Flipping First-Year English

2016 ◽  
pp. 74-96 ◽  
Author(s):  
Dana Edwards Prodoehl
Keyword(s):  
Best Practices ◽  
Student Learning ◽  
First Year ◽  
Inverted Classroom ◽  
Argument Writing ◽  
Online Module ◽  
New Approaches ◽  
English Classes ◽  
University Of Wisconsin

This chapter discusses the development, implementation, and assessment of an online module that addresses argument writing for First-Year English classes at University of Wisconsin – Whitewater. The author offers a blueprint for the development of online modules—from planning and funding to implementation and assessment—in order to offer new approaches to the flipped or inverted classroom that may be of particular interest to courses in the Humanities, specifically English. The chapter also offers advice and best practices for instructors interested in developing such modules in order to supplement student learning and create more effective conferencing strategies.

Flipping First-Year English

2015 ◽  
pp. 1-24 ◽  
Author(s):  
Dana Edwards Prodoehl
Keyword(s):  
Best Practices ◽  
Student Learning ◽  
First Year ◽  
Inverted Classroom ◽  
Argument Writing ◽  
Online Module ◽  
New Approaches ◽  
English Classes ◽  
University Of Wisconsin

This chapter discusses the development, implementation, and assessment of an online module that addresses argument writing for First-Year English classes at University of Wisconsin – Whitewater. The author offers a blueprint for the development of online modules—from planning and funding to implementation and assessment—in order to offer new approaches to the flipped or inverted classroom that may be of particular interest to courses in the Humanities, specifically English. The chapter also offers advice and best practices for instructors interested in developing such modules in order to supplement student learning and create more effective conferencing strategies.

scholarly journals 2013 Alan Blizzard Award Feature Article - Enriching Educational Experiences through UBC’s First Year Seminar in Science (SCIE113)

2014 ◽  
Vol 7 (1) ◽  
pp. 1 ◽  
Author(s):  
Joanne Fox ◽  
Gülnur Birol ◽  
Andrea Han ◽  
Alice Cassidy ◽  
Ashley Welsh ◽  
...  
Keyword(s):  
Best Practices ◽  
Student Learning ◽  
Peer Review ◽  
Review Process ◽  
Course Design ◽  
Writing Skills ◽  
First Year ◽  
Teaching Team ◽  
The University ◽  
First Year Seminar

The First Year Seminar in Science (SCIE113) was developed during 2009/2010 academic year through an exemplary collaboration between faculty, administrators and educational support staff in the Faculty of Science at the University of British Columbia (UBC). SCIE113 reflects the vision and values of the Faculty of Science and UBC by offering an enriched educational experience to its first year students. The small class format provides students an intimate connection with faculty, an opportunity for significant engagement early in their academic careers, and helps with transitioning to the university environment.The overall goal of SCIE113 is to introduce skills that cross disciplinary boundaries and that every scientist and student in science must master: how to constructively build an evidence-based argument and how to communicate effectively. The overarching course goals are to define and discuss the elements of a scientific approach, to think like a scientist, and to communicate science through writing. SCIE113 fosters the development of authentic scientific scholars through the construction, integration, and use of argumentation skills and through an exploration of science as a way of knowing using a collaborative class environment.  SCIE113 engages students in interactive and collaborative activities and promotes learning of scientific argumentation and writing skills. In-class and out-of-class activities allow students to frequently discuss, debate, and defend their views of science. Specific learning activities such as case studies, targeted readings, and examinations of media and scientific articles allow students to evaluate the validity of scientific claims and to construct a scientific argument. Meanwhile, activities such as reflections, in-class writing, peer review, and discussions on the fundamentals of writing help students to improve their writing skills which are assessed by three short essays and a term project. The guided peer review process, which fosters collaboration, enables students to provide expert-like feedback to their peers. Faculty and TA feedback completes the review process.  SCIE113 is an exemplary model of collaboration and is guided by best practices in instructional design.SCIE113 is a model of collaborative course design and instruction with a large, multi-disciplinary teaching team. The design of SCIE113 is guided by best practices and continues to evolve in response to emerging research. The teaching team consists of faculty and teaching assistants from 14 different departments, representing four Faculties, with a wide range of expertise and experience in fostering student learning. The teaching team meets bi-weekly to cultivate reflective practice and to support faculty in their professional development for teaching this writing intensive course.SCIE113 is informed by the scholarship of teaching and learning.SCIE113 is informed by comprehensive research that is incorporated into course design and implementation and utilizes validated assessment tools. Frequent feedback from students and faculty, and measures of perceived and actual learning gains, ensure successful course implementation and promote student learning. 

scholarly journals Thai Undergraduate Student Awareness of Regular and Irregular Grapheme-Phoneme Correspondence

2021 ◽  
Vol 4 (1) ◽  
pp. 1
Author(s):  
David D. Perrodin
Keyword(s):  
General Education ◽  
Undergraduate Students ◽  
Private University ◽  
First Year ◽  
Long Term Effects ◽  
Data Set ◽  
English Classes ◽  
Frequency Occurrence ◽  
First Year University ◽  
Letter Sound

<p>Recent events in Thailand in reference to the teaching of phonics for better comprehension of English vocabulary have highlighted the overuse of identifying letter-sound relationships in English by utilizing the familiar Thai orthography to assist developing Thai EFL learners. This paper investigated the long-term effects of using such pedagogy on recognizing regular and irregular Grapheme-Phoneme Correspondences (GPC) in English by Thai undergraduate students. To address this matter, the study used a convenience sampling of 373 first-year university students from 11 general education English classes at a mid-sized private university near Bangkok, Thailand. The familiar English poem <em>I Take It You Already Know</em> was employed for data collection, for it consists of a practical ratio of frequent and infrequent English grapheme-phoneme correspondences. Extensive lists of recognized grapheme-phoneme correspondences were used to identify the frequent or regular, and the infrequent or irregular main phoneme present in each of the 60 most frequently queried content words of the poem. Point-Biserial Correlation was employed to measure the strength of association between the frequency occurrence of the most queried content words from the data set, and the examined weighted word frequency data. The findings suggest that, in general, the Thai undergraduate students demonstrated an overall lack of recognition of regular and irregular Grapheme-Phoneme Correspondences of English. </p>

scholarly journals Penerapan Lesson Study pada Matakuliah Penelitian Tindakan Kelas (PTK) Prodi Pendidikan Bahasa dan Sastra Indonesia UMM

2015 ◽  
Vol 1 (2) ◽  
pp. 174
Author(s):  
Sugiarti FKIPUMM ◽  
Purwati Anggraini ◽  
Ekarini Ekarini Saraswati
Keyword(s):  
Action Research ◽  
Best Practices ◽  
Student Learning ◽  
Learning Process ◽  
Lesson Study ◽  
Soft Skills ◽  
Evaluation Process ◽  
Class Action ◽  
Soft Skill ◽  
Classroom Action Research

ABSTRAKTujuan lesson study ini (1) mendeskripsikan penerapan lesson study untuk meningkatkan soft skill mahasiswa dalam mata kuliah Penelitian Tindakan Kelas, (2) peningkatan kemandirian cara belajar mahasiswa baik di luar kelas maupun di dalam kelas, (3) peningkatan proses pembelajaran yang mengakomodasi kepentingan mahasiswa yang bervariasi, (4) Peningkatan iklim belajar yang kondusif bagi mahasiswa dengan cara asah, asih dan asuh, (5) mengungkapkan praktik baik  (best practices) yang dilakukan dosen dan mahasiswa selama proses pembelajaran berlangsung.Lesson study dilaksanakan di Prodi Pendidikan Bahasa dan Sastra Indonesia pada matakuliah Penelitian Tindakan Kelas (PTK) mulai 2 Juni 2014-13 Juni 2014. Satu siklus lesson study terdiri atas perencanaan (plan), tindakan (do), dan refleksi (see). Pembelajaran ini dibagi dalam empat siklus. Mahasiswa yang menempuh matakuliah PTK terlibat dalam kegiatan lesson study sebagai subjek pembelajaran. Target akhir dalam pembelajaran ini adalah mahasiswa dapat meningkatkan keterampilannya dalam menyusun proposal PTK.Hasil yang dicapai adalah (1) lesson study dilakukan dengan model pembelajaran cooperatif learning untuk meningkatkan soft skill mmahasiswa, (2) kemandirian belajar mahasiswa dapat terlihat dalam sesi diskusi dan ada proses saling asah, asih, dan asuh, (3) mahasiswa lebih bersemangat dan berkonsentrasi dengan adanya pengisian lembar kerja mahasiswa pada setiap proses pembelajaran dan adanya pendekatan khusus dari dosen pengampu mata kuliah, (4) ada proses saling asah, asih, dan asuh dalam proses pembelajaran, (5) ada proses menyusun perencanaan pembelajaran secara bersama-sama oleh tim pengajar, saling memberi koreksi antar kolega, dan proses evaluasi pembelajaran yang melibatkan dosen dan mahasiswa. Kata kunci: lesson study, soft skill, PTK. ABSTRACTThe purpose of lesson study is (1) describe the application of lesson study to improve the soft skills of students in the subject of a Class Action Research, (2) increase the independence of the way of student learning well beyond the classroom and in the classroom, (3) improvement of the learning process that accommodates the interests of students varied, (4) Improved climate conducive to student learning by way of sharpening, and foster compassion, (5) reveal good practices (best practices) carried lecturers and students during the learning process.Lesson study conducted in Prodi Language and Literature Indonesia in the course of classroom action research (PTK) from 2 June 2014-13 June 2014. One lesson study cycle consists of planning (plan), action (do) and reflection (see). Learning is divided into four cycles. Students who take a course PTK engage in lesson study as a subject of learning. The final target in this study is the students can improve their skills in preparing proposals PTK.The results achieved are: (1) lesson study conducted by the learning model cooperative learning to improve soft skills mmahasiswa, (2) independence of student learning can be seen in the discussion session and a process of mutual grindstones, compassion, and custody, (3) students more excited and concentrate with the charging worksheets students at all learning process and the particular approach of the lecturer of the course, (4) a process of mutual grindstones, compassionate, and foster the learning process, (5) there is the process of planning the learning jointly by teaching team, giving each correction among colleagues, and learning evaluation process involving faculty and students. Keywords: lesson study, soft skills, Classroom Action Research

scholarly journals Evaluating computer-based simulations, multimedia and animations that help integrate blended learning with lectures in first year statistics

2011 ◽  
Vol 27 (2) ◽  
Author(s):  
David L. Neumann ◽  
Michelle M. Neumann ◽  
Michelle Hood
Keyword(s):  
Blended Learning ◽  
Student Learning ◽  
First Year ◽  
Negative Attitudes ◽  
Learning Framework ◽  
Integration Of Technology ◽  
Statistics Course ◽  
Real World Applications ◽  
Computer Based ◽  
Enhance Student Learning

<span>The discipline of statistics seems well suited to the integration of technology in a lecture as a means to enhance student learning and engagement. Technology can be used to simulate statistical concepts, create interactive learning exercises, and illustrate real world applications of statistics. The present study aimed to better understand the use of such applications during lectures from the student's perspective. The technology used included multimedia, computer-based simulations, animations, and statistical software. Interviews were conducted on a stratified random sample of 38 students in a first year statistics course. The results showed three global effects on student learning and engagement: showed the practical application of statistics, helped with understanding statistics, and addressed negative attitudes towards statistics. The results are examined from within a blended learning framework and the benefits and drawbacks to the integration of technology during lectures are discussed.</span>

Teaching Strategies and Tactics in K-12 Blended Education

2016 ◽  
pp. 222-251
Author(s):  
Anne Katz ◽  
Jackie Hee-Young Kim
Keyword(s):  
Early Childhood ◽  
School District ◽  
Best Practices ◽  
Student Learning ◽  
Case Studies ◽  
Flipped Classroom ◽  
Instructional Methods ◽  
New Paradigm ◽  
K 12 ◽  
Educational Field

With a mission of creating a new paradigm of instructional methods to increase engagement in student learning in order to help develop more resilient students in a high-needs school district, this study examined implementation of the flipped classroom model in an early childhood and childhood education setting. This chapter will start by locating challenges in the current K-12 educational field. It will then examine how flipped classroom model approaches will simultaneously help educators meet long-standing challenges and support teachers to meet the diverse needs of students. This chapter will further discuss a pedagogical rationale for the flipped classroom model. It will then proceed to showcase best practices in utilizing the Flipped Classroom (FC) Model through the presentation of multiple teacher case studies. Lastly, this chapter will discuss considerations that should be examined while executing the Flipped Classroom model.

i2Flex and the Community of Inquiry Framework

2016 ◽  
pp. 115-129
Author(s):  
Antonia Fyrigou
Keyword(s):  
Best Practices ◽  
Student Learning ◽  
Community Of Inquiry ◽  
Teaching Methodology ◽  
Need To Evaluate ◽  
Community Of Inquiry Framework ◽  
French Class ◽  
New Generation ◽  
Unique Potential

In this chapter the goal is to describe my implementation of the i2Flex in two consecutive academic years in an attempt to meet more effectively the educational needs of the new generation students. Starting with the description of the i2Flex methodology in an IB French class as a member of the pilot i2Flex faculty at ACS Athens, I will present the instructional (re-)design of my Moodle shell to reflect the new teaching methodology, and the need to evaluate this pilot year via an appropriate framework. Then, I will describe the same class in the second year, from how i2Flex was at this point implemented to how it was evaluated and what data was collected from the students. Finally, the goal is to share under the umbrella of best practices how meaningful and efficient the i2Flex is, taking in consideration the new role of the teacher in and out of class and its unique potential for student learning.

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