The government expects that the learning process in the 2013 curriculum uses inspiring, interactive, fun, and challenging activities that engage students’ participation in the class. The students’ ...involvement and critical thinking in meaningful learning are increased when the students ask questions productively in the classroom. However, Indonesian EFL students are indicated to have little space for interacting in the classroom, not to mention questioning. For that reason, this study aims to explore the teacher’s strategies in encouraging student questioning in EFL class. A qualitative research design was conducted through observation, interview, and questionnaire. The findings showed that the teacher used various strategies in promoting student questioning: providing a free question time, using turn-taking questioning, evolving a receptive classroom atmosphere, and giving explicit instruction in the teaching and learning process. Finally, this study implies that Indonesian EFL students would be encouraged to ask questions actively when: (a) the activities to pose questions were set; (b) objects or topics of questioning to scaffold students were provided; (c) classroom climate was accepted questions; (d) clear instructions were given. Thus, student questioning could be raised through instructional interventions from the teacher.
Considering the rich experience of using multimedia presentations as a teaching tool in higher education, in order to introduce new approaches and develop a methodology, there is a need to identify ...the strengths and weaknesses of existing practices, in particular to identify the emotional attitude of university students to existing lectures and presentations in the educational process and determine relevant opportunities to improve the practice of using interactive and visual educational tools.The empirical basis of the study was the results of a survey of students of 2–4 undergraduate courses at the Moscow State Institute of International Relations (University) of the Russian Ministry of Foreign Affairs in the 2019–2020 academic year. The survey involved 404 respondents. To process the obtained data, we used the Google Forms and Microsoft Office Excel programs, general scientific methods (comparison, generalization), statistical analysis methods, as well as content analysis.The empirical study showed a high level of student satisfaction with the volume and effectiveness of multimedia presentations used in the educational process, and also confirmed the theoretical ideas about the advantages and limitations of linear form presentations that dominate in the educational environment. Critical remarks included design errors, oversaturation of visual material, activity out of sync, and flaws in speaker behavior. Among the new techniques for working with presentation materials, photographing slides was noted. An important observation was the students’ request for self-sufficient visual materials of lectures and access to them.Prospects and opportunities for transforming familiar lectures and the learning environment as a whole were identified taking into account the existing experience of presentations at the university; ways of solving the problems with students’ perception and acquisition of material are proposed and specific recommendations are given for organizing a wide range of classes with visual and interactive components, today these are, first of all, remote online courses (MOOC, e-learning) and new forms of organization classroom activities (“flipped classroom”).
This study aims at identifying the strategies that increase interactive classroom management (henceforth ICL), including the students talking time instead of teacher talking time by reducing teacher ...centrality in the class and setting up students in organized place to share ideas and participate in class tasks. Also using technology strategy that provides diversity on the part of both the teacher and the student in accomplishing syllabus goals. The Teachers Classroom Management Proficiency Questionnaire (TCMPQ) was used to the sample that was randomly chosen in certian private schools in Misan, Iraq. Findings have shown that the main two hinders that mark fruitful classroom management are the students’ needs and characteristics and the students’ seating organization. For the popular class strategies, teachers claim they have to offer awareness for educational and teaching settings. Teachers believe that interactive classroom management is the process of creating and upholding a positive leaning atmosphere which can direct learners to flourish in classroom and their characters in class touches student’s educational achievement.
This study examines a classroom simulation workshop designed for teacher candidates (TCs) to practice questioning strategies with English learners (ELs) at various English proficiency levels, through ...the lens of sociocultural theory. Data was collected from an assignment in an ESOL methods course consisting of questions that TCs prepared before the simulation, revised after the simulation, and responses to an open-ended questionnaire. Findings show that TCs made their questions comprehensible for beginner level ELs, however, overextended their question modification to both the intermediate and advanced levels. Implications highlight the importance of practicing questioning strategies that are appropriate for all proficiency levels.
This pedagogy article provides advice for Family Law professors about using student response systems. Although the included problem sets are specific to Family Law, the advice about using student ...response systems is applicable to all law professors. This article includes practical advice for any law professor who teaches Gen Z students, has a HyFlex course, or needs to engage in formative assessment.
It is well established that teacher-student interactive talk is critically important in supporting students to reason and learn in science. Teachers’ discursive moves in responding to student input ...are keys to developing and supporting a rich vein of interactive discussion. While initiation-response-evaluation (IRE) sequences have been shown to dominate science classroom discourse patterns worldwide, teacher ‘prompts’ are important for opening up opportunities for reasoning and higher level learning. This paper describes the analysis of video sequences for five expert elementary teachers across three countries to develop a coding scheme for these teachers’ ‘discursive moves’ to guide and respond to student inputs, that unpacks more completely the strategies they use to develop interactive discussion. The analysis showed varied patterns of knowledge transaction, with teacher discursive moves serving three broad purposes: to elicit and acknowledge student responses, to clarify and to extend student ideas. The patterns of talk were also related to the dialogic-authoritative distinction in analysis of talk, to show that this distinction is only clear for particular types of expert practice. While the particular moves teachers use vary across parts of lessons we argue that they are revealing of teachers’ particular beliefs and of systemic constraints, and that there exist patterns in the use of the discursive categories that capture how expert teachers build deeper level knowledge in classroom interactive talk. We describe ways in which the analysis can inform science teacher education and the professional learning of teachers of science.
This article aims to examine the effects of an instructional model that leverages innovative technologies in the classroom to cultivate collaboration that improves students' comprehension, fosters ...their creativity, and enables them to better express and communicate their ideas through drawing. This discussion focuses on classroom interaction systems and technologies that can foster creativity, including tablets, electronic blackboards, interaction management solutions, and high-speed wireless internet. To address the study aims, we conceptualized an instructional model entitled ＂Visual Thinking through Tablet-based Classroom Interaction＂(VTTCI) and applied it for one semester in English classes in a high-tech middle school in Korea. This model aimed to enable students to better express and communicate their ideas through drawing; to understand the lesson material's text and topic; to conceive of core ideas related to the topic; to visually express concepts through drawings, presentations, and discussions; and to ultimately gain a better understanding of the material based on the drawings. After applying the instructional model for one semester, we assessed the creativity of the students in the six treatment classes using the Torrance Tests of Creative Thinking-Figural form, (TTCT), and we compared their scores with those of the students in the six control group classes, who did not receive the treatment. The results revealed that the students in the treatment group scored significantly higher on the Originality, Abstractness of Titles, and Elaboration subscales and on overall creativity. Thus, the VTTCI model can be seen to affect creativity. The results show that the students' creative proficiency improved with the adoption of the instructional model for tablet-based interactive classrooms.
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BFBNIB, DOBA, IZUM, KILJ, NMLJ, NUK, PILJ, PNG, SAZU, SIK, UILJ, UKNU, UL, UM, UPUK
Problem-based learning (PBL) can be described as a learning environment where the problem drives the learning. This technique usually involves learning in small groups, which are supervised by ...tutors. It is becoming evident that PBL in a small-group setting has a robust positive effect on student learning and skills, including better problem-solving skills and an increase in overall motivation. However, very little research has been done on the educational benefits of PBL in a large classroom setting. Here, we describe a PBL approach (using tutorless groups) that was introduced as a supplement to standard didactic lectures in University of British Columbia Okanagan undergraduate biochemistry classes consisting of 45-85 students. PBL was chosen as an effective method to assist students in learning biochemical and physiological processes. By monitoring student attendance and using informal and formal surveys, we demonstrated that PBL has a significant positive impact on student motivation to attend and participate in the course work. Student responses indicated that PBL is superior to traditional lecture format with regard to the understanding of course content and retention of information. We also demonstrated that student problem-solving skills are significantly improved, but additional controlled studies are needed to determine how much PBL exercises contribute to this improvement. These preliminary data indicated several positive outcomes of using PBL in a large classroom setting, although further studies aimed at assessing student learning are needed to further justify implementation of this technique in courses delivered to large undergraduate classes. (Contains 3 tables and 2 figures.)
One of the professional competences that should be owned by English teachers is classroom English skill since they have to deliver instructions in various classroom context. Consequently, it becomes ...a challenge for teacher training and education institutions to prepare their student teachers with good English speaking skills for instructional purposes. Student teachers usually have to complete a teaching internship program for one semester at school so as to engage them in a real situation of teaching experience. In that period of time, they will have to use appropriate classroom language when giving instructions to their students. Therefore, student teachers should be provided enough opportinuties for practicing their classroom English skill. In Indonesian English Education Department there is a compulsory course named ‘micro teaching class’ that should be attended by student teachers before they have a teaching internship program at school. This study aims at describing how peer teaching is practiced by the students of the English Education Department of Universitas Muria Kudus as a simulation activity to use classroom English in delivering classroom’s instruction. The study will explore to what extent this simulation can help student teachers improve their communicative competence in classroom instructional process.
Information and Communication Technology (ICT) has improved education widely in China, transforming traditional teaching into an interactive one. It is important to build a new evaluation model to ...measure teaching efficiency in an "ICT-enabled classroom". This study designed an evaluation model named "TPOCME Deep classroom" through ongoing five iterations. It includes six dimensions, which are higher-order Thinking, classroom Participation, Openness of educational system, Cooperative learning, Meaningful learning and Effectiveness of technology use (named TPOCME). This model helps educational researchers and teachers gain a comprehensive understanding of ICT in education.
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