How Teachers' Instructional Talk Influences Students' Understanding of Lesson Content

1986 ◽  
Vol 87 (1) ◽  
pp. 3-16 ◽  
Author(s):  
Gerald G. Duffy ◽  
Laura R. Roehler ◽  
Gary Rackliffe
Keyword(s):  
Lesson Content ◽  
Instructional Talk

scholarly journals Students’ perceptions of visibility in physical education

2021 ◽  
pp. 1356336X2110258
Author(s):  
Eli-Karin S Åsebø ◽  
Helga S Løvoll ◽  
Rune J Krumsvik
Keyword(s):  
Physical Education ◽  
Structured Interviews ◽  
Study Approach ◽  
Transaction Model ◽  
Lesson Content ◽  
Field Notes ◽  
Group Interviews ◽  
Ninth Grade Students ◽  
Past Experiences ◽  
And Coping

The purpose of this study is to explore students’ perceptions of visibility in physical education (PE) using a single cumulative case study approach. Data were generated from the descriptive field notes of seven participant observations ( n = 77), individual semi-structured interviews ( n = 13) and five focus group interviews ( n = 18) with ninth-grade students (ages 14–15 years) from three classes in a public lower secondary school in Norway. The findings show that students perceive visibility differently depending on the context; some students like being visible in PE, while others dread it. Perceptions change rapidly and are situation-specific, influenced by the lesson content, the way the teacher facilitates the lessons, self-perception shaped by past experiences, the presence, actions, and attitudes of fellow students, body pressure and societal body ideals. The findings actualise the relevance of the transaction model of stress and coping ( Lazarus and Folkman, 1984 ) in determining when visibility in PE is and is not perceived as stressful. Consequently, the organization of the PE environment benefits from these insights.

scholarly journals Influence of a physical education teacher’s perceived age on high school pupils’ perceptions of effectiveness and learning

2018 ◽  
Vol 26 (1) ◽  
pp. 22-35
Author(s):  
Colin G Pennington ◽  
Matthew D Curtner-Smith ◽  
Stefanie A Wind
Keyword(s):  
High School ◽  
Physical Education ◽  
Statistical Tests ◽  
Middle Aged ◽  
Different Ages ◽  
Twelfth Grade ◽  
Lesson Content ◽  
Perceived Age ◽  
Apparent Age

Few studies have focused on the issues older physical education (PE) teachers encounter which may limit their effectiveness. The purpose of this study was to examine the influence of a PE teacher’s apparent age on high school pupils’ learning and perceptions of the teacher. Participants were 114 ninth, tenth, eleventh, and twelfth grade pupils. They were randomly assigned to watch one of two virtually identical filmed swimming lessons taught by the same teacher. In the young-appearance lesson, the teacher taught as his normal and relatively youthful self. In the middle-aged lesson (MAL), his appearance had been aged by a theatrical makeup artist. Following the viewing of their assigned lesson, pupils completed an examination over lesson content and a questionnaire asking them about their perceptions of the teacher. Inferential statistical tests indicated that the pupils who watched the MAL perceived the teacher more favorably. Performance on the content examination was similar for pupils who watched either film. These findings provided support for a psychological/developmental explanation of how and why pupils respond to and learn from PE teachers of different ages.

scholarly journals Learner Use of Photo-Editing Software in Classes

2020 ◽  
Vol 2019 (1) ◽  
pp. 526
Author(s):  
Marcus Grandon
Keyword(s):  
Qualitative Analysis ◽  
Teaching And Learning ◽  
Classroom Research ◽  
Learning Approach ◽  
Integrated Learning ◽  
Research Perspective ◽  
Research Journal ◽  
Lesson Content ◽  
Photo Editing ◽  
Iterative Coding

In this classroom research project, 27 learners in three courses at one university use professional-level, photo-editing software to create and remix images in language lessons. The overarching purpose of this study is to deepen understanding of what actually occurs in lessons through the use of materials. I delivered these lessons with a Content and Language Integrated Learning approach in which English was used for both the teaching and learning of not only lesson content but also language (Coyle, Hood, & Marsh, 2010). Data include emails written by the learners to describe and evaluate their experiences with the software, digital artifacts created during the courses, and my research journal. Qualitative analysis is conducted in a grounded fashion using iterative coding (Saldaña, 2013) to identify emergent themes from a research perspective of materials use. Learners appear to demonstrate self-direction and creativity in highly personal ways throughout the lessons. 本授業調査研究では、ある大学における３つのコースにおいて、27人の学習者が専門家レベルの写真編集ソフトウェアを使用し、語学の授業内で画像の作成およびリミックスを行った。この研究の包括的な目的は、学習者にこれら諸教材を用いることにより授業中に起こることを深く理解させることである。本研究指導者は、授業内容だけでなく言語教育と学習の両方に英語を使用するContent and Language Integrated Learning（内容言語統合型学習）によるアプローチを用いた (Coyle, Hood, & Marsh, 2010)。データには、ソフトウェアを用いた経験を説明および評価するために学習者が書いた電子メール、コース中に作成したデジタルアーティファクト、および指導者が所持する研究ジャーナルを含む。質的分析には、教材使用の研究展望から生まれてくるテーマを特定するために反復コーディング (Saldaña, 2013)を用いた。学生はレッスンを通じ、自分なりのやり方で自己主導性と創造性を示した。

New Educational Mission

2021 ◽  
pp. 244-263
Keyword(s):  
School Violence ◽  
Multiple Intelligence ◽  
Educational Mission ◽  
School Mission ◽  
New School ◽  
Lesson Content ◽  
Epistemic Dimension

The last chapter proposes to go not only beyond the epistemic dimension to improve it, but also beyond the lesson content. The German's lesson shows how easily we can exceed students' expectations and arouse their curiosity, enthusiasm, and learning investment. If we aspire to decrease school violence, bullying, and delinquency, a new educational mission would be to surpass teaching without necessarily being demanding or time-consuming. Indeed, making use of the relational dimension—using the multiple intelligence and STEAM approaches to include students through competence—seemss to refer to the new school mission as an aspiration builder rather than a selection referee and inducer of discouragement.

The Effect of Planning on the Teaching Behavior of Preservice Physical Education Teachers

1984 ◽  
Vol 4 (1) ◽  
pp. 50-56 ◽  
Author(s):  
Charles H. Imwold ◽  
Robert A. Rider ◽  
Bernadette M. Twardy ◽  
Pamela S. Oliver ◽  
Michael Griffin ◽  
...  
Keyword(s):  
Physical Education ◽  
Interaction Analysis ◽  
Physical Education Teachers ◽  
Control Group ◽  
Education Majors ◽  
Physical Education Majors ◽  
Lesson Content ◽  
Analysis System ◽  
Planning Group ◽  
Process Interaction

The purpose of this study was to compare the teaching process interaction behavior of teachers who planned for classes with those who did not plan. Senior physical education majors served as the teaching subjects for this study—six in the planning (experimental) group and six in the no-plan (control) group. Each teacher taught the same lesson content for a 15-minute episode. The planning group spent 1 hour before the lesson writing explicit plans, while the control group was given 2 minutes just before the lesson to gather their thoughts and be informed of the content to be covered. The behaviors of all teachers were observed by the Cheffers Adaptation of the Flanders’ Interaction Analysis System (CAFIAS). The results indicated significant differences in only two interaction categories: amount of directions given and the amount of silence. Both variables were better for the planning group.

Disaster Medicine Online: evaluation of an online, modular, interactive, asynchronous curriculum

CJEM ◽  
2002 ◽  
Vol 4 (06) ◽  
pp. 408-413 ◽  
Author(s):  
Adam Lund ◽  
Kenneth Lam ◽  
Paul Parks
Keyword(s):  
Health Care ◽  
Health Care Professionals ◽  
Disaster Medicine ◽  
Face To Face ◽  
Degree Of Satisfaction ◽  
Lesson Content ◽  
The University ◽  
Formal Training Program ◽  
High Degree ◽  
Attending Physicians

ABSTRACT Canada has no formal training program in disaster medicine for health care professionals. The University of Alberta’s Division of Emergency Medicine has developed a means to fill the gap. Disaster Medicine Online (DMO) is an Internet-based, interactive, facilitator-guided distance-learning course on the fundamentals of disaster medicine. The 3-week pilot of DMO was offered in March 2002 and taken by a multidisciplinary group of 22 health care professionals, including resident and attending physicians, paramedics and nurses. Evaluation of the learning materials and educational methodology by experts and learners demonstrated a high degree of satisfaction with the Web interface, site usability, lesson content and format, and the interactive components of the online course. Learners reported spending a mean of 11.2 hours (range = 5–20) over the 3-week course period. Twenty of 22 learners completed the final assignment, and all 20 were successful in passing the course. Overall, 95% of learners said they would pursue another module if offered, and 100% would recommend DMO to their colleagues. DMO is a viable option for health care professionals who would like to pursue continuing medical education in this area without having to take time out of their personal and professional lives to travel to a face-to-face, traditional educational program.

scholarly journals Adaptive Learning by Using SCOs Metadata

10.28945/3138 ◽  
2007 ◽  
Author(s):  
Danijela Milosevic ◽  
Mirjana Brkovic ◽  
Matjaz Debevc ◽  
Radojka Krneta
Keyword(s):  
Learning Style ◽  
Adaptive Learning ◽  
Instructional Material ◽  
Learner Characteristics ◽  
Instructional Content ◽  
Lesson Content ◽  
Motivation Level ◽  
Student Information ◽  
Future Work ◽  
Educational Category

This paper presents an adaptation scenario for tailoring instructional content towards individual learner characteristics taking into consideration his/her learning style type and subject matter motivation level. Learning resources are organized through shareable content objects (SCOs) - a small digital chunks of knowledge, independent and self described pieces of instructional material delivered via Learning Management System (LMS). We use an ontology based student model for storing student information. The scenario of designing lesson content is presented as a cross section of learning style and motivation level, based on the learning object’s educational metadata. Adaptation is made through discovering those SCO’s whose educational category metadata implies that SCO is to be delivered for the learning style of user. Our future work will be to provide experiment and to test our proposed guidelines in order to get feedback on how learners see the adaptive learning environments tailored to their individual learning style and motivation characteristics.

scholarly journals THE PHONOLOGICAL PERSPECTIVE OF TEACHER INSTRUC TIONAL TALK IN ENGLISH CLASSROOM INTERACTION

2015 ◽  
Vol 2 (1) ◽  
pp. 80
Author(s):  
Suharti Sirajuddin
Keyword(s):  
Key Words ◽  
Classroom Observation ◽  
Video Recording ◽  
Classroom Interaction ◽  
English Teachers ◽  
Limited Time ◽  
English Classroom ◽  
Descriptive Method ◽  
Instructional Talk

The research aimed at finding and analyzing (i) the instructional talk that teachers use in the classroom interaction, (ii) teachers’ modification of their instructional talk in phonological perspective (iii) students’ perception of instructional talk used by the teachers in classroom interaction. This research applied descriptive method  with  the total number of participants of  2 English teachers and 6 students  divided based on their grade. The instrument used for this study was classroom observation, video recording and interview. The finding indicated that (i) the first participant used 15 instructional talks and the second participant used 14 instructional talks (ii) teachers modify their talk by substitution, deletion, and addition. First participant used substitution 151 times (81%), deletion 22 times (12%), and addition 13 (7%). The second participant used substitution 30 times (83%), deletion 12 times (13%) and additional 4 (4%). (iii) Students have lower perception of teacher instructional talk which indicates students get 11 (11%) for each VII grade students and the VIII grade students get variety level percentage; 12 (21%), 15(26%) and 11 (19%) for each students. It also finds three factors that influence students’ perception; teachers’ factors, limited time and environment.         Key words: Phonological perspective, instructional talk, classroom interaction

scholarly journals ESL/EFL online lesson development (based on Skyeng practices and techniques)

2020 ◽  
Vol 2 (4) ◽  
pp. 81-95
Author(s):  
K. V. Smyshlyak
Keyword(s):  
Communicative Language Teaching ◽  
Language Management ◽  
Guided Discovery ◽  
Online School ◽  
Lesson Structure ◽  
Lesson Development ◽  
Lesson Content ◽  
Language Teaching Methods ◽  
Blooms Taxonomy ◽  
Working Out

The article presents an attempt to infer the key stages of creating an effective online English lesson based on corporate teaching practices and techniques of Skyeng online school. There have been revealed some important aspects that are to be taken into consideration when working out an online lesson structure and content. Having analyzed various theoretical courses on communicative language teaching methods and having combined them with the incorporated Skyeng practice in teaching English as a Second Language or English as a Foreign Language (ESL/EFL), we have come up with a certain algorithm which we advise to apply in lesson modelling: focusing on achievement aims rather than procedure aims, choosing the correct lesson structure, evaluating the studying materials and content, formulating methodological sections to aid the teachers. There have been presented some language management techniques currently used in Skyeng lessons, such as the correct formulation of the instructions, balancing teacher talking time and student talking time and the technique of a guided discovery. The practical application of Blooms’ taxonomy is illustrated in the example of additional speaking tasks and their correct development. There have been described such notions as: achievement aims, materials’ evaluation, TTT and STT balance, guided discovery, lesson content units, Blooms’ taxonomy, lesson structure. The article contains practical examples of how these notions are realised in the lessons developed in Skyeng online school. Though all the examples are shown in the paradigm of an online lesson, the same algorithm presented in the article is highly recommended when developing offline lessons which are traditionally held in a classroom. Thus, there has been made an attempt to work out a single algorithm for modelling effective online and offline ESL/EFL lessons.

scholarly journals Mobile-Based Learning to Increase The Motivation of Learning Students of State Vocational School 2 Gorontalo

2021 ◽  
Vol 4 (3) ◽  
pp. 361-367
Author(s):  
Syaifuddin Lily ◽  
Hamka Witri Kamase
Keyword(s):  
Learning Outcomes ◽  
Teaching And Learning ◽  
Learning System ◽  
Learning Activities ◽  
Motivation To Learn ◽  
Ministry Of Education ◽  
Learning And Teaching ◽  
Face To Face ◽  
School Activities ◽  
Lesson Content

Learning System in Indonesia is carried out with a face-to-face system, teaching and learning activities are carried out in schools in one room. The widespread pandemic of the covid 19 virus made the Ministry of Education and Culture take a policy to conduct online school activities to prevent the transmission of the disease virus. Online learning does not all have to be done using Zoom or similar applications. It is also necessary that applications that schools can manage and uniformize their use so that teachers can quickly fill out materials and tasks. The learning system carried out in SMK Negeri 2 Gorontalo is considered less effective, affecting learning outcomes. The application created is an application that can help the learning and teaching process in SMK Negeri 2 Gorontalo. Learning media is expected to help facilitate the absorption of the material and the delivery of lesson content to increase students' motivation to learn and understand it anywhere and anytime. The method used is the Research and Development method. As a research method used to produce a particular product and test the effectiveness of the product where the object of research in the study is a Student at SmK Negeri 2 Gorontalo. The purpose of the study is to help increase students' learning motivation in times of pandemics.

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