scholarly journals Instructional Design for EFL Reading at Senior High Schools from the Perspective of Thinking Quality

2021 ◽  
Vol 14 (12) ◽  
pp. 144
Author(s):  
Yanhong Shao ◽  
Shumin Kang
Keyword(s):  
High Schools ◽  
Reading Instruction ◽  
Information Acquisition ◽  
Cognitive Skills ◽  
Core Competencies ◽  
Deep Understanding ◽  
Linguistic Knowledge ◽  
Level Of Thinking ◽  
Level Of Understanding ◽  
Teaching Learning

Thinking quality is one of the important parts of the core competencies of English courses at senior high schools in China, indicating the cognitive ability and level of thinking in logical, critical, and innovative aspects. This study attempts to integrate the development of cognitive skills into reading instruction, showing how to immerse students with diverse learning activities in the teaching-learning process in terms of information acquisition, information processing, and information output. And their cognitive competencies at different levels are purposefully cultivated. Specifically, they are not only nurtured at the level of understanding factual information through observation and comparison but also facilitated for the deep understanding of the text through analysis, inference, and induction. Most importantly, they are encouraged to use their linguistic knowledge creatively with evaluative abilities, thus promoting the development of their English learning and thinking ability concurrently.

Normal Variation in Reading Acquisition

1986 ◽  
Vol 62 (3) ◽  
pp. 691-716 ◽  
Author(s):  
Virginia Wise Berninger
Keyword(s):  
Individual Differences ◽  
Reading Instruction ◽  
Cognitive Skills ◽  
Verbal Ability ◽  
First Grade ◽  
Normal Variation ◽  
Word Decoding ◽  
Linguistic Skills ◽  
Whole Word ◽  
Reading And Spelling

Visual, linguistic, reading, and spelling tests were administered to the same 45 children at the end of kindergarten and of first grade. Normal variation, i.e., diversity not related to pathology, was found in the visual and linguistic skills and was shown to be related to reading and spelling achievement for a sample of suburban children of similar socioeconomic status. Individual differences in three visual skills—selective attention to letter information (RT), memory for a component letter (accuracy), and memory for a whole word (accuracy)—and two linguistic skills—phonemic analysis and vocabulary understanding—were reliable over the first year of formal reading instruction and had concurrent validity in that they were correlated with achievement in word decoding/encoding at the end of kindergarten and of first grade. Of these five skills, phonemic analysis accounted for more variance in achievement (52% to 64%, depending upon achievement measure) than any other single skill. Significantly mote variance in achievement was accounted for when both a visual skill (memory for a sequence) and a linguistic skill (phonemic analysis) were considered than when either alone was at end of first grade. The predictive validity of quantitatively defined “disabilities” (at or more than a standard deviation below the mean) was investigated; disabilities in both visual and linguistic skills at the end of kindergarten were associated with low achievement in word decoding/encoding at the end of first grade. Two pairs of identical twin girls (each co-twin taught by a different teacher) were not mote congruent on several achievement measures than two pairs of unrelated girls, taught by the same teacher and matched to each other and a twin pair on verbal ability and age. Normal variation in acquisition of word decoding/encoding probably results from an interaction between genetic individual differences in cognitive skills and the processes of assimilation and accommodation during environmental transactions proposed by Piaget.

Nonclinical Core Competencies and Effects of Interprofessional Teamwork in Disaster and Emergency Response Training and Practice: A Pilot Study

2013 ◽  
Vol 7 (4) ◽  
pp. 395-402 ◽  
Author(s):  
Jennifer Peller ◽  
Brian Schwartz ◽  
Simon Kitto
Keyword(s):  
Cognitive Skills ◽  
Disaster Response ◽  
Interprofessional Collaboration ◽  
Core Competencies ◽  
Evidence Base ◽  
Response Data ◽  
Competency Training ◽  
Interprofessional Teamwork ◽  
The Relationship ◽  
Depth Interviews

AbstractObjectiveTo define and delineate the nontechnical core competencies required for disaster response, Disaster Medical Assistance Team (DMAT) members were interviewed regarding their perspectives and experiences in disaster management. Also explored was the relationship between nontechnical competencies and interprofessional collaboration.MethodsIn-depth interviews were conducted with 10 Canadian DMAT members to explore how they viewed nontechnical core competencies and how their experiences influenced their perceptions toward interprofessonalism in disaster response. Data were examined using thematic analysis.ResultsNontechnical core competencies were categorized under austere skills, interpersonal skills, and cognitive skills. Research participants defined interprofessionalism and discussed the importance of specific nontechnical core competencies to interprofessional collaboration.ConclusionsThe findings of this study established a connection between nontechnical core competencies and interprofessional collaboration in DMAT activities. It also provided preliminary insights into the importance of context in developing an evidence base for competency training in disaster response and management. (Disaster Med Public Health Preparedness. 2013;0:1–8)

scholarly journals DISCIPLINE IN EDUCATION: CAUSES AND POSSIBLE STRATEGIES TO CURB EXAMINATION MALPRACTICES IN SENIOR HIGH SCHOOLS

2021 ◽  
Vol 8 (11) ◽  
Author(s):  
Ben Adzrolo ◽  
Kenneth Asamoah-Gyimah ◽  
Andrews Cobbinah ◽  
Ruth Annan-Brew
Keyword(s):  
High Schools ◽  
Academic Success ◽  
Teaching And Learning ◽  
Work Performance ◽  
Survey Design ◽  
Simple Random Sampling ◽  
Academic Work ◽  
Teaching And Learning Environment ◽  
Teaching Learning ◽  
Descriptive Survey

<p>This paper investigated the causes and possible strategies to minimize examination malpractices in Senior High Schools (SHSs) in Ghana. A descriptive survey design with a quantitative approach was used for the study. Proportional stratified and simple random sampling techniques were used to select a sample of 335 respondents which comprised 302 students and 33 teachers. Frequencies, percentages, means and standard deviations were used to analyse the data gathered. The findings revealed that the leading cause of examination malpractices was ‘insufficient students’ preparation for WASSCE and Public education on effects of examination malpractices has also emerged as the number one strategy to minimize the menace. It was concluded that in schools where a conducive environment and teaching/ learning materials are not provided for effective academic work, performance falls below what is expected, to achieve academic success, students and teachers engage in examination malpractices to raise the academic image of the school. It was recommended that school authorities provide a conducive teaching and learning environment to ensure effective academic work in schools to minimize the menace.</p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0896/a.php" alt="Hit counter" /></p>

scholarly journals Teach Reading

2021 ◽  
Author(s):  
Ernan Santiesteban Naranjo ◽  
Kenia María Velázquez Avila ◽  
Niurka Góngora Mena
Keyword(s):  
Reading Instruction ◽  
Reading Skill ◽  
Reading Process ◽  
Participatory Methods ◽  
Teaching Reading ◽  
Reading Competence ◽  
The Third ◽  
Definition Of ◽  
Teaching Learning

Teach reading is a book that is composed by six chapters. The fist, is devoted for the definition of text and its taxonomy. It concludes with the requirements for choosing a didactic text. The second, is dedicated for the definition, analysis and classification of reading. The third is devoted to associated disorders related to the reading process. The fourth, contrasts the traditionalist reading instruction against dynamic-participatory didactic for the teaching-learning process of reading, where it is emphasized on reading participatory methods and techniques. The fifth, is attentive to the generalized reading skill, invariant skill and reading competence. Finally, the sixth is committed to dynamic-participatory didactic strategy for teaching reading,

scholarly journals DAMPAK SISTEM ZONASI DALAM PERMENDIKBUD NO. 20 TAHUN 2019 DI KABUPATEN PAMEKASAN

2020 ◽  
Vol 7 (2) ◽  
pp. 319-347
Author(s):  
Mohammad Nurul Huda ◽  
Ach. Khoiri
Keyword(s):  
Public Schools ◽  
High Schools ◽  
School Level ◽  
Educational Institutions ◽  
High School Level ◽  
Admission Process ◽  
New Students ◽  
The Many ◽  
Level Of Understanding ◽  
The Impact

Regulation of the Minister of Education and Culture Number 20 of 2019 concerning Amendments to the Regulation of the Minister of Education and Culture Number 51 of 2018 concerning the Admission of New Students in Kindergartens, Elementary Schools, Junior High Schools, Senior High Schools, and Vocational High Schools is a guideline for public schools from kindergarten to high school level to implement the Zoning system for the admission process of new students.The purpose of this research is to find out and analyze the effectiveness of the enactment of the minister of education and culture regulation number 20 of 2019 for schools, students, and parents / guardians in Pamekasan. This research uses empirical methods or non-doctrinal research. This type of research was chosen because the subject of the research plan seeks to trace and study the impact of the enactment of the minister of education and culture regulation number 20 of 2019 for schools, students, and parents in Pamekasan.Of the 220 respondents, divided from teachers, parents / guardians and students, the results of the respondents' level of understanding of the Zoning system PPDB really understood. Schools disobedience to PPDB Zoning system are private schools and schools that are under the auspices of the Ministry of Religion. In addition, the ineffectiveness of the PPDB Zoning system in Pamekasan Regency is the result of the many educational institutions that are under the auspices of Islamic boarding schools.

scholarly journals Information technologies inside and outside the classroom

2021 ◽  
Author(s):  
Andra Oneci ◽  
◽  
Maria-Magdalena Joița ◽  
◽  
◽  
...  
Keyword(s):  
Learning Process ◽  
Cognitive Skills ◽  
Causal Reasoning ◽  
Concept Formation ◽  
Teaching And Learning ◽  
Information Technologies ◽  
Software And Hardware ◽  
Problem Solvers ◽  
Teaching Learning ◽  
Individualize Education

Technology is a means of accomplishing a task mainly by using technical processes, methods, or knowledge.The importance of technology in connection with any type of development is widely recognized, especially having considering nowadays’ worldwide Covid-19 context.The passage from standardized to digitalized teaching-learning process hasn’t been easy. Information technology and educational technology are now extensively being used in schools and refer to a wide multitude of teaching-and-learning–related software and hardware used during the lessons. Learning becomes effective when the students are actively engaged, are collaborating with one another, are in charge of their learning process, become critical thinkers and creative problem-solvers. Scientific thinking appears when thinking about the content of science and the set of reasoning processes that permeate the field of science: induction, deduction, experimental design, causal reasoning, concept formation, hypothesis testing, and so on, are combined. Simultaneously, teachers continue their lifelong learning process online, design digital lessons, gamify lessons, obtain real time results, are part of the staffroom at school and also part of a larger, more diverse, virtual staffroom. In conclusion, the goal of using technology inside and outside the classroom is perceived as a way to individualize education and to develop students’ competences and cognitive skills.

scholarly journals MEMBANGUN HIGH ORDER THINKING (HOT) PESERTA DIDIK MELALUI CONTEXTUAL TEACHING LEARNING (CTL) DI MADRASAH

2017 ◽  
Vol 1 (2) ◽  
Author(s):  
Moch Wahid Ilham
Keyword(s):  
Student Achievement ◽  
Learning Process ◽  
Cognitive Skills ◽  
Scoring System ◽  
High Order ◽  
Factual Knowledge ◽  
Contextual Teaching ◽  
Student Center ◽  
Teaching Learning ◽  
High Order Thinking

This paper describes the efforts of teachers in building High Order Thinking (HOT) Learners through Contextual Teaching Learning (CTL). Education has always been the focus of various elements. Because the fate of a nation in the future depends heavily on the contribution of education. In the current learning process there are several gaps related to students' thinking assumptions. The majority of teachers understand his role as a disseminator rather than a student center; so the focus of education in schools is more on the factual knowledge. This then affects the student achievement scoring system more based on tests that are tested for low-level cognitive skills only. The existence of the Contextual Teaching Learning (CTL) learning model is expected to be a bridge to build High Order Thinking (HOT) learners who can ultimately make learners able to achieve High Order Thinking (HOT).

Open and Closed Practicals for Enterprise Resource Planning (ERP) Learning

2011 ◽  
pp. 138-152 ◽  
Keyword(s):  
Enterprise Resource Planning ◽  
Business Processes ◽  
Deep Understanding ◽  
Resource Planning ◽  
Erp Systems ◽  
Erp System ◽  
Technological Complexity ◽  
Functional Aspects ◽  
Business User ◽  
Teaching Learning

Enterprise Resource Planning (ERP) systems are implemented in companies to improve their business processes. An ERP system entails extensive functional and technological aspects during its implementation. Teaching ERP systems for computer science students implies addressing these two aspects: ERP functionality and technological features. It is a challenge for teachers to design practical experimentation that students can perform in the teaching environment, due to the prerequisite of a deep understanding of the business processes, business user requirements, and the technological complexity of ERP systems. In order to improve student skills in ERP systems, we encourage active learning among students. In this chapter, we present a methodology using open and closed practicals to learn about both technical and functional aspects of ERP systems. Using these practicals allows us to prepare and organize this teaching/ learning process.

Ingestion and integration of ICTs for pedagogy in Indian private high schools

2020 ◽  
pp. 204275302095749 ◽  
Author(s):  
Arnab Kundu ◽  
Tripti Bej
Keyword(s):  
High Schools ◽  
Private Schools ◽  
Teaching And Learning ◽  
Theory Approach ◽  
Ict Integration ◽  
Ict Infrastructure ◽  
School Pedagogy ◽  
Teaching Learning ◽  
High Level ◽  
Classroom Integration

In most cases, private schools in India are considered to have sufficient ICT resources for teaching-learning in 21st century classrooms and are assumed to be leaders in technology integration in the school pedagogy in this country. This study aimed to investigate the state of ICT integration and the degree of expertise these schools have attained. A survey of forty teachers from twenty purposively selected private high schools was conducted using a set interview protocol. Data were analyzed following the grounded theory approach. Results revealed that despite a high level of appreciation among teachers of the importance of ICT integration into teaching and learning classroom integration was not found problem-free. Several debilitating factors evolved including, a lack of ICT infrastructure, a lack of institutional encouragement, weak policies, and above all a lack of sufficient skills among teachers at all levels- technological, pedagogical, and integrative. This shows poor conviction in the hypothesis that private schools are good at ICT integration. Based on the analysis the study proposed 3E-Model along with a program of action for its implementation to improve ICT integration by dampening down the challenges and recommending schools to establish independent authorities; for example Working School Governing Bodies (WSGBs) that would look after the model and issues relating to the promotion of ICT integrated pedagogies in schools.

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