This study aims to detect the impact of the modified learning cycle strategy on the development of habits of mind and skills of critical thinking in the ‘Islamic Education’ subject for 10th grade students in Jordan. To achieve this goal, the researcher used the semi-experimental approach, hence dividing the students into two groups: a control group and an experimental group. Each grouped consisted of (31) students. The modified learning cycle was applied to teach the experimental group, and the regular traditional strategy to the control group. The researcher prepared two studying tools: a measure of the habits of mind which consisted of (25) paragraph, and a critical thinking skills test which included (28) paragraph. Both tools were applied after assuring their validity and reliability. The results indicated a statistically significant difference for using the modified learning cycle strategy in the development of habits of mind and skills of critical thinking for the experimental group students compared to the control group students. The study, thus, stresses the need to apply the modified learning cycle in teaching the ‘Islamic Education’ subject due to its effectiveness in developing habits of mind and skills of critical thinking. The researcher also recommends conducting more research on the effectiveness of the modified learning cycle that concentrates on different variables.
In educating the students, teachers’ beliefs on teaching and learning influenced not only on what to teach and how to do it, but also on how to assess their students. Education has a goal that students can apply the knowledge gained in real world activities. Through assessment process, it helps them to understand their strengths and weaknesses of their abilities development. This research aims to find out teachers’ beliefs about performance assessment and how they use it to assess their students in one of public college under The Ministry of Industry in Indonesia. Data findings are obtained by using interviews, observation and document analysis conducted on T1 and T2 as the participants. Researcher used the five elements of performance assessment to make the instruments and analyze the findings. Results indicated that there were differences between what they say and what they do. The differences appeared because of the theories they knew, their own knowledge and experiences they have in teaching.
This study aims to detect the impact of the modified learning cycle strategy on the development of habits of mind and skills of critical thinking in the ‘Islamic Education’ subject for 10th grade students in Jordan. To achieve this goal, the researcher used the semi-experimental approach, hence dividing the students into two groups: a control group and an experimental group. Each grouped consisted of (31) students. The modified learning cycle was applied to teach the experimental group, and the regular traditional strategy to the control group. The researcher prepared two studying tools: a measure of the habits of mind which consisted of (25) paragraph, and a critical thinking skills test which included (28) paragraph. Both tools were applied after assuring their validity and reliability. The results indicated a statistically significant difference for using the modified learning cycle strategy in the development of habits of mind and skills of critical thinking for the experimental group students compared to the control group students. The study, thus, stresses the need to apply the modified learning cycle in teaching the ‘Islamic Education’ subject due to its effectiveness in developing habits of mind and skills of critical thinking. The researcher also recommends conducting more research on the effectiveness of the modified learning cycle that concentrates on different variables.
In educating the students, teachers’ beliefs on teaching and learning influenced not only on what to teach and how to do it, but also on how to assess their students. Education has a goal that students can apply the knowledge gained in real world activities. Through assessment process, it helps them to understand their strengths and weaknesses of their abilities development. This research aims to find out teachers’ beliefs about performance assessment and how they use it to assess their students in one of public college under The Ministry of Industry in Indonesia. Data findings are obtained by using interviews, observation and document analysis conducted on T1 and T2 as the participants. Researcher used the five elements of performance assessment to make the instruments and analyze the findings. Results indicated that there were differences between what they say and what they do. The differences appeared because of the theories they knew, their own knowledge and experiences they have in teaching.
Spice up your lecture with Inquiry-based LearningICPSR
This presentation is a part of ICPSR's monthly Webinar series. It describes inquiry-based learning and how using data in the college classroom can help foster deeper learning. TeachingWithData.org, a repository of social science materials, was introduced.
EVOKING MOTIVATION FOR ACHIEVEMENT IN Ó’ LEVEL MATHEMATICS IN ZIMBABWEijejournal
With reference to continuous poor quality performance in mathematics in Zimbabwe, this study attempts to answer recurring questions about how to get more students interested and involved in mathematics at ‘O’ level in Zimbabwe. The motivational factors previously discussed are often perceived as invariable. These factors may diminish, intensify or new ones may develop, especially with the advent of modern technology
for teaching. A qualitative design was used to collect and analyse data from the students and teachers through focus group interviews and observation respectively. The study found that external forces can influence students’ motivation to learn mathematics but ultimately, it is the internal forces that sustain the motivation. Course structures, teaching methods and teacher attitude were found to be contributory factors
to students’ motivation in mathematics. The study recommends that mathematics teachers apply more personalised and process-oriented approaches to teaching, to empower learners. The study also recommends institutional changes that encourage pedagogical modifications to stimulate student interest and learning outcomes in mathematics.
COMPONENTS IN DESIGNING INTEGRATED THEMATIC UNITSAlexis Paragas
This include the following Classification of Instructional Objectives, Preparing Instructional Objectives, Choosing Themes and Organizing Bodies of Knowledge.
Spice up your lecture with Inquiry-based LearningICPSR
This presentation is a part of ICPSR's monthly Webinar series. It describes inquiry-based learning and how using data in the college classroom can help foster deeper learning. TeachingWithData.org, a repository of social science materials, was introduced.
EVOKING MOTIVATION FOR ACHIEVEMENT IN Ó’ LEVEL MATHEMATICS IN ZIMBABWEijejournal
With reference to continuous poor quality performance in mathematics in Zimbabwe, this study attempts to answer recurring questions about how to get more students interested and involved in mathematics at ‘O’ level in Zimbabwe. The motivational factors previously discussed are often perceived as invariable. These factors may diminish, intensify or new ones may develop, especially with the advent of modern technology
for teaching. A qualitative design was used to collect and analyse data from the students and teachers through focus group interviews and observation respectively. The study found that external forces can influence students’ motivation to learn mathematics but ultimately, it is the internal forces that sustain the motivation. Course structures, teaching methods and teacher attitude were found to be contributory factors
to students’ motivation in mathematics. The study recommends that mathematics teachers apply more personalised and process-oriented approaches to teaching, to empower learners. The study also recommends institutional changes that encourage pedagogical modifications to stimulate student interest and learning outcomes in mathematics.
COMPONENTS IN DESIGNING INTEGRATED THEMATIC UNITSAlexis Paragas
This include the following Classification of Instructional Objectives, Preparing Instructional Objectives, Choosing Themes and Organizing Bodies of Knowledge.
For students to be 21st Century Learners, they must be able to self-regulate their behavior in digital environments and classrooms as well as initiate the learning process for themselves.
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Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
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Safalta Digital marketing institute in Noida, provide complete applications that encompass a huge range of virtual advertising and marketing additives, which includes search engine optimization, virtual communication advertising, pay-per-click on marketing, content material advertising, internet analytics, and greater. These university courses are designed for students who possess a comprehensive understanding of virtual marketing strategies and attributes.Safalta Digital Marketing Institute in Noida is a first choice for young individuals or students who are looking to start their careers in the field of digital advertising. The institute gives specialized courses designed and certification.
for beginners, providing thorough training in areas such as SEO, digital communication marketing, and PPC training in Noida. After finishing the program, students receive the certifications recognised by top different universitie, setting a strong foundation for a successful career in digital marketing.
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Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
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Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Improving Student Achievement For Economically Disadvantaged Students
1. Improving Student Achievement for Economically Disadvantaged Students Christy Lawrence and Crystal Werkheiser EDLD 5333—Lamar University Spring 2009
4. Principal Competency--1 A principal knows how to… create a campus culture that sets high expectations, promotes learning, and provides intellectual stimulation for self, students, and staff. ensure that parents and other members of the community are an integral part of the campus culture. use strategies for involving all stakeholders in planning processes to enable the collaborative development of a shared campus vision focused on teaching and learning.
5. Principal Competency--2 A principal knows how to… communicate effectively with families and other community members in varied educational contexts. communicate and work effectively with diverse groups in the school community to ensure that all students have an equal opportunity for educational success.
6. Principal Competency--4 A principal knows how to… facilitate effective campus curriculum planning based on knowledge of various factors (e.g., emerging issues, occupational and economic trends, demographic data, student learning data, motivation theory, teaching and learning theory, principles of curriculum design, human developmental processes, legal requirements). facilitate the use of sound, research-based practice in the development, implementation, and evaluation of campus curricular, co-curricular, and extracurricular programs.
7. Principal Competency--6 A principal knows how to… diagnose campus organizational health and morale and implement strategies to provide ongoing support to campus staff. engage in ongoing professional development activities to enhance one's own knowledge and skills and to model lifelong learning.
8. Differentiated Instruction No two children are alike. No two children learn in the identical way. An enriched environment for one student is not necessarily enriched for another. In the classroom we should teach children to think for themselves. --Marian Diamond
9. Differentiated Instruction To differentiate instruction is to recognize students varying background knowledge, readiness, language, preferences in learning, interests, and to react responsively. Differentiated instruction is a process to approach teaching and learning for students of differing abilities in the same class. The intent of differentiating instruction is to maximize each student’s growth and individual success by meeting each student where he or she is, and assisting in the learning process. ---Tracey Hall, Ph.D
10. Content Several elements and materials are used to support instructional content. Align tasks and objectives to learning goals. Instruction is concept-focused and principle-driven.
12. Products Initial and on-going assessment of student readiness and growth are essential. Students are active and responsible explorers. Vary expectations and requirements for student responses.
13. Ten Effective Research-Based Instructional Strategies—Marzano (2000) 1. Vocabulary. Research indicates that student achievement will increase by 12 percentile points when students are taught 10-12 words a week; 33 percentile points when vocabulary is focused on specific words important to what students are learning.
14. Ten Effective Research-Based Instructional Strategies—Marzano (2000) 2. Comparing, contrasting, classifying, analogies, and metaphors. These processes are connected as each requires students to analyze two or more elements in terms of their similarities and differences in one or more characteristics. This strategy has the greatest effect size on student learning.
15. Ten Effective Research-Based Instructional Strategies—Marzano (2000) 3. Summarizing and note-taking. To summarize is to fill in missing information and translate information into a synthesized, brief form. Note-taking is the process of students’ using notes as a work in progress and/or teachers’ preparing notes to guide instruction.
16. Ten Effective Research-Based Instructional Strategies—Marzano (2000) 4. Reinforcing effort and giving praise. Simply teaching many students that added effort will pay off in terms of achievement actually increases student achievement more than techniques for time management and comprehension of new material. Praise, when recognizing students for legitimate achievements, is also effective.
17. Ten Effective Research-Based Instructional Strategies—Marzano (2000) 5. Homework and practice. These provide students with opportunities to deepen their understanding and skills relative to presented content. Effectiveness depends on quality and frequency of teacher feedback, among other factors.
18. Ten Effective Research-Based Instructional Strategies—Marzano (2000) 6. Nonlinguistic representation. Knowledge is generally stored in two forms— linguistic form and imagery. Simple yet powerful non-linguistic instructional techniques such as graphic organizers, pictures and pictographs, concrete representations, and creating mental images improve learning.
19. Ten Effective Research-Based Instructional Strategies—Marzano (2000) 7. Cooperative learning. Effective when used right; ineffective when overused. Students still need time to practice skills and processes independently.
20. Ten Effective Research-Based Instructional Strategies—Marzano (2000) 8. Setting objectives and providing feedback. Goal setting is the process of establishing direction and purpose. Providing frequent and specific feedback related to learning objectives is one of the most effective strategies to increase student achievement.
21. Ten Effective Research-Based Instructional Strategies—Marzano (2000) 9. Generating and testing hypotheses. Involves students directly in applying knowledge to a specific situation. Deductive thinking (making a prediction about a future action or event) is more effective than inductive thinking (drawing conclusions based on information known or presented.) Both are valuable.
22. Ten Effective Research-Based Instructional Strategies—Marzano (2000) 10. Cues, questions, and advanced organizers. These strategies help students retrieve what they already know on a topic. Cues are straight-forward ways of activating prior knowledge; questions help students to identify missing information; advanced organizers are organizational frameworks presented in advance of learning.
23. Student Relationships Key requirements for students feeling connected: High academic expectations and rigor coupled with support for learning Positive adult-student relationships Safety: both physical and emotional ---Ruby K. Payne
24. Student Relationships Strong student connection to school promotes: Educational motivation Classroom attendance Improved classroom attendance --Ruby K. Payne
25. Marzano Research-Based Instructional Strategies Classroom Instruction that Works- Research-Based Strategies for Increasing Student Achievement 2004 Identifying Similarities & Differences-comparing, classifying, creating metaphors, creating analogies Summarizing & Note Taking- analyzing, synthesizing, prioritizing data, restating, organizing Reinforcing Effort & Providing Recognition- student self-recognition and goal setting, correlation between effort and achievement, effective praise, recognition tokens, pause-prompt - praise technique Homework & Practice- establishing and communicating a homework policy, purpose of homework, student assignment sheets, commenting on homework, masses and distributive practice Nonlinguistic Representations- creating graphic organizers, using other nonlinguistic representations
26. Marzano Research-Based Instructional Strategies Cooperative Learning- elements of cooperative learning, varying grouping criteria, managing group size Setting Objectives & Providing Feedback- setting, personalizing, and communicating objectives, negotiating contracts, using criterion- referenced and assessment feedback, peer feedback, student self-assessment Generating & Testing Hypothesis- systems analysis, problem-solving, decision making, historical investigation, experimental inquiry, invention Cues, Questions, & Advance Organizers- focusing important information, explicit cues, asking inferential and analytical questions, expository and narrative advanced organizers, skimming, specific types of knowledge, vocabulary, details, organizing ideas, skills and processes.
27. Parent’s Role Parental involvement encourages: Higher grades, test scores, and graduation rates Increased motivation, better self-esteem Lower rates of suspension Decreased use of drugs and alcohol Fewer instances of violent behavior ---Ruby K. Payne
28. Principal’s Role Support interventions financially Properly trained staff Collaboration with staff Design community participation Modify interventions using data