Application of Direct Instructional Learning in High School Education

A direct teaching model is a teaching approach that can help students learn basic skills and acquire information that can be taught step by step. Direct instruction or direct teaching is based on behavioristic learning theory that focuses on the mastery of concepts and changes in behavior as a result of learning that can be observed. The approach used in this model is teacher-centered. The teacher presents material/transfers information directly and structured using a lecture, expository, question, and answer, presentation/demonstration model. This model is the leading choice applied to students due to its advantages, including the relatively large amount of material delivered, easy learning time to manage, and this model will be relatively easy to follow for procedural matters. In addition to some of its advantages, the direct teaching model also has drawbacks that, according to researchers, are vital to the learning process itself; namely, students tend to wait for raw answers from the material presented by the teacher.

APPLIED LINGUISTIC APPROACH TO TEACHING FOREIGN LANGUAGES THEORETICAL AND METHODOLOGICAL MODELS

The theoretical achievement in the field of foreign language learning in the 1950s and early ‎‎1960s remained related to the practical side of language teaching. Moreover, The idea of the ‎need for foreign language teaching methodologies for a theory of learning has remained constant ‎since the occurrence of educational reform movements of the late nineteenth century.‎ To come to terms with the current developments in the field of foreign language learning, it is ‎necessary to trace the recent history of the research carried out in this regard. Therefore, we will ‎focus in this article on tracking the most important theoretical assets of foreign language teaching ‎methods, and monitoring the evolution of language teaching and learning methods. This is done ‎to distinguish between two approaches to language teaching; first, Direct teaching that negates ‎the overlap of the learned and acquired language during foreign language instruction. And ‎second Mediated teaching in which the second language is taught through the first language. ‎Through this, we will monitor the cognitive cross-fertilization between acquiring the first ‎language and learning the second one by tracing the relationship between them. We will list the most important assumptions underpinned by approaches to foreign language ‎teaching. And we will monitor the foundations on which each approach is based separately to ‎discover the commonalities between them and the contrast between them. We will then ‎contribute to building a new conception of foreign language learning by making use of the ‎translation action inherent in the procedures adopted in most of these approaches. This is mainly ‎evident in the difference between the necessity of adopting the first language or not during the ‎teaching and learning of the foreign language‎. . Keywords: Applied Linguistics, First Language acquisition, Teaching Foreign Languages approaches, ‎Direct teaching, Mediated teaching‎

Adaptive Direct Teaching Control with Variable Load of the Lower Limb Rehabilitation Robot (LLR-II)

Most lower limb rehabilitation robots use fixed training trajectories and lack participation of physiotherapists. In addition, there is a lack of attention on combining direct teaching function with rehabilitation robots, which enables physiotherapists to plan trajectories directly. In this paper, an adaptive direct teaching function with variable load that can be applied to the sitting/lying lower limb rehabilitation robot-II (LLR-II) is proposed. First, the structural design and electrical system of LLR-II are introduced. The dynamic equation of LLR-II considering joint flexibility is derived and analyzed. Then, the impact of joint flexibility on LLR-II is reduced by introducing the intermediate input variables. Based on this, the control law of the dragging teaching stage and the replay stage in the direct teaching function with variable load is designed and the adaptive control strategy eliminates the influence of different patients. In addition, the control law is simulated and verified. Finally, some preliminary experiments of the adaptive direct teaching function with variable load on LLR-II are carried out, and the results showed that the control law has good performance, which lays the foundation for future work.

A PILOT PROJECT TO MEASURE TEACHING FACULTY EDUCATIONAL LEADERSHIP CONTRIBUTIONS

Educational leadership (EL) is a term sometimes used to capture facets of teaching that extend outside of direct teaching activities within the classroom. At some institutions, engaging in EL is encouraged and, at some others it is a requirement for tenure and promotion. A method to document, categorize, and assess engagement with EL is therefore needed. In this work, the Universitas 21 Conceptual Framework for Teaching was adapted to create a concise and quick-to-assess summary of EL activity. This paper describes the concept behind the EL reporting and assessment framework created, and comments on the process and outcomes from its deployment in practice in an engineering context.

Cooperative Control of Manipulator and Human Operator for Direct Teaching

A cooperative control of a manipulator and a human operator has been proposed for an efficient direct teaching operation in this research. The main goal is making the operator be convenient and relaxed when he is operating the manipulator for a direct teaching. The proposed control strategy has two layers: In the first layer, human motion estimator (HME) has been designed to estimate a human intention. The recursive least square method has been utilized for the HME to simultaneously estimate the interaction force and the human arm admittance model. In the second layer, human motion reactor has been designed to keep the human motion intention precisely by a proportional derivative and gravity compensation in real time. Real experiments with a 3-degree of freedom robotic manipulator guided by the human operator have been conducted to draw a diamond shape on a panel. The experimental results demonstrate the effectiveness of the proposed cooperative control strategy.

Force-Free Control for Direct Teaching of a Surgical Assistant Robot End Effector with Wire-Driven Bidirectional Telescopic Mechanism

This paper shows the design and modeling of an end effector with a bidirectional telescopic mechanism to allow a surgical assistant robot to hold and handle surgical instruments. It also presents a force-free control algorithm for the direct teaching of end effectors. The bidirectional telescopic mechanism can actively transmit force both upwards and downwards by staggering the wires on both sides. In order to estimate and control torque via motor current without a force/torque sensor, the gravity model and friction model of the device are derived through repeated experiments. The LuGre model is applied to the friction model, and the static and dynamic parameters are obtained using a curve fitting function and a genetic algorithm. Direct teaching control is designed using a force-free control algorithm that compensates for the estimated torque from the motor current for gravity and friction, and then converts it into a position control input. Direct teaching operation sensitivity is verified through hand-guiding experiments.

Control Strategy for Direct Teaching of Non-Mechanical Remote Center Motion of Surgical Assistant Robot with Force/Torque Sensor

This paper presents a control strategy that secures both precision and manipulation sensitivity of remote center motion with direct teaching for a surgical assistant robot. Remote center motion is an essential function of conventional laparoscopic surgery, and the most intuitive way a surgeon manipulates a robot is through direct teaching. The surgical assistant robot must maintain the position of the insertion port in three-dimensional space during the four-degree-of-freedom motions such as pan, tilt, spin, and forward/backward. In addition, the robot should move smoothly when controlling it with the hands during the surgery. In this study, a six-degree-of-freedom collaborative robot performs the cone-shaped trajectory with pan and tilt motion of an end-effector keeping the position of the remote center. Instead of the bulky mechanically constrained remote center motion mechanism, a conventional collaborative robot is used to mimic the wrist movement of a scrub nurse. A force/torque sensor that is attached between the robot and end-effector estimates the surgeon’s intention. A direct teaching control strategy based on position control is applied to guarantee precise remote center position maintenance performance. A motion generation algorithm is designed to generate motion by utilizing a force/torque sensor value. The parameters of the motion generation algorithm are optimized so that the robot can be operated with uniform sensitivity in all directions. The precision of remote center motion and the torque required for direct teaching are analyzed through pan and tilt motion experiments.

UPAYA GURU DALAM MENANAMKAN NILAI-NILAI MODERASI BERAGAMA DI TPQ NGERANG TAMBAKROMO-PATI

Qur’an Learning Institution (TPQ) is an informal institution under of the ministry of religion, such as Ngerang’s TPQ. Ngerang’s TPQ have three educational staff whit 62 students, as for the Ngerang’s TPQ activities direct teaching and learning to various moderation values, namely the implementation of study hour, learning quashes, manners with teachers and study partners. The three activities reflect the moderating values of tolerance, fairness and balance. While the method used in this reaches is qualitative whit the intention of understanding what phenomena the subject is experiencing. So that researchers are able to see the object’s effort in engaging in it.

Grinding trajectory generation of hybrid robot based on Cartesian direct teaching technology

Purpose The purpose of this paper is to generate grinding trajectory of unknown model parts simply and efficiently. In this paper, a method of grinding trajectory generation of hybrid robot based on Cartesian space direct teaching technology is proposed. Design/methodology/approach This method first realizes the direct teaching of hybrid robot based on 3Dconnexion SpaceMouse (3DMouse) sensor, and the full path points of the robot are recorded in the teaching process. To reduce the jitter and make the speed control more freely when dragging the robot, the sensor data is processed by Kalman filter, and a variable admittance control model is established. And the joint constraint processing is given during teaching. After that, the path points are modified and fitted into double B-splines, and the speed planning is performed to generate the final grinding trajectory. Findings Experiment verifies the feasibility of using direct teaching technology in Cartesian space to generate grinding trajectory of unknown model parts. By fitting all the teaching points into cubic B-spline, the smoothness of the grinding trajectory is improved. Practical implications The whole method is verified by the self-developed TriMule-600 hybrid robot, and it can also be applied to other industrial robots. Originality/value The main contribution of this paper is to realize the direct teaching and trajectory generation of the hybrid robot in Cartesian space, which provides an effective new method for the robot to generate grinding trajectory of unknown model parts.