Pedagogy and innovative approaches in Teaching and learning.pptxjagannath Dange
All children are born and raised in different situations. The schools in need to implement a curriculum which not only promotes development in cognition, language, literacy, numeracy and the arts but also addresses wellbeing and happiness of the students. so, Pedagogy must be ideal to the needs of the learners. hence different approaches must be adopted to train the different faculties of children.
Pedagogy and innovative approaches in Teaching and learning.pptxjagannath Dange
All children are born and raised in different situations. The schools in need to implement a curriculum which not only promotes development in cognition, language, literacy, numeracy and the arts but also addresses wellbeing and happiness of the students. so, Pedagogy must be ideal to the needs of the learners. hence different approaches must be adopted to train the different faculties of children.
It talks about reflective teacher education, reflection by teachers and students,need for reflective teaching, reflective thinking, reflective practice, reflective action, strategies for promoting reflection, observation by peer, reflection diary and its feedback.
Using Jigsaw Strategy for Teaching Reading to Teenager Learners in VietnamAJSERJournal
This paper indicates strong points of using the jigsaw strategy for teaching reading to teenagers. Two kinds
of datasets including survey and interview provided the researcher with enough evidence in order to judge innovation.
Although this is not a very successful innovation, it helps the researcher experience jigsaw reading lessons in her own
teaching context. Vitally important, the innovation helps engage students in reading lessons and create meaningful
interaction among them. Therefore, the research results will be applied into other reading courses at institutions in
Vietnam and the researcher hopes that it might be useful for those who are interested in teaching reading through the
jigsaw strategy.
Investigating Students’ Attitudes Towards Listening and Speaking in the Engli...SubmissionResearchpa
This study sought to investigate students’ attitudes towards listening and speaking in the English classroom at Al Istiqlal University. The researchers noticed that freshmen students at Al Istiqlal University were de-motivated and reluctant to get involved in listening and speaking activities in the English classroom. One root cause may be students’ prior experience of learning English in Palestinian state schools where Arabic is the dominant language (Hamdallah, 1999) and where there may be little provision of speaking and listening to English. The researchers sought to experiment with innovative teaching methods to address these problems. These included using group work, giving students clearly defined roles, using technological applications and drawing on students’ personal lives as strategies to motivate students and change their attitudes towards listening and speaking activities. A stratified–purposeful sample consisting of 18 freshman students was selected. The researchers used a quantitative approach to measure changes. The researchers also used qualitative instrument for the purpose of the study. A questionnaire was administered at the beginning and end of the study to determine changes in students’ attitudes. Also, interviews were organized to decide and get comments on the influence of the strategies which were used. Results indicated that there was a significant difference in students’ attitudes towards listening and speaking activities in English class. When the researchers used different strategies such as: role plays cards, group activities, technology and different assessment forms, students expressed positive feelings, enjoyment and fun. The researchers recommend that teachers in similar university-level context should implement different strategies such as: group wok, role plays, cards, videos and some applications i.e. Padlet to motivate students bridge the gap between school life and university life. It was also found that such strategies help to change students’ attitudes to listening and speaking by Khaled M S Masood and Hussam A Qadomi 2020. Investigating Students’ Attitudes Towards Listening and Speaking in the English Classroom at Al Istiqlal University: An Action Research. International Journal on Integrated Education. 3, 8 (Aug. 2020), 70-76. DOI:https://doi.org/10.31149/ijie.v3i8.538 https://journals.researchparks.org/index.php/IJIE/article/view/538/514 https://journals.researchparks.org/index.php/IJIE/article/view/538
It talks about reflective teacher education, reflection by teachers and students,need for reflective teaching, reflective thinking, reflective practice, reflective action, strategies for promoting reflection, observation by peer, reflection diary and its feedback.
Using Jigsaw Strategy for Teaching Reading to Teenager Learners in VietnamAJSERJournal
This paper indicates strong points of using the jigsaw strategy for teaching reading to teenagers. Two kinds
of datasets including survey and interview provided the researcher with enough evidence in order to judge innovation.
Although this is not a very successful innovation, it helps the researcher experience jigsaw reading lessons in her own
teaching context. Vitally important, the innovation helps engage students in reading lessons and create meaningful
interaction among them. Therefore, the research results will be applied into other reading courses at institutions in
Vietnam and the researcher hopes that it might be useful for those who are interested in teaching reading through the
jigsaw strategy.
Investigating Students’ Attitudes Towards Listening and Speaking in the Engli...SubmissionResearchpa
This study sought to investigate students’ attitudes towards listening and speaking in the English classroom at Al Istiqlal University. The researchers noticed that freshmen students at Al Istiqlal University were de-motivated and reluctant to get involved in listening and speaking activities in the English classroom. One root cause may be students’ prior experience of learning English in Palestinian state schools where Arabic is the dominant language (Hamdallah, 1999) and where there may be little provision of speaking and listening to English. The researchers sought to experiment with innovative teaching methods to address these problems. These included using group work, giving students clearly defined roles, using technological applications and drawing on students’ personal lives as strategies to motivate students and change their attitudes towards listening and speaking activities. A stratified–purposeful sample consisting of 18 freshman students was selected. The researchers used a quantitative approach to measure changes. The researchers also used qualitative instrument for the purpose of the study. A questionnaire was administered at the beginning and end of the study to determine changes in students’ attitudes. Also, interviews were organized to decide and get comments on the influence of the strategies which were used. Results indicated that there was a significant difference in students’ attitudes towards listening and speaking activities in English class. When the researchers used different strategies such as: role plays cards, group activities, technology and different assessment forms, students expressed positive feelings, enjoyment and fun. The researchers recommend that teachers in similar university-level context should implement different strategies such as: group wok, role plays, cards, videos and some applications i.e. Padlet to motivate students bridge the gap between school life and university life. It was also found that such strategies help to change students’ attitudes to listening and speaking by Khaled M S Masood and Hussam A Qadomi 2020. Investigating Students’ Attitudes Towards Listening and Speaking in the English Classroom at Al Istiqlal University: An Action Research. International Journal on Integrated Education. 3, 8 (Aug. 2020), 70-76. DOI:https://doi.org/10.31149/ijie.v3i8.538 https://journals.researchparks.org/index.php/IJIE/article/view/538/514 https://journals.researchparks.org/index.php/IJIE/article/view/538
The study was carried out to determine the effect of stop, think and talk activities on the performance of students in reading comprehension in junior secondary schools in Federal Capital Territory (FCT) Abuja. The study was carried out using a quasi-experimental pretest-posttest research design. The target population of the study comprised of 16,925 JSII students. A sample size of 100 JSII students from two secondary schools in the Federal Capital Territory (FCT) Abuja, were purposely sampled in the study. Sixty five (65) students from Government Junior Secondary School, Apo and thirty five (35) from Government Junior Secondary School, Garki were used for the study. Both groups of students were taught for six (6) weeks. Government Junior Secondary School, Apo was assigned as the experimental group while Government Junior Secondary School, Garki was assigned as the control school. Students were pre-tested to establish their homogeneity before the commencement of the treatment. They were taught for six (6) weeks and were tested using retelling test as an instrument. Data collected from students’ test scores was analysed using mean and standard deviation, while t-test was used to test the formulated null hypothesis at 0.05 level of significance. Findings of the study revealed that “stop, think and talk” activities had significant effect on students’ performance in reading comprehension. In fact, the experimental group which was exposed to stop, think and talk activities had better understanding of the reading comprehension passages given to them. The result further revealed that students in experimental group were more active, responsive and paid more attention to details concerning the main ideas in the passages read. Based on the findings, it was recommended that teachers should be encouraged to use “stop, think and talk” activities in reading comprehension lessons. Such activities should be provided before, during and after every reading comprehension passage to enhance and facilitate students’ reading abilities. Curriculum planners should provide activities that would encourage students to “stop, think and talk” to make reading comprehension lesson more purposeful and meaningful.
The Effectiveness of Group Work Role Play on EFL Students’ Accuracy in Speaki...AJSERJournal
In recent years, role-play activities have been widely used in the ESL/EFL classroom as an effective
teaching method. This research paper aimed to investigate how group work role play activities can produce effect on
students’ accuracy in speaking skill as well as how students get involved in the activities at Dong Nai Technology
University. The experiment lasted in eight weeks and about fifteen students took part in this project. Oral tests were
designed at the end of the experiment to measure students’ improvement. In addition, three research methods
employed in my research were observation, semi-structured group interview and students’ diaries in order to perfectly
understand how group work role play activities affected the participants and their attitude toward role play. The
research paper came up with a positive result that all students participated in the activities and generated strong
motivation in the classroom. As the research observed, the lessons with role play seem to be more interesting and
attractive. In the contrast, an unexpected outcome was that role play could help improve students’ fluency but not
accuracy. This paper points out both strong and weak aspects of using group work role play in improving students’
accuracy in speaking English. Based on the principal findings, conducting this research greatly affects our future
practice as teachers. We believe that this research can help us respond to new challenges and become a better
practitioner. As a consequence, this process would make tremendous impacts on our future practice
Breaking down barriers to effective efl communication a look at sense making ...Lazar Stosic
The present “new wave” investigation tackles cutting-edge perspectives of one of the most pressing problems – breaking down the barriers to effective fluent English communication. The publication reflects a broad array of stud-ies in the area of methodology of teaching English. The investigation distills the research about sense-making techniques in the language awareness. The paper reveals obstacles and reasons for language barriers to fluent English communication. The author demonstrates an alternative way of approaching the problem of English as a foreign language acquisition. We undertake the empirical investigation of how foreign languages are learnt and taught using sense-making techniques. A foreign language should become a personal need for students allowing them to set goals, choose language improvement strategies, and exercise self-esteem and self-control. Against the backdrops of research, the experiment was carried out. Those tested were 85 students of Southern Federal University, Russia. They were split into two groups: a control group of tertiary participants who were given an instruction using traditional methods of teaching English; and a second group –experimental one implementing sense-making techniques in learning a target language.
I think this is an excerpt I took from someone online.. If it is yours sorry.. Plz PM to take it down. For now, I am just leaving it here to share with other fellow friends who are developing themselves professionally. TQ
I created this presentation on Spanish words for colors and shapes. I've used it with my 4th and 5th grade students to introduce, practice, and review vocabulary.
I created this PowerPoint on English as a Global Language during an internship at the Public Affairs Section of the U.S. Embassy in Seoul, South Korea.
Describir a los monstruos (Spanish Lesson): Describing Monsters Using Vocabul...Stephanie Dodson
Students will describe monsters using Spanish vocabulary for body parts, shapes, and colors. This PowerPoint can be used for oral and written practice, warm-ups, quiz review, and timed writing practice. Each slide is followed by a list of possible answers.
This activity is suitable for learners of all ages.
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
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.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
Thinking of getting a dog? Be aware that breeds like Pit Bulls, Rottweilers, and German Shepherds can be loyal and dangerous. Proper training and socialization are crucial to preventing aggressive behaviors. Ensure safety by understanding their needs and always supervising interactions. Stay safe, and enjoy your furry friends!
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Normal Labour/ Stages of Labour/ Mechanism of LabourWasim Ak
Normal labor is also termed spontaneous labor, defined as the natural physiological process through which the fetus, placenta, and membranes are expelled from the uterus through the birth canal at term (37 to 42 weeks
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Digital Artefact 1 - Tiny Home Environmental Design
Jigsaw Cooperative Learning
1. JigsawJigsaw
A Cooperative Learning StrategyA Cooperative Learning Strategy
Stephanie Dodson
EDU 613: Management &
Mentorship
November 14, 2012
2. What is Jigsaw Method?What is Jigsaw Method?
Jigsaw is a form ofJigsaw is a form of
cooperative learningcooperative learning
in which studentsin which students
function as keepersfunction as keepers
and givers ofand givers of
knowledge.knowledge.
Aronson & Patnoe (2011)
3. How it worksHow it works
1.Students are divided into two configurations: expert
groups and jigsaw groups.
2.Expert groups work together to study a
topic/information and plan how to present the material
to peers.
3.Next, students reassemble into jigsaw groups. Jigsaw
groups consist of “experts” for each topic.
4.Experts present their information to the jigsaw group.
Team members engage in discussion/feedback
sessions to help everyone master the material.
5.Each student completes a “process sheet” to
demonstrate their understanding of the topics
presented.
Aronson & Patnoe (2011)
4. Origins of Jigsaw MethodOrigins of Jigsaw Method
Eliot Aronson, a social psychologist, developed the jigsaw
method to help students overcome racial tensions in
schools.
Public schools in Austin, Texas (where Aronson lived)
experienced inter-ethnic conflicts following their 1971
desegregation.
Aronson's team introduced a new classroom paradigm in
which students would view one another as resources,
rather than as enemies or competitors.
All students-- including minorities and those from low
socioeconomic backgrounds-- became empowered
through helping peers learn.
Aronson & Patnoe (2011)
5. Traditional vs. Jigsaw ClassroomTraditional vs. Jigsaw Classroom
TRADITIONAL CLASSROOM JIGSAW CLASSROOM
Teacher is the only “human resource” and
source of all information.
Each student serves as a valuable
information resource.
Students compete for validation from the
teacher (rewards, attention, approval).
All students feel validated through helping
others learn.
Students view one another as
competitors-- there is no incentive for
collaboration.
Students must cooperate in order to
achieve success.
Minority students, and those from lower
socioeconomic backgrounds, receive
fewer validations and may experience a
sense of inferiority.
All students are empowered through
being keepers of knowledge, and being in
a position to share that knowledge with
classmates.
Aronson & Patnoe (2011)
6. Case Study: Chinese EFL ClassroomCase Study: Chinese EFL Classroom
Mengduo & Xiaoling (2010) investigated
the effectiveness of jigsaw in a college
EFL classroom.
Their goal was to implement cooperative
learning to complete language learning
tasks (reading, writing, speaking,
listening).
They observed higher levels of student
motivation, self-esteem, self-confidence,
and enjoyment of the learning experience.
Students experienced lower levels of
anxiety and greater willingness to
participate in class activities.
7. Case Study: Chinese EFL ClassroomCase Study: Chinese EFL Classroom
Mengduo & Xiaoling (2010) investigated
the effectiveness of jigsaw in a college
EFL classroom.
Their goal was to implement cooperative
learning to complete language learning
tasks (reading, writing, speaking,
listening).
They observed higher levels of student
motivation, self-esteem, self-confidence,
and enjoyment of the learning experience.
Students experienced lower levels of
anxiety and greater willingness to
participate in class activities.
8. Accommodating StrongerAccommodating Stronger
& Weaker Students& Weaker Students
Researchers in the Chinese classroom found that
engagement with expert groups helped weaker students
keep up with with the rest of the class.
Weaker students received help from peers and had the
opportunity to discuss and modify assignments.
Group leadership was rotated to give everyone a chance
to participate and to prevent more talkative students from
dominating the discussion.
Stronger students were not bored because they were
engaged in discussion.
Mengduo & Xiaoling (2010)
9. Case Study: Chinese EFL ClassroomCase Study: Chinese EFL Classroom
Mengduo & Xiaoling (2010) investigated
the effectiveness of jigsaw in a college
EFL classroom.
Their goal was to implement cooperative
learning to complete language learning
tasks (reading, writing, speaking,
listening).
They observed higher levels of student
motivation, self-esteem, self-confidence,
and enjoyment of the learning experience.
Students experienced lower levels of
anxiety and greater willingness to
participate in class activities.
10.
11.
12. ReferencesReferences
Aronson, E., & Patnoe, S. (2011). Cooperation in the classroom: The Jigsaw Method. (3rd ed.)
London: Pinter & Martin Ltd.
Lai, C., & Wu, C. (2006). Using handhelds in a Jigsaw cooperative learning environment.
Journal of Computer Assisted Learning, 22, 284-297. Retrieved from EBSCOhost.
Maden, S. (2011). Effect of Jigsaw I technique on achievement in written expression skill. Educational Sciences:
Theory & Practice, 11(2), 911-917. Retrieved from EBSCOhost.
Mengduo, Q., & Xiaoling, J. (2010). Jigsaw strategy as a cooperative learning technique:
Focusing on the language learners. Chinese Journal of Applied Linguistics, 33(4), 113-125.
Retrieved from EBSCOhost.
Sengul, S., & Katranci, Y. (2012). Teaching the subject sets with the ‘dissociation and re-
association’ (Jigsaw). International Online Journal of Educational Sciences, 4(1), 1-18.
Retrieved from EBSCOhost.
Tran, V., & Lewis, R. (2011). Effects of cooperative learning on students at An Giang University
in Vietnam. International Education Studies, 5(1), 86-99. Retrieved from EBSCOhost.
Weidman, R., & Bishop, M. (2009). Using the Jigsaw Model to facilitate cooperative learning in
an online course. The Quarterly Review of Distance Education, 10(1), 51-64. Retrieved from
EBSCOhost.