Santiago Moll-Lopez, Jose Antonio Moraño, M.-Dolores Roselló, Luis Manuel Sánchez Ruiz and Francisco Mínguez Aroca.
Polytechnic University of Valencia (UPV)
This 5-day intensive course taught by Dr. Yeap Ban Har focuses on bringing the Singapore method of teaching mathematics to teachers in the UK. Dr. Har, who has extensive experience in the Singapore education system, will cover essential aspects of pedagogy including mastery of mathematics concepts, bar modeling techniques, and problem-solving strategies. The agenda will address teaching whole numbers, fractions, geometry, and other topics using the Singapore approach of three-part lessons and other effective methods. Participants will learn how Singapore's success in international assessments is built on providing a strong foundation in problem-solving skills.
1) The document describes a "Supporting Students at Risk" (SSAR) strategy implemented in first year engineering courses to contact students who showed early signs of struggling and provide advice and support.
2) The results showed that SSAR seemed most effective when contacting new students early in the first stage, with many of these students succeeding in the courses. SSAR was less effective for continuing students who required modified support.
3) The SSAR process provided insights into the student experience and course challenges. It prompted further evaluation of teaching methods and support structures to better meet student and course needs.
Are Remedial courses Effective for Engineering Incoming Students?Raúl Martínez López
1) A remedial math course was offered to incoming engineering students to address high dropout rates.
2) Students who took the course (the studio group) had significantly higher average marks and success rates compared to students who did not take the course (the control group).
3) A statistical analysis found the studio group outperformed the control group across compulsory subjects, demonstrating the effectiveness of the remedial course.
Preparing Junior High School Students in Science, Technology, Engineering and...IJAEMSJORNAL
This study examined the effects of journal writing on the mathematics performance of 45 junior high school students in the Philippines. Students took a pre-test before the study began, which found most students had fairly unsatisfactory scores. The students then kept journals while learning mathematics over 9 weeks. A post-test found significant improvements, with most students now achieving proficient or outstanding scores. Statistical analysis confirmed the post-test results were significantly higher. Students reported journal writing helped communicate with teachers, improve problem-solving abilities, and better prepare them for higher-level mathematics. The study concluded journal writing is an effective strategy for enhancing mathematics performance.
Trends and Innovations in Introductory CS CourseAayushee Gupta
Literature review of recent trends and innovations in teaching first year introductory CS course presented during Faculty Development Program at JIIT (6-11 July, 2015)
DISCUSSION TOPIC: How Can Active Learning Become More Widespread in Engineering Education?
The following slides relate to (1) a set of active-learning exercises used in a course in fluid mechanics and (2) how active-learning techniques developed by one faculty member were able to be used by another. Slides from a presentation associated with ASEE Paper AC-2008-207.
Presented at the Association for Learning Technology Conference (ALT C) "In dreams begins responsibility" ‐ choice, evidence, and change. Manchester, UK, 8 -10 September 2009.
Ellie presentation for digital story learningTim Cheng
The document describes a year-long experimental study that examined the impact of digital storytelling (DST) compared to traditional lecture-based instruction on students' academic achievement, critical thinking skills, and learning motivation. 110 high school students participated in the study, with one group receiving DST instruction and the other receiving traditional lectures. Results showed that the DST group performed significantly better on measures of English academic achievement, critical thinking, and learning motivation compared to the traditional lecture group. Specifically, the DST group scored higher on vocabulary, listening, reading, and writing assessments as well as critical thinking skills involving deduction, interpretation and evaluation of arguments. They also reported higher levels of task value and self-efficacy in learning motivation.
This 5-day intensive course taught by Dr. Yeap Ban Har focuses on bringing the Singapore method of teaching mathematics to teachers in the UK. Dr. Har, who has extensive experience in the Singapore education system, will cover essential aspects of pedagogy including mastery of mathematics concepts, bar modeling techniques, and problem-solving strategies. The agenda will address teaching whole numbers, fractions, geometry, and other topics using the Singapore approach of three-part lessons and other effective methods. Participants will learn how Singapore's success in international assessments is built on providing a strong foundation in problem-solving skills.
1) The document describes a "Supporting Students at Risk" (SSAR) strategy implemented in first year engineering courses to contact students who showed early signs of struggling and provide advice and support.
2) The results showed that SSAR seemed most effective when contacting new students early in the first stage, with many of these students succeeding in the courses. SSAR was less effective for continuing students who required modified support.
3) The SSAR process provided insights into the student experience and course challenges. It prompted further evaluation of teaching methods and support structures to better meet student and course needs.
Are Remedial courses Effective for Engineering Incoming Students?Raúl Martínez López
1) A remedial math course was offered to incoming engineering students to address high dropout rates.
2) Students who took the course (the studio group) had significantly higher average marks and success rates compared to students who did not take the course (the control group).
3) A statistical analysis found the studio group outperformed the control group across compulsory subjects, demonstrating the effectiveness of the remedial course.
Preparing Junior High School Students in Science, Technology, Engineering and...IJAEMSJORNAL
This study examined the effects of journal writing on the mathematics performance of 45 junior high school students in the Philippines. Students took a pre-test before the study began, which found most students had fairly unsatisfactory scores. The students then kept journals while learning mathematics over 9 weeks. A post-test found significant improvements, with most students now achieving proficient or outstanding scores. Statistical analysis confirmed the post-test results were significantly higher. Students reported journal writing helped communicate with teachers, improve problem-solving abilities, and better prepare them for higher-level mathematics. The study concluded journal writing is an effective strategy for enhancing mathematics performance.
Trends and Innovations in Introductory CS CourseAayushee Gupta
Literature review of recent trends and innovations in teaching first year introductory CS course presented during Faculty Development Program at JIIT (6-11 July, 2015)
DISCUSSION TOPIC: How Can Active Learning Become More Widespread in Engineering Education?
The following slides relate to (1) a set of active-learning exercises used in a course in fluid mechanics and (2) how active-learning techniques developed by one faculty member were able to be used by another. Slides from a presentation associated with ASEE Paper AC-2008-207.
Presented at the Association for Learning Technology Conference (ALT C) "In dreams begins responsibility" ‐ choice, evidence, and change. Manchester, UK, 8 -10 September 2009.
Ellie presentation for digital story learningTim Cheng
The document describes a year-long experimental study that examined the impact of digital storytelling (DST) compared to traditional lecture-based instruction on students' academic achievement, critical thinking skills, and learning motivation. 110 high school students participated in the study, with one group receiving DST instruction and the other receiving traditional lectures. Results showed that the DST group performed significantly better on measures of English academic achievement, critical thinking, and learning motivation compared to the traditional lecture group. Specifically, the DST group scored higher on vocabulary, listening, reading, and writing assessments as well as critical thinking skills involving deduction, interpretation and evaluation of arguments. They also reported higher levels of task value and self-efficacy in learning motivation.
This document discusses modernizing higher education curricula through a student-centered learning (SCL) approach. It defines SCL as promoting active student participation and transferable skills. Key aspects of SCL include innovative teaching methods, learning outcomes, and flexible curricula. Specific methods mentioned include group projects, presentations, and problem-based learning. Learning outcomes should specify the knowledge, skills, and abilities students will gain. Assessment should involve students and include various formative and summative methods. The document provides examples from the Technical University of Crete and KU Leuven on implementing aspects of SCL like multi-disciplinary projects and competency-based curricula.
This document outlines the planning and methodology for teaching two subjects, Wireless Mobile Computing and Advanced Concepts of Database Systems, to 7th semester IT students over two semesters. It discusses preparing teaching materials like syllabi, lecture plans, notes, and presentations. It proposes active learning methods like group discussions, demonstrations, and simulations. It also provides strategies to motivate students to study regularly and attend classes, such as assignments, quizzes, group activities and communicating with parents. Finally, it offers tips to help students improve their examination results, like practicing time management, highlighting important parts of answers, and doing practice tests.
Technology, Pedagogy And Content Knowledgeteacherlara247
This document outlines an agenda and presentation for faculty on rethinking the role of technology in K-12 classrooms. The presentation introduces the Technological Pedagogical Content Knowledge (TPACK) theory for integrating technology into teaching. Faculty members are asked to anonymously share their views on technology's role and to reflect on how views may change after learning about TPACK. They discuss in groups how TPACK applies to their content areas and how technology could support learning goals. The goal is to help faculty examine rationales for developing pre-service teachers' technology skills and to identify ways to incorporate technology into their own teaching.
Taaltreffers (“Word Score”) is an online serious game intended to increase the vocabulary of pupils in primary schools in the 10-12 age range. The game and the additional materials are designed with the model of Verhallen and Verhallen, in which words are presented in four stages: activating previous knowledge, explaining new words, consolidating new words and testing if the words are part of the daily vocabulary. The game has been piloted at ten schools and the evaluation shows that the vocabulary of the students has increased significantly after playing the game.
This document provides an overview of Math Literacy for College Students (MLCS), an alternative math pathway for developmental education students. MLCS is a one-semester, 3-6 credit course that uses an integrated approach focusing on numeracy, proportional reasoning, algebraic reasoning, and functions to provide students the mathematical maturity needed for college-level statistics, liberal arts math, or intermediate algebra. The document discusses how MLCS differs from the traditional approach through its layered curriculum, emphasis on conceptual understanding over skills, and use of authentic problems and active learning. Data shows students who take MLCS have comparable or better pass rates in subsequent college-level math courses than those who take traditional beginning algebra. The document also provides implementation options for ML
Math Lit and Pathways 5 Years Later AMATYC 2016kathleenalmy
This document discusses lessons learned from teaching math literacy pathways courses over 5 years. Key points include:
1) Pathways courses like math literacy are an effective alternative to traditional developmental algebra that better prepare students for college-level math while accelerating them through remediation.
2) Data shows students in pathways courses pass at rates comparable to traditional courses and are more likely to complete a college-level math class within one year.
3) Teaching the courses uncovered lessons like the need to balance algebra content with statistics, use novel problem contexts, vary assessments, and plan for implementation challenges.
4) Instructors found success using group work selectively, incorporating more technology, and having flexibility within the curriculum
The document discusses a study comparing the effectiveness of face-to-face and videoconferencing follow-up sessions for teachers participating in professional development for integrating technology into science and math lessons. The study found that while teacher participation rates were slightly lower for videoconferencing, satisfaction levels and technology familiarity gains were similar between the two conditions. The implications are that videoconferencing is a viable option for remote professional development follow-up, and that ongoing support is needed beyond a single session for teachers to feel comfortable using new technologies.
The document outlines a professional development project focused on increasing high school mathematics and science teachers' confidence and skills in using data collection technology and alternative teaching methods to engage and motivate students in modeling and analyzing real-world data. Surveys and teacher reflections found that the professional development was successful in increasing teacher knowledge of technology tools and teaching strategies and their willingness to incorporate these into classroom lessons.
This study aims to compare the effectiveness of collaborative learning versus traditional instructional teaching on students' understanding of Information Technology topics. The experiment will involve assigning 50 first-year students to either an experimental group that uses collaborative learning or a control group that uses traditional instructional teaching. The independent variable is the learning approach (collaborative vs. instructional) and the dependent variable is students' module exam results. A t-test will be used to analyze differences in exam scores between the two groups. The results could help improve practical learning approaches in Information Technology education.
This study aims to compare the effectiveness of collaborative learning versus traditional instructional teaching on students' understanding of Information Technology topics. The experiment will involve assigning 50 first-year students to either an experimental group that uses collaborative learning or a control group that uses traditional instructional teaching. The independent variable is the learning approach (collaborative vs. instructional) and the dependent variable is students' module exam results. A t-test will be used to analyze differences in exam scores between the two groups. The results could help improve how practical IT topics are taught.
The document discusses recommendations from a Colorado Community College System developmental education taskforce. It notes that the more levels of remedial courses students need, the less likely they are to complete college. The taskforce aims to accelerate students through remedial courses into college-level work within two semesters. Recommendations include compressing remedial sequences, integrating reading and writing, co-requisite support courses, multiple math pathways based on major, and faculty development support. The overall goal is reducing time and credits needed in remedial education to promote student success in college courses.
The document summarizes a report on an electronics engineering course from 2012-2013. It provides details on the number of lectures held, units covered, and students enrolled for each semester. It analyzes the results from steps taken the previous semester to improve scores, such as presentations, counseling, English language help, and practice questions. Finally, it outlines additional steps planned for the next semester, like more frequent class tests and increased student motivation.
Teacher design team as a professional develoment arrangement to develop TPACK...Ayoub Kafyulilo
This study investigated the impact of teacher design teams on the development of Tanzanian science teachers' technological pedagogical content knowledge (TPACK). 12 teachers participated in workshops on TPACK and worked in subject-based design teams. Surveys, interviews, observations and discussions assessed teachers' perceived and observed TPACK before and after. Results showed significant improvements in most TPACK components. Teachers reported developing skills in using PowerPoint but spent excessive time designing lessons in teams. The study concluded teacher design teams can effectively develop TPACK when provided proper support and guidelines for efficient collaboration.
This document summarizes the discussions of the Colorado Community College System (CCCS) Developmental Education Taskforce. It outlines the high attrition rates of students in developmental education courses and explores strategies to accelerate students through remedial requirements. The taskforce considered national models and made recommendations in math, English, reading, and student support. Their goal is to redesign developmental curricula so students can complete a college-level course within two semesters or less.
This document provides an instructional plan for a course titled "Assessment in Mathematics Learning" to be taught in the Department of Mathematics at Sultan Idris Education University. The course aims to examine theories, processes and issues related to mathematics assessment. Over 14 weeks, students will develop assessment tools, analyze assessment theories and strategies, and interpret evidence of learning. Assessment includes assignments, presentations and a final exam. The plan outlines learning outcomes, teaching activities, assessment methods, and a weekly schedule.
). Reflections on methodology used in assessing teachers´perceptions of colle...University of Iceland
Title:
Reflections on methodology used in assessing teachers´perceptions of collective efficacy. Working with emerging curriculum areas and action competence
Abstract/ Introduction
In many countries new curriculum areas are emerging in response to societal changes. This calls for enhanced efficacy and success depends on whether teachers trust themselves and their colleagues to meet new demands. Further, learners are expected to develop agency for change and teachers to develop collective teacher efficacy (CTE).
Increased emphasis on competences and global comparative studies…. Children of today may have fewer opportunities to challenge and solve open ended problems. The power concept CTE enables educators to identify their own weaknesses and strengths in relation to the challenges of the 21st century. Research identified four new curriculum areas in the EmergeCTE project where particular demands were made of teachers: sustainability, use of information and communication technology, innovation education and school science in the 21st century and focused on action competence (AC) as the teaching task. Key features of AC individuals are that they are participants capable of being critical actors in democratic processes.
The purpose of this symposium is to discuss selected issues from the EmergeCTE research. These include issues in the development of the questionnaires (paper 1), the role of case study in supporting questionnaire development (paper 2) and finally about mining the data and finding the factors (paper 3).
The citation (APA style)
Svanborg R. Jónsdóttir, Allyson Macdonald, Svanborg R. Jónsdóttir, Svava Pétursdóttir og Sigurbjörg Jóhannesdóttir. (2017, 23. November). Reflections on methodology used in assessing teachers´perceptions of collective efficacy. Working with emerging curriculum areas and action competence. Á SERA Scottish Education Research Association Annual Conference. University of Dundee, Scotland.Retrieved from https://www.slideshare.net/sibba/reflections-on-methodology
Developmental Education Taskforce Update for regional meetings November 2012cccscoetc
The document summarizes recommendations from the CCCS Developmental Education Taskforce to redesign developmental education. Key points include:
1) Recommendations aim to reduce time, credits, and courses for students to complete developmental requirements and enter college-level courses, with most students completing requirements in one semester or less.
2) Proposed math pathways include compression models and multiple sequences aligned with students' majors/careers. English and reading recommendations integrate the subjects and include acceleration options like co-requisite support courses.
3) Additional recommendations address student support, faculty training, testing policies, and data-driven continuous improvement to help more developmental students successfully complete college-level coursework.
This study evaluates a performance incentive program in Mexican high schools aimed at improving mathematics achievement. It provided monetary incentives to students (T1), teachers (T2), or both (T3) based on scores on curriculum-aligned mathematics tests. The program was implemented over three school years in 88 schools randomly assigned to treatment or control groups. Initial results found positive effects on test scores, with the largest effects in the treatment combining incentives for both students and teachers.
This document summarizes a research skills pilot project for freshmen students across history, science, and English courses. The project aimed to help students independently find relevant resources, develop strategies when research gets difficult, synthesize knowledge, and navigate library resources. Pre- and post-assessments showed students' research skills improved, though starting research and narrowing topics remained challenges. Student interviews found the library instruction and resources like databases and Noodlebib were helpful, while source evaluation sheets had mixed reviews. The project leaders aim to further improve formative assessments and use data to enrich students' research process and products going forward.
This document discusses modernizing higher education curricula through a student-centered learning (SCL) approach. It defines SCL as promoting active student participation and transferable skills. Key aspects of SCL include innovative teaching methods, learning outcomes, and flexible curricula. Specific methods mentioned include group projects, presentations, and problem-based learning. Learning outcomes should specify the knowledge, skills, and abilities students will gain. Assessment should involve students and include various formative and summative methods. The document provides examples from the Technical University of Crete and KU Leuven on implementing aspects of SCL like multi-disciplinary projects and competency-based curricula.
This document outlines the planning and methodology for teaching two subjects, Wireless Mobile Computing and Advanced Concepts of Database Systems, to 7th semester IT students over two semesters. It discusses preparing teaching materials like syllabi, lecture plans, notes, and presentations. It proposes active learning methods like group discussions, demonstrations, and simulations. It also provides strategies to motivate students to study regularly and attend classes, such as assignments, quizzes, group activities and communicating with parents. Finally, it offers tips to help students improve their examination results, like practicing time management, highlighting important parts of answers, and doing practice tests.
Technology, Pedagogy And Content Knowledgeteacherlara247
This document outlines an agenda and presentation for faculty on rethinking the role of technology in K-12 classrooms. The presentation introduces the Technological Pedagogical Content Knowledge (TPACK) theory for integrating technology into teaching. Faculty members are asked to anonymously share their views on technology's role and to reflect on how views may change after learning about TPACK. They discuss in groups how TPACK applies to their content areas and how technology could support learning goals. The goal is to help faculty examine rationales for developing pre-service teachers' technology skills and to identify ways to incorporate technology into their own teaching.
Taaltreffers (“Word Score”) is an online serious game intended to increase the vocabulary of pupils in primary schools in the 10-12 age range. The game and the additional materials are designed with the model of Verhallen and Verhallen, in which words are presented in four stages: activating previous knowledge, explaining new words, consolidating new words and testing if the words are part of the daily vocabulary. The game has been piloted at ten schools and the evaluation shows that the vocabulary of the students has increased significantly after playing the game.
This document provides an overview of Math Literacy for College Students (MLCS), an alternative math pathway for developmental education students. MLCS is a one-semester, 3-6 credit course that uses an integrated approach focusing on numeracy, proportional reasoning, algebraic reasoning, and functions to provide students the mathematical maturity needed for college-level statistics, liberal arts math, or intermediate algebra. The document discusses how MLCS differs from the traditional approach through its layered curriculum, emphasis on conceptual understanding over skills, and use of authentic problems and active learning. Data shows students who take MLCS have comparable or better pass rates in subsequent college-level math courses than those who take traditional beginning algebra. The document also provides implementation options for ML
Math Lit and Pathways 5 Years Later AMATYC 2016kathleenalmy
This document discusses lessons learned from teaching math literacy pathways courses over 5 years. Key points include:
1) Pathways courses like math literacy are an effective alternative to traditional developmental algebra that better prepare students for college-level math while accelerating them through remediation.
2) Data shows students in pathways courses pass at rates comparable to traditional courses and are more likely to complete a college-level math class within one year.
3) Teaching the courses uncovered lessons like the need to balance algebra content with statistics, use novel problem contexts, vary assessments, and plan for implementation challenges.
4) Instructors found success using group work selectively, incorporating more technology, and having flexibility within the curriculum
The document discusses a study comparing the effectiveness of face-to-face and videoconferencing follow-up sessions for teachers participating in professional development for integrating technology into science and math lessons. The study found that while teacher participation rates were slightly lower for videoconferencing, satisfaction levels and technology familiarity gains were similar between the two conditions. The implications are that videoconferencing is a viable option for remote professional development follow-up, and that ongoing support is needed beyond a single session for teachers to feel comfortable using new technologies.
The document outlines a professional development project focused on increasing high school mathematics and science teachers' confidence and skills in using data collection technology and alternative teaching methods to engage and motivate students in modeling and analyzing real-world data. Surveys and teacher reflections found that the professional development was successful in increasing teacher knowledge of technology tools and teaching strategies and their willingness to incorporate these into classroom lessons.
This study aims to compare the effectiveness of collaborative learning versus traditional instructional teaching on students' understanding of Information Technology topics. The experiment will involve assigning 50 first-year students to either an experimental group that uses collaborative learning or a control group that uses traditional instructional teaching. The independent variable is the learning approach (collaborative vs. instructional) and the dependent variable is students' module exam results. A t-test will be used to analyze differences in exam scores between the two groups. The results could help improve practical learning approaches in Information Technology education.
This study aims to compare the effectiveness of collaborative learning versus traditional instructional teaching on students' understanding of Information Technology topics. The experiment will involve assigning 50 first-year students to either an experimental group that uses collaborative learning or a control group that uses traditional instructional teaching. The independent variable is the learning approach (collaborative vs. instructional) and the dependent variable is students' module exam results. A t-test will be used to analyze differences in exam scores between the two groups. The results could help improve how practical IT topics are taught.
The document discusses recommendations from a Colorado Community College System developmental education taskforce. It notes that the more levels of remedial courses students need, the less likely they are to complete college. The taskforce aims to accelerate students through remedial courses into college-level work within two semesters. Recommendations include compressing remedial sequences, integrating reading and writing, co-requisite support courses, multiple math pathways based on major, and faculty development support. The overall goal is reducing time and credits needed in remedial education to promote student success in college courses.
The document summarizes a report on an electronics engineering course from 2012-2013. It provides details on the number of lectures held, units covered, and students enrolled for each semester. It analyzes the results from steps taken the previous semester to improve scores, such as presentations, counseling, English language help, and practice questions. Finally, it outlines additional steps planned for the next semester, like more frequent class tests and increased student motivation.
Teacher design team as a professional develoment arrangement to develop TPACK...Ayoub Kafyulilo
This study investigated the impact of teacher design teams on the development of Tanzanian science teachers' technological pedagogical content knowledge (TPACK). 12 teachers participated in workshops on TPACK and worked in subject-based design teams. Surveys, interviews, observations and discussions assessed teachers' perceived and observed TPACK before and after. Results showed significant improvements in most TPACK components. Teachers reported developing skills in using PowerPoint but spent excessive time designing lessons in teams. The study concluded teacher design teams can effectively develop TPACK when provided proper support and guidelines for efficient collaboration.
This document summarizes the discussions of the Colorado Community College System (CCCS) Developmental Education Taskforce. It outlines the high attrition rates of students in developmental education courses and explores strategies to accelerate students through remedial requirements. The taskforce considered national models and made recommendations in math, English, reading, and student support. Their goal is to redesign developmental curricula so students can complete a college-level course within two semesters or less.
This document provides an instructional plan for a course titled "Assessment in Mathematics Learning" to be taught in the Department of Mathematics at Sultan Idris Education University. The course aims to examine theories, processes and issues related to mathematics assessment. Over 14 weeks, students will develop assessment tools, analyze assessment theories and strategies, and interpret evidence of learning. Assessment includes assignments, presentations and a final exam. The plan outlines learning outcomes, teaching activities, assessment methods, and a weekly schedule.
). Reflections on methodology used in assessing teachers´perceptions of colle...University of Iceland
Title:
Reflections on methodology used in assessing teachers´perceptions of collective efficacy. Working with emerging curriculum areas and action competence
Abstract/ Introduction
In many countries new curriculum areas are emerging in response to societal changes. This calls for enhanced efficacy and success depends on whether teachers trust themselves and their colleagues to meet new demands. Further, learners are expected to develop agency for change and teachers to develop collective teacher efficacy (CTE).
Increased emphasis on competences and global comparative studies…. Children of today may have fewer opportunities to challenge and solve open ended problems. The power concept CTE enables educators to identify their own weaknesses and strengths in relation to the challenges of the 21st century. Research identified four new curriculum areas in the EmergeCTE project where particular demands were made of teachers: sustainability, use of information and communication technology, innovation education and school science in the 21st century and focused on action competence (AC) as the teaching task. Key features of AC individuals are that they are participants capable of being critical actors in democratic processes.
The purpose of this symposium is to discuss selected issues from the EmergeCTE research. These include issues in the development of the questionnaires (paper 1), the role of case study in supporting questionnaire development (paper 2) and finally about mining the data and finding the factors (paper 3).
The citation (APA style)
Svanborg R. Jónsdóttir, Allyson Macdonald, Svanborg R. Jónsdóttir, Svava Pétursdóttir og Sigurbjörg Jóhannesdóttir. (2017, 23. November). Reflections on methodology used in assessing teachers´perceptions of collective efficacy. Working with emerging curriculum areas and action competence. Á SERA Scottish Education Research Association Annual Conference. University of Dundee, Scotland.Retrieved from https://www.slideshare.net/sibba/reflections-on-methodology
Developmental Education Taskforce Update for regional meetings November 2012cccscoetc
The document summarizes recommendations from the CCCS Developmental Education Taskforce to redesign developmental education. Key points include:
1) Recommendations aim to reduce time, credits, and courses for students to complete developmental requirements and enter college-level courses, with most students completing requirements in one semester or less.
2) Proposed math pathways include compression models and multiple sequences aligned with students' majors/careers. English and reading recommendations integrate the subjects and include acceleration options like co-requisite support courses.
3) Additional recommendations address student support, faculty training, testing policies, and data-driven continuous improvement to help more developmental students successfully complete college-level coursework.
This study evaluates a performance incentive program in Mexican high schools aimed at improving mathematics achievement. It provided monetary incentives to students (T1), teachers (T2), or both (T3) based on scores on curriculum-aligned mathematics tests. The program was implemented over three school years in 88 schools randomly assigned to treatment or control groups. Initial results found positive effects on test scores, with the largest effects in the treatment combining incentives for both students and teachers.
This document summarizes a research skills pilot project for freshmen students across history, science, and English courses. The project aimed to help students independently find relevant resources, develop strategies when research gets difficult, synthesize knowledge, and navigate library resources. Pre- and post-assessments showed students' research skills improved, though starting research and narrowing topics remained challenges. Student interviews found the library instruction and resources like databases and Noodlebib were helpful, while source evaluation sheets had mixed reviews. The project leaders aim to further improve formative assessments and use data to enrich students' research process and products going forward.
This presentation describes the collaboration between the library and biology teachers that started with research and ended in a round-table discussion.
This document provides a list of 8 young adult fiction books that deal with GLBTQ (gay, lesbian, bisexual, transgender, and queer) themes. The books included are Annie on My Mind, Deliver Us From Evie, The Miseducation of Cameron Post, So Hard To Say, Will Grayson, Will Grayson, Say the Word, Freaks and Revelations, and Almost Perfect.
This document summarizes a presentation about developing and implementing a performance-based assessment of information literacy skills for freshman English students at the University of North Texas. It describes collaborating between the university libraries and English department to deliver library instruction sessions to nearly 600 students over two years. Pre- and post-instruction assessments found students had poor navigation and search skills, despite overestimating their abilities. To improve engagement and learning, librarians added worksheets and demonstrated searches instead of just lecturing. The new active, performance-based approach better evaluated what students could do with information instead of just their perceptions.
The document summarizes the results of a research skills proficiency given to 10th grade students at Wellesley High School. It found that students are familiar with basic library resources but struggle with more advanced search techniques, generating complex questions, and locating primary sources. It also found that students have misconceptions about concepts like bias, copyright and intellectual property. The proficiency will help teachers identify weaknesses and improve instruction to develop students' research skills.
The study examined the common problems faced by freshmen students at the University of the Visayas. Through surveys, the researchers found that the top problems were financial/money issues, difficulty balancing work and studies, depression from being away from home, and lack of interest in certain subjects. The researchers aimed to identify ways to help students overcome these challenges in order to encourage them in their studies and build self-confidence.
This document contains the daily lesson log for Grade 11 teacher Aileen Banaguas. The lesson focused on understanding data collection methods like interviews. The objectives were for students to plan and present a research methodology, and utilize techniques to produce creative work. Content included discussing interview methods and conducting a role play interview. Resources included textbooks and online materials. Assessment showed most students scored over 80%, with no students requiring remediation. The teacher found the group discussion strategy worked well to motivate students.
The document provides a lesson plan for teaching about counters to vocational students. It includes:
1. Details about the learning context including the trainees, classroom, and college. The trainees have a background in natural sciences and their skills range from performers to average.
2. A didactic reflection analyzing the curriculum, content, and appropriate teaching methods. The content will focus on counters down and the methods will include lecture, group work, and individual exercises.
3. The lesson plan outlines the objectives, process, principles, and materials. The objectives include defining counters and their components. The process includes introduction, explanation, exercises, and summary. Principles focus on classroom discussion and individual assessment. Materials include a project
developing and integrating courseware for oral presentations into esp learnin...changluchieh
This document summarizes a study that developed and integrated an online courseware for oral presentations into an English for Specific Purposes learning context. The study aimed to help 85 university students in Taiwan improve their English presentation skills. Students used the courseware independently for 2 hours per week over 6 weeks. Assessment results showed that senior students performed better than sophomores on speech tests. A questionnaire also indicated that students were generally satisfied with the self-study approach using the courseware and felt it improved their vocabulary, grammar, and presentation layout skills. However, the summary reflects that the study could have provided more details on how it trained listening skills and explanation of courseware content.
This lesson plan summarizes a lesson on counters up. The trainees are 12 students studying at RCT College who vary in ability level. The lesson will take place in classroom 4.205 using a computer, projector, chairs and tables. The objectives are for students to understand different types of counters, their internal construction, and how to build counters that count up. The lesson will use various teaching methods including lecture, discussion, individual work, group work and discovery learning. Students will participate in activities, solve practice problems, and receive a lesson summary. The principles focused on making students active through discussion and collaborative work.
This details a successful data-driven redesign of Math 215, an online statistics concepts course at Franklin University. The redesigned course incorporated new interactive educational multimedia. This new design resulted in improved student retention, better student performance, and better satisfaction with the course.
This document describes an innovative approach used to teach programming techniques to repeat computer science students. Typically 35-45% of students fail the course the first time. The approach integrated flipped classroom and problem-based learning for repeat students. After implementing this approach in two student groups, the failure rate was reduced to 20% for the first group and 0% for the second group, showing improved performance over traditional teaching methods. The integration of these student-centered approaches for repeat students significantly improved learning outcomes.
This document summarizes an analysis of a problem-based learning (PBL) experience in a physics course for technical telecommunications engineering students in Spain. It found that:
1) PBL was implemented over two academic years, starting with mechanics only and expanding to all topics the second year, using problems about motion and telecommunication satellites.
2) Classroom activities and teamwork reports had high success rates over 75%, while post-tests had much higher failure rates around 40%.
3) Student opinion surveys found satisfaction with teamwork and PBL skills declined from the first to second year, possibly due to increasing group sizes, but views of PBL preparation for careers increased.
ABSTRACT
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Mathematics Competences Assessment at Lab sessions of Aerospace Engineering Freshmen
1. 1
Polytechnic University of Valencia (UPV)
Luis M. Sanchez-Ruiz Jose A. Moraño Dolors Roselló Santiago E. Moll
TEEM 2014 Salamanca
Mathematics Competences Assessment at Lab sessions of Aerospace Engineering Freshmen
2.
BEng Aerospace Engineering is one of the degrees delivered at ETSID in the UPV.
We use an educational platform based upon the Sakai project [1], known as PoliformaT.
We will focus on Mathematics I [3] which is an annual compulsory subject delivered in the first year. From a total of 120 contact hours (12 ECTS), 75% corresponds to TP sessions and the rest, 25%, to Lab practice (LP) sessions.
We applied this innovation on laboratory practice (LP) sessions by trying to prepare and evaluate for each session at least one of the competences taught in the Theory/Problems (TP) sessions.
2
Introduction
3.
Objective: minimize dropouts and losses of interest by maintaining them most active throughout the course.
Objective: design a new way to assess the students promoting continuous work.
Methodology: Every Lab session has been changed from a traditional system to another one based on a flipped classroom methodology [4-5].
The students are requested to prepare adequately each Lab session before coming to class, avoiding the need to devote classroom time to explain and perform easy examples that can be self-learnt.
We aim firstly to increase the motivation and improve the perception of the Mathematics subject by engineering freshmen, to avoid dropouts and achieve a faster and more natural acquisition of the specific mathematical competences.
3
Introduction
4. 5
Previous work: Resources tool
•
Lecturers:
-
Provide on a weekly basis the material with the needed information.
•
Students:
-
Learn to solve the type of exercises they will work in the following session.
-
Use recently mathematical knowledge achieved in the Theoretical sessions.
-
Receive a list of exercises to check if they have really understood the topic.
5. 6
Class work (1st Part. 30’): Doubts
•
Time to clarify any doubt that they might have.
•
Lecturer shows the solutions of the proposed exercises Imagen Mathematica
6. 7
Class work (2nd Part. 30’): Test&Quizzes tool
•
Students have to solve some exercises by Poliformat.
•
Instructor is available to assist the students.
•
Exercises have to be done individually in Lab classroom.
•
Control: Restricted IPs, Usernames and Password, Time, etc.
7. 8
After Class: Gradebook tool
•
All grading results may be automatically uploaded.
•
Selecting any session from the Gradebook we are able to see, filter and reorder the marks.
8. 9
After Class: Gradebook tool
•
All grading results may be automatically uploaded.
•
Selecting any session from the Gradebook we are able to see, filter and reorder the marks.
9. 10
Obtained Marks
• Lab classes marks comparative
•
We may note that the mean of the weekly sessions is higher than the mean of TP-exams and LP-exams.
•
The rate of success is significantly high.
•
The average score of LP exams of each student differs in less than two points with the average score of TP exam, in approximately 70% of data.
TP – Exam
Ex1
Ex2
Ex3
6.1
6.6
6.9
LP – Exam
ELP1
ELP2
5.64
7.62
WLP
27 – sessions
8.79
10. 11
- SUSP stands for the scores in the interval [0,5[ out of a 10 points scale (Suspenso in Spanish). - A stands for the scores between 5 (included) and 7 (not included) (Aprobado in Spanish). - N for the scores in the interval [7,9[ (Notable in Spanish). - SOB for outstanding performance with scores greater than or equal to 9 (Sobresaliente in Spanish).
Scores Distribution
11. 12
Survey about the PLs in general
-
Most of the students have thought that practices that had been done were very consistent within the course.
Do you think that the number of practices undertaken is adequate to learn the content of the subject?
%
Yes
85 %
There should be more
7 %
There should be less
7 %
Do you think the assessment of laboratory practice in each session fits to the content developed previously to and during that session?
%
Much
29 %
Enough
58 %
Little
13 %
12. 13
About the use of Poliformat in PLs
-
They do not have a negative perspective towards the use of the platform
-
2-7% think it is more difficult to learn by using it and just 5-11% do not like being evaluated at the end of each session.
Using PoliformaT in the laboratory practices:
%
Makes easier to learn the contents of the subject
84 %
Makes more difficult to learn the contents of the subject
2 %
Makes no difference in learning the contents of the subject
14 %
I think that being evaluated in lab practice through PoliformaT at the end of each practice session is good for my learning:
%
Yes, it’s good
76 %
No, it is not good
5 %
I don’t know
18 %
13. 15
Conclusions and References
• Conclusions:
During the 2013/2014 academic year we have changed the methodology of Lab classes in the Mathematics I subject of the first year of BEng Aerospace Engineering at the Engineering Design School ETSID of Technical University of Valencia UPV.
This change is based on a flip teaching methodology. It is necessary an extensive development of materials for the adequate preparation of each session as well as for a proper development of the sessions.
The implementation of this new methodology makes an intensive use of an educational platform developed at UPV, and known as PoliformaT.
The learning process applied has proven to be helpful in reducing the number of dropouts and has motivated students to perform a continuous learning process.
Excellent scores were by the students, reinforcing the point of view of the authors about this methodology.
In addition, every student is being weekly evaluated which implies a high degree of continuity in its assessment.
14. References
[1] Sánchez-Ruiz, L.M., Moraño, J.A. 2010. Mathematics for Engineering from a platform based in the project Sakai. In Conference Proceedings International Conference on Engineering Education ICEE (Silesian University of Technology, Gliwice (Poland) 18-22 July, Paper 1084_1241).
[2] Sánchez-Ruiz, L.M., Moraño, J.A. and Roselló, M.D. 2012. Fitting mathematics to EHEA in Aerospace Engineering at ETSID in Valencia (Spain). In Proceedings of International Conference on Engineering Education (ICEE) (Turku, Finland, Paper 221).
[3] Teaching guide of Mathematics I in Design Engineering Higher Technical School of Technical University of Valencia http://www.upv.es/pls/oalu/sic_asi.ficha_Asig?P_ASI=11871&P_IDIOMA=c&P_VISTA=&P_CACA=2013
[4] Bergmann, J., Overmyer, J. and Wilie, B. 2013. The Flipped Class: What it is and What it is Not. The Daily Riff (July 2013). http://www.thedailyriff.com/articles/the-flipped-class-conversation-689.php
[5] Hughes, H. 2012. Introduction to flipping the college classroom. In Proceedings of world conference on educational multimedia, hypermedia and telecommunications. (April Chesapeake, pp. 2434-2438).
[6] Toto, R. and Nguyen, H. 2009. Flipping the work design in an industrial engineering course. 39th ASEE/IEEE Frontiers in Education Conference. (October 2009), Session T4F.
[7] Demetry, C. 2010. Work in progress - An innovation merging Classroom Flip and Team-Based Learning. 40th ASEE/IEEE Frontiers in Education Conference. (October 2010). Session T1E.
[8] Moraño, J.A. and Sánchez-Ruiz, L.M. 2012. Cálculo y álgebra con Mathematica 8. Ed. Universitat Politècnica de València.
[9] Beck, L., Chizhik, A. 2013. Cooperative learning instructional methods for CS1: Design, implementation, and evaluation. ACM Transactions on Computing Education (TOCE) - Special Issue on Alternatives to Lecture in the Computer Science Classroom 13, 3 (Aug. 2013, Article No. 10). DOI = 10.1145/2492686
[10] Eplion, D.M. and Keefe, T.J. 2007. Practical Tips for Preventing Cheating on Online Exams. Online Cl@ssroom.
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