The major objectives of this research were to examine the association between students’ thinking styles and the preferred learning environments constructed by teacher interpersonal behavior. Furthermore, this study aimed to examine the relationship between teachers’ thinking styles and the preferred learning environments constructed by teacher interpersonal behavior, investigate the effect of teachers’ interpersonal behavior on students’ thinking styles in learning, and study the contributions of students’ thinking styles to learning achievement. This study found that students’ and teachers’ thinking styles could predict the preferred learning environments constructed by teacher interpersonal behavior, the learning activities provided the opportunities to train students in the use of their teachers’ preferred thinking styles, students’ thinking styles and learning achievement were related. Furthermore, the results of this study showed that students ' thinking styles changed in all classes of experimental groups, with teachers ' teaching in teaching being the main factor
To apply formative assessment effectively in the classroom, teachers have to know about formative assessment principles so that they can optimize the opportunities for gathering evidence. In so doing, it helps improve students’ learning process. Black and William (1998a) “set out four main headings for formative assessment practice: sharing learning goals, questioning, self/ peer assessment and feedback”. o Sharing learning goals: teachers give students an opportunity to get involved in what they are learning through discussing and deciding the criteria for success, which they can then use to recognize proof of improvement. Hence, information about learning objectives as well as success criteria needs to be presented in clear, explicit language which students can understand.
Second is to explain how to apply these techniques, activities and tasks effectively in the classroom environment. In this study, I intend to write the characteristics of activities and rationale for the techniques that are used to promote learners’ oral skill. Throughout the writing, I will talk about the strategies, problems with
Active Learning has a profound impact on student’s learning. It gives students’ an opportunity to thinking critically and work independently. Every part of active learning encourages students to share ideas, act on them, and share the results of their work with others, which inspires everyone in learning. The following are some of the benefits of active learning method found by Gifkin (2015), Kim, Sharma, Land and Furlong (2013), and Braniff (2011), Abbas, Goldsby and Gilmer (2007). 2.4.1 Enhance Students’ Learning Outcome Active learning enhance Students’ Performance, as it actively engages the students’ in the task, leading to better performance in subsequent classes.
This chapter brings light to the importance of thinking about the content that you are planning to teach before actually making the choice on how you want to teach it. There are two types of knowledge introduced in this chapter: Declarative and procedural. Declarative is defined as three kinds of information: facts, concept, and principles. Procedural is known as to know or know about something, procedural knowledge refers to knowing how to do something. As a teacher, you are guided by district curricula and in the case of students with disabilities, individualized education programs also known as IEP.
Furthermore, the teaching narrative plays an important role in shaping the meaning-making process in the students by promoting shared meaning and checking whether students have understood what is being taught to them. It also contributes to maintaining the narrative being held by the teacher Mortimer and Scott). Scott (1997) has studied how teachers can use questions in the discourse to guide students through an explanation of the lesson. On the other hand, Halliday (1994) employs a different framework of discourse analysis called the systemic functional linguistic (SFL) model which studies the relationship between aspects of grammar and the meaning achieved by it. In specific terms, the SFL framework considers experiential metafunction, textual metafunction and interpersonal metafunction by analyzing the clauses used in the discourse for each of the three metafunctions of meaning.
This assessment is done in order to collect learners’ perceptions of the contextual variables included in each constellation. • Stage four: the fourth stage is to pilot the situations of the test. This stage should be conducted in order to validate the scenarios used to elicit learners’ speech act production and to obtain preliminary data to construct each constellation of the WDCT. • Finally, the teacher develops the constellation of the WDCT. In this stage, the teacher analyses the data collected from the situational pilot test.
Moreover, in order to make the students become active learners during the reading process, teacher should engage students through both immediate and non-immediate talk which includes discussions of word meanings, making predictions and inferences, and relating the text to personal experiences (Dickinson and Tabors, 2001 cited in Lane and Wright,
This can help show teaching confidence and encourage the smooth running of lessons. Moreover, Mento et al. (1999) announced that mind mapping is an intense intellectual apparatus which can be used as a part of an assortment of routes as a result of its capacity to bring out affiliated and non-straight considering. Utilizing mind maps additionally offers teachers some assistance with varying their showing strategies which can probably achieve diverse learners. It was observed to be particularly effective for case educating where students are required to accumulate, decipher and convey extensive amounts of complex data.
5. Integrated Curriculum Theory The multidisciplinary integration approach focuses primarily on the disciplines. Teachers who use this approach organize standards from the disciplines around a theme. Through this integration, teachers expect students to understand the connections between the different subject disciplines and their relationship to the real world.Connections to the real world motivated students, and their interests, in turn, shaped instruction. Teachers, impressed by the level of classroom discussion, concluded that integrated curriculum lends itself to higher order thinking skills (Drake & Reid, 2010).