The Problem Distiller Tool: supporting teachers in uncovering why their students have problems understanding Threshold Concepts

In pressThis study explored the use of a web-based tool entitled ‘Problem Distiller’ designed to support teachers in uncovering why their students have problems understanding Threshold Concepts. Data collected involved interviews with two math teachers, invited to experiment the Problem Distiller tool and Think Aloud protocol. Content analysis was used to process and analyse the collected data.. Findings show that teachers found it helpful when the information they entered through the Problem Distiller was fed back as they constructed an online diagnostic quiz. Focusing on the teachers’ understanding of why the students have problems is an effective way of tackling the barriers posed by Threshold Concepts and can be integrated with existing strategies and teaching approaches.CIEC – Research Centre on Child Studies, IE, UMinho (FCT R&D unit 317), PortugalEuropean Community's Seventh Framework ProgrammeThe research leading to these results has received funding from the European Community's Seventh Framework Programme under grant agreement no. 317964 JUXTALEARN. We would like to thank the interviewed teachers for their valuable collaboration

Threshold Concepts Vs. Tricky Topics - Exploring the Causes of Student's Misunderstandings with the Problem Distiller Tool

This paper presents a study developed within the international project JuxtaLearn. This project aims to improve student understanding of threshold concepts by promoting student curiosity and creativity through video creation. The math concept of 'Division', widely referred in the literature as problematic for students, was recognised as a 'Tricky Topic' by teachers with the support of the Tricky Topic Tool and the Problem Distiller tool, two apps developed under the JuxtaLearn project. The methodology was based on qualitative data collected through Think Aloud protocol from a group of teachers of a public Elementary school as they used these tools. Results show that the Problem Distiller tool fostered the teachers to reflect more deeply on the causes of the students’ misunderstandings of that complex math concept. This process enabled them to develop appropriate strategies to help the students overcome these misunderstandings. The results also suggest that the stumbling blocks associated to the Tricky Topic ‘Division’ are similar to the difficulties reported in the literature describing Threshold Concepts. This conclusion is the key issue discussed in this paper and a contribution to the state of the art

Promoting motivation an ICT as the tools needed to improve the teaching-learning process in the EFL classroom

EFL teaching has undergone major changes in recent years. For educators to adapt to these changes and to improve the teaching-learning process, firstly, they will need to reflect on their own personal, emotional, and professional characteristics. Secondly, they must take into account the attributes and preferences of their students. Accordingly, it has been determined that teachers' motivation will be positive or negative depending on their working conditions and the attitude of the learners. For the last to be optimal, the teacher will have to choose innovative methodologies, a range of strategies and new resources such as the new technologies. Therefore, the introduction of ICT (games, applications, social networks, etc.) in the classroom, as a complement, will have many advantages for both teachers and students as it will be shown in a didactic proposal. These will be the improvement of attention, organisation, behaviour, motivation, and critical thinking.La enseñanza del inglés como lengua extranjera ha experimentado grandes cambios a lo largo de los últimos años. Para que los docentes puedan adaptarse a ellos, y puedan mejorar el proceso enseñanza-aprendizaje, en primer lugar, deberán reflexionar sobre sus propias características personales, afectivas y profesionales. Seguidamente, deberán tener en cuenta los atributos y preferencias de sus alumnos. Así, se ha determinado que la motivación de los profesores será positiva o negativa dependiendo de sus condiciones laborales y la actitud de los alumnos. Para que esta última sea óptima, se deberán elegir metodologías innovadoras, una serie de estrategias y nuevos materiales, así como las nuevas tecnologías. Por lo tanto, la introducción de las TIC (juegos, aplicaciones, redes sociales, etc.) como complemento en el aula, supondrá innumerables ventajas tanto para el profesor, como para los alumnos, como se mostrará mediante una propuesta didáctica. Estas, supondrán la mejora de la atención, la organización, el comportamiento, la motivación y el pensamiento crítico.Departamento de Didáctica de la Lengua y LiteraturaMáster en Profesor de Educación Secundaria Obligatoria y Bachillerato, Formación Profesional y Enseñanzas de Idioma

Teachers' techniques and steps in assessing

Traditionally, language has been defined as a tool for communication. But people can also communicate a message using body language, eye contact or some facial expression. Although this is true, still language is primarily regarded as the core of communication. Learning and understanding a language does not include only knowledge of grammar, lexis and phonology, but also certain features and characteristics of the culture. Language cannot and does not exist apart from culture. If language is taught without simultaneously teaching the culture in which it functions, meaningless symbols are taught or just symbols to which the learner attaches the wrong meaning. Keywords: techniques, assessment, knowledge, language, teacher

Does Continuous Self-Assessment Help to Improve Students\u27 Understanding of Mathematics?

This paper explores the broad topic of assessment with specific research on self-assessment in a high school mathematics classroom. It unveils the views currently published stating the many different types of assessment and how to use them in a classroom. It also discusses the benefit for self-assessment on student learning. It includes the methods and results of a study focusing on getting students familiar with self-assessing their learning and study habits. The discussion provides insight to the implication that mathematics teachers must strive to include self-assessment concepts in their classroom setting to help students achieve greater understanding of their learning

Applying the Universal Design for Learning in Higher Education; A Guide for Increased Learning in the Classroom

Education is essential for societal progress. Therefore, increasing performance in learning has become a popular research topic. However, determining this has proven difficult as all humans learn differently. The Universal Design for Learning (UDL) has focused on providing a set of intuitive teaching and course design guidelines that can increase learning (CAST, 2018; Meyer, Rose, & Gordon, 2014). UDL concepts have been implemented in K-12 education levels with successful outputs. However, these techniques effectiveness have been sparsely tested in higher education coursework. A study was conducted for this thesis that strived to determine the effectiveness of the UDL framework when applied in the higher education (HE). A set of slides implementing the UDL principles were created for this experiment from an existing aviation course. Thirty-six students from the University of Oklahoma participated in studying sample slides from either the UDL inspired content or Original course content. The subjects’ eye movement fixation duration, eye fixation count, pupil size and quiz results, were statistically analyzed to determine significance. The analyzed measures provided a way to quantify students engagement. This served to compare if enhancements using UDL were effective when applied to contents found in higher education. Additionally, a brief exit survey was conducted to further validate engagement and interest from the participants The results revealed an improvement when UDL contents are applied. Quiz result significantly improved with the UDL inspired contents. Eye movement fixation duration and eye fixation counts were higher for the UDL contents. Participants that had UDL enhanced contents had slightly higher pupil dilation which could be linked to greater focus. Finally UDL participants expressed higher levels of satisfaction and interest in the exit survey. Results indicated that when UDL contents were applied to learning materials students’ scores improved overall; additionally the longer eye fixation duration and eye fixation counts associates to an increase in attention. Therefore, implementing UDL into the higher education learning process shows promise in enhancing students’ scores and overall attentiveness

Effects of the Concept-Mapping Method on International Students\u27 Academic Performance and Perceptions

There is concern over international students’ low academic achievement at the college level. Due to language challenges and cultural differences, international students’ academic achievement is not satisfactory that resulting in a decrease in the retention rate. Note-taking strategies such as the concept-mapping method may enhance international students’ knowledge acquisition by providing students with learning tools that promote meaningful learning. The purpose of this mixed-method approach with a comparative research design was to investigate the effects of the concept-mapping strategy on international college students’ economic learning and perceptions. One intact class comprised of international students was designated as a concept-mapping strategy group. Another intact class contained English-speaking students who were designated as a comparison group. The students who were in the intervention group applied concept-mapping strategy while learning about economics. The student who was in the comparison group did not receive any special instruction during the research period. Both groups were given quizzes and midterms on economic learning. At the conclusion of the study, students’ economics achievement was measured by performance on achievement tests, including quizzes and midterms, concept-mapping rubric scores, and classroom participation. The concept-mapping strategy was found to effectively increase international students’ achievement in economics. The results indicated a positive trend of quiz scores across time for four quizzes and two midterms for both groups. The results also suggested no statistically significant difference in classroom participation scores between the two groups, which indicates that international students with traditional education background that is passive were participating at the same level as students from the US. The correlation coefficient between the concept-mapping total score and final grade indicates a moderate positive correlation. Six themes emerged from the qualitative data: (a) prior knowledge and use of the concept-mapping strategy, (b) resources for concept maps development, (c) participant-identified advantages of using the concept-mapping strategy, (d) the reasons for ambivalence about using the concept-mapping strategy, (e) additional note-taking strategies used by participants, and (f) participants’ willingness of using the concept-mapping strategy in the future. Lastly, the study suggests that instructors and teaching assistants should teach students the concept-mapping strategy as a means to take notes effectively. Furthermore, practitioners should consider applying the concept-mapping strategy as an alternative assessment method. Finally, future international students should have a flexible mindset and learn a new approach such as the concept-mapping strategy to adapt to the new learning environment. 國際學生在大學的學業成績不佳的問題令人擔憂。由於語言和文化差異，國際學生的學業成績不盡如人意，導致學籍保有率下降。通過使用心智圖法等筆記策略方法可以為學生提供促進有意義學習的學習工具，進而增強國際學生的知識獲取。本研究使用比較研究設計的混合方法，其目的是調查心智圖法對國際大學生經濟科目的學習的影響和認知。一個由國際學生組成的班級被指定為心智圖法干預組。另一個由英語為母語的學生組成的班級被指定為對照組。干預組的學生在學習經濟學時應用了心智圖法。對照組的學生在研究期間沒有接受任何特殊指導。兩組都接受了關於經濟學習的小考測驗和期中考試。在研究結束時，學生的經濟學學習成效是通過成績測試的表現來衡量的，包括小考測驗和期中考試、創建心智圖分數和課堂參與表現分數。結果發現心智圖法可以有效提高國際學生的經濟學成績。結果表明兩組的四次測驗和兩次期中測驗的測驗分數隨時間呈積極趨勢。結果還顯示，兩組之間的課堂參與分數沒有統計學上的顯著差異，這表明具有被動傳統教育背景的國際學生與美國學生的課堂參與水平相同。創建心智圖總分與期末成績之間的相關係數表明中度正相關。從訪問結果的數據中發現了六個主題：(a)心智圖法的先備知識和使用，(b) 創建心智圖時的閱讀材料，(c) 受訪者認同使用心智圖法的優點，(d)受訪者不想使用心智圖矛盾的原因（e）受訪者其他記筆記的方法，以及（f）受訪者未來使用心智圖法的意願。最後，該研究建議教師和助教應該教學生該如何使用心智圖作為有效記筆記的一種方法。此外，教師應考慮將心智圖用作替代評估學生學習成效方法。最後，未來的國際學生應該擁有靈活的思維方式，擁抱新的學習方法，例如心智圖法，以適應新的學習環境