Teaching Strategies in Literature Subjects in Pup Taguig Branch Towards the Development of Instructional Modalities

The study focused on the teaching strategies in literature subjects towards the development of instructional modalities. The researcher made use of the descriptivesurvey method of research. Respondents of this study were 82 BSED English major students of Polytechnic University of the Philippines Taguig Branch. Based on thedata analysed and interpreted, the following findings were deduced: In terms of their profile, majority of the respondents are aged 18-20 years old, female and single. As to direct instruction, lecture method dominated the teaching strategies. Meanwhile, from among the list of teaching strategies, the least used is the reinforcement of tape recordings. As to indirect instruction, discovery method ranked number 1 and lowestin rank is case study. As to Interactive Instruction, recitation got the highest rank while debate was revealed having the lowest mean verbally interpreted as Occasionally. As to individual study, reports ranks number 1 while distance education got the lowest mean. As to experiential instruction, dramatization got the highest mean. Meanwhile, case studies had the lowest mean. Interactive teaching dominated among the teaching strategies used by literature teachers verbally interpreted as Frequently while the least is direct instruction. There is no significant difference in the assessment of the respondents on the teaching strategies in literature subjects in terms of age. However, their perceived assessment on direct instruction, indirect instruction,individual study entails that there is a significant difference on the teaching strategies in literature subjects when grouped by the age of the respondents. There is no significant difference on the teaching strategies in literature subjects when grouped by gender of the respondents on the teaching strategies in literature subjects.However, there exists a significant difference on the experiential learning among male and female students. There is no significant difference in the assessment of the respondents on the teaching strategies in literature subjects in terms of civil status. Keywords: Teaching Strategies, Literature, Direct Instruction, Experiential Strategy, Interactive Teaching Strateg

Interactive Web-Based Simulation for Supply Chain Education

Knowledge economies are based on the concept of knowledge transfer between education institutes and stakeholders. In response, the significant move away from traditional teaching methods to the emerging paradigm of eLearning has become increasingly in evidence across many academic disciplines. To assist in the transition from traditional learning to eLearning, more interactive and virtually orientated teaching aids are needed. This chapter introduces a simulation-based learning framework that integrates web-based simulation and a web content management hierarchy model. Using the complex subject of supply chain management as a case study, the new framework allows users to examine various real-life strategic management scenarios, encourages group work and has remote access capabilities for distance learning. Interactive learning is facilitated using the web-based simulation portal, enabling instructors to demonstrate the complexity of decisions in multiple criteria environment and also show the users the impact of strategies on performance. Supply chain simulation creates an animated experience and better understanding of system dynamics including risk. The framework assists in the knowledge and skills transfer between third-level education institutes and their stakeholders, primarily industry partners and the wider communit

Second-Grade Teachers\u27 Brain-based Teaching Strategies for Struggling Readers

In the era of this 21st Century, there are numerous known and unknown causes of reading impairments which have destructively affected elementary school students. Some causes are linguistic, and others are nonlinguistic. Lack of research on how previous teaching methods and experiences in implementing brain-based teaching (BBT) strategies became critically important, and were the concerns for this study. Developed by Hart\u27s brain-based learning (BBL) theory together with other BBL theorists such as Jensen and Caine, the purpose of this qualitative study was to observe and explore the implementation of BBT strategies from 4 distinct second-grade participant teachers/subjects, located at the school district of a southwestern state. With the research questions focused on brain-based knowledge, BBT paradigms and brain-based implementation of teaching strategies, data from the cross-case synthesis and analyses of participant subjects\u27 interviews, classroom observations, interactive journals, and other sources related to the study were processed and analyzed to address the research questions. Findings indicated that participant subjects perceived positive experiences of the implementation of BBT strategies in a way that enhanced their teaching qualities and improved students\u27 reading impairments. The results of this study will likely contribute to positive social change by raising awareness for effective teaching and learning as well as promoting implementing BBT strategies in all teaching and learning environments. The results of this study may promote positive change in education, aim to improve brain-based teachers\u27 enthusiasm and self-efficacy, and reduced students\u27 reading impairments

The Creativity of Pre-Service Mathematics Teachers in Digital Learning

Implementing teaching assistants for students of the Education Study Program in schools during distance learning makes them have to be creative in using technology in learning. So the purpose of this research is to find out the forms of creativity of pre-service teachers who use technology in distance learning during the COVID-19 pandemic. This study uses a qualitative method with a case study approach to Mathematics Education students at a private Islamic university in Semarang, Indonesia who carry out teaching assistance at partner schools. The data collection used in this research is observation and interviews. According to the results obtained, the creativity of prospective mathematics teachers in applying learning media is shown in making learning videos, interactive multimedia, and presentation materials using PowerPoint (PPT) containing material and sample questions. Second, creativity in utilizing the potential of schools is the use of online learning platforms, including Microsoft Teams, Zoom meeting, Learning Management System (e-learning), Google Classroom, Google Meet, and WhatsApp Groups. Creativity in designing learning that can foster creativity and innovation for students includes developing lesson plans that utilize the platforms and media created and applying learning approaches such as constructivism and contextual. In addition, it also applies game learning strategies and group discussions through breakout rooms.

Optimizing LMS CANVAS for Interactive Online Learning Perceived by the Students

Recently, technology has been an integral part of education. Teachers must use technology into their teaching practices in order to adapt to society's digital revolution. One of the strategies that can be implemented by the teachers is utilizing Canvas as one of Learning Management Systems (henceforth LMS) in their course. This study aims to investigate the students’ perception towards the use of Canvas to promote interactive online learning. Implementing case study as the research design, this study involved 77 students as the participants, and used both questionnaire and semi-structured interview to collect the data. In this study, the quantitative data were analyzed using descriptive statistics, while the qualitative data were analyzed using thematic analysis. The findings of this study revealed that students accessed Canvas ranging for less than 1 hour to more than 2 hours in a week.  They accessed it mostly to join some learning activities designed by the teacher, including reading the learning modules, joining online discussion, and doing the assignments given by the teachers. They also believe that during the online learning, Canvas is an easy-to-use LMS, and it provides a lot of features that help them learning. Besides, they also agree that Canvas is effective to provide them the opportunity have an interactive learning experience. In addition, they also perceived that using Canvas motivated them, and make the learning process more interesting. Therefore, teachers can optimize various features provided by Canvas to make the teaching and learning process in online setting become more interactive, interesting, and effective.

Strategi Guru dalam Mewujudkan Pembelajaran Interaktif Inspiratif dan Menyenangkan untuk Meningkatkan Prestasi Belajar PAI di SMPN 1 Gondang

This study focuses on the ways in which PAI teachers plan learning, carry out teaching and learning activities in class and the learning outcomes to improve student learning achievement at Gondang 1 Junior High School. This study uses qualitative research. Data collection was carried out by means of participant observation, in-depth interviews and documentation. The validity of the data is obtained by triangulation techniques. The data analysis model includes analysis of individual sites. The results show that the way PAI teachers plan inspirational and fun interactive learning in Gondang 1 Junior High School is to prepare a plan for teaching and learning activities. In this case the teacher makes a Learning Implementation Plan (RPP), learns the material then develops it, prepares appropriate learning media to achieve learning objectives and applies strategies in teaching and learning activities. The whole thing is made by considering the condition of students. The way PAI teachers carry out inspirational and fun interactive learning to improve student achievement in PAI. The method used by PAI teachers turns out to have significant results in improving the achievement of students, especially in Islamic Religious Education subjects. This can be seen from the list of values that consists of knowledge assessments, and skill’s assessments, which are skills that show good grades. In addition, non-academic achievements in the religious field were also quite satisfying, namely winning the Adhan, MTQ, and tahfidz

Innovative approach to assist architecture teachers in choosing practical sessions

This article presents the first results of the project Architecture 360, which focuses on learning alternatives for developing working skills in higher education courses, and specifically construction competences for architecture students. The project aims to help teachers to choose the best learning solutions for their classes from numerous alternatives of strategies, dynamics and activities. The assistance is based on developing a new approach that combines several methods (strengths, weaknesses, opportunities and threats (SWOT); multi-criteria decision-making; Delphi; and the Knapsack problem) and draws from teachers’ experience, a panel of experts’ expertise, the revised Bloom Taxonomy and neuroscience for education. The new approach to assisting university teachers in choosing the best practical learning alternatives was successfully developed and validated for the case study of a course at Barcelona Architecture School. In general, the approach defined the main strengths, weaknesses, opportunities and threats of 26 learning alternatives. In the case study, the following optimized set of alternatives were identified: blended learning, challenge-based learning, reflective learning, videos of real cases, case studies, site visits, interactive simulation and gamification. Moreover, 23 activities were analysed. It was concluded, for instance, that active alternatives would improve implementation, including teachers’ available teaching materials and dedication outside class.Peer ReviewedObjectius de Desenvolupament Sostenible::4 - Educació de QualitatPostprint (published version

Among English, Indonesian and local language: Translanguaging practices in an Indonesian EFL classroom

Teaching English as a foreign language (EFL) in Indonesia has its own complexity due to the multilingual situation and the broadly different levels of English proficiency.  To cope with this particular challenge, some Indonesian teachers tend to use a translanguaging method in teaching their students so that their classes are more interactive and engaging. In this case, translanguaging is a form of multilingual practice in the context of multilingual education where students are given equal rights to develop their language potential. Realizing the complexity of the learning process in a multilingual context, we aimed to reveal the types and purposes of Translanguaging in the learning process. This study used a qualitative method and data were collected through observations, interviews, and document analyses. This study shows that there were three types of translanguaging used by teachers during their teaching. The types of translanguaging are intra-sentential translanguaging, intersentential translanguaging, and tag translanguaging, with four purposes inform of strategies that are related to each other. It was also found that translanguaging is useful in the EFL learning processes because it can be used as a method to explain learning materials in a more convenient way to enhance students’ understanding

An evaluation of the teaching strategies of an adult educator.

Thesis (M.Ed.) - University of KwaZulu-Natal, Pietermaritzburg, 2007.This research is a case study. The study investigates the teaching strategies currently utilized in the adult education classroom; ascertains the reasons for the use of such strategies and recommends teaching strategies that could be used in order to improve instruction. The research was conducted at an adult learning centre. In pursuit of his objectives, the researcher aimed to answer the following key questions: • What teaching strategies are currently being utilized in the classroom? • How effective are these teaching strategies in meeting the learning needs of the adult learners? • How do these teaching strategies relate to existing literature? Data was collected primarily by engaging in the observation of actual teaching in the classroom. Structured interviews were conducted with the educator and learners concerned in order to confirm the classroom observation findings. Although the findings from this study are problematic to generalize, the findings will give us a better understanding of teaching strategies. This understanding could be useful to: • Educators of adult learners with a view to improving their practice. • Researchers in the field of education. • Textbook writers and curriculum development specialists. • National and regional policymakers. • Anyone who has an interest in education. This study is guided by the theory of andragogy as expounded by Knowles. This theory is relevant because it informed the study as to how best teaching and learning of adults can be undertaken. Findings from this study reveal that the teaching strategy most frequently used are the mass instruction strategies. The lecture method is most frequently used. This method is made interactive with the incorporation of discussions, recitations and the use of questioning. Individual instruction and group instruction strategies are used to a limited extent