention might be made at that point. An optimal decision boundary for pausing the lecture is proposed. Finally, the article looks at whether or not the learning style of introverts influences student willingness to use such a clicker system.

Words

PMLA ◽  
1935 ◽  
Vol 50 (4) ◽  
pp. 1320-1327
Author(s):  
Colbert Searles
Keyword(s):  
Subject Matter ◽  
Assistant Professor ◽  
The Subject

THE germ of that which follows came into being many years ago in the days of my youth as a university instructor and assistant professor. It was generated by the then quite outspoken attitude of colleagues in the “exact sciences”; the sciences of which the subject-matter can be exactly weighed and measured and the force of its movements mathematically demonstrated. They assured us that the study of languages and literature had little or nothing scientific about it because: “It had no domain of concrete fact in which to work.” Ergo, the scientific spirit was theirs by a stroke of “efficacious grace” as it were. Ours was at best only a kind of “sufficient grace,” pleasant and even necessary to have, but which could, by no means ensure a reception among the elected.

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