To see the other types of publications on this topic, follow the link: Lesson exemplars.
Journal articles on the topic 'Lesson exemplars'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 50 journal articles for your research on the topic 'Lesson exemplars.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Browse journal articles on a wide variety of disciplines and organise your bibliography correctly.
1
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.
Full textAbstract:
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.
2
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.
Full textAbstract:
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.
3
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.
Full textAbstract:
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.
4
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.
Full textAbstract:
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.
5
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.
Full textAbstract:
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.
6
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.
Full textAbstract:
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.
7
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.
Full textAbstract:
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.
8
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.
Full textAbstract:
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.
9
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.
Full textAbstract:
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
10
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.
Full textAbstract:
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.
11
Jetomo, Frances Grace. "Literary Merits Reflected in Sorsoganon Poetry:Basis for Lesson Exemplars Development in Teaching 21st Century Literature." Sorsogon Multidisciplinary Research Journal 1, no. 1 (2023): 47–64. https://doi.org/10.71343/sorsu.sormrj.1.1.6.
Full textAbstract:
Local literature can be a springboard to contextualized learning. This research identified the forms of poetry from Sorsogon, examined the literary merits reflected in the selected 21st century poetry from Sorsogon, and developed lesson exemplars that can be proposed for 21st century literature teaching using the selected poetry from the province. Document analysis, crowdsourcing, and snowball technique were used in identifying Sorsoganon poets and poetry which highlight the history of the province and the culture of its people. Based on the findings, Sorsogon has a rich collection of poetry in the 21st century especially lyric poems, songs, and spoken word poetry, among others. Sorsogon has talented songwriters who still write in their local language. Sorsoganon poets are fond of writing lyric poems which reveals that they are imaginative, romantic, and musical by nature. There are existing 21st century Sorsoganon writers with meritorious literary pieces that can be taught in teaching local literature. The poems have their respective literary merits and are remarkable in their totality. The selected poems embody the province's history, culture, and the characteristics of its people. Hence, teachers can use them to help promote the nation's cultural heritage, its property and history, and the ethnicity of local communities as stipulated in the Constitution. Also, the researcher developed lesson plans utilizing the selected local literature, to compensate for the dearth of instructional materials concerning localization and contextualization in teaching the subject 21st Century Literature from the Philippines and the World.
12
Ann Jaca, Cristie, and Geraldine Gregorio Soledad. "Lesson Exemplars Using Original Cebuano Stories in Teaching Mother Tongue-Based Multilingual Education (MTB-MLE)." International Journal of Education, Culture and Society 7, no. 1 (2022): 1. http://dx.doi.org/10.11648/j.ijecs.20220701.11.
Full text
13
Lyublinskaya, Irina, and Aleksandra Kaplon-Schilis. "Analysis of Differences in the Levels of TPACK: Unpacking Performance Indicators in the TPACK Levels Rubric." Education Sciences 12, no. 2 (2022): 79. http://dx.doi.org/10.3390/educsci12020079.
Full textAbstract:
Since the development of the technological pedagogical content knowledge (TPACK) framework, researchers have been developing a variety of instruments to measure the TPACK of pre-service and in-service teachers. The task of developing an efficient, reliable, and valid instrument is difficult. Even validated instruments require guidance for consistent use that preserves the instrument fidelity. The purpose of this study is to provide guidance for using the TPACK Levels Rubric, a validated instrument that was developed on the basis of the model for the progressive levels of TPACK. The authors systematically examined the criteria of the rubric in order to understand the differences in the levels of TPACK for each rubric component, and developed lesson exemplars to create guidelines for educators using this tool in assessing the TPACK levels of teachers. The iterative instrument analysis also led to the revision of the original rubric to establish the horizontal and vertical alignments and the consistency of the rubric, for each level across four components, and for each component across five levels. The construct validity of the revised rubric was confirmed on the basis of a exploratory factor analysis of 175 mathematics lesson plans and videos of taught lessons developed by graduate special education pre-service and in-service elementary school teachers.
14
Xu, Yueting. "Assessment planning within the context of university English language teaching (ELT) in China." Australian Review of Applied Linguistics 39, no. 3 (2016): 233–54. http://dx.doi.org/10.1075/aral.39.3.02xu.
Full textAbstract:
Teacher assessment literacy (AL) is a concern for both educational assessment and teacher education research. As part of teacher AL, teacher competency of assessment planning has remained underexplored. To address this gap, this study explored how a group of 20 contest-winning university English teachers in China planned for assessment through qualitative analyses of their lesson plans and follow-up teacher interviews. The findings show that: (1) lesson plans include assessment-related components such as teaching objectives, student background, instruction-embedded assessment, and after-class assessment tasks; (2) their assessment planning is characterized by a clear understanding of learning goals, but an absence of rubrics and exemplars for performance assessments, over-reliance on groups as target of assessment, and inconsistencies between learning objectives and assessment tasks; and (3) their assessment planning was mainly intuitive and instruction-oriented. This paper concludes with a working model of assessment planning, and discusses a future research agenda for assessment planning.
15
Alda, Rivika C. "Mobile-Assisted Language Learning (MALL) in Senior High School English Classes." World Journal of English Language 13, no. 6 (2023): 211. http://dx.doi.org/10.5430/wjel.v13n6p211.
Full textAbstract:
As technology continues to offer promising results in teaching and learning, teachers also shift their methods to maximize the potential it can offer. One popular method is the integration of mobile devices in teaching and learning macro skills. Thus, this study describes the implementation of the Mobile-Assisted Language Learning (MALL) strategy in Senior High School English classes. With the use of validated MALL-based lesson exemplars, the researcher has described the integration of MALL in different oral communication lessons in six public senior high schools. This involved qualitative analysis of classroom observations and focus group discussions with students. The results of the implementation revealed that the utilization of mobile devices can support language learning in several ways. MALL in English classes can be seamlessly integrated and provide access to authentic language input, practice opportunities, and personalized learning experiences. Even with the technical limitations during the implementation, students find learning English fun, engaging, and worthwhile. Thus, English teachers may use this research as a guide in their integration and implementation of MALL-based English lessons. Further, given the limitations of the study, it is recommended that larger-scale studies be conducted to examine long-term effects of MALL to provide a more comprehensive understanding of its potential to improve students’ language performance.
16
Rai, Priyanka, and Aasim Udaipure. "Research Preparation for Students of Alternative Learning Systems." Journal of Educational Research and Policies 6, no. 9 (2024): 105–16. http://dx.doi.org/10.53469/jerp.2024.06(09).21.
Full textAbstract:
This study investigates the research readiness of Alternative Learning System ALS senior high school students at Bulan National High School for the 2023 - 2024 school year. Using a mixed - method approach, 72 students were assessed using Lacson’s Research Skill Scale to evaluate their abilities in problem conceptualization, research methods, data analysis, and writing reporting results. Follow - up interviews provided deeper insights into the underlying factors affecting readiness. The findings revealed moderate readiness overall, with variations across different skill sets. Key challenges included concept mapping, question formulation, information literacy, and statistical analysis, influenced by factors such as work - life balance and internet connectivity. To address these gaps, a research toolkit with lesson exemplars is proposed to enhance the research capabilities of ALS students.
17
Irons, Jeanette Marie Margaret, and Maggie Hartnett. "Computational Thinking in Junior Classrooms in New Zealand." Journal of Open, Flexible and Distance Learning 24, no. 2 (2020): 28–42. http://dx.doi.org/10.61468/jofdl.v24i2.425.
Full textAbstract:
From 2020, the New Zealand technology curriculum will include computational thinking. The new curriculum content is being introduced to students from five-years-old onwards. In preparation for its introduction, online resources have been developed for teachers, including junior teachers (who teach new entrants to year three), that contain progress outcomes, lesson plans, exemplars and assessments. However, it is unclear whether New Zealand junior teachers are sufficiently prepared to teach computational thinking and what factors influence their preparedness to teach the new curriculum. This research explored the experiences of a small group of junior school teachers in the year prior to the official introduction of the technology curriculum. Research findings highlight that factors including professional development, assessment, schoolwide support, and time availability influence the uptake of the computational thinking curriculum by teachers in New Zealand junior classrooms.
18
Carambas, Janice R., and Janet S. Tibaldo. "Fostering Critical Thinking in Filipino through Media and Information Literacy." Advances in Mobile Learning Educational Research 5, no. 1 (2025): 1370–87. https://doi.org/10.25082/amler.2025.01.012.
Full textAbstract:
Media and Information Literacy (MIL) plays an indispensable role in the modern world, where the abundance of information and the rapid dissemination of media messages can both inform and mislead. This study aims to integrate MIL into Filipino language teaching through the use of lesson exemplars. Understanding and incorporating MIL competencies into subject areas is essential to nurturing students' skills and knowledge about their environment. Through the application of both quantitative and qualitative methods, the findings reveal that MIL empowers individuals to navigate the complex media landscape with confidence and discernment. It fosters informed citizenship, promotes critical thinking, protects against misinformation and manipulation, and cultivates digital citizenship. As society continues to evolve, investing in MIL education becomes paramount in equipping individuals with the skills necessary to be active, engaged, and responsible participants in the digital age.
19
Lunt, D. J., H. Elderfield, R. Pancost, et al. "Warm climates of the past—a lesson for the future?" Philosophical Transactions of the Royal Society A: Mathematical, Physical and Engineering Sciences 371, no. 2001 (2013): 20130146. http://dx.doi.org/10.1098/rsta.2013.0146.
Full textAbstract:
This Discussion Meeting Issue of the Philosophical Transactions A had its genesis in a Discussion Meeting of the Royal Society which took place on 10–11 October 2011. The Discussion Meeting, entitled ‘Warm climates of the past: a lesson for the future?’, brought together 16 eminent international speakers from the field of palaeoclimate, and was attended by over 280 scientists and members of the public. Many of the speakers have contributed to the papers compiled in this Discussion Meeting Issue. The papers summarize the talks at the meeting, and present further or related work. This Discussion Meeting Issue asks to what extent information gleaned from the study of past climates can aid our understanding of future climate change. Climate change is currently an issue at the forefront of environmental science, and also has important sociological and political implications. Most future predictions are carried out by complex numerical models; however, these models cannot be rigorously tested for scenarios outside of the modern, without making use of past climate data. Furthermore, past climate data can inform our understanding of how the Earth system operates, and can provide important contextual information related to environmental change. All past time periods can be useful in this context; here, we focus on past climates that were warmer than the modern climate, as these are likely to be the most similar to the future. This introductory paper is not meant as a comprehensive overview of all work in this field. Instead, it gives an introduction to the important issues therein, using the papers in this Discussion Meeting Issue, and other works from all the Discussion Meeting speakers, as exemplars of the various ways in which past climates can inform projections of future climate. Furthermore, we present new work that uses a palaeo constraint to quantitatively inform projections of future equilibrium ice sheet change.
20
Verano, Ronaldo N. "Level of Competence of Teachers in Filipino in the 2013 Filipino Orthography: Basis for Crafting Lesson Exemplars in Teaching Orthographic Rules." International Journal of Research and Innovation in Social Science VIII, IIIS (2024): 5548–621. https://doi.org/10.47772/ijriss.2024.803420s.
Full textAbstract:
The primary goal of the study is to determine the level of competence of teachers in Filipino in the Division of Northern Samar in the 2013 Filipino Orthography as a basis for crafting lesson exemplars on orthographic rules. This study utilized the correlational-developmental method. This method of research creates a purposive process of gathering, analyzing, classifying, and tabulating data about prevailing conditions, practices, trends, and relationships to make an adequate and accurate interpretation of data with the aid of statistical methods. Based on the result, a majority of the respondents were mostly in their mid-thirties. This suggests that a majority of the Filipino teachers are composed of competent young adults and adults. It also revealed that a majority of the respondents graduated BSEd-Filipino and acquired a master’s degree for their personal and professional development. Moreover, most of them were Teacher I in terms of their current position. A majority of teachers in Filipino were under the intermediate level in terms of teaching experience. Work at this level required less supervision and gave exposure to a wider variety of more complex tasks. Based on the findings, the Filipino teachers lacked seminars/trainings in their field of specialization. It found out that the Filipino teachers were adapting technology innovations in the delivery of classroom instruction. The results showed that most of the teachers watched television news and noontime shows. It further revealed that the teachers in Filipino had an average level of competence in the 2013 Filipino Orthography. They had much practice in intensifying their competence in 2013 Filipino Orthography in terms of their practices in teaching and technical assistance. However, they had practiced level in terms of personal and professional development. It revealed that age, educational attainment, current position, training/seminars and reading materials of Filipino teachers are significantly related to their level of competence in the 2013 Filipino Orthography while there is no significant relationship between the years in teaching and program being watched by the Filipino teachers to their level of competence in the 2013 Filipino Orthography. It further revealed that program being watched of the respondents are significantly related to the level of teaching practices of teachers in Filipino while there is no significant relationship between the years in teaching and trainings/seminars among teachers in Filipino and their level of practices in terms of technical assistance and personal and professional development. Moreover, age and educational attainment of teachers in Filipino has significant relationship on their level of teaching practices and personal and professional development. However, age and educational attainment of teachers in Filipino and their level of practices in terms of technical assistance are not significantly related. The current position and the practices in personal and professional development of teachers in Filipino are significantly related. While in terms of teaching and technical assistance practices and current position of teachers in Filipino has no correlation. Reading materials and program being watched by teachers in Filipino are correlated with their level of practices in terms of technical assistance and personal and professional development. Moreover, the reading materials utilized by the teachers in Filipino in the delivery of instruction are not significantly related to their level of teaching practices. Finally, the researcher was able to conceptualize the Banghay-Bata Theory (BBT), which desires to provide a deeper understanding of the teachers’ orthographic abilities in Filipino subjects through lesson planning focused on the achievement of learning competencies of learners using 4As strategy anchored to the enhanced MATATAG Curriculum.
21
Rivera, Maricel, and Remedios Bacus. "Collaborative Weblog-Based (CWB) Project Approach in Developing Language Learners’ Writing Performance." International Journal of Learning, Teaching and Educational Research 22, no. 3 (2023): 175–91. http://dx.doi.org/10.26803/ijlter.22.3.11.
Full textAbstract:
Advancements in educational technology have kept teaching and learning undisrupted during unprecedented times. Individual and collaborative web-based learning activities have addressed language teachers’ dilemma on how to approach teaching and learning remotely. Weblogging characterised by online journals has been considered to address students’ difficulty in mastering writing as a productive skill. In this study, the effectiveness of a collaborative weblog-based (CWB) project approach was explored. Utilising a quasi-experimental design, 56 English pre-service teachers enrolled in a state university were purposively selected to be the study participants. The validated pre-post-test questionnaire, course syllabus, lesson exemplars, and scoring rubric were used to gather the needed data on students’ writing skills. Results of the paired t-test revealed a significant increase in the three aspects: organisation, elaboration and grammar, usage and mechanics. The CWB project approach is an alternative way to improve students’ writing performance. It is recommended that CWB project may be used by teachers handling writing courses and other related disciplines to address writing proficiency.
22
Rodriguez Jr., Roberto, Reychelle Serrano, Erıckson Serrano, and Zenaıda Reyes. "Adapting the 5E Inquiry-based Model in Online Science Teaching." Academia Lasalliana Journal of Education and Humanities 5, no. 2 (2024): 23–40. http://dx.doi.org/10.55902/ltup1559.
Full textAbstract:
The preoccupation with equipping science learning among students has engendered educators to explore various approaches and strategies in the online setup. A plethora of studies promoted the use of the 5E inquiry-based approach to augment science learning. Yet, a dearth of studies employing this approach is observed especially in the New Normal setup, hence, the conduct of the study. The study ventured into how senior high school teachers’ and students’ experiences and strategies can serve as inputs to the implementation and development of the 5E inquiry-based instruction model in online science teaching following a case-study design. The participants of the study were purposively sampled. Qualitative data were generated from the answers of the teachers to open-ended questions and thematically analyzed. A focused group discussion with students was conducted to triangulate the data. Data revealed a recalibration of the model wherein the “Evaluate” phase is an integrative phase of all phases and teachers exemplify an iterative process of “Explain” and “Elaborate” phases in the online setup. The researchers recommend the development and validation of lesson exemplars for biology, physics, and chemistry capitalizing on the adapted teaching model.
23
Rivera, Maricel Demoral, and Grace Manatad Flores. "Flipped classroom approach for enhancing linguistic competence." International Journal of Evaluation and Research in Education (IJERE) 13, no. 5 (2024): 3369. http://dx.doi.org/10.11591/ijere.v13i5.27365.
Full textAbstract:
<p>Nowadays, technology has become an indispensable instructional tool. Technology-integrated teaching approach has been recognized in research studies as an effective means to address the declination of the English language’s linguistic competence of the learners. This research determined the effectiveness of a flipped classroom, a technology-integrated teaching approach, to a specific group of Filipino language learners. Utilizing a <br />quasi-experimental research design, 102 English pre-service teachers enrolled in a state university were selected purposively to be the participants of the study and were categorized into two groups, the very good, and the good groups. The expert-validated pre-post-test questionnaire, course syllabus, and lesson exemplars were used to gather the data on learners’ linguistic competence. Results of the paired t-test revealed a significant mean gain of the students’ scores both from very good and good groups pre-post the employment of the flipped classroom approach. The flipped classroom approach is one of the technology-integrated approaches to be used to augment the learners’ linguistic competence regardless of students’ group categories. It is recommended that the flipped classroom approach be used by teachers handling different disciplines delivered in English to mitigate the students’ dilemma on English language proficiency.</p>
24
Rivera, Maricel Demoral, and Grace Manatad Flores. "Flipped classroom approach for enhancing linguistic competence." International Journal of Evaluation and Research in Education (IJERE) 13, no. 5 (2024): 3369–78. https://doi.org/10.11591/ijere.v13i5.27365.
Full textAbstract:
Nowadays, technology has become an indispensable instructional tool. Technology-integrated teaching approach has been recognized in research studies as an effective means to address the declination of the English language’s linguistic competence of the learners. This research determined the effectiveness of a flipped classroom, a technology-integrated teaching approach, to a specific group of Filipino language learners. Utilizing a quasi-experimental research design, 102 English pre-service teachers enrolled in a state university were selected purposively to be the participants of the study and were categorized into two groups, the very good, and the good groups. The expert-validated pre-post-test questionnaire, course syllabus, and lesson exemplars were used to gather the data on learners’ linguistic competence. Results of the paired t-test revealed a significant mean gain of the students’ scores both from very good and good groups pre-post the employment of the flipped classroom approach. The flipped classroom approach is one of the technology-integrated approaches to be used to augment the learners’ linguistic competence regardless of students’ group categories. It is recommended that the flipped classroom approach be used by teachers handling different disciplines delivered in English to mitigate the students’ dilemma on English language proficiency.
25
McKim, Aaron J., Tyson Sorensen, Catlin Goodwin, and Sarah Ware Wilkinson. "Exploring Exemplary STEM Lessons in Agricultural Education." Journal of Agricultural Education 66, no. 2 (2025): 4. https://doi.org/10.5032/jae.v66i2.2906.
Full textAbstract:
School-based agricultural education offers a rich context to illuminate science, technology, engineering, and mathematics (STEM). Understanding and enhancing STEM learning within agricultural education requires a deep understanding of how agricultural educators currently illuminate STEM concepts within their curriculum. Building upon the work of Integrative STEM Education, we explored agriculture teacher-identified exemplary STEM lessons taught by eight educators in two states using a transcendental phenomenology. Through individual interviews, teachers identified and described one exemplary STEM lesson. Across responding teachers, diverse learning experiences were described as their exemplary STEM lessons, including lessons involving raising broiler chickens, creating flower food formulas, and welding square dice. Analysis of teacher descriptions of their exemplary STEM lessons illustrate these lessons are influenced by the teacher’s perspective of STEM; enhanced by relevant facilities, curriculum structure, and opportunities for application; and yield diverse and meaningful student outcomes. Connections between the features of agriculture teacher-identified exemplary STEM lessons and Integrative STEM Education are described alongside identification of elements which may make exemplary STEM lessons in agricultural education unique.
26
Randi, Judi. "Teaching and Learning Hand in Hand: Adaptive Teaching and Self-Regulated Learning." Teachers College Record: The Voice of Scholarship in Education 119, no. 13 (2017): 1–34. http://dx.doi.org/10.1177/016146811711901310.
Full textAbstract:
This article presents case studies of two novice teachers and their mentors who, without formal knowledge of self-regulation theory, established a classroom environment that promoted self-regulated learning. This case was drawn from a larger descriptive study of novice teachers learning to integrate a student-centered visual literacy instructional approach into their literacy curriculum. This visual literacy approach requires teachers to adapt their teaching to students by building on students’ responses to works of art and to generate moment-to-moment instructional sequences and interactions during instruction. The two cases reported here were selected as exemplars because these teachers created opportunities for students to adapt themselves to instruction and to draw upon self-regulated learning strategies. These cases provided the context in which to examine the dynamic relationship between teaching and learning, and explore how teachers develop students’ capacity to adapt to the learning environment and how students’ own self-regulated learning, in turn, contributes to and enables adaptive teaching. Through classroom observations, teaching artifacts, and teachers’ own explanations of their instructional decisions and dynamic teaching practices, this study explored how teachers developed adaptive teaching strategies as well as students’ self-regulated learning within the constraints and affordances of an instructional approach that required teachers to follow their students’ lead rather than their own lesson plans or scripts. Using examples from these case studies, this article builds theory about how students’ self-regulation facilitates teaching.
27
Snelling, Catherine Anne, Beth R. Loveys, Sophie Karanicolas, et al. "Partnership through co-creation: Lessons learnt at the University of Adelaide." International Journal for Students as Partners 3, no. 2 (2019): 62–77. http://dx.doi.org/10.15173/ijsap.v3i2.3799.
Full textAbstract:
This paper describes three exemplars of practice inspired by emerging evidence that student-staff partnerships have the potential to significantly enhance many areas of higher education. Students and academics at the University of Adelaide have successfully implemented this collaborative approach across a range of learning and teaching contexts. The Design Thinking Framework, developed by the Hasso Plattner Institute of Design at Stanford University, was utilised at a faculty, program, and course level to frame each of the exemplars, due to its implicit approach to creativity, collaborative development, and achievement of solutions. The iterative nature of the framework facilitated a review cycle for continuous improvement in each Students-as-Partners’ initiative. Analysing the outcomes of each exemplar has identified common hallmarks of successful partnership, and these indicators have the potential to contribute to the growing body of evidence that defines best practice in this pedagogy
28
Kiesling, Elisabeth, Julian Venzlaff, and Bohrmann‐Linde. "ESD in chemistry lessons – from the NRW ESD guideline to exemplary lesson integration." CHEMKON 29, S1 (2022): 239–45. http://dx.doi.org/10.1002/ckon.202200002.
Full text
29
Dr., Sushma Singh. "The Changing Face of Education Needs Makeover through Assessment for Learning SUB TOPIC: Strategies of bridging learning deficits in schools." International Journal of Advance Study and Research Work 1, no. 2 (2018): 01–20. https://doi.org/10.5281/zenodo.1250268.
Full textAbstract:
Paper explores the need for assessment for learning due to the changing nature of educational goals and also the relationship between assessment and teaching-learning for the quality improvement in the schools of Delhi. How different teaching strategies for assessment for learning can help to bridge the learning deficits and to achieve the learning outcomes in upper primary classes? Four classroom strategies are discussed in the paper for assessment for learning: 1. Use of questioning. 2. Peer feedback. 3. Student’s self-assessment. 4. Formative use of summative assessment. For example, different strategies for Peer feedback are: a. two stars and a wish. b. Plus Minus and what next? c. Warm and cool feedback. d. Traffic lights. e. Using models and exemplars. f. De Bono’s Hats. Reflection activities of peer assessment, self-assessment and group assessment and How to set the targets using SMART acronym are also in the exploration pipeline and are also being practiced by the investigator to check their effectiveness in real classroom situations. Further few strategies to promote the formative use of tests will also be explored by the investigator: 1. making formative use of state tests like Baseline tests to find out the learning levels of the students in all Delhi government schools. 2. Making formative use of classroom testing. 3. Timings of tests: Tests before the lesson, midway tests and after the test strategies are also in the pipeline. The endpaper explains preparing the test by the students using traffic lights. So in all paper is regarding the exploration of possibilities in the assessment for learning strategies to bridge the learning deficits, which can be implemented in the Upper primary classes’ of Delhi schools.
30
Leorito, Kimberly, and Allan Leorito. "Graphic Organizer Materials on Self-Directed Learning Readiness (SDLR) and Content Mastery in Science: A Photovoice Approach." Journal of Innovative Research 3, no. 2 (2025): 70–82. https://doi.org/10.54536/jir.v3i2.5015.
Full textAbstract:
In today’s fast-changing world, education systems globally are shifting toward learner-centered approaches that emphasize autonomy, critical thinking, and lifelong learning. Mastering self-directed learning and science content is crucial for students to keep pace with global scientific developments and actively contribute to solving real-world problems. Studying materials like graphic organizers and photovoice empowers learners to visualize their thinking, reflect on their learning journey, and take ownership of their growth in science. These tools not only enhance understanding of complex scientific concepts but also foster the independent learning skills needed to succeed in modern, dynamic educational environments worldwide. This study examines the Self-Directed Learning Readiness (SDLR) and Science content mastery of Grade 10 students, the effect of using graphic organizers and the Photovoice approach, and teachers’ evaluations of the developed learning materials. Using the ADDIE model. Findings disclose that students indicate moderate to high SDLR, excelling in motivation and task management but struggling with seeking help and structured learning. Despite strong SDLR, Pearson correlation analysis implies no significant relationship with Science content mastery, advocating that other elements control academic performance. However, the intervention significantly increased Science mastery, increasing from average mastery to moving towards mastery in post-tests. A statistical analysis proved the use of the intervention. Teachers rated the Photovoice-based materials highly acceptable, particularly for engaging students and promoting critical thinking. Content accuracy and up-to-date information require improvement. Photovoice analysis highlights self-growth, identity, uncertainty, cognitive biases, and truth-seeking, underscoring the importance of self-awareness and critical thinking. This study contributes to instructional material development by creating lesson exemplars using graphic organizers and the Photovoice approach to enhance SDLR and Science mastery.
31
Irving, Christine Margaret. "Collecting case studies / exemplars of good practice to enrich The National Information Literacy Framework (Scotland)." Library and Information Research 33, no. 105 (2010): 10–19. http://dx.doi.org/10.29173/lirg206.
Full textAbstract:
This paper discusses the challenges, process and reasons for collecting case studies / exemplars of good practice from practitioners to enrich The National Information Literacy Framework (Scotland). The lessons learned show that there is a tendency for people to think they are not doing anything special and therefore do not respond to emails for exemplars of good practice. They are however once contacted happy to share their practice. It is therefore essential to use networks of contacts, leave plenty of time to talk, visit and work with people on submitting their work as a case study / exemplar. Sharing practice also contributes to professional development both for the individual and their community and to the field of research.
 Background information is provided on the national framework, the project funding, the project partners and the range of examples collected for different sectors. Plus use of templates and Web 2 tools.
32
Allayevna, Abduraximova Muxabbat. "Developing the Creative Activity of Future Teachers Through Folklore." European International Journal of Pedagogics 5, no. 1 (2025): 85–88. https://doi.org/10.55640/eijp-05-01-18.
Full textAbstract:
The article describes the preparation of folk art in the training of future teachers, effective methods of them, and the role of folk art in the spiritual education of young people. The future elementary school teacher has lost control of any process lesson, learning, and recommendations on the effective use of advanced and communication technologies. It is a methodical method for primary school teachers to teach effectively in the future in the process of pedagogic work, with a creative approach to folkloric art in exemplary lessons and additional classes after the lesson, or using pedagogical technologies will help.
33
Culajara, Carla Jobelle. "Barriers to learning and performing in physical education in modular remote learning and coping strategies perceived by the students." Edu Sportivo: Indonesian Journal of Physical Education 3, no. 1 (2022): 11–24. http://dx.doi.org/10.25299/es:ijope.2022.vol3(1).8559.
Full textAbstract:
Every child deserves access to quality education amidst the COVID 19 pandemic. Students face the test of answering modules much more than doing the performances in the physical education classes. One of the challenges they faced was performing different performance tasks and being able to meet the objectives as well as the learning competencies. This study aimed to determine the barriers in learning performances and students’ coping strategies in physical education in modular distance learning which was accompanied by a quantitative approach using a descriptive – survey method of research. The study was conducted in one of the secondary public schools composed of 201 selected junior high school students. Based on the result of the study, the findings were as follows: majority of the of the respondents were female, grade 9 students and 15 years of age. The barriers exprienced by the students were overthinking about their grades, minimal engagement in performance tasks due to lack of equipments and learning materials, discomfort in doing the task because of distraction at home and unstable internet connection which means it is important to assess and evaluate the learning materials provided in the module to provide accessibility to students capabilities and available materials at home. With regards to students’ coping strategies, it emphasize in developing skills and abilities even in the confinement of home because learning must continue and students have the grit to do their tasks in their modules which indicates the student's opportunities and resiliency was very important factors for the students’ learning and doing performances. To satisfy the students' needs, school leaders must incorporate real methods into their teaching and address their diversity, as well as provide a variety of instructions and learning resources, lesson exemplars, and assistance for the students. To stimulate creativity and assure excellence in educational offerings, colleagues should be given technical assistance and coaching. Professional development should be prioritized during the pandemic to improve intrinsic competencies to plan, manage, and internalize more effective service delivery.
34
Schrum, Lynne, and Barbara B. Levin. "Lessons Learned from Exemplary Schools." TechTrends 57, no. 1 (2013): 38–42. http://dx.doi.org/10.1007/s11528-012-0629-6.
Full text
35
Ortiz, Nickolaus A., and Trina J. Davis. "Gladys's Lesson Plan: A Culturally Relevant Exemplar." Mathematics Teacher: Learning and Teaching PK-12 113, no. 8 (2020): 651–57. http://dx.doi.org/10.5951/mtlt.2019.0053.
Full text
36
Stem, Rex. "The Exemplary Lessons of Livy's Romulus." Transactions of the American Philological Association 137, no. 2 (2007): 435–71. http://dx.doi.org/10.1353/apa.2008.0005.
Full text
37
Giebel, Heidi M. "What Moral Exemplars Can Teach Us About Virtue, Psychology, and Ourselves." American Catholic Philosophical Quarterly 96, no. 2 (2022): 235–61. http://dx.doi.org/10.5840/acpq2022120246.
Full textAbstract:
In this article, I discuss ethical lessons we can learn from the stories and beliefs of moral exemplars—and how these insights can complement and extend the knowledge we gain through theoretical study. First, exemplars teach us psychological lessons about the way in which virtue is developed and expressed: e.g., about role modeling and post-traumatic growth. Second, they teach us philosophical lessons about the nature of virtue itself and of particular ethical virtues: e.g., about how virtuous people deliberate and how they perceive the mean of virtue. Third, exemplars’ stories teach us personal lessons about our own lives and character: e.g., about how far we are from acting or even thinking like virtuous people—and how much better our lives would be if we were genuinely virtuous. I conclude by discussing an ethical puzzle moral exemplars have not helped me solve: apparent disunity of the virtues.
38
Allington, Richard L., Peter H. Johnston, and Jeni Pollack Day. "Exemplary Fourth-Grade Teachers." Language Arts 79, no. 6 (2002): 462–66. http://dx.doi.org/10.58680/la2002265.
Full textAbstract:
Suggests that good fourth-grade teaching is an expert activity--a complex activity that is not amenable to scripted materials, standardized lessons, or any one-size-fits-all plan for the organization of instruction. Shows that the 30 exemplary teachers discussed produce superior educational gains as measured on standardized achievement tests--not the most sensitive measures of complex achievement.
39
Wong, Ngai-Ying. "Exemplary mathematics lessons: what lessons we can learn from them?" ZDM 41, no. 3 (2009): 379–84. http://dx.doi.org/10.1007/s11858-009-0167-7.
Full text
40
Kuo, Nai-Cheng, Amy Wood, and Kyra Williams. "Actualizing hope and joy in K-12 curricula through Daisaku Ikeda’s human education." Journal of Social, Humanity, and Education 2, no. 1 (2021): 19–34. http://dx.doi.org/10.35912/jshe.v2i1.745.
Full textAbstract:
Abstract Purpose: Our study aims to create a framework grounded in Daisaku Ikeda’s philosophy of education for educators and researchers to implement and evaluate human education in the classroom. Research Methodology: We first synthesized the eighteen chapters by scholars involved in Ikeda studies, published in the book entitled: Hope and Joy in Education: Engaging Daisaku Ikeda across Curriculum and Context to discover the main themes in Ikeda’s human education. Based on these themes, we selected six children’s stories developed by Ikeda to design lessons. We then conducted surveys with ten K-12 teachers across disciplines and school districts to explore their perspectives toward humanity and their feedback on our lesson design. Results: Our finding indicates that creating hope and joy in education is inseparable from human revolution, value creation, happiness, the greater self, global citizens, as well as life and death. In addition, the participant’s responses to the survey questions help educators and researchers understand what K-12 teachers look for in order to implement lessons on humanity more efficiently and effectively. Limitations: By no means would we consider our lesson design exemplary or applicable in all different contexts. Instead, we consider these lessons a starting point to continue exploring a better way to teach humanity in school. Contribution: Seeing examples of lesson plans on humanity and learning from K-12 teachers’ perspectives provide an aspect for educators and researchers to use, extend, or expand the present study to bring hope and joy to students in their local contexts.
41
MANILA, ZARAH JANE. "LESSON EXEMPLAR SA PAGTUTURO NG MGA ELEMENTO NG TULA." WORLD EDUCATION CONNECT Multidisciplinary e-Publication IV, no. 7 (2024): 3. https://doi.org/10.5281/zenodo.13147232.
Full text
42
Binnendyk, Sophia, Hendrik Jacob Maruanaya, and Yeri Titarsole. "Students’ Perception on the Implementation of the 4C’s Learning Skills Through Project Based Learning in Material Development Class." MATAI: International Journal of Language Education 4, no. 1 (2023): 86–99. http://dx.doi.org/10.30598/matail.v4i1.11649.
Full textAbstract:
This research aims to explore the student perspective regarding the incorporation of 21st Century Learning Skills, commonly referred to as the 4C's (Critical Thinking, Creativity, Collaboration, and Communication), through project-based learning in the 'Material Development' class. The primary focus is to assess the effectiveness of applying these 4C's in enhancing students' material development. The study involved 15 postgraduate students from the English Study Program at Pattimura University, Ambon, during the academic year 2022-2023. Data collection encompassed three close-ended Likert scale questionnaires. One questionnaire was distributed among the participating students to gauge their perceptions of the 4C learning skills. Meanwhile, two other questionnaires were administered to lecturers to evaluate the content and visual design of five English lessons developed by student groups (comprising three students per group) to assess the effectiveness of integrating the 4C's learning skills in lesson creation. The outcomes from the students' questionnaires indicated a positive spectrum of perceptions regarding the application of the 4C's, ranging from 'strongly agree' (34.25%) to 'agree' (56.5%), with 'neutral' (7.75%) and 'disagree' (1.25%) responses constituting the remaining percentages. Evaluation from the expert's questionnaire on lesson content revealed a mean score of 95% for lessons 1, 2, and 3, categorized as 'very good,' while lessons 4 and 5 scored 73.5%, indicating a 'good' rating. Additionally, the assessment of visual design across the five lessons garnered a mean score of 88.2%, categorized as 'exemplary.' These findings suggest that integrating 21st-century learning skills, specifically the 4C's, is highly beneficial and recommended for application within the teaching and learning processes.
43
Bhutta, Zulfiqar A., Nadia Akseer, Emily C. Keats, et al. "How countries can reduce child stunting at scale: lessons from exemplar countries." American Journal of Clinical Nutrition 112, Supplement_2 (2020): 894S—904S. http://dx.doi.org/10.1093/ajcn/nqaa153.
Full textAbstract:
ABSTRACT Background Child stunting and linear growth faltering have declined over the past few decades and several countries have made exemplary progress. Objectives To synthesize findings from mixed methods studies of exemplar countries to provide guidance on how to accelerate reduction in child stunting. Methods We did a qualitative and quantitative synthesis of findings from existing literature and 5 exemplar country studies (Nepal, Ethiopia, Peru, Kyrgyz Republic, Senegal). Methodology included 4 broad research activities: 1) a series of descriptive analyses of cross-sectional data from demographic and health surveys and multiple indicator cluster surveys; 2) multivariable analysis of quantitative drivers of change in linear growth; 3) interviews and focus groups with national experts and community stakeholders and mothers; and 4) a review of policy and program evolution related to nutrition. Results Several countries have dramatically reduced child stunting prevalence, with or without closing geographical, economic, and other population inequalities. Countries made progress through interventions from within and outside the health sector, and despite significant heterogeneity and differences in context, contributions were comparable from health and nutrition sectors (40% of change) and other sectors (50%), previously called nutrition-specific and -sensitive strategies. Improvements in maternal education, maternal nutrition, maternal and newborn care, and reductions in fertility/reduced interpregnancy intervals were strong contributors to change. A roadmap to reducing child stunting at scale includes several steps related to diagnostics, stakeholder consultations, and implementing direct and indirect nutrition interventions related to the health sector and nonhealth sector . Conclusions Our results show that child stunting reduction is possible even in diverse and challenging contexts. We propose that our framework of organizing nutrition interventions as direct/indirect and inside/outside the health sector should be considered when mapping causal pathways of child stunting and planning interventions and strategies to accelerate stunting reduction to achieve the 2030 Sustainable Development Goals.
44
Groves, Susie. "Exemplary mathematics lessons: a view from the West." ZDM 41, no. 3 (2009): 385–91. http://dx.doi.org/10.1007/s11858-009-0178-4.
Full text
45
Huang, Rongjin, Yeping Li, Jianyue Zhang, and Xuejun Li. "Improving teachers’ expertise in mathematics instruction through exemplary lesson development." ZDM 43, no. 6-7 (2011): 805–17. http://dx.doi.org/10.1007/s11858-011-0365-y.
Full text
46
Wilder, Paul. "The Namibian election November 1989 ‘an exemplary lesson in democracy’." Representation 29, no. 107 (1990): 12–14. http://dx.doi.org/10.1080/00344899028438937.
Full text
47
Voronina, D. K., and S. E. Tsvetkova. "Tolerance as an essential characteristic of a secondary linguistic persona (with exemplary exercises for English lessons)." Вестник Северо-Кавказского федерального университета, no. 1 (106) (2025): 151–57. https://doi.org/10.37493/2307-907x.2025.1.16.
Full textAbstract:
Introduction. Language acquisition and speech skills development are not the only conditions for successful intercultural communication. Productive speech interaction is largely determined by the ability to accept and understand differences, tolerate the otherness. Goal. The study aims to consider the concept of tolerance as a basic personal characteristic being formed in language classes, to describe a system of exercises that form tolerance in English lessons in high school. Materials and methods. The article presents a theoretical analysis of the linguistic and cultural foundations of foreign language school teaching and works on the intercultural approach in language education. The concept of “tolerance” in studies of the psychological component of intercultural communication is considered. The process of learning English in high school is modeled. Results and discussion. Based on the studied interpretations, the main components of a complex multi-component personality characteristic are identified. The system of exercises promoting the stages of the intended characteristic formation is described and illustrated by examples. Through step-by-step, systematic learning activities in an English lesson, high school students will develop relevant personality characteristics. Conclusion. The main findings of the study include: 1) the description of the Foreign Language course potential for the tolerance formation among high school students; 2) analysis of researchers’ interpretations regarding the clarification of the essence and components of the tolerance concept; 3) justification of the stages of foreign language educational activities for the purpose of forming tolerance; 4) a system of exercises with specific educational tasks for English lessons in high school. The results of the study can be extrapolated to other foreign language learning conditions.
48
Etz, Rebecca S., Martha M. Gonzalez, Benjamin F. Crabtree, Sarah R. Reves, and Kurt C. Stange. "An Innovative Three-Step Method for Identifying Exemplars." International Journal of Qualitative Methods 18 (January 1, 2019): 160940691986779. http://dx.doi.org/10.1177/1609406919867794.
Full textAbstract:
Purpose: To improve practices in rapidly changing environments, it is helpful to learn from relevant innovators. This article describes a well-defined and adaptable method for discovering innovative cases that inform best practices or positive/negative deviant research. Methods: As part of a national study of innovation in primary care settings, we developed a three-step method for identifying exemplar practices and applied that method to finding a sample of relevant innovators for in-depth case studies from which to draw transportable lessons about improving primary care practice. Results: Relevant, information-rich cases are uncovered using cycles of identification, sampling, and assessment. This cycle is repeated at each step of the defined three-step method. Step 1, a scan of the published literature, assesses both the state-of-the-art and the baseline characteristics of relevant cases; Step 2, a scan of practice settings, draws upon the expert knowledge of key informants to identify additional potentially relevant cases; and Step 3, sample refinement, evaluates potential cases for eligibility, purposeful diversity, and information-rich expressions of defined key domains. Using this three-step method, we identified a national cohort of primary care practice innovators. We found the method to be feasible, practical, and highly successful at identifying information-rich practices from which to draw transportable lessons about practice innovation. Conclusions: The three-step method outlines an effective sampling strategy for identifying innovation exemplars and information-rich cases that exceed measures of central tendency. By leveraging the collective knowledge of innovators, this method can support dynamic research and foster rapid cycle learning.
49
Yoo, Hyesoo, and Sangmi Kang. "Teaching the Korean Folk Song (Arirang) Through Performing, Creating, and Responding." General Music Today 31, no. 1 (2017): 16–25. http://dx.doi.org/10.1177/1048371317705163.
Full textAbstract:
This article introduces a pedagogical approach to teaching one of the renowned Korean folk songs ( Arirang) based on the comprehensive musicianship approach and the 2014 Music Standards (competencies in performing, creating, and responding to music). The authors provide in-depth information for music educators to help their students achieve learning outcomes for the skill, knowledge, and affect domains of the Korean folk song ( Arirang). Furthermore, the authors offer music lessons for Arirang in a variety of ways that are appropriate for upper elementary and secondary general music classrooms, including performing, creating, and responding to the music. An educational website that includes exemplary lesson plans, videos, and worksheets is also provided to help music teachers obtain content and pedagogical knowledge of Arirang.
50
Arrisgado, Wella R., Anne R. Arriesgado, Archie S. Gallego, and Eugenia Solon. "Technology-aided Instruction and demonstration Lesson Methods in Teaching Cookery: A modified Lesson Plan Exemplar." Journal of Studies in Education 14, no. 1 (2024): 55. http://dx.doi.org/10.5296/jse.v14i1.21557.
Full textAbstract:
The study intends to address the gaps by finding out the possible reason behind the difficulties and the lack of skills to come up with a solution and conclude whether it is effective or not to use technology-aide methods in teaching cooking to junior and senior high school students. The study emphasizes the necessity of addressing terminations of educational foundations, boundary boundaries, self-segregation, and social segregation. The study used simple random sampling, including students and teachers of Daanbantayan National High School situated at Malinao Road, Poblacion Daanbantayan, Cebu, Philippines. The study utilizes experimental comparative design through interviews and self-made questionnaires. After analyzing the data, the study found that the level of performance of the control group exposed to demonstration lessons and the level of performance of the experimental group exposed to technology-aided-utilization lessons were the same. In other words, students prefer learning and experimenting with technology-assisted instruction and demonstration lessons.