Development of an elevator simulator to support problem-based electric motor control practicum for vocational high school student

Workers who can control electric motors are currently needed. Therefore, knowledge about controlling electric motors should be taught in vocational high schools. Installation and control of electric motors in the industry are generally used in various devices related to the production process such as controlling the motor driving conveyor belts, controlling pumps on factory pipes, and controlling freight elevators. The problem that arises is the lack of knowledge about electric motor control in vocational school teachers and insufficient facilities for the learning process of electric motor control. Also, Vocational High School (SMK) has not been able to change the old learning patterns to the new learning patterns required in the 2013 curriculum. One of the changes in the curriculum is a change from teacher-centered learning to student-centered learning. In this service program, learning the installation and control of electric motors in the simulator of elevators was developed using the Problem Based Learning (PBL) approach for students of SMKN 1 Cipatat. The first step in implementing this program is to study the curriculum and syllabus applied to the two partner vocational schools, then design a learning process for the installation and control of electric motors using the PBL method. The PBL method was chosen because this method can simultaneously be used to increase students' soft skills such as the ability to innovate, discipline, and the ability to convey ideas both in writing and orally. Besides, the PBL method can also support changes to learning patterns as required in the 2013 curriculum.Workers who can control electric motors are currently needed. Therefore, knowledge about controlling electric motors should be taught in vocational high schools. Installation and control of electric motors in the industry are generally used in various devices related to the production process such as controlling the motor driving conveyor belts, controlling pumps on factory pipes, and controlling freight elevators. The problem that arises is the lack of knowledge about electric motor control in vocational school teachers and insufficient facilities for the learning process of electric motor control. Also, Vocational High School (SMK) has not been able to change the old learning patterns to the new learning patterns required in the 2013 curriculum. One of the changes in the curriculum is a change from teacher-centered learning to student-centered learning. In this service program, learning the installation and control of electric motors in the simulator of elevators was developed using the Problem Based Learning (PBL) approach for students of SMKN 1 Cipatat. The first step in implementing this program is to study the curriculum and syllabus applied to the two partner vocational schools, then design a learning process for the installation and control of electric motors using the PBL method. The PBL method was chosen because this method can simultaneously be used to increase students' soft skills such as the ability to innovate, discipline, and the ability to convey ideas both in writing and orally. Besides, the PBL method can also support changes to learning patterns as required in the 2013 curriculum

Kinder Tools: the effectiveness of a 12-week response to intervention approach to improve fine motor and visual motor perceptual skills in kindergarten students

Kinder Tools was developed as a Response to Intervention approach (RTI) to help students in kindergarten improve and develop their fine motor and visual motor perceptual skills within the first three months of entering kindergarten. Some students enter kindergarten ready to learn, while other students struggle with skill development and learning the curriculum. There are a variety factors that could impact a student’s ability to learn such as lack of exposure, disabilities, and culture/socioeconomic status. This program will provide specific strategies and activities that will help to improve the necessary skill development that is required to access the kindergarten curriculum. The occupational therapist will provide consultation services to assist teachers to implement modifications and strategies to help students who are struggling with tasks. Two out of four kindergarten classrooms will participate in the initial program, while the other two classes will serve as the control group. All students fine motor and visual motor perceptual skills will be assessed pre and post program completion. The hope is that students participating with use of the Tools will demonstrate significant improvement in fine motor and visual motor perceptual skills, resulting in decreased need (or no need) for direct occupational therapy (OT) services and increased ability to access the curriculum within the general education setting

What Methods and Models Can Be Used to Translate Science to Levels Developmentally Appropriate to Be Taught in Preschool in the State of Massachusetts?

This capstone project examines the changes in curriculum for early childhood education, specifically preschool aged children. In reviewing and learning about the history of preschool education and how its curriculum has evolved over time, this capstone project was developed to understand the question of, what are methods and models that can be used to translate science to levels developmentally appropriate to be taught in preschool in the state of Massachusetts? While preschool\u27s curriculum main focus was in teaching fine and gross motor skills, research has shown that children as young as 3 years old are able to learn basic science, technology, engineering, and mathematics (STEM) principles Copple & Bredekamp, 2009). Preschool students are able to understand STEM principles through inquiry. By using an inquiry based teaching model this allows students to have hands-on learning experience while understanding basic science principles and learning to utilize critical thinking skills

Improving Self-organization and Self-efficacy of Diverse Occupational Therapy students: The Development of the Embodied and Embedded Motor Skills Curriculum

Being organized and confident in our movements and thoughts is necessary to achieve a desired outcome. Motor, process, and social interaction performance skill training is therefore part of contemporary occupational therapy (OT) training. Also prioritized is building awareness of cultural, social and economic diversity, inequity and the need for inclusion and representation within the OT profession. The US OT Practice Framework emphasizes the embeddedness of clients and their activities in personal and sociocultural contexts.Less attention has been paid to the learning process, self-organization, and self-efficacy of diverse OT students as they prepare for hands-on interventions with future clients. Minimal literature is available about their own somatic awareness and embodied understanding of the motor skills they teach their clients. A decade of observing clinical labs at historically Black Howard University (HU), and a recent survey of HU OT students, reveal their quest for embodied motor learning, and for guidance in organizing kinesthetically for client encounters.Researching these observed and voiced needs stimulated the development of the Embedded and Embodied Motor Skill Curriculum (EEMSC). The curriculum is grounded in evidence-based OT research and in the Feldenkrais Method® of somatic education.The Kern 6-Step Approach to curriculum design was used to develop the program. It is envisioned that applying somatic learning in clinical interventions with underserved population will be empowering and enabling for both OTs and their clients and contribute to the process of knowledge translation between practice and research

The Profession of Dentistry: The University of Kentucky\u27s Curriculum in Professional Ethics

Among the most important learning that occurs in our nation\u27s colleges of dentistry is learning to be a professional. While knowledge, perceptual-motor skills, and problem-solving abilities are basic to becoming a dentist, helping aspiring colleagues to apply their newly developing skills with integrity must be a fundamental concern. Increasingly, we are realizing that the quality of health care depends as significantly on the character of the health professional as it does on the individual\u27s knowledge and skills. Concern for character, virtue, and integrity is the domain of ethics. This paper advances a justification for including a curriculum in professional ethics in our dental educational programs. The professional ethics curriculum at the University of Kentucky, The Profession of Dentistry, extends through all four years of the Doctor of Dental Medicine program. The paper describes the major goals pursued in the curriculum and outlines the content of each of the four, sixteen-clock-hour courses. Learning ethics experientially through living in a college community is reviewed in the context of the College of Dentistry\u27s comprehensive Code of Professional Conduct and Academic Responsibility. An assumption of the curriculum is, if the professional relationship of dentistry with society is to be sustained, each new generation of dentists must understand the nature of the profession and the ethical obligations of becoming a member of the dental profession

PHYSICAL AND SPORT ACTIVITY AND THE RELATION TO THE EIGHT KEY COMPETENCES OF THE RECOMMENDATION OF THE EUROPEAN PARLIAMENT AND OF THE COUNCIL

The school realizes its work of formation through the processes of socialization and the learnings that between them they have an interdependent relationship. The article investigates value educative of the dimension social, cultural, emotional and cognitive through physical activity, motor and sports. The present study, the theoretical argument, try to clarify some aspects: the experience, the affectivity and the emotion can facilitate or hinder the evolutionary process of the student. The eight key competences approved by the European Parliament in 2006 are closely related to aspects of interdisciplinarity and transdisciplinarity in the period from 0 to 14 years. The education to the physical activity, motor and sports should be the center of the teaching-learning processes and help the process of construction of knowledge and skills within the school. It is also highlighted, how much this knowledge and skills system can be conditioned by social, cultural and emotional aspects. In conclusion, it is desirable to structure the learning environment with the bio-psycho-social paradigm of physical, motor and sports activities to achieve the goals of skills at the end of the first cycle of education of the National Guidelines for the curriculum of 2012

The analysis of motor ability of physical education students

In producing good and quality learning in physical education, it needs to be equipped with the right motoric movements to achieve goals and follow the learning contained in the physical education curriculum so that the graduates expected can be completed. This study aims to determine the motoric skills level of physical education students in Universitas Islam Riau. This research is a quantitative descriptive study. The method used is a survey method in the form of tests and measurements for physical education students. The population used in this study is all physical education students in semester 1 of the 2019/2020 academic year, with a total of 224 people. The sample is 144 people selected by random sampling. The instrument used was the motor ability test from Harol M. Barrow in the form of a test battery with a validity coefficient of 0.92 with a series of tests; a) Standing Broad Jump, b) Wall Pass, c) Medicine Ball-Put, d) 60 Yard Dash. The research results on the level of motor skills of physical education students at Universitas Islam Riau were mostly in the medium category. Furthermore, from the results of this study, it is necessary to pay more specific attention to physical education students' motor abilities. Because with good motor skills, someone can do various kinds of movements in sports and the courage to do multiple sports activities

PRACTICAL ACTIVITIES ALLOW STUDENTS WITH DISABILITIES TO DEVELOP AN UNDERSTANDING OF THEIR ENVIRONMENT AND THEMSELVES

The research problem was to find answer to the question: how did the role of practical tasks and activities in the education of students with moderate/severe disabilities is an important one. A review of current and past theories of cognitive development focusing on the role of experiential learning because for today’s students with disabilities there is a stronger emphasis on practical skills and motor skills development opportunities than on traditional learning approaches. Home Economics and Its Technologies is one of the subjects in today’s curriculum where time is allocated to activity-based learning and experiences. Occupational therapy has a positive effect on the child’s psyche, helps to manage and organise the child’s impulses, renews and promotes appropriate work habits, helps organise his/her activities and reduces the child’s focus on his/her own shortcomings or disabilities

A descriptive analysis of motor learning contexts within a netball season of sport education

Time spent successfully engaged in motor skill activity has been found to have a high correlation with skill learning and achievement (Metzler, 1989). This study describes the different activities and key behaviours in which students are engaged and which ones provide opportunities to make motor skill responses. These key behaviours are described as they occur within a year eight netball class incorporating the sport education curriculum model. Selected students were observed in the natural setting to determine how their time was spent in a sport education unit. The method incorporated systematic observation, checklist recording and the use of interviews in an attempt to describe the learning opportunities used by high and low skilled participants in a sport education netball unit. Analysis of engaged time and skill responses performed were the major sources of data generation. Student perceptions of their sport education experiences were also revealed to indicate what the students actually think of their motor skill development and their level of performance. The overall purpose of the study is, therefore, to describe student behavioural experiences of motor learning and game-playing skills within a sport education season. This involves highlighting the types of opportunities students are given to perform motor skills and the way they use these opportunities. The students perceptions of their opportunities are also considered to highlight their opinions and thoughts of the sport education unit. Major findings revealed that students generally prefer sport education classes to traditional physical education classes. Motor skill development does occur within the sport education setting and social developmet is greatly enhanced. This study provides new information on motor skill learning within sport education context and can be used as a basis for future research in sport education and motor skill development within physical education

Rethinking sport teaching in physical education: A case study of research based innovation in teacher education

This paper focuses on the significance of physical education teacher education (PETE) in the diffusion of 'new' thinking about sport teaching in physical education. It explores issues arising from a case study investigation that sought to respond to the critical commentary about the form and substance of sport teaching in physical education by supporting innovation in school curriculum and pedagogy through pre-service teacher education. The study was designed to challenge PETE pre-service teachers' thinking about sport curriculum and pedagogy in physical education, introduce them to new thinking about models and specifically, the sport literacy model (Drummond & Pill, 2011; Pill, 2009, 2010). Details of the research design are presented and the insights that the data have provided in relation to challenges and opportunities that teacher educators and teacher education courses confront in seeking to promote and support curriculum and pedagogical innovation are discussed