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Статті в журналах з теми "3-P model of learning and teaching"
1
Handayani, Baiq Sri, and A. D. Corebima. "Model brain based learning (BBL) and whole brain teaching (WBT) in learning." International Journal of Science and Applied Science: Conference Series 1, no. 2 (August 14, 2017): 153. http://dx.doi.org/10.20961/ijsascs.v1i2.5142.
Повний текст джерелаАнотація:
<p class="Abstract">The learning process is a process of change in behavior as a form of the result of learning. The learning model is a crucial component of the success of the learning process. The learning model is growing fastly, and each model has different characteristics. Teachers are required to be able to understand each model to teach the students optimally by matching the materials and the learning model. The best of the learning model is the model that based on the brain system in learning that are the model of Brain Based Learning (BBL) and the model of Whole Brain Teaching (WBT). The purposes of this article are to obtain information related to (1) the brain’s natural learning system, (2) analyze the characteristics of the model BBL and WBT based on theory, brain sections that play a role associated with syntax, similarities, and differences, (3) explain the distinctive characteristics of both models in comparison to other models. The results of this study are: (1) the brain’s natural learning system are: (a) the nerves in each hemisphere do not work independently, (b) doing more activities can connect more brain nerves, (c) the right hemisphere controls the left side motoric sensor of the body, and vice versa; (2) the characteristics of BBL and WBT are: (a) BBL is based on the brain’s structure and function, while the model WBT is based on the instructional approach, neurolinguistic, and body language, (b) the parts of the brain that work in BBL are: cerebellum, cerebral cortex, frontal lobe, limbic system, and prefrontal cortex; whereas the parts that work WBT are: prefrontal cortex, visual cortex, motor cortex, limbic system, and amygdala, (c) the similarities between them are that they both rely on the brain’s system and they both promote gesture in learning, whereas the differences are on the view of the purposes of gestures and the learning theory that they rely on. BBL relies on cognitive theory while WBT relies on social theory; (3) the typical attribute of them compared to other models are that in BBL there are classical music and gestures in the form of easy exercises, while on the WBT model there are fast instructions and movements as instructions or code of every spoken word.</p>
2
Gayanti, Nurfitriana, and Dewi Anggreini. "PERBEDAAN HASIL BELAJAR SISWA DITINJAU DARI MODEL SAVI DENGAN MODEL RECIPROCAL TEACHING." JP2M (Jurnal Pendidikan dan Pembelajaran Matematika) 4, no. 2 (January 31, 2019): 84. http://dx.doi.org/10.29100/jp2m.v4i2.959.
Повний текст джерелаАнотація:
<p><em>This study aims to know about differences in student learning outcomes that are reviewed from the SAVI learning modelwith Reciprocal Teaching learning model on circle material. This quantitative quasi-experiment research carried in SMPN 1 Karangrejo with 348 population and sample takencluster random samplingso that there are 2 classes namely VIII D class as a SAVI learning model class with 32 students, and VIII B clas as a reciprocal teaching learning model class with 32 students. The data analize using t-test. After making a calculation with a significant level is 5% and dk 62 so obtained t<sub>count</sub>= 7,141765 > t<sub>table</sub>= 1,99897, its mean H<sub>0 rejected </sub> and H<sub>1</sub> received, so it was concluded that there was a significant difference between the learning outcomes of mathematics using the SAVI learning model and the Reciprocal Teaching learning model at the learning outcomes of mathematics on circle material at the students VIII class in SMPN 1 Karangrejo in the period 2017/2018</em><em></em></p><p><em>Â </em></p><strong><em>Keywords</em></strong><em>:mathematics learning outcomes, SAVI, reciprocal teachin</em>
3
Ernati, Ernati. "PENINGKATAN KEMAMPUAN SPEAKING MELALUI MODEL “TRIPLE P”." Lingua Didaktika: Jurnal Bahasa dan Pembelajaran Bahasa 2, no. 2 (July 1, 2009): 32. http://dx.doi.org/10.24036/ld.v2i2.3525.
Повний текст джерелаАнотація:
This article aims at describing the improving of students’ speaking skills trough PPP model (Triple P model). This model can encourage the students to speak English in the teaching learning process especially in speaking class. This is indicated by the improvement of students’ creativity on teaching learning process in speaking class, their ability to express their own ideas, and their ability to interact or communicate with their friends. This model covers three activities; presentation, practice and production. So, it is wise for the English teachers/lectures to consider implementing this “Triple P” model in teaching speaking. Key words/ Phrases: speaking, triple P model, English, presentation, practice, production
4
Darmawan, Yohana Iskandar. "Meningkatkan Motivasi Belajar dan Hasil Belajar Siswa pada Pelajaran Matematika Melalui Penerapan Model Contextual Teaching and Learning [Improving Students' Learning Motivation and Learning Outcomes in Mathematics Through Implementation of Contextual Teaching and Learning Model]." Jurnal Teropong Pendidikan 1, no. 3 (October 6, 2021): 213. http://dx.doi.org/10.19166/jtp.v1i3.4188.
Повний текст джерелаАнотація:
<div><p class="1eAbstract-text">In this research study, teacher takes improvement action by using contextual teaching and learning to solve the students’ learning motivation and learning outcomes problems. This study aims to: (1) describe the implementation of contextual teaching and learning to improve students’ learning motivation and students’ learning outcomes; (2) analyze the development of students’ learning motivation; (3) analyze the development of students’ learning outcomes; (4) identify the obstacles during the implementation process and how to solve them. This study is called a Classroom Action Research (CAR) carried out in three cycles. The subjects were 21 students of class VI D Harapan Bangsa Primary School. Data was collected by using observation, field notes, interviews, written test, and analyzed with descriptive qualitative. The result showed: (1) the learning process is based on the 7 steps of the implementation of contextual teaching and learning; (2) there is 35% increase in students’ learning motivation; (3) there is 34% increase in students’ learning outcomes; (4) teacher overcomes the obstacles of the limitation of time, students who don’t work actively in groups, students who have less motivation and learning outcomes, and technical problem in learning video by creating a better time management, giving the motivation for students to participate actively in question and answer, including in discussion process, and downloading the learning video during the improvement action planning.</p></div><p> </p>
5
Gunartati, G., Z. Zamroni, and Abdul Gafur. "Inculcating tolerance by multicultural based PPKn learning." Jurnal Pembangunan Pendidikan: Fondasi dan Aplikasi 5, no. 2 (February 27, 2018): 155. http://dx.doi.org/10.21831/jppfa.v5i2.18528.
Повний текст джерелаАнотація:
This study aims to: (1) describe the teaching conditions of multicultural-based PPKn implemented by SMA in DIY, (2) produce a feasible model of teaching PPKn based on multi-culture for inculcating tolerance for senior high school students , (3) find out the effectiveness of developed teaching model. This research was research and development adopting the procedural model of Borg & Gall. The procedures were divided into four phases, namely: (1) the needs analysis phase (2) the development stage of models and expert judgment (3) testing and refining the model, and (4) dissemination phase. The experiment was conducted at SMA Jetis, SMA 2 Bantul, and SMA 2 Wates. The Subjects were teachers and students of XI class of those SMAs. The data analysis used the descriptive analysis and t-test to determine the effectiveness of the product. The results of the reaseach are as follow. First, the teaching of PPKn in SMA in DIY is still conventional and not yet exploring multicultural values. Second, teaching model of multicultural-based PPKn declared eligible by material experts, instructional experts and assessment of the teachers. And the third, the teaching model developed is effectively used in the teaching and learning. This is indicated by the significant differences in learning outcomes between the experimental and control groups. The effectiveness is proved by using t test that the result is significant (p <0.05), and the mean of experiment group is higher than the mean of the control group.
6
Fajar, Rezky Fauziah. "PROBING-PROMPTING LEARNING IN TEACHING SPEAKING." EXPOSURE : JURNAL PENDIDIKAN BAHASA INGGRIS 9, no. 1 (May 24, 2020): 86–95. http://dx.doi.org/10.26618/exposure.v9i1.3481.
Повний текст джерелаАнотація:
Based on the result of this study implementation of probing-prompting learning to the ability to speak and curiosity in learning English. That thing is shown by some conclusions as the following: (1) ability to talk about learning model probing-prompting achieve classic equipment; (2) capacity talk to students about models learning probing-prompting better than ability talk to students about models conventional learning; (3) curiosity students on the probing-prompting learning model better rather than a students curiosity about the model conventional learning.
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Sari Astiti, Ni Nyoman, I. Wayan Lasmawan, and Iyus Akhmad Haris. "PENERAPAN MODEL PEMBELAJARAN CONTEXTUAL TEACHING AND LEARNING, QUANTUM TEACHING TERHADAP MOTIVASI BERPRESTASI DAN HASIL BELAJAR IPS SISWA KELAS VII." Jurnal Pendidikan IPS Indonesia 1, no. 2 (October 1, 2017): 55–65. http://dx.doi.org/10.23887/pips.v1i2.2825.
Повний текст джерелаАнотація:
Penelitian ini adalah penelitian eksperimen semu, dengan rancangan post test only control group design, bertujuan untuk mengalisis perbedaan motivasi berprestasi dan hasil belajar IPS antara siswa yang mengikuti pembelajaran contextual teaching and learning dan quantum teaching siswa kelas VII, secara terpisah maupun simultan. Populasi dalam penelitian ini adalah semua siswa kelas VII. Setelah diadakan uji kesetaraan, diplih secara random 2 kelas sebagai sampel, 1 kelas menjadi kelas ekspeimen dan 1 kelas sebagai kelas kontrol. Data dalam penelitian dikumpulkan dengan kuesioner dan tes hasil belajar IPS dan dianalisis dengan anava dan manova. Hasil analisis menunjukkan bahwa: (1) ada perbedaan motivasi berprestasi siswa antara yang mengikuti pembelajaran dengan model pembelajaran Contextual Teaching and Learning dan Quantum Teaching dengan Fhitung = 52,613 (p = 0,000 < 0,05), (2) ada perbedaan hasil belajar IPS siswa antara yang mengikuti pembelajaran dengan model pembelajaran Contextual Teaching and Learning dan Quantum Teaching dengan Fhitung = 30,384 (p = 0,000 < 0,05), dan (3) terdapat perbedaan motivasi berprestasi dan hasil belajar IPS siswa antara yang mengikuti pembelajaran dengan model pembelajaran Contextual Teaching and Learning dan Quantum Teaching dengan F- Wilks' Lambda= 48,307 (p = 0,000 < 0,05). Dengan demikian dapat disimpulkan bahwa model pembelajaran Contextual Teaching and Learning dan Quantum Teaching berpengaruh signifikan terhadap motivasi berprestasi dan hasil belajar siswa kelas VII.Kata kunci: model pembelajaran contextual teaching and learning dan quantum teaching, motivasi berprestasi, hasil belajar IPS
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Głębocki, Rafał. "A model of education and a new culture of learning." Pedagogika. Studia i Rozprawy 28 (2019): 27–35. http://dx.doi.org/10.16926/p.2019.28.02.
Повний текст джерелаАнотація:
The reality of the early decades of the 21st century affects the participants of educational processes – students, their parents and teachers. Network societies are subject to constant change under the influence of information technology (IT). The existing model of education seems to be outdated. It does not answer the challenges of modern times. There is a need for a design, implementation, evaluation and improvement of new educational models. They should be flexible, that is easily adapted to the abilities and needs of students – digital natives. A new culture of learning can constitute the content of such models – at a pedagogical metalevel. Operationally, interactive (including online) and activating methods of teaching and learning will be needed.
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Li, Binbin, and Xiaochan Li. "Innovation and Practice of Online and Offline Hybrid PAD and PBL Teaching Model." Advances in Education, Humanities and Social Science Research 1, no. 1 (May 9, 2022): 343. http://dx.doi.org/10.56028/aehssr.1.1.343.
Повний текст джерелаАнотація:
The overall P-PAD-L teaching system of "1 body, 2 wings, 3 steps and 4D feedback" has been innovated: 1 body means PBL and PAD integration, 2 wings are online and offline classrooms, 3 teaching steps include teacher’ presentation, students assimilation, discussion and dialogue, 4D feedback comes from learning process and results, self-evaluation and peer evaluation. In the past three years,the teaching team has followed the educational action research of "problem-plan- implementation-reflection" steps to refine the teaching system.The effectiveness of teaching innovation system has been successively reflected and confirmed in student development and curriculum construction deepening.
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Septiana, Dwi, Mieke Miarsyah, and Ratna Komala. "THE EFFECT OF RECIPROCAL TEACHING LEARNING MODEL INTEGRATED MIND MAP AND PERSISTENCE ON STUDENT RETENTION OF KINGDOM ANIMALIA CONCEPT." BIOSFER: JURNAL PENDIDIKAN BIOLOGI 10, no. 2 (December 18, 2017): 35–41. http://dx.doi.org/10.21009/biosferjpb.10-2.5.
Повний текст джерелаАнотація:
The low score of students learning outcome on Kingdom Animalia concept indicate that there must an improvement of students retention. The aim of this study is to know the effect of reciprocal teaching learning model that integrated with mind map and persistence on students retention. The method that used in this research is quasi experiment with 2 x 2 factorial design. The instruments that used in this research are learning outcome test and persistence questionnaire. The subject of this study is students of X IPA 1 and 2 from SMAN 49 Jakarta totalling 72 students. Samples were taken using simple random sampling. Analysis of data used two way anova. The result showed that : 1) There is effect of reciprocal teaching learning model integrated mind map on students retention with p< 0,05, p = 0,03. 2). There is effect of persistence on students retention with p< 0,05, p = 0,00. 3) There is interaction between reciprocal teaching learning model integrated mind map and persistence on students retention with p< 0,05, p = 0,031.
Дисертації з теми "3-P model of learning and teaching"
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Zaina, Luciana Aparecida Martinez. "Avaliação do perfil do aluno baseado em interações contextualizadas para adaptação de cenários de aprendizagem." Universidade de São Paulo, 2008. http://www.teses.usp.br/teses/disponiveis/3/3141/tde-30052008-134942/.
Повний текст джерелаАнотація:
A identificação de características que sejam importantes sobre um dado estudante durante o processo de ensino-aprendizagem tem sido alvo de muitos estudos nos últimos tempos. Docentes, coordenadores e pedagogos têm defendido que cada indivíduo possui características particulares e importantes dentro do processo de desenvolvimento do conhecimento. A necessidade de adaptar as estratégias de ensino de acordo com as preferências do aprendiz é uma realidade dentro das salas de aula, sejam estas presenciais ou virtuais. Porém, isto não significa que numa sala de aula deva haver criação de um método para cada aluno, mas sim que se aponte qual a melhor forma de interação para cada um deles construindo grupos de aprendizes com características comuns. Trabalhando desta forma se torna possível identificar perfis de aprendizes dentro de um conjunto de estudantes, possibilitando que se possa trabalhar com conteúdos e ambientes de aprendizagem mais adequados aos aprendizes.O objetivo deste trabalho é apresentar a arquitetura de um sistema que possibilita a criação de cenários de aprendizagem baseados no perfil do aluno. O docente deve indicar as características que devem ser observadas durante as interações do aprendiz em um dado ambiente de aprendizagem eletrônica. Estas características serão modeladas como informações de contexto, permitindo que os pontos definidos como observáveis sejam organizados e modelados de forma a facilitar a monitoração das interações. A classificação do aluno em um determinando tipo de perfil de aprendizagem, previamente definido pelo docente, é realizado considerando-se as informações sobre o contexto da interação e os tipos de perfis de aprendizagem. Para que seja possível construir os cenários de aprendizagem considerando o perfil do aluno este trabalho propõe criar um relacionamento entre os tipos de perfis de aprendizagem e as estratégias de ensino através das categorias descritoras dos objetos de aprendizagem.The identification of characteristics of a given student that are important during the teachinglearning process has been the focus of numerous studies in recent years. Teachers, coordinators and pedagogues have defended the notion that each individual presents particular and important characteristics in the developing knowledge process. The need to adapt teaching strategies to the student\'s preferences is a reality in classrooms, being physical or virtual classrooms. However, this does not mean that a method should be created for each student in a classroom, but that the best form of interaction for each of them be identified, building groups of learners with common characteristics. Working in this way makes it possible to identify learner profiles within a group of students, allowing one to work with learning contents and environments more suited to the learners. The objective of this work is to present the architecture of a system that allows for the creation of learning scenarios based on the studen profile. The teacher should point out the features which may be observed during the student interaction in a given e-elearning environment. These features are designed as context information, allowing defined observation points to be organized and modeled for facilitating the monitoring of interactions. The student classification in a given learning profile type, defined previously by the teacher, is realized considering information about the context of interaction and the learning profile types. For the learning environment to build the learning scenarios according to the student profile, this work proposes to create a relationship between the learning profile types and the teaching strategies through the description of learning objects categories.
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Onal, Ilke. "Effects Of Constructivist Instruction On The Achievement, Attitude, Science Process Skills And Retention In Science Teaching Methods Ii Course." Phd thesis, METU, 2008. http://etd.lib.metu.edu.tr/upload/3/12609554/index.pdf.
Повний текст джерелаАнотація:
The purpose of this study was to examine the effects of constructivist instruction on the achievement, attitude towards science teaching, science process skills and retention of fourth grade preservice science teachers in Science Teaching Methods II course. Two groups (one experimental and one control) were assigned from Hacettepe University Faculty of Education Department of Science Education. Experimental group consisted of 53 preservice science teachers and the control group consisted of 50 preservice science teacherstotally 103 preservice science teachers participated in this study. Quasi experimental research design was used in this study. Constructivist instruction was used in experimental group and traditional instruction was used in control group during the teaching and learning process. This research study was conducted in fall semester of the 2007-2008 academic year and lasted 15 weeks including the final examination term. Science Process Skills Test, Attitude towards Science Teaching Scale and Achievement Test in Science Teaching Methods II course were administered to participants three times
at the beginning of the study, immediately after the implementation process and 10 weeks later. A mixed between within ANOVA with repeated measures was used as a statistical technique for analyzing quantitative data and both descriptive and content analysis was used for analyzing questionnaire, formative and summative focus group interviews. Statistical mean difference was obtained for all tests in favor of experimental group and the findings of quantitative data analysis results were supported by the qualitative data analysis results. After interpreting the results, it can be claimed that constructivist instruction is effective in preservice science education.
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Wessels, Helena. "Using a modelling task to Elicit Reasoning about data." Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2012. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-83189.
Повний текст джерела
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Sertdemir, Erisken Yelda. "A Comparative Case Study On The Manifestation Of The Five Disciplines Of A Learning Organization In The English Language Preparatory Programs Of Two Higher Education Institutions." Phd thesis, METU, 2007. http://etd.lib.metu.edu.tr/upload/3/12608131/index.pdf.
Повний текст джерелаАнотація:
This comparative case study aimed to explore the elements that align with Senge&rsquos framework of the Learning Organization, comprised of the disciplines of Personal Mastery, Shared Vision, Mental Models, Team Learning, and Systems Thinking, in the English Language Preparatory Programs of two selected higher education institutions to determine what characteristics of a learning organization they possess. In this study, qualitative case study method was employed. The study was conducted in two organizations, one (Organization A), part of a private Englishmedium university, and the other (Organization B), part of a public Englishmedium university, in Ankara, Turkey. The sample contained seven administrators and twenty-two instructors from Organization A and seventeen instructors and 3 administrators from Organization B. The data collected through semi-structured interviews were analyzed using content analysis technique. The findings revealed that both organizations are evolving towards a learning organization, but have not institutionalized the five disciplines to an ideal state yet. Organization A is doing somewhat better than Organization B as regards the disciplines of Team Learning and Personal Mastery
however, there is no considerable difference between the organizations in terms of the disciplines of Shared Vision, Mental Models and Systems Thinking. Overall, in both organizations there are impediments in terms of the development and achievement of personal visions, learning of individuals and teams, development of a shared vision, surfacing and questioning mental models, and acting from a comprehensive systems approach.
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Gazimba, Vítor Hugo Brito. "Relatório de prática de ensino supervisionada realizado no agrupamento vertical n.º 3 de Évora - Santa Clara e Escola Secundária Severim de Faria em educação física nos ensinos básico e secundário." Master's thesis, Universidade de Évora, 2010. http://hdl.handle.net/10174/20581.
Повний текст джерелаАнотація:
O objectivo deste relatório é efectuar uma reflexão fundamentada sobre a prática pedagógica desenvolvida ao longo do ano lectivo 2009/201O. A dimensão investigativa está presente ao longo de todo o relatório e encontra-se associada à reflexão sobre o trabalho desenvolvido nas instituições escolares em que estive inserido. No decorrer deste relatório são destacas as seguintes temáticas: modelos de planeamento; ensino das actividades físico-desportivas; destrezas do professor; promoção da saúde; avaliação; participação na escola; desenvolvimento profissional. Conclusões: O Modelo de planeamento por etapas é aquele que mais favorece a aprendizagem dos alunos. No ensino dos jogos desportivos colectivos, o modelo teaching games for understanding assume-se como uma alternativa às abordagens tradicionais centradas na técnica. Informação aumentada dirigida para um foco externo parece dar origem a uma melhor aprendizagem. As aulas de Educação Física não estão a conseguir dar o contributo necessário para a obtenção dos níveis recomendados de actividade física. ABSTRACT: The purpose of this report is to conduct a reasoned discussion about the pedagogical practice developed during the academic year 2009/201O. The investigative dimension is present throughout the report and is linked to the reflection on the work that was undertaken in schools. Throughout this report the following topics are highlighted: planning models, teaching physical and sporting activities, teacher's skills, health promotion, evaluation, participation in school, and professional development. Conclusions: The model of "planning steps" is one most conducive to student learning. ln collective sports games, the teaching games for understanding model is assumed as an alternative to traditional approaches focused on the critical components of each motor skill. The use of an externa! focus of attention appears to lead to better learning. lt seems that Physical Education classes are failing to provide the levels of physical activity recommended for young people.
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Karlsson, Alexandra. "Vad kan du göra när du inte förstår vad du läser? : En kvalitativ studie om lärares användande av läsförståelsestrategier i svenskundervisningen." Thesis, Högskolan i Jönköping, Högskolan för lärande och kommunikation, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-45095.
Повний текст джерелаАнотація:
Läsförståelse är viktigt för att klara sig i ett kunskapssamhälle som bygger på skriftspråklig kompetens (Bråten, 2008a). Det senaste resultatet i Progress in International Reading Literacy Study (PIRLS) 2016 visar att svenska elever är svagare i att tolka och värdera texter jämfört med andra länder (Skolverket, 2017b). Syftet med studien är att undersöka hur lärare arbetar med läsförståelsestrategier i svenskundervisningen för att utveckla elevers läsförståelse i årskurs 1–3. Frågeställningarna för undersökningen är: Vilka läsförståelsestrategier används? I vilka sammanhang används läsförståelsestrategier? Hur främjas elevers läsförståelse med hjälp av läsförståelsestrategier? Studien utgår från ett sociokulturellt perspektiv. En kvalitativ metod har använts och semistrukturerade intervjuer har genomförts för att samla in material till studien. Resultatet visar att lärare undervisar i läsförståelse och läsförståelsestrategier på flera olika sätt såsom läsfixare från materialet En läsande klass, högläsning, läsläxa och genom samtal och frågor. Slutsatsen är att lärarna betonar modellering, stöttning och repetition som viktigt för att elever ska bli mer säkra i sin egen användning av läsförståelsestrategier och därmed utveckla sin läsförståelse. Att börja tidigt och att variera sina arbetssätt ses också som positivt hos lärarna.Reading comprehension is important for coping with a society whose knowledge is based on written language skills (Bråten, 2008a). The latest result in Progress in the International Reading Literacy Study (PIRLS) 2016 shows that Swedish students are weaker in interpreting and evaluating texts compared to other countries. The aim of the study is to investigate how teachers work with reading comprehension strategies in Swedish teaching to develop students’ reading comprehension in grades 1-3. Questions for the survey are: What reading comprehension strategies are used? In what context are reading comprehension strategies used? How does students’ reading comprehension develop with the help of reading comprehension strategies? The study is based on a socio-cultural perspective. A qualitative method has been used and semi-structured interviews have been conducted to collect the material for the study. The result shows that teachers teach reading comprehension and reading comprehension strategies in several ways such as “läsfixare” from the material A Reading Class, reading aloud, reading homework and through conversations and questions. The conclusion is that the teachers emphasize modeling, support and rehearsal as important in order for students to become more secure in their own use of reading comprehension strategies and thereby develop their reading understanding. Starting early and varying their working methods is also seen as positive by the teachers.
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Braz, Carlos Manuel Portela. "Relatório de prática de ensino supervisionada realizado no agrupamento vertical nº 3 de Évora - Santa Clara e Escola Secundária Severim de Faria." Master's thesis, Universidade de Évora, 2011. http://hdl.handle.net/10174/15403.
Повний текст джерелаАнотація:
O objectivo deste relatório consiste na reflexão sobre a prática de ensino supervisionada ao longo do ano lectivo 2009/2010. A componente científica está presente ao longo do relatório e suporta toda a reflexão sobre o trabalho desenvolvido nas instituições escolares. No decorrer deste relatório são destacadas as seguintes temáticas: modelos de planeamento; características do ensino das matérias; destrezas do professor; promoção da saúde; avaliação das matérias; projectos desenvolvidos em participação na escola; desenvolvimento profissional.
Conclusões: O modelo de planeamento por etapas favorece a aprendizagem dos alunos a longo prazo. O modelo de planeamento por blocos por apresentar uma organização mais simples poderá obter melhores resultados nos primeiros anos de ensino. Na abordagem às matérias deve existir uma diferenciação entre jogos desportivos colectivos e modalidades individuais. A instrução e feedback devem acompanhar a dinâmica das matérias que se lecciona. Um foco externo parece favorecer a abordagem dos jogos desportivos colectivos. Por sua vez o foco interno parece favorecer as modalidades de cariz individual; ABSTRACT: The purpose of this report is to reflect over the supervised educational practice developed during the 2009/2010 school year. The scientific role dimension is present throughout the report and support the reflection on the work in schools. Throughout this report are to highlight the following topics: planning models, characteristics of teaching approach, teacher's skills, health promotion, evaluation , projects developed in school participation, professional development
Conclusions: Stage planning model favors students' learning in the long term. The block planning model by presenting a simpler organization is appropriate for younger students. Taking the education approach the issues should try a differentiation between collective sports games and individual sports. The instruction and feedback should follow the dynamics of the classes that we teach. An external focus promotes the collective approach to sports games. Otherwise the internal focus seems to favor arrangements of individual sports.
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Lye, Che Yee. "Towards a comprehensive model of English as a second language learning and teaching in the Malaysian independent Chinese secondary schools." Thesis, 2016. http://hdl.handle.net/2440/100653.
Повний текст джерелаАнотація:
Low English proficiency among secondary school students is a major concern in Malaysia, especially in the context of the Malaysian Independent Chinese Secondary Schools since Malaysian students who have spent eleven to thirteen years studying the English language are still not able to master it upon completing secondary schooling. In addition, a significant number of Malaysian graduates are unemployed, and even those who are employed receive complaints from the employers due to their limited English proficiency. It is argued that student-, teacher- and school-level factors may impact on students’ English proficiency. A significant amount of research related to these factors has been conducted, ranging from finding universal trends to identifying differences. These studies have examined the relationships between students’ characteristics, attitudes and motivation, anxiety and self-efficacy as well as conceptions of and approaches to learning; teachers’ characteristics and approaches to teaching; as well as schools’ demographic variables such as instructional time, student-teacher ratio, resources and facilities as well as curriculum and assessment. Researchers have shown that these factors may impact on students’ English proficiency in a single-level model. However, numerous scholars have also argued that these factors may interact with each other and thus focussing on just a single level may not be sufficient to explain the complexity of English language learning and teaching. In addition, limited research has been conducted in the Malaysian context, especially in the Malaysian Independent Chinese Secondary Schools. This research study examines the student-, teacher- and school-level factors, their interrelationships and their impact on students’ English as a second language proficiency. A quantitative research design was used including questionnaires and assessment checklist to collect data from the respondents. The respondents in this study involved the Malaysian Independent Chinese Secondary Schools located at the urban areas in Kuala Lumpur, Selangor, Perak and Penang, the Senior 1 English language teachers, and all Senior 1 students who were taught by these teachers. A number of scales and demographic items related to student-, teacher- and school-level factors were administered for the purpose of this study. All scales except the demographic items employed in this study were validated, calibrated and verified using the Confirmatory Factor Analysis and Rasch Analysis. In addition, as many teachers or raters from different schools and classes were involved in rating students’ English language proficiency, their scores were adjusted by modelling rater judgement through the many facets Rasch analysis. The raw scores obtained from the responses in all scales were anchored to obtain the Weighted Likelihood Estimates for use in subsequent analyses which included the analyses for the student- and teacher-level models as well as the hierarchical linear model. The Structural Equation Modelling approach was employed to examine the student- and teacher-level models. For the student-level model, all scales or variables and demographic items were examined with regards to their interrelationships and how they influenced students’ English language proficiency. For the teacher-level model, the interrelationships of the variables and demographic items were examined. In addition, as data collected were of a hierarchical structure, the relationships among the nested variables in school-, teacher- and student-levels, how these variables influenced students’ English language proficiency, and the cross-level interactions of these variables were examined in the hierarchical linear model. Results of the analyses show that student-, teacher- and school-level variables influence students’ English language proficiency. A significant finding from this study is that students’ motivation, attentiveness in class, the use of deep and surface learning approaches as well as the student-focused teaching approaches and the number of students in schools directly influence students’ English language proficiency. The findings further indicate that students who have higher levels of motivation and attentiveness as well as who use deep learning approaches more tend to have higher English proficiency levels. On the other hand, students who use surface learning approaches more tend to have lower English proficiency levels. The findings also indicate that the more teachers use student-focused teaching approaches and the more students schools have, the more likely students achieve at a higher level in English. Furthermore, while the number of story books in the library moderates the effect of students’ attentiveness on their English proficiency negatively, the emphasis in reading skills moderates positively the effect of student-focused teaching approaches on students’ English proficiency. In addition, teachers’ formal professional development activities positively moderate the effect of students’ motivation on students’ English proficiency. Moreover, multiple interrelationships among the student-level variables are identified in the student-level model. Although not as complicated as the student-level model, the results from the teacher-level model also indicate the interrelationships among the teacher-level variables. Thus, the results of this study support the idea that student-, teacher- and school-level factors interact with each other and impact on students’ English language proficiency. This research is particularly meaningful with regards to its contribution to the theoretical, practical and methodological implications in the English language learning and teaching. These findings suggest new courses of action for designing a suitable curriculum for English learners, strategies for teaching and improving teaching skills as well as a better environment for the learning and teaching of English in the Malaysian Independent Chinese Secondary Schools. The student-, teacher- and school-level factors need to be taken into considerations when one aims to improve students’ English language proficiency.Thesis (Ph.D.) -- University of Adelaide, School of Education, 2016.
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Ramos, Carla Alexandra Gaspar. "Pedagogia de projeto : contributo ao ensino-aprendizagem em Desenho A." Master's thesis, 2014. http://hdl.handle.net/10437/5890.
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Orientação : Maria João Castelbranco da SilveiraPartindo da problemática em torno dos atuais contributos da Pedagogia de Projeto para o processo de ensino-aprendizagem da disciplina de Desenho A, o presente estudo tem a finalidade de identificar e examinar a mais-valia desta prática pedagógica para a materialização de competências conceptuais e práticas nesta disciplina. Neste âmbito, na componente empírica realiza-se a análise quantitativa e qualitativa, portanto mista, dos contributos da pedagogia de projeto, com base numa pesquisa efetuada no decorrer da prática de ensino supervisionada na Escola Secundária Maria Amália Vaz de Carvalho, sob orientação da Professora Doutora Conceição Ramos, que tem vindo a aplicar e aprofundar esta metodologia de ensino na sua já longa prática profissional. Desta forma, os dados foram recolhidos junto da docente e de trinta dos seus alunos de uma turma de 11.º ano e vinte alunos de 12.º ano de Artes Visuais, concretamente na disciplina de Desenho A. Numa primeira análise, procura-se compreender o processo de ensinoaprendizagem na disciplina em estudo, assente na Pedagogia de Projeto, verificando-se a pertinência do aprofundamento sobre a didática do desenho e do seu programa curricular, por forma a descodificar as contingências no desenvolvimento de projetos de cariz transdisciplinar. Cumulativamente, a par dos respetivos fundamentos teóricos, são exploradas as metodologias inerentes à própria Pedagogia de Projeto, com o intuito de sublinhar os benefícios desta prática letiva para o ensino contemporâneo das artes visuais. Neste sentido, torna-se primordial examinar a forma como a pedagogia em análise desenvolve a consciência das aprendizagens, como estimula o pensamento complexo, como impulsiona o processo criativo dos alunos, como trabalha para o desenvolvimento da qualidade estética e, ainda, como promove a autonomia e empowerment dos alunos no percurso de construção das aprendizagens direta e indireta.
Starting from the problematics around the current issues of the Project Pedagogy to the teaching-learning process in what concerns the subject-matter “ Draw A” in the 10th year curricular design, this study aims to identify and analyse the improvement of this type of pedagogical practice for the realization of conceptual and practical skills in this discipline. The empirical component of this work consits of a quantitative and qualitative analysis, so mixed, on the contribution of project pedagogy, based on the research led during the teaching practice occurred in Maria Amália Vaz de Carvalho Secondary School, under the supervision of Professor Conceição Ramos who has been applying and deepening this teaching methodology in her professional practice. The teacher and students data were collected in an eleventh grade class of thirty and a twelfth grade class of twenty students of visual arts, specifically in the subject-matter of Drawing A. In the first analysis, we seek to understand the process of teaching and learning in the subject-matter under study, based on the Project Pedagogy, verifying its relevance on the deepening of Drawing didactics and its curriculum in order to decode its contingencies in the development of transdisciplinar projects. Alongside the theoretical foundation of this work, we cumulatively explored the methodologies inherent to project pedagogy, in order to detect the improvements that come from this lective practice to the actual teaching of visual arts. In this sense, it was essential to explore the way how the pedagogy in analysis develops the awareness of learning, stimulates the complex knowledge, propels the students’ creative processes, contributes for the development of aesthetic quality and promotes students’ autonomy and empowerment during the construction route of the direct and indirect learning.
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Ribeiro, Vitor Manuel Marques. "Mudança conceptual relativa a reações de oxidação-redução: um estudo exploratório." Master's thesis, 2013. http://hdl.handle.net/10437/7430.
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Orientação : Edite Maria Penha Franco FiuzaA discrepância entre o que os professores ensinam e aquilo que os alunos aprendem é tema de preocupação, desde há muito, na comunidade educativa. Os estudantes constroem os seus próprios conceitos através da interação entre a estrutura cognitiva e a informação proveniente do meio físico e social, bem como do ensino formal que recebem na Escola. Esses conceitos autoconstruídos - as concepções alternativas - dificultam a apropriação dos conceitos reconhecidos pela comunidade científica. O estudo exploratório aqui desenvolvido tem como finalidade promover a mudança conceptual relativa a conceitos de oxidação-redução, num grupo de alunos do ensino secundário profissional (n=7) da zona da Grande Lisboa. O quadro teórico que serviu de suporte às opções conceptuais e metodológicas inscreve-se em diferentes correntes da Psicologia da Educação, da Epistemologia e História da Ciência. Designadamente, baseámo-nos na Teoria da Equilibração e Construtivismo de Piaget, na Teoria da Aprendizagem Significativa de Ausubel, nos obstáculos e ruturas epistemológicas de Bachelard e nas revoluções científicas de Kuhn, bem como na História da Química. Recorreu-se, também, a contributos de investigações empíricas na área da mudança conceptual, com especial destaque para as de Driver e Carey e, ainda, a um dos modelos de mudança conceptual por troca, o Conceptual Change Model. Com base nestas referências foi concebido, avaliado e implementado em sala de aula, ao longo de duas semanas, um programa de intervenção para a promoção da mudança conceptual por troca. Os dados foram recolhidos através de um pré e pós-teste concebido e avaliado propositadamente para ser usado neste estudo. Foram identificadas, no pré-teste, a maior parte das concepções alternativas previstas com base na literatura, relativamente a conceitos de oxidação-redução, bem como duas potenciais concepções alternativas que, não tendo sido previstas no início do estudo, emergiram ao longo da implementação do programa de intervenção. Através de uma análise de conteúdo e da aplicação do teste t de student como ferramenta de análise estatística, os resultados permitem apontar para a eficácia das atividades implementadas na sala de aula com recurso ao Conceptual Change Model como potencial estratégia de promoção da mudança conceptual por troca relativamente a conceitos de oxidação-redução.
The discrepancy between what teachers teach and what students learn is a matter of concern since long ago in the educational community. Students construct their own concepts through the interaction between their mental structures and the information they receive from the physical and social environment, as well as from the formal education they receive in school. These self built concepts - the misconceptions - hinder the appropriation of concepts recognized by the scientific community. This exploratory study was outlined in order to promote conceptual change on the concepts involved in oxidation-reduction chemical reactions, into a group of students in secondary vocational education (n=7) of the Greater Lisbon area. The theoretical framework that supports the conceptual and methodological options falls on different streams of Psychology of Education, Epistemology and History of Science. In particular, we relied on the Theory of Equilibration and Constructivism of Piaget, the Theory of Meaningful Learning of Ausubel, obstacles and epistemological ruptures of Bachelard and Kuhn’s scientific revolutions, as well as the History of Chemistry. We also considered contributions of research in the area of conceptual change, with particular emphasis on Driver’s and Carey´s studies, and yet the Conceptual Change Model. Based on these references, we designed, implemented and evaluated, in the classroom, over two weeks, an intervention programme for promoting conceptual change. Data were collected through a pre and post-test, purposely designed and assessed for use in this study. We identified at the pre-test, most of the misconceptions that were intended according to the literature for oxidation-reduction concepts, as well as two other potential misconceptions that were not foreseen at the beginning of the study but emerged during the implementation of the intervention program. Through a content analysis and the application of the student t test as statistical analysis tool, the results show for effectiveness of the activities implemented in the classroom using the Conceptual Change Model as a potential strategy for promoting the conceptual change concerning redox concepts.
Книги з теми "3-P model of learning and teaching"
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Jaworski, Barbara, Josef Rebenda, Reinhard Hochmuth, Stephanie Thomas, Michèle Artigue, Inés Gómez-Chacón, Sarah Khellaf, et al. Inquiry in University Mathematics Teaching and Learning. Brno: Masaryk University Press, 2021. http://dx.doi.org/10.5817/cz.muni.m210-9983-2021.
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The book presents developmental outcomes from an EU Erasmus+ project involving eight partner universities in seven countries in Europe. Its focus is the development of mathematics teaching and learning at university level to enhance the learning of mathematics by university students. Its theoretical focus is inquiry-based teaching and learning. It bases all activity on a three-layer model of inquiry: (1) Inquiry in mathematics and in the learning of mathematics in lecture, tutorial, seminar or workshop, involving students and teachers; (2) Inquiry in mathematics teaching involving teachers exploring and developing their own practices in teaching mathematics; (3) Inquiry as a research process, analysing data from layers (1) and (2) to advance knowledge inthe field. As required by the Erasmus+ programme, it defines Intellectual Outputs (IOs) that will develop in the project. PLATINUM has six IOs: The Inquiry-based developmental model; Inquiry communities in mathematics learning and teaching; Design of mathematics tasks and teaching units; Inquiry-based professional development activity; Modelling as an inquiry process; Evalutation of inquiry activity with students. The project has developed Inquiry Communities, in each of the partner groups, in which mathematicians and educators work together in supportive collegial ways to promote inquiry processes in mathematics learning and teaching. Through involving students in inquiry activities, PLATINUM aims to encourage students` own in-depth engagement with mathematics, so that they develop conceptual understandings which go beyond memorisation and the use of procedures. Indeed the eight partners together have formed an inquiry community, working together to achieve PLATINUM goals within the specific environments of their own institutions and cultures. Together we learn from what we are able to achieve with respect to both common goals and diverse environments, bringing a richness of experience and learning to this important area of education. Inquiry communities enable participants to address the tensions and issues that emerge in developmental processes and to recognise the critical nature of the developmental process. Through engaging in inquiry-based development, partners are enabled and motivated to design activities for their peers, and for newcomers to university teaching of mathematics, to encourage their participation in new forms of teaching, design of teaching, and activities for students. Such professional development design is an important outcome of PLATINUM. One important area of inquiry-based activity is that of “modelling” in mathematics. Partners have worked together across the project to investigate the nature of modelling activities and their use with students. Overall, the project evaluates its activity in these various parts to gain insights to the sucess of inquiry based teaching, learning and development as well as the issues and tensions that are faced in putting into practice its aims and goals.
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Boilevin, Jean-Marie, Alice Delserieys, and Konstantinos Ravanis, eds. Precursor Models for Teaching and Learning Science During Early Childhood. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-08158-3.
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McLoughlin, Eilish, and Paul van Kampen, eds. Concepts, Strategies and Models to Enhance Physics Teaching and Learning. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-18137-6.
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Maugeri, Giuseppe, and Graziano Serragiotto. L’insegnamento della lingua italiana in Giappone Uno studio di caso sul Kansai. Venice: Fondazione Università Ca’ Foscari, 2021. http://dx.doi.org/10.30687/978-88-6969-525-4.
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This research stems from the need of the Italian Cultural Institute to map the institutions involved in teaching Italian in the area considered and to analyse the quality of the teaching and learning process of the Italian language. The objectives are multiple and linked to the importance of finding the causes that slow the growth of the study of Italian in Japanese Kansai. Therefore, the first part of this action research will outline the cultural and linguistic education coordinates that characterize the Japanese context; in the second part, the research data will be interpreted in order to trace new methodological development trajectories to increase the quality of the Italian teaching process in Kansai.Part 1 This part focuses on the situation of foreign language teaching in Japan. It also describes the strategies to promote the teaching of the Italian language in Japan from 1980 to now. 1 Modern Language Policy in Japan Between Past and Present This first chapter describes linguistic policy for the promotion of foreign languages in Japan by the Ministry of Education (MEXT). 2 Japanese Educational System Focus of this chapter are the cultural, pedagogical and linguistic education characteristics of the context under investigation. 3 Teaching Italian Language in Japan The purpose of this chapter is to outline the general frame of the spreading of the Italian cultural model in a traditional Japanese context. Part 2In the second part the action research and the training project design are described. 4 The Action-Research Project This chapter describes the overall design of the research and the research questions that inspired an investigation in the context under study. The aim is to understand whether there is a link between the methodological choices of the teachers and the difficulties in learning Italian for Japanese students. Part 3 In this third part, the situation of teaching Italian in relation to different learning contexts in Japanese Kansai will be examined. 5 A Case Study at Italian Culture Institute in Osaka The goals of this chapter are to analyse the problems of teaching Italian at the IIC and suggest methodological improvement paths for teachers of Italian language at IIC. 6 A Case Study at Osaka University The data obtained by the informants will be used to analyse the situation of the teaching of Italian at Department of Italian language of this university and suggest curricular and methodological improvements to increase the quality of teaching and learning Italian. 7 A Case Study at Kyoto Sangyo University The chapter outlines the methodological and technical characteristics used to teach Italian at Kyoto Sangyo University and suggests strategies aimed at enhancing students’ language learning.
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Comprehensive Intervention Model for Reversing Reading Failure, Grades K-3. Pearson Education, Limited, 2011.
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Boccia, Cristina. Teaching and learning EFL through genres. Teseo, 2019. http://dx.doi.org/10.55778/ts878602202.
Повний текст джерелаАнотація:
<p>Scholarly, thought-provoking and practical, this is an important new resource in the field of English as a foreign language. It introduces teachers and students to key genres like anecdotes, reports, text response and opinion editorials and situates these within a functional and contextual model of language. The linguistically detailed account of structure and language features of each genre is impressive in its own right; but each chapter also contains practical guidance about how to teach these in explicit and powerful ways. It is a ‘must read’ for contemporary teachers and learners of English as a foreign language.</p><p> </p><p style="text-align: right;">Adjunct Associate Professor Mary Macken-Horarik,</p><p style="text-align: right;">Australian Catholic University</p>
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A, Hunley Sawyer, McNamara Kathy, National Association of School Psychologists., and National Association of Elementary School Principals (U.S.), eds. Tier 3 of the RTI model: Problem solving through a case study approach. Thousand Oaks, Calif: Corwin Press, 2010.
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McNamara, Kathleen M., and Sawyer Hunley. Tier 3 of the RTI Model: Problem Solving Through a Case Study Approach. Corwin Press, 2012.
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Chee Chee, Lim. Case Studies in Management and Business (Volume 3). UUM Press, 2017. http://dx.doi.org/10.32890/9789672064428.
Повний текст джерелаАнотація:
Institute for Management and Business Research (IMBRe) is pleased to put forward this book which contains a compilation of business management case studies.The cases in this book are meant for teaching and learning purposes which could be used for both the undergraduate and postgraduate levels.In specific, the first case about Lang Buana Museums requires students to apply their knowledge of how to manage an entity in public sector with respect to its accountability, financial management and accounting to address the Museums problems in trying to improve the operation and financial conditions of the Museums. The second case about Regular Care insurance and Critical Care insurance requires students to apply their knowledge of insurance management and also financial management about time value of money (TVM) concept in making purchase decisions for different needs of medical care and for different premium payment terms.The third case about BFN Bank Berhad requires students to apply their knowledge of bank management with respect to commercial banks operations and its lending activities to come up with turnaround strategies in reducing the banks non-performing loans (NPLs) to enable the bank to generate high return. The fourth case about Langkawi Buffalo Park requires students to apply their knowledge of how to manage a farm to improve its performance with respect to management, marketing and finance by conducting SWOT analysis and re-establishing the length of time expected to break even.The fifth case about a small family business requires students to apply their knowledge of strategic management by performing SWOT analysis, explaining how business creates values under cost-leadership strategy, discussing the disadvantages of resource-based model and identifying exit barriers. The sixth and last case about Knots Group Café requires students to apply their knowledge of human resource management with regard to the recruitment, development (talent management) and retention of employees for business sustainability.
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Kotzmann, Jane. Practical Approaches to Higher Education. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190863494.003.0005.
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This chapter explores the real-life operation of six higher education systems that align with the theoretical models identified in Chapter 2. Three states follow a largely market-based approach: Chile, England, and the United States. Three states follow a largely human rights-based approach: Finland, Iceland, and Sweden. The chapter describes each system in terms of how it aligns with the particular model before evaluating the system in relation to the signs and measures of successful higher education systems identified in Chapter 3. This chapter provides conclusions as to the relative likelihood of each approach facilitating the achievement of higher education teaching and learning purposes.
Частини книг з теми "3-P model of learning and teaching"
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Hazzan, Orit, Noa Ragonis, and Tami Lapidot. "Active Learning and the Active-Learning-Based Teaching Model." In Guide to Teaching Computer Science, 21–29. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-39360-1_2.
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Juhary, Jowati binti. "A Hybrid Teaching and Learning Model." In Communications in Computer and Information Science, 452–58. Berlin, Heidelberg: Springer Berlin Heidelberg, 2010. http://dx.doi.org/10.1007/978-3-642-13166-0_64.
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Walenta, Magdalena. "Toward the Form-Function Mapping Model." In Second Language Learning and Teaching, 65–111. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-04699-6_3.
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Hinner, Michael B. "Can the Social Ecological Model Help Overcome Prejudices?" In Second Language Learning and Teaching, 239–56. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-42734-4_15.
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Kusiak-Pisowacka, Monika. "Mental Model Theories in Reading Research and Instruction." In Second Language Learning and Teaching, 25–37. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-33272-7_2.
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Raghavan, Kalyani, and Robert Glaser. "Studying and Teaching Model-based Reasoning in Science." In Technology-Based Learning Environments, 104–11. Berlin, Heidelberg: Springer Berlin Heidelberg, 1994. http://dx.doi.org/10.1007/978-3-642-79149-9_14.
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Mota, Dulce, Luis Paulo Reis, and Carlos Vaz de Carvalho. "A Recommender Model of Teaching-Learning Techniques." In Progress in Artificial Intelligence, 435–46. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-65340-2_36.
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Ligorio, M. Beatrice, Francesca Amenduni, and Katherine McLay. "A Blended Model for Higher Education." In International Handbook of Psychology Learning and Teaching, 1–24. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-26248-8_65-3.
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Demircioglu Diren, Deniz, and Mehmet Barıs Horzum. "Artificial Intelligence Based Adaptive Learning Model for Distance Learning Readiness." In Advances in Analytics for Learning and Teaching, 139–54. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-14489-9_8.
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Tatzl, Dietmar. "Building a Model Engine for Language Learning with Tertiary Engineering Students." In Second Language Learning and Teaching, 121–39. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-17057-8_8.
Повний текст джерелаТези доповідей конференцій з теми "3-P model of learning and teaching"
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Chaczko, Zenon, Ryszard Klempous, Jan Nikodem, and Shahrzad Aslanzadeh. "Group-work teaching and learning involving 3 Time Zones (3TZ) model of collaboration in the global workspace." In 2012 11th International Conference on Information Technology Based Higher Education and Training (ITHET). IEEE, 2012. http://dx.doi.org/10.1109/ithet.2012.6246006.
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António, Ana Sofia, and Sofia Rézio. "MAtMO A facebook project about Mathematics´teaching and learning." In INNODOCT 2021. Valencia: Editorial Universitat Politècnica de València, 2021. http://dx.doi.org/10.4995/inn2021.2021.13615.
Повний текст джерелаАнотація:
There is published research that justifies that teaching-learning based on mathematical modeling, through problem based learning methodology, in a real context and that stimulates the use of information and communication technologies [ICT] tools will produce many benefits. For this reason, two mathematics teachers recently created the MAtMO project through an account on a social network. In this digital support, pedagogical experiences that are being carried out from the 1st year to higher education have been disseminated, because it is understood that this approach can and must be transversal. It is a page aimed to students, parents, teachers, researchers and anyone interested in these topics. Till the present moment, the following have been published: (1) a challenge for 6th grade students on calculating the purchase price of a grass mat; (2) short videos, produced by students of the Master in Teaching of the 1st Cycle, within the scope of Mathematics´ Didactics course, in which they present a daily problem and the respective mathematical model that solves it; (3) an interdisciplinary modeling activity, integrated in the Go-Lab platform; (4) an activity on the calculation of areas of two-dimensional objects using integral calculation; (5) the presentation of the book Contos e Contas, consisting of a set of stories written by students and proposals of activities involving mathematical contents. The research interests with this project are: (1) to understand how ICT can contribute to the promotion of learning in mathematical modeling; (2) to understand how publications (and interactions) on a social network contents based on mathematical modeling, promotes students' motivation. Created on March, 14/2021, so far, 2090 people have been reached, there are 1356 interactions with publications, 295 followers and 278 likes on the page.
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Jiang, Ying. "A Care-oriented Design Process Model for Sustainable Design Education." In 13th International Conference on Applied Human Factors and Ergonomics (AHFE 2022). AHFE International, 2022. http://dx.doi.org/10.54941/ahfe1002421.
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In the unsustainable development of commodity production and resource consumption, designers are both part of the root of the problem and the agents of its solution. Education institutions and teaching plans bear a profound moral responsibility to improve designers’ ability to create a sustainable future. This chapter goes deep into the design education curriculum to explore a design process model that can be specifically applied to the field of care design.Education for sustainable development has become the main concern of environmental education since the 1990s (United Nations 1992). David W. Orr calls for an education system shift: ‘This crisis cannot be solved by the same kind of education that helped create the problems. Against the test of sustainability, our ideas, theories, sciences, humanities, social sciences, pedagogy, and educational institutions have not measured up’ (1992, p. 83). The UN Decade of Education for Sustainable Development (2005–2014) highlighted the key role of Education for Sustainable Development (ESD), aiming at ‘integrating the principles and practices of sustainable development into all aspects of education and learning, to encourage changes in knowledge, values and attitudes with the vision of enabling a more sustainable and just society for all’ (UNESCO, 2005, p.9). It fundamentally mobilized education to create relevant teaching rationales, teaching methods and learning content.The evolution of design for sustainability has been advanced ESD in higher education institutions and has created a wide array of teaching methods and tools, such as Service Design (Miso, 2020), Design Futuring (Fry, 2009), Transition Design (Jones, 2014), Systemic Design (Irwin, 2015), Design for Behaviour Change (Bhamra & Dewberry, 2007) and Ecology of Care (Coxon, 2017). The continuous improvement of sustainable design education helps designers to conceive a number of different conceptual solutions as a whole, and to take into consideration the wide array of impacts that their decisions have on people, the environment and the economy. However, the problem in curriculum education is that its focus is more on the designer’s sustainable achievements, rather than the designer's sustainable awareness and behavior changes. Strengthen the correlation between designers’sustainability awareness and design results would be appreciated.East China University of Science and Technology (ECUST) is a comprehensive university with a strong background in science and engineering. The fundamental design course teaching at the School of Art Design and Media has provided me with excellent research opportunities. In this context, I could integrate the care-oriented sustainable design course into the curriculum system and conduct research directly. I noticed that sustainable design is a special and independent concept rarely mentioned in existing design courses. As expected from traditional courses, design courses focus on creating visually compelling and fully functional works. Although some ‘green’ design projects are sometimes carried out, in most cases green design courseworks focus on finding solutions in terms of principles, technology, materials, etc., and finally propose a small product design concept without considering the whole systemof thought at the basis of design. Also, most part of the courses are devoted to the introduction of the double diamond model that guides the design process, even though it does not make full use of the scientific nature of the design process itself. Sometimes, design research is separated from design results. I am interested in reshaping the way designers think about sustainability in the field of traditional design education, by considering all the different impacts of design decisions on people, the environment and the economy.By understanding the nature of care, I intend to develop a design process model and teaching tools from the perspective of care, which can be extrapolated as a care-oriented, sustainable design education course. The design process can be seen as a learning process which provides deeper information about sustainability challenges and opportunities by influencing students’ design thinking and design activity. On the one hand, the design process model could build a clear teaching idea for teachers. On the other hand, it could raise students’ awareness of caring, and transform this consciousness into specific design schemes, which can provide insight into problems and propose solutions from larger and more complex perspectives, thereby generating new sustainable design ideas. This newly developed design process emphasizes the role of the immediate-environment in promoting clients and products care.
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Răducu, Camelia Mădălina. "LEARNING STRATEGIES AND SCHOOL MOTIVATION IN EXPERIENTIAL LEARNING VS. TRADITIONAL LEARNING." In International Psychological Applications Conference and Trends. inScience Press, 2021. http://dx.doi.org/10.36315/2021inpact032.
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"Introduction: In recent years, European innovation policies in education have focused on preventing early school leaving and functional illiteracy. In this context of innovation in education, experiential learning has proven to have unique qualities for both teachers and students. Thus, the main motivation of this paper was to show that experiential teaching methods and techniques in primary education are able to produce significant improvements in learning strategies and school motivation in young students. Objectives: The aim of this this study was to explore the differences in learning strategies and school motivation on young students who had benefitted from Experiential Learning, in contrast with those following direct learning instructional methods Methods: This study was performed using two groups of subjects. The first group (experimental group) included 60 students taught by experiential methods and the second group (control group) included 60 students taught by traditional methods. All students were in the fourth grade in an urban school. Differences in learning strategies and school motivation were explored by applying School Motivation and Learning Strategies Inventory - SMALSI (Stroud & Reynolds, 2006) to both the experimental group and the control group. SMALSI is structured in 9 dimensions - 6 strengths: study strategies, note-taking / listening skills, reading / comprehension strategies, writing skills / research, strategies used in tests, techniques for organizing / managing time; and 3 weaknesses are: low academic motivation, test anxiety, concentration difficulties / paying attention. To determine the differences in the students’ mean scores, descriptive as well as inferential statistical analyses were performed on the data. Results: The results showed that an experiential teaching model produces positive results in all evaluated strengths and in two of the three weak points investigated, namely in academic motivation and test anxiety. Statistically insignificant effects are in terms of attention / concentration difficulties, they may be more dependent on physiological and psychological maturation and less on the teaching methods, but also may be a direction of further research. Conclusions: The findings of this study could significantly help teachers looking for viable solutions to optimize students school results, increase school motivation and improve learning strategies in primary school."
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Wendt, Lauren, Eugene Du Toit, and Helen Naug. "‘Face-to Face vs. Flipped’: A Comparative Study on Academic Outcomes and Learning Preferences in First Year Allied Health Students Undertaking Anatomy and Physiology." In Seventh International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2021. http://dx.doi.org/10.4995/head21.2021.13017.
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A mixed-mode or ‘‘flipped’’ model of learning focusses on supporting a high level of student engagement, student motivation, and the transferability of specific course content. A blend of online resources and face-to-face (F2F) learning facilitates meaningful interaction between peers, while building a capacity for self-directed and lifelong learning. Within the School of Medical Science, Anatomy and Physiology (A&P) content was ‘flipped’ for delivery at a new campus to align with the traditional F2F offering. Lectures were delivered online, while tutorials and practicums were F2F.. Collaborative learning opportunities utilizing active learning pedagogies was appealing and was integrated during the re-alignment of A&P which was delivered to a cohort of allied health students undertaking their first year of their program. This study assessed how this type of learning was received by students (from the same program) undertaking the same course in an on-campus F2F delivery. Students completed surveys relating to their experiences in learning activities applied in: lectures, tutorials and practicums. In addition, academic outcomes (theoretical and practical) across the two modalities were also evaluated. Overall, students undertaking the mixed-mode delivery performed significantly better in theoretical assessments, while performance in practical assessments was comparable between both deliveries. Student preferences to learning and teaching activities was mixed, however all students highly valued the use of “mini-quizzes” in lectures, tutorials and practicums.
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Wadhwa, Sujata, Audrey Barlow, and Siddharth Jadeja. "Activity Based Learning: Overcoming Problems in Implementing OBE in Engineering Education During Transition Phase." In ASME 2015 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2015. http://dx.doi.org/10.1115/imece2015-50210.
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National Board of Accreditation, India has become the signatories of the Washington Accord adopting outcome based education guidelines in order to impart the quality education in engineering institutes [14]. Outcome Based education (OBE) requires thorough assessment and evaluation of the students individually, with special focus on the overall development of the students. OBE is based more on student centric learning and less on the role of a faculty or the content part (taught) which requires modifications at grass root level in the University teaching learning scheme. It demands a transition of a lecturer into a facilitator. It also requires a paradigm shift in teaching learning process in engineering education (EE) system as OBE focuses more on development of all the three learning domains, contradictory to the traditional teaching learning process which focuses more on development of the cognitive domain and psychomotor domain only. According to the World Bank Report, the modern volatile and complex world demands from the engineers the core employability skills like critical thinking, problem solving, creativity and innovation, collaboration skill, communication skill which must be developed and honed during the course tenure so that they could become competent global engineers [2] [3]. This paper brings forth the out of box thinking and implementation concept of the OBE for UG program, through activity based students’ engagement, specially designed activity to achieve Programme Educational Outcomes (PEOs), Programme Outcomes (POs) and Course Learning Outcomes (CLOs). It intends to solve the problem of large classes through the implementation of the FLIP classroom model. A six month activity based teaching learning model had been adopted for different streams, involving more than 1500 engineering students. The outcome/s achieved by each activity had been termed as Activity Outcomes (AOs). This paper discusses the problems encountered during the implementation of OBE frame work for large class [4] in context with Indian environment and also strives to provide some methods to implement activity based learning to achieve desirable outcomes.
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Mancini, Francesco, and Tanja Glusac. "From Time to Time: A Constructivist Approach to Sociality in Learning." In Fourth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2018. http://dx.doi.org/10.4995/head18.2018.8255.
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Under the current financial pressures, tertiary education increasingly looks towards corporate sector to import its model of management and efficiency. While benefits of this model can be seen in practice, in regard to staff and facilities management and financial viability, its impact on teaching and learning caused a disruption to the very core of tertiary education, eroding sociality in learning and opportunity for sharing knowledge and values. Capacity to work in teams and ability to critically solve problems by collaborating and sharing insights and informations, are skills students are expected to gain during their studies. The development of these skills to their fullest using Design Thinking approach, however, is currently not widely supported, albeit desirable,[1] in the present education context which is addressing the efficiency of time management by reducing contact time, increasing student/staff ratio and shifting towards integrated and mass education modes of delivery. While this presentation is not disputing the existing model, it responds to its current challenges proposing a stronger integration of different factors contributing to learning.Tthe aim is to present a collaborative working model as a way of bridging ‘the missing link between theoretical findings [on holistic and interdisciplinary learning] and demands by pedagogy science’[2]. Such a model is envisioned to encourage sociality in learning and strategize space/time/experience management, ultimately enhancing knowledge and value sharing. [1] Ability to solve ‘wicked problems’ as supported by Design Thinks is becoming more attractive to the tertiary sector as it promotes ‘holistic modes of constructivist learning in projects’ (Sheer et al 17 (3), 8). [2] Sheer et al 17 (3), 8
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Karlsson, Natalia, and Wiggo Kilborn. "TEACHING AND LEARNING THE MULTIPLICATION TABLE BY USING MULTIPLICATIVE STRUCTURES: VARIATION AND CRUCIAL PATTERNS." In International Conference on Education and New Developments. inScience Press, 2022. http://dx.doi.org/10.36315/2022v1end010.
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This paper examines and analyzes how students learn multiplication tables, specifically the role of multiplicative structures and how these are used as students learn to master the tables. The analysis is performed in the context of the generalization process related to the teaching activity focusing students’ perception of concepts. The theoretical approach applies Davydov’s concept of theoretical generalization as perception-conception-elementary concept (PCE model) and Vergnaud’s theory of multiplicative structures in three classes: mapping rule (MR), multiplicative comparison (MC), and Cartesian product (CP). For the methodological design, Marton’s variation theory has been chosen. This study includes two teachers and 40 students in two Year 3 classes, followed two years later by one teacher and 25 students in one Year 5 class. The analysis of the outcome is based on documented classroom observations, one-on-one interviews with students and teachers’ reflections on students’ learning outcomes. The conclusion of the study is that the generalization of multiplication is a difficult process for students, especially in the classes MC and PC, and one that sometimes results in challenges to identifying multiplicative situations and relating these to the multiplication tables. This illustrates that teaching activities and teachers’ support are necessary conditions for students’ learning. The study also shows that multiplicative structures can help students to find and systematize crucial patterns in the multiplication table, allowing them to learn the multiplication table in a more efficient and structured manner. During the one-on-one interviews, students actively searched for and found structures and solutions that did not come up during lessons. This shows that multiplicative structures are a suitable didactic tool for identifying patterns in multiplication tables, thereby facilitating learning other than by rote.
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Milojevic, Hristina, Yan Jin, Ananya Patel, Perri Chastain-Howley, and Noah K. Brown. "An Adapted Ethnographic Approach to Social Cognition and Cognitive Apprenticeship in Design Learning Experience." In ASME 2020 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2020. http://dx.doi.org/10.1115/detc2020-22405.
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Abstract Design is difficult to teach in traditional ways of lecturing and testing. One defined learning methodology that applies well to design education is project-based learning. In an attempt to better understand the patterns of project-based learning in different design-related programs, we studied three small groups of teachers and students at an innovative academy based out of Shanghai Institute of Visual Art, entitled De Tao Master’s Academy, and compared their education style to that of subjects in regular programs at Shanghai Institute of Visual Art. Our goal was to seek patterns of cognitive apprenticeship in our subjects’ education, and find out (a) if it’s more effective than the traditional approach, and (b) can modelling (i.e. direct replication of learned material) be excluded from a design curriculum. The information gathered through surveys, interviews and observation were segmented into six categories: (1) self-regulation, (2) creative thinking and thinking styles, (3) incorporation of cognitive apprenticeship model into teaching style, (4) teaching hours vs. self-learning, (5) individual vs. team work preference, and (6) learning environment and teaching resources. We found that self-regulation was uniformly low throughout the sample, but that De Tao curriculum aimed to increase it over the course of their programs. Most students preferred small teams, with less than 5 students to do assignments and projects with, instead of individually working or working in large teams. Curriculum and interviews indicated De Tao programs had a higher focus on teaching creative thinking and independence, which reflected on design self-efficacy scores of their students when compared with SIVA students. Learning spaces at De Tao were observed to be better, and their instruction constructed close to cognitive apprenticeship. Coaching, scaffolding, articulation and exploration were evident in the design education methods adopted at De Tao. The ethnographic findings were related into an evolved social cognitive design framework, which allowed us to preliminarily contextualize design learning influencers.
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Young, Paul W. "Student-produced video of role-plays on topics in cell biology and biochemistry: A novel undergraduate group work exercise." In Learning Connections 2019: Spaces, People, Practice. University College Cork||National Forum for the Enhancement of Teaching and Learning in Higher Education, 2019. http://dx.doi.org/10.33178/lc2019.15.
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Group work or cooperative learning is a form of active learning that has potential benefits that extend beyond just being an alternative or improved way of learning course material. For example, Shimazoe and Aldrich (2010) identified six proposed benefits of active learning to students, namely (1) promoting deep learning, (2) helping students earn higher grades, (3) teaching social skills & civic values, (4) teaching higher order thinking skills, (5) promoting personal growth and (6) developing positive attitudes toward autonomous learning. There is evidence for the effectiveness of role-plays both in achieving learning outcomes (Azman, Musa, & Mydin, 2018; Craciun, 2010; Latif, Mumtaz, Mumtaz, & Hussain, 2018; McSharry & Jones, 2000; Yang, Kim, & Noh, 2010), but also in developing desirable graduate attributes such as teamwork, communication and problem solving skills [4]. The importance of such skills is widely touted by employers of science graduates, sometimes more so than discipline-specific knowledge, arguing in favour of the incorporation of role-plays and other forms of cooperative learning into undergraduate science curricula. Role-playing is probably not as widely used in the physical and life sciences as it is in other academic disciplines. In science the most obvious role-play scenarios in which students play the roles of people might be in examining historical figures at the centre of famous scientific discoveries or debates (Odegaard, 2003). In addition, role-plays fit well at the interface between science and other discipline when exploring ethical, legal or commercial implications of scientific discoveries(Chuck, 2011). However, to apply role-play to core topics in science or mathematics the roles that must be played are not those of people but rather of things like particles, forces, elements, atoms, numbers, laws, equations, molecules, cells, organs and so on. The learning scenarios for science-based roleplays in which the characters represented are not people are less obvious, probably explaining why the use of role-plays in science education is less common. Nevertheless, focusing on the life sciences, role-plays in which the characters are organelles in a cell or enzymes involved in fundamental cellular processes like DNA replication, RNA transcription and protein translation have been described for example (Cherif, Siuda, Dianne M. Jedlicka, & Movahedzadeh, 2016; Takemura & Kurabayashi, 2014). The communication of discipline-specific templates and successful models for the application of role-playing in science education is likely to encourage their wider adoption. Here I describe a videoed group role-play assignment that has been developed over a ten-year period of reflective teaching practice. I suggest that this model of videoed group role-plays is a useful cooperative learning format that will allow learners to apply their varied creativity and talents to exploring and explaining diverse scientific topics while simultaneously developing their teamwork skills.
Звіти організацій з теми "3-P model of learning and teaching"
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McElhaney, Kevin, Anthony Baker, Carly Chillmon, Zareen Kasad, Babe Liberman, and Jeremy Roschelle. An Initial Logic Model to Guide OpenSciEd Research: Updated Version. Digital Promise, March 2022. http://dx.doi.org/10.51388/20.500.12265/152.
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This white paper supports an ongoing effort to define a research agenda and catalyze a research community around the OpenSciEd curriculum materials. Rigorous research on these materials is needed in order to answer questions about the equitable design of instructional materials, impacts on student learning, effective and equitable classroom teaching practices, teacher professional development approaches, and models for school adoption that address the diverse needs of historically marginalized students in STEM. Research findings have the potential to advance the knowledge, skills, and practices that will promote key student, teacher, and system outcomes. The research agenda stands to accelerate the research timeline and stimulate a broad range of research projects addressing these critical needs. To support the collaborative development and activation of the research agenda, we outline an initial logic model for OpenSciEd. The logic model can shape research efforts by clarifying intended relationships among (1) the principles, commitments, and key affordances of OpenSciEd; (2) the components of OpenSciEd and how they are implemented and supported in classrooms, schools, districts, and states; and (3) the desired outcomes of OpenSciEd.
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Sims, Kate. Lessons Learned from Education Initiatives Implemented During the First Wave of COVID-19: A Literature Review. Institute of Development Studies (IDS), December 2021. http://dx.doi.org/10.19088/k4d.2021.134.
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It is important to assume that the learning crisis caused by COVID-19 is not over. As highlighted by 2021 school closures in response to the Delta variant, lessons learned from school closures in 2020 are required and applicable. There is therefore a need for reflection and a consolidation of lessons learned to protect education outcomes. Lessons include the need for parental engagement and support, the mobilisation of community actors, and inclusive and accessible remote learning approaches (Kapur, 2020, p. 38). This literature review seeks to better understand what worked and what did not work in education interventions during the first wave of COVID-19, in order to support planning on current and future school closures and/or disruptions to education systems. It focuses on three key areas: 1. Support to teachers to continue teaching during school closures, and the role of teachers in supporting marginalised learners; 2. Approaches to ensure the continuation of learning; and 3. Approaches to reach the most marginalised learners.
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Landau, Sergei Yan, John W. Walker, Avi Perevolotsky, Eugene D. Ungar, Butch Taylor, and Daniel Waldron. Goats for maximal efficacy of brush control. United States Department of Agriculture, March 2008. http://dx.doi.org/10.32747/2008.7587731.bard.
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Background. Brush encroachment constitutes a serious problem in both Texas and Israel. We addressed the issue of efficacy of livestock herbivory - in the form of goat browsing - to change the ecological balance to the detriment of the shrub vegetation. Shrub consumption by goats is kept low by plant chemical defenses such as tannins and terpenes. Scientists at TAES and ARO have developed an innovative, cost-effective methodology using fecal Near Infrared Spectrometry to elucidate the dietary percentage of targeted, browse species (terpene-richredberry and blueberry juniper in the US, and tannin-rich Pistacialentiscus in Israel) for a large number of animals. The original research objectives of this project were: 1. to clarify the relative preference of goat breeds and the individual variation of goats within breeds, when consuming targeted brush species; 2. to assess the heritability of browse intake and validate the concept of breeding goat lines that exhibit high preference for chemically defended brush, using juniper as a model; 3. to clarify the relative contributions of genetics and learning on the preference for target species; 4. to identify mechanisms that are associated with greater intake of brush from the two target species; 5. to establish when the target species are the most vulnerable to grazing. (Issue no.5 was addressed only partly.) Major conclusions, solutions, achievements: Both the Israel and US scientists put significant efforts into improving and validating the technique of Fecal NIRS for predicting the botanical composition of goat diets. Israeli scientists validated the use of observational data for calibrating fecal NIRS, while US scientists established that calibrations could be used across animals differing in breed and age but that caution should be used in making comparisons between different sexes. These findings are important because the ability to select goat breeds or individuals within a breed for maximal efficiency of brush control is dependent upon accurate measurement of the botanical composition of the diet. In Israel it was found that Damascus goats consume diets more than twice richer in P. lentiscus than Mamber or Boer goats. In the US no differences were found between Angora and Boer cross goats but significant differences were found between individuals within breeds in juniper dietary percentage. In both countries, intervention strategies were found that further increased the consumption of the chemically defended plant. In Israel feeding polyethylene glycol (PEG, MW 4,000) that forms high-affinity complexes with tannins increased P. lentiscus dietary percentage an average of 7 percentage units. In the US feeding a protein supplement, which enhances rates of P450-catalyzed oxidations and therefore the rate of oxidation of monoterpenes, increased juniper consumption 5 percentage units. However, the effects of these interventions were not as large as breed or individual animal effects. Also, in a wide array of competitive tannin-binding assays in Israel with trypsin, salivary proteins did not bind more tannic acid or quebracho tannin than non-specific bovine serum albumin, parotid saliva did not bind more tannins than mixed saliva, no response of tannin-binding was found to levels of dietary tannins, and the breed effect was of minor importance, if any. These fundings strongly suggest that salivary proteins are not the first line of defense from tannin astringency in goats. In the US relatively low values for heritability and repeatability for juniper consumption were found (13% and 30%, respectively), possibly resulting from sampling error or non-genetic transfer of foraging behavior, i.e., social learning. Both alternatives seem to be true as significant variation between sequential observations were noted on the same animal and cross fostering studies conducted in Israel demonstrated that kids raised by Mamber goats showed lower propensity to consume P. lentiscus than counterparts raised by Damascus goats.
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Powerful Learning with Computational Thinking: Our Why, What, and How of Computational Thinking. Digital Promise, March 2021. http://dx.doi.org/10.51388/20.500.12265/115.
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The Powerful Learning with Computational Thinking report explains how the Digital Promise team works with districts, schools, and teachers to make computational thinking ideas more concrete to practitioners for teaching, design, and assessment. We describe three powerful ways of using computers that integrate well with academic subject matter and align to our goals for students: (1) collecting, analyzing, and communicating data; (2) automating procedures and processes; and (3) using models to understand systems. We also explore our four main commitments to computational thinking at Digital Promise: PreK-8 Integration; Commitment from District Leadership; Inclusive Participation of Students Historically Marginalized From Computing; and Participatory and Iterative Design.