Flipping the Classroom in College Algebra: A Design and Development Study

2014 ◽  
Author(s):  
Lori Ogden
Keyword(s):  
College Algebra ◽  
Design And Development ◽  
Development Study

A Teaching Model for the College Algebra Flipped Classroom

2015 ◽  
pp. 513-536
Author(s):  
Lori Ogden ◽  
Laura J. Pyzdrowski ◽  
Neal Shambaugh
Keyword(s):  
Student Learning ◽  
Student Perceptions ◽  
Flipped Classroom ◽  
Mathematics Learning ◽  
College Algebra ◽  
Classroom Teaching ◽  
Teaching Model ◽  
Student Survey ◽  
Design And Development ◽  
Survey Responses

A flipped classroom teaching approach has been used in the teaching of college algebra within a broader initiative for mathematics learning. The flipped classroom approach documented in this chapter utilizes multiple teaching strategies to enhance student learning. From the pilot teaching of two semesters of college algebra, a teaching model was developed using the Joyce, Weil, and Calhoun (2009) framework. The purpose of this study and chapter is to describe the design and development of the flipped classroom teaching model in terms of the design decisions, model implementation, and model evaluation over the two semesters. Student survey responses and interview results suggest that this teaching model improved student perceptions of learning college algebra. Findings reported in this study document the use of the model, while future iterations of the design and development cycle (Richey & Klein, 2007) are necessary to understand the impact of the flipped classroom model on student learning.

A Teaching Model for the College Algebra Flipped Classroom

2014 ◽  
pp. 47-70 ◽  
Author(s):  
Lori Ogden ◽  
Laura J. Pyzdrowski ◽  
Neal Shambaugh
Keyword(s):  
Student Learning ◽  
Student Perceptions ◽  
Flipped Classroom ◽  
Mathematics Learning ◽  
College Algebra ◽  
Classroom Teaching ◽  
Teaching Model ◽  
Student Survey ◽  
Design And Development ◽  
Survey Responses

A flipped classroom teaching approach has been used in the teaching of college algebra within a broader initiative for mathematics learning. The flipped classroom approach documented in this chapter utilizes multiple teaching strategies to enhance student learning. From the pilot teaching of two semesters of college algebra, a teaching model was developed using the Joyce, Weil, and Calhoun (2009) framework. The purpose of this study and chapter is to describe the design and development of the flipped classroom teaching model in terms of the design decisions, model implementation, and model evaluation over the two semesters. Student survey responses and interview results suggest that this teaching model improved student perceptions of learning college algebra. Findings reported in this study document the use of the model, while future iterations of the design and development cycle (Richey & Klein, 2007) are necessary to understand the impact of the flipped classroom model on student learning.

scholarly journals FILM ANIMASI CERITA DENGAN KONTEKS MULTIBUDAYA UNTUK MENDUKUNG PENGEMBANGAN KEKRITISAN PENALARAN ANAK USIA SD

LITERA ◽  
2016 ◽  
Vol 15 (2) ◽  
pp. 292-304
Author(s):  
Yuni Pratiwi
Keyword(s):  
Cognitive Development ◽  
Research And Development ◽  
Primary School ◽  
Life Experience ◽  
Daily Life ◽  
Thinking Skills ◽  
Development Model ◽  
Design And Development ◽  
Development Study ◽  
Reflective Design

FILM ANIMASI CERITA DENGAN KONTEKS MULTIBUDAYAUNTUK MENDUKUNG PENGEMBANGAN KEKRITISANPENALARAN ANAK USIA SDYuni PratiwiFakultas Sastra Universitas Negeri Malangemail: [email protected] ini bertujuan menghasilkan enam judul film animasi serial cerita dengankonteks sosial multibudaya untuk mendukung proses pengembangan kemampuan berpikirkritis anak usia SD. Penelitian menggunakan desain penelitian dan pengembangan modelR2D2 (recursive, reflective, design, and development) yang dikemukakan oleh Willis. Hasilpenelitian sebagai berikut. Pertama, tema film dikembangkan dengan mempertimbangkanpengalaman kehidupan sehari-hari, perkembangan kognitif, dan perkembangan mental.Kedua, tokoh film yakni anak dan orang-orang di sekitar anak dikembangkan dengan latarbelakang multietnik. Ketiga, alur cerita dikembangkan dengan mengintegrasikan masalahyang mendorong anak berpikir kritis. Keempat, dialog dikembangkan dengan bahasasehari-hari. Kelima, aspek audio-visual dikembangkan untuk memperkaya pengalamananak tentang realitas kehidupan sehari-hari bangsa Indonesia dengan latar masyarakatagraris (pertanian dan peternakan).Kata kunci: film animasi, multibudaya, kekritisan, usia SDANIMATED STORY MOVIES WITH MULTICULTURAL CONTEXTSTO SUPPORT THE DEVELOPMENT OF PRIMARY SCHOOL AGED CHILDREN’SCRITICAL REASONINGAbstractThis study aims to produce six titles of animated story movies with multicultural socialcontexts to support the process of the development of primary school aged children’scritical thinking skills. This was a research and development study using the R2D2(recursive, reflective, design, and development) model proposed by Willis. The results ofthe study were as follows. First, the theme of the movies was developed by taking accountof the daily life experience, cognitive development, and mental development. Second,the movie characters, namely children and people around them, were developed withmulti-ethnic backgrounds. Third, the plot was developed by integrating the problemsencouraging children to think critically. Fourth, the dialogs were developed in dailylanguage. Fifth, the audio-visual aspect was developed to enrich children’s experiencesabout the realities of the daily life of Indonesian people with the background of an agrariansociety (agriculture and livestock).Kata kunci: animated movies, multicultural, critical, primary school aged children’s

scholarly journals DESIGNING ICT COMPETENCES-INTEGRATED SYLLADESIGNING ICT COMPETENCES-INTEGRATED SYLLABUSES OF READING COURSES (DESIGN AND DEVELOPMENT STUDY OF ENGLISHBUSES OF READING COURSES (DESIGN AND DEVELOPMENT STUDY OF ENGLISH LANGUAGE EDUCATION PROGRAM SYLLABUSES)

2019 ◽  
Vol 5 (2) ◽  
pp. 93-103
Author(s):  
Aldo Prabowo Bandan ◽  
Ratna Dewanti
Keyword(s):  
English Language ◽  
Teaching Method ◽  
Language Education ◽  
Technology Literacy ◽  
Design And Development ◽  
Development Study ◽  
Depth Of Knowledge ◽  
English Reading ◽  
Ict Tools ◽  
Process Oriented

ICT education provides the unlimited resources to collect and analyze data, create presentation using ICT tools and acquire depth of knowledge. This research aims to design ICT competence-integrated syllabuses of reading courses (Literal Reading, Critical Reading, Affective Reading, and Syntopical Reading). The types of syllabus for reading courses in this research is process-oriented syllabuses. This research adapted Design and Development Research (DDR). The stages of DDR are need analysis, evaluation, revision, and evaluation. An analysis was also conducted the CEFR-based English reading to provide language learners a set of language qualification to master. The data sources to analyze existing English reading syllabuses were taken from five different universities in Indonesia. The result of sub RQ 1 found that the ICT competences are mostly integrated in teaching methods, and assessments. For the ICT tools in the existing syllabus mostly used computer, laptop, LCD, word and presentation software. UNESCO competence in the existing syllabus mostly integrated implicitly and explicitly in technology literacy. Learning processes mostly appear in the existing syllabus were identifying, discussing, and analyzing. Sub RQ 2 found the integration of ICT into syllabus component can be applied by infusing the ICT indicator into the syllabus components, and the integration of CEFR into learning materials to see the levels of the students. Sub RQ 3 found designing ICT competences-integrated syllabuses of reading courses used process-oriented for the type of syllabus. The components of syllabus that integrated in reading syllabuses were course description, learning outcomes, learning objective, materials, teaching method, assessments, and resources. Keywords: ICT competences, English reading syllabuses, CEFR for languages.

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