A inclusão dos alunos na aula de Educação Física ainda enfrenta alguns problemas e muitos dos professores de Educação Física consideram que não se sentem preparados para o ensino inclusivo. O Plano ...de Ensino Individualizado aplicado à Educação Física é um documento que permite obter um plano de trabalho para que os professores possam trabalhar de modo mais eficaz, com os seus alunos com deficiência. O objetivo deste estudo foi relatar o processo de validação de conteúdo do instrumento “Plano de Ensino Individualizado aplicado à Educação Física” na população portuguesa. A amostra foi constituída por 12 juízes todos com formação superior em Educação Física e formação e/ou experiência em educação especial, a lecionar nos ensinos básico e secundário (n=6) e no ensino superior (n=6). Os participantes apresentavam idades compreendidas entre os 29 e 61 anos e 2 e 35 anos de serviço docente. O documento está estruturado em três partes: I. Informações sobre o estudante; II. Nível de desempenho do estudante e III. Programa de Educação Física. Em cada uma das partes os Juizes/juízes analisavam a clareza da linguagem, a pertinência teórica e viabilidade da aplicação. Manifestaram, ainda, a sua opinião acerca da proposta, podendo ou não, esta, ser mantida. Concluímos que, no geral, os juízes constataram que a informação era adequada e que deveria ser mantida. Foram, ainda, consideradas algumas sugestões apresentadas pelos juízes que participaram no estudo.
Palavras-chave: Inclusão; Educação Física; Plano de Ensino Individualizado; Portugal.
Teaching ESP is necessary to be designed by the ESP instructors because one of the teaching ESP requirements is the instructors must prepare the suitable precision of English materials for the ESP ...students. Hyland (2008:113) states that “designing lesson plan is one of the performing abilities to describe the instructors’ beliefs, interest, and values of the students’ needs about teaching, language, and language”. From several chronological descriptions, the researcher conveys that he applies the qualitative study as his approach to the study. As follows; (1) semi-structured interview, (2) nonparticipant observation, and (3) documentation. Indeed, the three techniques mostly are usually used by the researcher in order to cover the completely problematical statements in this study. The data were gathered by employing semi structured interview which were like the ESP instructors’ perception, opinion, and assumption. The result of data indicated that there were several the fact assumptions that the ESP instructors were mostly always implementing the suitable lesson for teaching which were; (1) doing the needs analysis, (2) setting the instructional goals, (3) selecting the materials, (4) selecting the teaching techniques, (5) preparing the teaching media, (6) doing the teaching activities, and (7) adapting the learning sources. Furthermore, the semi structured interview showed that the ESP instructors have described the chronological problems and solutions when they have designed and implemented lesson plan such as; The problems in selecting the properly real ESP material, in order to solve that the ESP instructors proposed the phenomenal perception that they mostly used the communicative language teaching to encounter the fact problems. Finally, the purpose of this study is to develop the way ESP instructors can evaluate their teaching application and learning process so that they can change their perception in implementing a teaching plan.
So that learning and teaching activities can run and be carried out properly and smoothly, teaching planning is needed. Descriptive teaching is defined as the process of delivering information or ...knowledge from the teacher to students. For the teaching process, the process of conveying knowledge will be more appropriate if interpreted by instilling knowledge. The curriculum as an education program that has been planned systematically, has a very important role in the education of students. Implementation of the curriculum is a process of applying concepts, ideas, programs, or curriculum arrangements into learning practices or new activities so that changes occur in a group of people expected to change. The implementation of the curriculum can also be interpreted as the actualization of the written curriculum in the form of learning. Education unit level curriculum is an operational curriculum that is structured and implemented by each education unit. In the outline of SBC includes five main activities, namely the implementation of the learning process, assessment of learning outcomes, and supervision of the learning process.
With the development of educational informatization and modern technology, information technology (hereinafter referred to as IT) has been gradually applied to modern English Reading (hereinafter ...referred to as English Reading) teaching program. As the core part of knowledge management, knowledge sharing has been widely used in enterprises, which requires us to strengthen knowledge innovation and adapt to social development. Therefore, knowledge sharing has attracted many educational experts to introduce it into the field of education. With the widespread application of IT, sharing mode based on data exchange has become an important research topic in current teaching. Through IT, teachers improve the interest of the classroom, which stimulates students' interest in learning. However, there are still many problems in the mode of data exchange and sharing, which will affect the teaching effect. Firstly, this paper analyzes the feasibility of data exchange and sharing mode. Then, this paper analyzes the design process of English Reading teaching plan. Finally, this paper puts forward the related computer technology.
Upon the latest reform to the college entrance examination in China (i.e., Gaokao), high schools began implementing an optional class system. Under this scheme, students’ time slots become complex, ...thereby increasing the difficulty in formulating a suitable timetable from the available ones. To address this problem, the course-scheduling model was improved. On the basis of the original hard constraints, the “concurrent group” was considered, and the softer constraints were regarded as optimization goals, such as “teaching plans synchronously”, “no idle periods in the timetables of teachers”, and “evenly distributed lessons”. Given these soft constraints, the model becomes more practical. In this study, a two-phase tabu search algorithm was proposed to solve the problem. The proposed algorithm uses the characteristics of the graph coloring model to eliminate redundant calculations in the neighborhood search process, thereby effectively improving computational efficiency. Fifteen practical instances of different scales were selected for testing to verify the effectiveness of the algorithm. The proposed algorithm can formulate high-quality available timetables (The average satisfaction rate of soft constraints is more than 71%) in a short period.
This research aims to know the effectiveness of the implementation of assistance in improving teachers’ competency on formulate the character teaching plan, which is useful for supervisors to improve ...professionalism and for teachers to improve the learning process in the classroom. This study was conducted in two cycles, each cycle twice a meeting. The stages of each cycle are planning, execution, observation, and reflection. The indicators of success in this study are; 1) the results of supervisor observation and teacher observation during the mentoring process has obtained the average score> 4.0, 2) teacher work result in the preparation of character teaching plan reach> 85% with average value> 85.00. The results of the cycle I average of supervisor observation is 3.75 with 58% achievement, average teacher observation is 3.54 with 20% achievement and average individual work result value (77.20 ) with the percentage of achievement (20%). In cycle II the average of supervisor observation is 4,335 with of 100% achievement, the average teacher observation is 4.10 with 90% of achievement and the average individual work result value is 92.29 with 100% of achievement. The success indicator has been reached, the research stated successful and stopped in cycle II. Conclusion; the implementation of assistance can improve the competence of classroom teachers in the target schools in characterized teching plan preparation based on 2013 curriculum. It is recommended that peer supervisors conduct similar research in an effort to improve the competence of targeted teachers, and to other classroom teachers to be able to develop a character teaching plan based on the 2013 curriculum.
This study focuses on comparing Course of study for Kindergarten revised in 2017 to Course of study for Kindergarten revised in 2008. Based on the comparison, characteristics of "aim" and "content" ...in the "environment" are discussed in relation to "how children should be at the end of their early childhood." Furthermore, A teaching method on "Tanabata decorations" is devised as a part of teaching methods on "environment."
This study explores and analyzes the specific performance of large language models (LLMs) in instructional design, aiming to unveil their potential strengths and possible weaknesses. Recently, the ...influence of LLMs has gradually increased in multiple fields, yet exploratory research on their application in education remains relatively scarce. In response to this situation, our research, grounded in pedagogical content knowledge theory, initially formulated an instructional design framework based on mathematical problem chains and corresponding prompt instructions. Subsequently, a comprehensive tool for assessing LLM's instructional design capabilities was developed. Utilizing Generative Pretrained Transformer 4, a high school mathematics teaching plan dataset was generated. Finally, the performance of LLMs in instructional design was evaluated. The evaluation results revealed that the teaching plans generated by LLMs excel in setting instructional objectives, identifying teaching priorities, organizing problem chains and teaching activities, articulating subject content, and selecting methods and strategies. Particularly commendable performance was noted in the modules of statistics and functions. However, there is room for improvement in aspects related to mathematical culture and interdisciplinary assessment, as well as in the geometry and algebra modules. Lastly, this study proposes initiatives, such as LLM prompt-based teacher training and the integration of mathematics-focused LLMs. These suggestions aim to advance personalized instructional design and professional development of teachers, offering educators new insights into the in-depth application of LLMs.
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