Towards More Cooperative Classrooms
|
|
- Veronica Sims
- 8 years ago
- Views:
Transcription
1 Towards More Cooperative Classrooms Aylin Köyalan İzmir University, Department of English Language Teaching, İzmir, Turkey Abstract Action research is an effective way of exploring the problems, challenges and obstacles that prevent teachers from providing a classroom atmosphere conducive to solving these problems. This way of looking into what is happening in the classroom can enable a teacher to build a more sincere relationship with students who, as a result, feel valued and appreciate the teacher more. The focus of this study is a very common classroom management issue: the creation of positive classroom dynamics through the use of team building activities. The results of the qualitative and quantitative data show that the students enjoy such activities, and consider them very helpful in providing a more positive relationship with peers. The students report that such tasks are not only very informative, but also entertaining. Keywords: Action research, classroom management, group work, team building activities, cooperative learning. 1. Introduction Action research is defined as the study of a social situation with a view to improving the quality of action within it (Elliott, 1991, 69). Improving the quality of teaching and learning is an essential goal of conducting action research. In this study, the overall aim is to improve the quality of the teaching-learning experience. For most teachers, ideal classrooms are those in which students are homogeneous (Richards & Renandya, 2002). However, instead of such classes, we often see less student centeredness and less cooperation. Research shows the value of learners working in groups as it improves the task quality in the classroom. It is a common belief that cooperative learning can lead to a more dynamic classroom interaction that promotes more learning (Richards & Renandya, 2002, 49). Through cooperative learning, students develop self-esteem and motivation, and their level of anxiety is lowered. In order to provide cognitive and affective learning, we need to enhance interaction among students and research made it clear that this can be achieved through group work and peer interaction (Christie, Tolmie, Thurston, Howe & Topping, 2009, 141). When working in pairs or groups, learners help each other and thus learn more effectively. In order to achieve goals, they have to work together as a successful team (Brown, 2002). Furthermore, Jones and Jones (1990, 230) believe that students will be less egocentric and more social and successful mastery, retention, and transfer of concepts, rules, and principles is higher in cooperatively structured learning than in competitive or 29
2 individualistic learning. Johnson (1979) believes that in cooperative learning, students have more respect for teachers, perceiving them as more supportive and understanding. In the present study, the aim is to increase the level of positive group dynamics and provide an environment that better facilitates learning, both for the instructor and the learners. 2. Literature Review The literature contains much research on the advantages of encouraging students to work cooperatively and the value of group work. The research conducted by Krečič and Grmek (2008) is a good example of the importance of collaborative learning and team culture in schools. With the help of the reforms in elementary school, teachers were able to develop professionally through projects and training. As a result, teachers seemed to value group work more and became aware of the importance of collaborative learning and team work. In another study, Christie et al. (2009) focus on the benefits of group work, which was essentially an organized device (and) allowed appropriate differentiation of ability levels in classroom activities (143). While not denying the existence of group work, they argue that it is (often) not planned effectively and that by improving the quality of group work, it is possible to provide better learning environments and create students who are effective contributors and responsible citizens (155). Dinc Artut s (2009) study proved the benefits of cooperative learning at kindergarten level. One of the aims of her study was to investigate the effects of cooperative learning on the mathematics ability of kindergarten children. The results showed that cooperative learning has positive effects on the improvement of mathematics abilities. In a similar study, Candas Karababa (2009) looked at the correlation between cooperative learning and the achievement of 80 (40 in experimental, 40 in control group) Turkish elementary school prospective teachers learning of the Turkish language and the social interaction among the students. In terms of academic achievement, no correlation was found, however, positive and supportive relationships improved among the participants in the experimental group. Bölükbaş, Keskin and Polat (2011) also studied the effects of cooperative learning on the reading skills of students of Turkish as a second language at İstanbul University Language Center. 40 students (20 in each group) took part in this experimental study and the cooperative learning techniques were compared with the traditional ones. The results showed that the former improved the learners reading skills. Some researchers highlight the difference between group work and cooperative learning. Gillies (2006, 271) mentions that teachers who implement cooperative learning in their classrooms engage in more mediated-learning interactions and make fewer disciplinary comments than teachers who implement group work only. Furthermore, the students model many of these interactions in their groups. Cooperative learning has benefits for culturallydiverse groups as well. Baker and Clark (2010) examined experiences with cooperative learning in multilingual groups in New Zealand. The findings showed that cooperative learning was beneficial, and that lecturers and students were positive about its social benefits. Without cooperation... it is extremely difficult to satisfy the cognitive requirements (Bennett & Dunne, 1992 in Russell, 2010, 208) and quality conversation is essential if the group is to work effectively (Kutnick, 1994 in Russell, 2010, 208). In Russell s study, 94% of Biology students expressed the belief that working with the right students in class was very important. As one student stated, people work best when they are comfortable with the 30
3 others in the group (Russell, 2010, 215). Students should therefore be encouraged to talk about their worries, problems, ideas and solutions concerning working in groups, and teachers should provide a supportive atmosphere and a sense of belonging in the classroom (McKinney, McKinney, Franiuk & Schweitzer, 2006 in Shimazoe & Aldrich, 2010, 56). In another piece of research conducted by Yamarik (2007, 259) on the effect of smallgroup learning on student learning outcomes in economic instruction, the researcher found that students taught by cooperative learning achieved greater academic performance in the form of higher exam scores. Ghaith (2003, 456, 460) s study investigated the effects of the Learning Together Cooperative Learning model in promoting learners achievement, enhancing their academic self-esteem, and decreasing their feelings of school alienation. Although no statistically significant differences were found between the groups, it was concluded that, when compared to traditional textbook instruction, the Learning Together Cooperative Learning Model was more effective in improving the English as a Foreign Language reading achievement of high school students. 3. Context The study was conducted at a university in Turkey with twenty-two freshman students from the Department of English Language Teaching (ELT). It came out as a result of a series of circumstances. In the fourth week of the first semester, the researcher took over the Introduction to Educational Sciences course from a colleague. The classroom contained students from two departments, ELT and American Culture and Literature (ACL). The researcher immediately noticed that the students from two different departments were not integrating and were reluctant to cooperate in group work. The negative atmosphere caused by a disagreement at the beginning of the course could still be sensed when the researcher met them, causing a prolonged negative effect on group dynamics. The instructor tried different techniques, ranging from lecturing, power point presentations, cooperative learning and discussions, to various individual and group work tasks. It was decided that cooperative learning tasks were one of the priorities because they allow students to teach each other, which was an important potential benefit for these trainee teachers. The use of cooperative learning tasks such as working in groups and trying to solve discipline problems that teachers are faced with, and jigsaw reading passages, can help students experience the techniques they will be expected to apply in their own teaching. In addition, as many researchers mention, cooperative learning helps develop a sense of positive interdependence and responsibility (Kelly & Fetherston, 2008, 104), both of which are essential for prospective English language teachers. As the classroom teacher and the researcher believed that it was necessary for students to feel responsible for the learning of their peers, and later, for that of their own students. Similar to the aims of Doveston and Keenaghan (2006, 5) s action research, to show teachers and students how to create an effective and satisfying interpersonal relationship in the classroom, this study s aim was to create a shift in practice through action research, the action being the aim to improve both relationships among students and the atmosphere in the classroom. As there were only ten weeks to the end of the semester, time was a crucial factor in developing the interpersonal relationships. 31
4 In order to solve the problem, a seminar was designed with the help of a colleague with expertise in Human Resources Management. The involvement of an outsider is suggested by some experts in action research (Bassey, 1986; Doveston & Keenaghan, 2006). However, in contrast to Doveston and Keenaghan (2006), in the present study, an expert was invited to help implement team building activities rather than perform the research itself. A specially-designed three hour workshop was organised, in which the students were actively involved in various team building activities. 3.1 Brief summary of the activities Warm Up The students were asked to imagine they were teachers, and explain the areas in which they thought they needed to improve. Answers were elicited and written on the board and the points were then, discussed one by one. Activity 1 The students were asked how they felt during pair and group work activities they had experienced up until then. They posted on the board their negative and positive feelings on blue and yellow post-its respectively. All the students participated in this activity and they discussed each point separately. Later, the students were provided with some theoretical information on team work. In the next step, the students learned the meaning of being proficient. Activity 2 In this team activity, all the groups were active and in order for each group to be successful, all members had to complete different tasks. Each group of four to six was given a long string with as many knots as the number of students in the group, e.g. six knots for a group of six. The aim was to untie all knots as quickly as possible. The second student was not allowed to start until the first had finished. Another rule was that the string had to be held with the left hand, and the untying done with the right hand only. In the next stage of the seminar, more theory was given about the barriers which decrease the quality of team work in business life. The presenter talked about three types of theory: organizational (such as a sense of belonging, mission and vision of the company, motivation, and hierarchy); administrative (such as administrative skills, leadership, and feedback); and personal (such as self-confidence, interpersonal communication skills, professional background, prejudices, beliefs, habits, responsibilities, and team work skills). Activity 3 In this part of the seminar, different groups were given different types of activities according to their interests. While some groups decided to draw a world map, another played with lego bricks and another with play doh. In each group, a leader was chosen, and given directions on how to lead their team to success in the given tasks. 3.2 Research Questions The present study tried to answer the following research questions: (1) How can we improve the relationships among students and have a better atmosphere in the classroom? (2) Are cooperative learning and team building activities effective in establishing a better classroom atmosphere? 4. Methodology 32
5 At the end of the three-hour seminar, the students were given a questionnaire with ten questions; the first six questions were 5-point scale likert type, 1- Completely disagree, 5- Completely agree, questions 7-9 were open-ended and the last one was a Yes-No question. Moreover, after completing the questionnaires, the twenty-two participating students were also asked to write a paragraph explaining their feelings about the seminar. 5. Results 5.1 Results of the quantitative data Question 1 Table 1. Frequencies 33 I found the seminar interesting % 18% 64% As can be seen from the table, approximately 82 %, i.e., 18 students out of 22 found the seminar interesting. Question 2 Table 2. Frequencies I found the materials and visuals used in the seminar effective 9% - 9% 28% 54% Table 2 shows that 82 % of the students thought that the materials and visuals used in the seminar were effective. Question 3 Table 3. Frequencies The seminar conveyed important messages to me 5% - 23% 18% 54% We can understand from the above table that 72 % of the students thought that the messages the seminar intended to convey were important. Question 4 Table 4. Frequencies
6 The seminar was boring 72% 14% 5% 9% - It can be seen that very few students, only 14 %, found the seminar boring. Question 5 Table 5. Frequencies I appreciated the trainer s performance 5% - 5% 18% 72% It is clear from Table 5 that 90 % of students, almost all, appreciated the performance of the trainer. Question 6 Table 6. Frequencies The seminar was just theory, with no application 71% 14% 5% 5% 5% As can be seen from the table, 85 % of the students disagreed with the statement that the seminar was only theory, showing that it provided them with practice as well. Question 7 This question was an open-ended one: I was active in the seminar because out of 22 students reported that they were active. Some reasons were as follows: I like group work. I had previous knowledge and it s a topic I m interested in. They were interesting. I believe they were useful Instructions were clear (two students), We knew what we were expected to do. They were easy. Interesting, these exercises relax our minds, I m happy. They were fun, I did them with pleasure. Question 8 This question was an open-ended one as well: I was not active in the seminar because... 3 students stated they were not active for the following reasons: It s difficult to put things to practice. I m not good at drawing. Some exercises were difficult. 34
7 Question 9 The question was designed to discover the topics the students needed more practice on. The topics were as follows: How to teach in an effective way Effective listening How to speak in front of others Stress management Gain skills in teaching Time management Student psychology Team work Group work (3 students) Motivation Question 10 The last question was a Yes-No Question Table 7. Number of students Yes No I want to have more seminars like this 21 1 All students except one requested similar seminars. 5.2 Results of the qualitative data Twenty paragraphs (two students did not submit feedback paragraphs) were collected, all of which contained positive comments. Two colleagues were asked to analyse the papers. They were instructors working at the School of Foreign Languages, giving the Academic Writing course. They volunteered to take part in the evaluation and they agreed on the following three main topics: Table 8. Common topics taken from feedback forms The seminar was The seminar was Both informative & informative entertaining entertaining Some comments were: I understood the benefits of group work. This was real team work. I understood that working in groups makes us more creative. We are convinced about the benefits of group work. I think today the interpersonal relations got better; we can communicate with each other. I had some doubts about being a teacher but after this lesson, I feel that I ve made the right decision. I am going to use these activities when I become a teacher. Today we did things in harmony; we should always do such things. 6. Conclusion 35
8 A plethora of research studies has found cooperative learning to be effective in promoting positive academic atmosphere with students of all ages. It has been suggested that key elements of cooperative learning are individual accountability and positive interdependence (Hornby, 2009, 161). Although the term cooperative learning has been used to cover a wide range of different strategies and approaches, the following main characteristics are included in all: positive relationships, individual and group accountability, and motivation through group collaboration. Johnson and Johnson (1991), Kagan (1990) and Slavin (1999) all consider cooperative learning in terms which go beyond mere contact and sharing in small groups. They insist that the term cooperative learning can only be applied to activities where there is individual accountability and positive interdependence linked to group rewards or goals. Such positive interdependence enables the establishment of a positive atmosphere. This study demonstrates that when teachers apply cooperative learning in the classroom, they provide an atmosphere which is more supportive of learning. Moreover, greater cooperation allows easier classroom management. Another conclusion from this research is the awareness given to students that similar activities used in their own teaching in the future will foster a more positive atmosphere. Gillies (2006) also mentions that such implementations can help the participating students model the interactions experienced during cooperative learning activities for others. If contact is maintained with these students as they begin their careers, it might be possible to assess the extent to which they apply what they have learned at university, and how successful they are in modelling their experiences in their classrooms. Acknowledgements I would like to express my deepest gratitude to Zeynep Çiftçioğlu, who, with her high level of expertise, helped me with the project, and also my dear freshman students who I believe will be great teachers in the future. References Artut Dinç, P. (2009). Experimental evaluation of the effects of cooperative learning on kindergarten children s mathematics ability. International Journal of Educational Research, 48, Baker, T. & Clark, J. (2010). Cooperative learning - a double-edged sword: a cooperative learning model for use with diverse student groups. Intercultural Education, 21 (3), Bennett, N. & Dunne, E. (1992). Managing classroom groups. Hemel Hempstead: Simon and Schuster Education. Bölükbaş, F., Keskin, F. & Polat, M. (2011). The effectiveness of cooperative learning on the reading comprehension skills in Turkish as a foreign language. TOJET: The Turkish Online Journal of Educational Technology, 10, 4, Brown, H. D. (2002). Teaching by principles an interactive approach to language pedagogy. (2nd Ed.) San Francisco: Longman. 36
9 Candas Karababa, Z. C. (2009). Effects of cooperative learning on prospective teachers achievement and social interactions. Hacettepe University Journal of Education, 36, Christie, D., Tolmie, A., Thurston, A., Howe, C. and Topping, K. (2009). Supporting group work in Scottish primary classrooms: improving the quality of collaborative dialogue. Cambridge Journal of Education, 39 (1), Doveston, M. & Keenaghan, M. (2006). Improving classroom dynamics to support students learning and social inclusion: a collaborative approach. Support for Learning, 21 (1), Elliott, T. J. (1991). Action research for educational change. Milton Keynes: Open University Press. Ghaith, G. (2003). Effects of the learning together model of cooperative learning on English as a foreign language reading achievement, academic self-esteem, and feelings of school alienation. Bilingual Research Journal, 27 (3), Gillies, R. M. (2006). Teachers and students verbal behaviours during cooperative and small-group learning. British Journal of Educational Psychology, 76, Hornby, G. (2009). The effectiveness of cooperative learning with trainee teachers. Journal of Education for Teaching, 35 (2), Johnson, D. (1979). Educational psychology. Englewood Cliffs, N. J.: Prentice-Hall. Johnson, D.W., & Johnson, R. T. (1991). Learning together and alone. (3rd Ed.) Englewood Cliffs, NJ: Prentice Hall. Jones, V. F. & Jones, L. S. (1990). Comprehensive classroom management motivating and managing students. (3 rd Ed.) Allyn and Bacon. Kagan, S. (1990). The structural approach to cooperative learning. Educational Leadership, 47 (4), Kelly, R. & Fetherston, B. (2008). Productive contradictions: dissonance, resistance and change in an experiment with cooperative learning. Journal of Peace Education, 5 (1), Krečič, M. S. & Grmek, M. I. (2008). Cooperative learning and team culture in schools: Conditions for teachers professional development. Teacher and Teacher Education, 24, Kutnick, P. (1994). Use and effectiveness of groups in classrooms: towards a pedagogy. In Kutnick, P. & Rogers, C. (Eds.) Groups in schools. New York: Cassell Education. 37
10 McKinney, J. P., McKinney, K. G., Franiuk, R., & Schweitzer, J. (2006). The college classroom as a community. College Teaching, 54 (3), Richards, J. C. & Renandya, W. A. (Eds.) (2002). Methodology in language teaching an anthology of current practice. Cambridge: Cambridge University Press. Russell, M. (2010). The formation of effective work groups within an FE classroom. Research in Post-Compulsory Education, 15 (2), Shimazoe, J. & Aldrich, H. (2010). Group work can be gratifying: understanding & overcoming resistance to cooperative learning. College Teaching, 58, Slavin, R. E. (1999). Comprehensive approaches to cooperative learning. Theory into Practice, 38 (2), Yamarik, S. (2007). Does cooperative learning improve student learning outcomes? The Journal of Economic Education, 38 (3),
Motivational Orientations of Turkish EFL Students: The Case at a State University 1
Motivational Orientations of Turkish EFL Students: The Case at a State University 1 Gökhan Öztürk Afyon Kocatepe University, School of Foreign Languages gokhanoztrk@gmail.com Nurdan Gürbüz Middle East
More informationTHE UNIVERSITY OF BIRMINGHAM. English Language & Applied Linguistics SECOND TERM ESSAY
THE UNIVERSITY OF BIRMINGHAM English Language & Applied Linguistics SECOND TERM ESSAY Student Number: 1277536 MA - TEFL/TESL 2012/2013 Title of option(s) for which work is being submitted: Business English
More informationSocial Network: Academic and Social Impact on College Students
ASEE 2014 Zone I Conference, April 3-5, 2014, University Bridgeport, Bridgpeort, CT, USA. Social Network: Academic and Social Impact on College Students Mohamed Tayseer, Fouad Zoghieb, Ismail Alcheikh
More informationOnsite Peer Tutoring in Mathematics Content Courses for Pre-Service Teachers
IUMPST: The Journal. Vol 2 (Pedagogy), February 2011. [www.k-12prep.math.ttu.edu] Onsite Peer Tutoring in Mathematics Content Courses for Pre-Service Teachers Elaine Young Associate Professor of Mathematics
More informationIMPROVING THE LEARNING EFFECTIVENESS OF MANAGEMENT INFORMATION SYSTEMS COURSE WITH COOPERATIVE LEARNING: LESSONS OF EMPIRICAL STUDY
IMPROVING THE LEARNING EFFECTIVENESS OF MANAGEMENT INFORMATION SYSTEMS COURSE WITH COOPERATIVE LEARNING: LESSONS OF EMPIRICAL STUDY Ta-Tao Chuang, Gonzaga University, chuang@gonzaga.edu Kazuo Nakatani,
More informationUtilizing Proficiency Test as an English Language Learning Instrument
Utilizing Proficiency Test as an English Language Learning Instrument Han-Kwang Chen, Instructor, JinWen University of Science and Technology, Taiwan Chien-Yu Chiu, Assistant Professor, JinWen University
More informationObjectives. What Is Cooperative Learning?
Objectives Introduction to Cooperative Learning Adapted by E. Fox in Jan. 2001 from Methods for Developing Coopoerative Learning on the Web by Roger T. Johnson and David W. Johnson The objectives of this
More informationBridging the Gap for First Year Students with the Use of Peer Tutoring*
Bridging the Gap for First Year Students with the Use of Peer Tutoring* Georgina Carmody University of Technology, Sydney Georgina.Carmody-2@uts.edu.au Leigh Wood University of Technology, Sydney Leigh.Wood@uts.edu.au
More informationCooperative Learning and Its Effects in a High School Geometry Classroom
Angela L. E. Walmsley and Joe Muniz Connecting Research to Teaching Cooperative Learning and Its Effects in a High School Geometry Classroom Many students are not accustomed to taking an active role in
More informationCALCULUS COURSES AT THE COMPUTER SCIENCE FACULTY, THE UNIVERSITY OF INDONESIA
CALCULUS COURSES AT THE COMPUTER SCIENCE FACULTY, THE UNIVERSITY OF INDONESIA Kasiyah MACHMUDIN Department of Mathematics, University of Indonesia Computer Science Faculty, University of Indonesia kasiyah@makara.cso.ui.ac.id
More informationHow To Create An Online Learning Community
19th Annual Society for Information Technology & Teacher Education International Conference Las Vegas, Nevada, USA March 5, 2008 Creating Online Learning Communities: A Cross Disciplinary Examination of
More informationImplementing E-Learning Designed Courses in General Education
Implementing E-Learning Designed Courses in General Education Prasart Nuangchalerm 1, Krissada Sakkumduang 2, Suleepornn Uhwha 3 and Pacharawit Chansirisira 4 1 Department of Curriculum and Instruction,
More informationSteps to Becoming an Inclusive Learning-Friendly Environment
Steps to Becoming an Inclusive Learning-Friendly Environment Description of tool: This tool suggests steps that school staff (or a dedicated team) might take to create a more inclusive, learning-friendly
More informationFive Attitudes of Effective Teachers: Implications for Teacher Training. Bonni Gourneau University of North Dakota. Abstract
Five Attitudes of Effective Teachers: Implications for Teacher Training Bonni Gourneau University of North Dakota Abstract When preservice teachers or teacher candidates are asked, "Why do you want to
More informationImplementing E-Learning Designed Courses in General Education
Implementing E-Learning Designed Courses in General Education Prasart Nuangchalerm 1, Krissada Sukkhamduang 2, Suleeporn Uhwa 2, Pacharawit Chansirisira 3 1 Department of Curriculum and Instruction, Faculty
More informationIntroduction. Two vastly different online experiences were presented in an earlier column. An
Quality Online Developmental Math Courses: The Instructor's Role by Sharon Testone Introduction Two vastly different online experiences were presented in an earlier column. An excellent course on Human
More informationWhat do third-year Speech Pathology students think of student-centred learning?
What do third-year Speech Pathology students think of student-centred learning? Joanne Arciuli Faculty of Health Sciences, University of Sydney This study assessed the effectiveness and appeal of student-centred
More informationIntegrating Reading and Writing for Effective Language Teaching
Integrating Reading and Writing for Effective Language Teaching Ruwaida Abu Rass (Israel) Writing is a difficult skill for native speakers and nonnative speakers alike, because writers must balance multiple
More informationPrinciples of Adult Learning
Principles of Adult Learning The elements within are largely covered in the resource Staff training best practices, but this is a different format for some of that information, which people may find helpful.
More informationHigh School Psychology and its Impact on University Psychology Performance: Some Early Data
High School Psychology and its Impact on University Psychology Performance: Some Early Data John Reece Discipline of Psychology School of Health Sciences Impetus for This Research Oh, can you study psychology
More informationStrategies for Success for English as a Second Language (ESL) Students in the Post-Secondary Setting
Perspectives in Learning: A Journal of the College of Education & Health Professions Volume 13, Issue 1, Spring 2012 Columbus State University Strategies for Success for English as a Second Language (ESL)
More informationUniversity of Toronto TEFL Online
University of Toronto TEFL Online 403 (v41) Reflection Journal Submission - Unit 4 Name: RAHEEL KHAN Score: 100% Passmark: 100% Attempted: Tuesday, February 11, 2014 Attempt Number: 3 Time Taken: 00:09:51
More informationProgramme Specification and Curriculum Map for MA TESOL
Programme Specification and Curriculum Map for MA TESOL 1. Programme title MA TESOL 2. Awarding institution Middlesex University 3. Teaching institution Middlesex University 4. Programme accredited by
More informationComputer Assisted Language Learning
Computer Assisted Language Learning!" # $ % &'$#($ Abstract $$ $ $ "$"" " "$ $ $ # "$ ( '$$ $ $ " " '' $ $" $ # $"$'" "" '"$' "$$ ) "*$"" +$# "$",-+../$ $$ # "-+..'$' "# "#$ " $$0#$$"$ $""-+.. $ Key words:
More informationImpact of ICT on Teacher Engagement in Select Higher Educational Institutions in India
Impact of ICT on Teacher Engagement in Select Higher Educational Institutions in India Bushra S P Singh 1, Dr. Sanjay Kaushik 2 1 Research Scholar, University Business School, Arts Block 3, Panjab University,
More informationWhat people who attend Linton Sellen s Leadership Training have to say:
What people who attend Linton Sellen s Leadership Training have to say: Excellent course, couldn t have been better. Training content and knowledge and delivery are exceptional. I've been to many management
More informationThe Benefits of Collaborative Learning in the Elementary Classroom
St. Catherine University SOPHIA Masters of Arts in Education Action Research Papers Education 5-2014 The Benefits of Collaborative Learning in the Elementary Classroom Crystal Daugherty Follow this and
More informationFostering the musical skills of children and their teachers through a. newly designed music program
Fostering the musical skills of children and their teachers through a newly designed music program Suvi Saarikallio, University of Jyväskylä Rourke O Brien, Children s Music Foundation This paper was presented
More informationTHE UNIVERSITY OF EDINBURGH. PROGRAMME SPECIFICATION M.A. Honours in Psychology and Business Studies1
THE UNIVERSITY OF EDINBURGH PROGRAMME SPECIFICATION M.A. Honours in Psychology and Business Studies1 1) Awarding Institution: University of Edinburgh 2) Teaching Institution: University of Edinburgh 3)
More informationTeachers' Perspectives about the Effect of Tawjihi English Exam on English Instruction at the Second Secondary Stage in Jordan
Teachers' Perspectives about the Effect of Tawjihi English Exam on English Instruction at the Second Secondary Stage in Jordan Dr. Mohammad Abd Alhafeez Ali Ta'amneh Assistant Professor of Teaching English
More informationThe Perception of Teaching as a Profession by Turkish Trainee Teachers: Attitudes towards Being a Teacher
The Perception of Teaching as a Profession by Turkish Trainee Teachers: Attitudes towards Being a Teacher Dr. Nesrin Oruç Assistant Professor School of Foreign Languages, İzmir University of Economics
More informationReflective Essay on Teaching Lucinda S. Baker
Reflective Essay on Teaching Lucinda S. Baker The purpose of this essay is to summarize the contents of my teaching portfolio, and also to reflect on what I've learned and how my approach to teaching has
More informationAlignment of State Standards and Teacher Preparation Program Standards
Alignment of State Standards and Teacher Preparation Program Standards Hilda Medrano Jaime Curts The University of Texas Pan American (UTPA), at the most southern tip of South Texas is located about 20
More informationGeneral Guidelines of Grade 1-9 Curriculum of Elementary and Junior High School Education.
General Guidelines of Grade 1-9 Curriculum of Elementary and Junior High School. 1 Grade 1-9 Curriculum Guidelines 1 Preface In keeping with the 21st century and the global trends of educational reform,
More informationFaculty Experiences with K-State Engineering LEA/RN
Faculty Experiences with K-State Engineering LEA/RN Steve Starrett 1, Justin Benna 4, Jim DeVault 2, Richard Gallagher 3, Barbara Licklider 4, Russ Meier 2, and Jan Wiersema 4 1 Department of Civil Engineering,
More informationREDESIGNING STUDENT LEARNING ENVIRONMENTS
REDESIGNING STUDENT LEARNING ENVIRONMENTS TODAY S DISCUSSION Overview of the Methodology and Findings of the Successful Redesign Projects Proven Models for Successful Redesign Established in 1999 as a
More informationA Hands-On Exercise Improves Understanding of the Standard Error. of the Mean. Robert S. Ryan. Kutztown University
A Hands-On Exercise 1 Running head: UNDERSTANDING THE STANDARD ERROR A Hands-On Exercise Improves Understanding of the Standard Error of the Mean Robert S. Ryan Kutztown University A Hands-On Exercise
More informationEmerging Use of ICT for Teaching and Learning in Schools of Pakistan
Article Summary Tazmeen Sultan is part of the Educational Technology team at a Private School, in Lahore, Pakistan. Her responsibilities include facilitating the effective use of computers and other instructional
More informationTeaching for Learning in the 21 st Century: A Pedagogical Approach for Using an Advanced Technology Classroom
Teaching for Learning in the 21 st Century: A Pedagogical Approach for Using an Advanced Technology Classroom Aram M. Donigian This paper was completed and submitted in partial fulfillment of the Master
More informationChanging culture the experience of TU Delft Library
Abstract: Changing culture the experience of TU Delft Library Ellen van der Sar / Maria Heijne Delft University of Technology Library When seeking to introduce change into an organisation, it is usually
More informationTHE EFFECTS OF SCHOOL AND COLLEGE CULTURES ON YOUNG PEOPLE S DECISIONS TO STAY ON OR MOVE ON
THE EFFECTS OF SCHOOL AND COLLEGE CULTURES ON YOUNG PEOPLE S DECISIONS TO STAY ON OR MOVE ON COLIN FINNIE, IAN FINLAY AND CATHERINE RIDLER SYNOPSIS young people, wishing to remain in full time education,
More informationSubject Experience Survey Instrument Questions
Quality of Teaching and Learning - Subject Review Procedure SCHEDULE A Subject Experience Survey (SES) SCHEDULE Subject Experience Survey Instrument Questions The SES is structured so as to have a group
More informationTHE ART OF TEACHING SOCIAL WORK: REFLECTIONS ON MY JOURNEY IN HIGHER EDUCATION. Tracy Boyer
North American Association of Christians in Social Work (NACSW) PO Box 121; Botsford, CT 06404 *** Phone/Fax (tollfree): 888.426.4712 Email: info@nacsw.org *** Website: http://www.nacsw.org A Vital Christian
More informationA Guide to Curriculum Development: Purposes, Practices, Procedures
A Guide to Curriculum Development: Purposes, Practices, Procedures The purpose of this guide is to provide some general instructions to school districts as staff begin to develop or revise their curriculum
More informationA NEGOTIATED SYLLABUS: POTENTIAL ADVANTAGES AND DRAWBACKS IN ENGLISH PREPARATORY PROGRAMS AT UNIVERSITIES
A NEGOTIATED SYLLABUS: POTENTIAL ADVANTAGES AND DRAWBACKS IN ENGLISH PREPARATORY PROGRAMS AT UNIVERSITIES Gökhan ÖZTÜRK Afyon Kocatepe University School of Foreign Languages ANS Campus 03200 Afyonkarahisar-
More informationArkansas Teaching Standards
Arkansas Teaching Standards The Arkansas Department of Education has adopted the 2011 Model Core Teaching Standards developed by Interstate Teacher Assessment and Support Consortium (InTASC) to replace
More informationFirst-time Online Instructors Use of Instructional Technology in the Face-to-face Classroom. Heather E. Arrowsmith. Kelly D.
Running Head: USE OF INSTRUCTIONAL TECH First-time Online Instructors Use of Instructional Technology in the Face-to-face Classroom Heather E. Arrowsmith Kelly D. Bradley 1 University of Kentucky 1 Use
More informationDelta Courses. *The College Classroom. The College Classroom: International Students, International Faculty. Diversity in the College Classroom
COURSE CATALOG Contents Introduction... 3 Delta Courses... 4 The College Classroom... 4 The College Classroom: International Students, International Faculty... 4 Diversity in the College Classroom... 4
More informationRecommended Course Sequence MAJOR LEADING TO PK-4. First Semester. Second Semester. Third Semester. Fourth Semester. 124 Credits
ELEMENTARY AND EARLY CHILDHOOD EDUCATION MAJOR LEADING TO PK-4 Recommended Course Sequence 124 Credits Elementary and Early Childhood Education majors will also complete a Reading Education minor within
More informationThe Turkish Online Journal of Educational Technology TOJET July 2004 ISSN: 1303-6521 volume 3 Issue 3 Article 7
THE EFFECT OF LEARNING TOGETHER TECHNIQUE OF COOPERATIVE LEARNING METHOD ON STUDENT ACHIEVEMENT IN MATHEMATICS TEACHING 7TH CLASS OF PRIMARY SCHOOL İŞBİRLİKLİ ÖĞRENME YÖNTEMİNİN İLKÖĞRETİM 7.SINIF MATEMATİK
More informationCAL Online Resources: Digests
Partners in Pedagogy: Collaboration Between University and Secondary School Foreign Language Teachers October 1999 Lina Lee, University of New Hampshire One of the challenges facing many foreign language
More informationEffectiveness of Online Instruction
Effectiveness of Online Instruction Delar K. Singh, Ph.D. Associate Professor Department of Education Eastern Connecticut State University Willimantic, CT 06226 E-mail: singhd@easternct.edu Paper presented
More informationImpact of Using Computer Applications in Education on Teaching- Learning Process
Impact of Using Computer Applications in Education on Teaching- Learning Process Ph.D. ANDREEA ZAMFIR Faculty of Management Academy of Economic Studies Bucharest 6, Piata Romana, RO 030173, Bucharest ROMANIA
More informationFactors Affecting Critical Thinking in an Online Course. Simone Conceição, PhD Assistant Professor University of Wisconsin-Milwaukee
1 21st Annual Conference on Distance Teaching and Learning click here -> Factors Affecting Critical Thinking in an Online Course Simone Conceição, PhD Assistant Professor University of Wisconsin-Milwaukee
More informationHow To Understand The Reactions Of Students Of The Layout And Graphics Design In Computer Course
THE EXPERIENTIAL LEARNING CYCLE IN VISUAL DESIGN Aysu ARSOY & Bahire Efe ÖZAD Abstract Experiential Learning Cycle has been applied to the Layout and Graphics Design in Computer Course provided by the
More informationEnhancing Technology College Students English Listening Comprehension by Listening Journals
Enhancing Technology College Students English Listening Comprehension by Listening Journals Jung-chuan Chen* Department of Applied Foreign Languages, Nanya Institute of Technology Chung-Li, Taiwan, 32034
More informationTeachers Perception for Adoption of Instructional Technology in Schools
nd International Seminar on Quality and Affordable Education (ISQAE 01) Teachers Perception for Adoption of Instructional Technology in Schools Nurul Huda Mas od,* Mohd Emran Ngadiman, Seth Sulaiman Faculty
More informationHow To Improve A Child'S Learning Experience
Effective teaching and classroom management is about whole child - and whole school development for knowledge, skills and human values During the past years as an outcome of the UN Study on Violence against
More informationTeaching and Managing a Project-based English Course to the College Students in Diverse Levels of English Proficiency
Teaching and Managing a Project-based English Course to the College Students in Diverse Levels of English Proficiency Yoshihiko Yamamoto, Syuhei Kimura Ritsumeikan University, Japan 0429 The Asian Conference
More informationNurturing Early Learners
Nurturing Early Learners A Curriculum Framework for Kindergartens in Singapore A Guide for Parents A Strong Start for Every Child 1 A Strong Start for Every Child A Word to Parents Parents know that the
More informationJean Chen, Assistant Director, Office of Institutional Research University of North Dakota, Grand Forks, ND 58202-7106
Educational Technology in Introductory College Physics Teaching and Learning: The Importance of Students Perception and Performance Jean Chen, Assistant Director, Office of Institutional Research University
More informationTOOL KIT for RESIDENT EDUCATOR and MENT OR MOVES
Get to Know My RE Observe Collect Evidence Mentor Moments Reflect Review Respond Tailor Support Provide Provide specific feedback specific Feedback What does my RE need? Practice Habits Of Mind Share Data
More informationPDF Compressor Pro. Teacher Development Interactive. The Blended Course
Teacher Development Interactive The Blended Course 20 + 20 online face to face Teacher Development Interactive: The Blended Course deepens and expands the online experience in a face-to-face classroom.
More informationINTERVIEW QUESTIONS FOR TEACHERS
INTERVIEW QUESTIONS FOR TEACHERS The following questions are examples of questions frequently asked by school system recruiters. This list is certainly not all inclusive and should be used as a starting
More informationSample Teacher Interview Questions
Sample Teacher Interview Questions Getting to Know You Tell us about yourself. What would you like us to know about you? If you had a co-teaching experience while student teaching, tell us about it and
More informationTHE ORGANIZATION OF THE FACULTY DEVELOPMENT PROGRAMS FOR RESEARCH ASSISTANTS: THE CASE OF EDUCATION FACULTIES IN TURKEY
THE ORGANIZATION OF THE FACULTY DEVELOPMENT PROGRAMS FOR RESEARCH ASSISTANTS: THE CASE OF EDUCATION FACULTIES IN TURKEY Işıl KABAKÇI, H. Ferhan ODABAŞI Anadolu University, Faculty of Education Department
More informationAPPLICATION FOR EXCELLENCE IN TEACHING AWARD
APPLICATION FOR EXCELLENCE IN TEACHING AWARD 1. SHORT DESCRIPTION OF THE COURSE: The bachelor-level course "International Human Resource Management (IHRM) and Organizational Behavior I" is taught in English,
More informationElementary MEd I. The Relationship of the Program with the Unit s Conceptual Framework
Elementary MEd I. The Relationship of the Program with the Unit s Conceptual Framework Shaping Tomorrow: Ideas to Action The Early Elementary Education program for prospective elementary education candidates
More informationPre-Primary Education ( PPE11 )
FACULTY OF EDUCATION Bachelor s Degree Programmes Pre-Primary Education ( PPE11 ) EDUC180 INTRODUCTION TO EDUCATION This course aims to help students understand the general law of the human education system.
More informationWriting Quality Learning Objectives
http://captain.park.edu/facultydevelopment/writing_learning_objectives.htm 1 Writing Quality Learning Objectives Learning objectives (often called performance objectives or competencies) are brief, clear,
More informationCore requirements for teachers of English: knowledge and performance
Core requirements for teachers of English: knowledge and performance Dov Spolsky, Nava Horovitz, Debbie Lifschitz, Elana Milstein, Judy Steiner, Penny Ur A. Rationale The English : Principles and standards
More informationROLE OF COMPUTERS IN IMPROVING TEACHING AND LEARNING IN SCHOOLS
ROLE OF COMPUTERS IN IMPROVING TEACHING AND LEARNING IN SCHOOLS Mr Phillip Gazimbe & Regis Fanuel Gutuza Lecturer in the Department of Educational Studies in the Faculty of Arts and Education, Zimbabwe
More informationInstructional Strategies: What Do Online Students Prefer?
Instructional Strategies: What Do Online Students Prefer? Kristen Cuthrell Assistant Professor East Carolina University College of Education Curriculum and Instruction Greenville, NC USA cuthrellma@ecu.edu
More informationSTUDENT S ASSESSMENT ON THE UTILIZATION OF STATISTICAL PACKAGE FOR THE SOCIAL SCIENCES (SPSS) SOFTWARE FOR BUSINESS STATISTICS COURSE
STUDENT S ASSESSMENT ON THE UTILIZATION OF STATISTICAL PACKAGE FOR THE SOCIAL SCIENCES (SPSS) SOFTWARE FOR BUSINESS STATISTICS COURSE Ariel F. Melad* Abstract: In response to outcome-based higher education
More informationTeachers Code-Switching in Classroom Instructions for Low English Proficient Learners
Teachers Code-Switching in Classroom Instructions for Low English Proficient Learners Badrul Hisham Ahmad Academy of Language Studies, Universiti Teknologi MARA, 02600 Arau, Perlis. Malaysia Tel: 60-4-984-440
More informationHow To Be A Successful Woman In A Foreign Country
Internship in Psychology Department at Istanbul Bilgi University How I found the internship I was already looking for an internship in Istanbul for five months and it revealed to be very difficult since
More informationEnglish Lounge and English Classes with native English teachers. Hotel Business Hotel Service Airline Service Tourism Practicum and more
.Department and Courses English Career Course To improve your English. Practical English at KJC. Full support for studying abroad. English Lounge and English Classes with native English teachers. Subjects:
More informationAnadolu University (TR)
Anadolu University (TR) Anadolu University- Empire State College, State University of New (SUNY- ESC) York e- MBA Program The website of the programme is located at http://emba.anadolu.edu.tr/index_eng.php.
More informationPROGRAMME SPECIFICATION
MANCHESTER METROPOLITAN UNIVERSITY PS/1 PROGRAMME SPECIFICATION Basic Programme Details 1 Programme title Foundation Degrees in Business 2 Mode(s) and duration Full Time / Part Time - 2 years 3 Awarding
More information7 Attractive Factors for E-learners
7 Attractive Factors for E-learners Charatdao Intratat King Mongkut s University of Technology ABSTRACT: Educational psychologists assert that a learner s motivation initiates his behavior and persistence
More informationTaking The Student s Lead In Teaching Tax DuWayne Dockter, CPA, USA
Taking The Student s Lead In Teaching Tax DuWayne Dockter, CPA, USA ABSTRACT Business education, as a discipline and profession, is evolving in response to changes in our domestic and global environment,
More informationEffective Schools. assessment report ... David J. Kirk Terry L. Jones
assessment report........ David J. Kirk Terry L. Jones July 2004 Introduction Why do some public schools that educate students from disadvantaged backgrounds make a difference while others fail? A group
More informationThe Importance of Learning Aidsitude in Employees
Bonfring International Journal of Data Mining, Vol. 2, No.4, December 2012 6 Investigation of Managers Perception about Employees Learning Aptitude Muhammad Faisal Aziz Abstract--- Corporate sector is
More informationEDP 504 ADVANCED EDUCATIONAL PSYCHOLOGY
EDP 504 1 EDP 504 ADVANCED EDUCATIONAL PSYCHOLOGY Fall 2012 Tues. 4:10 6:55 pm, 312 Poe Hall 3 credit hours Graduate standing requirement Instructor Information: Name: John Nietfeld, Ph.D. Email: john_nietfeld@ncsu.edu
More informationPerformance Factors and Campuswide Standards Guidelines. With Behavioral Indicators
Performance Factors and Campuswide Standards Guidelines With Behavioral Indicators Rev. 05/06/2014 Contents PERFORMANCE FACTOR GUIDELINES... 1 Position Expertise... 1 Approach to Work... 2 Quality of Work...
More informationWhat Do They Need? Intrinsic Motivation and Online Leadership Learning
What Do They Need? Intrinsic Motivation and Online Leadership Learning Suzanne Schwarz McCotter Associate Professor of Educational Leadership Montclair State University Montclair, New Jersey mccotters@mail.montclair.edu
More informationThe challenges of using technology in Albanian schools
The challenges of using technology in Albanian schools Anila Shahini Teacher in Basic Education School Allambres, Allambres Berat, anilashahini@ymail.com Abstract During last year the technology has revolutionized
More informationGEORGIA STANDARDS FOR THE APPROVAL OF PROFESSIONAL EDUCATION UNITS AND EDUCATOR PREPARATION PROGRAMS
GEORGIA STANDARDS FOR THE APPROVAL OF PROFESSIONAL EDUCATION UNITS AND EDUCATOR PREPARATION PROGRAMS (Effective 9/01/08) Kelly Henson Executive Secretary Table of Contents Standard 1: Candidate Knowledge,
More informationA NAFPhk Professional Development Programme Serving Principals Needs Analysis Programme 360 Feedback
Page 0 A NAFPhk Professional Development Programme Serving Principals Needs Analysis Programme 360 Feedback Developed and Written by Allan WALKER and Terrence QUONG with the assistance of Daniel CHAN Wing-kwong,
More informationEvgenia Theodotou Metropolitan College, Athens, Greece. Abstract. Introduction. Motivation to learn: the theoretical framework
Vol.4, No.1. April 2014 pp. 17 21. Early years education: are young students intrinsically or extrinsically motivated towards school activities? A discussion about the effects of rewards on young children
More informationDICTATION IN THE ESP CLASSROOM: A TOOL TO IMPROVE LANGUAGE PROFICIENCY
DICTATION IN THE ESP CLASSROOM: A TOOL TO IMPROVE LANGUAGE PROFICIENCY Galina Kavaliauskienė and Irena Darginavičienė Mykolas Romeris University, Vilnius, Lithuania Introduction Dictation has been used
More informationE-LEARNING EDUCATION SYSTEM IN UNIVERSITIES WITH INSTRUCTORS PERSPECTIVES AND A SURVEY IN TURKEY
E-LEARNING EDUCATION SYSTEM IN UNIVERSITIES WITH INSTRUCTORS PERSPECTIVES AND A SURVEY IN TURKEY Fazli YILDIRIM Okan University School of Applied Sciences Formula 1 Yani, Akfirat, Tuzla- Istanbul / Turkey.
More informationInstructional Design Strategies for Teaching Technological Courses Online
Instructional Design Strategies for Teaching Technological s Online Jiangping Chen 1, Ryan Knudson 1, 1 Department of Library and Information Sciences, University North Texas, 1155 Union Circle #311068,
More informationVernon Park Primary School. Teaching and Learning Policy
Vernon Park Primary School Teaching and Learning Policy The school s approach to teaching and learning is based upon the school vision: At Vernon Park Primary School we aim to provide all children, parents,
More informationPreparation for Teaching in Catholic Schools
PREPARATION FOR TEACHING IN CATHOLIC SCHOOLS Preparation for Teaching in Catholic Schools (Initial Teacher Education Course) 2012 1. Introduction 1 The Institute for Catholic Education periodically updates
More informationStandards for Excellence
THE AUSTRALIAN ASSOCIATION OF MATHEMATICS TEACHERS Standards for Excellence in Teaching Mathematics in Australian Schools 2006 edition These Standards were originally adopted by AAMT Council in 2002 as
More informationTeaching Framework. Framework components
Teaching Framework Framework components CE/3007b/4Y09 UCLES 2014 Framework components Each category and sub-category of the framework is made up of components. The explanations below set out what is meant
More informationSevim Kutlutürk. Inönü University, Malatya, Turkey
Sino-US English Teaching, January 2016, Vol. 13, No. 1, 22-28 doi:10.17265/1539-8072/2016.01.004 D DAVID PUBLISHING Perceptions of Instructors and Students to Online Education at a Rural University Sevim
More informationCooperative Learning in the EFL Classroom
Cooperative Learning in the EFL Classroom Dr. Wafaa Salem Al-Yaseen Kuwait University College of Education Dept. of Curriculum & Instruction Abstract: There is a strong research evidence supporting the
More information