scholarly journals English Teachers Assess Instructional Methods Supporting Knowledge Processes

2018 ◽  
Vol 6 (1) ◽  
pp. 68
Author(s):  
Andreas Zendle
Keyword(s):  
General Education ◽  
Instructional Methods ◽  
English Teachers ◽  
Discovery Learning ◽  
Project Work ◽  
Empirical Examination ◽  
Learning By Teaching ◽  
Knowledge Processes ◽  
Learning Tasks ◽  
English Classroom

Answers to the questions of which instructional methods are suitable for school, which instructional methods should be applied in teaching individual subjects and how instructional methods support the act of learning represent challenges to general education and education in individual subjects. This article focuses on the empirical examination of instructional methods supporting knowledge processes in the act of learning. A survey was conducted in which English teachers evaluated 20 instructional methods in regard to the following knowledge processes: build, process, apply, transfer, assess and integrate. The results of the study demonstrate that certain instructional methods are especially predestined for the English classroom: project work, jigsaw, problem-based learning, learning tasks, learning stations, presentation, learning by teaching, discovery learning, and role-play.

Mathematics Teachers Assess Instructional Methods Supporting Knowledge Processes

2019 ◽  
Vol 4 (2) ◽  
pp. 76-86
Author(s):  
Andreas M. Zendler ◽  
Cornelia Seitz ◽  
Dieter Klaudt
Keyword(s):  
Mathematics Education ◽  
General Education ◽  
Mathematics Teachers ◽  
Instructional Methods ◽  
Problem Based Learning ◽  
Discovery Learning ◽  
Project Work ◽  
Empirical Examination ◽  
Knowledge Processes ◽  
Learning Tasks

Answers to the questions of which instructional methods are suitable for school, what instructional methods should be applied in teaching individual subjects and how instructional methods support the act of learning represent challenges to general education and education in individual subjects. This article focuses on the empirical examination of instructional methods supporting knowledge processes in the act of learning. A survey was conducted in which mathematics teachers evaluated 20 instructional methods in regard to the following knowledge processes: build, process, apply, transfer, assess and integrate. The results of the study demonstrate that certain instructional methods are especially predestined for mathematics education: problem-based learning, direct instruction, learning at stations, learning tasks, project work and discovery learning

scholarly journals Direct Instruction vs. Computer Simulation and their Learning Outcome in Engineering Education

2019 ◽  
Vol 1 (2) ◽  
pp. 91-98
Author(s):  
Andreas Zendler ◽  
Manuel Gohl
Keyword(s):  
Computer Simulation ◽  
General Education ◽  
Engineering Education ◽  
Direct Instruction ◽  
Instructional Methods ◽  
Learning Outcome ◽  
Empirical Examination ◽  
Context Learning ◽  
Material Usage ◽  
Class Context

Answers to the questions of which instructional methods are suitable for school, what instructional methods should be applied in teaching individual subjects and how instructional methods support the act of learning represent challenges to general education and education in individual subjects. This study focuses on the empirical examination of learning outcome in engineering educationwith respect to two instructional methods: direct instruction and computer simulation. A CRF 2x2 design is used to control instructional method and class context. Learning outcome on bridge construction is assessed with reference to the optics of bridge and the material usage for the bridge. The empirical findings show that learning with direct instruction was superior to computer simulation. 

Instructional methods in computing education judged by computer science teachers and educational experts

2018 ◽  
Vol 60 (2) ◽  
pp. 79-90
Author(s):  
Andreas Zendler
Keyword(s):  
Science Education ◽  
General Education ◽  
Computer Science ◽  
Science Teachers ◽  
Computer Science Education ◽  
Instructional Methods ◽  
Constructivist Learning ◽  
Learning Theories ◽  
Computing Education ◽  
Knowledge Processes

Abstract Answers to the questions of which instructional methods are suitable for school, what instructional methods should be applied in teaching individual subjects and how instructional methods support the act of learning represent challenges to general education and education in individual subjects. This article focuses on empirical examinations of instructional methods for computer science education supporting knowledge processes in the act of learning and their integration into the context of significant learning theories. The results of this article show that certain instructional methods are especially predestined for computer science education. They can also be attributed to behavioristic, cognitivist and constructivist learning theories; they are thereby localized and can profit from the empirical findings of the learning theories, especially in practical use on teaching computer science.

Increasing Access to Teacher Preparation: The Effectiveness of Traditional Instructional Methods in an Online Learning Environment

2000 ◽  
Vol 15 (2) ◽  
pp. 37-46 ◽  
Author(s):  
Steven Bradford Smith ◽  
Sean Joseph Smith ◽  
Randall Boone
Keyword(s):  
Online Learning ◽  
Teacher Preparation ◽  
Learning Environment ◽  
General Education ◽  
Academic Outcomes ◽  
Instructional Methods ◽  
Online Discussions ◽  
Teacher Preparation Programs ◽  
Online Learning Environment ◽  
Preparation Programs

Distance education via the World Wide Web is currently being examined as a method to provide special and general education instruction in teacher preparation programs. The purpose of this study was to compare the effectiveness of traditional instructional methods in an online learning environment. Results of this study revealed that overall there were no significant differences between learning under the two conditions. That is, student academic outcomes were the same when instruction was delivered in a traditional classroom or through an online learning environment. Some advantage was found to online discussions in contrast to face-to-face discussions. Traditional instructional methods, such as those used in this study, produce similar academic outcomes when delivered through online learning environments. The implications of these results for teacher preparation practice are discussed.

Teaching English as a foreign language in Chinese universities: The present and future

English Today ◽  
2014 ◽  
Vol 30 (4) ◽  
pp. 40-45 ◽  
Author(s):  
Zhenhui Rao ◽  
Chunhua Lei
Keyword(s):  
Foreign Language ◽  
English Teachers ◽  
Communicative Language Teaching ◽  
Chinese Universities ◽  
Large Classes ◽  
Language Classroom ◽  
Efl Teaching ◽  
Student Enrolment ◽  
English Classroom ◽  
The One

In the past two decades, there have been two important events in English as a Foreign Language (hereafter, EFL) teaching in Chinese universities throughout the country. The first event was a gradual growth in student enrolment in universities, and the second was the EFL teaching reform that aimed to introduce Communicative Language Teaching (hereafter, CLT) into the English classroom (Rao, 2010). There is an apparent conflict between the increase in student numbers in each class and the use of CLT in the language classroom, thus resulting in a series of problems for current EFL teaching in Chinese universities. On the one hand, frequent contact with foreigners speaking English nowadays makes it necessary for English teachers to develop students’ communicative competence. On the other hand, some problems such as large classes, high demands on English teachers and a lack of financial resources prevent teachers from getting their students involved in the communicative activities in their teaching process (Rao, 1996; Yu, 2001; Hu, 2002).

scholarly journals THE PHONOLOGICAL PERSPECTIVE OF TEACHER INSTRUC TIONAL TALK IN ENGLISH CLASSROOM INTERACTION

2015 ◽  
Vol 2 (1) ◽  
pp. 80
Author(s):  
Suharti Sirajuddin
Keyword(s):  
Key Words ◽  
Classroom Observation ◽  
Video Recording ◽  
Classroom Interaction ◽  
English Teachers ◽  
Limited Time ◽  
English Classroom ◽  
Descriptive Method ◽  
Instructional Talk

The research aimed at finding and analyzing (i) the instructional talk that teachers use in the classroom interaction, (ii) teachers’ modification of their instructional talk in phonological perspective (iii) students’ perception of instructional talk used by the teachers in classroom interaction. This research applied descriptive method  with  the total number of participants of  2 English teachers and 6 students  divided based on their grade. The instrument used for this study was classroom observation, video recording and interview. The finding indicated that (i) the first participant used 15 instructional talks and the second participant used 14 instructional talks (ii) teachers modify their talk by substitution, deletion, and addition. First participant used substitution 151 times (81%), deletion 22 times (12%), and addition 13 (7%). The second participant used substitution 30 times (83%), deletion 12 times (13%) and additional 4 (4%). (iii) Students have lower perception of teacher instructional talk which indicates students get 11 (11%) for each VII grade students and the VIII grade students get variety level percentage; 12 (21%), 15(26%) and 11 (19%) for each students. It also finds three factors that influence students’ perception; teachers’ factors, limited time and environment.         Key words: Phonological perspective, instructional talk, classroom interaction

scholarly journals Pre-Service Teachers' Perceptions on the Role of English Teachers

2020 ◽  
Vol 12 (2) ◽  
pp. 58-75
Author(s):  
Angélica María Carvajal ◽  
Yolanda Duarte Medina
Keyword(s):  
Teaching Practice ◽  
Private University ◽  
English Teachers ◽  
Small Scale ◽  
Language Program ◽  
Written Narratives ◽  
Teachers Perceptions ◽  
Affective Filter ◽  
English Classroom

This small-scale research project was carried out with 15 pre-service teachers enrolled in a B.A. English as a Foreign Language program at a private university with a distance learning modality. The goal of this study was to enable pre-service teachers to express what they thought their role as English teachers should be. The researchers chose narrative inquiry as a way to hear the students’ voices and take them into account in order to promote positive changes in their teaching practice. Different data collection instruments were implemented, such as oral narratives from an unstructured interview, written narratives from tutors’ reflections in a journal, and a questionnaire to characterize the participants. The findings showed that the pre- service teachers characterized the role of the English teacher as being committed and engaged in the learning process. They also displayed an empathetic attitude toward teaching in the English classroom. Additionally, they highlighted innovativeness and open-mindedness as crucial traits for creating a positive environment in the classroom and activating the affective filter.

scholarly journals Communication Styles used by Effective EFL Teachers in Classroom Interaction

2018 ◽  
Vol 5 (2) ◽  
pp. 97
Author(s):  
Suharni Sudirman ◽  
Haryanto Atmowardoyo ◽  
Kisman Salija
Keyword(s):  
Effective Teachers ◽  
Classroom Interaction ◽  
English Teachers ◽  
Communication Styles ◽  
Effective Teacher ◽  
Mixed Method Research ◽  
Negative Attitudes ◽  
Positive Attitudes ◽  
Efl Teachers ◽  
English Classroom

This research was conducted to find out; (1) the characteristics of the effective teachers based on the students’ perception; (2) to describe the communication styles used by EFL teachers in classroom interaction; (3) to find out when and why the teacher used the aggressive, assertive and passive style. This research applied mixed method research. The instruments of this research were questionnaire, observation, and interview. The sample of this research consisted of 265 students at SMA Ummul Mukminin boarding school Makassar, in academic 2017/2018. The subjects of the research were three experienced English teachers. The research finding based on students’ perception to the EFL English teachers in each class showed that Mrs. Wal got 73.5% categorized as very effective teacher, Ms. WN got 76.9% categorized as very effective teacher, Mr. As got 65.2% categorized as  effective teacher. The teacher was very effective described by students who had 20 positive attitudes that have to be done and 24 negative attitudes for ineffective teachers that must be avoided. Furthermore, the research revealed three findings in communication styles used by teachers. The first was aggressive style, the second was assertive style, and the third was passive style. The teachers used those styles based on the context and situation during English classroom process. The most dominant communication style used by the teacher was aggressive.

Good Instruction in Mathematics

2020 ◽  
pp. 47-77
Author(s):  
George A. Khachatryan
Keyword(s):  
Mathematics Instruction ◽  
Instructional Methods ◽  
Cognitive Engagement ◽  
Discovery Learning ◽  
Trial And Error ◽  
Mutual Support ◽  
Instructional Programs ◽  
Good Mathematics Instruction ◽  
General Guidance

This chapter applies the lessons of Chapter 1 (which discusses how to identify good instruction) to the case of mathematics. There has been much controversy about what makes for good instruction in mathematics. Nevertheless, scientific and humanistic sources do allow us to paint a picture. Some instructional methods are less guided (such as pure discovery learning) and others more guided (like teacher-led instruction); scientific and humanistic evidence are in agreement that general guidance is needed, but should not come at the expense of student cognitive engagement. The evidence also consistently shows that instruction should emphasize genuine understanding of the underlying reasons for mathematical principles. Skills (such as fluency in computations) are not in opposition to concepts, but rather in mutual support. Solving varied and unexpected problems is essential in good mathematics instruction. Mathematical “rigor” (meaning precision in expression) plays an important role in mathematical thought, but should be carefully balanced with accessibility for children. While such principles give general guidance, knowing them is not enough to create excellent instructional programs: they need to be applied consistently in each moment of each lesson. Getting these details right is challenging, and can only be done through years of trial and error. This helps explain why good instructional traditions in mathematics are so rare.

scholarly journals Teaching English to Young Learners and Factors to Consider in DesigningThe Materials

2012 ◽  
Vol 5 (1) ◽  
Author(s):  
Sukarno
Keyword(s):  
Elementary School ◽  
Classroom Management ◽  
Teaching And Learning ◽  
English Teachers ◽  
Teaching English ◽  
Young Learners ◽  
Language Classroom ◽  
Methods And Techniques ◽  
English Classroom ◽  
Teaching Learning

Teaching English to young learners at elementary school is different from that to adults. The English teachers to young learners in elementary school, therefore, need to comprehend and to apply the theories of language teaching-learning to young learners and language classroom management. Besides, the English teachers are not only required to be able to teach well but also to be able to design materials so that they can apply approaches, methods, and techniques of teaching-learning English appropriately.This article discusses teaching English to young learners, the theories of teaching English to young learners at elementary school, English classroom management at elementary school, and what to consider in designing teaching-learning materials.To reach the goal of the teaching and learning of English at elementary school, the English teachers at elementary school should know and apply the theories of teaching English to young learners. Besides, they should also know what to consider in designing teaching-learning materials in order that the materials given to the students are appropriate for the students’ development in relation to languages.

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