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Relevant bibliographies by topics / Teachers' presentation

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Academic literature on the topic 'Teachers' presentation'

Author: Grafiati

Published: 4 June 2021

Last updated: 1 February 2022

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Journal articles on the topic "Teachers' presentation"

1

Restuningrum, Novi. "TEACHERS’ STRATEGY OF POSITIONING IN TEACHING YOUNG LEARNERS." International Journal of Educational Best Practices 2, no. 1 (August 18, 2018): 1. http://dx.doi.org/10.31258/ijebp.v2n1.p1-13.

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Abstract: Teacher’s position in the classroom depends on several aspects including the classroom s/he teaches in – whether s/he has the ability to move around – and the nature of the activities s/he is going to do in the class. As teacher's gestures including positioning and body posture bring the particular message to the students, the position whether a teacher should stand in front of the students, crouch down near them or sit with them on the floor needs to be considered when the teacher plans the lesson. This paper presents a discussion on how teachers of young learners position themselves in the classroom, the observed students’ behaviour during the lesson as the impacts of the positioning, and the teachers’ perspectives of the impacts of their positioning towards the students’ movement in the classroom. The study is done through observations towards an interview with two English teachers teaching classes of children of early years (4-5 years old), at a pre-school in Jakarta. It portrays a description of the teachers' position in the classroom and why they choose a particular position for a particular activity. The findings show that standing, sitting and kneeling in front of the students or among them is the most chosen position. Analysis on how students react to their lesson in relation to their position while teaching is also presented after a discussion on the reasons of teachers choosing their position in the classroom. As a final point, I elaborate the discussion on how teacher's positioning strategy can be implemented to help improving teacher's teaching practice. The presentation is envisioned for language teachers, language teaching researchers, teacher trainers, and those who are interested in the area of Teaching English to Young Learners (TEYL).

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Kolmogorova, L. S., and G. G. Spiridonova. "THE CONCEPT OF IMPRESSION MANAGEMENT OF A TEACHER AS SEEN BY STUDENTS." Bulletin of Kemerovo State University, no. 2 (June 29, 2017): 135–40. http://dx.doi.org/10.21603/2078-8975-2017-2-135-140.

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This article presents a topical issue of impression management of the teacher in professional activity. This paper presents the results of the diagnostic study, which was undertaken among Pedagogical University students. The aim of the study was to identify the representation of students about the teacher's selfpresentation. The study describes the findings. There were revealed students’ representations about the teachers’ self-presentation of the older and younger generation, as well as problems of self-presentation experienced by students, characteristics related to composing of culture of the teacher’s self-presentation. Among the characteristics relating to the teacher’s impression management, students single out external (verbal intelligence, behavioral pattern, feeding themselves and form, etc.) and internal ones (politeness, openness, self-awareness, etc.). The conclusions of the authors points at the importance of consideration of representations of students about teacher’s self-presentation in their training, which can be taken into account in higher education. Ignorance of these representations of students in the educational process makes it difficult to establish contact and to solve pedagogical matters for high school teacher, etc.

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André, Marli E. D. Afonso de, Laurizete Ferragut Passos, and Patrícia Albieri de Almeida. "Apresentação (Presentation)." Revista Eletrônica de Educação 14 (October 9, 2020): 4780110. http://dx.doi.org/10.14244/198271994780.

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e4780110Apresentação do Dossiê "Formação e inserção profissional de professores iniciantes: conceitos e práticas".Presentation of the Dossier "Education and professional insertion of novice teachers: concepts and practices".Palavras-chave: Formação inicial de professores, Inserção profissional de professores iniciantes.Keywords: Teachers education, Insertion of novice teachers.

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Susanto, Heri. "LESSON PRESENTATION MELALUI TEKS UNTUK MENINGKATKAN KETERAMPILAN MENGAJAR GURU." CENDEKIA: Journal of Education and Teaching 10, no. 2 (September 3, 2016): 217. http://dx.doi.org/10.30957/cendekia.v10i2.193.

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This paper describes lesson presentation to improve teachers’ skills in classroom interactions. Lesson presentation or teaching to transfer is skills a teaher should demonstrate to enhance and convince students on a concept. It helps students identify material context, guides students to summarize, and broadens thinking skills through reflection and teacher giude. This paper argues in Indonesian language teaching, lesson presentation improves if teachers implement text structures in a variety of genres. The way teachers are formally trapped into teacher-centered that teacher talks dominate will be minimized using lesson presentation of appropriate contexts. Presentation should be temporary, at the beginning, at the core, or at the closing encouraging fluency in appropriate exposures. Equipped with compsite texts, lesson presentation signifies beneficials for teaching skills.

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Radovic, Vera. "Teachers’ oral presentation from students’ perspective." Zbornik Instituta za pedagoska istrazivanja 45, no. 2 (2013): 363–80. http://dx.doi.org/10.2298/zipi1302363r.

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The paper presents the results of a study of the opinion of fourth- and eighth-grade primary school students (N=880) on the characteristics of teachers? oral presentation. The main goal is to take into account students? opinion in the new didactic grounding of the monologue teaching method. This implies appreciation of the proven values of applying the monologue method in teaching and its adaptation to suit the needs of modern teaching, first of all, the needs of students. In this context, we think that the perception of the monologue method from students? perspective is very significant in assessing the limitations and the possibilities of its application incurrent conditions. Students described the characteristics of teachers? oral presentation that they liked best and least and provided suggestions on methods of enhancing the oral presentation of teachers. Students gave the most positive assessments to oral presentations that were clear from the linguistic, logical and the didactic and methodological aspects. On the other hand, the majority of students? negative comments were related to inadequate behavior of some teachers as speakers and to ?incomprehensible oral presentation?. The results show that students gave very clear and specific statements on the positive and negative characteristics of teachers? oral presentation, which, in the given didactic context, can be very indicative for the enhancement of this teaching element both for teachers and the didactic experts.

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Kilic, Didem. "An Examination of Using Self-, Peer-, and Teacher-Assessment in Higher Education: A Case Study in Teacher Education." Higher Education Studies 6, no. 1 (February 1, 2016): 136. http://dx.doi.org/10.5539/hes.v6n1p136.

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This study focuses on the process of implementing self-, peer- and teacher-assessment in teacher education in order to examine the ways of applying these assessment practices and specifically aims at finding out the level of agreement among pre-service teachers’ self-, peer- and teacher-assessments of presentation performances. Pre-service teachers’ presentation performances including an application of a teaching method assessed by peers and teacher and also by themselves through criteria based assessment forms. The analysis of the data revealed that there are statistically significant differences among self-, peer- and teacher-assessment scores. Peer-assessment of pre-service teachers’ presentations is found to be significantly higher compared with teacher-assessment and self-assessment. With regard to the comparison of teacher-assessment scores and self-assessment scores, it is revealed that there are no significant differences between teacher- and self-assessments. In teacher training programmes beside summative approach self-, peer- and teacher-assessments can be implemented in a formative way as useful practices in developing more succesful performance, higher confidence, effective presenting skills and essential competencies required for effective teaching.

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Agusfina, Fatemah Dela. "PERSEPSI GURU TERHADAP BUKU TEKS BAHASA INDONESIA KURIKULUM 2013 KELAS VII SMP NEGERI KOTA BENGKULU." Jurnal Ilmiah KORPUS 2, no. 1 (August 6, 2018): 29–33. http://dx.doi.org/10.33369/jik.v2i1.5553.

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The purpose of this study is to determine the perceptions of Indonesian teachers on Indonesian textbooks of the curriculum of 2013 class VII in terms of material or content and presentation aspect. This study uses purposive samples, the sample of this study are 9 Indonesian VII class teachers who already have certification or professional teachers in SMPN 1, 3, 4, 11. and 18 Kota Bengkulu. Data collection techniques used in this research is a questionnaire. Data analysis technique used this research is descriptive technique and simple count presented in tabular form. The result of the research shows that (1) teacher's perception on Indonesian textbooks of grade VII curriculum in material or content aspect get average grade 4,14 with appropriate criteria, (2) teacher perception on Indonesian text book of 2013 curriculum of class VII in The presentation aspect earned an average rating of 4.02 with the corresponding criteria. Keywords: perception, teachers, textbooks

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Greve, Linda. "Fire trin mod udbytterige studenteroplæg - Hvordan præsentationer i undervisningen højner fagligheden og bliver en positiv oplevelse." Dansk Universitetspædagogisk Tidsskrift 11, no. 20 (April 19, 2016): 122–29. http://dx.doi.org/10.7146/dut.v11i20.21980.

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Studenteroplæg er en både meget anvendt og meget udskældt disciplin. I denne artikel foretages fire nedslag for at hjælpe undervisere med mere tydeligt at rammesætte studenteroplæg som læringsaktivitet. De fire nedslag er: 1) Længe før oplægget, hvor aktiviteten indlejres i faget; 2) lige før oplægget hvor underviseren låner lidt af sin troværdighed til den studerende, der skal holde oplæg; 3) under oplægget, hvor underviseren har fokus på aktiv lytning og 4) efter oplægget, hvor feedback på oplægget hjælper de studerende med at få et fagligt sprog. Artiklens fokus er at klæde undervisere på til at få en hensigtsmæssig praksis i forhold til studenteroplæg. Student presentations are both very common and frequently criticized. In this article, four elements are singled out to help teachers in higher education frame student presentations as a learning activity. The four elements are: 1) Long before the presentation: the presentations need to be part of the learning goals. 2) Just before the presentation: the teacher lends some of her ethos to the presenting student. 3) During the presentation: focus on being an active listener and 4) after the presentation: provide feedback that helps develop a specialized language rather than maintain a social hierarchy. The focus of the article is to help higher education teachers develop an appropriate practice when using student presentation as a learning activity.

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Yenti, Anggun Sepri, Relsas Yogica, Armen Armen, and Sa'diyatul Fuadiyah. "The Validity of Learning Media Using Aurora 3D Presentation Application Equipped with a Guidebook on Animalia Material for Student of Grade X SMA." Jurnal Atrium Pendidikan Biologi 5, no. 1 (April 30, 2020): 56. http://dx.doi.org/10.24036/apb.v5i1.6835.

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Technological progress is very rapid nowadays requires creative and innovative teachers to use technology to design Biology learning. The teacher is expected to be able to use multimedia in learning. Besides powerpoint, other applications such as Aurora 3D Presentation. Aurora 3D Presentation is a very interesting presentation. Most teachers don't know how to use this application, so teachers and students need a manual. The purpose of this study is to create the Aurora 3D Presentation application as a learning medium for high school students. This research is research and development (R & D) research that uses the Instructional Development Institute (IDI) method. This research is 2 Biology Department lectures from FMIPA UNP and 1 Biology High School teacher. The results of this study have a valid category with 89%. This Prezi application has valid values in the aspects of content, language, presentation and graphic aspects. This means the Aurora 3D Presentation application makes it easy for middle school students.

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Jarwo, Sujarwo, Sudardiyono Sudardiyono, Hari Yuliarto Yuliarto, and Yudanto Yudanto. "Traditional Games as a Tools for Increasing Students' Motor Skills and Effort to Preserve The National Culture." Community Development Journal 5, no. 1 (April 12, 2021): 184–88. http://dx.doi.org/10.33086/cdj.v5i1.1914.

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Teachers have difficulty understanding the material about traditional games and sports (TSG). A preliminary study showed that some kindergarten teachers had not received material about TSG, so they are tough to implement them. Training on traditional games helps teachers to reintroduce and socialize them in schools. This community service method was material presentation and discussions using a website seminar (webinar) through the zoom application on 40 kindergarten teachers in Bantul district, Yogyakarta. The results showed that the mean/average difference in teacher comprehension before and after community service was 68.50 and 85.75, respectively. There was an increase in the teacher's understanding that traditional games can improve children's motor skills and make an effort to preserve the nation's ancestors' heritage. The conclusion shows that most Kindergarten teachers can understand the concept and application of traditional games to increase fine and gross motor skills of kindergarten students and indirectly maintain ancestral culture to strengthen the nation. Teachers have difficulty understanding the material about traditional games and sports (TSG). A preliminary study showed that some kindergarten teachers had not received material about TSG, so they are tough to implement them. Training on traditional games helps teachers to reintroduce and socialize them in schools. This community service method was material presentation and discussions using a website seminar (webinar) through the zoom application on 40 kindergarten teachers in Bantul district, Yogyakarta. The results showed that the mean/average difference in teacher comprehension before and after community service was 68.50 and 85.75, respectively. There was an increase in the teacher's understanding that traditional games can improve children's motor skills and make an effort to preserve the nation's ancestors' heritage. The conclusion shows that most Kindergarten teachers can understand the concept and application of traditional games to increase fine and gross motor skills of kindergarten students and indirectly maintain ancestral culture to strengthen the nation.

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Dissertations / Theses on the topic "Teachers' presentation"

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Keith, Karin. "Communication Strategies for Mentor and Pre-Service Teachers: Mentor Teachers Presentation." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etsu-works/1028.

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Wiley, David M. "An evangelistic presentation to educators." Theological Research Exchange Network (TREN), 1987. http://www.tren.com.

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Keith, Karin. "Why Teach: Presentation to Future Teachers of America Club." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/1004.

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Lau, Kam-man, and 劉錦民. "A study of the quality of teachers' presentation in the classroom." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1992. http://hub.hku.hk/bib/B31956117.

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Lau, Kam-man. "A study of the quality of teachers' presentation in the classroom." Hong Kong : University of Hong Kong, 1992. http://sunzi.lib.hku.hk/hkuto/record.jsp?B18030890.

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Fritschi, Jennifer. "Examining pre-service instructors' use of PowerPoint based on pre-service students' perceptions a mixed methods study /." Birmingham, Ala. : University of Alabama at Birmingham, 2008. https://www.mhsl.uab.edu/dt/2008p/fritschi.pdf.

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Thesis (Ph. D.)--University of Alabama at Birmingham, 2008.
Additional advisors: Nataliya Ivankova, Shannon Parks, Margaret Rice, Boyd Rogan. Description based on contents viewed Feb. 9, 2009; title from PDF t.p. Includes bibliographical references (p. 187-206).

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Ng, Siu-kai, and 吳少階. "A study of presentation strategies of experienced and novice teachers: their thoughts and actions." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1994. http://hub.hku.hk/bib/B31957389.

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LIMA, KELISSON FERREIRA DE. "CONSTRUCTIBLE POLYGONS IN RULER AND COMPASS: A PRESENTATION FOR MIDDLE AND HIGH SCHOOL TEACHERS." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2015. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=25756@1.

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PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO
COORDENAÇÃO DE APERFEIÇOAMENTO DO PESSOAL DE ENSINO SUPERIOR
O objetivo deste trabalho é trazer à tona conceitos importantes da geometria no plano euclidiano sob o título de construções geométricas, cada vez mais esquecidos nos currículos escolares brasileiros. Nossa primeira ideia é mostrar a dificuldade que professores do ensino médio poderão encontrar ao tentar descobrir quais conceitos validam suas práticas já que os argumentos que validam a possibilidade ou a impossibilidade de algumas construções geométricas residem numa álgebra abstrata de difícil compreensão e domínio por parte dos professores, sobretudo aqueles que não cursaram disciplinas mais avançadas em matemática. Vamos comentar sobre os principais problemas da antiguidade que motivaram os matemáticos às descobertas de novas propriedades, apresentar tais construções geométricas e apresentar uma descrição algébrica das construções geométricas. A ideia é que através da álgebra abstrata podemos obter argumentos que validem a possibilidade e impossibilidade de tais construções e assim aumentar a cultura matemática do professor do ensino médio e não transformá-lo num expert no assunto.
The main purpose of this work is to rescue the important concepts in geometric constructions. Concepts that are being progressively forgotten by Brazilian curriculums in schools. First, we want to present the difficulties that high school teachers might face when they will try to formalize concepts like the possibility or not to construct some figures in the Euclidean plane, especially those who have not studied advanced math courses at undergraduation. We comment on the main problems of antiquity that led mathematicians to new discoveries properties, we present geometric constructions as well as an algebraic description of these geometric constructions. The idea is that through abstract algebra we can present arguments about the possibility or impossibility of such constructions. In this work, we will comment that abstract algebra will help teachers to validate some arguments that involves the possibility or not to construct some figures as well as to enlarge high schools teachers culture, not trying to make them experts in the subject.

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Cox, Alan R. (Alan Ray). "A Comparative Analysis of the Effects of Video-Based versus Live Presentation Staff Development on Teachers' Cognitive Learning and Attitudes." Thesis, University of North Texas, 1995. https://digital.library.unt.edu/ark:/67531/metadc279179/.

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The problem of this study was the identification of effective and efficient means of providing quality staff development for reading instruction within a school-district setting. The study investigated the comparative effectiveness of two staff development delivery systems measured by 1) a cognitive test of a school district's reading program and 2) an affective measure of teacher attitudes toward staff development. The sample was drawn from the teacher population of a large urban school district. The 46 subjects were elementary school teachers in grades K-5 randomly divided into two groups: Group A (videotape with a trained on-site facilitator) and Group B (face-to-face live presenter). Participants in the study received training using "The Fort Worth Reading Program," a staff development program designed by the researcher. In addition to the presentation of content information, which is the central component, the program features small group discussions, off-line activities, and question and answer periods. Both groups received the same treatment with the following exception. A central component to the Group A training was the presentation of content information in a videotape format. Group B did not view the videotape, but received the same information via live presenter. Two instruments developed by the researcher were used in the study: 1) The Teacher Staff Development Questionnaire, a Likert-type survey to obtain teacher attitudes toward staff development, and 2) The Cognitive Test of Reading Knowledge, an instrument designed to measure cognitive objectives of the district's reading program. A multivariate analysis of covariance revealed no statistically significant differences between the groups. It was concluded that elementary classroom teachers, regardless of their attitudes toward staff development, learn content material equally well with either of the two delivery systems explored in this study. Specific suggestions and recommendations for further studies are addressed and discussed. Examples of the measurement instruments are included.

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Gage, Jason Donald. "Parents' and Teachers' Acceptability of Treatments for Attention-Deficit/Hyperactivity Disorder: The Effects of Presentation and Information Delivery." DigitalCommons@USU, 2002. https://digitalcommons.usu.edu/etd/6170.

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Attention-deficit/hyperactivity disorder (ADHD) is one of the most frequently diagnosed problems affecting school-age children. This disorder can cause significant problems for children who consequently need treatment. Consumers of interventions for ADHD have efficacious treatments to choose from, but such treatment may not be implemented appropriately and effectiveness may decrease. Viewing treatments as 111 acceptable can affect treatment integrity and in turn increase effectiveness. Therefore, it is important that professionals understand how to increase the acceptability of treatments when first presenting treatment options to consumers. The primary purpose of this study was to determine if presenting parents and teachers with additional information about treatment options (behavioral therapy, medications, combination of both), beyond that of only providing treatment descriptions, would increase their treatment acceptability. Results showed that providing a rationale for treatment increased parents' acceptability for treatments involving medications, but not for behavioral treatments. This effect for how treatments were presented was not found among teachers. The results also suggest that parents and teachers differ in how acceptable they viewed some of these treatments. While parents rated the behavioral intervention as more acceptable than teachers, teachers rated the combination intervention as more acceptable than did parents. The results also indicate that consumers, especially parents, viewed the acceptability of these three treatment options differently, but that these effects interact with the amount and kind of information that the practitioners present to them. Specifically among parents, those who only received a description of the interventions rated the behavioral intervention as more acceptable than the combination intervention. However, there was no longer a significant difference in acceptability ratings of these two treatment options when rationales were provided along with treatment descriptions.

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Books on the topic "Teachers' presentation"

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Presentation skills for teachers. London: Kogan Page, 1995.

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Inc, Teacher Created Materials, ed. PowerPoint for terrified teachers. Westminster, CA: Teacher Created Materials, Inc., 1999.

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Inc, Teacher Created Materials, ed. Microsoft PowerPoint 2000/2001 for terrified teachers. Westminster, CA: Teacher Created Materials, 2001.

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How to run seminars and workshops: Presentation skills for consultants, trainers, and teachers. New York: John Wiley & Sons, 1993.

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How to run seminars and workshops: Presentation skills for consultants, trainers, and teachers. 2nd ed. New York: Wiley, 2001.

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Queen's University (Kingston, Ont.). Addresses delivered on the occasion of the presentation of a portrait to Prof. N.F. Dupuis, April 30th, 1901. [Kingston, Ont.]: Jackson Press, 1996.

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Tierney, Barry Phelim. Researching the organisation and presentation to primary teachers of the 1999 primary maths curriculum. (s.l: The Author), 2002.

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Sandra, Looper, ed. So you have to have a portfolio: A teacher's guide to preparation and presentation. 2nd ed. Thousand Oaks, Calif: Corwin Press, 2004.

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Marshall, Carol. Success strategies for at-risk students: A trainer of teachers manual with annotated presentation notes. Dallas, Tex: Center for Success in Learning, 1992.

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Pavel, Samsonov, ed. Powerpoint for teachers: Dynamic presentations and interactive classroom projects (grades K-12). San Francisco: Jossey-Bass, 2008.

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Book chapters on the topic "Teachers' presentation"

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Simonics, Istvan. "Presentation Skills of Mentor Teachers." In Advances in Intelligent Systems and Computing, 450–59. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-73210-7_54.

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Newble, David, and Robert Cannon. "Making a Presentation at a Scientific Meeting." In A Handbook for Medical Teachers, 21–35. Dordrecht: Springer Netherlands, 1987. http://dx.doi.org/10.1007/978-94-017-0578-3_2.

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Newble, David, and Robert Cannon. "Making a Presentation at a Scientific Meeting." In A Handbook for Medical Teachers, 21–35. Dordrecht: Springer Netherlands, 1994. http://dx.doi.org/10.1007/978-94-011-1426-4_2.

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Fan, Lianghuo, Mailizar Mailizar, Manahel Alafaleq, and Yi Wang. "A Comparative Study on the Presentation of Geometric Proof in Secondary Mathematics Textbooks in China, Indonesia, and Saudi Arabia." In Research on Mathematics Textbooks and Teachers’ Resources, 53–65. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-73253-4_3.

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Mifsud, Denise. "The Presentation of Personal and Professional Selves: A Goffmanesque Perspective of Student Teachers’ Identity Crises." In Professional Identities in Initial Teacher Education, 127–58. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-76174-9_6.

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Wallwork, Adrian. "Presentations Course: Lesson Plans." In English for Academic Research: A Guide for Teachers, 203–15. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-32687-0_20.

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Wallwork, Adrian. "Getting Students to Think About Presentations." In English for Academic Research: A Guide for Teachers, 105–11. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-32687-0_10.

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Nagaoka, Keizo, and Ryoji Kubota. "“Two Way or Go Away”: Development of DPP (Digital Presentation Platform) Which Supports to Make a College Teachers Get Two-Way Communication Classroom as a Facilitators." In Lecture Notes in Computer Science, 219–30. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-50017-7_15.

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Piasecka, Liliana. "Effective Teacher Training: Teacher Lectures in Comparison with Student Power Point Presentations." In Second Language Learning and Teaching, 99–110. Heidelberg: Springer International Publishing, 2013. http://dx.doi.org/10.1007/978-3-319-00161-6_8.

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Mumford, Simon. "Understanding the Challenges of Academic Presentations for EAP Students: An Exploratory Practice Approach." In Developing Language Teachers with Exploratory Practice, 103–17. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-75735-3_6.

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Conference papers on the topic "Teachers' presentation"

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Almasan, Beatrice. "From Pupils To Teachers To Students. Project “Teachers’ Lived Experience” Presentation." In EduWorld 2018 - 8th International Conference. Cognitive-Crcs, 2019. http://dx.doi.org/10.15405/epsbs.2019.08.03.73.

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Pardo García, Cristina, Vicent Caballer-Tarazona, and María Caballer-Tarazona. "Rubrics for academic dissertation assessment. Does peer assessment work?" In INNODOCT 2018. València: Editorial Universitat Politècnica de València, 2018. http://dx.doi.org/10.4995/inn2018.2018.8835.

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In the recent context of student-centered learning, they are more involved in the whole learning process, while the teacher is only a guide through their learning. This implies that students must be also involved in the assessment process. Following this idea, the peer assessment tries to give the students the opportunity to be in the evaluator position and maybe experience a reflexion about the criteria, what an external person sees in what he/she has to assess. When students have the role of assessing their classmates work, they pay more attention to the content and formal details of the presentation; therefore they can easily identify key points involved in an academic dissertation. This is a good opportunity to actively learn some basic transversal skills for any kind of presentation. Under this context, we present in this paper a comparison of the marks given by both students and teachers, to the same academic dissertation. In addition, we provide the rubric provided to students as a guide for the assessment. As results show, the students’ final decision to assess their peers’ work is quite close to the teacher’s decision. Only light differences were identified, on average, students gave a slightly higher mark to their classmates than the teacher did. However, a correlation on students and teacher marks was found.

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Morales López, Yuri, Marianela Alpízar Vargas, Ana Lucía Alfaro Arce, and Vicenç Font-Moll. "Noticing and analysis of pedagogical practices in mathematics." In I Congreso Internacional de Ciencias Exactas y Naturales. Universidad Nacional, 2019. http://dx.doi.org/10.15359/cicen.1.88.

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The purpose of this presentation is to show elements associated to the study and analysis of pedagogical practices used by mathematics teachers, taking into consideration different approaches and conceptions derived from theories related to the role of the math teacher. The project highlights the need to use different strategies to analyze the processes occurring in the activities and tasks organized and implemented by the teacher. One of the main tasks in teacher training is to promote the capacity to noticing on the pedagogical activity, where noticing is understood as an inherent process to improve the quality of classroom management. In addition, different analysis models should be compared using examples and experiential practices and the different theories and research projects developed in this field related to this type of analysis. Knowing what happens in the classroom is a task inherent to the math teacher. For sure, if the teacher does not understand or is even able to perceive what is happening in the class, improvement actions are very difficult to implement. Consequently, math teachers must develop the capability of analyzing their pedagogical activity and the related elements. It is not about isolating variables and looking for causal relationships, but rather about understanding the teacher’s activity as the center of the multiple situations occurring in the classroom, which may be known more in depth, if the attention is focused on the organization, ordering, and execution of the tasks planned by the teacher. It must also be understood that the competence of analyzing mentioned here is not an isolated activity without an effect. Such analysis must be approached from an active perspective where scenarios are generated to mitigate complex situations or to value an approach different than the one happening in the classroom. Being aware that there are many aspects to analyze (most likely almost everything that happens is analyzable), we must take a stand on which situations are highly related to what happens in our classroom and which could eventually happen. With such a wide spectrum, some questions that need to be addressed are: What is important in the math education activity and who defines what is important? What elements are of interest to math teachers? How does the analysis conducted relate to the different models of the teacher's knowledge? How does our previous experience influence the assessments we make? How do we distinguish elements of interest to analysis? What is the relationship between reflecting and analyzing? At what stages of the teacher’s activity is an analysis required? What is the ultimate purpose of analyzing teaching activities? What competencies or skills are related to the analysis? What types of analysis are appropriate (content, cognitive, media, among others)? How can we balance the actions derived from the analyses we conduct? From all these questions the most important one that can guide the study of this reflection would be: What should be assessed in pedagogical activities and what is the objective of analyzing such pedagogical activities in math education?

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Hillman, Serena, Carolyn Pang, Marjan Zamani, and Alexandra Hillman. "Designing Mobile Presentation Apps for North American K-12 Teachers." In DIS '19: Designing Interactive Systems Conference 2019. New York, NY, USA: ACM, 2019. http://dx.doi.org/10.1145/3301019.3323893.

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Kauppinen, Tomi, and Yulia Guseva. "Learning in the Era of Online Videos: How to Improve Teachers’ Competencies of Producing Educational Videos." In Fourth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2018. http://dx.doi.org/10.4995/head18.2018.8096.

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Online videos have gained huge popularity among people seeking for entertainment, and increasingly also among learners. People seek for tips in videos, ranging widely from improving language skills to bike reparation, or from solving mathematical equations to indoor decoration. At the same time teachers are facing challenges of producing professional videos that can support learners to learn the variety of topics. Teachers at the higher education institutes are often professionals in presentation skills in classrooms, but can face challenges when presenting in videos. In this paper we present a process for improving skills needed to produce educational videos. The process starts from the assumption of often explicit question by the teacher: “How can I produce professional educational videos?” The process includes identifying main challenges teachers face, and continues with a series of hands-on workshops targeted to develop each of the skills followed by the video production itself. We report also an evaluation of the process with teachers from the Aalto University, discuss the implications and resulting categorization of production models.

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Szigeti, Mónika Veronika. "BURNOUT PREVENTION WITH PSYCHOEDUCATION IN TEACHERS." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end044.

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Our research aims at prevention of burnout, which can be a protective factor in preventing career abandonment and can contribute to creating and maintaining a positive workplace climate. It also promotes the mental well-being and resilience of teachers and students. Therefore, burnout of teachers is especially important in Hungary, as the gradually increasing professional and administrative burden, the lack of social esteem, as well as the changed learning-teaching environment and the methodological shortcomings of general teacher training significantly increase the risk of burnout. In our research, the staff of the Somogy County Educational Service Center has been involved, mainly special education teachers. The 116-person sample has been conducted with a version of the Maslach Burnout Inventory developed for educators. In our presentation, the test results are presented. According to our findings, out of the three subscales of the subjects' questionnaire, the highest scores were achieved in the Emotional Exhaustion subscale and the lowest in the Depersonalization subscale. However, the emotional exhaustion subscale did not indicate a high burnout value in the study population. The correlations of burnout risk with age and time spent as a teacher has been also analyzed. Problem-focused and change-oriented psychological counseling models are attracting interest in the international literature today (Egan, 2010). By strengthening resilience and supporting a sense of growth, consultation techniques work to strengthen effective interpersonal communication and help the individual plan constructively for the future (Bonanno, 2004, 2005; Kelley, 2005; Linley & Joseph, 2005; Litz, 2005; Maddi, 2005). All of this are relevant to our research because we plan to provide burnout prevention psychoeducation counseling programs to educators. The literature also mentions the phenomenon of learned helplessness, which has its roots in childhood and is a breeding ground for both depression and burnout (Seligman,1991). Learned inertia can influence members of the helping professions toward passivity (paralysis, loss of control, hopelessness, unresponsiveness) and is therefore particularly burdensome for the individual, along with the challenges of helping professions. Results of our research shed light on the burnout level of special educators, personality traits important for coping and related burnout prevention (e.g., empathy, psychological immune competence) and the applied coping mechanisms that guide burnout prevention psychoeducation as a comprehensive concept.

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Li, Wen, Joshua Kim, Drew Kim, Adam Alster, Marianne Livezey, and Tuyen Duddles. "Development of a Multidisciplinary Engineering Research Program for Middle/High School Teachers." In ASME 2018 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2018. http://dx.doi.org/10.1115/imece2018-86411.

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Science, technology, engineering, and mathematics (STEM) education in K-12 schools is critical to inspire young students and prepare them for future college coursework and careers in science and engineering. An effective mechanism for creating and sustaining successful STEM education is to train well-qualified K-12 teachers with a positive attitude and deep knowledge skills in STEM fields. Supported by the National Science Foundation’s Research Experience for Teachers program (NSF RET), the RET Site at Michigan State University (MSU) aims to build a multidisciplinary engineering research program for middle and high school teachers and their students, within a coherent theme of “Smart Sensors and Sensing Systems”. This paper presents an introduction to the MSU’s Site program and highlights the learning outcomes and achievements of the RET participants. The MSU Site has four main components including authentic research experience for teachers during an intensive summer program; curriculum development by integrating engineering design units into teachers’ courses; professional skill development through seminars, facility tours, and field trips; and finally classroom implementation of the developed curricula. Throughout the 6-week summer program, teacher participants were given the opportunity to work closely with graduate students and engineering professors on current research projects in university laboratories. The teachers’ research activities culminated with a final poster report and oral presentation during a symposium at the end of the summer program. Follow-up classroom visits helped to build a strong connection between local middle/high schools and MSU to smooth students’ transitions to college. Since 2016, the Site has graduated 21 middle and high school teachers from the greater Lansing-Detroit area that serve large populations of minority and female students. These RET teachers have produced over 24 sets of curriculum plans and classroom activities, 3 sets of which have been published by an online digital library, TeachEngineering.org (TE), and 8 sets of which have been accepted by TE. Finally, from the findings of the RET Site, the paper discusses best practices and recommendations for incorporating teachers into a university laboratory setting.

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Kumpaty, Subha, Asha Foster, Alex Hutson, and Vipin Paliwal. "Vitamin B Complex and Bioheat Transfer Projects: 2008 Summer Research Experiences for Teachers at Milwaukee School of Engineering." In ASME 2009 International Mechanical Engineering Congress and Exposition. ASMEDC, 2009. http://dx.doi.org/10.1115/imece2009-12536.

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This paper describes the summer research experiences of a high-school chemistry and biology teacher and a middle-school science teacher at the Milwaukee School of Engineering (MSOE). The first project involved researching B Complex Vitamins at MSOE’s Center for Biomolecular Modeling, developing molecular models using rapid prototyping technology (Z Corp 3D Printer) and creating curriculum modules for teaching the role of B Complex Vitamins to chemistry students in public high schools. A Javascript/HTML for interactive and dynamic presentation for understanding of thiamine (Vitamin B1) via web was written and implemented with Jmol software. A visual inspection of the family of Vitamin B Complex created and the curriculum modules developed during this project provide exciting and effective learning avenues for students in biology and chemistry classrooms. The second project dealt with the study of bioheat transfer and its simulation using MATLAB, and creation of a curriculum module that illustrates heat transfer principles reinforced by implementing the simulation. The teachers enjoyed the interaction with their advisors and the positive environment for their professional development. Details of their projects and experiences along with the evaluation of the program are presented in this paper. The teachers were pleased to be involved in connecting physics, biology, engineering and math into real projects that will motivate the students in their classes to pursue careers in STEM fields.

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Febriansyah, Riyan, and Syafi’ul Anam. "Teachers’ Politeness Strategies in Delivering Feedback on Classroom Presentation of English Undergraduate Students." In International Joint Conference on Arts and Humanities (IJCAH 2020). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.201201.118.

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Biffi, Elisabetta, and Daniela Bianchi. "TEACHER TRAINING FOR THE PREVENTION, REPORTING AND ADDRESSING OF VIOLENCE AGAINST CHILDREN." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end015.

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Each year an estimated one billion children (one out of two children worldwide) suffer some form of physical, sexual or psychological violence or neglect (Hillis, Mercy, Amobi, & Kress, 2016). Being a victim of violence in childhood has lifelong impacts on education, health, and well-being. Exposure to violence can lead to poor academic performance due to cognitive, emotional, and social problems (WHO, 2019). The right of the child to freedom from all forms of violence is affirmed by the United Nations Committee on the Rights of the Child, in its General Comment No. 13 (UNCRC, 2011). Moreover, the Sustainable Development Goals contain a clear call to eliminate violence against children, most explicitly in Target 16.2 (UN, 2015). Many efforts have been made globally to achieve these goals. Schools have been identified as one of the crucial contexts for conducting violence prevention efforts. They offer an important space where children, teachers and educators can learn and adopt pro-social behaviors that can contribute to preventing violence (WHO, et al., 2016). Teachers can play a key role, helping to build a “violence-free world” (UNESCO, WHO, UNICEF, End Violence Against Children, 2020), both by promoting positive relationships and by identifying signs of violence early. In fact, while international strategies provide a necessary framework for the promotion and protection of children's rights, it is the people who can make a difference in the prevention and detection of violence against children (Biffi, 2018). Based on these premises, the paper will focus on how teacher training can help prevent, report and address violence against children. Teachers are often not trained on this: some of them know the contents, but have doubts about how to deal with certain situations. Teachers should learn what to do with students who have gone through a traumatic experience because children choose someone who can see and recognize them (Miller, 1979, En. transl. 1995; Miller, 1980, En. transl. 1983). To be able to really recognize the child, a training course with teachers is necessary, to raise awareness and help them see the signals that children send (The Alliance for Child Protection in Humanitarian Action, End Violence Against Children, UNICEF, WHO, 2020). This paper, through literature and presentation of a training course with teachers in Italy, will offer a pedagogical reflection on teacher training in the prevention, reporting and addressing of violence against children, in order to start building a common shared strategy.

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Reports on the topic "Teachers' presentation"

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Gaponenko, Artiom, and Denis Sergeev. Site «MLESYS – multilevel education Internet-system for teachers and students». Science and Innovation Center Publishing House, November 2018. http://dx.doi.org/10.12731/er0158.09112018.

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Site MLESYS (Multilevel education system) - multilevel educational Internet-system for the teachers (heads of scientific and educational groups) and the students (participants of groups) which allows teachers to create remote groups and also to form the storehouse of materials on their disciplines (lectures, manuals, presentations, tasks for independent work, etc.) with an opportunity of access to corresponding kinds of these materials by means of special links. Site MLESYS is developed on platform WordPress and on hosting Hostland. Site MLESYS allows: 1) for teachers: to create educational and scientific groups for remote communication of the participants of educational process, to include students in these groups; to place all necessary materials for the group (manuals, lectures, presentations, etc.); to form the storehouse of materials on each discipline (tests, tasks, cases, etc.), access to these materials can be carried out only by means of the link to the specific page; to communicate with participants of the group; 2) for the students: on condition of inclusion into remote group to have an opportunity to enter the group, to open and download the materials placed by the teacher; to get access to the materials by means of links (publications, tests, tasks, cases, etc.) of the corresponding teacher of a discipline from the storehouse of materials; to communicate with the teacher and participants of the group.

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