Strategies for Teaching Poetry at Secondary Schools of Dang, Nepal

This research paper examines the efficacy of the teaching strategies currently used in teaching English poetry at ten randomly selected Secondary Schools of Dang Nepal While the effective instruction of poetry depends on the selection and application of appropriate strategies teachers and learners give less importance to such vitally important elements of poetry as visualization and auditory effect Time constraints and mechanic exam pressure make lessons less effective Spirit of inquiry is the elementary requirement for which teachers have to create the internal drive of the learners Teaching poetry is an as fascinating job as it is intriguing by diverse subtleties Researcher used questionnaires and class observation to collect information This article explores only three techniques reading aloud paraphrasing and drawing the theme teachers employ in teaching verse Based on the theoretical ideas of Lazar 1993 Loughran 2005 Jagoetal 2011 Williams 2003 and Glancy 2002 it lays out ten useful techniques and methods in approaching a poem The researcher gathered information using questionnaires and class observation using qualitative and quantitative techniques He demonstrates how the application of ten strategies can be operational in facilitating the actual reading process The discussion led to the conclusion that since poetry is a multilayered genre its explication should start with a process that engages readers students with the overall devices features that inhere in the world of the verse itself This article can be a significant supporting material to those teachers who have been teaching poetry and wish to experiment with some innovative techniques so that their students can find poetic experiences more rewarding and less frustratin

BeSocratic: An Intelligent Tutoring System for the Recognition, Evaluation, and Analysis of Free-form Student Input

This dissertation describes a novel intelligent tutoring system, BeSocratic, which aims to help fill the gap between simple multiple-choice systems and free-response systems. BeSocratic focuses on targeting questions that are free-form in nature yet defined to the point which allows for automatic evaluation and analysis. The system includes a set of modules which provide instructors with tools to assess student performance. Beyond text boxes and multiple-choice questions, BeSocratic contains several modules that recognize, evaluate, provide feedback, and analyze student-drawn structures, including Euclidean graphs, chemistry molecules, computer science graphs, and simple drawings. Our system uses a visual, rule-based authoring system which enables the creation of activities for use within science, technology, engineering, and mathematics classrooms. BeSocratic records each action that students make within the system. Using a set of post-analysis tools, teachers have the ability to examine both individual and group performances. We accomplish this using hidden Markov model-based clustering techniques and visualizations. These visualizations can help teachers quickly identify common strategies and errors for large groups of students. Furthermore, analysis results can be used directly to improve activities through advanced detection of student errors and refined feedback. BeSocratic activities have been created and tested at several universities. We report specific results from several activities, and discuss how BeSocratic\u27s analysis tools are being used with data from other systems. We specifically detail two chemistry activities and one computer science activity: (1) an activity focused on improving mechanism use, (2) an activity which assesses student understanding of Gibbs energy, and (3) an activity which teaches students the fundamentals of splay trees. In addition to analyzing data collected from students within BeSocratic, we share our visualizations and results from analyzing data gathered with another educational system, PhET

Application of augmented reality as a means of interdisciplinary learning

En el presente artículo se despliega una revisión de la cuestión relacionada con la aplicación de la realidad aumentada como medio de aprendizaje interdisciplinario. La investigación se desarrolló utilizando dos métodos: exploratorio y descriptivo, con un enfoque sistémico, utilizando las siguientes categorías como origen: realidad aumentada, realidad virtual, análisis de sistemas, web, realidad mixta y enseñanza. La búsqueda se realizó en las bases de datos Science Direct, Web Science, Google Académico y Scopus. Se catalogaron ciento dos artículos científicos para desarrollar la revisión. A partir de los artículos seleccionados se abordaron los siguientes interrogantes: ¿Cuáles son los vacíos conceptuales presentes en la realidad aumentada como medio de aprendizaje?; ¿Cómo se desarrolla la realidad aumentada como medio de aprendizaje?; ¿Cuál es la discusión actual sobre la realidad aumentada como medio de aprendizaje? y ¿Cuáles son los temas relevantes de la realidad aumentada como medio de aprendizaje?. Se determinaron las implementaciones de la realidad aumentada en los temas académicos y los factores influyentes directamente en su desarrollo, para tener un impacto positivo en el rendimiento académico. Como conclusión general se encontró: la realidad aumentada mejora el interés académico y facilita el desarrollo de los procesos de enseñanza y aprendizaj