Hensikten med artikkelen er å undersøke og diskutere hvordan en skolebasert videreutdanning for praksislærere bidrar til utvikling i praksisveiledningen og i skolehverdagen, gjennom bruk av «Lesson ...Study». Analyser av intervjuer med seks praksislærere viser at videreutdanningen og deres arbeid med et utviklingsprosjekt med inspirasjon fra Lesson Study, har fått betydning for dialogen, for relasjonen og for den praktiske samhandlingen mellom praksislærer og praksisstudent. Den skolebaserte videreutdanningen bidrar til både en individuell og en organisatorisk utvikling. Ut fra dette bør praksislærernes læring organiseres som en skolebasert videreutdanning med strukturer og prosesser som støtter mulighetene til å se praksislærerens og skolens problemstillinger.
The article presents an attempt to infer the key stages of creating an effective online English lesson based on corporate teaching practices and techniques of Skyeng online school. There have been ...revealed some important aspects that are to be taken into consideration when working out an online lesson structure and content. Having analyzed various theoretical courses on communicative language teaching methods and having combined them with the incorporated Skyeng practice in teaching English as a Second Language or English as a Foreign Language (ESL/EFL), we have come up with a certain algorithm which we advise to apply in lesson modelling: focusing on achievement aims rather than procedure aims, choosing the correct lesson structure, evaluating the studying materials and content, formulating methodological sections to aid the teachers. There have been presented some language management techniques currently used in Skyeng lessons, such as the correct formulation of the instructions, balancing teacher talking time and student talking time and the technique of a guided discovery. The practical application of Blooms’ taxonomy is illustrated in the example of additional speaking tasks and their correct development. There have been described such notions as: achievement aims, materials’ evaluation, TTT and STT balance, guided discovery, lesson content units, Blooms’ taxonomy, lesson structure. The article contains practical examples of how these notions are realised in the lessons developed in Skyeng online school. Though all the examples are shown in the paradigm of an online lesson, the same algorithm presented in the article is highly recommended when developing offline lessons which are traditionally held in a classroom. Thus, there has been made an attempt to work out a single algorithm for modelling effective online and offline ESL/EFL lessons.
PurposeThis study aimed to examine the influence of four factors (intellectual, instrumental, self-actualizing and CPD cultural factors) on teachers' engagement in continuing professional development ...(CPD), specifically in the context of three lesson study activities: teaching research team activity, teaching research group activity and research lesson study activity in Chinese school settings.Design/methodology/approachA mixed-methods design was employed to examine the perceived effects of these factors on the engagement levels of 33 primary school teachers who participated in lesson study activities. The research used a questionnaire survey and semi-structured interviews as data collection instruments.FindingsThe results indicated that participants demonstrated higher levels of engagement in research lesson study and teaching research group, whereas their engagement in teaching research team was comparatively lower. Intellectual and CPD cultural factors emerged as the strongest predictors of engagement in all the activities. Self-actualizing factors highly influenced teachers' engagement in research lesson study. Instrumental factors mainly affected novice teachers and some mentors in the teaching research group, but not others.Originality/valueThis study addresses a gap in the existing literature by investigating factors influencing teachers' engagement in lesson study professional development. The observed variation in teachers' engagement behaviors and attitudes provides policy makers and school leaders with a deeper understanding of the underlying mechanisms and effects of these engagement factors on teachers' professional development.
Physical education is an important factor in the development of the individual and in increasing the physical and mental potential of the individual. The handball sport game is a basic means of ...physical education through the motor actions carried out organized during the lessons. The lesson is coordinated by the teacher, who in the activities he carries out must ensure an attractive climate, optimal for movement and with maximum efficiency in the exercises he carries out. The activity climate must be one based on mutual respect, thus preventing conflicts between teacher and student. The method of studying the literature allowed us to study the specialized works of physical education, the method of observation made it possible to observe the attitude of students in the experiment, the statistical method helped us to process the results obtained from a mathematical-statistical point of view. graphs and tables in the presentation of data using tables and graphs. The test method aimed to ascertain and highlight the evolution of the groups of students previously established specifically for the game of handball. The aim of the research is to apply the means specific to the game of handball at the level of the gymnasium cycle, in the seventh grade, in order to achieve the objectives of physical education and school programs in order to increase the efficiency of the physical education and sports lesson.
Teachers' digital competence has been emphasised for improving quality education at all levels worldwide. In Zanzibar, the educational policy adopted digital lesson content (DLC) for teaching and ...learning in ordinary secondary schools. The study investigated the teachers' digital competence and factors that affect their use of DLCs for teaching and learning. One fifty-four (154) secondary school teachers from Wete district were given 5-point Likert Scale questionnaires. Inferential and descriptive statistics were used to analyse the collected data with the help of SPSS version 25. The study found that the teachers' digital competence is high for using it in teaching and learning. Also, it was observed that the digital competence of the teachers was significantly associated with their attitude and in-service training. The paper concludes that using DLCs in third-world countries takes work. However, it is possible if the government and private sectors, such as NGOs, invest seriously in secondary school levels. Also, it recommends that responsible leaders distribute digital devices and plan regular in-service training for teachers on integrating DLCs at secondary schools to cope with the global vision of 2025. Last, the paper recommends further study considering a large sample size of secondary schools in Zanzibar through random sampling techniques.
Planning lessons is an essential responsibility for any competent teacher. This study focuses on examining Vietnamese Philology teachers’ competencies in developing lesson plans. We employ a ...quantitative research approach by surveying 1,001 primary, lower secondary and upper secondary teachers in different provinces and cities in Vietnam. The results show that teachers spend a significant amount of time developing their lesson plans and they normally prepare their lesson plans one to two weeks before teaching in the classroom. They usually collaborate with their colleagues to develop lesson plans. Textbooks, teacher books, and materials from the internet are the main resources they use to design their lesson plans. They encounter many difficulties in the lesson planning processes, such as large class sizes, new curricula, and new textbooks Training and retraining of teachers are essential for developing appropriate lesson plans.
Neurocysticercosis is a parasitic infection of the central nervous system. Cysts located in the ventricles, intraventricular neurocysticercosis (IVNCC), can cause symptoms of increased intracranial ...pressure and, if untreated, can be fatal. Neuroendoscopic removal of IVNCC is recommended as the first-line treatment.
The authors present the case of a healthy 30-year-old male originally from Mexico who presented with headaches and vomiting. He was found to have a cyst in the third ventricle on imaging, consistent with IVNCC. The authors successfully performed neuroendoscopic surgery with removal of the cyst en bloc.
A multidisciplinary team of neurosurgery and infectious disease specialists is recommended for successful management of patients with IVNCC. These patients typically require neuroendoscopic surgical removal for definitive treatment. In this case, the authors show surgery resulted in an effective cure without the need for antiparasitic medication and excellent long-term outcomes.
BACKGROUND Post–radiation therapy and chemotherapy cerebral pseudoaneurysms are rare entities. Within previous tumor treatment areas on nonvascular imaging, they are potentially confused as recurrent ...tumor. OBSERVATIONS A 61-year-old man was a long-term survivor of glioblastoma multiforme whose treatment consisted of open biopsy followed by radiotherapy to 60 Gy and systemic carmustine. On surveillance imaging, enlargement of a posttreatment cyst and new enhancing lateral “mural nodule” was first noticed approximately 16 years after initial treatment. Over 12 months, both continued to enlarge. Initially referred to as recurrence, subsequent angiography showed the mural nodule to be an unruptured distal middle cerebral artery pseudoaneurysm within the previous tumor bed. The patient underwent repeat craniotomy for clipping of the aneurysm and biopsy of the cyst wall, which was negative for malignancy. LESSONS Delayed pseudoaneurysms following radiation therapy and chemotherapy for malignant brain tumors are rare but have been previously reported. Their appearance on cross-sectional imaging can mimic recurrence, and they should be kept in the differential of new, circumscribed enhancement within such treatment areas.
The educational landscape continues to become increasingly complex, which suggests a need for a teacher-driven creative approach to developing instructional lessons. This article introduces the ...Design Thinking and Instructional Lessons (DTAIL) model and describes its three-phase development. In Phase I, the Design Thinking literature and the first draft of the model are described. In Phase II and III, two design studies conducted with STEM K-12 public school and community college in-service teachers participating in summer research experience for teachers (RET) programs in the United States are described. In addition, during the second design study, ten teacher-participants were observed as they implemented their lessons and were interviewed concerning how and to what extent they perceived the DTAIL model to resonate with their approach to developing instructional lessons. Revisions to the model were made based on data analysis from those three design phases. Findings suggest that Design Thinking models that facilitate teacher-driven design of instructional lessons might usefully include design stages with an explicit depiction of rotation and recursiveness. In addition, Design Thinking models should also depict (1) iteration, reflection, and revision; (2) a chaotic fluctuating problem–solution space, and (3) circling backward to eventually narrow the problem space toward a satisficed solution. Furthermore, the majority of teacher-participants found the DTAIL model to resonate with their approach to developing instructional lessons.
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