instructional goals
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2022 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Allison H. Hall ◽  
Susan R. Goldman

Purpose This paper aims to examine the extent to which students’ experiences and perceptions of their literature classroom align with their teacher’s instructional goals for literary inquiry and what teachers can learn from gaining access to students’ perspectives on their classroom experiences. Design/methodology/approach Thematic analyses were used to examine the data sources: mid-year and end-of-year interviews with six students, audio recordings of the teacher’s rationale for her instructional designs and a reflective discussion with the teacher upon reading the student interviews three years later. Findings Much of what the teacher intended students to get out of her instruction was what they expressed learning and experiencing in the class, yet some understood the purpose of the class to be far from her intentions. All the interviewed students had deeply personal and varied ways of relating what they learned in class to the world and their own lives. The teacher’s reflection on the interviews highlighted the importance of making space for multiple meanings and perspectives on literary works. Originality/value This paper speaks to the importance of surfacing students’ individual and varied ways of making sense of literary texts as part of instruction that values students’ thinking as well as the epistemic commitments of literary reading.


2021 ◽  
pp. 004723952110479
Author(s):  
Ana-Paula Correia ◽  
Andrea Lynn Halabi

Understanding the instructional role of tablet devices while teaching a group of learners diagnosed with autism was the purpose of this research study. Five children diagnosed with autism participated in activities involving traditional paper and pencil and tablet devices. Observations and interviews with learners and one teacher were conducted. The case study provided an understanding of the motivational impact tablet devices potentially have on learners on the autism spectrum concerning engagement and participation in learning activities. The study also revealed that technology in general and tablet devices, in particular, are used in the classroom as reward mechanisms and entertaining strategies to seize and retain the learners’ attention to achieve instructional goals.


ZDM ◽  
2021 ◽  
Author(s):  
Sebastian Rezat ◽  
Lianghuo Fan ◽  
Birgit Pepin

AbstractIn this survey paper we aim to provide an overview of research on mathematics textbooks and, more broadly, curriculum resources as instruments for change related to mathematical content, instructional goals and practices, and student learning of mathematics. In particular, we elaborate on the following themes: (1) The role of curriculum resources as instruments for change from a theoretical perspective; (2) The design of curriculum resources to mediate the implementation of reform ideas and innovative practice; (3) Teachers’ influence on the implementation of change through curriculum resources; (4) Students’ influence on the implementation of change through curriculum resources; and (5) Evidence of curriculum resources yielding changes in student-related factors or variables. We claim that, whilst textbooks and curriculum resources are influential, they alone cannot change teachers’ teaching nor students’ learning practices in times of curricular change. Moreover, more knowledge is needed about features of curriculum resources that support the implementation of change. We contend that curriculum innovations are likely to be successful, if teachers and students are supported to co- and re-design the relevant curriculum trajectories and materials in line with the reform efforts and their own individual needs.


2021 ◽  
Vol 2020 (1) ◽  
pp. 349
Author(s):  
Kevin Wrobetz

Game-based learning (GBL) has many practical applications in the EFL classroom by promoting interaction with the target language. GBL can, through careful game selection, specifically cater to a wide range of pedagogical strategies, instructional goals, student abilities, and interests. With the host of potential benefits that GBL may have in EFL classrooms, research should not only be focused on whether games can be effective in EFL contexts but also on what types of gaming media are most effective for specific contexts. In this research, two types of gaming media are compared, board game and smartphone application, for Klaus Teuber’s The Settlers of Catan (Mayfair Games, Inc., 2015) in university-level EFL courses. Pedagogical applications beneficial for both types of gaming media in EFL contexts will also be outlined in this research. ゲームベース学習は、目的言語を使用した交流を促進するという点で、英語教室でさまざまな実用的応用が可能となる。ゲームベース学習は、慎重にゲームを選択することで、幅広い指導戦略や指導目標、生徒の能力、興味などに、具体的に対応することが可能となる。ゲームベース学習が英語教室にもたらす多くの潜在的な利点を考えると、ゲームが英語教育の文脈で効果的であるかどうかだけではなく、どのようなゲーム媒体が特定の文脈で最も効果的であるかに焦点をあわせる研究も必要である。本研究では、大学レベルの英語教育の場で、クラウス・トイバーの『カタンの開拓者たち』(メイフェア・ゲームズ, 2015)を対象に、ボードゲームとスマートフォンアプリの2種類のゲーム媒体の比較を行った。さらに本研究では、英語教育の文脈において、両タイプのゲーム媒体に有益な教育的応用方法についても概説する。


2021 ◽  
Vol 57 (3) ◽  
pp. 303-309
Author(s):  
Amy D. Young ◽  
Louann Terveer ◽  
Faye Stewart ◽  
Simone Pfleger ◽  
Maureen O. Gallagher ◽  
...  

Grenzenlos Deutsch ( GD) is an open educational resource (OER) that functions as a digital archive. Considerations of equity, social justice, and accessibility inform decision-making and workflow at all stages of fashioning the GD curriculum as a no-cost alternative to traditional beginning German textbooks. In this essay, six members of the GD team reflect on digital curation, considering how the team’s collective identities, values, and instructional goals intersect with the processes of creating and curating the curriculum, particularly the production and preservation of audiovisual material such as images, interviews, and videos as learning objects. Although these learning objects constitute a public archive, they also mark events of personal and collaborative significance in the private and professional lives of the GD collective, whose members played varying roles in producing these instructional materials.


2021 ◽  
Vol 9 (1) ◽  
pp. 1
Author(s):  
Anita Dianasari ◽  
Nurmida Catherine Sitompul ◽  
NFn Sugito

Learning is an important activity for students in school. Therefore school must provide a place for students to develop learning skills. One of them is by improving the learning guidance service by the Guidance and Counseling teacher. The goal of the research is to develop the classroom counseling material for guidance learning in 21st century for students of Vocational High School. This research is R & D. This development research refers to Dick and Carey (2001) which consisted 10 steps consisting of identify instructional goals, conduct instructional analysis, identify entry behaviours, write performance objectives, develop criterian reference tests, develop instructional strategy, develop and select instructional materials, develop and conduct formative evaluation, revise instructional, develop and conduct sumative evaluation. The researcher only applied 9 steps for the step 10 is revise instructional. The development of teaching materials were through some steps. They were the review of subject matter expert, learning design expert, small grup experiment test and field experiment test. This small group test were conducted to five students of SMKN 1 Kemlagi. Meanwhile, the field experiment test were conducted to 32 student of X MM 2 in SMKN 1 Kemlagi. The analysis of the result data in this research used qualitative and quantitative approach. The data from the expert which is in the form of suggestions and critics  was analized using qualitative approach meanwhile advisability data dan and opinion about advisability of teaching material described in the form of quantitative approach. This devolepment product can be used at school as one of the learning source in Vocational High school because of the result of validation experiment and experiment to student showed that the product is suitable to be used.AbstrakBelajar merupakan kegiatan inti peserta didik di sekolah. Oleh karena itu sekolah harus memberikan wadah kepada peserta didik untuk mengembangkan keterampilan belajar. Salah satunya dengan meningkatkan layanan bimbingan belajar oleh guru Bimbingan dan Konseling. Penelitian ini bertujuan mengembangkan materi layanan klasikal dalam bimbingan belajar pada abad 21 bagi peserta didik Sekolah Menengah Kejuruan. Penelitian ini termasuk dalam penelitian R & D. Pengembangan ini mengacu pada model pengembangan Dick and Carey (2001) yang terdiri dari 10 langkah yang meliputi: mengidentifikasi tujuan pembelajaran, melakukan analisis pembelajaran, menganalisis karakteristik peserta didik, merumuskan tujuan pembelajaran, mengembangkan instrumen penilaian, mengembangkan strategi pembelajaran, mengembangkan dan memilih bahan ajar, merancang dan melaksanakan evaluasi formatif, melakukan revisi serta mendesain dan melakukan evaluasi sumatif. Dalam penelitian ini, peneliti membatasi hanya pada langkah yang ke-9, yaitu melakukan revisi. Proses pengembangan bahan ajar ini melalui beberapa tahapan, yaitu review ahli isi, review ahli desain pembelajaran, uji coba kelompok kecil dan uji coba lapangan. Uji coba kelompok kecil dilakukan oleh peserta didik di SMK Negeri 1 Kemlagi sebanyak 5 orang. Sedangkan uji coba lapangan dilaksanakan kepada 32 peserta didik kelas X MM 2 SMK Negeri 1 Kemlagi. Analisis data hasil penelitian menggunakan pendekatan kualitatif dan kuantitatif. Data berupa saran dan kritik dari ahli dan peserta didik dianalisis dengan pendekatan kualitatif, sedangkan data kelayakan mengenai kesesuaian bahan ajar diolah dengan pendekatan deskriptif kuantitatif. Produk pengembangan ini bisa dipakai di sekolah sebagai salah satu sumber belajar di SMK karena hasil validasi ahli dan uji coba kepada peserta didik menunjukkan produk masuk dalam kriteria layak.


2021 ◽  
pp. 004005992110255
Author(s):  
M. Addie McConomy ◽  
Jenny Root ◽  
Taryn Wade

Task analysis is an evidence-based practice that promotes independence and instruction in inclusive settings. Although task analysis has an extensive history in the field of special education, recent research extends the application to both teachers and students, a pro-active approach, and promotes self-monitoring. When students with extensive support needs are provided tools to self-monitor and self-prompt their academic independence increases. This article provides guidance for practitioners as they develop task analysis to support teachers and students during instruction and assessment within an inclusive classroom setting. Recent research to support the value of using task analysis as an educational tool to promote independence and mastery of academic and social instructional goals is reviewed. Readers will also gain practical skills for developing, designing and revising task analysis for individual students, small groups, whole class and teacher use.


2021 ◽  
Vol 5 (1) ◽  
pp. 34-43
Author(s):  
Ratri Nur Rohmah

Technology and covid-19 pandemic has become the main trigger for implementation of distance learning in Basic Training Civil Servants at BSSN. E-learning has many differences compared to the conventional methods that were applied previously. We hoped e-learning activities running well so they can achieve the learning objectives. This study seeks to reveal an overview of the effectiveness of e-learning Basic Training Civil Servants. The method used in this research is descriptive research. Data collection was carried out by observation, interview and literature study methods. Interviews were conducted with managers, administrators, teachers and training participants. Based on the research, the results is e-learning Basic Training Civil Servants run effectively. This can be seen from the data that shows that learning has succeeded in achieving the set instructional goals, is able to provide an attractive learning experience, is able to actively involve participants, and the facilities that support the teaching and learning process are fulfilled properly. In addition, it was also found that synchronous model was more attractive to participants than asynchronous. Participants feel that synchronous model can help them focus more and increase motivation when learning. To improve the implementation of online learning in the future, it is suggested to increase synchronous method and delivery  material through gamification application to make leraning more interesting


2021 ◽  
pp. 002205742110164
Author(s):  
Nihal Yurtseven

Teachers’ instructional practices are among the most crucial components of a successful educational setting to equip students with essential knowledge and skills apart from increasing the effectiveness of instruction. The purpose of this study is to examine teachers’ views and contentment about their instructional practices regarding the quality of instruction. The study was carried out through basic qualitative research design. Qualitative research is conducted with an aim to uncover facts about individuals’ experiences, perceptions, and perspectives toward a particular phenomenon. The participants of the study were 201 teachers, working in different grades and majors. Of the participants, 58% ( n = 116) were female and 42% ( n = 85) were male. The data collection tools included an electronic opinion form and focus group interview. The collected data were analyzed through content analysis. Findings of the study indicated that professional development activities and innovative implementations made teachers happy regarding their instructional practices. Second, teachers felt unhappy when they disregarded students’ individual differences. Third, teachers’ instructional goals were related to improving their content knowledge and technological competencies. They needed administrative support and time to achieve their instructional goals. In the light of the findings of the study, it is significant that observable and measurable professional development activities should be defined to increase the quality of teaching and student learning, as well as ensuring the implementation of new teaching skills.


2021 ◽  
Vol 70 (2) ◽  
pp. 31-56
Author(s):  
Vesna Kovač ◽  
Monika Pažur

This paper shows results of an empirical study on characteristics of instructional school leadership conducted on the sample of 30 Croatian elementary school principals. Two research questions were asked: 1. How elementary school principals describe and comment instructional school leadership activities that they conduct in their schools, observing them from their own role’s perspective and instructional goals that they want to achieve and 2. How elementary school principals describe and experience circumstances that have an impact on initiation and implementation of previously described instructional school leadership activities. In regards to set questions, elementary qualitative interpretative research approach was used. Data was gathered using written interview, whereas the results of thematic content analysis revealed two key thematic categories: the list of most conducted instructional school leadership activities and key interactions of principals during the implementation of instructional school leadership. Variabilities in the implementation of instructional school leadership in several aspects were observed, out of which key instructional school leadership’s contents and outcomes focused on the strengthening of students’ and teachers’ capacities are singled out as well as roles and principals’ relationship in interaction with various subjects.


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