The effects of video viewing on preservice teachers’ classroom activity : normative versus developmental approach

International audienceAlthough assessing the effects of video use on teacher education and professional development is inherently complex, most studies underline the many benefits of video viewing (Gaudin & Chaliès, in press). Among the most significant benefits are heightened motivation, optimized selective attention and knowledge-based reasoning, and improved classroom practices. Paradoxically, little empirical evidence has been presented on how video use benefits actual teaching activity (Seidel et al., 2011; Tripp & Rich, 2012). Some studies have nevertheless shown that teachers redeploy in the classroom capabilities first developed in video clips viewed in class (e.g., Prusak et al., 2010; Sherin & van Es, 2009). Most of these studies have inferred these effects from written or oral comments of teachers and not from the analysis of their actual teaching activity. The purpose of this communication is to present the circumstances in which an epistemic and transformative teacher education program using video viewing can produce effects on teachers’ actual teaching activity.This program articulates research, education and design in the conceptual framework of work analysis (Durand, 2013) which gives primacy to the actor’ actual activity. Based on this framework, this program consists in three iterative phases: i) the modeling of typical features of actual teaching activity on the everyday job (e.g. beliefs, concerns, professional gestures); ii) the design and implementation of educational devices and situations; iii) the study of their effects on the development of the activity of the trainees and trainers. Thereby, precious data is collected for the "design-in-use" of these devices and situations aiming at increasing the teaching efficiency of the trainees.To illustrate the third phase of this programme, we present here two case studies conducted with trainee teachers during their induction year, alternatively working and training with video-based devices. Using the same iterative method but two different theoretical approaches, we studied the effects generated on trainees’ actual teaching activity by i) the autonomous use of a digital environment [Ria, 2010 : http://neo.ens- lyon.fr] (developmental approach of enaction : Durand, 2008; Varela, 1989); ii) a guided educational device (normative approach of ostensive teaching : Chaliès et al., 2012; Wittgenstein, 2004). We used video observation and self-confrontation interviews to understand the joint evolutions of the educational and professional activities.In the two cases, the findings show an increase of objective and subjective efficacy in teaching activity that is linked to learning experiences lived during the video-based educational situations. The learning processes highlighted permit us to reconsider and precise the ways to use video materials in the design of performant educational devices, especially by developing adapted instructional scenarios. The discussion of these results raises three issues. First, it deals with the nature of the data regarding the assessment of the effects of video viewing on the actual teaching activity (e.g. written commentaries, transcripts of trainee discussions, interviews). Then, it points out the limit of reducing the analysis of these effects to teaching activity in classroom (e.g., planning, discussion with colleagues). Finally, it considers the opportunity to extend the analysis to the activity of students

Effective Teachers of Multilingual Learners: A Mixed-Method Study of UK and US Critical Sociocultural Teaching Practices

This convergent parallel mixed-method study (quan + QUAL) relies on systematic classroom observations of mainstream teachers considered highly effective with multilingual learners in the United Kingdom and the United States (N = 9). Using a critical sociocultural theoretical lens, we use an established quantitative observation rubric and lesson field notes to capture real-world teaching practices. Using deductive reasoning to merge closed- and open-ended observation data, we illuminate the features of highly effective teaching for multilingual students. Evidence demonstrates that elements of challenge in activity design and teacher presentation, prioritizing language and literacy development, and modeling, were practices with the highest consistency across countries. At the same time, other features leave room for future growth. Lesson analysis unpacked various ways teachers enact effective teaching based on country context. Despite educational policies that may conflict with strong teaching for multilingual students, linguistically responsive teachers in both countries transcend curricular and testing constraints by intentionally enacting lessons that richly scaffold learning

CHILDREN SONGS AS MEDIA IN TEACHING ENGLISH PRONUNCIATION (A CASE STUDY ON THE FOURTH YEAR OF SD N KECIL KARANG HARJO IN 2010/2011 ACADEMIC YEAR)

Muhammadiyah University of Surakarta. Research Paper. 2011. The type of this study is descriptive research, the data are interview script and field notes taken from the teaching-learning process. The data are collected using observation, interview, documents and analyzed using three steps. They are reducing, displaying, verifying. The objective of the study is to describe implementation of English children songs as media in teaching pronunciation, the problems faced by teacher in teaching pronunciation using song at the fourth year of SDN Kecil Karang Harjo, and find the effectiveness of teaching pronunciation using song viewed from the student perspective. Based on the data analysis, it can be concluded that in planning the lesson, the writer used learning cycle in order to develop pronunciation ability. It consists of four stages: Building of the Field (BKOF), Modeling of Text (MOT), Join Construction of Text (JCOT), and Independent Construction of Text (ICOT). The goal of teaching pronunciation using song as media is to develop the student’s speech, fluency, express their feeling and also makes the speech clear. The students more interested and exited in teaching-learning process, because they get new atmosphere in their classroom. The songs make the students enjoy and happy. The writer finds the problem faced by the teacher; they are different competences of the students, and the lack of students’ activity. Then, the effectiveness of teaching pronunciation using song viewed from the student perspective is using song as media the students can increase the vocabulary and good pronunciation

Penerapan Metode Pembelajaran Realistic Mathematics Education (RME) untuk Meningkatkan Hasil Belajar Pemusatan Data Tunggal

This study aims to determine whether nor not there is an increase in Single Data Centering learning outcomes through the application of Realistic Mathematics Education (RME) learning methods in 6-E grade students of SD Negeri Wonokusumo VI/45 Surabaya. The low learning outcomes of Single Data Centering are also experienced by students of grade 6-E SD Negeri Wonokusumo VI/45 Surabaya requiring handling in terms of the teaching and learning process carried out. Authors as their Class Teachers are responsible for finding solutions to improve Single Data Centering learning outcomes. The perspective taken is to increase student activity in the teaching and learning process. This is related to the selection of learning models, therefore innovation in the application of learning models and methods must be carried out through the application of Realistic Mathematics Education (RME) learning methods. The application of this learning method involves seven main components of productive learning, namely: constructivism (Constructivism), asking (Questioning), finding (Inquiry), learning community (Learning Community), modeling (Modelling), reflection (Reflection) and actual assessment (Authentic). Assessment) The research was conducted with a two-cycle action mechanism. And based on the results of the analysis, it can be concluded that there is an increase in learning outcomes of Single Data Centering through the application of Realistic Mathematics Education (RME) learning methods in grade 6-E students of SDN Wonokusumo VI/45 Surabaya. Realistic Mathematics Education (RME) learning in 6-E grade students of SDN Wonokusumo VI/45 Surabaya is an average of 23%

A DESCRIPTVE STUDY ON ENGLISH SPEAKING TEACHING- LEARNING AT THE FIRST YEAR OF MTs TERPADU GONDANG WONOPRINGGO PEKALONGAN IN 2010 / 2011 ACADEMIC YEAR

In this study, the writer describes teaching-learning process of speaking at the first year of MTs Terpadu Gondang WPO PKL. The objective of the study is the writer intends to know the implementation of speaking teaching-learning, the problem faced by the teacher and the students, and the problem solving used by the teacher. The writer did interview with the English teacher and the students of VII B class, and observed the process of speaking teaching-learning at the first year of MTs Terpadu Gondang WPO PKL. Based on the data analysis, it can be concluded that in planning the lesson, the teacher used learning cycle in order to develop speaking ability. It consists of four stages: Building Knowledge of the Field (BKOF), Modeling of Text (MOT), Join Construction of Text (JCOT), and Independent Construction of Text (ICOT). The goal of teaching speaking is to develop the students‟ courage to speak English and make the students to be more active in the classsrom. The methods of teaching speaking applied by the teacher are dialogue, discussion, and games. By using those variations of the method, the students do not feel bored and more enjoyable in receiving the materials. The writer finds the problem faced by the teacher, they are management of class, different competences of the students, and the lack of students‟ activity. Besides, the problems faced by the students are limited vocabulary, the difficulty of pronunciation, the difficulty of structure, and the factor of nervousness. Then, the problem solving used by the teacher are gave advices and motivation about the importance of their activity in speaking class, created good relation between the teacher and the students, gave remedial to the students who got bad score in the test, and accepted the consultation to the students about the difficult material out of class

Characterizing lab instructors' self-reported learning goals to inform development of an experimental modeling skills assessment

The ability to develop, use, and refine models of experimental systems is a nationally recognized learning outcome for undergraduate physics lab courses. However, no assessments of students' model-based reasoning exist for upper-division labs. This study is the first step toward development of modeling assessments for optics and electronics labs. In order to identify test objectives that are likely relevant across many institutional contexts, we interviewed 35 lab instructors about the ways they incorporate modeling in their course learning goals and activities. The study design was informed by the Modeling Framework for Experimental Physics. This framework conceptualizes modeling as consisting of multiple subtasks: making measurements, constructing system models, comparing data to predictions, proposing causes for discrepancies, and enacting revisions to models or apparatus. We found that each modeling subtask was identified by multiple instructors as an important learning outcome for their course. Based on these results, we argue that test objectives should include probing students' competence with most modeling subtasks, and test items should be designed to elicit students' justifications for choosing particular modeling pathways. In addition to discussing these and other implications for assessment, we also identify future areas of research related to the role of modeling in optics and electronics labs.Comment: 24 pages, 2 figures, 5 tables; submitted to Phys. Rev. PE

Supporting Student’s Thinking In Addition Of Fraction From Informal To More Formal Using Measuring Context

One of reasons why fractions are a topic which many students find difficult to learn is that there exist many rules calculating with fractions. In addition, students have been trained for the skills and should have mastered such procedures even they do not ‘understand’. Some previous researcher confirmed that the problem which students encounter in learning fraction operations is not firmly connected to concrete experiences. For this reason, a set of measuring context was designed to provide concrete experiences in supporting students’ reasoning in addition of fractions, because the concept of fractional number was derived from measuring. In the present study we used design research as a reference research to investigate students’ mathematical progress in addition of fractions. In particular, using retrospective analysis to analyze data of fourth graders’ performance on addition of fractions, we implemented some instructional activities by using measuring activities and contexts to provide opportunities students use students’ own strategies and models. The emergent modeling (i.e. a bar model) played an important role in the shift of students reasoning from concrete experiences (informal) in the situational level towards more formal mathematical concept of addition of fractions. We discuss these findings taking into consideration the context in which the study was conducted and we provide implications for the teaching of fractions and suggestions for further research. Key word: measuring context, addition of fractions, design research, emergent modelin

Developing Project Managers’ Transversal Competences Using Building Information Modeling

The emergence of building information modeling (BIM) methodology requires the training of professionals with both specific and transversal skills. In this paper, a project-based learning experience carried out in the context of a project management course at the University of Extremadura is analyzed. To that end, a questionnaire was designed and given to students who participated in the initiative. Results suggest that BIM can be considered a virtual learning environment, from which students value the competences developed. The emotional performance observed was quite flat. Similarly, students valued the usefulness of the initiative. Students expressed a desire for the methodological change of the university classes, and thought that BIM methodology could be useful for other courses. The results obtained show a line of work to be done to improve the training of students and university teaching

Genre-based Course Book for Hospitality Departmentn in Surakarta

This research is aimed at designing ESP Course book at SMK Sahid Surakarta that mainly focus: To investigate the quality of existing learning book used in English teaching and learning at SMK especially in hospitality department and to describe the design of Genre-based ESP course book for hospitality department of SMK.This research and development was carried out in SMK Sahid Surakarta in the academic year of 2015/2016. The number of population was three classes (that consisted of the eighth grade of APH1,APH2, APH3. The samples were 30 students of APH1.The product of this study is the genre-based course book for hospitality department with integrated skills, syllabus and course grid as the models for lesson plan. The course book consists of standard competence, topics, basic competence (core material), general aims or indicators, teaching and learning activities, methods and media, assessment, the allotted time and sources of the materials. The role and design of instructional materials are a key to help teacher and students being bale to use language in specific context. The proposed course book consists of 2 units and each unit has a topic which is developed to 19 activities. The teaching activities included in the course book are starting point, modeling, joint construction, and independent construction. Such features are added as vocabulary notes, grammar point, useful expression, and for your information to support the fourth stages of activities