Making Teaching and Learning Effective Using Analytics

In this paper, an empirical comparison of three state-of-the-art classifier methods (artificial immune recognition systems, Lazy-K Star, and random tree) to predict teachers’ ability to adapt in a classroom environment is carried out. Two educational databases are used for this task. First, measures collected in an academic context, especially from classroom visits, are used (database 1). Then, the three classifiers quantify the acts, behaviors, and characteristics of teaching effectiveness and the teacher’s “ability to adapt in the classrooms.” Professional classrooms visits to more than 200 teachers are used as the second database (database 2). An interactive grid gathering 63 educational acts and behaviors is conceived as an observation instrument for those visits. Within the Waikato Environment for Knowledge Analysis library environment, and with the progressive enhancement of the raw database, the utilization of state-of-the-art classification methods when predicting teaching effectiveness shows promising results, especially when data quality issues are considered.

The Influence of Cooperative Learning Through Authentic Assessment-Based Jigsaw on Social Development of Early Childhood

The early childhood education system nowadays requires the use of authentic assessment in schools. Authentic assessment is an integrative method of assessing the learning process, reflective to the real-world situations, using varieties methods and holistic criteria to assess the cognitive, affective, and skills in early childhood. Social development occurs dominantly after physical, cognitive, and language developments. Based on the minimal developmental standard, many early-childhood children show substandard development in environment adaptation ability, self-managing ability, responsibility, ability to follow rules, sharing, respecting others, cooperation, toleration, and emotional expression. This study aims to identify the influence of cooperative learning through authentic assessment-based jigsaw in the social development of early childhood. This study uses a pre-test post-test design on 50 subjects aged 5-6 years old. The experiment was carried out in 4 stage with 4 learning sub-themes. Data collected with a 1-4 scale observation instrument to get quantitative data and analyzed using t-Test. Results from data analysis concluded that cooperative learning through authentic assessment-based jigsaw has a positive influence on social development in early childhood. We recommend the implementation of this method to optimize social development in early childhood.

Analysing Probability Teaching Practices in Primary Education: What Tasks Do Teachers Implement?

This study analyses probability tasks proposed by primary education teachers to promote probabilistic literacy. To this end, eight class sessions at various levels of the Chilean educational system were recorded on video and analysed through the ”probability tasks” dimension from the “Observation Instrument for Probability Classes” (IOC-PROB), which includes five components: use of resources, probabilistic contexts, cognitive challenge, procedures and strategies, and probability meanings. The results show that probability tasks focus mainly on technical knowledge, causing the probability class to become an arithmetic class in which only formulas are applied, mechanically and with no meaning. As a result, we see no use of technological resources, a low use of physical materials, and an absolute predominance of solving decontextualised exercises. We conclude that it is necessary to enhance the probability teaching practices based on lesson plans that consider a wide variety of resources and contexts to gradually advance towards a representation of probabilistic knowledge that relies on conventional procedures and notations.

Observational Analysis of Lateral Preference in Kumite Initiation: A Starting Point in the Longitudinal Programming of Formative Karate

We used observational methodology to analyze lateral conditioning in the technical-tactical performance of high level 8–9-year-old karatekas, specifically in relation to the guard action that supports the technical action and the body segment with which it is performed. We designed an ad hoc observation instrument to analyze lateral preference in the technical-tactical actions that take place during the kumite. We relied on LINCE software for data registration, and we found good inter-observer reliability, calculated with Cohen's Kappa coefficient. Generalizability Theory supported the homogeneity of the behavior deployed by these combatants. Our results represent a starting point in the longitudinal programming of karate. By relating our results and those of other studies that have addressed lateral performance in formative karate in the kumite modality, we are able to draw a roadmap of a karateka's path towards the equilaterality that is inherent in an elite competitor: (a) the 8-9 year old karateka must overcome a conditioned lateral prevalence by adopting a forward non-dominant leg guard so as to then attack with the dominant body segment; (b) the eqilateral use of the right or left fist must occur later, between the 12–13 year age group and the senior category; and (c) there will then be less decisive lateral conditioning in the execution of offensive leg techniques.

Moving from Feedback to Feedforward in IBDP classrooms

There is widespread acceptance of the positive impact of constructive feedback on students’ learning progress. However, few studies investigate the role of feedforward in high-stakes learning environments. This research explores feedback and feedforward practices in International Baccalaureate Diploma Programme classrooms in Hong Kong and Australia. The article analyses 18 teachers’ practices and perceptions about feedback and feedforward. The teachers’ perceptions on feedforward were analysed using a survey and semi-structured interviews, while their teaching practices were evaluated using a lesson observation instrument. Results indicated that participants were aware of the importance of providing feedforward techniques and tools in the classroom to support students in closing the gaps between their current performance and desired performance. Not all teachers, however, incorporated feedforward in all their lessons as a learning tool or differentiation strategy to enhance students’ learning experience and assessment outcomes.

PERBAIKAN PEMBELAJARAN DENGAN MENGGUNAKAN BUPENA PADA PERCOBAAN TEMA BAGIAN TUMBUH-TUMBUHAN DAN FUNGSINYA DI KELAS IV SD NEGERI 068007 MEDAN TUNTUNGAN

This study aims to improve science learning by using BUPENA which has been developed in the Experimental Theme of Plants and Their Functions. The subjects in this study were students of SD NEGERI 068007 Medan Tuntungan TP.2020-2021, with the object of improving the lesson plans and the use of Bupena. This research uses Classroom Action Research with 2 cycles of improvement. The results showed that there was an improvement in learning, this can be seen from the suitability of the lesson plans that were prepared with the aim and the increase in the score on the teaching simulation video observation instrument in cycle 1 learning obtained a score of 90, after conducting learning simulations and conducting experiments the score increased by 96. The results of the study obtained that the N-Gain score of Learning Improvement in cycle 1 was 90 and 96 in cycle 2. Thus it can be concluded that there was an improvement in science learning using Bupena in the experimental theme Part of plants and their functions in Class IV SD 068007 Medan Tuntungan TP.2020 -2021. Keywords: Right, Bupena, Temptation

The instructional situations in which mathematics teachers provide substantive feedback

Feedback provided by mathematics teachers usually addresses procedural skills and, to a much lesser extent, other competencies such as conceptual understanding or engagement in mathematical practices. As most previous literature has studied feedback provided on homework or video prompts, how teachers provide such feedback in the classroom is poorly understood. Here, sixteen lessons taught by five teachers were purposefully sampled from a larger video study (172 lessons) as lessons with high-quality feedback according to a standardized observation instrument. The analysis focused on the instructional situations in which teachers provided feedback. When teachers provided procedural feedback, the situations were orderly and effective. Feedback on conceptual understanding and mathematical practices was provided in situations when students were especially challenged, and entailed a series of complex decisions, thereby placing demands on the teachers to manage both the students’ understanding and behavior. We argue that researchers should focus on how teachers and students negotiate the instructional situation to allow for feedback on conceptual understanding or mathematical practices.

Identification of the Patterns Produced in the Offensive Sequences That End in a Goal in European Futsal

Victory is the ultimate aim in high performance sports; when it comes to team sports, the goal is the key that allows players to achieve that victory. This is the case with futsal which, due to its internal structure as well as the speed in the development of its game, makes the achievement of a goal not an isolated event, but rather more than one goal must be scored to achieve victory. The aim of the present study is to analyze the construction of offensive sequences that have resulted in goal-scoring in the two main European futsal leagues, the Spanish and the Italian, as well as to identify the patterns relating to offensive actions that have ended with a goal being scored. Observational methodology was used to develop the research and an ad hoc observation instrument (OAF-I) was developed for this purpose. The data was analyzed using inferential statistics as well as sequential analysis of delays in a diachronic analysis to identify the patterns of offensive actions. The results obtained enable recognition of a league’s idiosyncrasy patterns in goal-scoring in each of the leagues studied. The results obtained will allow experts to have a better understanding of how goals are scored and how to establish more specific training tasks, in both attack and defense.

PENERAPAN SUPERVISI AKADEMIK UNTUK MENINGKATKAN KOMPETENSI GURU DALAM MENYUSUN ADMINISTRASI PENILAIAN DI UPTD SDN TAMBERU TIMUR KECAMATAN SOKOBANAH KABUPATEN SAMPANG

ABSTRAKTujuan penelitian tindakan kepala sekolah ini adalah untuk meningkatkan kompetensi pedagogik guru-guru di UPTD SDN Tamberu Timur kecamatan Sokobanah kabupaten Sampang dalam menyusun administrasi penilaian melalui supervisi akademik. Jenis penelitian yang digunakan dalam penelitian ini adalah penelitian tindakan sekolah. Kegiatan dalam penelitian ini terdiri atas tahapan perencanaan tindakan, pelaksanaan tindakan, observasi, dan refleksi.Teknik pengumpulan data menggunakan teknik obeservasi kelas.Instrumen observasi yang digunakan adalah alat penilaian kemampuan guru (APKG) berupa Instrument penilaianadministrasi pembelajaran . Analisis data yang digunakan adalah teknik analisis deskriptif komparatif. Data kuantitatif yang diperoleh di deskripsikan dalam bentuk kata-kata atau penjelasan. Selanjutkan dilakukan komparasi data untuk memastikan ada tidaknya peningkatan kemampuan guru dalam penilaian administrasi pembelajaran. Hasil penelitian menunjukkan temuan bahwa supervisi akademik dapat meningkatkan kemampuan guru-guru dalam menyusun administrasi penilaian dalam pembelajaran di UPTD SDN Tamberu Timur kecamatan Sokobanah kabupaten Sampang sebesar26,2%.Kata kunci: supervisi akademik, kompetensi pedagogik ABSTRACTThe aim of the principal's action research was to improve the pedagogical competence of teachers in the UPTD SDN Tamberu Timur, Sokobanah sub-district, Sampang district in preparing administrative assessments through academic supervision. This type of research used in this research is school action research. The activities in this study consisted of the stages of action planning, action implementation, observation, and reflection. Data collection techniques used classroom observation techniques. The observation instrument used was a teacher ability assessment tool (APKG) in the form of a learning administration assessment instrument. The data analysis used was a comparative descriptive analysis technique. The quantitative data obtained are described in the form of words or explanations. Continued data comparisons to ensure whether there is an increase in the ability of teachers in learning administration assessment. The results showed the findings that academic supervision can improve the ability of teachers in compiling administrative assessments in learning at the UPTD SDN Tamberu Timur, Sokobanah sub-district, Sampang district by 26.2%.Keywords: academic supervision, pedagogic competence

Policies and Practices to Promote Physical Activity

This chapter presents a pilot study that sought to examine the practices and policies that can encourage children's physical activity in preschool settings located at Viana do Castelo, Portugal. The Environment and Policy Assessment and Observation instrument was used to measure the quality of the physical activity environment. The findings show that preschool settings present multiple limitations that may hinder children's physical activity and motor development. It should also be noted that policies are practically non-existent as there is a clear absence of physical activity content within the guiding documents in preschool education contexts. Further, there were no education opportunities provided to program staff. It is paramount to engage policymakers and other stakeholders in discussions that provide quality environments to encourage physical activity among preschool children.