Styles of educational activities and teaching styles of teachers and the experience of subjectivity by students during remote lessons in grades 1-3 of primary school during the COVID -19 pandemic

The aim of the article was to present how teachers deal with managing online lessons. The author focused on the following categories: teacher learning styles, communications styles from teachers to students and lesson time. Results are based on observations of lessons conducted via the MS Teams during the COVID-19 pandemic. It was established that the dominant style of action of educators working with students of early childhood education is The instruction style is a dominant style of surveyed teachers. Most often they send directive messages to their students, and students spend an average of 22 minutes on learning new material during a whole lesson. The results were the starting point for answering the question about the opportunity to experience subjectivity during online lessons

Exploring the Role of Scaffolds in Problem-Based Learning (PBL) in an Undergraduate Chemistry Laboratory

ABSTRACT The need for shifting the expository laboratory instruction style to inquiry-based approaches is widely acknowledged. Problem-based learning (PBL), one of the inquiry-based approaches, advocates students’ self-directed learning. The literature...

Factores determinantes y su influencia acumulada en la comunicación educativa de entrenadores de fútbol en competición (Fundamental factors and their accumulate influence on educational communication delivered by soccer coaches in competition)

El objetivo del presente estudio fue analizar si las instrucciones (aproximación positiva o negativa a la educación) estaban determinadas por las características del entrenador de fútbol base (formación académica, titulación federativa, modelo de enseñanza-entrenamiento, estilo de liderazgo y estilo de dirección del equipo) en edades escolares. Se analizaron a 10 entrenadores andaluces en un partido de competición cada uno. A cada uno de los entrenadores se le grabó durante un partido de competición regional, que hace un total de 10 partidos y 932 minutos analizados. Los jóvenes futbolistas a quienes iban dirigidas dichas instrucciones tenían unas edades comprendidas entre los 15 y 18 años, y participaron un total de 125. Se usó el análisis de contenido como instrumento, categorizando dichas instrucciones y contrastando la frecuencia de instrucciones de carácter negativo o positivo hacia la educación con las características formativas de los entrenadores. Los resultados mostraron que sí existe influencia de dichas características sobre el tipo de instrucciones, siendo además acumulativas en su efecto. La formación del entrenador, el modelo de enseñanza táctico y el liderazgo democrático-permisivo, así como dirigir al grupo con autoridad son esenciales para educar a los jóvenes futbolistas en estas etapas de formación.Abstract. The aim of this study was to analyse if youth sport coaches’ instructions were influenced by their characteristics (i.e. general education, coaching certificación, model of teaching, leadership style, and team instruction style) when delivered to school-aged youth. We analysed one match of each of 10 Andalusian coaches. One soccer game was recorded for each coach in a regional competition, which was a total of 10 soccer games and 932 minutes analysed. The young soccer players were aged between 15 and 18 years. A content analysis was used for collecting data, through a thematic coding system to categorize the instructions during the matches. We compared the frequencies of negative and positive approaches to education of the coaches with their aforementioned characteristics. The results showed that there is an influence of these characteristics on the type of instructions, and that there is a cumulative effect. Coaching education, the tactical teaching model, a democratic-permissive leadership style, and leading the group with authority, are essential in educating youth soccer players duringthe school years.

Adjusting Lecture Style To Accommodate Student Reading Habits

The reasons behind the reading habits of undergraduate MIS students were examined to learn from the students’ point of view why many don’t read the textbook. Willingness to work hard on homework and project assignments and an appreciation of what is expected of them appears to be in place. However, carrots, sticks, ruses and requests all meet with limited success when used to encourage reading assigned material. Four sections of a required business school 2000-level MIS course were asked to respond anonymously to a questionnaire covering the course, textbooks, instructors, and personal reading habits. Follow-up discussions in the classroom and with individuals volunteering comments provided additional insight. In open discussions, one is led to believe limited time is the principal determining factor affecting reading habits. In the questionnaire, admitting to not understanding the textbook material followed by lack of interest in the subject exceeded limited time as the main reasons for not reading. Lack of interest can often be overcome by changes in instruction style and emphasis. Working around or compensating for deficient reading skills is a more difficult challenge. An analysis of the findings is presented in this paper along with the author’s reactions and thinking on restructuring lecture sessions, reading assignments, and presentation practices for teaching undergraduate MIS courses.