How Does Your Doughnut Measure Up?

2006 ◽  
Vol 11 (5) ◽  
pp. 212-219
Author(s):  
Paula Maida ◽  
Michael Maida
Keyword(s):  
Surface Area ◽  
Creative Thinking ◽  
Lesson Plan ◽  
Sixth Grade ◽  
Student Work ◽  
Sixth Grade Students

An activity in measurement and geometry in which sixth-grade students explore the volume and surface area of a donut. Through calculation, creative thinking, and discovery, the students enhanced their geometric vocabulary and reasoning. This articles includes student work, a lesson plan, and samples of activity sheets.

scholarly journals The Impact of the Reverse Learning Strategy on the Achievement of Sixth Graders and the Development of Their Creative Thinking

2019 ◽  
pp. 280-290
Author(s):  
Adnan Hikmat ◽  
Nour Abdul Malik Naji
Keyword(s):  
Traditional Method ◽  
Creative Thinking ◽  
Learning Strategy ◽  
Sixth Grade ◽  
Control Group ◽  
Flipped Learning ◽  
School Students ◽  
Sixth Grade Students ◽  
The Impact ◽  
Experimental Group

The aim of this study is to know (The Effect of Flipped Learning strategy in the Achievement of sixth grade students and the development of Their Creative Thinking). In order to achieve the objective of the study the two researchers depended on the experimental design, The sample of the study included (50) students of the AL- Smaha primary school students as (25) students for the first experimental group which studied according to the Flipped Learning strategy, and (25) students for the control group which studied depending to the traditional method, and it was qualified in the following variables (previous information, previous achievement, age). The test were prepared and it considered of (20) items as multi-choice type, and verifying its veracity by presenting it to group of experts and specialists, and verifying the veracity of the content by preparing test map. The reliability estimate was (0.82). The creative thinking test prepared too, which considered of (6) activates they were veracity and the reliability was (0.77). The results of the study showed: The students of the experimental group who studied according to the Flipped Learning strategy exceeded the students of the control group who studied according to the traditional method in both of the achievement test and the creative thinking test The researchers recommended several recommendations, including the need to adopting new teaching strategies. The study also suggested new scientific studies and other stages or other variables such as scientific thinking, developing critical thinking, the attitude towards the sciences.

scholarly journals THE EFFECT OF USING POSSE STRATEGY IN TRAINING AND DEVELOPMENT COMPREHENSION READING SKILLS AMONGST SIXTH GRADERS

2020 ◽  
Vol 8 (2) ◽  
pp. 134-141
Author(s):  
Tareq Mohamad Alyatim ◽  
Wail Muin (Al-Haj sa'id) Ismail ◽  
Muhammad Azhar bin Zailani ◽  
Ala Muhammad Al Saadi
Keyword(s):  
Reading Comprehension ◽  
Reading Skills ◽  
Lesson Plan ◽  
Sixth Grade ◽  
Sixth Graders ◽  
Control Group ◽  
Comprehension Skills ◽  
Sixth Grade Students ◽  
Reading Comprehension Skills ◽  
Positive Effect

Purpose of the study: This study aims to measure the effectiveness of using P.O.S.S.E strategy in the development of teaching to improve reading comprehension skills for sixth-grade students. Methodology: The procedure used is an experimental method based on Stratified Sampling which consists of 43 students divided into two groups – a control group of 21 students and an experimental group of 22 students- and a lesson plan was designed as a tool. Main Findings: The outcomes of the study indicated that the POSSE strategy has a positive effect on the development of reading comprehension skills over its five levels among the representative sample of sixth graders. Applications of this study: It is an essential reference in the development of teaching and training teachers to adapt to the P.O.S.S.E strategy for teachers, student educators. Novelty/Originality of this study: The result of this study is consistent with previous studies, which investigated the efficacy of POSSE strategy on the development of reading comprehension skills.

scholarly journals Effectiveness of the use of Quart program on educational achievement and creative thinking in modern subjects for sixth grade pupils: فاعلية استخدام برنامج الكورت على التحصيل الدراسي والتفكير الابداعي في مادة الحديث لتلاميذ الصف السادس الابتدائي

2017 ◽  
Vol 1 (3) ◽  
Author(s):  
Abdul Aziz Jaber Al-Salami
Keyword(s):  
Academic Achievement ◽  
Creative Thinking ◽  
Educational Achievement ◽  
Sixth Grade ◽  
Test Sample ◽  
Test System ◽  
Control Group ◽  
Experimental Sample ◽  
Two Samples ◽  
Sixth Grade Students

The aim of this research was to uncover the effectiveness of using the skills of the Quart program to improve academic achievement and to develop creative thinking in modern subjects for the sixth graders. The researcher used the experimental method, and applied the research to two samples, one of them experimental and experimental, of the sixth grade students in Jeddah, the number of (56) students, divided equally. The two groups were subjected to the test sample to test the creative thinking of Figure (B) By the researcher, where it was applied after the seizure and to verify its sincerity and stability. Using the SPSS test system, the results showed that the experimental group students outperformed their counterparts in the control group in the average of the degrees of creative thinking and post-academic achievement, and that this superiority was statistically significant at the level of α (00,05). The results also showed the effectiveness of the skills of the courteous program in improving academic achievement and developing the creative thinking of the experimental sample students. (10.89) compared to (7.57) for the control, with a difference of (3.32). For the pilot. In light of the results of the research, the researcher recommended a set of recommendations, the most important of which is the employment and use of thinking programs such as the curriculum in teaching Islamic education courses at all levels of study.

scholarly journals PENGEMBANGAN PERANGKAT PEMBELAJARAN SAINS BERORIENTASI GUIDED DISCOVERY UNTUK MENGAJARKAN KEMAMPUAN BERPIKIR KREATIF DAN PENGUASAAN KONSEP

2017 ◽  
Vol 4 (1) ◽  
pp. 488
Author(s):  
Tilal Afian ◽  
Muslimin Ibrahim ◽  
Rudiana Agustini
Keyword(s):  
Creative Thinking ◽  
Science Learning ◽  
Lesson Plan ◽  
Waste Recycling ◽  
Test Results ◽  
Student Work ◽  
Guided Discovery ◽  
Analysis Technique ◽  
Thinking Ability ◽  
Creative Thinking Ability

This study is aimed at teaching the ability of creative thinking and the comprehension of concept for students by developing science learning kit which mainly refer to guided discovery method. This is development research. The learning kit being validated by experts are syllabus, lesson plan, student work sheet, student learning book, mastering concept questions, and creative thingking questions. The learning kit was tested to 35 Grade X students in SMAN 1 Manyar. The design of study applies one group pretest-posttest with descriptive qualitative data analysis technique. The test results of learning kit are: the feasibility of lesson plan for three meetings has very good category; mastering concept ability, assessed from the mastery of indicators, reached  80% is in accomplished category; individual mastery reached70% is in accomplished category. Students’ creative thinking ability before the learning was 28,6%. It is categorized as less creative. After students having guided discovery in learning, students achieved 84,86% or creative category and the average of students’ conceptual comprehension is N-Gain > 0,70. This shows a high comprehension of concept on environment changes and waste recycling topic. Based on the test results, it is concluded that science learning kit developed is feasible, practical, and effective to teach creative thinking ability for students.Penelitian ini bertujuan untuk mengajarkan kemampuan berpikir kreatif dan penguasaan konsep siswa yang dilakukan dengan cara mengembangkan perangkat pembelajaran sains dengan metode guided discovery. Jenis penelitian ini adalah pengembangan.Perangkat pembelajaran yang dikembangkan meliputi silabus, RPP, LKS, buku ajar siswa, soal penguasaan konsep, dan soal berpikir kreatif yang divalidasi oleh pakar.Ujicoba perangkat dilakukan pada 35 siswa kelas X SMAN 1 Manyar. Desain Penelitian menggunakan one group pretest-postest. Parameter yang diukur meliputi keterlaksanaan RPP, tes hasil belajar, kemampuan berpikir kreatif dan penguasaan konsep.Teknik analisis data deskriptif kualitatif.Hasil uji coba perangkat pembelajaran menunjukkan: keterlaksanaan RPP selama tiga kali pertemuan berkategori sangat baik, kemampuan penguasaan konsep dilihat dari ketuntasan indikator ≥ 80% dikategorikan tuntas, ketuntasan individu ≥ 75 dikategorikan tuntas. Kemampuan berpikir kreatif siswa sebelum pembelajaran adalah 28,6% dengan kategori kurang kreatif dan rata-rata perolehan siswa setelah pembelajaran 84,86% dengan kategori kreatif, rata-rata kemampuan penguasaan konsep setelah mengikuti pelajaran N-Gain ˃ 0,70, ini menunjukkan penguasaaan konsep yang tinggi terhadap materi perubahan lingkungan dan daur ulang limbah. Berdasarkan hasil ujicoba, disimpulkan bahwa perangkat pembelajaran sains dengan metode guided discovery yang telah dikembangkan layak, praktis dan efektif untuk mengajarkan kemampuan berpikir kreatif siswa

scholarly journals Digitalization and its Effect on Improving Sixth Grade Student’s English Language Listening Comprehension Skill in Mafraq Educational Directorate

2021 ◽  
Vol 29 (1) ◽  
Keyword(s):  
Listening Comprehension ◽  
English Language ◽  
Lesson Plan ◽  
Sixth Grade ◽  
First Semester ◽  
Comprehension Skill ◽  
Teacher Observations ◽  
Listening Skill ◽  
Sixth Grade Students ◽  
Compact Disks

The aim of this study was to determine the effect of digitalization on improving comprehension English language listening comprehension skill of sixth grade students. The researcher used the descriptive method. A chick list based on experts' notes and their English language teacher observations in the target school in Mafraq / Qasabah, Jordan, during the first semester 2019-2020. Listening lessons were conducted using digital utilities such as the Internet, computers, audiotapes, videotapes, interactive TV, and compact disks and activities were designed depending on the curricula while putting the lesson plan into action in the classroom. Data from the teacher's observation was analyzed, the results showed positive progress in students' English language listening comprehension skill after using digitalization in teaching listening skill, and a difference was found between the traditional method of teaching listening and to use digitalization in teaching listening skill for the favor for the last method. Based on the results of the study, the researcher recommends using digital utilities in English language listening comprehension tasks to improve students' English language listening skill.

A Comparison of Four Adolescent Language Tests

1987 ◽  
Vol 18 (3) ◽  
pp. 250-266 ◽  
Author(s):  
R. Jane Lieberman ◽  
Ann Marie C. Heffron ◽  
Stephanie J. West ◽  
Edward C. Hutchinson ◽  
Thomas W. Swem
Keyword(s):  
Test Performance ◽  
Sixth Grade ◽  
Significant Discrepancy ◽  
Language Impaired ◽  
Language Functions ◽  
Language Tests ◽  
Significant Difference ◽  
Sixth Grade Students ◽  
Overall Performance ◽  
Selection Of

Four recently developed adolescent language tests, the Fullerton Test for Adolescents (FLTA), the Test of Adolescent Language (TOAL), the Clinical Evaluation of Language Functions (CELF), and the Screening Test of Adolescent Language (STAL), were compared to determine: (a) whether they measured the same language skills (content) in the same way (procedures); and (b) whether students performed similarly on each of the tests. First, respective manuals were reviewed to compare selection of subtest content areas and subtest procedures. Then, each of the tests was administered according to standardized procedures to 30 unselected sixth-grade students. Despite apparent differences in test content and procedures, there was no significant difference in students' performance on three of the four tests, and correlations among test performance were moderate to high. A comparison of the pass/fail rates for overall performance on the tests, however, revealed a significant discrepancy between the proportions of students identified in need of further evaluation on the STAL (20%) and the proportion diagnosed as language impaired on the three diagnostic tests (60-73%). Clinical implications are discussed.

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