From Scientists to Teachers: The Role of Student Epistemology in Lesson Plans of Career Switchers

2016 ◽  
Vol 116 (7) ◽  
pp. 366-377
Author(s):  
Erin Peters Burton ◽  
Stephen Burton
Keyword(s):  
Lesson Plans ◽  
Student Epistemology ◽  
Career Switchers

scholarly journals SOSIALISASI QANUN JINAYAT ACEH NO. 6 TAHUN 2014 PADA MADRASAH ALIYAH BLANGKEJEREN KABUPATEN GAYO LUES

2019 ◽  
Vol 9 (1) ◽  
Author(s):  
- - Misran
Keyword(s):  
Sexual Harassment ◽  
Business Students ◽  
Secondary Data ◽  
Lesson Plans ◽  
Normative Approach ◽  
The Government

There are two questions in the study under study, namely: First, what is the knowledge and understanding of students in Gayo Lues District Madrasah Ali about the implementation of the Jinayat Aceh Qanun Number 6 of 2014? Secondly, What is the knowledge and role of the Gayo Lues District Madrasah Aliyah religious teacher in disseminating to students about the enactment of the 2014 Jinayat Aceh Qanun? This study uses a normative juridical and sociological juridical approach. The normative juridical approach is done by first examining the Aceh regulation or qanun that is relevant to the problem under study. In other words the normative approach is to examine library materials or secondary data which includes primary, secondary and tertiary legal materials. The results showed that Gayo Lues State students in general knew about the implementation of Islamic Shari'a in Aceh, but the majority of them did not know and understand about the material regulated in Aceh No. 3 Qanun. 6 of 2014. Especially they do not know and understand about the terms contained in the Aceh jinayat qanun. Among the terms referred to in the Jinayat Aceh Qanun Number 6 of 2014 are Jarimah / Jinayat, Uqubat, Hudud, Ta'zir, Khamar, Maisir, Khalwat, Ikhtilath, Adultery, Sexual Harassment, Rape, Qadzaf, Liwath, Business. Students only know the term zina, sexual harassment, rape. While the Fiqh teacher knows and understands the qanun, but does not have the authority to socialize it, because the subjects in this madrasa refer to the 2017 revised 2017 curriculum, so the syllabus and lesson plans have been determined by the government based on the curriculum.Keywords: Socialization, Qanun Jinayat Aceh, Madrasas, Gayo Lues

scholarly journals PENERAPAN KOMPETENSI PEDAGOGI GURU ABAD 21 DALAM PEMBELAJARAN DARING

2021 ◽  
Vol 2 (2) ◽  
pp. 172-178
Author(s):  
Hannah Dea ◽  
Wiputra Cendana ◽  
Bill Areal Sharon Djaduhu Daeli
Keyword(s):  
Online Learning ◽  
21St Century ◽  
Teaching Practice ◽  
Interactive Media ◽  
Lesson Plans ◽  
Learning Methods ◽  
Pedagogical Competence ◽  
Teachers And Students ◽  
Feedback Data

In online learning, there are several problems for both teachers and students. namely, skills in utilizing technology, limited facilities and infrastructure, interactive media. The solution is the role of the teacher in designing learning with pedagogical competence in the 21st century. The teacher must use effective and interactive technology in communicating with students. The purpose of this study is to describe the efforts of teachers in applying the pedagogical competences of 21st century teachers in online learning through 3 learning components, namely materials, media and learning methods. The research method used descriptive qualitative with supporting data in the form of lesson plans, reflection sheets, and teacher feedback. Data collection techniques used observation sheets, lesson plans, teaching reflection, teaching feedback and documentation. The author uses feedback from teaching journals and reflection journals after the teaching process as the main data. Supporting sources are scientific journals and books that correspond to the problems the author finds. Analyzing data, researchers looked for solutions to problems that occur in teaching practice. The solution was for the teacher to design attractive learning methods, present learning materials by involving students, and utilizing technological media in the learning process. As a result, obstacles in online learning can be overcome through teacher pedagogical competences in the 21st century. The suggestion are that teachers should continue to improve themselves in developing their own pedagogical competences, and have effective communication with students.

scholarly journals Understanding the National Curriculum and Breaking Down Same Into Weekly Scheme of Work to Ensure Completion

2021 ◽  
Vol 4 (2) ◽  
pp. 64-68
Author(s):  
Grace Adanma Adegbenro
Keyword(s):  
National Curriculum ◽  
Lesson Plans ◽  
Quality Education

This paper was aimed at identifying the importance of national curriculum in the development of educational in Nigeria. It further outlined the role of Syllabus, Scheme and Lesson plans in achieving quality education.

scholarly journals The Description of Mathematics Learning for Grade IV of Muhammadiyah Islamic Elementary School of Krendetan

2021 ◽  
Vol 1 (2) ◽  
pp. 10-17
Author(s):  
Meliana Wulandari Meliana Wulandari ◽  
Mujiyem Sapti ◽  
Rintis Rizkia Pangestika
Keyword(s):  
Online Learning ◽  
Research Design ◽  
Teaching And Learning ◽  
Mathematics Learning ◽  
School Principal ◽  
Lesson Plans ◽  
Learning Tools ◽  
Qualitative Research Design ◽  
The Subject

This research is entitled to describe the mathematics online learning for grades IV of Muhammadiyah Islamic Elemetary School of Krendetan. This research requires some sources such as the school principal, the classroom teachers, and the student guardians. The research design uses qualitative research design. The study collects data by using direct research, data from sources, and real evidence. The instruments in this study included: observation sheets, interview guides, and documentation checklists. The results of this study indicate that (1) there is a principal's policy in mathematics online learning for grade IV of Muhammadiyah Islamic Elemetary School of Krendetan. He has an important policy in implementing Mathematics online learning. The school principal conducts some socializations to the school association, the principal and the curriculum team to arrange learning tools such as lesson plans, syllabus, annual program, and semester program. (2) There is a role of the teacher in implementing mathematics online learning. The teacher’s role is like preparing learning tools such as lesson plans, syllabus, annual program, and semester program. The teaching and learning process starts from 07.00 a.m to 12.00 a.m. the stes are first, filling out forums for student absences and the teacher provides learning videos that contain materials and assignments that students must do. After completing the assignment, the students can collect but the teacher also provides a collection limit which is until 21.00 a,m. The assignment is given by the teacher by knowing the ability of students to solve problems according to how it works. (3) There is a role of the student’s guardian in implementing mathematics online learning. The implementation of mathematics online learning for grade IV is carried out from 07.00 a.m to 12.00 a.m by filling in the student attedance list and the teacher send the subject matter in the form of a video to be listened. After listening, the students then do the assignments given by the teacher. After completing the assignmnet, the students send assignments along with photos of students while studying.

scholarly journals DISMANTLING INTERCULTURAL COMPETENCE – A PROPOSAL FOR INTERPRETING THE CONCEPT OF CRITICAL CULTURAL AWARENESS IN AN L2 TEACHING CONTEXT

Neofilolog ◽  
2019 ◽  
pp. 227-243
Author(s):  
Agata Cierpisz
Keyword(s):  
Cultural Identity ◽  
Intercultural Competence ◽  
Cultural Awareness ◽  
Lesson Plans ◽  
Central Component ◽  
Cultural Understanding ◽  
Teaching Context

The marginal role of intercultural competences in L2 teaching in the Polish context has recently been observed (e.g., Sobkowiak, 2015, Róg, 2016). Too general and often confusing definitions of the fundamental concepts underlying intercultural competence might be one of the rea-sons why L2 teachers reluctantly approach the idea of implementing the intercultural component into their teaching repertoires. The paper aims at discussing the importance of raising students’ critical cultural aware-ness, a central component of Byram’s (1997) model of intercultural com-petence, interpreting and extending its definition using 16 indicators or-ganised into five categories: cultural identity, decentring, reflectiveness and meta-awareness, cultural understanding, and attitudes. The paper ends with three examples of reflective tasks, based on the indicators pre-sented, which can be easily incorporated into L2 teachers’ lesson plans.

scholarly journals The role of teachers in implementing curriculum 13 in primary schools

2021 ◽  
Vol 6 (1) ◽  
pp. 291
Author(s):  
Rendi Alek ◽  
Happy Fitria ◽  
Syaiful Eddy
Keyword(s):  
Learning Process ◽  
Primary Schools ◽  
Teaching And Learning ◽  
Curriculum Implementation ◽  
Lesson Plans ◽  
Ministry Of Education ◽  
Inhibiting Factor ◽  
Role Of Teachers

This study aims to determine : 1) how the role of teachers in the implementation of the 2013 curriculum , 2) what are the determinants of the 2013 curriculum implementation , 3) the implementation of the 2013 curriculum can optimize the role of teachers . The results showed that the role of teachers at SD Negeri 1 Rantau Sialang in implementing the 2013 curriculum, namely teachers as <em>implementers </em>, teachers as <em>adapters</em> , teachers as curriculum developers and teachers as curriculum researchers. The teacher is not only the implementer of the curriculum, but also as the alignment of the curriculum with the characteristics and needs of students and regional needs. The supporting factors in the implementation of the 2013 Curriculum at SD Negeri 1 Rantau Sialang include the availability of facilities and infrastructure such as syllabus, lesson plans, teacher handbooks and student textbooks. Inhibiting factor, namely the unpreparedness of the 2013 Curriculum. This is because there are still many obstacles and obstacles. However, SD Negeri 1 Rantau Sialang itself is ready or not ready to implement the 2013 Curriculum in compliance with the orders of the Ministry of Education and Culture. Implementation of the 2013 Curriculum can optimize the role of teachers in SD Negeri 1 Rantau Sialang . This is the use of methods in learning that must be adapted to the material to be taught and the conditions of the students themselves when participating in the teaching and learning process.

scholarly journals The Role of Teachers in Implementing Multicultural Education Values in the Curriculum 2013 Implementation in Indonesia

2020 ◽  
Vol 3 (2) ◽  
pp. 43-47
Author(s):  
Suryaman ◽  
Juharyanto
Keyword(s):  
Public School ◽  
Public Relations ◽  
Multicultural Education ◽  
Primary Education ◽  
Qualitative Data ◽  
Lesson Plans ◽  
Public School Teachers ◽  
School Teachers ◽  
Role Of Teachers

This study wants to examine the role of teachers in implementing the values of multicultural education in the curriculum 2013 implementation in primary education. The method of this research is descriptive qualitative. Data were collected through observation, interviews, and documentation. The informants in this study were the Principal, Vice Principal for Public Relations, Teachers, Students, and parents. The research showed that the school has a pattern as a multicultural public school. Teachers have a role in integrating multicultural values into the preparation of lesson plans, the application of fun learning, and the accommodation of diversity of students of different religions.

scholarly journals Uma aplicação da Robótica Educacional no estudo do número irracional π

2020 ◽  
Vol 42 ◽  
pp. e99
Author(s):  
Tiago Pereira Armão ◽  
Luciele Nunes ◽  
Cinthya Maria Schneider Meneghetti
Keyword(s):  
Elementary School ◽  
Learning Environment ◽  
Irrational Number ◽  
Logical Reasoning ◽  
Lesson Plans ◽  
Teaching Tool ◽  
Educational Robotics ◽  
Mathematical Literacy ◽  
Mathematical Concepts

This work presents a proposal for using Educational Robotics as a teaching tool for the study of the irrational number pi using the LEGO MINDSTORM EV3 robotics kit. The theme of the work was chosen based on the need to transform the learning environment into an attractive place for the student, inserting technology as the main teaching object and allowing the development of logical reasoning and teamwork. Based on what describes the BNCC, according to the LEGO® methodology, four sequential lesson plans were developed, applied to a class of 7th of Elementary School and presented the results. The lesson plans sought the protagonism of the student, leading him to assume the role of investigator of mathematical concepts and skills essential for him to have the mathematical literacy necessary and required by the new basic guidelines of education.

Telecommunication as an Aid for Concept Development among Student Teachers

1998 ◽  
Vol 27 (1) ◽  
pp. 43-53 ◽  
Author(s):  
Andrew S. Chirwa
Keyword(s):  
Instructional Design ◽  
Student Teachers ◽  
Learning Environments ◽  
Lesson Plan ◽  
Cognitive Strategies ◽  
Program Improvement ◽  
Concept Development ◽  
Lesson Plans ◽  
Concrete Concepts

This study was motivated by the need to understand how student teachers build concepts in telecommunication environments. The study aimed at determining how student teachers develop concrete concepts and defined concepts. The purpose was to develop a repertoire of what constitutes classes of lesson plans in technology-based learning environments and determine their significance to instructional design. The goal was to expose student teachers to AskEric Database. The objectives were to demonstrate the role of intellectual skills in developing conceptualizations, compare and contrast elements of a lesson plan, and define the role of telecommunication in learning. An elaborate scheme of activities was developed for student teachers to process materials in the AskEric database. These activities included students examining the various lesson plans in the content areas featuring mathematics, science, language arts, social studies, art, geography, and history. Lesson plans were characterized as concepts, and individual elements. The telecommunication was perceived as an integrated whole, and was evaluated on the criteria embedded in the student's interaction with the lesson plans as a context. Data shows that student teachers generated their own examples of how to identify concepts and characterize them as “concrete concepts.” They classified the instructional events to develop “defined concepts” and characterizations of the given materials. The individual elements of lesson plans were identified and listed in the following order of hierarchy: grade level, topic sentences, goals, objectives, activities, evaluation procedures, resources, and level on the Bloom's Taxonomy of Educational Objectives. Two roles found to support the teaching and process learning were enhancement of learning, and instructional depth. “Enhancement of learning” is defined as a learner's competency to recruit cognitive strategies for the purpose of determining whether lesson plans are structurally meaningful to promote the teaching and learning among children. “Instructional depth” is defined as the capability of the technology to facilitate the dissemination of information in a sequential manner for the purpose of promoting the effective organization of information among learners. Cognitive strategies, competency, constructing a knowledge base, and growth were five factors found to initiate concept development among student teachers. These data have implication to instructional design, program improvement, and evaluation of instruction in computer-based learning environments.

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