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id="custom-search-input"> <div class="input-group"> <i class="fas fa-search"></i> <input type="text" class="search-query" name="q" placeholder="Author, Title, Abstract, Keywords" value="lesson study"> <input type="submit" class="btn_search" value="Search"> </div> </div> </form> </div> </div> <div class="row mt-3"> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Commenced</strong> in January 2007</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Frequency:</strong> Monthly</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Edition:</strong> International</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Paper Count:</strong> 50127</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: lesson study</h1> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">50127</span> The Effectiveness of Lesson Study via Learning Communities in Increasing Instructional Self-Efficacy of Beginning Special Educators</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=David%20D.%20Hampton">David D. Hampton</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Lesson study is used as an instructional technique to promote both student and faculty learning. However, little is known about the usefulness of learning communities in supporting results of lesson study on the self-efficacy and development for tenure-track faculty. This study investigated the impact of participation in a lesson study learning community on 34 new faculty members at a mid-size Midwestern University, specifically regarding implementing lesson study evaluations by new faculty on their reported self-efficacy. Results indicate that participation in a lesson study learning community significantly increased faculty members’ lesson study self-efficacy as well as grant and manuscript production over one academic year. Suggestions for future lesson study around faculty learning communities are discussed. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=lesson%20study" title="lesson study">lesson study</a>, <a href="https://publications.waset.org/abstracts/search?q=learning%20community" title=" learning community"> learning community</a>, <a href="https://publications.waset.org/abstracts/search?q=lesson%20study%20self-efficacy" title=" lesson study self-efficacy"> lesson study self-efficacy</a>, <a href="https://publications.waset.org/abstracts/search?q=new%20faculty" title=" new faculty"> new faculty</a> </p> <a href="https://publications.waset.org/abstracts/132094/the-effectiveness-of-lesson-study-via-learning-communities-in-increasing-instructional-self-efficacy-of-beginning-special-educators" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/132094.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">150</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">50126</span> Using Lesson-Based Discussion to Improve Teaching Quality: A Case of Chinese Mathematics Teachers</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Jian%20Wang">Jian Wang</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Teachers’ lesson-based discussions presume central to their effective learning to teach. Whether and to what extent such discussions offer opportunities for teachers to learn to teach effectively is worth a careful empirical examination. This study examines this assumption by drawing on lesson-based discussions and relevant curriculum materials from Chinese teachers in three urban schools. Their lesson-based discussions consistently focused on pedagogical content knowledge and offered specific and reasoned suggestions for teachers to refine their teaching practices. The mandated curriculum and their working language-mediated their lesson-based discussions. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Chinese%20teachers" title="Chinese teachers">Chinese teachers</a>, <a href="https://publications.waset.org/abstracts/search?q=curriculum%20materials" title=" curriculum materials"> curriculum materials</a>, <a href="https://publications.waset.org/abstracts/search?q=lesson%20discussion" title=" lesson discussion"> lesson discussion</a>, <a href="https://publications.waset.org/abstracts/search?q=mathematics%20instruction" title=" mathematics instruction"> mathematics instruction</a> </p> <a href="https://publications.waset.org/abstracts/163378/using-lesson-based-discussion-to-improve-teaching-quality-a-case-of-chinese-mathematics-teachers" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/163378.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">80</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">50125</span> Implementing Lesson Study in Qatari Mathematics Classroom: A Case Study of a New Experience for Teachers through IMPULS-QU Lesson Study Program</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Areej%20Isam%20Barham">Areej Isam Barham</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The implementation of Japanese lesson study approach in the mathematics classroom has been grown worldwide as a model of professional development for teachers. In Qatar, the implementation of IMPULS-QU lesson study program aimed to establish a robust organizational improvement model of professional development for mathematics teachers in Qatar schools. This study describes the implementation of a lesson study model at Al-Markhyia Independent Primary School through different stages; and discusses how the planning process, the research lesson, and the post discussion participates in providing teachers and researchers with a successful research lesson for teacher professional development. The research followed a case study approach in one mathematics classroom. Two teachers and one professional development specialist participated the planning process. One teacher conducted the research lesson study by introducing a problem solving related to the concept of the ‘Mean’ in a mathematics class, 21 students in grade 6 participated in solving the mathematic problem, 11 teachers, 4 professional development specialists, and 4 mathematics professors observed the research lesson. All previous participants except the students participated in a pre and post-lesson discussion within this research. This study followed a qualitative research approach by analyzing the collected data through different stages in the research lesson study. Observation, field notes, and semi-structured interviews conducted to collect data to achieve the research aims. One feature of this lesson study research is that this research describes the implementation for a lesson study as a new experience for one mathematics teacher and 21 students after 3 years of conducting IMPULS-QU project in Al-Markhyia school. The research describes various stages through the implementation of this lesson study model starting from the planning process and ending by the post discussion process. Findings of the study also address the impact of lesson study approach in teaching mathematics for the development of teachers from their point views. Results of the study show the benefits of using lesson study from the point views of participated teachers, theory perceptions about the essential features of lesson study, and their needs for future development. The discussion of the study addresses different features and issues related to the implementation of IMPULS-QU lesson study model in the mathematics classroom. In the light of the study, the research presents recommendations and suggestions for future professional development. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=lesson%20study" title="lesson study">lesson study</a>, <a href="https://publications.waset.org/abstracts/search?q=mathematics%20education" title=" mathematics education"> mathematics education</a>, <a href="https://publications.waset.org/abstracts/search?q=mathematics%20teaching%20experience" title=" mathematics teaching experience"> mathematics teaching experience</a>, <a href="https://publications.waset.org/abstracts/search?q=teacher%20professional%20development" title=" teacher professional development"> teacher professional development</a> </p> <a href="https://publications.waset.org/abstracts/74917/implementing-lesson-study-in-qatari-mathematics-classroom-a-case-study-of-a-new-experience-for-teachers-through-impuls-qu-lesson-study-program" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/74917.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">185</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">50124</span> Teachers' Beliefs and Practices in Designing Negotiated English Lesson Plans</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Joko%20Nurkamto">Joko Nurkamto</a> </p> <p class="card-text"><strong>Abstract:</strong></p> A lesson plan is a part of the planning phase in a learning and teaching system framing the scenario of pedagogical activities in the classroom. It informs a decision on what to teach and how to landscape classroom interaction. Regardless of these benefits, the writer has witnessed the fact that lesson plans are viewed merely as a teaching document. Therefore, this paper will explore teachers’ beliefs and practices in designing lesson plans. It focuses primarily on how both teachers and students negotiate lesson plans in which the students are deemed to be the agents of instructional innovations. Additionally, the paper will talk about how such lesson plans are enacted. To investigate these issues, document analysis, in-depth interviews, participant classroom observation, and focus group discussion will be deployed as data collection methods in this explorative case study. The benefits of the paper are to show different roles of lesson plans and to discover different ways to design and enact such plans from a socio-interactional perspective. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=instructional%20innovation" title="instructional innovation">instructional innovation</a>, <a href="https://publications.waset.org/abstracts/search?q=learning%20and%20teaching%20system" title=" learning and teaching system"> learning and teaching system</a>, <a href="https://publications.waset.org/abstracts/search?q=lesson%20plan" title=" lesson plan"> lesson plan</a>, <a href="https://publications.waset.org/abstracts/search?q=pedagogical%20activities" title=" pedagogical activities"> pedagogical activities</a>, <a href="https://publications.waset.org/abstracts/search?q=teachers%27%20beliefs%20and%20practices" title=" teachers' beliefs and practices"> teachers' beliefs and practices</a> </p> <a href="https://publications.waset.org/abstracts/90530/teachers-beliefs-and-practices-in-designing-negotiated-english-lesson-plans" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/90530.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">154</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">50123</span> The Effect of Technology- facilitated Lesson Study toward Teacher’s Computer Assisted Language Learning Competencies</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Yi-Ning%20Chang">Yi-Ning Chang</a> </p> <p class="card-text"><strong>Abstract:</strong></p> With the rapid advancement of technology, it has become crucial for educators to adeptly integrate technology into their teaching and develop a robust Computer-Assisted Language Learning (CALL) competency. Addressing this need, the present study adopted a technology-based Lesson Study approach to assess its impact on the CALL competency and professional capabilities of EFL teachers. Additionally, the study delved into teachers' perceptions of the benefits derived from participating in the creation of technologically integrated lesson plans. The iterative process of technology-based Lesson Study facilitated ample peer discussion, enabling teachers to flexibly design and implement lesson plans that incorporate various technological tools. This 15-week study included 10 in- service teachers from a university of science and technology in the central of Taiwan. The collected data included pre- and post- lesson planning scores, pre- and post- TPACK survey scores, classroom observation forms, designed lesson plans, and reflective essays. The pre- and post- lesson planning and TPACK survey scores were analyzed employing a pair-sampled t test; students’ reflective essays were respectively analyzed applying content analysis. The findings revealed that the teachers’ lesson planning ability and CALL competencies were improved. Teachers perceived a better understanding of integrating technology with teaching subjects, more effective teaching skills, and a deeper understanding of technology. Pedagogical implications and future studies are also discussed. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=CALL" title="CALL">CALL</a>, <a href="https://publications.waset.org/abstracts/search?q=language%20learning" title=" language learning"> language learning</a>, <a href="https://publications.waset.org/abstracts/search?q=lesson%20study" title=" lesson study"> lesson study</a>, <a href="https://publications.waset.org/abstracts/search?q=lesson%20plan" title=" lesson plan"> lesson plan</a> </p> <a href="https://publications.waset.org/abstracts/187051/the-effect-of-technology-facilitated-lesson-study-toward-teachers-computer-assisted-language-learning-competencies" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/187051.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">40</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">50122</span> DPED Trainee Teachers' Views and Practice on Mathematics Lesson Study in Bangladesh</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mihir%20Halder">Mihir Halder</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The main aim and objective of the eighteen-month long Diploma in Primary Education (DPED) teacher education training course for in-service primary teachers in Bangladesh is to acquire professional knowledge as well as make them proficient in professional practice. The training, therefore, introduces a variety of theoretical and practical approaches as well as some professional development activities—lesson study being one of them. But, in the field of mathematics teaching, even after implementing the lesson study method, the desired practical teaching skills of the teachers have not been developed. In addition, elementary students also remain quite raw in mathematics. Although there have been various studies to solve the problem, the need for the teachers' views on mathematical ideas has not been taken into consideration. The researcher conducted the research to find out the cause of the discussed problem. In this case, two teams of nine DPED trainee teachers and two instructors conducted two lesson studies in two schools located in the city and town of Khulna Province, Bangladesh. The researcher observed group lesson planning by trainee teachers, followed by a trainee teacher teaching the planned lesson plan to an actual mathematics classroom, and finally, post-teaching reflective discussion in each lesson study. Two DPED instructors acted as mentors in the lesson study. DPED trainee teachers and instructors were asked about mathematical concepts and classroom practices through questionnaires as well as videotaped mathematics classroom teaching. For this study, the DPED mathematics course, curriculum, and assessment activities were analyzed. In addition, the mathematics lesson plans prepared by the trainee teachers for the lesson study and their pre-teaching and post-teaching reflective discussions were analyzed by some analysis categories and rubrics. As a result, it was found that the trainee teachers' views of mathematics are not mature, and therefore, their mathematics teaching practice is not appropriate. Therefore, in order to improve teachers' mathematics teaching, the researcher recommended including some action-oriented aspects in each phase of mathematics lesson study in DPED—for example, emphasizing mathematics concepts of the trainee teachers, preparing appropriate teaching materials, presenting lessons using the problem-solving method, using revised rubrics for assessing mathematics lesson study, etc. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=mathematics%20lesson%20study" title="mathematics lesson study">mathematics lesson study</a>, <a href="https://publications.waset.org/abstracts/search?q=knowledge%20of%20mathematics" title=" knowledge of mathematics"> knowledge of mathematics</a>, <a href="https://publications.waset.org/abstracts/search?q=knowledge%20of%20teaching%20mathematics" title=" knowledge of teaching mathematics"> knowledge of teaching mathematics</a>, <a href="https://publications.waset.org/abstracts/search?q=teachers%27%20views" title=" teachers' views"> teachers' views</a> </p> <a href="https://publications.waset.org/abstracts/176079/dped-trainee-teachers-views-and-practice-on-mathematics-lesson-study-in-bangladesh" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/176079.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">72</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">50121</span> Development and Validation for Center-Based Learning in Teaching Science</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Julie%20Berame">Julie Berame</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The study probed that out of eight (8) lessons in Science Six have been validated, lessons 1-3 got the descriptive rating of very satisfactory and lessons 4-8 got the descriptive rating of outstanding based on the content analysis of the prepared CBL lesson plans. The evaluation of the lesson plans focused on the three main features such as statements of the lesson objectives, lesson content, and organization and effectiveness. The study used developmental research procedure that contained three phases, namely: Development phase consists of determining the learning unit, lesson plans, creation of the table of specifications, exercises/quizzes, and revision of the materials; Evaluation phase consists of the development of experts’ assessment checklist, presentation of checklist to the adviser, comments and suggestions, and final validation of the materials; and try-out phase consists of identification of the subject, try-out of the materials using CBL strategy, administering science attitude questionnaire, and statistical analysis to obtain the data. The findings of the study revealed that the relevance and usability of CBL lessons 1 and 2 in terms of lesson objective, lesson content, and organization and effectiveness got the rating of very satisfactory (4.4) and lessons 3-8 got the rating of outstanding (4.7). The lessons 1-8 got the grand rating of outstanding (4.6). Additionally, results showed that CBL strategy helped foster positive attitude among students and achieved effectiveness in psychomotor learning objectives. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=development" title="development">development</a>, <a href="https://publications.waset.org/abstracts/search?q=validation" title=" validation"> validation</a>, <a href="https://publications.waset.org/abstracts/search?q=center-based%20learning" title=" center-based learning"> center-based learning</a>, <a href="https://publications.waset.org/abstracts/search?q=science" title=" science"> science</a> </p> <a href="https://publications.waset.org/abstracts/59914/development-and-validation-for-center-based-learning-in-teaching-science" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/59914.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">237</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">50120</span> The Application of Lesson Study Model in Writing Review Text in Junior High School</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sulastriningsih%20Djumingin">Sulastriningsih Djumingin</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study has some objectives. It aims at describing the ability of the second-grade students to write review text without applying the Lesson Study model at SMPN 18 Makassar. Second, it seeks to describe the ability of the second-grade students to write review text by applying the Lesson Study model at SMPN 18 Makassar. Third, it aims at testing the effectiveness of the Lesson Study model in writing review text at SMPN 18 Makassar. This research was true experimental design with posttest Only group design involving two groups consisting of one class of the control group and one class of the experimental group. The research populations were all the second-grade students at SMPN 18 Makassar amounted to 250 students consisting of 8 classes. The sampling technique was purposive sampling technique. The control class was VIII2 consisting of 30 students, while the experimental class was VIII8 consisting of 30 students. The research instruments were in the form of observation and tests. The collected data were analyzed using descriptive statistical techniques and inferential statistical techniques with t-test types processed using SPSS 21 for windows. The results shows that: (1) of 30 students in control class, there are only 14 (47%) students who get the score more than 7.5, categorized as inadequate; (2) in the experimental class, there are 26 (87%) students who obtain the score of 7.5, categorized as adequate; (3) the Lesson Study models is effective to be applied in writing review text. Based on the comparison of the ability of the control class and experimental class, it indicates that the value of t-count is greater than the value of t-table (2.411> 1.667). It means that the alternative hypothesis (H1) proposed by the researcher is accepted. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=application" title="application">application</a>, <a href="https://publications.waset.org/abstracts/search?q=lesson%20study" title=" lesson study"> lesson study</a>, <a href="https://publications.waset.org/abstracts/search?q=review%20text" title=" review text"> review text</a>, <a href="https://publications.waset.org/abstracts/search?q=writing" title=" writing"> writing</a> </p> <a href="https://publications.waset.org/abstracts/61745/the-application-of-lesson-study-model-in-writing-review-text-in-junior-high-school" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/61745.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">202</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">50119</span> Identifying the Challenges and Opportunities of Using Lesson Study in English Language Teaching Through the Lenses of In-Service Ecuadorian EFL Teachers</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Cherres%20Sara">Cherres Sara</a>, <a href="https://publications.waset.org/abstracts/search?q=Cajas%20Diego"> Cajas Diego</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper explores how EFL teachers understand the process of Lesson Study in Ecuadorian schools and the challenges and opportunities that it brings to the improvement of their teaching practice. Using a narrative research methodology, this study presents the results of the application of the four steps of Lesson Study carried out by seven teachers in four different schools located in the Southern part of Ecuador during four months. Before starting the implementation of the lesson study, 30 teachers were trained on this model. This training was opened to EFL teachers working in public and private schools without any charge. The criteria to select these teachers were first, to be minimum a one-year in-service teacher, second, to have a b2 level of English, and third, to be able to commit to follow the course guidelines. After the course, seven teachers decided to continue with the implementation of the Lesson Study in their respective institutions. During the implementation of the Lesson Study, data was collected through observations, in-depth interviews and teachers’ planning meetings; and analyzed using a thematic analysis. The results of this study are presented using the lenses of seven EFL teachers that explained the challenges and opportunities that the implementation of Lesson Study conveyed. The challenges identified were the limited capacity of reflection and recognition of the activities that required improvement after the class, limited capacity to provide truthful peer feedback, teachers wrong notions about their performance in their classes, difficulties to follow a collaborative lesson plan; and, the disconnection between class activities and the class content. The opportunities identified were teachers’ predisposition to collaborate, teachers’ disposition to attend professional development courses, their commitment to work extra hours in planning meetings, their openness and their desired to be observed in their classes; and, their willingness to share class materials and knowledge. On the other hand, the results show that there is a disconnection between teachers’ knowledge of ELT and its proper application in class (from theory to practice). There are also, rigid institutional conceptions of teaching that do not allow teaching innovations. The authors concluded that there is a disconnection between teachers’ knowledge of ELT and its proper application in class (from theory to practice). There are also, rigid institutional conceptions of teaching that do not allow teaching innovations for example: excessive institutional paperwork and activities that are not connected to the development of students’ competences. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=ELT" title="ELT">ELT</a>, <a href="https://publications.waset.org/abstracts/search?q=lesson%20study" title=" lesson study"> lesson study</a>, <a href="https://publications.waset.org/abstracts/search?q=teachers%E2%80%99%20professional%20development" title=" teachers’ professional development"> teachers’ professional development</a>, <a href="https://publications.waset.org/abstracts/search?q=teachers%E2%80%99%20collaboration" title=" teachers’ collaboration"> teachers’ collaboration</a> </p> <a href="https://publications.waset.org/abstracts/183102/identifying-the-challenges-and-opportunities-of-using-lesson-study-in-english-language-teaching-through-the-lenses-of-in-service-ecuadorian-efl-teachers" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/183102.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">68</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">50118</span> Efficacy of Teachers' Cluster Meetings on Teachers' Lesson Note Preparation and Teaching Performance in Oyo State, Nigeria</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Olusola%20Joseph%20Adesina">Olusola Joseph Adesina</a>, <a href="https://publications.waset.org/abstracts/search?q=Sunmaila%20Oyetunji%20Raimi"> Sunmaila Oyetunji Raimi</a>, <a href="https://publications.waset.org/abstracts/search?q=Olufemi%20Akinloye%20Bolaji"> Olufemi Akinloye Bolaji</a>, <a href="https://publications.waset.org/abstracts/search?q=Abiodun%20Ezekiel%20Adesina"> Abiodun Ezekiel Adesina</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The quality of education and the standard of a nation cannot rise above the quality of the teacher (NPE, 2004). Efforts at improving the falling standard of education in the country call for the need-based assessment of the primary tier of education in Nigeria. It was revealed that the teachers’ standard of performance and pupils’ achievement was below average. Teachers’ cluster meeting intervention was therefore recommended as a step towards enhancing the teachers’ professional competency, efficient and effective proactive and interactive lesson presentation. The study thus determined the impact of the intervention on teachers’ professional performance (lesson note preparation and teaching performance) in Oyo State, Nigeria. The main and interaction effects of the gender of the teachers as moderator variable were also determined. Three null hypotheses guided the study. Pre-test, posttest control group quazi experimental design was adopted for the study. Three hundred intact classes from three hundred different schools were randomly selected into treatment and control groups. Two response instruments-Classroom Lesson Note Preparation Checklist (CLNPC; r = 0.89) Cluster Lesson Observation Checklist (CLOC; r = 0.86) were used for data collection. Mean, Standard deviation and Analysis of Covariance (ANCOVA) were used to analyse the collected data. The results showed that the teachers’ cluster meeting have significant impact on teachers’ lesson note preparation (F(1,295) = 31.607; p < 0.05; η2 = .097) and teaching performance (F(1,295) = 20.849; p < 0.05; η2 = .066) in the core subjects of primary schools in Oyo State, Nigeria. The study therefore recommended among others that teachers’ cluster meeting should be sustained for teachers’ professional development in the State. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=teachers%E2%80%99%20cluster%20meeting" title="teachers’ cluster meeting">teachers’ cluster meeting</a>, <a href="https://publications.waset.org/abstracts/search?q=teacher%20lesson%20note%20preparation" title=" teacher lesson note preparation"> teacher lesson note preparation</a>, <a href="https://publications.waset.org/abstracts/search?q=teaching%20performance" title=" teaching performance"> teaching performance</a>, <a href="https://publications.waset.org/abstracts/search?q=teachers%E2%80%99%20gender" title=" teachers’ gender"> teachers’ gender</a>, <a href="https://publications.waset.org/abstracts/search?q=primary%20schools%20in%20Oyo%20state" title=" primary schools in Oyo state"> primary schools in Oyo state</a> </p> <a href="https://publications.waset.org/abstracts/42091/efficacy-of-teachers-cluster-meetings-on-teachers-lesson-note-preparation-and-teaching-performance-in-oyo-state-nigeria" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/42091.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">345</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">50117</span> Teachers’ Reactions, Learning, Organizational Support, and Use of Lesson Study for Transformative Assessment</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Melaku%20Takele%20Abate">Melaku Takele Abate</a>, <a href="https://publications.waset.org/abstracts/search?q=Abbi%20Lemma%20Wodajo"> Abbi Lemma Wodajo</a>, <a href="https://publications.waset.org/abstracts/search?q=Adula%20Bekele%20Hunde"> Adula Bekele Hunde</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study aimed at exploring mathematics teachers' reactions, learning, school leaders’ support, and use of the Lesson Study for Transformative Assessment (LSforTA) program ideas in practice. The LSforTA program was new, and therefore, a local and grounded approach was needed to examine teachers’ knowledge and skills acquired using LSforTA. So, a design-based research approach was selected to evaluate and refine the LSforTA approach. The results showed that LSforTA increased teachers' knowledge and use of different levels of mathematics assessment tasks. The program positively affected teachers' practices of transformative assessment and enhanced their knowledge and skills in assessing students in a transformative way. The paper concludes how the LSforTA procedures were adapted in response to this evaluation and provides suggestions for future development and research. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=classroom%20assessment" title="classroom assessment">classroom assessment</a>, <a href="https://publications.waset.org/abstracts/search?q=feedback%20practices" title=" feedback practices"> feedback practices</a>, <a href="https://publications.waset.org/abstracts/search?q=lesson%20study" title=" lesson study"> lesson study</a>, <a href="https://publications.waset.org/abstracts/search?q=mathematics" title=" mathematics"> mathematics</a>, <a href="https://publications.waset.org/abstracts/search?q=design-based%20research" title=" design-based research"> design-based research</a> </p> <a href="https://publications.waset.org/abstracts/182062/teachers-reactions-learning-organizational-support-and-use-of-lesson-study-for-transformative-assessment" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/182062.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">55</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">50116</span> Maintaining the Formal Type of West Java's Heritage Language with Sundanese Language Lesson in Senior High School</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Dinda%20N.%20Lestari">Dinda N. Lestari</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Sundanese language is one of heritage language in Indonesia that must be maintained especially the formal type of it because teenagers nowadays do not speak Sundanese language formally in their daily lives. To maintain it, Cultural and Education Ministry of Indonesia has input Sundanese language lesson at senior high school in West Java area. The aim of this study was to observe whether the existence of Sundanese language lesson in senior high school in the big town of Karawang, West Java - Indonesia give the contribution to the formal type of Sundanese language maintenance or not. For gathering the data, the researcher interviewed the senior high school students who have learned Sundanese language to observe their acquisition of it. As a result of the interview, the data was presented in qualitative research by using the interviewing method. Then, the finding indicated that the existence of Sundanese language in Senior High School also the educational program which is related to it, for instance, Kemis Nyunda seemed to do not effective enough in maintaining the formal type of Sundanese language. Therefore, West Java government must revise the learning strategy of it, including the role of the Sundanese language teacher. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=heritage%20language" title="heritage language">heritage language</a>, <a href="https://publications.waset.org/abstracts/search?q=language%20maintenance%20and%20shift" title=" language maintenance and shift"> language maintenance and shift</a>, <a href="https://publications.waset.org/abstracts/search?q=senior%20high%20school" title=" senior high school"> senior high school</a>, <a href="https://publications.waset.org/abstracts/search?q=Sundanese%20language" title=" Sundanese language"> Sundanese language</a>, <a href="https://publications.waset.org/abstracts/search?q=Sundanese%20language%20lesson" title=" Sundanese language lesson"> Sundanese language lesson</a> </p> <a href="https://publications.waset.org/abstracts/104192/maintaining-the-formal-type-of-west-javas-heritage-language-with-sundanese-language-lesson-in-senior-high-school" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/104192.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">149</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">50115</span> Bringing Thai Folk Song "Laos Duang Duen" to Teaching in Western Music</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Wongwarit%20Nipitwittaya">Wongwarit Nipitwittaya</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The objectives of this research is bringing folk song with the teaching of Western music were to examine to investigate, to compare, develop the skill, technique, knowledge of Thai folk song and to preserve folk song of Thailand to be known more widely also learn Thai culture from Thai folk song. Study by bringing Thailand folk song is widely known for learning with Western music in course brass performance. Bringing the melody of Thai folk music and changing patterns to western music notes for appropriate on brass performance. A sample was selected from brass students, using research by assessment of knowledge from test after used Thai folk song lesson. The lesson focus for scales and key signature in western music by divided into two groups, the one study by used research tools and another one used simple lesson and a collection of research until testing. The results of the study were as follows: 1. There are good development skill form research method 2. Sound recognition can be even better. The study was a qualitative research and data collection by observation. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Thai%20folk%20song" title="Thai folk song">Thai folk song</a>, <a href="https://publications.waset.org/abstracts/search?q=brass%20instrument" title=" brass instrument"> brass instrument</a>, <a href="https://publications.waset.org/abstracts/search?q=key%20signature" title=" key signature"> key signature</a>, <a href="https://publications.waset.org/abstracts/search?q=western%20music" title=" western music"> western music</a> </p> <a href="https://publications.waset.org/abstracts/47878/bringing-thai-folk-song-laos-duang-duen-to-teaching-in-western-music" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/47878.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">677</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">50114</span> An Exploratory Study on the Impact of Video-stimulated Reflection on Novice EFL Teachers’ Professional Development</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ibrahima%20Diallo">Ibrahima Diallo</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The literature on teacher education foregrounds reflection as an important aspect of professional practice. Reflection for a teacher consists in critically analysing and evaluating retrospectively a lesson to see what worked, what did not work, and how to improve it for the future. Now, many teacher education programmes worldwide consider the ability to reflect as one of the hallmarks of an effective educator. However, in some context like Senegal, reflection has not been given due consideration in teacher education programmes. In contexts where it has been in the education landscape for some time now, reflection is mostly depicted as an individual written activity and many teacher trainees have become disenchanted by the repeated enactments of this task that is solely intended to satisfy course requirements. This has resulted in whitewashing weaknesses or even ‘faking’ reflection. Besides, the “one-size-fits-all” approach of reflection could not flourish because how reflection impacts on practice is still unproven. Therefore, reflective practice needs to be contextualised and made more thought-provoking through dialogue and by using classroom data. There is also a need to highlight change brought in teachers’ practice through reflection. So, this study introduces reflection in a new context and aims to show evidenced change in novice EFL teachers’ practice through dialogic data-led reflection. The purpose of this study is also to contribute to the scarce literature on reflection in sub-Saharan Africa by bringing new perspectives on contextualised teacher-led reflection. Eight novice EFL teachers participated in this qualitative longitudinal study, and data have been gathered online through post-lesson reflection recordings and lesson videos for a period of four months. Then, the data have been thematically analysed using NVivo to systematically organize and manage the large amount of data. The analysis followed the six steps approach to thematic analysis. Major themes related to teachers’ classroom practice and their conception of reflection emerged from the analysis of the data. The results showed that post-lesson reflection with a peer can help novice EFL teachers gained more awareness on their classroom practice. Dialogic reflection also helped them evaluate their lessons and seek for improvement. The analysis of the data also gave insight on teachers’ conception of reflection in an EFL context. It was found that teachers were more engaged in reflection when using their lesson video recordings. Change in teaching behaviour as a result of reflection was evidenced by the analysis of the lesson video recordings. This study has shown that video-stimulated reflection is practical form of professional development that can be embedded in teachers’ professional life. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=novice%20EFL%20teachers" title="novice EFL teachers">novice EFL teachers</a>, <a href="https://publications.waset.org/abstracts/search?q=practice" title=" practice"> practice</a>, <a href="https://publications.waset.org/abstracts/search?q=professional%20development" title=" professional development"> professional development</a>, <a href="https://publications.waset.org/abstracts/search?q=video-stimulated%20reflection" title=" video-stimulated reflection"> video-stimulated reflection</a> </p> <a href="https://publications.waset.org/abstracts/148708/an-exploratory-study-on-the-impact-of-video-stimulated-reflection-on-novice-efl-teachers-professional-development" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/148708.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">100</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">50113</span> Students’ Perceptions and Attitudes for Integrating ICube Technology in the Solar System Lesson</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Noran%20Adel%20Emara">Noran Adel Emara</a>, <a href="https://publications.waset.org/abstracts/search?q=Elham%20Ghazi%20Mohammad"> Elham Ghazi Mohammad</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Qatar University is engaged in a systemic education reform that includes integrating the latest and most effective technologies for teaching and learning. ICube is high-immersive virtual reality technology is used to teach educational scenarios that are difficult to teach in real situations. The trends toward delivering science education via virtual reality applications have accelerated in recent years. However, research on students perceptions of integrating virtual reality especially ICube technology is somehow limited. Students often have difficulties focusing attention on learning science topics that require imagination and easily lose attention and interest during the lesson. The aim of this study was to examine students’ perception of integrating ICube technology in the solar system lesson. Moreover, to explore how ICube could engage students in learning scientific concept of the solar system. The research framework included the following quantitative research design with data collection and analysis from questionnaire results. The solar system lesson was conducted by teacher candidates (Diploma students) who taught in the ICube virtual lab in Qatar University. A group of 30 students from eighth grade were randomly selected to participate in the study. Results showed that the students were extremely engaged in learning the solar system and responded positively to integrating ICube in teaching. Moreover, the students showed interest in learning more lessons through ICube as it provided them with valuable learning experience about complex situations. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=ICube" title="ICube">ICube</a>, <a href="https://publications.waset.org/abstracts/search?q=integrating%20technology" title=" integrating technology"> integrating technology</a>, <a href="https://publications.waset.org/abstracts/search?q=science%20education" title=" science education"> science education</a>, <a href="https://publications.waset.org/abstracts/search?q=virtual%20reality" title=" virtual reality"> virtual reality</a> </p> <a href="https://publications.waset.org/abstracts/43449/students-perceptions-and-attitudes-for-integrating-icube-technology-in-the-solar-system-lesson" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/43449.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">302</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">50112</span> Application of the Sufficiency Economy Philosophy to Integrated Instructional Model of In-Service Teachers of Schools under the Project Initiated by H.R.H Princess in Maha Chakri Sirindhorn, Nakhonnayok Educational Service Area Office</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Kathaleeya%20Chanda">Kathaleeya Chanda</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The schools under the Project Initiated by H.R.H Princess in Maha Chakri Sirindhorn in Nakhonnayok Educational Service Area Office are the small schools, situated in a remote and undeveloped area.Thus, the school-age youth didn’t have or have fewer opportunities to study at the higher education level which can lead to many social and economic problems. This study aims to solve these educational issues of the schools, under The Project Initiated by H.R.H Princess in Maha Chakri Sirindhorn, Nakhonnayok Educational Service Area Office, by the development of teachers, so that teachers could develop teaching and learning system with the ultimate goal to increase students’ academic achievement, increase the educational opportunities for the youth in the area, and help them learn happily. 154 in-service teachers from 22 schools and 4 different districts in Nakhonnayok participated in this teacher training. Most teachers were satisfied with the training content and the trainer. Thereafter, the teachers were given the test to assess the skills and knowledge after training. Most of the teachers earned a score higher than 75%. Accordingly, it can be concluded that after attending the training, teachers have a clear understanding of the contents. After the training session, the teachers have to write a lesson plan that is integrated or adapted to the Sufficiency Economy Philosophy. The teachers can either adopt intradisciplinary or interdisciplinary integration according to their actual teaching conditions in the school. Two weeks after training session, the researchers went to the schools to discuss with the teachers and follow up the assigned integrated lesson plan. It was revealed that the progress of integrated lesson plan could be divided into 3 groups: 1) the teachers who have completed the integrated lesson plan, but are concerned about the accuracy and consistency, 2) teachers who almost complete the lesson plan or made a great progress but are still concerned, confused in some aspects and not fill in the details of the plan, and 3), the teachers who made few progress, are uncertain and confused in many aspects, and may had overloaded tasks from their school. However, a follow-up procedure led to the commitment of teachers to complete the lesson plan. Regarding student learning assessment, from an experiment teaching, most of the students earned a score higher than 50 %. The rate is higher than the one from actual teaching. In addition, the teacher have assessed that the student is happy, enjoys learning, and providing a good cooperates in teaching activities. The students’ interview about the new lesson plan shows that they are happy with it, willing to learn, and able to apply such knowledge in daily life. Integrated lesson plan can increases the educational opportunities for youth in the area. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=sufficiency" title="sufficiency">sufficiency</a>, <a href="https://publications.waset.org/abstracts/search?q=economy" title=" economy"> economy</a>, <a href="https://publications.waset.org/abstracts/search?q=philosophy" title=" philosophy"> philosophy</a>, <a href="https://publications.waset.org/abstracts/search?q=integrated%20education%20syllabus" title=" integrated education syllabus"> integrated education syllabus</a> </p> <a href="https://publications.waset.org/abstracts/82798/application-of-the-sufficiency-economy-philosophy-to-integrated-instructional-model-of-in-service-teachers-of-schools-under-the-project-initiated-by-hrh-princess-in-maha-chakri-sirindhorn-nakhonnayok-educational-service-area-office" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/82798.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">186</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">50111</span> Massive Open Online Course about Content Language Integrated Learning: A Methodological Approach for Content Language Integrated Learning Teachers</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=M.%20Zezou">M. Zezou</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper focuses on the design of a Massive Open Online Course (MOOC) about Content Language Integrated Learning (CLIL) and more specifically about how teachers can use CLIL as an educational approach incorporating technology in their teaching as well. All the four weeks of the MOOC will be presented and a step-by-step analysis of each lesson will be offered. Additionally, the paper includes detailed lesson plans about CLIL lessons with proposed CLIL activities and games in which technology plays a central part. The MOOC is structured based on certain criteria, in order to ensure success, as well as a positive experience that the learners need to have after completing this MOOC. It addresses to all language teachers who would like to implement CLIL into their teaching. In other words, it presents the methodology that needs to be followed so as to successfully carry out a CLIL lesson and achieve the learning objectives set at the beginning of the course. Firstly, in this paper, it is very important to give the definitions of MOOCs and LMOOCs, as well as to explore the difference between a structure-based MOOC (xMOOC) and a connectivist MOOC (cMOOC) and present the criteria of a successful MOOC. Moreover, the notion of CLIL will be explored, as it is necessary to fully understand this concept before moving on to the design of the MOOC. Onwards, the four weeks of the MOOC will be introduced as well as lesson plans will be presented: The type of the activities, the aims of each activity and the methodology that teachers have to follow. Emphasis will be placed on the role of technology in foreign language learning and on the ways in which we can involve technology in teaching a foreign language. Final remarks will be made and a summary of the main points will be offered at the end. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=CLIL" title="CLIL">CLIL</a>, <a href="https://publications.waset.org/abstracts/search?q=cMOOC" title=" cMOOC"> cMOOC</a>, <a href="https://publications.waset.org/abstracts/search?q=lesson%20plan" title=" lesson plan"> lesson plan</a>, <a href="https://publications.waset.org/abstracts/search?q=LMOOC" title=" LMOOC"> LMOOC</a>, <a href="https://publications.waset.org/abstracts/search?q=MOOC%20criteria" title=" MOOC criteria"> MOOC criteria</a>, <a href="https://publications.waset.org/abstracts/search?q=MOOC" title=" MOOC"> MOOC</a>, <a href="https://publications.waset.org/abstracts/search?q=technology" title=" technology"> technology</a>, <a href="https://publications.waset.org/abstracts/search?q=xMOOC" title=" xMOOC"> xMOOC</a> </p> <a href="https://publications.waset.org/abstracts/61066/massive-open-online-course-about-content-language-integrated-learning-a-methodological-approach-for-content-language-integrated-learning-teachers" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/61066.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">194</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">50110</span> The Speech Acts of Selected Classroom Encounters: Analyzing the Speech Acts of a Career Technology Lesson</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Michael%20Amankwaa%20Adu">Michael Amankwaa Adu</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study investigates the speech acts employed by a Career Technology teacher during classroom interactions in a junior high school. While much research exists on speech acts in language teaching, little attention has been given to technical subjects. This has created a gap in understanding how teachers of non-language subjects utilize speech acts in classroom communication. This study aims to analyze the types and frequencies of speech acts used by a Career Technology teacher during three key classroom encounters: lesson introduction, content delivery, and classroom management. Using a mixed-methods approach, the study examines 113 utterances from the teacher's lesson, categorizing them into four primary speech act types: directives, assertives, expressives, and commissives. Directives emerged as the most dominant form, accounting for 59.3% of the utterances, followed by assertives (20.4%), expressives (14.2%), and commissives (6.2%). No declarations were observed. The study demonstrates how the teacher uses directives to manage student behavior and assertives to reinforce information. Expressives are used sparingly but play a role in motivating or disciplining students, while commissives help establish classroom rules and set expectations. The findings contribute to understanding classroom interaction strategies in non-language subjects, offering insights that could inform teacher training and curriculum development. The study underscores the importance of effective communication in technical subjects and suggests ways in which language teaching techniques might be integrated into other subject areas. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=classroom%20management" title="classroom management">classroom management</a>, <a href="https://publications.waset.org/abstracts/search?q=directives" title=" directives"> directives</a>, <a href="https://publications.waset.org/abstracts/search?q=speech%20acts" title=" speech acts"> speech acts</a>, <a href="https://publications.waset.org/abstracts/search?q=technical%20subjects." title=" technical subjects."> technical subjects.</a>, <a href="https://publications.waset.org/abstracts/search?q=assertives" title=" assertives"> assertives</a> </p> <a href="https://publications.waset.org/abstracts/191495/the-speech-acts-of-selected-classroom-encounters-analyzing-the-speech-acts-of-a-career-technology-lesson" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/191495.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">21</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">50109</span> Investigation of the Effect of Teaching Thinking and Research Lesson by Cooperative and Traditional Methods on Creativity of Sixth Grade Students</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Faroogh%20Khakzad">Faroogh Khakzad</a>, <a href="https://publications.waset.org/abstracts/search?q=Marzieh%20Dehghani"> Marzieh Dehghani</a>, <a href="https://publications.waset.org/abstracts/search?q=Elahe%20Hejazi"> Elahe Hejazi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The present study investigates the effect of teaching a Thinking and Research lesson by cooperative and traditional methods on the creativity of sixth-grade students in Piranshahr province. The statistical society includes all the sixth-grade students of Piranshahr province. The sample of this studytable was selected by available sampling from among male elementary schools of Piranshahr. They were randomly assigned into two groups of cooperative teaching method and traditional teaching method. The design of the study is quasi-experimental with a control group. In this study, to assess students’ creativity, Abedi’s creativity questionnaire was used. Based on Cronbach’s alpha coefficient, the reliability of the factor flow was 0.74, innovation was 0.61, flexibility was 0.63, and expansion was 0.68. To analyze the data, t-test, univariate and multivariate covariance analysis were used for evaluation of the difference of means and the pretest and posttest scores. The findings of the research showed that cooperative teaching method does not significantly increase creativity (p > 0.05). Moreover, cooperative teaching method was found to have significant effect on flow factor (p < 0.05), but in innovation and expansion factors no significant effect was observed (p < 0.05). <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=cooperative%20teaching%20method" title="cooperative teaching method">cooperative teaching method</a>, <a href="https://publications.waset.org/abstracts/search?q=traditional%20teaching%20method" title=" traditional teaching method"> traditional teaching method</a>, <a href="https://publications.waset.org/abstracts/search?q=creativity" title=" creativity"> creativity</a>, <a href="https://publications.waset.org/abstracts/search?q=flow" title=" flow"> flow</a>, <a href="https://publications.waset.org/abstracts/search?q=innovation" title=" innovation"> innovation</a>, <a href="https://publications.waset.org/abstracts/search?q=flexibility" title=" flexibility"> flexibility</a>, <a href="https://publications.waset.org/abstracts/search?q=expansion" title=" expansion"> expansion</a>, <a href="https://publications.waset.org/abstracts/search?q=thinking%20and%20research%20lesson" title=" thinking and research lesson"> thinking and research lesson</a> </p> <a href="https://publications.waset.org/abstracts/81155/investigation-of-the-effect-of-teaching-thinking-and-research-lesson-by-cooperative-and-traditional-methods-on-creativity-of-sixth-grade-students" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/81155.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">316</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">50108</span> The Convergence between Science Practical Work and Scientific Discourse: Lessons Learnt from Using a Practical Activity to Encourage Student Discourse </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Abraham%20Motlhabane">Abraham Motlhabane</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In most practical-related science lessons, the focus is on completing the experimental procedure as directed by the teacher. However, the scientific discourse among learners themselves and teacher–learner discourse about scientific processes, scientific inquiry and the nature of science should play an important role in the teaching and learning of science. This means the incorporation of inquiry-based activities aimed at sparking debates about scientific concepts. This article analyses a science lesson presented by a teacher to his colleagues acting as learners. Six lessons were presented and transcribed. One of the lessons has been used for this study as the basis for the events as they unfolded during the lesson. Data was obtained through direct observations and the use of a predetermined observation schedule. Field notes were compiled during teacher preparations and the presentation of the lessons. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=discourse" title="discourse">discourse</a>, <a href="https://publications.waset.org/abstracts/search?q=inquiry" title=" inquiry"> inquiry</a>, <a href="https://publications.waset.org/abstracts/search?q=practical%20work" title=" practical work"> practical work</a>, <a href="https://publications.waset.org/abstracts/search?q=science" title=" science"> science</a>, <a href="https://publications.waset.org/abstracts/search?q=scientific" title=" scientific "> scientific </a> </p> <a href="https://publications.waset.org/abstracts/30521/the-convergence-between-science-practical-work-and-scientific-discourse-lessons-learnt-from-using-a-practical-activity-to-encourage-student-discourse" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/30521.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">493</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">50107</span> The Influence of Mathematic Learning Outcomes towards Physics Ability in Senior High School through Authentic Assessment System</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Aida%20Nurul%20Safitri">Aida Nurul Safitri</a>, <a href="https://publications.waset.org/abstracts/search?q=Rosita%20Sari"> Rosita Sari</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Physics is science, which in its learning there are some product such as theory, fact, concept, law and formula. So that to understand physics lesson students not only need a theory or concept but also mathematical calculation to solve physics problem through formula or equation. This is can be taken from mathematics lesson which obtained by students. This research is to know the influence of mathematics learning outcomes towards physics ability in Senior High School through authentic assessment system. Based on the researches have been discussed, is obtained that mathematic lesson have an important role in physics learning but it according to one aspect only, namely cognitive aspect. In Indonesia, curriculum of 2013 reinforces displacement in the assessment, from assessment through test (measuring the competence of knowledge based on the result) toward authentic assessment (measuring the competence of attitudes, skills, and knowledge based on the process and results). In other researches are mentioned that authentic assessment system give positive responses for students to improve their motivation and increase the physics learning in the school. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=authentic%20assessment" title="authentic assessment">authentic assessment</a>, <a href="https://publications.waset.org/abstracts/search?q=curriculum%20of%202013" title=" curriculum of 2013"> curriculum of 2013</a>, <a href="https://publications.waset.org/abstracts/search?q=mathematic" title=" mathematic"> mathematic</a>, <a href="https://publications.waset.org/abstracts/search?q=physics" title=" physics"> physics</a> </p> <a href="https://publications.waset.org/abstracts/39581/the-influence-of-mathematic-learning-outcomes-towards-physics-ability-in-senior-high-school-through-authentic-assessment-system" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/39581.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">248</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">50106</span> Speech Acts of Selected Classroom Encounters: Analyzing the Speech Acts of a Career Technology Lesson</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Michael%20Amankwaa%20Adu">Michael Amankwaa Adu</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Effective communication in the classroom plays a vital role in ensuring successful teaching and learning. In particular, the types of language and speech acts teachers use shape classroom interactions and influence student engagement. This study aims to analyze the speech acts employed by a Career Technology teacher in a junior high school. While much research has focused on speech acts in language classrooms, less attention has been given to how these acts operate in non-language subject areas like technical education. The study explores how different types of speech acts—directives, assertives, expressives, and commissives—are used during three classroom encounters: lesson introduction, content delivery, and classroom management. This research seeks to fill the gap in understanding how teachers of non-language subjects use speech acts to manage classroom dynamics and facilitate learning. The study employs a mixed-methods design, combining qualitative and quantitative approaches. Data was collected through direct classroom observation and audio recordings of a one-hour Career Technology lesson. The transcriptions of the lesson were analyzed using John Searle’s taxonomy of speech acts, classifying the teacher’s utterances into directives, assertives, expressives, and commissives. Results show that directives were the most frequently used speech act, accounting for 59.3% of the teacher's utterances. These speech acts were essential in guiding student behavior, giving instructions, and maintaining classroom control. Assertives made up 20.4% of the speech acts, primarily used for stating facts and reinforcing content. Expressives, at 14.2%, expressed emotions such as approval or frustration, helping to manage the emotional atmosphere of the classroom. Commissives were the least used, representing 6.2% of the speech acts, often used to set expectations or outline future actions. No declarations were observed during the lesson. The findings of this study reveal the critical role that speech acts play in managing classroom behavior and delivering content in technical subjects. Directives were crucial for ensuring students followed instructions and completed tasks, while assertives helped in reinforcing lesson objectives. Expressives contributed to motivating or disciplining students, and commissives, though less frequent, helped set clear expectations for students’ future actions. The absence of declarations suggests that the teacher prioritized guiding students over making formal pronouncements. These insights can inform teaching strategies across various subject areas, demonstrating that a diverse use of speech acts can create a balanced and interactive learning environment. This study contributes to the growing field of pragmatics in education and offers practical recommendations for educators, particularly in non-language classrooms, on how to utilize speech acts to enhance both classroom management and student engagement. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=classroom%20interaction" title="classroom interaction">classroom interaction</a>, <a href="https://publications.waset.org/abstracts/search?q=pragmatics" title=" pragmatics"> pragmatics</a>, <a href="https://publications.waset.org/abstracts/search?q=speech%20acts" title=" speech acts"> speech acts</a>, <a href="https://publications.waset.org/abstracts/search?q=teacher%20communication" title=" teacher communication"> teacher communication</a>, <a href="https://publications.waset.org/abstracts/search?q=career%20technology" title=" career technology"> career technology</a> </p> <a href="https://publications.waset.org/abstracts/191917/speech-acts-of-selected-classroom-encounters-analyzing-the-speech-acts-of-a-career-technology-lesson" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/191917.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">20</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">50105</span> Learning Mandarin Chinese as a Foreign Language in a Bilingual Context: Adult Learners’ Perceptions of the Use of L1 Maltese and L2 English in Mandarin Chinese Lessons in Malta</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Christiana%20Gauci-Sciberras">Christiana Gauci-Sciberras</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The first language (L1) could be used in foreign language teaching and learning as a pedagogical tool to scaffold new knowledge in the target language (TL) upon linguistic knowledge that the learner already has. In a bilingual context, code-switching between the two languages usually occurs in classrooms. One of the reasons for code-switching is because both languages are used for scaffolding new knowledge. This research paper aims to find out why both the L1 (Maltese) and the L2 (English) are used in the classroom of Mandarin Chinese as a foreign language (CFL) in the bilingual context of Malta. This research paper also aims to find out the learners’ perceptions of the use of a bilingual medium of instruction. Two research methods were used to collect qualitative data; semi-structured interviews with adult learners of Mandarin Chinese and lesson observations. These two research methods were used so that the data collected in the interviews would be triangulated with data collected in lesson observations. The L1 (Maltese) is the language of instruction mostly used. The teacher and the learners switch to the L2 (English) or to any other foreign language according to the need at a particular instance during the lesson. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Chinese" title="Chinese">Chinese</a>, <a href="https://publications.waset.org/abstracts/search?q=bilingual" title=" bilingual"> bilingual</a>, <a href="https://publications.waset.org/abstracts/search?q=pedagogical%20purpose%20of%20L1%20and%20L2" title=" pedagogical purpose of L1 and L2"> pedagogical purpose of L1 and L2</a>, <a href="https://publications.waset.org/abstracts/search?q=CFL%20acquisition" title=" CFL acquisition"> CFL acquisition</a> </p> <a href="https://publications.waset.org/abstracts/116606/learning-mandarin-chinese-as-a-foreign-language-in-a-bilingual-context-adult-learners-perceptions-of-the-use-of-l1-maltese-and-l2-english-in-mandarin-chinese-lessons-in-malta" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/116606.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">200</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">50104</span> Learning and Practicing Assessment in a Pre-Service Teacher Education Program: Comparative Perspective of UK and Pakistani Universities</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Malik%20Ghulam%20Behlol">Malik Ghulam Behlol</a>, <a href="https://publications.waset.org/abstracts/search?q=Alison%20Fox"> Alison Fox</a>, <a href="https://publications.waset.org/abstracts/search?q=Faiza%20Masood"> Faiza Masood</a>, <a href="https://publications.waset.org/abstracts/search?q=Sabiha%20Arshad"> Sabiha Arshad</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper explores the barriers to the application of learning-supportive assessment at teaching practicum while investigating the role of university teachers (UT), cooperative teachers (CT), prospective teachers ( PT) and heads of the practicum schools (HPS) in the selected universities of Pakistan and the UK. It is a qualitative case study and data were collected through the lesson observation of UT in the pre-service teacher education setting and PT in practicum schools. Interviews with UT, HPS, and Focus Group Discussions with PT were conducted too. The study has concluded that as compared to the UK counterpart, PT in Pakistan faces significant barriers in applying learning-supportive assessment in the school practicum settings because of large class sizes, lack of institutionalised collaboration between universities and schools, poor modelling of the lesson, ineffective feedback practices, lower order thinking assignments, and limited opportunities to use technology in school settings. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=assessment" title="assessment">assessment</a>, <a href="https://publications.waset.org/abstracts/search?q=pre-service%20teacher%20education" title=" pre-service teacher education"> pre-service teacher education</a>, <a href="https://publications.waset.org/abstracts/search?q=theory-practice%20gap" title=" theory-practice gap"> theory-practice gap</a>, <a href="https://publications.waset.org/abstracts/search?q=teacher%20education" title=" teacher education"> teacher education</a> </p> <a href="https://publications.waset.org/abstracts/160315/learning-and-practicing-assessment-in-a-pre-service-teacher-education-program-comparative-perspective-of-uk-and-pakistani-universities" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/160315.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">123</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">50103</span> The Innovative Use of the EPOSTL Descriptors Related to the Language Portfolio for Master Course Student-Teachers of Yerevan Brusov State University of Languages and Social Sciences</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Susanna%20Asatryan">Susanna Asatryan</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The author will introduce the Language Portfolio for master course student-teachers of Yerevan Brusov State University of Languages and Social Sciences The overall aim of the Portfolio is to serve as a visual didactic tool for the pedagogical internship of master students in specialization “A Foreign Language Teacher of High Schools and Professional Educational Institutions”, based on the principles and fundamentals of the EPOSTL. The author will present the parts of the Portfolio, including the programme, goal and objectives of student-teacher’s internship, content and organization, expected outputs and the principles of the student’s self-assessment, based on Can-do philosophy suggested by the EPOSTL. The Language Portfolio for master course student-teachers outlines the distinctive stages of their scientific-pedagogical internship. In Lesson Observation and Teaching section student teachers present thematic planning of the syllabus course, including individual lesson plan-description and analysis of the lesson. In Realization of the Scientific-Pedagogical Research section student-teachers introduce the plan of their research work, its goal, objectives, steps of procedure and outcomes. In Educational Activity section student-teachers analyze the educational sides of the lesson, they introduce the plan of the extracurricular activity, provide psycho-pedagogical description of the group or the whole class, and outline extracurricular entertainments. In the Dossier the student-teachers store up the entire instructional “product” during their pedagogical internship: e.g. samples of surveys, tests, recordings, videos, posters, postcards, pupils’ poems, photos, pictures, etc. The author’s presentation will also cover the Self Assessment Checklist, which highlights the main didactic competences of student-teachers, extracted from the EPOSTL. The Self Assessment Checklist is introduced with some innovations, taking into consideration the local educational objectives that Armenian students come across with. The students’ feedback on the use of the Portfolio will also be presented. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=internship" title="internship">internship</a>, <a href="https://publications.waset.org/abstracts/search?q=lesson%20observation" title=" lesson observation"> lesson observation</a>, <a href="https://publications.waset.org/abstracts/search?q=can-do%20philosophy" title=" can-do philosophy"> can-do philosophy</a>, <a href="https://publications.waset.org/abstracts/search?q=self-assessment" title=" self-assessment"> self-assessment</a> </p> <a href="https://publications.waset.org/abstracts/40528/the-innovative-use-of-the-epostl-descriptors-related-to-the-language-portfolio-for-master-course-student-teachers-of-yerevan-brusov-state-university-of-languages-and-social-sciences" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/40528.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">242</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">50102</span> Designing the Lesson Instructional Plans for Exploring the STEM Education and Creative Learning Processes to Students' Logical Thinking Abilities with Different Learning Outcomes in Chemistry Classes</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Pajaree%20Naramitpanich">Pajaree Naramitpanich</a>, <a href="https://publications.waset.org/abstracts/search?q=Natchanok%20Jansawang"> Natchanok Jansawang</a>, <a href="https://publications.waset.org/abstracts/search?q=Panwilai%20Chomchid"> Panwilai Chomchid</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The aims of this are compared between the students’ logical thinking abilities of their learning for designing the 5-lesson instructional plans of the 2-instructional methods, namely; the STEM Education and the Creative Learning Process (CLP) for developing students’ logical thinking abilities that a sample consisted of 90 students from two chemistry classes of different learning outcomes in Wapi Phathum School with the cluster random sampling technique was used at the 11th grade level. To administer of their learning environments with the 45-experimenl student group by the STEM Education method and the 45-controlling student group by the Creative Learning Process. These learning different groups were obtained using the 5 instruments; the 5-lesson instructional plans of the STEM Education and the Creative Learning Process to enhance the logical thinking tests on Mineral issue were used. The efficiency of the Creative Learning Processes (CLP) Model and the STEM Education’s innovations of these each five instructional lesson plans based on criteria are higher than of 80/80 standard level with the IOC index from the expert educators. The averages mean scores of students’ learning achievement motives were assessed with the Pre and Post Techniques and Logical Thinking Ability Test (LTAT) and dependent t-test analysis were differentiated between the CLP and the STEM, significantly. Students’ perceptions of their chemistry classroom environment inventories with the MCI with the CLP and the STEM methods also were found, differently. Associations between students’ perceptions of their chemistry classroom learning environment inventories on the CLP Model and the STEM Education learning designs toward their logical thinking abilities toward chemistry, the predictive efficiency of R2 values indicate that 68% and 76% of the variances in students’ logical thinking abilities toward chemistry to their controlling and experimental chemistry classroom learning environmental groups with the MCI were correlated at .05 levels, significantly. Implementations of this result are showed the students’ learning by the CLP of the potential thinking life-changing roles in most their logical thinking abilities that it is revealed that the students perceive their abilities to be highly learning achievement in chemistry group are differentiated with the STEM education of students’ outcomes. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=design" title="design">design</a>, <a href="https://publications.waset.org/abstracts/search?q=the%20lesson%20instructional%20plans" title=" the lesson instructional plans"> the lesson instructional plans</a>, <a href="https://publications.waset.org/abstracts/search?q=the%20stem%20education" title=" the stem education"> the stem education</a>, <a href="https://publications.waset.org/abstracts/search?q=the%20creative%20learning%20process" title=" the creative learning process"> the creative learning process</a>, <a href="https://publications.waset.org/abstracts/search?q=logical%20thinking%20ability" title=" logical thinking ability"> logical thinking ability</a>, <a href="https://publications.waset.org/abstracts/search?q=different" title=" different"> different</a>, <a href="https://publications.waset.org/abstracts/search?q=learning%20outcome" title=" learning outcome"> learning outcome</a>, <a href="https://publications.waset.org/abstracts/search?q=student" title=" student"> student</a>, <a href="https://publications.waset.org/abstracts/search?q=chemistry%20class" title=" chemistry class"> chemistry class</a> </p> <a href="https://publications.waset.org/abstracts/51459/designing-the-lesson-instructional-plans-for-exploring-the-stem-education-and-creative-learning-processes-to-students-logical-thinking-abilities-with-different-learning-outcomes-in-chemistry-classes" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/51459.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">321</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">50101</span> Physics’s Practical Based on Android as a Motivator in Learning Physics</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Yuni%20Rochmawati">Yuni Rochmawati</a>, <a href="https://publications.waset.org/abstracts/search?q=Luluk%20Il%20Mukarromah"> Luluk Il Mukarromah</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Android is a mobile operating system (OS) based on the linux kerrnel and currently developed by google. With a user interface based on direct manipulation, Android is designed primarily for touchscreen mobile deviced such as smartphone and tablet computer, with specialized user interface for television (Android TV), cars (Android Auto), and wrist watches (Android Wear). Now, almost all peoples using smartphone. Smartphone seems to be a must-have object, because smartphone has many benefits. In addition, of course smartphone have many benefits for education, like resume of lesson that form of e-book. However, this article is not about resume of lesson. This article is about practical based on android, exactly for physics. Therefore, we will explain our idea about physics’s practical based on android and for output, we wish many students will be like to studying physics and always remember about physics’s phenomenon by physics’s practical based on android. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=android" title="android">android</a>, <a href="https://publications.waset.org/abstracts/search?q=smartphone" title=" smartphone"> smartphone</a>, <a href="https://publications.waset.org/abstracts/search?q=physics" title=" physics"> physics</a>, <a href="https://publications.waset.org/abstracts/search?q=practical" title=" practical"> practical</a> </p> <a href="https://publications.waset.org/abstracts/39584/physicss-practical-based-on-android-as-a-motivator-in-learning-physics" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/39584.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">242</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">50100</span> Learning outside the Box by Using Memory Techniques Skill: Case Study in Indonesia Memory Sports Council</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Muhammad%20Fajar%20Suardi">Muhammad Fajar Suardi</a>, <a href="https://publications.waset.org/abstracts/search?q=Fathimatufzzahra"> Fathimatufzzahra</a>, <a href="https://publications.waset.org/abstracts/search?q=Dela%20Isnaini%20Sendra"> Dela Isnaini Sendra</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Learning is an activity that has been used to do, especially for a student or academics. But a handful of people have not been using and maximizing their brains work and some also do not know a good brain work time in capturing the lessons, so that knowledge is absorbed is also less than the maximum. Indonesia Memory Sports Council (IMSC) is an institution which is engaged in the performance of the brain and the development of effective learning methods by using several techniques that can be used in considering the lessons and knowledge to grasp well, including: loci method, substitution method, and chain method. This study aims to determine the techniques and benefits of using the method given in learning and memorization by applying memory techniques taught by Indonesia Memory Sports Council (IMSC) to students and the difference if not using this method. This research uses quantitative research with survey method addressed to students of Indonesian Memory Sports Council (IMSC). The results of this study indicate that learn, understand and remember the lesson using the techniques of memory which is taught in Indonesia Memory Sport Council is very effective and faster to absorb the lesson than learning without using the techniques of memory, and this affects the academic achievement of students in each educational institution. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=chain%20method" title="chain method">chain method</a>, <a href="https://publications.waset.org/abstracts/search?q=Indonesia%20memory%20sports%20council" title=" Indonesia memory sports council"> Indonesia memory sports council</a>, <a href="https://publications.waset.org/abstracts/search?q=loci%20method" title=" loci method"> loci method</a>, <a href="https://publications.waset.org/abstracts/search?q=substitution%20method" title=" substitution method"> substitution method</a> </p> <a href="https://publications.waset.org/abstracts/86450/learning-outside-the-box-by-using-memory-techniques-skill-case-study-in-indonesia-memory-sports-council" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/86450.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">290</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">50099</span> Adoption of Digital Storytelling Tool to Teach 21st Century Skills by Malaysian Pre-service Teachers</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Siti%20Aisyah%20binti%20Jumpaan">Siti Aisyah binti Jumpaan</a> </p> <p class="card-text"><strong>Abstract:</strong></p> 21ˢᵗ century skills (PAK-21) integration has made its way into Malaysian curriculum when Ministry of Education introduce its implementation since 2016. This study was conducted to explore pre-service teachers’ readiness in integrating 21st century skills in the classroom via the digital storytelling (DST) method and to find gaps between theory and practice that can be integral towards pre-service teachers’ professional growth. Qualitative research method was used in this research involving six respondents who were selected using a purposive sampling method. Their response from interviews and lesson plan analysis were analysed using narrative analysis. The findings showed that pre-service teachers showed a moderate level of readiness in integrating 21st century skills using DST. Pre-service teachers demonstrated high level of preparedness in writing their lesson plan, but their interview revealed that they faced struggles in implementation due to several factors, such as lack of technology and failure to obtain students’ participation. This study further strengthens the need for specialised curriculum for pre-service teachers in teaching 21st century skills via DST. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=digital%20storytelling" title="digital storytelling">digital storytelling</a>, <a href="https://publications.waset.org/abstracts/search?q=21%CB%A2%E1%B5%97%20century%20skills" title=" 21ˢᵗ century skills"> 21ˢᵗ century skills</a>, <a href="https://publications.waset.org/abstracts/search?q=preservice%20teachers" title=" preservice teachers"> preservice teachers</a>, <a href="https://publications.waset.org/abstracts/search?q=teacher%20training" title=" teacher training"> teacher training</a> </p> <a href="https://publications.waset.org/abstracts/159221/adoption-of-digital-storytelling-tool-to-teach-21st-century-skills-by-malaysian-pre-service-teachers" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/159221.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">91</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">50098</span> Field-Testing a Digital Music Notebook</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Rena%20Upitis">Rena Upitis</a>, <a href="https://publications.waset.org/abstracts/search?q=Philip%20C.%20Abrami"> Philip C. Abrami</a>, <a href="https://publications.waset.org/abstracts/search?q=Karen%20Boese"> Karen Boese</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The success of one-on-one music study relies heavily on the ability of the teacher to provide sufficient direction to students during weekly lessons so that they can successfully practice from one lesson to the next. Traditionally, these instructions are given in a paper notebook, where the teacher makes notes for the students after describing a task or demonstrating a technique. The ability of students to make sense of these notes varies according to their understanding of the teacher’s directions, their motivation to practice, their memory of the lesson, and their abilities to self-regulate. At best, the notes enable the student to progress successfully. At worst, the student is left rudderless until the next lesson takes place. Digital notebooks have the potential to provide a more interactive and effective bridge between music lessons than traditional pen-and-paper notebooks. One such digital notebook, Cadenza, was designed to streamline and improve teachers’ instruction, to enhance student practicing, and to provide the means for teachers and students to communicate between lessons. For example, Cadenza contains a video annotator, where teachers can offer real-time guidance on uploaded student performances. Using the checklist feature, teachers and students negotiate the frequency and type of practice during the lesson, which the student can then access during subsequent practice sessions. Following the tenets of self-regulated learning, goal setting and reflection are also featured. Accordingly, the present paper addressed the following research questions: (1) How does the use of the Cadenza digital music notebook engage students and their teachers?, (2) Which features of Cadenza are most successful?, (3) Which features could be improved?, and (4) Is student learning and motivation enhanced with the use of the Cadenza digital music notebook? The paper describes the results 10 months of field-testing of Cadenza, structured around the four research questions outlined. Six teachers and 65 students took part in the study. Data were collected through video-recorded lesson observations, digital screen captures, surveys, and interviews. Standard qualitative protocols for coding results and identifying themes were employed to analyze the results. The results consistently indicated that teachers and students embraced the digital platform offered by Cadenza. The practice log and timer, the real-time annotation tool, the checklists, the lesson summaries, and the commenting features were found to be the most valuable functions, by students and teachers alike. Teachers also reported that students progressed more quickly with Cadenza, and received higher results in examinations than those students who were not using Cadenza. Teachers identified modifications to Cadenza that would make it an even more powerful way to support student learning. These modifications, once implemented, will move the tool well past its traditional notebook uses to new ways of motivating students to practise between lessons and to communicate with teachers about their learning. Improvements to the tool called for by the teachers included the ability to duplicate archived lessons, allowing for split screen viewing, and adding goal setting to the teacher window. In the concluding section, proposed modifications and their implications for self-regulated learning are discussed. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=digital%20music%20technologies" title="digital music technologies">digital music technologies</a>, <a href="https://publications.waset.org/abstracts/search?q=electronic%20notebooks" title=" electronic notebooks"> electronic notebooks</a>, <a href="https://publications.waset.org/abstracts/search?q=self-regulated%20learning" title=" self-regulated learning"> self-regulated learning</a>, <a href="https://publications.waset.org/abstracts/search?q=studio%20music%20instruction" title=" studio music instruction "> studio music instruction </a> </p> <a href="https://publications.waset.org/abstracts/66895/field-testing-a-digital-music-notebook" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/66895.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">254</span> </span> </div> </div> <ul class="pagination"> <li class="page-item disabled"><span class="page-link">&lsaquo;</span></li> <li class="page-item active"><span class="page-link">1</span></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=lesson%20study&page=2">2</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=lesson%20study&page=3">3</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=lesson%20study&page=4">4</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=lesson%20study&page=5">5</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=lesson%20study&page=6">6</a></li> 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