Relevant bibliographies by topics / Lesson exemplars

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Lesson exemplars'

Author: Grafiati
Published: 5 June 2025
Last updated: 8 July 2025

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Journal articles on the topic "Lesson exemplars"

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Dobrick, Alison Asher, and Laura Fattal. "Exploring exemplars in elementary teacher education." Social Studies Research and Practice 13, no. 1 (2018): 72–83. http://dx.doi.org/10.1108/ssrp-07-2017-0039.

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PurposeEducators who teach for social justice connect what and how they teach in the classroom directly to humanity’s critical problems. Teacher education at the elementary level must center such themes of social justice in order to prepare today’s teachers to lead their students in developing an understanding of how to make the world a better place to live. The paper aims to discuss this issue.Design/methodology/approachThis paper presents three case studies of exemplary, pre-service teacher-created lessons that integrate the arts, social studies, and language arts around themes of social justice. Teacher-candidates envisioned, planned and taught effective, engaging, standards-based learning experiences that began with children’s literature and led to artistic expression.FindingsThrough lessons like these, teacher-candidates learned to meet arts, social studies, and literacy standards while building the skills and attitudes their students need as “citizens of the world.”Research limitations/implicationsElementary teacher education programs can help teacher-candidates to prepare for the challenge of teaching for social justice by integrating the arts with core academic areas, including social studies.Practical implicationsThis integrated model suitably serves our current, mathematics- and literacy-focused, assessment-saturated school system. Pre-service teachers learn to plan and teach integrated learning activities. They learn practical ways to infuse the arts in both their field experience and future classrooms.Social implicationsWhen the arts are central in education, students benefit in numerous important ways, developing critical and creative thinking skills, empathy, self-awareness, and the ability to collaborate with others productively. The arts, essential to humanity since the dawn of civilization, thus serve as a natural focal point for education for social justice.Originality/valueThe innovative methods involved in this study, in which subject areas throughout the elementary teacher education program are integrated in one meaningful, practical, applied lesson on social justice, represent a practical, original, and valuable way to enhance teacher education programs’ focus on social justice.
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Jimenez, Jason, and Denis Dyvee Errabo. "Cross-Cultural Biology Teaching Using Next-Generation Science Standards." Education Sciences 14, no. 11 (2024): 1243. http://dx.doi.org/10.3390/educsci14111243.

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This study explored Next Generation Science Standards (NGSS) in cross-cultural biology teaching through collaborative lesson studies involving educators from the USA and the Philippines. We employed grounded theory and examined iterative feedback processes during lesson development to refine learning exemplars. Learning exemplars validation affirmed their alignment with both NGSS and the Philippine science education frameworks, ensuring cultural relevance and educational rigor. Five key themes were identified as pivotal: retrieval of prior knowledge, fostering meaningful learning experiences, enhancing memory and retention, fostering active engagement, and cultivating critical thinking skills—integral for developing culturally responsive curricula. Moreover, students became independent learners, responsible for their learning, reflective and critical thinkers, problem solvers, inquiry-oriented, creative, collaborative communicators, modelers, data analysts, persistent, adaptable, and self-directed. Implications include enhancing educational policies to support cultural diversity and integrating cross-cultural learning exemplars to enhance global teaching practices. This study underscored the transformative potential of cross-cultural collaboration in advancing science education, fostering engaging learning environments, and preparing students for global citizenship.
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Dacuycuy, Rachelle L., Vida V. Antonio, and Marc Paul T. Calzada. "Consumer Physics-Enhanced Lesson Exemplars (CoPLE) for Junior High Schools." International Journal of Religion 5, no. 10 (2024): 4372–86. http://dx.doi.org/10.61707/175zxq36.

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Using the descriptive research design employing the Research and Development (R&D) methodology, this study developed Consumer Physics-enhanced Lesson Exemplars (CoPLE) for Junior High School based on a survey on the level of knowledge on Consumer Physics of 58 purposively chosen Science teachers in Schools Division of Ilocos Norte (SDOIN) using an expert-validated questionnaire on the level of knowledge on Consumer Physics administered via Google form. An adapted validation tool was also used for the evaluation of CoPLE by Physics and Instructional Material development experts.Results of the survey show that the teachers are knowledgeable on Consumer Physics along the following topics which obtained the lowest ratings: Interference and Diffraction; Refraction; Effect of Temperature on Speed of Sound; Charging processes; and Work, Power, and Energy. Hence, they were considered in the development of the CoPLE. The CoPLE is a teaching resource material that highlights the integration of consumer context in Physics education to encourage meaningful learning, a holistic education perspective, and self-motivation. It contains a Teaching Plan (TP) and Learner’s Material (LM). Results of the experts’ evaluation show that the CoPLE’s content quality is valid in terms of content and design. Hence, CoPLE is recommended to be used and adapted for instruction in teaching Junior High School Physics to enhance students’ scientific literacy, lessen the layer of abstraction of Physics concepts, accelerate the academic development of students, and improve students’ engagement in Science classes.
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B. Sarte,, Marcelina, and Maed Et. "Lesson Exemplars In Teaching Pop- Up Writing To Literature Students." IJOHMN (International Journal online of Humanities) 5, no. 2 (2019): 20. http://dx.doi.org/10.24113/ijohmn.v5i2.89.

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This study assessed the effectiveness of lesson exemplars in the teaching of pop-up writing to AB English students of Cebu Technological University- Main Campus during the Academic Year 2016-2017. This study utilized the quasi- experimental research design: the lesson exemplar is the independent variable while the students’ level of creativity in writing is the dependent variable. The study revealed that the entry level pop-up writing performance of the respondents was neutral in all criteria. This performance is numerically highest for story structure and lowest for creativity. Moreover, the LE1 pop-up writing performance of the respondents is good for story structure and topic development but remained neutral for language use and creativity, the LE2 popup writing performance of the respondents is good for story structure but remained neutral for language use, topic development, and creativity, and the LE3 pop-up writing performance of the respondents is good for all four (4) criteria. The increase in LE1 pop-up writing performance of the respondents is significant for story structure and topic development but the change is negligible for language use and creativity, the increase in LE2 pop-up writing performance of the respondents is significant for story structure; yet the changes are negligible for language use, topic development, and creativity, and there were no significant differences in the LE3 pop-up writing performance. Therefore, teachers may design more learning activities that would reinforce the aspects of pop-up writing.
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Morales, Marie Paz Escano, Felixberto Mercado, Ruel Avilla, et al. "Teacher Professional Development Program (TPDP) for Teacher Quality in STEAM Education." International Journal of Research in Education and Science 7, no. 1 (2020): 188. http://dx.doi.org/10.46328/ijres.1439.

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The study implemented and evaluated a TPDP for the sampled 106 STEAM (science, technology, engineering, agri-fisheries, mathematics) teachers. The study used participatory action research (PAR) as a methodological framework. Results reveal that in all phases of the TPDP, three key points emerged: power, product and process. Power emphasized equitable participation dislodging imbalance of power, while process highlighted PAR cycle: planning, acting, reflecting and discussing. Finally, the product: co-learners, and emancipated participants who co-developed lesson exemplars in STEAM. Results further reveal that the participants successfully crafted Lesson Exemplars in their chosen STEAM topic exemplifying the principles of TPCK (technological, pedagogical, content knowledge). Pilot tests (using Action Research) show how the STEAM teachers highly engaged the learners. As TPDP, PAR may achieve teacher quality and quality STEAM education in the country and may adapt micro-credentialing to fully structuralize capability building programs.
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Monroyo, Alliah Maye M., and Noel R. Palomares. "TEACHERS' STRATEGIES IN REMEDIATING THE LEAST MASTERED COMPETENCIES IN MATHEMATICS 7 TOWARDS THE DEVELOPMENT OF LM-BASED LESSON EXEMPLARS." Ignatian International Journal for Multidisciplinary Research 2, no. 5 (2024): 2603–17. https://doi.org/10.5281/zenodo.11393459.

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The study aimed to determine the teachers strategies in remediating the least mastered competencies in Mathematics 7 towards the remediation of LM-based Lesson exemplars. This study employed the descriptive-correlational design of research. Respondents were 24 Mathematics 7 teachers and 274 students from the public junior high schools in the division of Marinduque. Through survey questionnaire, data on teacher demographics, strategies, students’ motivation, study habits and academic performance were collected and analyzed. Results revealed that collaborative learning, explicit instruction, differentiated instruction, and repetition were commonly utilized strategies, while game-based instruction and the use of models and manipulatives were less frequent. Despite diverse motivations and study habits among students, their overall academic performance was satisfactory. Findings revealed that educational attainment has a significant difference on teachers’ strategies. However, statistical analysis indicated that teacher strategies had no significant relationship with student study habits, motivation, or academic performance. The output of this study is least mastered competencies-based lesson exemplars integrating teachers’ strategies.
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Martin Erick Bernardo Esperanza, Josh Sofia Flores Espinosa, Francesca Magbitang Gambalosa, Cyris Mae Opalsa, Crispina Morales Tumbagahan, and Renz Angelo Gonzales Pomentil. "Common informative writing errors among junior high school students: input to lesson exemplars." International Journal of Science and Research Archive 11, no. 2 (2024): 1606–22. http://dx.doi.org/10.30574/ijsra.2024.11.2.0466.

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This thesis sought to identify and analyze common informative writing errors committed by junior high school students in order to provide meaningful input to the development of lesson exemplars. Respondents were selected through using convenient sampling method. The respondents gave to the researchers copies of the informative errors they produced in their English class. There were coded as to the errors committed. There were identified and the results were validated by three master teachers of English. Results showed 12 themes indicating common errors i.e., word choice, punctuation, spelling, capitalization, subject and verb agreement, preposition, articles, verb tenses, pluralization, pronouns, word forms and conjunctions. Of these, spelling errors emerged as the most prominent under the mechanics category next is word choice under the grammatical category followed by preposition from style category. Based on the findings, the study had reached the following conclusions: · Mechanical, Grammatical, and Style errors are the most common errors the students commit when writing an English informative essay. Among them the errors that have the most occurrences were the Mechanical error. · Spelling, Preposition and Word Choice are the errors that primarily affect the overall quality of the students' written output specially when writing an informative essay as they rank first among their respective categories. · Word choice on students’ informative essays affects the idea that the writer wants to convey on the output. Among them is the inappropriate use of words, the best example of it is the use of words with the same sound but different meaning that gives an impact to the output. Based on this study’s preceding and findings and conclusions, the following recommendations are made: · Students must actively seek guidance from the teachers to give them proper assistance in terms of writing, this will be a big help in correcting their own write-ups. · Students must find opportunities to develop their writing skills outside of the classroom. Investigate online resources, writing communities, or workshops that offer more help and experience in informative writing. Students should explore various genres to expand their knowledge and ability in writing. · Teachers should assist students in expanding their vocabulary by assigning substantial reading assignments on various themes. They should provide students with immediate oral and written comments on their writing skills. They should use the sample lesson examples in the thesis as practical models, converting them into workbook activities that fit the desired learning outcomes. · Future research should look into the long-term impacts of writing errors in junior high school students' written output and if interventions and instructional approaches impact students' writing skills outside of the immediate setting. · Lesson exemplars provided by the researchers that address writing faults are valuable tools for enhancing students' informative writing skills. These exemplars will assist students in developing a better knowledge of good grammar, sentence structure, and organization by providing clear instances of frequent problems and teaching how to address them. Students can improve their writing skills and academic performance by analyzing and applying these exemplars.
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Bruno, Barbara, Celia Cackowski, John Frederick, et al. "Applied Education Programming: Four Exemplars in Environmental Literacy and Teacher Professional Development." Oceanography 37, no. 1 (2024): 54–59. http://dx.doi.org/10.5670/oceanog.2024.204.

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This paper shares four Sea Grant-funded projects from across the United States. The Hawai‘i project integrates Western science and Hawaiian culture in place- and community-based teaching. The Maryland program takes a project-based learning approach to aquaculture education in the formal education system. The Massachusetts (MIT) project focuses on state-of-the-art technology in engineering, robotics, and ocean science. The Virginia project emphasizes science communication and lesson plan design. What all four projects have in common is their focus on environmental literacy and teacher professional development in formal education. This approach aims to raise the quality of STEM instruction by expanding teachers’ knowledge, skills, and resources. Training teachers also efficiently utilizes resources by maximizing the number of students we ultimately reach, thereby creating sustainability.
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Hong, Jon-Chao, Jian-Hong Ye, Ya-Jiuan Ho, and Huei-Ying Ho. "DEVELOPING AN INQUIRY AND HANDS-ON TEACHING MODEL TO GUIDE STEAM LESSON PLANNING FOR KINDERGARTEN CHILDREN." Journal of Baltic Science Education 19, no. 6 (2020): 908–22. http://dx.doi.org/10.33225/jbse/20.19.908.

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When contextualizing educational methods, teachers can focus on constructivism to develop inquiry materials as STEAM subject matter for use in schools. However, there is little research concerning what STEAM teaching resources teachers view as inquiry with hands-on STEAM instructional material for use in kindergartens. Therefore, this research used a spiral developmental course design with action research to apply a teaching inquiry and hands-on STEAM model focusing on lesson development for kindergarten children via a one-year workshop. The lesson development process of this research included a total of six stages, allowing 24 participating teachers to analyse the STEAM elements from their original lesson plans, then make revisions according to a model, including: prediction, do/observation, quiz/discussion, and explanation/ transfer (PD/OQ/DE/T). After the initial lesson plan was completed, teaching experiments were conducted, and the lesson plan was adjusted through reflection and revisions based on the suggestions of domain experts during the implementation process. Finally, 48 PDOQDET inquiry and hands-on based STEAM lesson plans were developed. Thus, it is proposed that the inquiry and hands-on i-STEAM modules developed using the PDOQDET approach can represent exemplars illustrative of an enriched design constructivist paradigm to support students’ i-STEAM learning in kindergartens. Keywords: early childhood education, hands-on learning, inquiry teaching, lesson plan design, STEAM
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Singleterry, Lisa R., and Mildred A. Horodynski. "Paraprofessionals’ perceptions on delivering infant feeding lessons to disadvantaged mothers via a self-directed computer-supported method." Health Education Journal 71, no. 6 (2011): 754–62. http://dx.doi.org/10.1177/0017896911425535.

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Objective: To ascertain paraprofessionals’ perceptions regarding a self-directed computer-supported nutrition educational intervention to disadvantaged mothers of infants. Design: Qualitative focus group study. Setting: Three county extension programs in a Midwestern state, which serve disadvantaged families. Method: Sixteen paraprofessional nutrition educators, affiliated with Extended Food and Nutrition Programs (EFNEP), took part in three focus groups led by a facilitator following a semi-structured questioning route. Results: Three themes emerged: (1) paraprofessionals’ perceptions of personal connections with learners; (2) paraprofessionals’ perceptions of lesson plans; and (3) paraprofessionals’ perceptions of self-directed lessons. Conclusions: Data provided exemplars of paraprofessional teaching strategies used with the disadvantaged populations they service, a recommendation to develop a blended curriculum, and insight regarding technology. A preventive nutrition education program, focusing on the reduction of childhood obesity though informed infant feeding practices, can be delivered using a combination of direct contact paraprofessional education and self-directed computer-supported lessons.
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Dissertations / Theses on the topic "Lesson exemplars"

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Crowther, Louise. "Diderot and lessing as exemplars of a post-spinozist mentality." Thesis, University of Manchester, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.488977.

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The over-arching purpose of this thesis is to consider how Diderot and Lessing dealt with the impact of Spinozist thought and its consequences and to analyse the extent to which they can be said to exemplify a post-Spinozist mentality in dealing with three main issues: virtue and vice; freedom; and, finally, belief. It aims to prove not that Diderot and Lessing were direct disciples of Spinoza, but that both were influenced by the post-Spinozist climate pervading the eighteenth-century intellectual world. At the same time as locating similarities of approach between their thinking and Spinoza's, this thesis will also point out how Diderot and Lessing went beyond the Dutch philosopher's thinking, and how they often showed themselves to be even more radical than Spinoza himself.
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Zhou, Zhen Hao (Howard). "An exemplar-based approach to search-assisted computer-aided diagnosis of pigmented skin lesions." Diss., Georgia Institute of Technology, 2010. http://hdl.handle.net/1853/37311.

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Over the years, exemplar-based methods have yielded significant improvements over their model-based counterparts in image synthesis applications. Notably, texture synthesis algorithms using an exemplar-based approach have shown success where traditional stochastic methods failed. As an illustrative example, I will present an exemplar-based approach that yields substantial benefits for user-guided terrain synthesis using Digital Elevation Models (DEMs). This success is realized through exploitation of structural properties of natural terrain. In addition to their proliferation in the image synthesis domain, as annotated image datasets become increasingly available, exemplar-based methods are also gaining in popularity for image analysis applications. This thesis addresses the intersection between exemplar-based analysis and the problem of content-based image retrieval (CBIR). A basic problem in CBIR is the process by which the search criteria are refined by the user through the manipulation of returned exemplars. Exemplar-based analysis is particularly well-suited to query refinement due to its interpretability and the ease with which it can be incorporated into an interactive system. I investigate this connection in the domain of Computer-Assisted Diagnosis (CAD) of dermatological images. I demonstrate that exemplar-based approaches in CBIR can be effective for diagnosing pigmented skin lesions (PSLs). I will present an exemplar-based algorithm for segmenting PSLs in dermatoscopic images. In addition, I will present a generalized representation of dermoscopic features for detection and matching. This representation not only leads to an exemplar-based PSL diagnosis scheme, but it also enables us to realize interactive region-of-interest retrieval, which includes a relevance feedback mechanism to facilitate more flexible query-by-example analysis. Finally, I will assess the benefit of this CBIR-CAD approach through both quantitative evaluations and user studies.
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Stanley, Elizabeth Kathryn. "The nature of applied voice teaching expertise: common elements observed in the lessons of three exemplary applied voice instructors." Thesis, 2018. https://hdl.handle.net/2144/32682.

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Based on theories of expert pedagogy, the purpose of this study was to better understand the nature of expertise in voice instruction by observing common elements across three expert voice teachers (Joseph Frank, tenor; Eric Howe, baritone; and Erie Mills, soprano) and discovering the extent voice teaching aligned with common elements of instrumental instruction (Duke & Simmons, 2006a). This qualitative study addressed the overarching question: How can expert voice teaching be characterized? More specifically, using Duke and Simmons’ study of instrumental music teaching expertise as a point of departure, I wanted to understand: To what extent does voice teaching observed in the present study align with Duke and Simmons’ 19 Common Elements of Expertise? Methods of data collection included observation-digital recording of nearly 20 hours of lessons, participant interviews, and field notes. Recorded lessons were reviewed to identify teaching behaviors-attributes that related to students’ goal achievement within “rehearsal frames” (Duke, 1999/2000; 2008). Data analysis occurred in two phases, first coding transcribed data for original elements and second for new elements. Narrative descriptions were created for new elements. Findings gave evidence that expert voice teaching was similar to 14 original elements and revealed nine new elements under three categories: working with a largely invisible and fully embodied instrument, frequent exclusive focus on technique, and drawing on extensive familiarity with texts used for singing. Conclusions advance a theoretical model of voice teaching expertise, drawing on Berliner (1986; 1988). That model has implications for the preparation of novice voice teachers and for further research on voice teaching expertise.
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KLIČKOVÁ, Lenka. "Přírodní zajímavosti okolí Klatov a jejich využití v přírodovědném učivu na 1. stupni ZŠ." Master's thesis, 2009. http://www.nusl.cz/ntk/nusl-47764.

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This dissertation is oriented on how to use interests of my region in our schools. It contents elaboration of naturally orientated topics for teaching at the first grade. This work should be mainly used for pupil 4 and 5 class. Its part are two excursions, two walks and two lessons. For the planned activities are prepared worksheets with exercises.
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Books on the topic "Lesson exemplars"

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S, Lopus Jane, and National Council on Economic Education., eds. Capstone: Exemplary lessons for high school economics : teacher's guide. National Council on Economic Education, 2003.

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Greiner, Joy Marilyn. Exemplary public libraries: Lessons in leadership, management, and service. Libraries Unlimited, 2004.

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Meurkens, Lotte. Punitive damages: The civil remedy in American law, lessons and caveats for Continental Europe. Kluwer, 2014.

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Applegate, Carolyn L. Total Quality Management in ten exemplary Department of Defense organizations: Lessons learned, innovative practices, and quality measurements. Naval Postgraduate School, 1991.

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Darling-Hammond, Linda. Powerful Teacher Education: Lessons from Exemplary Programs. Wiley & Sons, Incorporated, John, 2009.

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Darling-Hammond, Linda. Powerful Teacher Education: Lessons from Exemplary Programs. Wiley & Sons, Incorporated, John, 2012.

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Powerful Teacher Education: Lessons from Exemplary Programs. Jossey-Bass, 2006.

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Allington, Richard L., and Peter H. Johnston. Reading to Learn: Lessons from Exemplary Fourth-Grade Classrooms. The Guilford Press, 2002.

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Allington, Richard L. Learning to Read: Lessons from Exemplary First-Grade Classrooms. The Guilford Press, 2001.

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Capstone Exemplary Lessons for High School Economics: Student Activities. Natl Council on Economic, 2003.

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Book chapters on the topic "Lesson exemplars"

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Isoda, Masami, and Raimundo Olfos. "Introduction of Multiplication and Its Extension: How Does Japanese Introduce and Extend?" In Teaching Multiplication with Lesson Study. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-28561-6_4.

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AbstractIn Chap. 10.1007/978-3-030-28561-6_1, the Japanese approach was explained as developing students who learn mathematics by and for themselves (Isoda, 2015), and also as trying to cultivate human character, mathematical values, attitudes, and thinking as well as knowledge and skills (Isoda, 2012; Rasmussen and Isoda, Research in Mathematics Education 21:43–59, 2019). To achieve these aims, the approach is planned under the curriculum sequence to enable students to use their previous knowledge and reorganize it in preparation for future learning. By using their learned knowledge and reorganizing it, the students are able to challenge mathematics by and for themselves. In relation to multiplication, the Japanese curriculum and textbooks provide a consistent sequence for preparing future learning on the principle of extension and integration by using previous knowledge, up to proportions. (The extension and integration principle (MED, 1968) corresponds to mathematization by Freudenthal (1973) which reorganizes the experience in the our life (Freudenthal, 1991). Exemplars of the Japanese approach on this principle are explained in Chaps. 10.1007/978-3-030-28561-6_6 and 10.1007/978-3-030-28561-6_7 of this book.) This chapter is an overview of the Japanese curriculum sequence with terminology which distinguish conceptual deferences to make clear the curriculum sequence in relation to multiplication. First, the teaching sequence used for the introduction of multiplication, and the foundation for understanding multiplication in the second grade, are explained. Based on these, further study of multiplication is done and extended in relation to division up to proportionality. The Japanese approach to multiplication is explained with Japanese notation and terminology as subject specific theories for school mathematics teaching (Herbst and Chazan, 2016). The Japanese approach was developed by teachers through long-term lesson study for exploring ways on how to develop students who learn mathematics by and for themselves (Isoda, Lesson study: Challenges in mathematics education. World Scientific, New Jersey, 2015a; Isoda, Selected regular lectures from the 12th International Congress on Mathematical Education. Springer, Cham, Switzerland, 2015b). This can be done only through deep understanding of the curriculum sequence which produces a reasonable task sequence and a concrete objective for every class in the shared curriculum, such as in the Japanese textbooks (Isoda, Mathematical thinking: How to develop it in the classroom. Hackensack: World Scientific, 2012; Isoda, Pensamiento matemático: Cómo desarrollarlo en la sala de clases. CIAE, Universidad de Chile, Santiago, Chile, 2016) (This is also illustrated in Chap. 10.1007/978-3-030-28561-6_7 of this book.).
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Isoda, Masami, Raimundo Olfos, and Takeshi Noine. "The Teaching of Multidigit Multiplication in the Japanese Approach." In Teaching Multiplication with Lesson Study. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-28561-6_7.

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AbstractMultidigit multiplication in vertical form uses the idea of the distributive law such as 27 × 3 = (20 + 7) × 3 = 20 × 3 + 7 × 3 for using a multiplication table under the base ten place value system. Multiplication in vertical form is not simply repeated addition such as 27 + 27 + 27. In this meaning, through the extension of multiplication from single digit to multidigit by use of vertical form with a multiplication table, students have to integrate their knowledge on the base ten system with the definition of multiplication by measurement (a group of groups; see Chaps. 10.1007/978-3-030-28561-6_3, 10.1007/978-3-030-28561-6_4, 10.1007/978-3-030-28561-6_5, and 10.1007/978-3-030-28561-6_6 of this book) and so on. How does the Japanese approach enable students to develop multiplication in vertical form by and for themselves based on their learned knowledge?This chapter illustrates this process as follows. Firstly, the diversity of multiplication in vertical form is explained in relation to the multiplier and multiplicand, and the Japanese approach in comparison with other countries such as Chile and the Netherlands is clearly illustrated. Secondly, how a Japanese teacher enables students to develop multiplication in vertical form beyond repeated addition is explained with an exemplar of lesson study. Thirdly, the exemplar illustrates a full-speck lesson plan under school-based lesson study which demonstrates how Japanese teachers try to develop students who learn mathematics by and for themselves including learning how to learn (see Chap. 1). Fourthly, it explains the process to extend multiplication in vertical form to multidigit numbers by referring to Gakko Tosho textbooks.
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Alam, Muzaffar, and Sanjay Subrahmanyam. "Mediterranean Exemplars: Jesuit Political Lessons for a Mughal Emperor." In Machiavelli, Islam and the East. Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-53949-2_6.

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Huang, Rongjin, and Yeping Li. "Improving Mathematics Classroom Instruction through Exemplary Lesson Development: A Chinese Approach." In Transforming Mathematics Instruction. Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-04993-9_14.

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Kobara, Tomoyuki. "Exemplary Social Studies Lessons in Japan: Pedagogy for Effective Citizenship Education." In Citizenship Pedagogies in Asia and the Pacific. Springer Netherlands, 2011. http://dx.doi.org/10.1007/978-94-007-0744-3_6.

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Olfos, Raimundo, and Masami Isoda. "Japanese Lesson Study for Introduction of Multiplication." In Teaching Multiplication with Lesson Study. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-28561-6_5.

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AbstractIn Chap. 10.1007/978-3-030-28561-6_2, we posed questions about the differences in several national curricula, and some of them were related to the definition of multiplication. In Chap. 10.1007/978-3-030-28561-6_3, several problematics for defining multiplication were discussed, particularly the unique Japanese definition of multiplication, which is called definition of multiplication by measurement. It can be seen as a kind of definition by a group of groups, if we limit it to whole numbers. In Chap. 10.1007/978-3-030-28561-6_4, introduction of multiplication and its extensions in the Japanese curriculum terminology were illustrated to explain how this unique definition is related to further learning. Multiplicand and multiplier are necessary not only for understanding the meaning of multiplication but also for making sense the future learning. The curriculum sequence is established through the extension and integration process in relation to multiplication. In this chapter, two examples of lesson study illustrate how to introduce the definition of multiplication by measurement in a Japanese class. Additionally, how students develop and change their idea of units—that any number can be a unit in multiplication beyond just counting by one—is illustrated by a survey before and after the introduction of multiplication. After the illustration of the Japanese approach, its significance is discussed in comparison with the Chilean curriculum guidebook. Then, the conclusion illustrates the feature of the Japanese approach as being relatively sense making for students who learn mathematics by and for themselves by setting the unit for measurement (McCallum, W. (2018). Making sense of mathematics and making mathematics make sense. Proceedings of ICMI Study 24 School Mathematics Curriculum Reforms: challenges, changes and Opportunities (pp. 1–8). Tsukuba, Japan: University of Tsukuba.). A comparison with Chile is given in order to demonstrate the sense of it from the teacher’s side. In relation to lesson study, this is a good exemplar of how Japanese teachers develop mathematical thinking. It also illustrates the case for being able to see the situation based on the idea of multiplication (Isoda, M. and Katagiri, S. (2012). Mathematical thinking: How to develop it in the classroom. Singapore: World Scientific; Rasmussen and Isoda Research in Mathematics Education 21:43–59, 2019), as seen in Figs. 10.1007/978-3-030-28561-6_4#Fig2 and 10.1007/978-3-030-28561-6_4#Fig3 in Chap. 10.1007/978-3-030-28561-6_4 of this book.
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Ma, Yunpeng, and Dongchen Zhao. "Features of Exemplary Lessons Under the Curriculum Reform in China: A Case Study on Thirteen Elementary Mathematics Lessons." In Selected Regular Lectures from the 12th International Congress on Mathematical Education. Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-17187-6_29.

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Berger, Thomas U. "Neither Exemplary nor Irrelevant: Lessons for Asia from Europe’s Struggle with Its Difficult Past." In Japan and Reconciliation in Post-war Asia. Palgrave Macmillan US, 2013. http://dx.doi.org/10.1057/9781137301239_5.

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Arrojo, Rosemary. "The power of fiction as theory: Some exemplary lessons on translation from Borges’s stories." In Transfiction. John Benjamins Publishing Company, 2014. http://dx.doi.org/10.1075/btl.110.03arr.

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Leeuw, Lerothodi L. "10. An Exemplary Astronomical Lesson that Could Potentially Show the Benefits of Multilingual Content and Language in Higher Education." In Multilingual Universities in South Africa, edited by Liesel Hibbert and Christa van der Walt. Multilingual Matters, 2014. http://dx.doi.org/10.21832/9781783091669-012.

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Conference papers on the topic "Lesson exemplars"

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Patterson, Michael, Kevin Antcliff, and Lee Kohlman. "A Proposed Approach to Studying Urban Air Mobility Missions Including an Initial Exploration of Mission Requirements." In Vertical Flight Society 74th Annual Forum & Technology Display. The Vertical Flight Society, 2018. http://dx.doi.org/10.4050/f-0074-2018-12671.

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Urban air mobility (UAM) is an emerging aviation market that seeks to revolutionize mobility around metropolitan areas via a safe, efficient, and accessible on-demand air transportation system for passengers and cargo. In this paper we describe our three-pronged approach to studying passenger-carrying UAM missions, and we detail the first phase of this approach, which consists of defining an initial set of requirements for multiple exemplar UAM missions. The development of these mission requirements provides justifiable assumptions that feed the second phase of the approach, which is performing aircraft conceptual design studies. Vehicle design is not included in this paper, but the work described here will define sizing missions for follow-on design and sizing studies. The aircraft that emerge from the design studies can then feed the third phase of our UAM analysis approach, which involves simulating an entire UAM network over a metropolitan area to study transportation-system level characteristics. Iteration between each of the three phases of the UAM analysis approach will be necessary to propagate lessons learned as our research progresses and as the UAM community coalesces on a more unified vision for UAM. Therefore, we anticipate that the mission requirements set forth in this paper will be modified over time as the urban air mobility concept matures.
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Metta, Carlo, Riccardo Guidotti, Yuan Yin, Patrick Gallinari, and Salvatore Rinzivillo. "Exemplars and Counterexemplars Explanations for Image Classifiers, Targeting Skin Lesion Labeling." In 2021 IEEE Symposium on Computers and Communications (ISCC). IEEE, 2021. http://dx.doi.org/10.1109/iscc53001.2021.9631485.

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Carter, Lynn Robert, and Andreas Karatsolis. "Lessons from trying to develop a robust documentation exemplar." In the 27th ACM international conference. ACM Press, 2009. http://dx.doi.org/10.1145/1621995.1622035.

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Uang, Chii-Maw, Shizhuo Yin, and Francis T. S. Yu. "A two-layer high-content addressable optical neural network." In OSA Annual Meeting. Optica Publishing Group, 1992. http://dx.doi.org/10.1364/oam.1992.mt1.

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A two-layer high-content addressable memory, based on the K-nearest neighbor and the winner take all networks, as applied to autoassociation and the heteroassociation models, is given. The architecture is an efficient neural network in which pattern classification can be obtained very easily. In this two-layer model, the total number of interconnections is Ni* M + No* M, where Ni and No are the input neurons and the output neurons respectively, and M is the number of exemplars, which is less than the conventional CAMs. Since the storage capacity can be as high as 2 Ni , the neural network needs only one feedforward training time, such that no feedback iteration is required. Fast convergence is therefore an apparent feature, and the noise performance is better than that of the Hopfield model and the inter-pattern association (IPA) model. Since this network would converge to the nearest exemplar, it would not produce spurious outputs. Computer simulation and experimental results confirm our findings and are provided.
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Zhou, Howard, James M. Rehg, and Mei Chen. "Exemplar-based segmentation of pigmented skin lesions from dermoscopy images." In 2010 IEEE International Symposium on Biomedical Imaging: From Nano to Macro. IEEE, 2010. http://dx.doi.org/10.1109/isbi.2010.5490372.

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Cao Van, Dan. "PRESIDENT HO CHI MINH’S VIEWS ON ATTRACTION AND USE OF TALENTS." In International Conference on Political Theory: The International Conference on Human Resources for Sustainable Development. Bach Khoa Publishing House, 2023. http://dx.doi.org/10.51316/icpt.hust.2023.06.

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Absorbing the quintessence of human culture and inheriting the tradition of attracting and respecting talents in the nation's history, President Ho Chi Minh, the genius leader, has developed and raised new heights in a strategy for attracting and appreciating talents. As an exemplary example, Ho Chi Minh has gathered many talents and intellectuals from different socio-political positions to donate their abilities to the revolutionary cause. This article aims to contribute to clarifying Ho Chi Minh's views on attracting and appreciating talents. His above views are precious lessons for the Party, State, and localities to apply and set forth guidelines and policies on attracting and using talents to meet the needs of high-quality human resources for industrialization and modernization today.
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Miller, Seth Higgins, Alireza Hashemian, Robert Gillihan, and Saylor Benes. "Accuracy and Repeatability of Mobile Phone LiDAR Capture." In WCX SAE World Congress Experience. SAE International, 2023. http://dx.doi.org/10.4271/2023-01-0614.

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<div class="section abstract"><div class="htmlview paragraph">Apple’s mobile phone LiDAR capabilities were previously evaluated to obtain geometry from multiple exemplar vehicles, but results were inconsistent and less accurate than traditional ground-based LiDAR (SAE Technical Paper 2022-01-0832. Miller, Hashemian, Gillihan, Helms). This paper builds upon existing research by utilizing the newest version of the mobile LiDAR hardware and software previously studied, as well as evaluating additional objects of varying sizes and a newly released software not yet studied. To better explore the accuracy achievable with Apple mobile phone LiDAR, multiple objects with varied surface textures, colors, and sizes were scanned. These objects included exemplar passenger vehicles (including a motorcycle), a fuel tank, and a spare tire mounted on a chrome wheel. To test the repeatability of the presented methodologies, four participants scanned each object multiple times and created three individual data sets per software. The accuracy for each data set was then evaluated against each other and established terrestrial LiDAR methods, including FARO scanners, and the repeatability and accuracy of presented methodologies reported. The authors found that the Recon-3D software presented significant improvements when compared to other software and believe the accident reconstruction community, and other forensic disciplines, will find utility in the accessibility, portability, and accuracy of this methodology.</div></div>
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Rybczynski, Jozef. "Optimization of Rotor Critical Speeds by Change of Features of Machine’s Bearings." In ASME Turbo Expo 2004: Power for Land, Sea, and Air. ASMEDC, 2004. http://dx.doi.org/10.1115/gt2004-54291.

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The subject of this article is an analysis of the influence of changes of certain construction and operation parameters of slide bearings on the critical speeds and corresponding forms of vibrations of rotors supported in such bearings. An exemplary analysis has been made for a typical, average sized turbo-compressor train consisting of three rotors. It has been found that critical speeds of a rotor are most sensitive to the bearings clearance; less sensitive to the bearings length, and least sensitive to the oil mean temperature. Found relations permit to avoid an accidental search for a way to change the rotor critical speeds if there is such a necessity and when it is impossible to change the geometry of the rotor itself. The results of the analysis allow optimization of the process of detuning the machine from resonance.
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Eng, Nathan L., Rob H. Bracewell, and P. John Clarkson. "Concept Diagramming Software for Engineering Design Support: A Review and Synthesis of Studies." In ASME 2009 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. ASMEDC, 2009. http://dx.doi.org/10.1115/detc2009-86840.

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Engineering design thinking combines concepts from heterogeneous sources like personal experience, colleagues, digital and hardcopy media. Despite this challenge, modes of thinking across levels of abstraction through multi-dimensional (spatial) representations are widely neglected in digital support systems. This paper aims to summarize lessons learned through years of experience with software tools that augment this visio-spatial conceptual thinking. This work cuts across disciplines to provide a needed, coherent starting point for other researchers to examine complex outstanding issues on a class of promising support tools which have yet to gain widespread popularity. Three studies are used to provide specific examples across design phases, from conceptual design to embodiment. Each study also focuses on an exemplar of diagrammatic software: the University of Cambridge Design Rationale editor (DRed), the Institute for Human Machine Cognition’s (IHMC) CmapTools and the Open University’s Compendium hypermedia tool. This synthesis reiterates how hypermedia diagrams provide many unique, valuable functions while indicating important practical boundaries and limitations. Future research proposed includes: a need to build more diagrammatic literacy into engineering practice, the need for more detailed studies with experts in industry and specific directions for refining the hypermedia diagram software interfaces.
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Zhang, Xingxing, Zhenfeng Zhu, Yao Zhao, and Deqiang Kong. "Self-Supervised Deep Low-Rank Assignment Model for Prototype Selection." In Twenty-Seventh International Joint Conference on Artificial Intelligence {IJCAI-18}. International Joint Conferences on Artificial Intelligence Organization, 2018. http://dx.doi.org/10.24963/ijcai.2018/436.

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Prototype selection is a promising technique for removing redundancy and irrelevance from large-scale data. Here, we consider it as a task assignment problem, which refers to assigning each element of a source set to one representative, i.e., prototype. However, due to the outliers and uncertain distribution on source, the selected prototypes are generally less representative and interesting. To alleviate this issue, we develop in this paper a Self-supervised Deep Low-rank Assignment model (SDLA). By dynamically integrating a low-rank assignment model with deep representation learning, our model effectively ensures the goodness-of-exemplar and goodness-of-discrimination of selected prototypes. Specifically, on the basis of a denoising autoencoder, dissimilarity metrics on source are continuously self-refined in embedding space with weak supervision from selected prototypes, thus preserving categorical similarity. Conversely, working on this metric space, similar samples tend to select the same prototypes by designing a low-rank assignment model. Experimental results on applications like text clustering and image classification (using prototypes) demonstrate our method is considerably superior to the state-of-the-art methods in prototype selection.
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Reports on the topic "Lesson exemplars"

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Darling-Hammond, Linda, Michelle LaPointe, Debra Meyerson, and Margaret Orr. Preparing School Leaders for a Changing World: Lessons from Exemplary Leadership Development Programs—Final Report. Stanford University, 2007. http://dx.doi.org/10.59656/el-pp1968.001.

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Darling-Hammond, Linda, Michelle LaPointe, Debra Meyerson,, and Margaret Orr. Preparing School Leaders for a Changing World: Lessons from Exemplary Leadership Development Programs — Executive Summary. Stanford University, 2007. http://dx.doi.org/10.59656/el-pp1968.002.

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Applegate, Carolyn, Susan P. Hocevar, and Kenneth W. Thomas. Total Quality Management in Ten Exemplary Department of Defense Organizations: Lessons Learned, Innovative Practices, and Quality Measurements. Defense Technical Information Center, 1991. http://dx.doi.org/10.21236/ada245180.

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BARINOVA, E., та E. GUSKOV. Актуальные проблемы современной исторической науки: учебно-методическое пособие. SIB-Expertise, 2022. http://dx.doi.org/10.12731/er0604.26102022.

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The textbook is designed for students Master's degree program "Pedagogical Education", focus / profile "Historical Education". It allows you to systematize the mastering of the material in the classroom and organize independent work in preparation for the exam and Writing an essay. The manual contains an outline of course chapters, posted Extended practical lesson plans with recommended literature, exemplary questions for the exam, as well as textbooks and study guides, recommended for studying the course and preparing for certification.
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Mai Phuong, Nguyen, Hanna North, Duong Minh Tuan, and Nguyen Manh Cuong. Assessment of women’s benefits and constraints in participating in agroforestry exemplar landscapes. World Agroforestry, 2021. http://dx.doi.org/10.5716/wp21015.pdf.

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Participating in the exemplar landscapes of the Developing and Promoting Market-Based Agroforestry and Forest Rehabilitation Options for Northwest Vietnam project has had positive impacts on ethnic women, such as increasing their networks and decision-making and public speaking skills. However, the rate of female farmers accessing and using project extension material or participating in project nurseries and applying agroforestry techniques was limited. This requires understanding of the real needs and interests grounded in the socio-cultural contexts of the ethnic groups living in the Northern Mountain Region in Viet Nam, who have unique social and cultural norms and values. The case studies show that agricultural activities are highly gendered: men and women play specific roles and have different, particular constraints and interests. Women are highly constrained by gender norms, access to resources, decision-making power and a prevailing positive-feedback loop of time poverty, especially in the Hmong community. A holistic, timesaving approach to addressing women’s daily activities could reduce the effects of time poverty and increase project participation. As women were highly willing to share project information, the project’s impacts would be more successful with increased participation by women through utilizing informal channels of communication and knowledge dissemination. Extension material designed for ethnic women should have less text and more visuals. Access to information is a critical constraint that perpetuates the norm that men are decision-makers, thereby, enhancing their perceived ownership, whereas women have limited access to information and so leave final decisions to men, especially in Hmong families. Older Hmong women have a Vietnamese (Kinh) language barrier, which further prevents them from accessing the project’s material. Further research into an adaptive framework that can be applied in a variety of contexts is recommended. This framework should prioritize time-saving activities for women and include material highlighting key considerations to maintain accountability among the project’s support staff.
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Tejerina, Luis, and Donghyun Kang. The Republic of Korea's Digital Tools for Fighting COVID-19. Inter American Development Bank, 2024. http://dx.doi.org/10.18235/0005670.

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The Republic of Korea's management of the COVID-19 pandemic showcases an exemplary model through its robust and comprehensive approach, underscored by decisive leadership and a unified governmental strategy using ICT tools. Central to its success was the deployment of the 3T strategy (Testing, Tracing, Treatment) and a four-pillar policy response centered on Openness, Transparency, Civic Engagement, and Innovativeness. The establishment of the Korean Center for Disease Control and Prevention (KCDC) in 2004 and the Infectious Disease Control and Prevention Act paved the way for the pan-governmental COVID-19 response. The use of sophisticated ICT tools played a significant role in the success of Korea's response. The study argues that South Korea's approach, particularly its innovative use of ICT tools, offers valuable lessons for enhancing global emergency preparedness and response systems.
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