The document discusses reforms aimed at improving learning around the world. It notes that expectations for learning have changed and now emphasize skills like collaboration, problem solving, and lifelong learning. However, 20th century teaching methods are not adequate to meet 21st century demands. Effective teachers engage students in active learning and continuously assess student work. The highest achieving nations invest heavily in teacher training and collaboration. Standards and assessments should focus on higher-order thinking skills rather than memorization. Overall, the document advocates for reforms that strengthen teaching quality through professional learning opportunities.
This document summarizes the key findings and recommendations from the US National Mathematics Advisory Panel's 2008 report on modernizing mathematics curriculum and instruction in the United States. The summary highlights that the Panel recommended streamlining the K-8 mathematics curriculum to focus on mastery of key topics like fractions that are critical foundations for algebra. It also recommended ensuring all students have access to an authentic algebra course by 8th grade and that teachers need to have strong content knowledge in algebra topics. The Panel found limited evidence that calculators improve math skills and called for more high-quality research on effective instructional practices.
A learning program not only aims to make students understand and master what and how things happen, but also provide an understanding of why it happened. Thus, a lesson that emphasizes problem-solving becomes very important to teach. One form of learning that emphasizes the problem solving is to apply systematic approach to problem solving. This is a guide to perform an action that serves to assist a person in solving a problem. Problem solving steps based on systematic approach to problem solving consists of four stages, namely problem analysis, problem solving process planning, calculation operations, and checking answers and interpretation of results. This study is a classroom action research that aims to see the inceasing of student learning outcomes after applied systematic approach to problem solving. The subject of this research is 25 students of class VIIIA MTs Salafiyah Syafi'iyah Tebuireng Jombang. Instruments in this study is a matter of student learning outcomes on the material wake up space. This research was conducted in two cycles because in the second cycle has reached the indicator of success that students achieve the minimal clarity of at least 75%. The results showed that student learning outcomes in the first cycle reached 36% classical completeness, and in the second cycle of classical completeness of 84%. This shows that the application of systematic approach to problem solving can increase student learning outcomes.
Presentation by Jan Håkansson - Linnaeus university, Sweden
Abstract:
The presentation focuses learnings from principals and teachers school
based curriculum and improvement work in five compulsory schools in
Sweden. The long term goal for the schools is to improve pupils academic
achievement, and in focus for the improvement work is two different areas
of teaching: classroom management and development if language in all
subjects. The results presented pay attention to: i) classroom
observations of teaching as a strategy, ii) principals and teachers
learning during improvement work, and iii) school¹s capacity building
through different qualities of learning.
Convegno internazionale "Migliorare la scuola", Napoli NH Ambassador 14-16 Maggio 2015
The document proposes a study to assess the effectiveness and influences of a numeracy assessment tool among high school learners in Ormoc City Division. Specifically, the study would analyze test score data to determine students' mastery of fundamental math operations, identify factors affecting performance, and measure how well the assessment tool identifies areas of strength and weakness. The results could inform potential interventions like remedial programs to improve numeracy. The research aims to contribute to educational goals of developing strong foundational math skills and ensure inclusive, quality education.
Preferred Supplementary Materials of Grade 10 Students during the Implementat...marlex0511
This document summarizes a study that aimed to determine the preferred supplementary materials of selected Grade 10 students during modular distance learning implementation in Jalajala National High School. The study used a descriptive research design and surveyed 127 students. It found that female students outnumbered males, most students were the prescribed school age, and cellular phones were the most commonly used device. Students preferred supplementary materials that could be accessed via cellphone and Facebook, in video, document, and presentation formats. The study recommends continuing and expanding the provision of supplementary materials tailored to students' preferences.
The document discusses reforms aimed at improving learning around the world. It notes that expectations for learning have changed and now emphasize skills like collaboration, problem solving, and lifelong learning. However, 20th century teaching methods are not adequate to meet 21st century demands. Effective teachers engage students in active learning and continuously assess student work. The highest achieving nations invest heavily in teacher training and collaboration. Standards and assessments should focus on higher-order thinking skills rather than memorization. Overall, the document advocates for reforms that strengthen teaching quality through professional learning opportunities.
This document summarizes the key findings and recommendations from the US National Mathematics Advisory Panel's 2008 report on modernizing mathematics curriculum and instruction in the United States. The summary highlights that the Panel recommended streamlining the K-8 mathematics curriculum to focus on mastery of key topics like fractions that are critical foundations for algebra. It also recommended ensuring all students have access to an authentic algebra course by 8th grade and that teachers need to have strong content knowledge in algebra topics. The Panel found limited evidence that calculators improve math skills and called for more high-quality research on effective instructional practices.
A learning program not only aims to make students understand and master what and how things happen, but also provide an understanding of why it happened. Thus, a lesson that emphasizes problem-solving becomes very important to teach. One form of learning that emphasizes the problem solving is to apply systematic approach to problem solving. This is a guide to perform an action that serves to assist a person in solving a problem. Problem solving steps based on systematic approach to problem solving consists of four stages, namely problem analysis, problem solving process planning, calculation operations, and checking answers and interpretation of results. This study is a classroom action research that aims to see the inceasing of student learning outcomes after applied systematic approach to problem solving. The subject of this research is 25 students of class VIIIA MTs Salafiyah Syafi'iyah Tebuireng Jombang. Instruments in this study is a matter of student learning outcomes on the material wake up space. This research was conducted in two cycles because in the second cycle has reached the indicator of success that students achieve the minimal clarity of at least 75%. The results showed that student learning outcomes in the first cycle reached 36% classical completeness, and in the second cycle of classical completeness of 84%. This shows that the application of systematic approach to problem solving can increase student learning outcomes.
Presentation by Jan Håkansson - Linnaeus university, Sweden
Abstract:
The presentation focuses learnings from principals and teachers school
based curriculum and improvement work in five compulsory schools in
Sweden. The long term goal for the schools is to improve pupils academic
achievement, and in focus for the improvement work is two different areas
of teaching: classroom management and development if language in all
subjects. The results presented pay attention to: i) classroom
observations of teaching as a strategy, ii) principals and teachers
learning during improvement work, and iii) school¹s capacity building
through different qualities of learning.
Convegno internazionale "Migliorare la scuola", Napoli NH Ambassador 14-16 Maggio 2015
The document proposes a study to assess the effectiveness and influences of a numeracy assessment tool among high school learners in Ormoc City Division. Specifically, the study would analyze test score data to determine students' mastery of fundamental math operations, identify factors affecting performance, and measure how well the assessment tool identifies areas of strength and weakness. The results could inform potential interventions like remedial programs to improve numeracy. The research aims to contribute to educational goals of developing strong foundational math skills and ensure inclusive, quality education.
Preferred Supplementary Materials of Grade 10 Students during the Implementat...marlex0511
This document summarizes a study that aimed to determine the preferred supplementary materials of selected Grade 10 students during modular distance learning implementation in Jalajala National High School. The study used a descriptive research design and surveyed 127 students. It found that female students outnumbered males, most students were the prescribed school age, and cellular phones were the most commonly used device. Students preferred supplementary materials that could be accessed via cellphone and Facebook, in video, document, and presentation formats. The study recommends continuing and expanding the provision of supplementary materials tailored to students' preferences.
Effect of division by factors approach on the pupils’Alexander Decker
1) The document describes a study that examined the effect of the division by factors approach on pupils' achievement in dividing whole numbers.
2) The study involved 406 pupils randomly selected from primary schools in Nsukka, Nigeria who were given a test of dividing whole numbers.
3) The results showed that using the division by factors approach, which breaks down the divisor into convenient factors, was effective in enhancing pupils' achievement in dividing whole numbers compared to traditional long division methods.
This document provides background information on a study about the impact of model-based science teaching on student learning. It discusses the problem of low student performance in science based on national test results. The study aims to determine if using models in teaching and having students construct their own models improves their science learning and test performance. The document reviews literature supporting the benefits of model-based instruction and outlines the research methodology to be used in the study, which will employ tests, focus groups, and observations to evaluate the impact of this teaching approach.
The science of teaching science - an exploration of science teaching practice...EduSkills OECD
Jobs in science and maths are expected to grow at an unprecedented rate of 28% between 2014 and 2024, compared to 6.5% growth in all other professions. This rise will be accompanied by the progressive automation of routine and low-skilled jobs. This paper investigates the association between teaching practices and science performance and science-related attitudes amd also examines the influence of school and students’ context on the effectiveness of different teaching practices.
Ofsted's National Director, Education, Sean Harford’s presentation at the Character Education conference in Lichfield, May 2018. He asks, 'What is character? Can we teach it?'
Teacher educator perspectives on pedagogical modelling and explaining in desi...DTGeek
Abstract:This paper builds on a previous study on the demonstration as a signature pedagogy in design and technology, this paper explores teacher educators’ values on teacher modelling and explanation. In a previous study the participating teachers identified “competent management of the learning experience” as a significant factor in effective demonstrations, and in particular teacher competency, clarity and subject knowledge. The demonstration is a fundamental pedagogical tool for practical subjects where procedural knowledge is developed over time from observation and imitation to independence and adaption of technique. As such, it tends to align itself at the restrictive end of an expansive-restrictive continuum. This study builds on the developing exploration of the nature of the demonstration, exploring the subjective values of teacher educators. Q Methodology is used to compare and analyse the responses of the participating teacher educators. A Q-Set of statements, developed and refined with D&T teacher educators, relating to modelling and explaining, represents the concourse of opinions and perspectives. The sample is purposive, comprised of teacher educators. The findings represent a snapshot of subjective values, informing the wider discourse on signature pedagogies in design and technology education.
This document discusses trends in differentiating instruction for math and science. It describes flexibility grouping, learning stations, role play, orbital studies, use of manipulatives, and technology as trends. It provides examples of how each trend can be implemented and potential issues to consider, such as time required for planning and ensuring activities are at appropriate levels. It also discusses whether trends can be used for both math and science or just one subject.
The document discusses the mastery approach to teaching mathematics commonly followed in high-performing East and Southeast Asian countries. It outlines key principles of the mastery approach, including high expectations for all students, keeping most students progressing at the same pace, and using precise questioning and regular assessment to identify and support students needing intervention. The 2014 UK national curriculum reflects this mastery approach, aiming for most students to achieve mastery of mathematics. Teachers require in-depth subject and pedagogical knowledge to effectively implement this approach.
Designing and planning teaching and learning processCatherine Matias
This document discusses the process of designing and planning teaching-learning lessons. It explains that instructional planning involves determining learner needs, defining objectives, designing assessments and activities. Lesson plans have three parts - the beginning, middle (presentation) and end. When planning instruction, teachers should identify objectives, plan learning activities and assessments, sequence lessons meaningfully, create timelines, and plan closures. Backward design starts by focusing on outcomes, while traditional planning focuses on presenting content linearly. Both models can achieve standards when the goal is for students to master skills by year's end. Effective lesson planning is important for achieving positive student outcomes.
The document provides background information on school improvement plans and identifies factors that influence their implementation. It discusses:
1) The importance of school improvement plans for advancing education and achieving goals. Effective implementation requires collaboration between school administrators, teachers, parents, and others.
2) Factors that can negatively or positively impact the implementation of school improvement plans, such as lack of communication, insufficient resources, and unsupportive internal/external facilities.
3) The study aims to identify the major factors influencing implementation of the school improvement plan at Jaja Primary School in Ethiopia, where student performance is low despite education quality improvement programs. Understanding barriers can help strengthen implementation.
The document provides background information on school improvement plans and identifies factors that influence their implementation. It discusses:
1) The importance of school improvement plans for advancing education and achieving goals. Effective implementation requires collaboration between school administrators, teachers, parents, and others.
2) Factors that can negatively or positively impact the implementation of school improvement plans, such as lack of communication, insufficient resources, and unsupportive internal/external facilities.
3) The study aims to identify the major factors influencing implementation of the school improvement plan at Jaja Primary School in Ethiopia, where student performance is low despite education quality improvement programs. Understanding barriers can help strengthen implementation.
An introduction-to-school-self-evaluation-of-teaching-and-learning-in-post-pr...Martin Brown
School self-evaluation (SSE) is a collaborative process where a school evaluates aspects of its work, particularly teaching and learning. It involves gathering evidence from sources like student outcomes and surveys. This evidence is then analyzed against evaluation criteria to identify strengths and areas for development. The school writes a self-evaluation report and improvement plan focusing on developing areas. The plan is implemented and monitored to improve teaching and learning in the school. SSE should involve all teachers and be led by the principal to enhance practice and benefit students.
GAMIFICATION ELEMENTS AND THEIR IMPACTS ON TEACHING AND LEARNING – A REVIEWijma
ABSTRACT
This paper discusses the results of a literature review to identify the elements of gamification in learning that have been applied in previous studies and their impacts on student learning, with only taking into account the related studies within the last three years (2016 to 2018). This is done to determine the most effective and suitable elements of gamification to be applied in our study and at the same time to identify research gaps that need to be fulfilled in future researches. The results of this review show that gamification has positive impact on student learning particularly in their engagement and achievement. Furthermore points, leaderboard and digital badge are the most applied gamification elements in the studies. The findings will be used as a guide for us in designing a gamified collaborative learning activities in the 3-dimensional virtual world that will be carried out later.
This document discusses mathematics education in the Primary Years Programme (PYP). It covers the PYP philosophy of mathematics, how children learn mathematics through constructing meaning, and the written, taught, and assessed curriculums. The PYP views mathematics as a tool for problem solving and sees it as intrinsically fascinating. Children should see themselves as mathematicians and construct their own understanding starting from personal experiences. Mathematics is best taught through relevant, real-life contexts. Assessment includes diagnostic, formative, and summative strategies to provide feedback during and after the learning process. Standardized tests are just one part of assessment and not meant to be taught to directly.
Strategies in teaching the least mastered skillsCarlo Magno
The document discusses strategies for teaching students who have not mastered important skills, including using formative assessment and mastery learning approaches. It emphasizes assessing student understanding through multiple measures over time to guide instruction, providing descriptive feedback, and allowing students to demonstrate mastery at their own pace through targeted instruction and practice. The goal is to help all students achieve proficiency based on clear learning standards.
1) The implementation of Math Help Services for two years at Howard S. Billings Regional High School has contributed to significant increases in mathematics success rates. Success rates in required Grade 10 mathematics courses improved from 62% in 2011-2012 to 78% in 2013-2014.
2) Key strategies that supported the success of Math Help Services included the active involvement of administrators and teachers, regular communication between teachers and the service provider, and ongoing improvements to the software based on teacher and student feedback.
3) Observations found that teachers increased their use of Math Help Services in the second year, allowing for differentiated instruction and assessments. Communication between teachers, students, and parents also improved with the use of the service.
Preparing Pre-service Primary Teachers to Teach with Technology: A Case of En...Dr. İpek Saralar-Aras
how to cite: Saralar-Aras, İ., & Firat, K. (2021, September). Preparing Pre-service Primary Teachers to Teach with Technology: A Case of England. Paper presented at the European Conference on Educational Research (ECER) Emerging Researchers’ Conference 2021. Geneva, Switzerland & Online, ECER.
This is the slide show that will be presented at ECER 2021. It is based on a multiple case study with six PGCE students about their technology integration.
An evaluation of the principal’s instructional supervision on Alexander Decker
This document discusses a study that evaluated the effects of a principal's instructional supervision on academic performance at Sameta Primary School in Kisii, Kenya. The study found that the principal used various instructional supervision techniques including observation, questioning, and peer review. However, most teachers did not use thematic learning to determine syllabus coverage. The study recommended that the principal devise additional instructional supervision methods to improve academic standards. Overall, the document examines how a principal's oversight of teaching and learning impacts student performance.
School B has not met reading benchmarks for three years and has a widening achievement gap between student groups. Test score data shows improving performance over time but subgroups like black, Hispanic, disabled, and economically disadvantaged students continue to lag behind state averages. The document proposes several strategies to engage teachers in meaningful instruction responsive to student needs, including professional development, critical friendships, and using technology like smart boards, laptops, and virtual field trips. The goal is to set ambitious growth targets, close the achievement gap, and increase student performance through high-quality training and data-driven instruction.
200_Topcu and Koculu_ECER 2021 Geneva (online)Asli Koculu
This document summarizes a study examining the effects of a STEM education course on pre-service science teachers' self-efficacy for STEM practices. The study involved 20 female pre-service teachers who completed a self-efficacy scale before and after a STEM course. Results of paired t-tests found a statistically significant increase in self-efficacy scores after the course, indicating the STEM education positively impacted teachers' beliefs in their ability to implement STEM practices. The researchers conclude that developing pre-service teachers' self-efficacy through STEM education experiences is important for effective STEM instruction.
This document discusses how economics is learned and the importance of learning economics. It addresses three key questions: 1) How does studying economics improve understanding of society and human behavior? 2) What employable skills are acquired? 3) How is economics learned?
It explains that learning economics provides personal satisfaction by helping understand everyday economic activities. It also fosters social benefits like better citizenship and teaches logical/rational thinking. Studying economics is an intellectual adventure that exposes students to economic theories and the scientific process.
Economics is learned scientifically by establishing hypotheses, allowing for human unpredictability, and analyzing observable patterns/data. Students learn to understand relationships between economic aspects by gathering/measuring information and interpreting numerical data and statistics.
Effect of division by factors approach on the pupils’Alexander Decker
1) The document describes a study that examined the effect of the division by factors approach on pupils' achievement in dividing whole numbers.
2) The study involved 406 pupils randomly selected from primary schools in Nsukka, Nigeria who were given a test of dividing whole numbers.
3) The results showed that using the division by factors approach, which breaks down the divisor into convenient factors, was effective in enhancing pupils' achievement in dividing whole numbers compared to traditional long division methods.
This document provides background information on a study about the impact of model-based science teaching on student learning. It discusses the problem of low student performance in science based on national test results. The study aims to determine if using models in teaching and having students construct their own models improves their science learning and test performance. The document reviews literature supporting the benefits of model-based instruction and outlines the research methodology to be used in the study, which will employ tests, focus groups, and observations to evaluate the impact of this teaching approach.
The science of teaching science - an exploration of science teaching practice...EduSkills OECD
Jobs in science and maths are expected to grow at an unprecedented rate of 28% between 2014 and 2024, compared to 6.5% growth in all other professions. This rise will be accompanied by the progressive automation of routine and low-skilled jobs. This paper investigates the association between teaching practices and science performance and science-related attitudes amd also examines the influence of school and students’ context on the effectiveness of different teaching practices.
Ofsted's National Director, Education, Sean Harford’s presentation at the Character Education conference in Lichfield, May 2018. He asks, 'What is character? Can we teach it?'
Teacher educator perspectives on pedagogical modelling and explaining in desi...DTGeek
Abstract:This paper builds on a previous study on the demonstration as a signature pedagogy in design and technology, this paper explores teacher educators’ values on teacher modelling and explanation. In a previous study the participating teachers identified “competent management of the learning experience” as a significant factor in effective demonstrations, and in particular teacher competency, clarity and subject knowledge. The demonstration is a fundamental pedagogical tool for practical subjects where procedural knowledge is developed over time from observation and imitation to independence and adaption of technique. As such, it tends to align itself at the restrictive end of an expansive-restrictive continuum. This study builds on the developing exploration of the nature of the demonstration, exploring the subjective values of teacher educators. Q Methodology is used to compare and analyse the responses of the participating teacher educators. A Q-Set of statements, developed and refined with D&T teacher educators, relating to modelling and explaining, represents the concourse of opinions and perspectives. The sample is purposive, comprised of teacher educators. The findings represent a snapshot of subjective values, informing the wider discourse on signature pedagogies in design and technology education.
This document discusses trends in differentiating instruction for math and science. It describes flexibility grouping, learning stations, role play, orbital studies, use of manipulatives, and technology as trends. It provides examples of how each trend can be implemented and potential issues to consider, such as time required for planning and ensuring activities are at appropriate levels. It also discusses whether trends can be used for both math and science or just one subject.
The document discusses the mastery approach to teaching mathematics commonly followed in high-performing East and Southeast Asian countries. It outlines key principles of the mastery approach, including high expectations for all students, keeping most students progressing at the same pace, and using precise questioning and regular assessment to identify and support students needing intervention. The 2014 UK national curriculum reflects this mastery approach, aiming for most students to achieve mastery of mathematics. Teachers require in-depth subject and pedagogical knowledge to effectively implement this approach.
Designing and planning teaching and learning processCatherine Matias
This document discusses the process of designing and planning teaching-learning lessons. It explains that instructional planning involves determining learner needs, defining objectives, designing assessments and activities. Lesson plans have three parts - the beginning, middle (presentation) and end. When planning instruction, teachers should identify objectives, plan learning activities and assessments, sequence lessons meaningfully, create timelines, and plan closures. Backward design starts by focusing on outcomes, while traditional planning focuses on presenting content linearly. Both models can achieve standards when the goal is for students to master skills by year's end. Effective lesson planning is important for achieving positive student outcomes.
The document provides background information on school improvement plans and identifies factors that influence their implementation. It discusses:
1) The importance of school improvement plans for advancing education and achieving goals. Effective implementation requires collaboration between school administrators, teachers, parents, and others.
2) Factors that can negatively or positively impact the implementation of school improvement plans, such as lack of communication, insufficient resources, and unsupportive internal/external facilities.
3) The study aims to identify the major factors influencing implementation of the school improvement plan at Jaja Primary School in Ethiopia, where student performance is low despite education quality improvement programs. Understanding barriers can help strengthen implementation.
The document provides background information on school improvement plans and identifies factors that influence their implementation. It discusses:
1) The importance of school improvement plans for advancing education and achieving goals. Effective implementation requires collaboration between school administrators, teachers, parents, and others.
2) Factors that can negatively or positively impact the implementation of school improvement plans, such as lack of communication, insufficient resources, and unsupportive internal/external facilities.
3) The study aims to identify the major factors influencing implementation of the school improvement plan at Jaja Primary School in Ethiopia, where student performance is low despite education quality improvement programs. Understanding barriers can help strengthen implementation.
An introduction-to-school-self-evaluation-of-teaching-and-learning-in-post-pr...Martin Brown
School self-evaluation (SSE) is a collaborative process where a school evaluates aspects of its work, particularly teaching and learning. It involves gathering evidence from sources like student outcomes and surveys. This evidence is then analyzed against evaluation criteria to identify strengths and areas for development. The school writes a self-evaluation report and improvement plan focusing on developing areas. The plan is implemented and monitored to improve teaching and learning in the school. SSE should involve all teachers and be led by the principal to enhance practice and benefit students.
GAMIFICATION ELEMENTS AND THEIR IMPACTS ON TEACHING AND LEARNING – A REVIEWijma
ABSTRACT
This paper discusses the results of a literature review to identify the elements of gamification in learning that have been applied in previous studies and their impacts on student learning, with only taking into account the related studies within the last three years (2016 to 2018). This is done to determine the most effective and suitable elements of gamification to be applied in our study and at the same time to identify research gaps that need to be fulfilled in future researches. The results of this review show that gamification has positive impact on student learning particularly in their engagement and achievement. Furthermore points, leaderboard and digital badge are the most applied gamification elements in the studies. The findings will be used as a guide for us in designing a gamified collaborative learning activities in the 3-dimensional virtual world that will be carried out later.
This document discusses mathematics education in the Primary Years Programme (PYP). It covers the PYP philosophy of mathematics, how children learn mathematics through constructing meaning, and the written, taught, and assessed curriculums. The PYP views mathematics as a tool for problem solving and sees it as intrinsically fascinating. Children should see themselves as mathematicians and construct their own understanding starting from personal experiences. Mathematics is best taught through relevant, real-life contexts. Assessment includes diagnostic, formative, and summative strategies to provide feedback during and after the learning process. Standardized tests are just one part of assessment and not meant to be taught to directly.
Strategies in teaching the least mastered skillsCarlo Magno
The document discusses strategies for teaching students who have not mastered important skills, including using formative assessment and mastery learning approaches. It emphasizes assessing student understanding through multiple measures over time to guide instruction, providing descriptive feedback, and allowing students to demonstrate mastery at their own pace through targeted instruction and practice. The goal is to help all students achieve proficiency based on clear learning standards.
1) The implementation of Math Help Services for two years at Howard S. Billings Regional High School has contributed to significant increases in mathematics success rates. Success rates in required Grade 10 mathematics courses improved from 62% in 2011-2012 to 78% in 2013-2014.
2) Key strategies that supported the success of Math Help Services included the active involvement of administrators and teachers, regular communication between teachers and the service provider, and ongoing improvements to the software based on teacher and student feedback.
3) Observations found that teachers increased their use of Math Help Services in the second year, allowing for differentiated instruction and assessments. Communication between teachers, students, and parents also improved with the use of the service.
Preparing Pre-service Primary Teachers to Teach with Technology: A Case of En...Dr. İpek Saralar-Aras
how to cite: Saralar-Aras, İ., & Firat, K. (2021, September). Preparing Pre-service Primary Teachers to Teach with Technology: A Case of England. Paper presented at the European Conference on Educational Research (ECER) Emerging Researchers’ Conference 2021. Geneva, Switzerland & Online, ECER.
This is the slide show that will be presented at ECER 2021. It is based on a multiple case study with six PGCE students about their technology integration.
An evaluation of the principal’s instructional supervision on Alexander Decker
This document discusses a study that evaluated the effects of a principal's instructional supervision on academic performance at Sameta Primary School in Kisii, Kenya. The study found that the principal used various instructional supervision techniques including observation, questioning, and peer review. However, most teachers did not use thematic learning to determine syllabus coverage. The study recommended that the principal devise additional instructional supervision methods to improve academic standards. Overall, the document examines how a principal's oversight of teaching and learning impacts student performance.
School B has not met reading benchmarks for three years and has a widening achievement gap between student groups. Test score data shows improving performance over time but subgroups like black, Hispanic, disabled, and economically disadvantaged students continue to lag behind state averages. The document proposes several strategies to engage teachers in meaningful instruction responsive to student needs, including professional development, critical friendships, and using technology like smart boards, laptops, and virtual field trips. The goal is to set ambitious growth targets, close the achievement gap, and increase student performance through high-quality training and data-driven instruction.
200_Topcu and Koculu_ECER 2021 Geneva (online)Asli Koculu
This document summarizes a study examining the effects of a STEM education course on pre-service science teachers' self-efficacy for STEM practices. The study involved 20 female pre-service teachers who completed a self-efficacy scale before and after a STEM course. Results of paired t-tests found a statistically significant increase in self-efficacy scores after the course, indicating the STEM education positively impacted teachers' beliefs in their ability to implement STEM practices. The researchers conclude that developing pre-service teachers' self-efficacy through STEM education experiences is important for effective STEM instruction.
This document discusses how economics is learned and the importance of learning economics. It addresses three key questions: 1) How does studying economics improve understanding of society and human behavior? 2) What employable skills are acquired? 3) How is economics learned?
It explains that learning economics provides personal satisfaction by helping understand everyday economic activities. It also fosters social benefits like better citizenship and teaches logical/rational thinking. Studying economics is an intellectual adventure that exposes students to economic theories and the scientific process.
Economics is learned scientifically by establishing hypotheses, allowing for human unpredictability, and analyzing observable patterns/data. Students learn to understand relationships between economic aspects by gathering/measuring information and interpreting numerical data and statistics.
Presentation by Leonidas Kyriakides, Department of Education, University of Cyprus, Cyprus.
ABSTRACT
This paper refers to the dynamic approach to school improvement (DASI) which attempts to contribute to the merging of educational effectiveness research and school improvement. The main underlying assumptions and the implementation phases of DASI are presented. The recommended approach gives emphasis to school policies and actions taken to improve teaching and the school learning environment. Moreover, the importance of establishing school evaluation mechanisms and collecting data to identify improvement priorities is stressed. Furthermore, DASI emphasizes the use of the available knowledge base in relation to the main aims of the efforts made by schools to deal with the different challenges/problems being faced. Therefore, a research and advisory team is expected to support school stakeholders develop, implement, and evaluate their own school improvement strategies and action plans. Group-randomization studies investigating the impact of DASI on promoting student learning outcomes are also presented. These studies reveal the conditions in which DASI can promote student learning outcomes. Finally, suggestions for research, policy and practice are provided.
Presentazione di Leonidas Kyriakides ( Università di Cipro) in occasione del suo intervento al convegno internazionale "Migliorare la scuola" (Napoli, 14-15 Maggio 2015), organizzato dall'Indire.
This study examined factors affecting teaching performance among teachers at Ong Yiu Central Elementary School. The researchers identified person-related, school-related, learner-related, and community-related factors. Overall, teachers were found to be proficient based on indicators of teaching performance. However, the factors did not have a significant relationship with teaching performance. Recommendations included teachers pursuing professional development, students providing feedback, administrators supporting teachers, and future research exploring additional influences on teaching performance.
Inside Teacher Training: What Works to Make It Better?David Evans
I prepared this talk on how to improve the quality of in-service teacher training -- with a light treatment of pre-service training -- last week for a conference with the Ministry of Education in Brazil.
intended vs implemented vs achieved curriculumobemrosalia
The document discusses the intended, implemented, and achieved curriculum. It defines each type of curriculum: the intended curriculum refers to the objectives and goals set out at the beginning, the implemented curriculum consists of the learning activities and experiences provided to students, and the achieved curriculum reflects the learning outcomes based on evaluations of students' performance. The document also provides examples of how each type of curriculum could be assessed and compared.
STRATEGIES IN TEACHING KEEPING BOOK KEEPING AND ACCOUNTINGvazhichal12
This document contains an online assignment submitted by Anoop A.V. to his instructor Mrs. Mary Jain. The assignment discusses strategies for teaching bookkeeping and accounting. It begins with an introduction to accounting and then discusses various instructional strategies and methods that can be used, including direct instruction methods like lecture and didactic questioning, indirect instruction like concept formation, and experiential learning methods like simulations. The document provides details on each method and how they can be effectively implemented.
Kelompok 7. RESEARCH AND DEVELOPMENT AS A WAY TO CONDUCT INNOVATION CURRICULU...AndreYogaChannel
The document discusses the history and development of curriculum in Kazakhstan. It notes that the Soviet-era curriculum was criticized for being rigid and knowledge-based. After the collapse of the Soviet Union, Kazakhstan initiated education reforms, developing new policy documents to define education policy. Participation in international assessments like PISA revealed weaknesses in applying knowledge. The main reasons for developing a new curriculum were to address these weaknesses and prepare students for the 21st century. Kazakhstan began implementing comprehensive curriculum reform through pilot programs in innovative schools, with the goal of developing higher-order thinking skills in students.
The document discusses pedagogical content knowledge in economics education. It defines pedagogical content knowledge as understanding how to effectively teach economics concepts. The document also outlines learning objectives for students, which are to discuss and appreciate pedagogical content knowledge in economics and identify challenges for teachers. It explores strategies like active learning and discusses challenges teachers face with interdisciplinary economics instruction due to lack of training or familiarity with other subjects.
The document discusses the new Ofsted school inspection framework and focuses on curriculum. It notes that successful schools overcome pressures to teach to tests by having well-planned, motivating curricula that correlate with high inspection grades and achievement. Learning outside the classroom contributes significantly to improvements in achievement, standards, motivation and personal development. Outstanding schools have a culture that encourages innovation and experimentation through a rich, personalized curriculum including substantial learning outside the classroom.
The National Competency-Based Teacher Standards (NCBTS) is a framework that defines effective teaching. It has 7 domains covering social regard for learning, learning environment, diversity of learners, curriculum, planning and assessment, community linkages, and personal growth. The NCBTS provides a single framework to guide teacher development from pre-service through all stages of their career. It is used by various organizations to design teacher education programs and evaluate teacher performance.
The National Competency-Based Teacher Standards (NCBTS) is a framework that defines effective teaching. It has 7 domains covering social regard for learning, learning environment, diversity of learners, curriculum, planning and assessment, community linkages, and personal growth. The NCBTS provides a single framework to guide teacher development from pre-service through their professional careers by defining the dimensions of teaching.
The document describes a transactional model of direct instruction that includes four categories of instructional events: presentation, practice, assessment & evaluation, and monitoring & feedback. Each category includes specific teacher and student behaviors. For example, in the presentation category, the teacher would provide an overview by reviewing prerequisite skills while the student recalls what they have learned. The model aims to actively engage both teachers and students at each instructional event. In general, direct instruction models emphasize teacher-directed instruction, active presentation of information, clear organization, and constant assessment of student understanding.
The document discusses the intended, implemented, and achieved curriculum in the context of the Basic Education Curriculum (BEC) implemented in the Philippines. It outlines the goals of the BEC as the intended curriculum, how it was implemented through various reforms and teaching approaches, and some initial achievements observed, though no formal evaluation was cited. The key points made are that the BEC aimed to improve quality of education and decongest the curriculum, it was implemented through teacher training and interdisciplinary teaching, and early signs of success included increased student motivation and performance.
This document provides information about the North Carolina State Improvement Project's (NCSIP) math instruction foundation training course. The course aims to help teachers improve math instruction for students with disabilities through understanding research-based teaching strategies. It covers topics like number sense, assessment, and connections. Requirements include participating in workshops, readings, and assessments. Research-based math programs discussed include Transitional Mathematics, which has shown growth in student math proficiency at Statesville Middle School. Factors in sustained implementation of programs include assessment data, support systems, and leadership commitment.
This journal study examines the gaps between policies promoting innovative instructional strategies in Indian classrooms and the realities teachers face. The study uses qualitative interviews with 17 primary and elementary teachers. Key findings include: significant issues with resources, infrastructure, class sizes, and syllabus pressures preventing policy implementation. Teachers report lack of input in policymaking and inadequate teacher training as reasons for these gaps. The study concludes that addressing classroom realities and increasing teacher involvement in policy are needed to successfully promote instructional innovation.
This was case study presentation for the course EDU 509: WHOLE SCHOOL IMPROVEMENT APPROACH:
HOW CAN WE MAKE IT WORK? in this presentation we focused on the CBO Girl's Secondary School of Pakistan and how they used School Improvement planning.
Running Head: INTERVENTION 1
INTERVENTION
Name
Institutional affiliation
Date
INTERVENTION 2
Struggling students in mathematics need some intervention strategies to help them develop
positive attitude towards math and improve their performance. Tutors however need to connect
with their students. Establishing a good relationship with your students will enable them open up
on the areas they are facing problems. (Morin & Raver 2017). I have continued to work with my
mentor teacher in creating an intervention plan for the 15 students who had struggles in solving
math problems in clinical field experience B.
We have identified different levels of intervention strategies. They will help students in
understanding the context, apply them in solving multi-step math problems. The strategies will
also guide me in content delivery. In clinical field B we had looked at two intervention strategies;
monitoring the students progress and giving feedback them feedback in order to motivate them to
continue with the spirit of working hard. (Rubie-Davies & Rosenthal 2015). I have given the
students the assignments that they are supposed to tackle so that I can observe their progress. For
this lesson I have identified other three intervention strategies that will help students in tackling
multi-step mathematical problems.
The first intervention strategy for struggling students is providing students with rich ideas
during math lesson. This will help students to fully understand the context and get knowledge on
how to handle math procedures. The second strategy is providing step by step instructions to help
the struggling students know how to tackle problems in each step. Clear instructions are important
since they make math language easier. Last, practicing basic facts. I will guide them on how to
handle arithmetic daily during their free time to get used to math problems. (Morin & Raver 2017).
This will increase their confidence and speed hence overall performance improvement. I will use
these strategies even in my future professional practice to motivate my students to getting higher
grades.
INTERVENTION 3
However, I need materials and procedures for better implementation of the intervention
strategies. I will need various mathematical textbooks in order to learn different ideas on helping
struggling students. In the second strategy of providing clear instructions to students, I will need
visual aids like projectors. This will help me in ...
AT INTERNATIONAL ESD CONFERENCE Research Paper of Dr Geetika Saluja from ahme...Dr. Geetika Saluja
1. The document discusses the need to reorient school curriculum to integrate Education for Sustainable Development (ESD) and active citizenship. It conducted a study among 228 educators and students in Ahmedabad, India to understand their knowledge, views on need and preparedness regarding ESD.
2. The study found lack of basic knowledge about ESD concepts but agreement on need to redesign curriculum with integrated approach focusing on changing behaviors. Responses also showed mixed preparedness among current and future educators to implement an integrated curriculum approach.
3. The conclusion is that simply increasing literacy is not enough for sustainability - curriculum needs to focus on skills and perspectives to encourage participation in decision making. Designing an integrated participatory curriculum aligned with
Gender and Mental Health - Counselling and Family Therapy Applications and In...PsychoTech Services
A proprietary approach developed by bringing together the best of learning theories from Psychology, design principles from the world of visualization, and pedagogical methods from over a decade of training experience, that enables you to: Learn better, faster!
Leveraging Generative AI to Drive Nonprofit InnovationTechSoup
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
A Visual Guide to 1 Samuel | A Tale of Two HeartsSteve Thomason
These slides walk through the story of 1 Samuel. Samuel is the last judge of Israel. The people reject God and want a king. Saul is anointed as the first king, but he is not a good king. David, the shepherd boy is anointed and Saul is envious of him. David shows honor while Saul continues to self destruct.
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) CurriculumMJDuyan
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 𝟏)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐄𝐏𝐏 𝐂𝐮𝐫𝐫𝐢𝐜𝐮𝐥𝐮𝐦 𝐢𝐧 𝐭𝐡𝐞 𝐏𝐡𝐢𝐥𝐢𝐩𝐩𝐢𝐧𝐞𝐬:
- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐍𝐚𝐭𝐮𝐫𝐞 𝐚𝐧𝐝 𝐒𝐜𝐨𝐩𝐞 𝐨𝐟 𝐚𝐧 𝐄𝐧𝐭𝐫𝐞𝐩𝐫𝐞𝐧𝐞𝐮𝐫:
-Define entrepreneurship, distinguishing it from general business activities by emphasizing its focus on innovation, risk-taking, and value creation. Students will describe the characteristics and traits of successful entrepreneurs, including their roles and responsibilities, and discuss the broader economic and social impacts of entrepreneurial activities on both local and global scales.
Temple of Asclepius in Thrace. Excavation resultsKrassimira Luka
The temple and the sanctuary around were dedicated to Asklepios Zmidrenus. This name has been known since 1875 when an inscription dedicated to him was discovered in Rome. The inscription is dated in 227 AD and was left by soldiers originating from the city of Philippopolis (modern Plovdiv).
1. Effects of Problem Based Economics on High School Economics Instruction Neal D. FinkelsteinRegional Educational Laboratory, West (REL West), WestEd Jason RavitzBuck Institute for Education AERA Annual Meeting – New Orleans, LAApril 14, 2011 1
3. The case for economic literacy is obvious. High school graduates will be making economic choices all their lives, as breadwinners and consumers, and as citizens and voters. A wide range of people will be bombarded with economic information and misinformation for their entire lives. They will need some capacity for critical judgment. They will need it whether or not they go to college. James Tobin, Yale Economist and Nobel Laureate Wall Street Journal, July 9, 1986 3
4. Purpose Assess student-level impacts of a problem-based instructional approach to high school economics. Tests the effectiveness of Buck Institute for Education curriculum on student learning of economics content and problem solving skills. Within-school randomized controlled trial in urban and rural high schools in California and Arizona during the 2007/08 school year. 4
5. Why Study Economics Instruction? For decades, economists, educators, and business and government leaders have advocated for economic literacy as a component in school curricula. In general, high school economics does not help students understand our economic system. Most teachers are not adequately prepared to teach economics. 48 states include content standards in economics. 40 require implementation of standards, 23 require testing, and 17 require an economics course for graduation. 5
6. What is Problem-Based Economics Instruction? Each of five curriculum modules is built around a case study well-suited to student-driven problem solving. Teachers use economic problems to help students learn to contextualize, understand, and solve problems. Teaching guide lays out all aspects of instruction including problem statement, placement in curriculum, concepts taught, objectives, resources materials and do’s and don’ts. Teachers in the intervention group receive professional development introducing the curriculum. Led by expert teachers with experience using the PBE units 6
7. Students are often challenged in high school Economics courses because: O Economics concepts can be abstract O They don’t see relevance to real life O They are bored O All of the Above 7
11. With more than one possible solutionStudents work in teams to gather, apply and demonstrate knowledge and skills as they develop and present solutions. 9
15. HOW EACH PBE UNIT IS STRUCTURED: Project Launch (do NOT pre-teach!) Framing the Inquiry (Know/Need to Know List & Driving Question) 3. Problem-Solving & Learning Activities 4. Presentation, Assessment, and Debrief 11
22. WHAT TEACHERS SAY ABOUT PBE: “Making economics more engaging and relevant for students is possible!” “I have really enjoyed teaching with this curriculum; having a central problem to refer back to throughout the unit helps with teaching the concept.” “I just finished using PBE for the second time. The material that my kids are putting together is amazing. These are inner-city kids and the results are beyond belief. They love your material. I have been teaching for over 30 years and the lessons are undoubtedly the best I have ever used.” 14
23. Conceptual Framework Student achievement outcomes are of primary importance and are hypothesized to be mediated by changes in teacher knowledge and pedagogical practice. 15
24.
25. Research Questions Does PBE change students’ content knowledge in economics? Does PBE change students’ problem-solving skills in economics Does PBE change teachers’ content knowledge of economics? Does use of PBE change economics teachers’ instructional practices Does the use of PBE change teachers’ satisfaction with teaching materials and methods used to teach economics? 17
26. Key Outcomes to be Studied and Their Measures The primary outcome measure is content knowledge gains for students in economics measured by the Council for Economic Education’s Test of Economic Literacy. Student problem-solving skills are measured with open-response performance assessment of applied economic concepts developed by UCLA CRESST. Teachers’ content knowledge was also measured using the Test of Economic Literacy. Pedagogical practices and teacher satisfaction were measured using a series of survey measures. 18
47. 12 teachers (including those who dropped out of the study) did not return any student-level dataAllocated to control group:n = 64 Attrition: n = 23 21
54. For student outcomes, the analyses involve fitting conditional multilevel regression models (HLM) to account for the nesting of students within teachers. 23
55.
56. For teacher outcomes, single-level regression models that include treatment status along with certain covariates (such as pre-test measures of outcome variables and teacher background information) are used to estimate program impacts.24
57. Student-Level Findings Statistically significant finding: students whose teachers had received professional development and support in PBE outscored their control group peers on the TEL by an average of 2.6 test items. 25
58. Student-Level Findings The outcomes on student measures of problem-solving skills and application to real world economic dilemmas also showed significant differences in favor of the intervention group. 26
61. Statistically significant differences in favor of the intervention group teachers on a measure of satisfaction with the teaching materials and methods.27 [1] Source: www.knowhow2go.org
62. Effects of Problem Based Economics on High School Economics Instruction http://ies.ed.gov/ncee/edlabs/regions/west/pdf/REL_20104012.pdf 28