scholarly journals Evaluación, mapas conceptuales y ego académico en la enseñanza bilingüe en Educación Primaria

2019 ◽  
pp. 39-45
Keyword(s):  
School Performance ◽  
Performance Feedback ◽  
Concept Maps ◽  
Summative Assessment ◽  
Integrated Learning ◽  
Teachers And Students ◽  
Educación Primaria ◽  
The Way

Although bilingual programmes were implemented in Spain a few years ago, a recent report on these English-Spanish programmes points out that they can still be improved (Dobson, Pérez y Johnstone, 2010). To improve these programmes, we aim to present a proposal based on the use of concept maps for the formative and summative assessment in content and language integrated learning (CLIL) developed in non-linguistic disciplines (DNL). Since evaluation constitutes a method of necessary feedback for teachers and students, the method instructors use to measure students’ knowledge will impact the students’ school performance. Feedback will also help learners to recall previously learned information. (Hoffmann, 2003). Consequently, this paper is presented as a brief bibliographic review to make DNL teachers reflect on the way summative exam design impacts the students’ academic ego during evaluation.

scholarly journals Evaluación, mapas conceptuales y ego académico en la enseñanza bilingüe en Educación Primaria

2020 ◽  
Author(s):  
José Luis Gómez Ramos ◽  
Juan Lirio Castro ◽  
Isabel María Gómez Barreto ◽  
Rosa María Serna Rodríguez
Keyword(s):  
School Performance ◽  
Performance Feedback ◽  
Concept Maps ◽  
Summative Assessment ◽  
Teachers And Students ◽  
Educación Primaria ◽  
The Way

Although bilingual programmes were implemented in Spain a few years ago, a recent report on these English-Spanish programmes points out that they can still be improved (Dobson, Pérez y Johnstone, 2010). To improve these programmes, we aim to present a proposal based on the use of concept maps for the formative and summative assessment in content and language integra- ted learning (CLIL) developed in non-linguistic disciplines (DNL). Since evaluation constitutes a method of necessary feedback for teachers and students, the method instructors use to mea- sure students’ knowledge will impact the students’ school performance. Feedback will also help learners to recall previously learned information. (Hoffmann, 2003). Consequently, this paper is presented as a brief bibliographic review to make DNL teachers reflect on the way summative exam design impacts the students’ academic ego during evaluation.

Content and Language Integrated Learning: Panacea or Policy Borrowing Myth?

2013 ◽  
Vol 4 (2) ◽  
pp. 317-342 ◽  
Author(s):  
Amos Paran
Keyword(s):  
Second Language ◽  
High Achievers ◽  
Educational Policies ◽  
Student Selection ◽  
Integrated Learning ◽  
Policy Borrowing ◽  
Educational Transfer ◽  
High Level ◽  
The Way

AbstractThis paper examines the spread of Content and Language Integrated Learning (CLIL) through a number of lenses. It argues that the supporters and promoters of CLIL position it as a near-panacea and attribute to it a large number of benefits, not all of which are supported by research. Looking at the issues arising from recent attempts to define CLIL, the paper proposes a distinction between weak and strong CLIL. The paper points to the lacunae in the research into CLIL, and suggests that these gaps are the result of educational policies that privilege a second language over other curricular subjects. Looking at the contexts where CLIL seems to succeed, as well as places where such teaching has been acknowledged to fail, it emerges that success is often connected to a high level of student selection on a number of criteria, as well as a high level of investment in teachers and teaching, and that CLIL often privileges those students who are already high achievers both in language and content. The paper then looks at the way in which the spread of CLIL policies can be understood through theories of policy borrowing and educational transfer.

scholarly journals DAMPAK BULLYING TERHADAP KONDISI PSIKOSOSIAL SISWA KELAS II DI SD N SURYODININGRATAN 1 YOGYAKARTA

2019 ◽  
Vol 5 (3) ◽  
Author(s):  
Ahmad Oktavian Triatmojo ◽  
Endang Hangestiningsih
Keyword(s):  
Qualitative Research ◽  
Data Collection ◽  
Pocket Money ◽  
Teachers And Students ◽  
Bullying Behavior ◽  
Class Teacher ◽  
The Way

This type of research is a type of qualitative research. This research was conducted at SD N Suryodiningrata 1 Yogyakarta. The subjects in this study were to schools, class teachers, and students. Data collection techniques use observation, interview, and observation techniques. Based on the results of the study show that the forms of student bullying behavior that occur are that students make fun of and mock friends, find out friends and ask for pocket money to their friends. The way the class teacher handles student bullying behavior is by conducting classical and individual guidance. The role of the class in addressing the behavior of bullying students, be a mediator when the bullying occurred in class, and give advice as well as motivations to students.

Music and Social Justice

2021 ◽  
Author(s):  
Cathy Benedict
Keyword(s):  
Social Justice ◽  
Music Education ◽  
Elementary Students ◽  
Music Teachers ◽  
Elementary Music ◽  
Elementary Student ◽  
Teachers And Students ◽  
The Voice ◽  
Elementary Music Education ◽  
The Way

This book challenges and reframes traditional ways of addressing many of the topics we have come to think of as social justice. Offering practical suggestions for helping both teachers and students think philosophically (and thus critically) about the world around them, each chapter engages with important themes through music making and learning as it presents scenarios, examples of dialogue with students, unit ideas, and lesson plans geared toward elementary students (ages 6–14). Taken-for-granted subjects often considered sacrosanct or beyond the understanding of elementary students, such as friendship, racism, poverty, religion, and class, are addressed and interrogated in a way that honors the voice and critical thinking of the elementary student. Suggestions are given that help both teachers and students to pause, reflect, and redirect dialogue with questions that uncover bias, misinformation, and misunderstandings that too often stand in the way of coming to know and embracing difference. Guiding questions, which anchor many curricular mandates, are used throughout in order to scaffold critical and reflective thinking beginning in the earliest grades of elementary music education. Where does social justice reside? Whose voice is being heard, and whose is being silenced? How do we come to think of and construct poverty? How is it that musics become used the way they are used? What happens to songs initially intended for socially driven purposes when their significance is undermined? These questions and more are explored, encouraging music teachers to embrace a path toward socially just engagements at the elementary level.

Meditation in the Classical Daoist Tradition

2016 ◽  
Author(s):  
Harold D. Roth
Keyword(s):  
The Body ◽  
Cultivation Practices ◽  
Teachers And Students ◽  
The One ◽  
The Way

The classical Daoist textual corpus, while often treated as abstract philosophy, emerged from a tradition of teachers and students that was primarily based on a common set of meditative techniques, and goals. These techniques emphasized proper posture (aligning the body and keeping it still), breath cultivation (concentrating, patterning, guiding, relaxing and expanding the breath), the use of attention (focusing on the one or on the center), as well as a variety of apophatic training regimes designed to restrict or eliminate desires, emotions, thoughts, knowledge and sense perceptions and reveal a deeper reality known as the Way, believed to underlie these faculties. With time, a tradition emerged for viewing these self-cultivation practices as particularly beneficial for rulership, connecting the ruler to a correlative web of cosmic energies.

Problems of Practice: From the Principal's Perspective

1993 ◽  
Vol 3 (1) ◽  
pp. 59-73 ◽  
Author(s):  
Karen F. Osterman
Keyword(s):  
School Districts ◽  
Secondary Principals ◽  
The United States ◽  
Complex Problem ◽  
Urban School Districts ◽  
Organizational Policies ◽  
Policies And Procedures ◽  
Teachers And Students ◽  
Problems Of Practice ◽  
The Way

This article explores the way that principals understand the nature of the problems that deter schools from better accomplishing their missions. The views presented are those of approximately 40 elementary and secondary principals in two urban school districts in the Mid-Atlantic and Southwest regions of the United States. From the perspective of these principals, schools as organizational workplaces for administrators, teachers, and students are plagued by stress, frustration, and alienation. Although a multi-faceted and complex problem in itself, this organizational malaise is viewed as an outgrowth of an even more complex problem—a growing gap between the culture of the schools and the society of which they are a part. These observations emphasize the importance of examining the way in which organizational policies and procedures of schools and school districts impact upon the motivational needs of administrators, teachers, and students.

Os Cadernos da Realidade dos alunos da LEDOC/UFES como agenciamentos coletivos de enunciação / The student's notebook on LEDOC/UFED as collective enunciation management

2018 ◽  
Vol 8 (1) ◽  
pp. 303
Author(s):  
Sandra Kretli Silva
Keyword(s):  
Undergraduate Students ◽  
Learning Processes ◽  
Deleuze And Guattari ◽  
Espírito Santo ◽  
Michel De Certeau ◽  
Teachers And Students ◽  
Reality Pedagogy ◽  
Espirito Santo ◽  
The Way

Este texto objetiva apresentar resultados de uma pesquisa que investiga os “usos” que os professores e os alunos fazem dos cadernos da realidade produzidos pelos alunos do curso de Licenciatura em Educação do Campo da Universidade Federal do Espírito Santo. Problematiza o modo como os usos desses cadernos expressam os currículos pensadospraticados. Utiliza, como aporte teórico-metodológico, o pensamento de Michel de Certeau (1994), Deleuze e Parnet (1977), Deleuze e Guattari (2015) e Lazaratto (2006; 2014). Aponta que os alunos fazem usos diversos dos cadernos: favorecer a memória, como indicam os textos que tratam desse instrumento; planejar suas ações; desabafar e fazer o pensamento movimentar, delirar, etc. Já os professores usam os cadernos para avaliar os processos de aprenderensinar e nos movimentos de invenções curriculares, pois acreditam que “uso” é poética, é invenção. Foi evidenciado ainda que os cadernos da realidade são agenciamentos maquínicos de desejo, ou seja, agenciamentos coletivos de enunciação que possibilitam movimentar o pensamento e abrir fissuras paradigmáticas. Afirma, assim, a necessidade de abrir/criar espaçostempos e redes de conversações para que professores e alunos possam dialogar sobre as escrileituras desses cadernos, a fim de ampliar e potencializar os processos inventivos dos currículos pensadospraticados na Educação do Campo.Palavras-chave: Cadernos da Realidade; Pedagogia da Alternância; Currículos pensadospraticados; Educação do Campo. ABSTRACT: This text aims to present results of a research that investigates the uses that teachers and students make of the notebook of reality poduced by the undergraduate students of the field of the Federal University of Espírito Santo. It problematizes the way in which the uses of these notebooks express the thoughtful curricula. It uses as a theoretical-methodological contribution the thought of Michel de Certeau (1994), Deleuze and Parnet (1977), Deleuze and Guattari (2015) and Lazaratto (2006, 2014). He points out that the students make different uses of the notebooks: to favor memory, as indicated in the texts that deal with this instrument; plan your actions; and to make the thinking move, delirious... The teachers use the notebooks to evaluate the learning processes and the movements of curricular inventions, because they believe that "use" is poetic, it is invention. It was also evidenced that the notebook of reality are machinic assemblages of desire, that is, collective assemblages of enunciation that make it possible to move thoughts and open paradigmatic fissures. It thus affirms the need to open /create spaces and networks of conversations so that teachers and students can talk about the writing of these notebooks, in order to broaden and enhance the inventive processes of the curricula considered in countryside education.Keywords: Notebook of reality; Pedagogy of Alternation; Thoughtful curricula; Countryside education.

scholarly journals The Implications Of Politeness Strategies Among Teachers And Students In The Classroom

2018 ◽  
Vol 42 ◽  
pp. 00067
Author(s):  
Widiadnya I Gusti Ngurah Bagus Yoga ◽  
Seken Ketut ◽  
Santosa Made Hery
Keyword(s):  
Learning Process ◽  
Teaching And Learning ◽  
Grade Teacher ◽  
Teachers And Students ◽  
Politeness Strategies ◽  
Tenth Grade ◽  
The Way

Politeness was needed to be implemented since rudeness creates conflict between teacher and students. Politeness also used in order to teach students the way of being polite, and redress the conflict in conversation. This study aimed at analyzing the implication of using politeness strategies on teaching and learning process. The subjects of this study were the tenth grade teacher and students of SMK Nusa Dua Bali. The data were in the form of conversations among the subjects in their interactions during the teaching and learning process in the classroom. The data were collected through observations and interview. The result of this study showed that, there were some implications of the politeness strategy employed by the teacher and students at SMK Nusa Dua, such as politeness created efficient teaching and learning process, respected communications between teacher and students. Besides that cooperation interaction between teacher and students were found improving, and less imposition and indirectness in teaching and learning process. Those implications motivate students and develop a meaningful teaching and learning process.

The influence of competences and support on school performance feedback use

2011 ◽  
Vol 37 (2) ◽  
pp. 141-154 ◽  
Author(s):  
Jan Vanhoof ◽  
Goedele Verhaeghe ◽  
Jean Pierre Verhaeghe ◽  
Martin Valcke ◽  
Peter Van Petegem
Keyword(s):  
School Performance ◽  
Performance Feedback
Sign in / Sign up

Export Citation Format

Share Document