Effective teaching and Learning process through project based Learning (PBL)

2015 ◽  
Author(s):  
Shrey Kumar ◽  
Gurendra Nath Bhardwaj
Keyword(s):  
Effective Teaching ◽  
Learning Process ◽  
Teaching And Learning ◽  
Project Based Learning ◽  
Effective Teaching And Learning

IMPLEMENTASI MODEL PEMBELAJARAN PENDIDIKAN AGAMA ISLAM DENGAN PENDEKATAN KONTEKSTUAL SEBAGAI UPAYA MENINGKATKAN KUALITAS PEMBELAJARAN DI SMP NEGERI 13 KOTA MALANG

2014 ◽  
Vol 5 (1) ◽  
Author(s):  
Romlah .
Keyword(s):  
Effective Teaching ◽  
Learning Process ◽  
Teaching And Learning ◽  
Instructional Material ◽  
Lesson Plan ◽  
Teaching Model ◽  
Traditional Teaching ◽  
Review Time ◽  
The Subject ◽  
Effective Teaching And Learning

IMPLEMENTASI MODEL PEMBELAJARANPENDIDIKAN AGAMA ISLAM DENGAN PENDEKATANKONTEKSTUAL SEBAGAI UPAYA MENINGKATKAN KUALITASPEMBELAJARAN DI SMP NEGERI 13 KOTA MALANGOleh :Romlah *)Fakultas Agama Islam UMMABSTRACTIslamic Education teaching and learning process considerably applied traditional teaching modelsresulting low student’s interest in the subject. It influenced the internalization of Islamic Educationvalues to students. According to the above background, contextual approach was assumed to create amore meaningful and effective teaching and learning process. The study revealed that most teachersdeveloped instructional material merely based on Teacher Association for Islamic EducationReference, a discrepancy between lesson plan and the implementation was found due to insufficienttime and too-much material, and a problem in applying various methods was found due to student’sbasic competence diversity ranging from the 75-80% to 20-25% mastery creating less conduciveatmosphere for effective teaching and learning process. Accordingly, Islamic Education teachersneeded to review the previous materials using questioning technique and point particular students toanswer the questions during the review time to attract more attention.Keywords: Implementation of IslamicEducation Teaching Model, ContextualApproach, Improving the Teaching andLearning Process

Incorporation of GTM and CLT: An Effective Way to Teach & Learn English in Bangladesh

2021 ◽  
pp. 47-51
Author(s):  
Asif Al Matin
Keyword(s):  
Effective Teaching ◽  
Learning Process ◽  
Education System ◽  
Teaching And Learning ◽  
Native Language ◽  
Language Skills ◽  
Long Time ◽  
Teaching Learning ◽  
Effective Teaching And Learning

The two very prominent methodologies are GTM and CLT in the education system in teaching & learning English in Bangladesh. To show the importance of the combination of these two phenomenal methods is the purpose of this paper. In Bangladesh GTM is commonly used for a long time, and at present CLT is also a very famous method. In this paper, the two methods are elaborated clearly in effective teaching and learning of English in Bangladesh. The study focuses on GTM and CLT in respects of achieving four skills, accuracy/fluency, teaching-learning process, handling the students’ feelings and emotions, the role of the native language of students, the language skills that are emphasized, and the way of teacher’s response to students’ errors. Though CLT is the more beneficial method nowadays GTM also has some positive things to offer. Based on the data and findings, this paper has also presented some suggestions for effective teaching and learning of English in Bangladesh.

The Hidden Curriculum and Classroom Procedure: Informed Personal Views of Teachers

2020 ◽  
Vol 7 (10) ◽  
pp. 562-572
Author(s):  
Kankam Boadu ◽  
Gideon Boadu ◽  
Gloria Nyame
Keyword(s):  
Effective Teaching ◽  
Sample Size ◽  
Learning Process ◽  
Teaching And Learning ◽  
Hidden Curriculum ◽  
Study Data ◽  
Emerging Themes ◽  
Effective Teaching And Learning

The study examined how teachers perceived the hidden curriculum.  A sample size of twenty teachers was purposively selected and involved in the study. Data were collected through interviews, and the emerging themes formed the focus of the analyses. The study found that teachers possessed a good understanding of the hidden curriculum and its features. Again, teachers perceived the hidden curriculum as important to the teaching and learning process. It was also observed that due attention should be given to its uses. It was concluded that teachers perceived the hidden curriculum positively as it matters to effective teaching and learning.

scholarly journals Effective Teaching and Learning

1970 ◽  
Vol 22 (1) ◽  
pp. 32-33
Author(s):  
Mohammad Jalal Uddin ◽  
Abdus Salam
Keyword(s):  
Effective Teaching ◽  
Learning Process ◽  
Teaching And Learning ◽  
Positive Change ◽  
Dynamic Relationship ◽  
Teacher Needs ◽  
Class Room ◽  
Written Word ◽  
Teaching Learning ◽  
Effective Teaching And Learning

Teaching-learning process involves teacher and learner in a set of dynamic relationship in order to bring positive change in the behavior of learner. To facilitate learning the teacher needs to make teaching in an organized fashion keeping in mind objectives, contents, methods, assessment and sequence of instruction. Some values are to be communicated in the class room which can not be communicated easily by written word. This small article focuses on essential aspects of the subjectDOI: 10.3329/medtoday.v22i1.5603Medicine Today Vol.22(1) 2010. 32-33

Who Gets to Chew the Cracker? Engaging the Student in Learning in Higher Education

2005 ◽  
Vol 2 (2) ◽  
pp. 302-318 ◽  
Author(s):  
Shelly Cunningham
Keyword(s):  
Higher Education ◽  
College Student ◽  
Effective Teaching ◽  
Learning Process ◽  
Teaching And Learning ◽  
Teaching Skill ◽  
Effective Pedagogy ◽  
Effective Teaching And Learning

Masterful professors not only grow in knowledge of their discipline, they also grow in sharpening their teaching skill. This article examines effective teaching and learning in the higher education context. More specifically, it looks at how effective pedagogy aims to see the student fully engaged in the learning process. It explores what it means to engage the college student in learning, why it is important, and several strategies to facilitate engagement in learning. Really, in its simplest form, it is all about who gets to chew the cracker!

scholarly journals Effective Teaching and Learning—A Five-Step Process

2020 ◽  
Vol 4 (3) ◽  
pp. p32
Author(s):  
Angela Lumpkin
Keyword(s):  
Effective Teaching ◽  
Learning Process ◽  
Teaching And Learning ◽  
Learning Activities ◽  
Knowledge And Skills ◽  
Step Process ◽  
Learning Assessments ◽  
New Knowledge ◽  
Effective Teaching And Learning ◽  
Successful Teaching

The Aristotelian triptych—tell them what you are going to tell them, tell them, and tell them what you told them—offers an excellent organizational framework for successful teaching. Two essentialities for learners interspersed with the Aristotelian triptych are—why listen (i.e., what’s in it for me?) and so what now (i.e., what’s its use to me?). In combination, an effective teaching and learning process requires five sequential steps. First, teachers preview how the course’s disciplinary content is organized. Second, teachers communicate information clearly and specifically to convince students how and why listening will personally benefit them. Third, teachers lead interactive classes utilizing a variety of instructional approaches interspersed with engaging learning activities. Fourth, through learning assessments, teachers reinforce learning. Fifth, students use new knowledge and skills learned.

scholarly journals THE VALUE AND TOPICALITY OF FEEDBACK IN IMPROVING THE LEARNING PROCESS

2020 ◽  
Vol 3 ◽  
pp. 244
Author(s):  
Pāvels Jurs ◽  
Elita Špehte
Keyword(s):  
Effective Teaching ◽  
Empirical Research ◽  
Learning Process ◽  
Teaching And Learning ◽  
Metacognitive Skills ◽  
Preliminary Assessment ◽  
Effective Feedback ◽  
Active Involvement ◽  
Feedback Delivery ◽  
Effective Teaching And Learning

Feedback delivery is an integral part of the learning process, which provides an effective teaching and learning process. Although students are primarily targeted to get a mark, there are a number of strategies that can be used to maximise students' involvement in the learning process, including providing effective feedback. Purposeful use of feedback through the pedagogical process contributes to a more active involvement of students by developing metacognitive skills (Nicol & Draper 2008). It is important to encourage students, in the learning process and outside it, to ensure reflection on feedback comments and to give preliminary assessment (Taras, 2003). The aim of the article is to update the importance of feedback in the pedagogical process by identifying theoretical regularity in the interpretation of the concept of feedback, as well as undertaking empirical research to clarify students' views on feedback and the effectiveness of its application in the learning process. 

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