HOW TO EFFECTIVELY CONSTRUCT A PRESCHOOL CLASSROOM TO PROVIDE A QUALITY LEARNING ENVIRONMENT

The design of a preschool classroom is crucial to the success of each student and can have many different roles depending on who you are talking to. For a teacher, a preschool classroom is somewhere they spend an abundance of time and energy with the goal that their students will be successful. For a student, the preschool classroom can be a place where they are discovering themselves for the very first time. In addition, they might see their classroom as a haven, away from all their worries and difficulties. In order to incorporate all these needs, the design of a preschool environment needs to be carefully considered. Successful classrooms incorporate research based independent learning centers, developmentally appropriate materials, and areas for large and small group learning. Keywords: Preschool classroom, learning environment, independent learning centers (IDC), developmentally appropriate materials, large group learning. , small group learning

Examining how teachers use web 2.0 technologies in Science lessons to promote higher order thinking in teaching science

During 2007 several independent Victorian secondary schools participated in a study exploring the ways in which the use of learning technologies can support the development of higher order thinking skills for students. This paper focuses on the use of Information and Communications Technologies (ICT) including Web 2.0 technologies for promoting effective teaching and learning in science. A case study methodology was used to describe how individual teachers used ICT and Web 2.0 in their settings. Data included interviews (focus group and individual), questionnaires, monitoring of teacher and student use of smart tools, analysis of curriculum documents and delivery methods and of student work samples. The evaluation used an interpretive methodology to investigate five research areas\u27. Higher-order thinking, Metacognitive awareness, Team work/collaboration, Affect towards school/learning and Ownership of learning. Three cases are reported on in this paper. Each describes how student engagement and learning increased and how teachers\u27 attitudes and skills developed. Examples of student and teacher blogs are provided to illustrate how such technologies encourage&nbsp; students and teachers to look beyond text science.<br /

The use of Web 2.0 Technologies to promote higher order thinking skills

During 2007 several independent Victorian secondary schools participated in a study exploring the ways in which the use of learning technologies can support the development of higher order thinking skills for students. This paper focuses on the use of Information and Communications Technologies (ICT) including Web 2.0 technologies for promoting effective teaching and learning in science. A case study methodology was used to describe how individual teachers used ICT and Web 2.0 in their settings. Data included interviews (focus group and individual), questionnaires, monitoring of teacher and student use of smart tools, analysis of curriculum documents and delivery methods and of student work samples. The evaluation used an interpretive methodology to investigate five research areas: Higher-order thinking, Metacognitive awareness, Team work/collaboration, Affect towards school/learning and Ownership of learning. Three cases are reported on in this paper. Each describes how student engagement and learning increased and how teachers&rsquo; attitudes and skills developed. Examples of student and teacher blogs are provided to illustrate how such technologies encourage students and teachers to look beyond text science.<br /

Pengaruh Model Pembelajaran Role Playing Terhadap Hasil Belajar Bahasa Indonesia Siswa SDN Asemrowo II

The purpose of this study was to determine the effect of role playing learning models on student learning outcomes in Indonesian 8 Theme areas where I live in fiction stories grade 4 SDN Asemrowo II Surabaya. This research using is quantitative research using quasi experimental research designs. The sample used in this study is nonprability sampling with saturated sampling so that all student used as sample, all classes 4 consisting classes A and B. Class A was chosen as the control class dan class B was chosen as the experimental class, each class containing 25 student. The research instrument used was a test (pretest and posttest). The result of data analysis obtained from the independent t test are sig (2 tailed = 0,000) < ɑ 0, 05) it means that Ho is rejected dan Hɑ is accepted, Role Playing learing model influences student learning outcomes

Technology Enhanced Learning in Psychology: Current Direction and Perspectives

Contemporary use of digital technologies has rapidly transformed the learning and teaching environment within higher education (Beetham and White, 2013; Jordan, 2013). When used effectively, technology can improve the usefulness and quality of feedback to support learning and create unique opportunities for active, independent learning (Trapp et al., 2011; Higher Education Academy, 2012; UoW, 2015). However, identifying appropriate technology and effectively embedding this within teaching practices can be challenging. Here we outline the way in which Psychology staff at the University of Worcester have used technology to enhance the student learning experience in four key areas: promoting engagement in large groups, enhancing participation in research, teaching via blended learning and fostering a learning community. We hope that sharing our experiences will be of value to colleagues interested in using technology for similar purposes

A Creative Design and Implementation of Student-led Flipped Classroom Model in English Learning

The paper begins with the introduction of the origin and wide application of flipped classroom model (hereafter refers to as FCM) in American schools, and then analyzes the basic connotations and framework of FCM with creative thinking. Five famous American FCMs are illustrated in detail and compared in different areas, which are used for reference in the design of our own future class. The highlight and creation of the paper is presented in Part III expounding the creative design and practice of Student-led FCM in English learning in Chinese high schools. It includes the elaborate design of pre-class independent learning with two indispensable components of Chinese FCM: micro-course and in-class activity learning with group discussion. The paper finally demonstrates a case study of Student-led FCM in English class designed and implemented by the students in Dalian Yuming Senior High School tentatively, providing inspiration and references for the creative application of Student-led FCM in Chinese high schools

Metacognition in Learning

Metacognition skills have been proven to have a positive relationship with learning. The strength of metacognition relies heavily on self-efficacy where a student understands his/her learning style, and the ability to use information gathered and align it with his/her learning style. In addition, knowing what you know and how you know it as a student plays a huge role in knowing what you do not know and linking it with what is close or relevant to it, that you know. It is about having skills and knowledge that empowers you to be an independent learner. Literature on classroom practices show a number of short-comings in diverse areas such as poor teacher knowledge, overcrowded classrooms, and lack of resources for learning. An independent student will strive under such an environment by studying independently, searching for resources, and finding multimodal ways of learning. It is also important to note that naturally, human beings are curious and want to learn in order to conquer their world. Hence, Piaget's work of intellectual autonomy cannot be ignored when exploring metacognition. If learning experiences were ideal and developmental, they would be no need to nurture metacognition. Unfortunately, the education systems remove students' curiosity by bringing fake environments into learning that impede creation and imagination. This book emphasises the power of metacognition at different levels of learning. It can be seen as a parallel intervention approach, with expanded knowledge on how to extend existing skills for young children, which is a pre-intervention. Authors in this book bring diverse viewpoints from diverse fields on how to nurture metacognition, thus giving the reader an opportunity to borrow strategies from other fields. This contribution is a mixture of empirical contributions and opinion pieces informed by review of literature

Addressing the learning of chemistry at undergraduate level: towards the development of independent learning

A key focus of education is to encourage and provide opportunities for learning. Recent research in science education has identified challenges in teaching and learning of science such as declining student engagement, provision of appropriate assessment and transition between various stages of formal education. This study addresses these challenges. Firstly, the students’ profiles was determined both as the student entered university and then as they progressed through their study. The profile includes an indication of the students’ motivation, their preparedness for university, their expectations of university, their interaction with learning supports and their approaches to learning at university. In this study, varied and changing student profiles have been observed. It has been shown that factors including student ‘interest’, ‘learning responsibilities’, ‘student attendance’ and their ‘approaches to learning’ are positively correlated with academic achievement. It has also been shown that these factors which correlate well with academic achievement are also those that become problem areas by the end of both first and second year i.e. changing student profiles show an increase in surface approach to learning, reduction in perceived preparedness to take on learning responsibilities and reduction in student engagement. It is clear that these contributing factors towards student learning are not mutually exclusive, in fact they are interconnected, e.g. the approach that students adopt towards their learning is a factor in the quality of their learning but the approach and thus the learning is also influenced by the learning environment. With the knowledge of the student profile on entry to university, a first year undergraduate chemistry laboratory for general science students was developed and implemented with the focus of providing learning experiences that allowed for the development of a range of appropriate skills within the student as well as tackling issues of engagement and preparation for independent learning. From detailed analysis of several aspects of the new laboratory course, a framework for undergraduate chemistry laboratories is proposed. Having addressed the purpose of laboratories, the framework addresses many of these aspects that are normally not present in first year laboratories, namely problem solving tasks, open -ended problems, experimental design and development of professional skills. Additionally, a student assessment system was introduced that rewarded students for several different elements of the laboratory including manipulative skills, data interpretation, knowledge of the task in hand, knowledge of the underlying concepts, as well as maintenance of a laboratory journal. Additional elements were introduced including verbal presentations, pre-laboratories and practical assessments. This work clearly shows that implementation of such a framework has a positive effect on student learning and engagement and thereby is an appropriate learning environment. Additionally this work has shown that it is possible to implement such a system with large numbers of first year students by implementing, with adequate tutor training, a small group teaching environment for large heterogeneous groups of students

STUDENTS’ ACCOUNT ON LEARNING INDEPENDENCE IN ONLINE EFL CLASSROOM

The spark of online learning implementation in nowadays education partly appears to be one of the impacts of Covid-19 pandemic. School from home through various platforms, applications, and other technological devices replaces face-to-face real classroom learning activities. However, even if some people can locate online learning or courses as both convenient and accessible, it brings challenges and requires readiness in some aspects, including students’ competence in working independently. Roper (2007) and Sumbawati et.al (2020) probe that students' independence plays an important role through the system of online learning as it helps students to achieve good learning goals and outcomes. The present research, therefore, is interested in examining students’ perception of their own independence in online EFL learning. It involved 152 students of a public Senior High School in Kalimantan. This research applied a survey technique, and the data are both quantitative and qualitative analyzed. The instrument used in this research comprises a set of questionnaires adapted from Marfu’ah (2020), Sumarmo (2013), and Sam et al. (2012) embracing 8 indicators of independent learning which are subsequently elaborated in 32 statements. Those eight indicators encompass 1) student learning initiative; 2) diagnosing learning needs; 3) setting learning targets; 4) viewing difficulties as challenges; 5) utilizing and finding other relevant sources; 6) choosing and implementing learning strategies; 7) evaluating the learning outcome process; 8) owning self-efficacy. The research result shows that the student's perception of their own independent learning is positive. It implies that they perceive themselves to be autonomous during the conduct of their online learning, particularly in the aforementioned eight areas. Through this study, students are expected to be more motivated, independent, confident, and be able to explore further their abilities to achieve independence in learning. Furthermore, this study will hopefully make teachers aware of the importance of encouraging the students to be more independent and responsible for their own learning

Medical student learning during longitudinal clinical placements in under-served, deprived, community areas: A qualitative study

Background There are national UK general practitioner (GP) shortages, particularly in deprived areas, and an insufficient number of medical students intend to become GPs. Medical students currently have limited exposure to settings which provide care for deprived communities. This research investigates student learning during the Difficult and Deprived Areas Programme (DDAP), an innovative pilot programme which places fourth year students in general practice and community placements in under-served, post-industrial, deprived areas for 14 weeks. Method A systematic review investigating the efficacy of undergraduate community placements in under-served areas was completed. A qualitative approach was used collecting data from: DDAP students (n=9) before, during, and end of placement; GP supervisors (n=14), and patients (n=12). Comparison data was collected from peers taking alternative placements to the DDAP (n=16) and students taking an established rural programme (n=6). Semi-structured interviews were conducted to collect data. Data were analysed using framework analysis and the Experience Based Learning theory. Findings In total, 85 interviews were conducted over a two and a half year period. The DDAP experience enhanced student knowledge about psychosocial determinants of health, developed compassion, and reinforced clinical skills. Learning was facilitated through independent time with patients, which promoted deeper learning about the role of the doctor. The integrated and immersive DDAP structure gave students an understanding of delivering healthcare for patients with complex deprivation issues. Comparative placement experiences highlighted the importance of having a nurturing supportive supervisor and having an active role delivering healthcare within a community team. Conclusions There is increasing evidence on the value and importance of clinical placements in rural and remote communities, but little in regard to other under-served, deprived areas. This research explored medical student learning during an innovative placement in such a setting. The thesis provides evidence of the value of these placements and puts forward a model explaining why these placements are effective, and why they may help to create better doctors for the future