Math Via Movement: Using Emotional Intelligence in the Math Classroom

The purpose of this curriculum development project was the conception of lesson plans incorporating dance/movement therapy principles in order to augment the instruction of mathematics at a third grade level in a public school while addressing emotional intelligence through social emotional learning. This endeavor was guided by the questions: How does movement affect third grade math students’ abilities to take in and retain information at a public school setting? How can social-emotional interventions change the experience of a third grade student learning mathematics? How can academic counseling informed by body movement and awareness benefit the facilitation of learning mathematics? In order to ensure the functionality of the curriculum, this thesis was mostly a collaboration between the writer and three third grade teachers at a Chicago Public School. Not all of the lesson ideas were actually executed. This process was guided by the Logic Model for program development as presented by the University of Wisconsin. This finished product includes twelve lesson plans which were developed during the school year 2014-2015 and were designed to complement the classroom’s curriculum. These lesson plans were an attempt to incorporate social emotional learning standards from a dance/movement therapy perspective. 128 pages

The Implementation Of Window-Shopping Learning Model For Efl Students In Merdeka Curriculum

This research emphasizes in the implementation of Window-Shopping learning model for EFL (English as Foreign Language) students in the Merdeka curriculum at SMK N 2 Surakarta. This research is qualitative descriptive research. The object of this research is the implementation of the window-shopping learning model implemented in class XI DPIB-B at SMKN 2 Surakarta, as well as the problems found in the learning model. The data in this study were obtained through interviews, observations, documentation, and questionnaires. The results of this study show; (1) the implementation of window shopping and its relation with Merdeka curriculum, (2) problems experienced by students and teacher such as the difficulties in asking and answering questions, lack of cooperation between group members, the lack of students’ knowledge and skills in English, and the less conducive classroom situation, (3) Solutions provided according to student’s opinions, which are added more time in preparations time, randomly divide students group, and picking seller from students that have strong English skills. Teachers also explained the solution that should implemented to overcome problem she encountered. Which is the implementation of differentiation in classes. Explained as dividing students into three groups, namely strong, middle, and lower groups, which are divided according to students' expertise in English. This implemented to provide an opportunity for the teacher to give special attention to the lower group and is expected to improve their ability in English

Africae Accurata Tabula : Nob.mo Spectat.mo Prudent.moque Viro D. Gerardo Schaep, I. V. D. Toparchae in Cortenhoeff, Consuli ac Senatori Amstelaedamensis: et ad Serenißimos Sueciae Daniaeque Reges quondam Legato dignißimo, Tabulam hanc D. D. N. Visscher ; cum Privilegio Ordin. General. Belgii Foederati

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