Using Tools to Notice Student Ideas and Support Student Sensemaking in Rehearsal and Classroom Lesson Reflections

2019 ◽  
pp. 145-160
Author(s):  
Amanda Benedict-Chambers
Keyword(s):  
Classroom Lesson

scholarly journals Loving God, loving me, loving others, and loving the environment: a sustainability education for elementary school children

2018 ◽  
Vol 74 ◽  
pp. 08006
Author(s):  
Julia Suleeman ◽  
Jeny Tarigan
Keyword(s):  
School Children ◽  
Elementary School Children ◽  
Character Development ◽  
Development Program ◽  
Sustainability Education ◽  
Self Control ◽  
School Staff ◽  
Christian School ◽  
Formal Program ◽  
Classroom Lesson

This paper shows how sustainability education has been embedded as essential part of character development in one Christian school in Klaten, Jawa Tengah since the early 2000s. This has taken place as camps in the school area or live-in experiences in neighboring villages. Gradually, a more formal program as classroom lesson plans were deemed as important until one specific day was then devoted each week for this character development program. To serve this purpose, a general theme of love was chosen that was reflected in loving God, loving oneself, loving others, and loving the enviroment. From here, nine characters were chosen and used to be developed in each grade, from Grade 1 to Grade 6. These nine characters are loving God, compassion, responsibility, self-control, discipline, critical, positive, creative, and efficient. The barriers faced by the school staff and school boards in running this program were regarded as challenges to improve this important program. More importantly, parents are also supportive and acknowledging the advantages of having this program for the holistic development of their children.

scholarly journals Flipping The Classroom: How Reversing Teaching-Learning Process Can Improve Learner’s Comprehension in Learning Foreign Language

Humaniora ◽  
2014 ◽  
Vol 5 (2) ◽  
pp. 1114
Author(s):  
Wishnoebroto Wishnoebroto
Keyword(s):  
Foreign Language ◽  
Learning Process ◽  
Traditional Method ◽  
New Method ◽  
Flipped Learning ◽  
Western Countries ◽  
The Us ◽  
Classroom Lesson ◽  
Teaching Learning

Flipping a classroom is not only recording classroom lesson into a video and bringing homework into the classroom. It is a whole new method with a lot better result compared to the traditional method. In western countries such as the US, flipping a classroom is already becoming a new method adopted by many different schools and universities. This paper tries to explore the possibility of flipping a classroom for learning foreign language at BINUS University by comparing it with the recent practices and findings in the western countries. After the analysis it can be concluded that this method can be applied at BINUS University but on several conditions such as the improvement of infrastructures, and the teacher’s awareness and understanding to optimize their understanding about flipped learning. 

Interactive educational and methodological complex "Initial information about the structure of substance"

2021 ◽  
pp. 19-24
Author(s):  
D. M. Blinov
Keyword(s):  
Independent Study ◽  
Educational Resources ◽  
Educational Resource ◽  
Initial Information ◽  
Home Learning ◽  
Classroom Lesson ◽  
Physics Course

The article presents the author's digital educational resource  — an interactive educational and methodological complex "Initial information about the structure of substance". The resource was developed in support of the school physics course of the 7th grade and is dedicated to the section "Initial information about the structure of substance". This is a didactic manual that can be used both in the classroom-lesson system of teaching, and in the independent study of physics — in the form of distance or home learning. The article describes the structure and content of a digital educational resource, as well as its features. The idea of  its creation and the prospects of its use are considered. The interactive educational and methodological complex "Initial information about the structure of substance" was presented at the Republican competition "Mosaic of digital educational resources  — 2021" and was awarded a 1st degree diploma.

Educational Resources for EPN24 Planetary Field Analogue Sites

2021 ◽  
Author(s):  
Tony Thompson
Keyword(s):  
Lesson Plan ◽  
Free Access ◽  
Field Site ◽  
Horizon 2020 ◽  
Icy Moons ◽  
Tinto River ◽  
Salt Pans ◽  
Laboratory Facilities ◽  
Subject Areas ◽  
Classroom Lesson

<p>The Europlanet 2024 Research Infrastructure (RI) provides free access to the world’s largest collection of planetary simulation and analysis facilities. The project is funded through the European Commission’s Horizon 2020 programme and runs for four years from February 2020 until January 2024. The Transnational Access (TA) programme supports all travel and local accommodation costs for European and international researchers to visit over 40 laboratory facilities and 6 Planetary Field Analogues (PFA) [1].</p> <p>As part of the education and inspiration tasks associated with Europlanet 2024 RI, we have produced classroom resources aimed at age 10-14 year olds relating the conditions found within the PFA sites to astrobiology and the habitability of Mars.</p> <p>These resources have been produced around all PFA sites:</p> <ul> <li>Rio Tinto River (Spain)</li> <li>Iceland Field Sites (Iceland)</li> <li>Danakil Depression (Ethiopia)</li> <li>Kangerlussuaq Field Site (Greenland)</li> <li>Makgadikgadi Salt Pans (Botswana)</li> <li>Andes (Argentina)</li> </ul> <p>These resources link in with common areas found in worldwide STEM curriculums, such as volcanism, pressure, pH and evaporation. To achieve this, we have filmed lab-based demonstrations and included them in a classroom lesson plan alongside teachers' notes. In addition, each lesson plan focuses on how the conditions of the PFAs could affect the habitability of Mars.</p> <p>An Italian version of the resources has been produced by EduINAF with the addition of brief video-lessons.  English versions were released on a weekly basis from mid-March through April with opportunities for training sessions to support teachers wishing to engage with these resources.</p> <p>Following studies such as Salimpour et al 2020 [2], highlighting the extent to which astronomy has been incorporated into school curriculums, we have chosen to highlight three subject areas with lower representation in high schools into our resources: physics, space exploration and astrobiology.</p> <p>As these analogue sites can be linked to more planetary bodies than just Mars, our next steps are to create similar resources based around the habitability of the icy moons of the Solar System.</p>

“You’re a Winner”

2011 ◽  
Vol 1 (4) ◽  
pp. 33-48 ◽  
Author(s):  
J. Egbert ◽  
Leslie Huff
Keyword(s):  
Teacher Education ◽  
Qualitative Methods ◽  
Media Literacy ◽  
The Internet ◽  
Education Students ◽  
Computer Based ◽  
Classroom Lesson ◽  
Teacher Education Students ◽  
Student Resources

Pre-service teachers who use the Internet both for course preparation and student resources need to be aware of and also help their future students understand the influences under which the Internet operates. In this paper, the authors explore pre-service teachers’ awareness of Internet hegemonies and investigate whether and how this awareness changes after a classroom lesson, activity, and practice focused on media literacy. Qualitative methods were chosen to deeply explore the teacher education students’ ideas about, perceptions of, and process for considering the issues raised. Seventy teacher education students participated, and the data indicate that even brief exposure to media literacy principles might make a difference in the ways that teachers perceive and use computer-based media. Implications and suggestions for teacher education are noted and proposals for further research included.

Theoretical Reflections on the Construction of Simulation Games

2010 ◽  
pp. 65-82
Author(s):  
Daniela Olmetti Peja
Keyword(s):  
Experimental Method ◽  
Self Efficacy ◽  
Traditional Classroom ◽  
Simulation Games ◽  
Specific Research ◽  
Main Factors ◽  
Classroom Lesson

With the aim of studying the process of transcoding and identifying the meaning assigned to specific research variables described in the present work, a number of reflections are presented in this chapter that, apart from supplying the methodological background for the teacher, allow researchers to identify the main factors that distinguish the traditional classroom lesson and the experimental method represented by simulandia games. In particular, reference is made to the work of Bloom, Gagné and Gardner and Bandura’s concept of self-efficacy.

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