The Approach and Techniques Used by the Teacher in Teaching Grammar in the Tenth Grade

This thesis aimed to find out the approach and techniques used by the teacher in teaching in the tenth grade of Senior High School in Grammar class. The participants in this study were one English teacher and seventeen students in the tenth grade. The theory applied was the theory of Approach in teaching grammar by Thornburry (1999) and the techniques in teaching grammar by Thornburry (2002). The approach used is qualitative approach. The source of data was collected by video recording. The data were the teacher's utterances in the classroom which are related to the topics discussed in the class which is simple past tense. The finding revealed that the teacher used deductive approach. There were five techniques used by the teacher, namely providing input, facilitating interaction, providing output opportunities, providing feedback and motivating learners. However, there was one technique that was not used, namely facilitating item learning

Jesus Teaching Through Discovery

What made Jesus’ teaching effective? Jesus’ teaching was effective because it resulted in changing the hearers’ heart and having the hearer apply his message to their lives. Jesus’ teaching amazed listeners, for example, after hearing the Sermon on the Mount the crowds were amazed (Matthew 7:28). He taught ordinary, unschooled, disciples for three years and their teaching changed the entire world of their time and continues to affect our world today. The hearers of his teaching opened their “eyes and ears”. What made his teaching so successful? His teaching consisted of a set of procedures. Jesus identified the teaching moments; facilitated inquiry by giving inspiring questions, enabled audiences to formulate hypothesizes through insights, and encouraged his audiences to apply their learning to practical situations. Jesus knew that learning was not simply memorizing facts or reciting the Law of Moses. Learning involved organizing new facts to existing schema and applying that new information. His teaching is typically a discovery learning process. The following article will review Jesus’ teaching method through the modern lens of discovery learning

Grammar Learning Strategies and Language Attainment: Seeking a Relationship

Despite major advances in research on language learning strategies, there are still areas that have received only scant attention, and one of them is undoubtedly learning grammar. The paper contributes to the paucity of empirical investigations in this domain by presenting the findings of a study which sought to investigate the relationship between the use of grammar learning strategies (GLS) reported by 142 English Department students and target language attainment, operationalized as their performance in a practical grammar course and the end-of-the-year examination. Information about GLS use was obtained by means of a tool that was designed on the basis of a theoretical scheme proposed by Oxford, Rang Lee and Park (2007) in which GLS are divided into three categories depending on whether they represent implicit learning with focus on form, explicit inductive learning and explicit deductive learning. The analysis failed to find a strong positive relationship between the use of GLS and achievement, irrespective of the level of the BA program, or statistically significant differences in this respect between lower-level and higher-level participants. The highest, albeit very weak, correlation was identified between the use of GLS associated with explicit deductive learning and grammar course grades, which testifies to the traditional nature of instruction the subjects receive. The findings serve as a basis for putting forward a handful of recommendations for learning, teaching and testing grammar as well as directions for future studies into grammar learning strategies

Enhancing the Engineering Curriculum: Defining Discovery Learning at Marquette University

This paper summarizes the results of our investigation into the feasibility of increasing the level of discovery learning in the College of Engineering (COE) at Marquette University. We review the education literature, document examples of discovery learning currently practiced in the COE and other schools, and propose a Marquette COE-specific definition of discovery learn-ing. Based on our assessment of the benefits, costs, and tradeoffs associated with increasing the level of discovery learning, we pre-sent several recommendations and identify resources required for implementation. These recommendations may be helpful in enhancing engineering education at other schools

Teaching and Learning in First Year Seminars

This Journal of Information Technology Education article compares the relative successes of three different teaching techniques in seminars for a first year university course. This paper tests to see if there is one overriding approach that enables all students to learn effectively in seminars or whether different students benefit from different teaching techniques. Educational levels: Graduate or professional

Physics as a Mechanism for Including ELLs in Classroom Discourse

English Language Learners (ELLs) are frequently left on the periphery of classroom interactions. Due to misalignment of language skills, teachers and peers communicate with these students less often, decreasing the number of opportunities to engage. Exclusion can be avoided with learning activities that invite all students to participate and contribute ideas. We argue that environments and activities that privilege scientific inductive reasoning increase possibilities for emerging bilingual students to engage. This study investigated first-grade students' discussions about factors that affect how objects float. Students came from a variety of language backgrounds; all were considered beginner/intermediate ELLs. Results show that the goal of inducing principles from actual phenomena encouraged students to communicate their ideas and reasoning, boosting students' confidence in expressing themselves. Following the hybrid space argument of Vygotsky's theory of concept formation, we illustrate that physics can be particularly suitable context for the co-development of concepts and English language skills.Comment: 4 Pages; Physics Education Research Conference Proceedings - 2013, Portland O

Post qualifying specialist awards: approaches to enabling work-based learning in social work

All post-qualifying social work specialist awards are required to include ‘enabling the learning of others’, so that specialist social workers can provide basic support to learners in the workplace (GSCC 2006). This paper reports on a new programme unit we have designed at Bournemouth University. Our overall approach encompasses the necessary competences, but also provides for a more holistic and flexible outcome – capability. We follow the ideas of authors such as Lester (1995), Fook et al. (2000), and Barnett & Coate (2005) who show that professional development is more concerned with approaches and processes rather than fixed knowledge and outcomes. They place importance on practitioners developing the ability to identify and interpret the multifaceted nature of situations whilst considering a range of alternative options, in order to deal with the complexity and uncertainty of practice. The type of practice learning required to develop such skills, abilities and attributes is also necessarily rich in complexity. As Cheetham and Chivers (2001) point out there is no single theory of learning in the workplace and there is danger in placing too much reliance on a single approach. In accordance with the ideas above we advocate a mindset of continuing learning through critically reflective practice and collaboration with others. The presentation will discuss our learning materials and pedagogy, which aim to not only encourage and develop active, experiential, and critically reflective learning but also allow for the constructive and creative methods for the enabling of such learning. In this way we believe social workers may be educated to fully develop the professional capability or dynamic competence (Doel et al. 2002) that will enable themselves and others to function effectively in the complex world of practice. The specially written book for this unit will be distributed free to participants at the workshop