scholarly journals Strengthening Teacher’s Learning Management for Self-Reliance of Students in Thai Secondary School

2017 ◽  
Vol 10 (3) ◽  
pp. 165
Author(s):  
Chalad Paso ◽  
Chalard Chantarasombat ◽  
Watanachai Tirasiravech
Keyword(s):  
Secondary Schools ◽  
Teacher Development ◽  
Teaching And Learning ◽  
Best Practice ◽  
Thinking Skills ◽  
Transfer Of Knowledge ◽  
Participatory Action ◽  
Self Reliance ◽  
Analytical Thinking ◽  
Learning Management

This research aimed to 1) study the present conditions, problems, and needs of teachers development in learning management in self-reliance for students in secondary schools, 2) develop a model for teacher development in learning management in self-reliance for students in secondary schools, and 3) evaluate the results of usage from teachers in learning management in self-reliance for students in secondary schools. Research methodology was based on research and development (R&D) approach by the application of Participatory Action Research (PAR). There were seven processes ans stages involved as follows 1) study of the best practice, 2) participatory workshops to create awareness of the participants, 3) solutions and resources to improve teaching and learning of teachers, 4) creating alternative solutions and develop curriculum, 5) developing of analytical thinking skills and synthesis of curriculum in leaning management, 6) linking and transfer of knowledge, skills, attitudes of learning into practices, and 7) evaluation and reflection on the performance of teachers in learning to self-reliance of the student. The results showed that the model for teachers in learning management for self-reliance of students in secondary schools consisted of two main elements as follows 1) the process of participatory learning activities in seven steps, 2) the operation of participatory activities in fourteen sub-activities. The evaluation shown that the level of possibility, appropriateness, and usefulness were in the highest level.

scholarly journals Elements of the teacher development system in learning management according to the concept of Education 4.0

2021 ◽  
Vol 1 (1) ◽  
pp. 22-27
Author(s):  
Jedsada Janpleng ◽  
Karn Ruangmontri
Keyword(s):  
Secondary Schools ◽  
Learning Community ◽  
Professional Learning Community ◽  
Teacher Development ◽  
Professional Learning ◽  
Basic Education ◽  
System Component ◽  
Development System ◽  
Education Commission ◽  
Learning Management

The purpose of this study was to study the elements of the teacher development system in learning management according to the concept of Education 4.0 with a professional learning community process in secondary schools under the Office of the Basic Education Commission by studying the components of the teacher development system in learning management according to the concept of education 4.0 with a professional learning community process from 7 experts, consisting of 1) two people in higher education administration, 2) one person who has a stake in learning management, 3) two school directors, and 4) two teaching specialist teachers. The sample group was obtained by using a specific selection method using the teacher development system component assessment in learning management according to the concept of education 4.0 with a professional learning community process in secondary schools, under the Office of the Basic Education Commission, which is a 5-level rating scale. System Components Teacher development in learning management According to the educational model 4.0 with a professional learning community process in secondary schools, under the Office of the Basic Education Commission, there are 4 main components, 13 subcomponents, namely; 1) The inputs consist of (1) executives, (2) learning management courses, (3) teachers, (4) resources that support learning management. 2) The process consists of (1) Identifying challenging problems, (2) Concept finding stage, (3) Planning and development stage, (4) Testing and evaluation stage, (5) Presenting results to society. 3) Productivity consists of (1) Teachers have knowledge and understanding of learning management, (2) Teachers are competent in learning management. 4) feedback, which consists of (1) reporting on results and (2) improvements, corrections, and developments. And, the experts assess the suitability of the elements at a high and highest level and have consistent opinions on all components..

Implementation of Contextual Teaching and Learning Models in Increasing Students' Learning Interest in Fiqh Subjects at MI NW Apitaik

Al-Mujahidah ◽  
2020 ◽  
Vol 1 (1) ◽  
pp. 40-49
Author(s):  
Rulyandi Rulyandi
Keyword(s):  
Data Analysis ◽  
Teaching And Learning ◽  
Negative Impact ◽  
Positive Impact ◽  
Thinking Skills ◽  
Learning Model ◽  
Secondary Sources ◽  
Analytical Thinking ◽  
Observation Methods ◽  
Contextual Teaching

Contextual teaching and learning is a learning concept that can help teachers link the material taught with real-world situations and encourage students to make connections between their knowledge and application in life. Basically, contextual teaching and learning is a concept that aims to equip students with knowledge that can be applied flexibly from a problem or from another context so that students' understanding is expected through experience, not just memorizing a material. The research method used is qualitative research with primary and secondary sources, data collection techniques in research by means of observation methods, interview methods and documentation methods. Data analysis was carried out using qualitative data analysis. The results of this study show how the application of the contextual teaching and learning learning model in increasing interest in learning is to develop the idea that students will learn more interestingly when students learn in their own way and find ideas by constructing their own new knowledge and skills. create a learning society. The positive impact of implementing the contextual teaching and learning learning model in increasing interest in learning is that it can develop students' abilities in solving problems, can develop critical, logical and analytical thinking skills and the negative impact of implementing the contextual teaching and learning learning model is the lack of ability to reason

Understanding Student Support

2018 ◽  
pp. 307-324
Author(s):  
Tabitha Rangara-Omol
Keyword(s):  
Online Learning ◽  
Teaching And Learning ◽  
Best Practice ◽  
Support Systems ◽  
Student Support ◽  
Faculty Training ◽  
Online Student ◽  
Online Technologies ◽  
Self Reliance ◽  
Use Of Technology

Blended learning comprises of teaching and learning formats that complement online technologies for both on-campus and off-campus students. The disposition of online learning requires the student to exercise autonomy, independence, and self-reliance, and the teacher to engage skills that facilitate, guide, and mentor students. These skills need to be developed through support systems that encourage both faculty and student participation. This chapter examines the concept of student support with the objective of providing a background and justification for its role in online learning. The chapter proposes that student support should be part of faculty training with a double-faceted benefit: 1) faculty will adopt the use of technology while learning online student support systems; 2) a well-designed support system will contribute to best practice through improved student retention and success.

scholarly journals Realising the Pedagogical Potential of Multilingual Pre-service Primary Teachers

2014 ◽  
Vol 2 (1) ◽  
pp. 35-52 ◽  
Author(s):  
Jackie Coleman ◽  
Jacqueline Coleman
Keyword(s):  
Teaching And Learning ◽  
Best Practice ◽  
Funds Of Knowledge ◽  
Primary Teachers ◽  
Thinking Skills ◽  
Early Career ◽  
Pedagogical Practices ◽  
Higher Order Thinking Skills ◽  
Early Career Researcher ◽  
Pre Service Teacher

This paper reports on a small, qualitative study undertaken by an early career researcher in an Australian university into the meanings which multilingual and bilingual pre-service teachers attach to their linguistic ‘funds of knowledge’ (Moll, Amanti, Neff and Gonzalez, 1992) in relation to their university studies, and to their emerging identities as teachers. Current pedagogical best practice in Australia indicates that drawing on students’ existing funds of knowledge in teaching and learning results in increased intellectual quality, such as higher order thinking skills, and higher academic outcomes. However, the participants in this study did not conceptualise their linguistic abilitiesas having any value in relation to their higher education. They also appeared to tacitly accept reported institutional and pedagogical practices,which marginalisedthese abilities both as tools for learning and for informing their developing identities as teachers.  On the basis of these findings, broad preliminary recommendations are made as to how the learning experiences of bilingual andmultilingual pre-service primary teachers, and of their monolingual peers, may be improved at this university.The study’s findings point to the need for a larger-scale research study into this under-investigated aspect of pre-service teacher education in Australia. Photo credit: By Fluss (Own work) [GFDL (http://www.gnu.org/copyleft/fdl.html) or CC-BY-SA-3.0 (http://creativecommons.org/licenses/by-sa/3.0)], via Wikimedia Commons

scholarly journals Rural online learning in the context of COVID 19 in South Africa: Evoking an inclusive education approach

2020 ◽  
Vol 10 (2) ◽  
pp. 135 ◽  
Author(s):  
Bekithemba Dube
Keyword(s):  
South Africa ◽  
Online Learning ◽  
South African ◽  
Inclusive Education ◽  
Teaching And Learning ◽  
Participatory Action ◽  
Left Behind ◽  
Learning Challenges ◽  
Mode Of Life ◽  
Learning Management

This paper discusses the challenges faced by rural learners in South Africa in the context of the world pandemic commonly known as COVID-19. Rural learners face unprecedented challenges in adjusting to a new mode of life and learning, the latter being characterised by the predominant use of online, learning management systems and low-tech applications. The paper is informed by critical emancipatory research, I used participatory action research. A total of 10 learners and five teachers participated via Whatsapp. The paper answers two questions: what are the learning challenges faced by rural learners in South Africa, and how can online learning be enhanced in the context of COVID-19? The findings suggest that, while the South African government is promoting online learning as the only alternative in the context of COVID-19, this mode excludes many rural learners from teaching and learning, due to a lack of resources to connect to the internet, the learning management system, and low-tech software. The paper argues that rural learners are critical stakeholders in education and in the fight against COVID-19, and they cannot be left behind in efforts to fight the pandemic. 

Understanding Student Support

2021 ◽  
pp. 1515-1532
Author(s):  
Tabitha Rangara-Omol
Keyword(s):  
Online Learning ◽  
Teaching And Learning ◽  
Best Practice ◽  
Support Systems ◽  
Student Support ◽  
Faculty Training ◽  
Online Student ◽  
Online Technologies ◽  
Self Reliance ◽  
Use Of Technology

Blended learning comprises of teaching and learning formats that complement online technologies for both on-campus and off-campus students. The disposition of online learning requires the student to exercise autonomy, independence, and self-reliance, and the teacher to engage skills that facilitate, guide, and mentor students. These skills need to be developed through support systems that encourage both faculty and student participation. This chapter examines the concept of student support with the objective of providing a background and justification for its role in online learning. The chapter proposes that student support should be part of faculty training with a double-faceted benefit: 1) faculty will adopt the use of technology while learning online student support systems; 2) a well-designed support system will contribute to best practice through improved student retention and success.

scholarly journals Evaluating the Best-Practice Criteria of Higher-Order Thinking Skills for Design and Technology Courses

2019 ◽  
Vol 8 (3) ◽  
pp. 7933-7936
Keyword(s):  
Teaching And Learning ◽  
Best Practice ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Higher Order ◽  
Design And Technology ◽  
Education Development ◽  
Educational Transformation ◽  
Higher Order Thinking Skills ◽  
Technology And Communication

A more systematic and better Higher-Order Thinking Skills (HOTS) approach would allow teachers to offer their best effort in order to produce students with higher-order thinking skills. Successful nurturing of HOTS requires the student’s initiative to change from normal thinking to a critical way of thinking. Educational transformation aimed at cultivating HOTS is in line with contemporary situations because teachers also encounter students who are far different today compared to a decade or so before. The implementation of HOTS among teachers should be intensive and continuous via various methods to ensure the teacher’s capability to teach and learn is always improving. Failure to implement a good HOTS would weaken the objective of the Malaysia Education Development Plan 2013-2025 (PPPM 2013-2025) aimed at producing students who are highly productive and skilled in using information technology and communication. Hence, this paper intended to comprehensively identify the criteria for best-practice for HOTS in the Design and Technology course as well as evaluate the criteria by using the Delphi Method. This method comprised three interview sessions with a panel of 15 experts whose function was to determine the criteria obtained from literature sources. These criteria were then used as components to develop an instrument to measure teachers’ experience when carrying out HOTS during the teaching and learning sessions.

scholarly journals PELAKSANAAN KEMAHIRAN BERFIKIR ARAS TINGGI (KBAT) DALAM PEMBELAJARAN DAN PEMUDAHCARAAN BAHASA CINA DI SEKOLAH MENENGAH [THE IMPLEMENTATION OF HIGHER ORDER THINKING SKILLS (HOTS) IN THE TEACHING AND LEARNING OF THE CHINESE LANGUAGE IN SECONDARY SCHOOLS]

2020 ◽  
pp. 126-140
Author(s):  
ALEX SIAW WEI TAN ◽  
MEOW HOON NG
Keyword(s):  
Secondary Schools ◽  
Teaching And Learning ◽  
Chinese Language ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Language Teachers ◽  
Higher Order Thinking Skills ◽  
Chinese Language Teachers ◽  
The Mean ◽  
Level Of Understanding

The purpose of this research was to identify the level of understanding and the incorporation of Higher Order Thinking Skills (HOTS) in the teaching and learning of the Chinese Language among Secondary Schools teachers in Selangor. The respondents were 183 Chinese Language teachers from 145 secondary schools in Selangor. Questionnaires were administered to collect data in this research. A descriptive analysis was done to obtain the mean, standard deviation, frequency and percentage to identify the secondary school Chinese Language teachers’ level of understanding towards HOTS and the incorporation of HOTS in the teaching and learning process in their classrooms. The findings showed that teacher’s understanding and knowledge towards HOTS were satisfactory with an average mean above 3.5; while the mean for the incorporation of HOTS in teaching and learning implied that this aspect has to be improved. The findings were able to provide useful input on the level of implementation of HOTS among Secondary School Chinese Language teachers in Selangor.

Learning Management

2020 ◽  
pp. 111-130
Author(s):  
Gustavo Henrique Silva de Souza ◽  
Jorge Artur Peçanha de Miranda Coelho ◽  
Germano Gabriel Lima Esteves ◽  
Nilton Cesar Lima
Keyword(s):  
Experiential Learning ◽  
Learning Process ◽  
Cognitive Skills ◽  
Teaching And Learning ◽  
Transfer Of Knowledge ◽  
Teaching Methodologies ◽  
Teaching Activities ◽  
Entire World ◽  
Learning Management ◽  
Teaching Learning

This Chapter develops a bibliographic analysis that associates teaching methodologies with cognitive skills to create a structural map of teaching activities that guide the learning process in classroom, basing on student characteristics. Specifically in higher education, the academic formation within the major universities in the entire world goes through a particular problem: lack of effectiveness in the teaching-learning process. This Chapter starts from the premise that the learning management should be used as a strategy for planning the teaching-learning process. A specific theoretically grounded analysis is used to understood a series of learning activities appropriate to cognitive skills, so authors propose a functionalist model of teaching and learning that seeks greater usefulness in the transfer of knowledge in classroom. Thus, the Chapter covers issues such as: experiential learning for teaching questions, Kolb's theory of experiential learning, teaching-learning process, and applications of learning management.

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