George Ella Lyon

2020 ◽  
pp. 405-412
Keyword(s):  
Environmental Justice ◽  
Third Grade ◽  
Eighth Grade ◽  
Writing Workshops ◽  
The Third ◽  
Children's Book ◽  
Book Editor

Born in Harlan, Kentucky, George Ella Lyon began writing in the third grade and playing guitar in the eighth grade. As an adult, after establishing herself as a poet, Lyon was recruited to her well-known role as children’s author by influential children’s book editor Richard Jackson. In addition, Lyon is a novelist, playwright, essayist, and musician. Using word and song, she advocates for social and environmental justice. After teaching and serving as a writer in residence for many years, Lyon conducts writing workshops for children and adults throughout Appalachia....

COMPARATIVE ANALYSIS OF THE GEOMETRICAL CONTENT IN THE NEW BULGARIAN TEXTBOOKS OF MATHEMATICS FOR THIRD GRADE

2018 ◽  
Vol 28 (3) ◽  
pp. 991-996
Author(s):  
Gabriela Kirova
Keyword(s):  
Comparative Analysis ◽  
Third Grade ◽  
Obtuse Angle ◽  
Curve Beam ◽  
Mathematics Textbook ◽  
The Third ◽  
School Year ◽  
Learning Content ◽  
Relative Share ◽  
Geometric Content

Starting with 2018/2019 school year in Bulgaria, the math education in the third grade is implemented through new training kits. They were developed on the basis of the new third-grade mathematics curriculum, approved by Order No. РД 09-1093 / 25.01.2017 of the Minister of Education and Science, Annex No. 8, supplemented by Order No. РД 09-2555 / 15.06.2018 of the Minister of Education and Science. Training kits are approved by the Ministry of Education and Science and are 7 in total. Geometric learning content in new math textbooks is the second most important element after arithmetic content. It is combined with the arithmetic learning content, and by this the foundation of the successful study of geometry in the next school grades is laid. The new geometry knowledge that is included in the third grade curriculum is the following: straight line, curve, beam, angle, right angle, obtuse angle, acute angle, right triangle, acute triangle, obtuse triangle; naming geometric figures with Latin alphabet letters [11]78. It is important in a modern mathematics textbook to have a rich and varied geometric content. It is important that the new types of geometry tasks are introduced with rich visualization using a specific-inductive approach. The relative number of tasks of a given type is an important prerequisite for the successful formation and improvement of skills for solving geometric problems in pupils at the age of 9-10. This article will present a comparative analysis of the geometric content in the seven approved Bulgarian third-grade mathematics textbooks, which are used in the mass practice of this school year. For the purpose of the study, a classification of all types of tasks and exercises with geometric content has been developed. Then the tasks in the seven textbooks are systematized by the so chosen classification. The data are statistically processed taking into account the relative share of tasks of each type within a textbook, as well as a comparison between the relative shares of the geometric tasks in the different textbooks. The established differences in the number and relative share of different types of geometric tasks make it possible for the analyzed textbooks to be ranked. Such a study has not been published so far. It has a relation to the assessment of the quality of the textbooks offered. The conclusions formulated in this article can help primary teachers in their choice of textbooks to teach to their third grade students.

scholarly journals Teaching Design of English Picture Book for Primary Schools Based on Performance Culture Teaching Method-Taking the Story Time in Unit 1 of the Third Grade of the PEP Version as an Example

2021 ◽  
Vol 17 (4) ◽  
pp. 203
Author(s):  
Yuan Dandan
Keyword(s):  
Primary School ◽  
Picture Book ◽  
Teaching Method ◽  
Target Language ◽  
Third Grade ◽  
English Teaching ◽  
Performance Culture ◽  
The Third ◽  
Teaching Design ◽  
Culture Teaching

<p>The performance culture teaching method was first proposed by the American Sinologist Wu Weike. It is a teaching method to learn a second language through the comprehension and practice of the target language. It focuses on culture and practice. The learner presents the story in a rehearsal manner in the context of the target language culture. Picture book teaching is a popular teaching method for primary school English teachers at this stage. Its novel feature of moving from outside class to classroom makes it an indispensable teaching method in primary school English teaching. This article takes the PEP version of the third grade English textbook as an example for teaching design and integrates the performance culture teaching method with the picture book teaching in the primary school English classroom teaching. The focus of research in teaching design is teaching implementation, that is, the application of performance methods in primary school English classrooms. This teaching design combines picture book teaching and performance culture teaching methods to promote primary school English teaching.</p>

scholarly journals Motivation: The Key to Improve Students’ Outcomes

2018 ◽  
Vol 5 (1) ◽  
pp. 35-36
Author(s):  
Ha Vo
Keyword(s):  
Student Achievement ◽  
Third Grade ◽  
The Third ◽  
Improve Student Achievement

Most students in Vietnam have been exposed to English since the third grade. However, their outcomes are still limited due to a lack of motivation to study English. This presentation will suggest a number of policies to improve student achievement.

scholarly journals Evaluating Mathematic- Textbooks of Intermediate Stage in KSA according  to Van Hiele’s Geometric Thinking Model

2019 ◽  
Vol 3 (6) ◽  
Author(s):  
Mohammed Najjar Al Otaibi
Keyword(s):  
Intermediate Stage ◽  
Third Grade ◽  
Hierarchical Level ◽  
Second Grade ◽  
Middle Stage ◽  
The Third ◽  
Geometric Thinking ◽  
Secondary Stage ◽  
Grade Average ◽  
Descriptive Method

This study aimed to find out the relevance of mathematics books in the intermediate stage of Van Hill levels of geometric thinking, in order to achieve this goal, the researcher utilized the analytical descriptive method, using the analysis card as a tool to conduct this study and prepared a list of skills in which Van Hill's levels of geometric thinking (conceptual, analytical, quasi- Inductive, Inductive, abstract). A number of results were found, most notably: the incompatibility of the engineering subjects in the second- grade books as well as the third- grade average with the hierarchy of Van Hill levels of geometric thinking. Failure to observe mathematics books in the middle stage, to include engineering activities at the induction level, to equip students to deal with secondary engineering topics. The researcher recommended a number of recommendations, the most important of which are: To reconsider the hierarchy of the levels of engineering thinking in the engineering activities included in the mathematics books in the intermediate stage. The work on enriching mathematics books in the second grade is average of engineering activities of semi- inductive level, to match the hierarchy of the levels of engineering thinking of the intermediate stage. The work of enriching mathematics books in the third grade is an average of engineering activities of semi- inductive and indicative level to match the hierarchical level of the engineering thinking of the middle stage, which is the basis for higher levels of engineering thinking in the secondary stage. The inclusion of additional topics in engineering and measurement in mathematics books for the third- grade, to contribute to the development of levels of engineering thinking for students.  

scholarly journals THE EFFECT OF ANTICIPATION GUIDING ON STUDENTS LEARNING READINESS IN THE THIRD-GRADE STUDENTS OF ELEMENTARY SCHOOL of SDN SIDOMORO 1, GRESIK

2015 ◽  
Vol 5 (2) ◽  
Author(s):  
Nur Hidayah
Keyword(s):  
Elementary School ◽  
Third Grade ◽  
Control Group ◽  
Anticipatory Guidance ◽  
Learning Readiness ◽  
The Third ◽  
Third Grade Students ◽  
Home Learning ◽  
Post Test ◽  
Good Learning

Background The lack of home learning readiness highly influences the learning process. The preventive way by self-home learning may bring positive effects, namely they will be able to understand the teacher’s explanation or tutorial and do what is being instructed in accomplishing assignments or answering questions. Purpose: was to find out the effects of anticipatory guidance on the learning readiness in the third-grade students of elementary school. Method Quasi-experimental with pretest-posttest control group design. The population involved all third-grade students of SDN Sidomoro 1, Kebomas sub-district, Gresik in which 98 respondents were taken as the samples by applying the total sampling technique. The respondents were then classified into two groups: control group and study group, 48 students each. The instrument: observation sheet. The data analysis using descriptive statistic. Result findings the pre-test value of the study group on good learning readiness was shown by 9 students (34.7%). Compared to the post-test value with the same group, 40 students (81.6%) were in good category. On the other hand, among the control group, the pre-test value showed that 20 students (40.8%) also had good learning readiness, whereas the post-test value described that 17 students (36.7%) were also in good learning readiness. Conclusion Based on the result presented above, providing of anticipatory guidance for students of elementary school is very important to increase the readiness of student’s self-learning for the positive effect, learning achievement.

scholarly journals Freshmen and Third Grade Students Perceptions on Their Soft Skills Acquirement in The Use of Collaborative Learning in English Classroom

2018 ◽  
Vol 10 (2) ◽  
pp. 45
Author(s):  
Nia Nuryanti Permata
Keyword(s):  
Collaborative Learning ◽  
Soft Skills ◽  
Third Graders ◽  
Third Grade ◽  
Classroom Activity ◽  
The Third ◽  
Qualitative Research Design ◽  
Third Grade Students ◽  
English Classroom

It is said that soft skills are needed to have a successful life and career for students and can be trained in classroom by conducting collaborative learning. Then, polytechnic students have collaboration learning in their English classroom activity which is useful for their soft skills achivements. However, the students which have different level can have different perceptions on it. This research tries to compare students’ perceptions on their soft skills acquirement in the use of collaborative learning in English classroom in a state polytechnic. The first group is the freshmen, meanwhile the second group is the third grade students of Diploma 3. The study employs a qualitative research design, which is a case study. The data are gained from questionnaire, then observation and interviews are used to triangulate the data. The findings show that the freshmen perceive that they acquire soft skills in 90.9%, meanwhile the third graders are in 84.9%. This concludes that freshmen soft skills acquirement is higher than the third graders. It is recommended that collaborative learning method should be continued to develop the students’ soft skills, and the type of collaborative learning should be more appropriate for different grades of students. 

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