scholarly journals TECHNOLOGIES INTEGRATED LEARNING IN THE PRIMARY SCHOOL - Some Aspects of Forming Reflection and Assessment Skills to Young Pupils

2009 ◽  
Keyword(s):  
Primary School ◽  
Integrated Learning ◽  
Assessment Skills

scholarly journals Optimalisasi Manajemen Intervensi Kelas terhadap Perilaku Buruk Siswa di Madrasah Ibtidaiyah

2017 ◽  
Vol 2 (1) ◽  
pp. 63-80
Author(s):  
Noer Intan Novitasari
Keyword(s):  
Classroom Management ◽  
Primary School ◽  
Role Model ◽  
Moral Community ◽  
Integrated Learning ◽  
Literature Study ◽  
Integrated Communication

This study focused on examining the theory of optimalization of class intervention management toward students’ bad behavior in Islamic primary school. The method used in this study was literature study based on documents. The results showed that the optimalization of classroom management involved the whole components including school and parents as moral community whose responsibility and role were preventing and overcoming students’ bad behavior by being a good role model. Optimizing the collaboration among parents enables integrated communication with education at school to avoid the continuity of behavior. Increasing positive activities aimed to overcome disruption in the classroom can be done through behaviorism approach and integrated learning. Teachers’ readiness in mastering intervention management is crucial as it is necessary for dealing with students’ behavior in a precise way.

scholarly journals “It’s the Same World through Different Eyes”: A CLIL Project for EFL Young Learners.

2016 ◽  
Vol 18 (1) ◽  
pp. 116 ◽  
Author(s):  
Eleni Korosidou ◽  
Eleni Griva
Keyword(s):  
Primary School ◽  
English Language ◽  
Project Evaluation ◽  
Target Language ◽  
Integrated Learning ◽  
School Grade ◽  
Young Learners ◽  
The Core ◽  
Teaching Context ◽  
Content Development

This paper presents the design, implementation and evaluation of a  project entitled "It's the same world through different eyes", which was based on the principles of Content and Language Integrated  Learning (CLIL) approach  and  was piloted with 4th primary school grade students. More specifically, we employed a dual-focused approach, focusing equally on English language and content development. For the purpose of the project, we designed a mini-syllabus with the stories being at the core of the design. The objectives of the project were to: a) develop the students’ skills in EFL, b) develop their sensitivity towards diversity, c)enhance their citizenship awareness. Students were provided with opportunities to express themselves verbally and non-verbally, and participate in a variety of creative activities in a multimodal teaching context. The findings of project evaluation indicated students’ improvement regarding both their receptive and productive skills in the target language, and the development of children’s citizenship awareness and their sensitivity towards diversity.

¿Los juntamos? A study of L1 use in interactional strategies in CLIL vs. NON-CLIL primary school learners

2020 ◽  
Vol 58 (1) ◽  
pp. 1-27 ◽  
Author(s):  
María Martínez-Adrián
Keyword(s):  
Primary School ◽  
School Children ◽  
Classroom Observation ◽  
First Language ◽  
Target Language ◽  
Primary School Children ◽  
Observation Data ◽  
Integrated Learning ◽  
Oral Production ◽  
L1 Use

AbstractResearch on the use of the first language (L1) in interactional strategies by young Content and Language Integrated Learning (CLIL) is still in its infancy. Here we compare CLIL and NON-CLIL primary school children in terms of L1 use in interactional strategies. The oral production of 44 age- and proficiency-matched dyads (21 CLIL, 22 NON-CLIL) is analyzed in terms of use of the L1 in appeals, clarification requests and metacomments. The results indicate that NON-CLIL learners produce more instances of L1 use in interactional strategies and that greater differences emerge as grade increases. This is consistent with previous research in CLIL contexts as well as investigations that have compared CLIL and NON-CLIL contexts. A qualitative inspection of the results has also revealed that there are differences between groups in their preference for either the L1 or the target language (TL) in the case of appeals and clarification requests. However, metacomments are always produced in the L1 in both groups, which appears to support previous classroom observation data.

scholarly journals HOW TO ORGANIZE YOURSELF: EXTERNAL EVALUATION OF DISTANCE LEARNING AND DISTANCE TEACHING

2021 ◽  
pp. 186-196
Author(s):  
Константин Борисович Егоров ◽  
Вера Анатольевна Захарова
Keyword(s):  
Distance Learning ◽  
Primary School ◽  
Self Management ◽  
Distance Teaching ◽  
External Evaluation ◽  
Management Skills ◽  
School Teachers ◽  
School Students ◽  
Primary School Teachers ◽  
Assessment Skills

Дается независимая оценка преимуществам и недостаткам в формировании регулятивных умений младших школьников и умений самоорганизации учителей в дистанционном обучении в период пандемии в 2020 г. Экстренный переход на дистанционное обучение вызвал трудности в преподавании и учении. Во многом эти сложности обусловлены недостаточным уровнем регулятивных умений учеников и учителей. Сопоставляются результаты двух эмпирических исследований, проведенных Пермским государственным гуманитарно-педагогическим университетом: диагностики регулятивных умений младших школьников в 2018–2021 гг. и оценки учителями начальных классов проблем самоорганизации в период дистанционного обучения в 2020 г. По итогам независимой оценки предложены рекомендации по развитию профессиональных компетенций учителей начальных классов. The purpose of the article is an external evaluation of the advantages and disadvantages of the primary school students’ self-management skills and teachers’ self-management skills during the distance learning time of pandemic-2020. The emergency transition to distance learning has caused difficulties in teaching and learning. Probably these difficulties are due to the insufficient level of students’ and teachers’ self-management skills. Data includes the results of two empirical studies carried out by the Perm State Humanitarian Pedagogical University. First, results of diagnostics of the primary school students’ self-management skills in 2018–2021 years. Students of the 2nd, 3rd and 4th grades of Perm region schools participated in the diagnosis. Criterion-oriented diagnostics based on everyday situations in the logic of functional literacy assessment. Secondly, primary school teacher’s self-assessment of the problems of organizing distance learning during the pandemic-2020. A focus group of 79 primary school teachers took part in the semi-structured Internet survey. The results of the study show that primary school teachers were not ready for distance teaching. The teachers’ work time has increased, caused by mastering distance tools and new conditions for self-regulation. The need of special attention for self-management students’ skills was identified. Certain students’ self-management skills were important for distance learning, such as planning, self-control and self-esteem, the choice of effective methods of action. The teacher’ training also is required to be focused on assessment skills, applying of automated control tools, developing of students’ self- and peer- assessment skills in a digital environment. Based on the results of an external evaluation, the authors suggest developing the primary school teachers’ professional competencies.

scholarly journals The Criterias, indicators and levels of preparedness of primary school teachers for integrated learning

2019 ◽  
Vol 66 (3) ◽  
pp. 178-185
Author(s):  
Olena Murashchenko
Keyword(s):  
Primary School ◽  
Cognitive Activity ◽  
Evaluation Criteria ◽  
Point Of View ◽  
Diagnostic Methods ◽  
Professional Activity ◽  
Integrated Learning ◽  
School Teachers ◽  
Primary School Teachers ◽  
Scientific Results

The article presents and theoretically substantiates the criterias, indicators and levels of preparedness of primary school teachers for integrated learning as one of the leading innovative activities on the modernization of the educational system in Ukraine, analyzes different approaches to determining the components and criterias of teachers' readiness for various aspects of activity in the research of domestic and foreign scientists. Based on the analysis, the author states that there is no single approach to determining the criterias of teachers' readiness for professional activity and the tendency of most scholars to choose criterias from the point of view of motivational, personal, cognitive, activity, and reflective structural components. Due to this connection, it is proposed to distinguish axiological-motivational, personality-creative, cognitive-epistemological, operationalactivity and reflexive-evaluation criteria of the readiness of primary school teachers to integrate learning and to characterize their indicators, to identify and adapt their indicators, heuristic-search, and creative-productive levels of professional readiness. The obtained scientific results are organized into a single table "The Criterias, indicators and levels of readiness of primary school teachers for integrated learning", which visualizes the findings of the study and focuses on the certain logic of the proposed components. The author has been provided the prospect of further scientific researches in the creation of diagnostic methods for the effective evaluation of indicators of professional readiness and organization of pedagogical experiment for their implementation in the practice of postgraduate pedagogical education.

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