Teacher-created materials supported by spin wheel games for reading comprehension

111 páginas : ilustraciones, fotografías.Este estudio cualitativo de investigación acción explora los resultados del diseño e implementación de materiales creados por la maestra, apoyados en juegos de ruleta para la comprensión lectora de grado quinto en una escuela femenina privada bilingüe. El estudio se realizó con un grupo de quince niñas que presentaban dificultades para entender e interpretar textos escritos. Los instrumentos utilizados para recopilar la información fueron los artefactos de las estudiantes con la correspondiente sección de autoevaluación, las notas de campo de la profesora, una encuesta y una entrevista focal. Los hallazgos sugieren que, en primer lugar, los materiales contextualizados y las actividades de aprendizaje basadas en el uso explícito de estrategias con un propósito comunicativo fomentaron el compromiso de los estudiantes con los materiales creados por el maestro. En segundo lugar, los juegos de ruleta con fines comunicativos y los desbalances afectivos implicados en ellos mostraron los méritos y aspectos a evaluar de este tipo de juegos. Finalmente, el conocimiento previo, las imágenes, las conexiones con el texto, la indagación y la síntesis fueron estrategias explícitas que mejoraron la comprensión de lectura.This qualitative descriptive action research study explores the results of designing and implementing teacher -created materials supported by spin wheel games in fifth graders' reading comprehension of a female bilingual private institution. This study was conducted with a group of fifteen girls who had some difficulties when understanding and interpreting written texts. The instruments used to gather the data were a survey, students' artefacts with the corresponding self-assessment section, teachers' field notes and a focus group interview. The findings suggest that first, informed contextualized materials and strategy-based learning activities with a communicative purpose fostered the students' engagement with the teacher-created materials; second, spin wheel games with communicative purposes and the affective bounces involved in them showed the merits and demerits of this type of games. Finally, prior knowledge, imagery, making connections, inquiring and synthetizing were explicit strategies that enhances reading comprehension.Magíster en Evaluación y Aseguramiento de la Calidad de la EducaciónMaestrí

La enseñanza del español como lengua extranjera en una clase de Reception Year

This Final Degree Project shows the work carried out in a Reception Year classroom in England on the teaching of Spanish as a foreign language. To this end, a search of sources and authors on the teaching of a foreign language in Early Years Education is conducted, which allows us to select a series of methodologies and strategies to be used during the classes to be carried out. Subsequently, the experience of designing this didactic proposal is documented to observe the progress of the pupils in the Spanish language and the success of the proposal in order, finally, to make an evaluation and draw some conclusions and lines of improvement on its implementation.El presente Trabajo de Fin de Grado muestra el trabajo realizado en un aula de Reception Year en Inglaterra sobre la enseñanza del español como lengua extranjera. Para ello se realiza una búsqueda de fuentes y autores en torno a la enseñanza de una lengua extranjera en la Educación Infantil, que permite seleccionar una serie de metodologías y estrategias para emplearlas durante las clases que se llevarán a cabo. Posteriormente se documenta la experiencia de diseñar esta propuesta didáctica con la finalidad de observar el progreso de los alumnos en el idioma español y el éxito de la propuesta para, finalmente, realizar una evaluación y concretar unas conclusiones y unas líneas de mejora sobre su ejecución.Grado en Educación Infanti

Teaching Reduced Forms: A Curriculum Guide for Junior High English Language Teachers Using Digital Technology Based Activities and Classroom Games

Japanese English language students often struggle with listening comprehension when communicating with native English speakers due to the use of reduced forms. Native speakers use contractions, reductions, elisions, and linking in casual speech which sounds unfamiliar to students who have not been exposed to reduced forms in their classrooms. In order to facilitate improved listening skills and help students with speaking fluency, reduced forms ought to be taught in English classrooms. While the use of reduced forms by native English speakers has been recognized as a problem for English students, incorporating reduced forms instruction into an English curriculum involves overcoming a perception that it does not conform to the communicative language teaching (CLT) approach that is used in many Japanese classrooms. Reduced forms have been taught using repetition drills that do not mirror the goals of CLT which include using discourse and real-world tasks to facilitate second language learning. Hence, the goal of this project is to teach reduced forms in a way that more closely reflects CLT. The project is a curriculum guide that presents teachers with lesson examples of digital technology based activities and classroom games. The activities and games provide students with opportunities to not only practice reduced forms, but also use/develop cooperative learning skills and be involved in social situations where they have to use real world discourse/speech in order to complete the activities and be successful during game playing

Three- and Four-Year Olds Learn about Gears through Arts Incorporation

This research paper explores art integration into a science lesson unit that follows the Next Generation Science Standards (K-PS2-1) and focuses on the effects on memory retention of key concepts along with levels of enjoyment. An experiment was conducted with children ages 3 and 4 teaching scientific concepts about gears while incorporating student-made art products. The children were assigned to alternating experimental (art-integrated) or control (no art) conditions during the four stages of the lesson. The results did not show statistically significant differences at the alpha = 0.05 level between conditions in the amount of information retained based on the pretest, posttest, and distal posttest. However, there were overall knowledge gains for both conditions demonstrated by the gain scores. It appeared that incorporating arts into the curriculum can be beneficial for children, including those of diverse cultural backgrounds, as it provides a more enjoyable learning environment. Arts integration can also facilitate the construction of children’s schema of gears which later may ease the learning of more complex concepts related to motion, stability, forces, and interaction

Conectar aicle y educación steam en centros bilingües, un paso adelante

ABSTRACT We live in an increasingly global society in which the influence of new technologies is becoming more and more significant. For this reason, there is a need to provide the new generations with the tools, skills, and knowledge to be able to manage in it. As a result of this, there is an opportunity to investigate more about these factors and how influence them in bilingual learning since it is one of the key aspects of this globalization process. This is the main goal of this research proposal, to investigate ICT in relation to bilingualism. All this, following a STEAM education, since this interdisciplinarity will help to achieve a less compartmentalized and meaningful learning. For this purpose, the proposal has been conducted in a public school with students in the 2nd Year of Primary Education in which they had to create their own "musical plant". In this way, and with the help of Makey boards, the students learned Science through the development of their own musical creation.RESUMEN Vivimos en una sociedad cada vez más globalizada en la que la influencia de las Nuevas Tecnologías es cada vez más notoria. Por ese motivo, se presenta la necesidad de dotar a las nuevas generaciones de herramientas, habilidades y conocimientos para que sepan desenvolverse en ella. A raíz de esto, se presenta la oportunidad de investigar más sobre estos factores y cómo influyen en el aprendizaje bilingüe, ya que es uno de los aspectos claves de este proceso de globalización. Este es el principal objetivo de investigación de esta propuesta, investigar sobre las TICs en relación con el bilingüismo. Todo ello, siguiendo una educación STEAM, ya que esa interdisciplinariedad ayudará a conseguir un aprendizaje menos compartimentado, así como significativo. Para ello, se ha realizado la propuesta en un colegio público con alumnado de 2º de Educación Primaria, en el que ellos y ellas tenían que crear su propia "planta musical". 3 De este modo, y con la ayuda de unas placas Makey, el alumnado aprendía Science mediante el desarrollo de su propia creación musical.Grado en Educación Primari

GAMES AS EFFECTIVE LANGUAGE CLASSROOM STRATEGIES: A PERSPECTIVE FROM ENGLISH MAJOR STUDENTS

This research investigates the students' perspectives on using educational games in a language classroom in the conduct of Remedial Instruction among English students in the School of Education (SOE) during the first semester of AY 2018-2019 at Emilio Aguinaldo College. It summarizes games as useful tools in language classrooms. The investigation utilizes a small-scale research documentary analysis wherein former studies were compared, analyze and reflected on. To validate the qualitative questionnaire, a random interview was conducted to find out if games are relevant, suitable, and effective in grammar, vocabulary, speaking, and among other language skills. It resulted to students suggestions of some useful classroom games. The outcomes further show that educational games could be applied mostly in spelling, vocabulary, grammar, writing, and reading, listening and speaking. However, not all games are applicable to all types of college students. It is additionally perceived that there could be numerous educational games that may increase collaboration and creativity among learners. They pointed out that they tend be beneficial or well-adjusted with the support of other available teaching methods. Generally, respondents show positive attitude towards using games in language classrooms. It is recommended that teachers should consider factors such as students’ different learning styles with sensitivity, creativity and flexibility to sustain higher engagement.  Article visualizations

The Impact of Using Relevant Context on Student Comprehension and Attitude in a Collegiate Introductory Statistics Unit on Probability

The typical collegiate introductory statistics course poses significant challenges for students. Many do not fully comprehend key course skills, and it is common for students to exit the class with a neutral or negative attitude toward statistics. To measure the impact of using relevant contextual examples as an instructional strategy during a probability unit, in-class activities were designed to align with areas of interest for participants as identified by a student interest inventory. It was hypothesized that the use of relevant context would create a significant difference in the comprehension or attitude of students enrolled in an introductory statistics course at an urban midwestern university. Following a quantitative analysis of comprehension and attitude, interviews and focus groups were conducted with students from both the treatment and control groups to better understand the factors that influence student comprehension and attitude. Quantitative results reveal no significant differences in either comprehension or attitude as a result of the relevant context. Qualitative findings suggest other factors such as the instructor, class structure, and previous experiences play a larger role in shaping student comprehension and attitude

Cognitive activities through lyrics

Most of the times, students in English classes are not able to support their answers or opinions. This means that leaners are more focused on memorizing the answer about a certain question or exercise, but they are not informed about where the answer comes from or why is that the answer. Most of the daily topics addressed in an English lesson require the inference, opinions from learners in order to explore thoroughly different points of view and ways of expression. Taking into account what was previously mentioned, it was established to develop an appropriate level of argumentation in learners’ answers. The four skills (e.g. Writing, Speaking, Reading and Listening) also need to be included. Paul and Elder (2006) claimed that Socratic Questioning (SQ) is an essential element that can give students the opportunity to learn the answer of a question or an exercise, but sharing the origins of that answer in their own words. Furthermore, English songs work as a necessary resource to enhance the motivation of students and encourage them to participate in class discussions

An Integrated Emergent Literacy Curriculum for Primary Students

A completely integrated reading curriculum has been developed for the primary classroom. The curriculum may be used in whole to cover all academic subjects or as a supplement to an already existing program. The main theme, interdependence, is sub divided into: home/family and farms. Any specific directions or copies of activities are included as well as a teacher reference list and a children\u27s literature list. The Washington State Essential Academic Learning Requirements as interpreted for kindergarten are covered by use of this curriculum