Improving Teaching and Learning within the Subject Area

2012 ◽  
pp. 72-88
Keyword(s):  
Teaching And Learning ◽  
Subject Area ◽  
The Subject ◽  
Improving Teaching And Learning

Building a Culture of Ethical, Comparable, Authentic Assessment

2019 ◽  
pp. 463-481
Author(s):  
Andrew Reid ◽  
Julie Ballantyne
Keyword(s):  
Teaching And Learning ◽  
Large Scale ◽  
Authentic Assessment ◽  
Subject Area ◽  
Music Educators ◽  
System Level ◽  
Diverse Range ◽  
Effective Learning ◽  
School Based ◽  
The Subject

In an ideal world, assessment should be synonymous with effective learning and reflect the intricacies of the subject area. It should also be aligned with the ideals of education: to provide equitable opportunities for all students to achieve and to allow both appropriate differentiation for varied contexts and students and comparability across various contexts and students. This challenge is made more difficult in circumstances in which the contexts are highly heterogeneous, for example in the state of Queensland, Australia. Assessment in music challenges schooling systems in unique ways because teaching and learning in music are often naturally differentiated and diverse, yet assessment often calls for standardization. While each student and teacher has individual, evolving musical pathways in life, the syllabus and the system require consistency and uniformity. The challenge, then, is to provide diverse, equitable, and quality opportunities for all children to learn and achieve to the best of their abilities. This chapter discusses the designing and implementation of large-scale curriculum as experienced in secondary schools in Queensland, Australia. The experiences detailed explore the possibilities offered through externally moderated school-based assessment. Also discussed is the centrality of system-level clarity of purpose, principles and processes, and the provision of supportive networks and mechanisms to foster autonomy for a diverse range of music educators and contexts. Implications for education systems that desire diversity, equity, and quality are discussed, and the conclusion provokes further conceptualization and action on behalf of students, teachers, and the subject area of music.

scholarly journals Innovative Assessment Practice to Improve Teaching and Learning in Civil Engineering

2020 ◽  
pp. 74-80
Author(s):  
Siham G. Farrag ◽  
Keyword(s):  
Conceptual Knowledge ◽  
Teaching And Learning ◽  
Civil Engineering ◽  
Subject Area ◽  
Assessment Practice ◽  
Final Exam ◽  
Total Satisfaction ◽  
The Subject ◽  
Students Satisfaction ◽  
Core Part

The professional skills are essential for engineering student along with conceptual knowledge. The main objective of this paper is to explore an innovative assessment practice that was implemented to enhance teaching and learning for an undergraduate student in Civil Engineering. The practice was developed to increase students’ engagement, and encourage collaboration and critical thinking to achieve sustainable learning. Emerging technology and e-tools were the key of improve this practice. The practice was evaluated through students’ performance during the semester, and through the analysis of student’s feedback, peer review and external feedback. Generally, the feedback demonstrated the effectiveness of this practice in improving students’ understanding of the subject area and their academic performance. The total satisfaction was more than 90% and showed students’ satisfaction with the pedagogy adopted. The results showed a significant improvement in students’ performance in both internal and external marks. The final exam average increased by 20% and the total average increased by 15.4 % from the previous semester. This paper highlights the importance of linking learning and assessment as a core part of the teaching and learning process.

Belief, Inquiry, Argument and Reflection as Significant Issues in Learning about Information Systems Development Methodologies

2003 ◽  
pp. 1-10 ◽  
Author(s):  
David A. Banks
Keyword(s):  
Information Systems ◽  
Learning Styles ◽  
Teaching And Learning ◽  
Approaches To Learning ◽  
Subject Area ◽  
Systems Development ◽  
Information Systems Development ◽  
Social Construct ◽  
The World ◽  
The Subject

This chapter examines some of the issues that are driving the development of a master’s course designated as “Information Systems Development Methodologies.” The course takes a “reality as a social construct” view of the world, the purpose of the approach being to encourage students to challenge assumptions and enhance their abilities to research, reflect, critique, and develop strong arguments to support their understanding of the subject area. An interpretive approach such as this can challenge those students whose experiences of previous educational settings have been more strongly oriented toward rote or positivistic teaching and learning styles. The chapter outlines a number of approaches that have been adopted to help students deal with interpretive approaches to learning and to introduce them to issues of belief, inquiry, argument, and reflection.

Recording Lectures, Streaming, Downloading, Podcasting, Vodcasting, and Webcasting

2008 ◽  
pp. 176-195
Author(s):  
Richard Caladine
Keyword(s):  
Higher Education ◽  
Educational Outcomes ◽  
Teaching And Learning ◽  
Learning Experience ◽  
Subject Area ◽  
Learning Technologies ◽  
Student Interaction ◽  
Fundamental Part ◽  
The Subject ◽  
Efficient Learning

There can be a range of reasons to record lectures or presentations, from the creation of resources to meeting the needs of distant students. Of course recordings are one-way. The information in them flows from the recorded file to students and student interaction with recordings is generally limited to interacting with the controls of the player, that is, they can pause, stop, and replay the recording in part or in its entirety. It can be argued that this interaction adds another level of access to educational presentations. While this low level of interaction can have positive educational outcomes it cannot be equated with interactions between students and teachers. Clearly the person-to-person interactions have the potential for far greater educational outcomes ranging from the answering of questions to the exploration and extension of the subject area. In cases where students are distant from teachers and interact with recorded resources other technologies and techniques are need to provide viable two-way communications channels between them. All learning technologies impose on teaching and learning activities and recordings of presentations are no exception. It is argued that recordings by themselves seldom, if ever, are sufficient for effective and efficient learning in higher education. However, it is suggested that recordings when used in conjunction with other learning technologies and techniques can be a fundamental part of the learning experience.

Teaching and Learning Foreign Languages in Germany: a personal overview of developments in research

2003 ◽  
Vol 36 (4) ◽  
pp. 235-251 ◽  
Author(s):  
Frank G. Königs
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Teaching And Learning ◽  
Foreign Language Learning ◽  
Subject Area ◽  
Foreign Languages ◽  
Personal View ◽  
Learning And Teaching ◽  
The Subject ◽  
Complex Subject

There is an unavoidable dilemma in any attempt to put together an overview of the research results for one subject within a discipline. A subject area is either so small that the overview is straightforward but perhaps of interest to only a few, or the subject area is much wider – in which case there is the inevitable danger that the overview will be relatively subjective. This means that some activities may be disregarded while others are given more emphasis than another observer of the subject might have considered appropriate. For example, I have not included the teaching of literature, a complex subject with its own rich research tradition. Being fully aware of both the risks and the advantages of subjectivity, I present this very personal view of foreign language learning and teaching in Germany.

Alignment

2016 ◽  
pp. 33-50
Author(s):  
Pier Giuseppe Rossi
Keyword(s):  
Teaching And Learning ◽  
Enactive Approach ◽  
The World ◽  
Strategic Role ◽  
Education Today ◽  
Current Context ◽  
The Subject

The subject of alignment is not new to the world of education. Today however, it has come to mean different things and to have a heuristic value in education according to research in different areas, not least for neuroscience, and to attention to skills and to the alternation framework.This paper, after looking at the classic references that already attributed an important role to alignment in education processes, looks at the strategic role of alignment in the current context, outlining the shared construction processes and focusing on some of the ways in which this is put into effect.Alignment is part of a participatory, enactive approach that gives a central role to the interaction between teaching and learning, avoiding the limits of behaviourism, which has a greater bias towards teaching, and cognitivism/constructivism, which focus their attention on learning and in any case, on that which separates a teacher preparing the environment and a student working in it.

IMPROVE THE INTERETATION OF STUDY SUBJECTS PANCASILA AND CITIZENSHIP EDUCATION BY APPLYING KONSTEXTUAL LEARNING MODEL BERBASIS A TASK IN CLASS INFORMATICS XI SMK BINA ECLECTUS ACADEMIC YEAR 2015/2016

EDUKASI ◽  
2016 ◽  
Vol 13 (2) ◽  
Author(s):  
Hasanudin S. Usman
Keyword(s):  
Teaching And Learning ◽  
Learning Model ◽  
Positive Influence ◽  
Motivation To Learn ◽  
Test Results ◽  
Applied Learning ◽  
Know How ◽  
Design Activities ◽  
The Subject ◽  
Academic Year

The purpose of this research is to know how to incerease the students’ learning achievement that has been applied learning contextual task-based learning model and to know the influence of contextual learning in  the task-based teaching model to improve achievemen and motivation to learn the material pe civis lesson.   This research is an action research by theree rounds. Each round consists of four phases. Design activities are observation, and revesion. The subject of the research is XI grade students of Bina Informatika Ternate accademic year 2015/2016. Data obtained in the form of a formative test results, observation sheet teaching and learning activities. The results of the research showed that students’ achivement increased from round I to III that the round 1, (70.00 % ), (92,50 %)  3 cycles, conclusions of this research is the method of cooperatif learning can be a positive influence on students motivation and achievement in material udaya politics in Indonesia. It means that this model can be used as one of the alternative learning for Pkn.            Kata  kunci: PKn, cooperative learning method

PENERAPAN STRATEGI PEMBELAJARAN INQUIRY DENGAN PENDEKATAN CTL (CONTEXTUAL TEACHING AND LEARNING) UNTUK MENINGKATKAN HASIL BELAJAR MATEMATIKA SISWA KELAS VIII-D SMPN 4 TAMBANG

2018 ◽  
Vol 2 (2) ◽  
pp. 156
Author(s):  
Zulkifli Zulkifli
Keyword(s):  
Learning Outcomes ◽  
Teaching And Learning ◽  
Student Learning Outcomes ◽  
Average Score ◽  
Mathematics Students ◽  
Algebraic Form ◽  
Student Activity ◽  
Average Value ◽  
The Subject ◽  
Improve Student Learning

This research is based on the low learning outcome of mathematics students of grade VIII SMPN 4 Tambang.The purpose of this research is to improve the learning outcomes of mathematics through the application ofinquiry learning with CTL approach. This research was conducted in SMPN 4 Tambang with subject of classVIII-D students with 29 students. This classroom action research was started in early January 2017. Theresearch instrument consists of a teacher and student activity sheet instrument and a test of learning outcomes.Based on the results of research and discussion can be concluded that the strategy of inquiry learning with CTLapproach can improve student learning outcomes of mathematics on the subject matter of algebraic form inclass VIII-D SMPN 4 Tambang. On the basic score the number of students who reached the KKM as many as 14people (48.28%) with an average score of 58.79. In cycle I the number of students who reach the KKM of 19people (65.52%) with an average value of 65.69%. In cycle II the number reaching KKM is 25 people (86.21%).

IMPROVING THE STUDENTS ACHIEVEMENT IN SPEAKING THROUGH TEAMS-GAMES-TOURNAMENT TECHNIQUE

2014 ◽  
Vol 3 (1) ◽  
Author(s):  
Ramadhayani Fitri Nasution And Busmin Gurning
Keyword(s):  
Action Research ◽  
Learning Process ◽  
Teaching And Learning ◽  
Qualitative Data ◽  
Speaking Test ◽  
The Subject ◽  
Thinking Process ◽  
Classroom Action Research

The objective of this study was to investigate whether the application of Teams-Games-Tournament Technique improve the students achievement in Speaking. This study was an classroom action research. The subject of this study was class XI IPA 3 SMA Muhammadiyah 8 Kisaran which consists of 35 students. The study was conducted in two cycles, cycle I consisted of three meetings and cycle II was consisted of three meetings. The instruments for collecting data were quantitative (oral speaking test) and qualitative data (observation sheet and diary note). Based on speaking scores, students’ score kept improving in every evaluation and based on observation sheet and diary note, it was found that teaching and learning process ran well. Students could enlarge their thinking process. The result of this study showed that Teams-Games-Tournament improved students’ achievement in speaking.

IMPROVING STUDENTS ACHIEVEMENT IN VOCABULARY THROUGH LUSTERING TECHNIQUE

2013 ◽  
Vol 2 (2) ◽  
Author(s):  
Lisda Yuniati Tumanggor And Zainuddin
Keyword(s):  
Action Research ◽  
Learning Process ◽  
Quantitative Data ◽  
Teaching And Learning ◽  
Qualitative Data ◽  
Clustering Technique ◽  
Class Viii ◽  
The Subject ◽  
The Mean ◽  
Vocabulary Score

This study attempts to improve students’ vocabulary achievement through Clustering Technique. This study was conducted by using classroom action research. The subject of the research was class VIII-B SMP Katolik Trisakti 2 Medan that consisted of 32 students. The research was conducted in two cycles and each cycle consisted of three meetings. The instruments for collecting data were vocabulary tests for quantitative data and diary notes, observation sheet and questionnaire sheet for qualitative data. Students’ score kept improving in every test. In the first cycle test, the mean of vocabulary score was 64.68. And in the second cycle test, the mean of vocabulary score was 79.85. Based on diary notes, observation sheet and questionnaire sheet, teaching and learning process had done effectively showed the improvement. Every student was studied actively. And from the research can be concluded that Clustering Technique can improve students’ achievement in vocabulary.

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