Finger Painting to Digital Painting

2011 ◽  
pp. 109-126
Author(s):  
Catherine Schifter
Keyword(s):  
Student Engagement ◽  
Active Learning ◽  
Multiple Intelligences ◽  
First Graders ◽  
Primary Grades ◽  
First Grade ◽  
Small Children ◽  
Digital Painting ◽  
Level Of Instruction ◽  
Grade Classroom

Like Kindergarten, the first grade classroom is a welcoming site with small tables and chairs for the equally small children who are typical first graders. For children who did not attend Kindergarten, for whatever reason , first grade is when they learn about schooling and the rules that go along with being in school. It is a time to explore ideas, be creative, make friends, learn to be collaborative with others, learn to read better, and much more. While the curriculum is similar to Kindergarten, the level of instruction and expectations for student engagement is slowly becoming higher, but only slightly at this point. Also like Kindergarten, computers tend to be used often for students to express their understanding of a story or concept through creative software. The concept of multiple intelligences (Gardner, 1999), active learning (Dewey, 1938), and applying learning to related knowledge (Vygotsky, 1978) are exemplified in all primary grades, and especially in first grade.

Instead of Teaching Missing Addends

1998 ◽  
Vol 4 (8) ◽  
pp. 458-461
Author(s):  
Constance Kamii ◽  
Barbara A. Lewis ◽  
Bobbye M. Booker
Keyword(s):  
First Graders ◽  
First Grade ◽  
Grade Classroom

Recently, a principal wrote, “While visiting a first grade classroom one morning, I observed a lesson on missing addends…. Children were struggling with what they were being asked to do and the teacher was visibly frustrated. Afterward, when I discussed the lesson with the teacher, … she replied without hesitation, ‘Most first graders can't do missing addends, but it's on the test’” (Morgan-Worsham 1990, 64).

Factorial and Predictive Validity of First Graders' Scores on the Early Reading Screening Instrument

1997 ◽  
Vol 81 (1) ◽  
pp. 207-210 ◽  
Author(s):  
Jan Perney ◽  
Darrell Morris ◽  
Stamey Carter
Keyword(s):  
Reading Comprehension ◽  
Word Recognition ◽  
Predictive Validity ◽  
Reading Skills ◽  
First Graders ◽  
Early Reading ◽  
First Grade ◽  
Screening Instrument ◽  
Moderate Amount ◽  
School Year

The factorial and predictive validity of the Early Reading Screening Instrument was examined for 105 first grade students. Analysis indicated that the test is unidimensional and can predict first grade reading skills at the end of the school year with at least a moderate amount of accuracy. A previous study indicated predictive validity coefficients of .66 and .73 when the criteria were word recognition and reading comprehension. The current study yielded predictive validity coefficients of .67 and .70 for these criteria.

scholarly journals In Defense of the Populist Lecture

2010 ◽  
Vol 43 (04) ◽  
pp. 759-765 ◽  
Author(s):  
Mark Lawrence Schrad
Keyword(s):  
Student Engagement ◽  
Active Learning ◽  
Student Learning ◽  
Full Advantage ◽  
Information And Communication Technology ◽  
Communication Technology ◽  
Lecture Hall ◽  
Large Lecture ◽  
Information And Communication ◽  
Visual Variety

AbstractInformation and communication technology (ICT) programs like Microsoft PowerPoint and Apple Keynote have become the norm for large university lecture classes, but their record in terms of student engagement and active learning is mixed at best. Here, the author presents the merits of a “populist” lecture style that takes full advantage of the variety of features available from the latest generation of ICT programs. Based on visual variety, audio and visual sound bites, and the incorporation of humor and pop-cultural references, this populist approach not only facilitates greater student attention and engagement with the class materials, but also offers unmatched opportunities for extending student learning beyond the confines of the large lecture hall.

scholarly journals Student engagement and higher order skill proficiency: a comparison of traditional didactic and renewed integrated active learning curricula

2018 ◽  
Vol 42 (4) ◽  
pp. 685-692 ◽  
Author(s):  
Mari K. Hopper ◽  
Daniela A. Brake
Keyword(s):  
Student Engagement ◽  
Medical Students ◽  
Active Learning ◽  
Medical School ◽  
Curriculum Reform ◽  
Higher Order ◽  
Poor Correlation ◽  
First Year ◽  
Cohort Groups ◽  
The Impact

A large, multicampus, public medical school underwent curricular renewal, emphasizing a student-centered approach with 50% of all course contact time devoted to active learning. Determining the impact of active learning on student engagement and higher order skill (HOS) proficiency was the primary aim of this study. Following Institutional Review Board approval, two cohort groups of first-year medical students were enrolled. The first cohort ( n = 54) included students before curriculum reform in the legacy curriculum (LC). The second cohort ( n = 73) included students completing studies in the renewed curriculum (RC). Near the end of the first year of medical school, both cohorts completed a validated survey of student engagement, and a proctored problem-based assessment of HOS proficiency [Collegiate Learning Assessment (CLA+)]. Results indicated RC students perceived greater levels of engagement than LC (39.5+5.8 vs. 33.3+5.6), and greater reliance on HOS, including analysis, synthesis, and application. However, there were no significant differences between cohorts in proficiency of HOS when assessed by the CLA+ (LC = 1,878 ± 161 vs. RC = 1,900 ± 157). Additionally, poor correlation between engagement and HOS for both LC and RC indicated more engaged students do not necessarily possess greater HOS proficiency. Ceiling effect may explain results as medical students enter medical school as highly skilled learners with potentially little room for improvement. It will be informative to continue to track engagement and HOS of both cohort groups as they continue their medical studies.

scholarly journals A Gender Gap in Literacy? Exploring the Affective Im/materiality and “Magic” of Allure with/in a First Grade Classroom

2019 ◽  
Vol 10 (2-3) ◽  
pp. 330-355 ◽  
Author(s):  
Bessie P. Dernikos
Keyword(s):  
Gender Gap ◽  
First Grade ◽  
Literacy Learning ◽  
Male Students ◽  
Reading Practices ◽  
Grade Classroom

Within this article, I think with (Jackson & Mazzei, 2012) posthumanist theories of affect and assemblage (Deleuze & Guattari, 1987) to argue that literacy learning within a first grade classroom (NYC) involved allure (Thrift, 2008), or more-than-human technologies of public intimacy that were affectively contagious and seemed to take on a life of their own. By doing so, I contribute a new dimension to literacy-gender debates by exploring how the im/material practices of allure emerge to produce entanglement, bliss, and even violence. While male students’ entangled reading practices disrupted popular assumptions of “failing boys,” thereby making new gendered and literate subjectivities possible, these practices, at times, further reinforced rigid heteronormativities. Ultimately, attending to literacy learning as alluring invites more ethically response-able (Barad, 2007) considerations that take seriously how the forces of gender, sexuality, and race work to animate/contain bodies, spaces, and things, as well as shape the un/making of students as “successfully literate.”

scholarly journals Learning and Engagement in the Flipped Classroom of Analytical Mathematics

2020 ◽  
pp. 93-111
Author(s):  
Anastasia Sofroniou
Keyword(s):  
Student Engagement ◽  
Active Learning ◽  
Flipped Classroom ◽  
Mathematical Thinking ◽  
Further Education ◽  
Teaching Methodology ◽  
Mathematical Education ◽  
Learning Approaches ◽  
Problem Solving Skills ◽  
Learning Techniques

Learning techniques have changed over time in order to try and improve student engagement across different subjects in higher education. Mathematics has dominantly adhered to certain learning methods that use a more conventional approach. Interactive and active learning in Mathematics tend to be more common in further education yet, university level Mathematics is more complex, heavy in content and poses more difficulty in applying active learning approaches as a passive approach of traditional lectures has always been applied. The issues of learning problems in mathematics is ignored and the lack of metacognitive awareness of mathematical thinking and problem-solving skills seem to persist despite differences amongst educators on an effective learning methodology. Following the reform movement in mathematics education in the mid 1980’s, resulting from the dissatisfaction of conventional approaches, recommending the restructuring of mathematical delivery marked the need for modifications in teaching methodology. Employing multiple models to deliver lessons may implement the changes needed to drive student engagement and satisfaction to improve the experience in learning mathematics. In order for these methods to become applicable and effective in students’ experiences in mathematical education, educators need to be encouraged to present active learning techniques so that students can begin to facilitate their own learning which can be done through introducing approaches specific to the individual such as student-centred approaches. This paper evaluates the techniques used by mathematicians to deliver lessons and how it reflects on learning and engagement of students in comparison to the flipped classroom approach which inverts the common traditional lecture style used in classrooms. The flipped classroom model in this study is adopted to a topic from the university foundation level module, Analytical Mathematics, whereby results from the quantitative analysis undertaken show a decrease in the success of students’ performance suggesting a lesser impact on improved learning. With regards to engagement, observations from the qualitative analysis of the study highlight positive aspects of the flipped classroom model, specifically an optimistic engagement amongst peers.

scholarly journals REAL: The Technology-Enabled, Engaged, and Active Learning Classroom

2014 ◽  
Vol 5 (1) ◽  
Author(s):  
Young Lee ◽  
Eric Boatman ◽  
Steven Jowett ◽  
Brendan Guenther
Keyword(s):  
Student Engagement ◽  
Active Learning ◽  
Student Interaction ◽  
Michigan State University ◽  
Digital Information ◽  
State University ◽  
User Experiences ◽  
Planning And Design ◽  
Design Case ◽  
Design Integration

This design case highlights a new initiative, the technology-rich active learning classrooms at Michigan State University. The classrooms are intended to promote student engagement, collaborative active learning, and faculty-student interaction in a technology-rich environment that allows for digital information sharing and co-creation of content. The article describes the process of planning and design, integration of room features, and creation of user experiences. 

scholarly journals Analysis of the content of art education curriculum for the first-grade primary in the light of multiple intelligences strategy: تحليل محتوى منهج التربية الفنية للصف الأول الابتدائي في ضوء نظرية الذكاءات المتعددة

2020 ◽  
Vol 4 (31) ◽  
Author(s):  
Amani Mohamed Al-Harbi
Keyword(s):  
Art Education ◽  
Multiple Intelligences ◽  
Social Intelligence ◽  
First Grade ◽  
Education Curriculum ◽  
First Semester ◽  
Multiple Intelligence Theory ◽  
Color Unit ◽  
The Social ◽  
Intelligence Theory

The study aimed to identify the degree of inclusion of multiple types of intelligence in the content of the art education curriculum sample, identify the distribution and balance of the indicators of multiple types of intelligence in the content of the art education curriculum sample, and identify the degree of inclusion of multiple types of intelligence in the content of the study sample, namely: (lesson preparation, lesson objectives, lesson presentation procedures). The researcher followed the descriptive analytical approach through analyzing the content represented in (the teacher/ teacher guide) for the art education curriculum, the first semester and revealing the degree of inclusion of multiple types of intelligence in the content of the study sample, namely: (preparation for the lesson, objectives of the lesson, procedures for presenting the lesson) and designed the researcher The content analysis list includes the seven specific types of intelligence (visual, linguistic, social, motor, environmental, personal, and logical intelligence) and indicators of each intelligence in the three curricular units (line and shape unit, color unit, flat and stereoscopic unit). The study showed the following: 1) There is a variation in the degrees of repetition observed for the seven components of intelligence in (line and shape) unit, and the logical intelligence index appeared high (17.70%), and low in motor intelligence (7.08%). 2) In (color) unit, the social intelligence index appeared high (18.18%), and there is a decrease in kinetic intelligence by (7.07%). 3) In (flat and stereoscopic formation) unit, the logical intelligence index appeared high (17.39%), and there is a decrease in kinetic intelligence (5.22%). The results also showed there is an imbalance between the components of intelligence with the content of the curriculum sample (The three units) with a high percentage of logical intelligence (17.13%) and low in motor intelligence by (6.42%). This contradicts with what the multiple intelligence theory emphasized regarding the necessity of balance and symmetrical distribution of intelligence with each other. In light of results, the study recommended the necessity of adopting the multiple intelligences theory in writing the content of art education curricula for the elementary stage.

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