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Journal articles on the topic 'Observation of teaching'

Author: Grafiati

Published: 4 June 2021

Last updated: 6 February 2022

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1

Pattison, Andrew Timothy, Morgan Sherwood, Colin James Lumsden, Alison Gale, and Maria Markides. "Foundation observation of teaching project – A developmental model of peer observation of teaching." Medical Teacher 34, no. 2 (2012): e136-e142. http://dx.doi.org/10.3109/0142159x.2012.644827.

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Fry, Heather, and Clare Morris. "Peer observation of clinical teaching." Medical Education 38, no. 5 (2004): 560–61. http://dx.doi.org/10.1111/j.1365-2929.2004.01869.x.

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Shi, Connie R., Michael O. Nguyen, Jasmine Rana, and Susan Burgin. "Teaching and Learning Tips 12: Peer observation of teaching." International Journal of Dermatology 57, no. 10 (2018): 1233–36. http://dx.doi.org/10.1111/ijd.13913.

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4

Nunan, Anna. "Peer Observation of Language Teaching: A Reflective Approach to Teaching." TEANGA, the Journal of the Irish Association for Applied Linguistics 24 (November 15, 2018): 70–82. http://dx.doi.org/10.35903/teanga.v24i0.44.

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Peer observation of teaching has increasingly been considered as a means of promoting reflective practice for language teachers. An interactive model is critical to the success of the observation process as it is structured, supportive and emphasises choice, control and observation between equals. The insistence on an information flow aimed at the observed helps reaffirm the idea that observation is not an administrative exercise but a beneficial process for the teacher and learner. If peer observation can uncover some of the assumptions teachers use to shape language teaching, including the resistance to teaching as an open practice, an improvement of existing approaches to language teaching may be within reach.

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Ricotta, Daniel N., Andrew J. Hale, Jason A. Freed, Jessica L. Taylor, and Christopher C. Smith. "Peer observation to develop resident teaching." Clinical Teacher 17, no. 5 (2020): 521–25. http://dx.doi.org/10.1111/tct.13134.

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6

Swinehart, James H. "Observation and the teaching of science." Journal of Chemical Education 64, no. 5 (1987): 429. http://dx.doi.org/10.1021/ed064p429.

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7

Ito, Teruaki, and Alexander H. Slocum. "Teaching collaborative manufacturing: experience and observation." International Journal of Internet Manufacturing and Services 1, no. 1 (2007): 75. http://dx.doi.org/10.1504/ijims.2007.014484.

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8

Čepič, Mojca. "Teaching liquid crystals – observation inspired curiosity." Liquid Crystals 41, no. 3 (2014): 452–64. http://dx.doi.org/10.1080/02678292.2014.889768.

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9

Franklin, Elda E. "Assessing Teaching Artists Through Classroom Observation." Teaching Artist Journal 3, no. 3 (2005): 148–57. http://dx.doi.org/10.1207/s1541180xtaj0303_2.

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Norbury, Linda. "Peer observation of teaching: A method for improving teaching quality." New Review of Academic Librarianship 7, no. 1 (2001): 87–99. http://dx.doi.org/10.1080/13614530109516823.

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Chandler, Daniel, Laura K. Snydman, and Joseph Rencic. "Feedback Based on Observation of Work Rounds Improves Residents' Self-Reported Teaching Skills." Journal of Graduate Medical Education 4, no. 3 (2012): 374–77. http://dx.doi.org/10.4300/jgme-d-11-00206.1.

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Abstract Introduction Residents provide a significant amount of bedside teaching to medical students and more junior colleagues, but often do not receive feedback that is tailored to this aspect of their professional performance. Objective To assess residents' self-reported improvement in teaching skills after feedback based on direct observation of work rounds. Method The authors initiated a program of direct observation of residents' teaching during work rounds during the academic year 2007–2008. Eleven interested faculty volunteers, including chief residents, observed teaching on work rounds by 18 second-year residents in internal medicine during 35 total encounters. Within 24 hours, the faculty observers provided individualized feedback to the resident teachers regarding the quantity and quality of their teaching based on the data collected with the Teaching on Work Rounds observation form. At the end of the year, a survey was conducted to assess the residents' receptivity to this program. Results Each observation averaged 92 minutes per observer, for 81.5 recorded hours of observations. Eighty percent of the residents felt that they were better teachers because of the feedback they received, and 87% subsequently reported having made conscious changes in their teaching during work rounds. Discussion A direct observation program of residents' teaching on work rounds improved residents' interest in teaching while motivating them to make conscious changes in their teaching based on the individualized feedback they received.

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Zhao, Yanmin, and James Ko. "How do teaching quality and pedagogical practice enhance vocational student engagement? A mixed-method classroom observation approach." International Journal of Educational Management 34, no. 6 (2020): 987–1000. http://dx.doi.org/10.1108/ijem-11-2019-0393.

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PurposeThe purpose of this paper is to investigate vocational teaching behaviours in facilitating pedagogical practice concerning students' classroom engagement.Design/methodology/approachA mixed-method approach with quantitative classroom observations and qualitative field notes was conducted at two higher vocational institutions in Guangdong province, south of China. Sixty lesson observations were rated combining with supplementary field notes from 20 teacher participants analysed through a comparative coding process.FindingsMeans of dimensions of teaching behaviours and student engagement were calculated based on taking the averages of the means of items theoretically associated with each dimension. Through thematic analysis of observational notes, vocational instructions and students' engagement in vocational learning environment were more diversified in terms of vocational teaching practice, which manifested that vocational teaching behaviours focused more on adjusting students' practical learning.Research limitationsThe limitation is shown that the quantitative sample is small, yet affords greater depth of data for further discussion.Originality/valueThis study develops its setting and orientation by applying the classroom observation instrument into the Chinese high vocational context and offers more in-depth insights and exploration of the characteristics of teaching practice in vocational classrooms.

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13

Damanik, Eva Damayanti, Khairil Ansari, and Malan Lubis. "Development of Teaching Materials in Writing Text Report of Project Based Observations (Problem Based Learning) for Class X SMK Telkom 2 Medan." Budapest International Research and Critics in Linguistics and Education (BirLE) Journal 3, no. 4 (2020): 1651–69. http://dx.doi.org/10.33258/birle.v3i4.1302.

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This study aims to determine the results of the development of teaching materials to write project-based observation report text for class X SMK Telkom 2 Medan. The subjects of this study were students of class X SMK Telkom 2 Medan who were taken as many as 1 class / study group with a total of 30 students. Researchers collected information based on the results of observations of teaching materials in class X SMK Telkom 2 Medan shows that the teaching materials used by teachers so far have only used textbooks without teaching materials in the form of modules as another guide in learning, especially on the text material for the observation report. The results of the effectiveness of teaching materials for writing text c reports on the results of project-based observations (project based learning) on a limited trial, namely 30 students of class X SMK Telkom 2 Medan, namely in the pretest test results obtained an average score of 68.97% with sufficient category . Meanwhile, after using teaching materials to write text modules on the postest test with an average score of 80.83% with a good category. These results state that the teaching materials for writing project-based observation report text after use have a significant increase in student learning outcomes with a difference of 11.86 which indicates that by using the teaching materials to write project-based observation report text learning) student scores are better than before.

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Farah, Yara N., and Kimberley L. Chandler. "Structured Observation Instruments Assessing Instructional Practices With Gifted and Talented Students: A Review of the Literature." Gifted Child Quarterly 62, no. 3 (2018): 276–88. http://dx.doi.org/10.1177/0016986218758439.

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Teaching and learning are part of a complex interaction between teachers and students. Educational leaders cannot improve the teaching and learning process without quality measurement of effective teaching. One way to capture this complex interaction is by using structured observations. However, the extant literature on classroom observation instruments in the field of gifted education is limited. For that reason, a systematic search was undertaken to identify the observation instruments for assessing instructional practices used with gifted and talented students. In this article, eight observation instruments were identified: (a) Rating Scale of Significant Behaviors in Teachers of the Gifted, (b) Kulieke’s adaptation of the Rating Scale of Significant Behaviors in Teachers of the Gifted, (c) Teaching Observation Form (TOF; also known as Purdue Observation Form), (d) Classroom Practices Record (CPR), (e) Classroom Practices Record–Form VA (CPR-Form VA), (f) Classroom Instructional Practices Scale (CIPS), (g) Classroom Observation Scales–Revised (COS-R), and (h) Differentiated Classroom Observation Scale (DCOS). The instruments are described in terms of developmental process, purpose, and any reliability and validity evidence reported. This systematic search has shown the need for a new observation instrument that is comprehensive and closely tied to professional standards.

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Chamberlain, John Martyn, Meriel D’Artrey, and Deborah-Anne Rowe. "Peer observation of teaching: A decoupled process." Active Learning in Higher Education 12, no. 3 (2011): 189–201. http://dx.doi.org/10.1177/1469787411415083.

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This article details the findings of research into the academic teaching staff experience of peer observation of their teaching practice. Peer observation is commonly used as a tool to enhance a teacher’s continuing professional development. Research participants acknowledged its ability to help develop their teaching practice, but they also reported that it could operate superficially as a tick box exercise, that its outcomes were frequently decoupled from formal staff development processes, and that its purpose and usefulness therefore seemed unclear. This article argues that the presence of decoupling reinforces the need to account for structural factors that can interact with peer observation of teaching to ensure it is a meaningful exercise for all teaching staff. It concludes that the published academic literature is perhaps guilty of overplaying the role of personal choice and individual tutor characteristics when addressing the complex issue that is staff disengagement with peer observation of teaching.

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Adam, Patricia, Courtney F. Murphy, Mary Dierich, and Keri D. Hager. "Seven Years of Teaching Communication With the Patient-Centered Observation Form." Family Medicine 50, no. 2 (2018): 132–37. http://dx.doi.org/10.22454/fammed.2018.516713.

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Background and Objectives: For years, family medicine has taught patient-centered communication through observations and observation checklists. We explored the utility of one checklist, the Patient-Centered Observation Form (PCOF), to teach and evaluate patient-centered communication in our family medicine residencies. Methods: We conducted a mixed-method study of five University of Minnesota Family Medicine Residencies’ seven years of experience teaching and evaluating residents’ patient-centered communication skills. All programs have a behavioral health (BH) faculty-led observation curriculum that uses the PCOF to assess resident skills and give feedback. We conducted a BH faculty focus group and interviews, generated themes from the BH responses, and then queried family medicine (FM) faculty regarding these themes through an online survey. Results: Ten BH faculty participated in the focus group/interviews, and 71% (25/35) of FM faculty completed the survey about themes derived from the BH interviews. The residencies complete between 1 to 11 observations per resident per year. Since implementation, four programs have continuously used the PCOF due to its versatility, design as a formative rather than summative feedback tool, and relative ease of use. BH faculty believe longitudinal observations with the PCOF resulted in improved resident patient-centered communication. Most importantly, all faculty described a shift in family medicine culture toward patient-centered communication. Time for observations and feedback is the primary curricular barrier. Conclusions: Our findings support the utility of the PCOF for teaching and evaluating patient-centered communication in family medicine training.

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Sammet, Rebecca, and Daniel Dreesmann. "Developing Science Observation Skills." American Biology Teacher 77, no. 7 (2015): 517–25. http://dx.doi.org/10.1525/abt.2015.77.7.6.

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Acorn ants (genus Temnothorax) are a powerful model organism for illustrating the variety of interactions in an ecosystem. We developed five teaching units with acorn ants as the exemplary insect. The aim of this study was to provide a quantitative and qualitative analysis of secondary school students’ attitudes before and after teaching units. Students (N = 459) from 22 classes participated in the study. Students’ attitudes were measured using a two-stage test design. We investigated the influence of class level, gender, teaching units, and time period of participation on students’ attitudes. Additionally, we surveyed a subsample of students on their learning enjoyment in 10-minute interviews. The findings suggest that students’ previous investigations with insects in science classes had been few. The results indicate an influence of gender, time period, and the autonomous keeping of ants on attitudes toward the social insects. Although no changes in attitudes were observed for students of lower and higher secondary school, students at the intermediate level had slightly higher attitude scores on the posttest than on the pretest. The majority of students evaluated teaching units positively. Our findings suggest that ant research may offer new opportunities for directing students’ attention to native woodland inhabitants.

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18

Silver, Ira, and Gina Perez. "Teaching Social Theory through Students' Participant-Observation." Teaching Sociology 26, no. 4 (1998): 347. http://dx.doi.org/10.2307/1318774.

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Colprit, Elaine J. "Observation and Analysis of Suzuki String Teaching." Journal of Research in Music Education 48, no. 3 (2000): 206–21. http://dx.doi.org/10.2307/3345394.

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This study is an examination of teacher and student behavior in 48 violin and cello lessons taught by 12 expert Suzuki string teachers. One representative excerpt of work on a repertoire piece that had been introduced in a preceding lesson was extracted from each lesson videotape and analyzed in detail. Each excerpt was divided into segments (labeled “rehearsal frames”) that encompassed the instructional activities devoted to proximal performance goals (labeled “targets”) identified by the teacher. Targets were recorded for each rehearsal frame and categorized according to the teacher's description of the target and according to the aspect of performance to which the target pertained. Instructional activities within 338 rehearsal frames were examined in terms of the rates, durations, and proportions of time devoted to aspects of teacher and student behavior. Across all rehearsal frames ( N = 338), approximately 45% of the total time was devoted to teacher verbalizations, 20% to teacher modeling, and 41% to student performance. Episodes of teacher and student activity were frequent and brief, indicating a rapid pace of instruction. Lessons were characterized by high rates of approvals and a clear focus on one aspect of performance at a time.

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Stevens, David, and Michelle VanNatta. "Teaching Critical Observation as a Sociological Tool." Teaching Sociology 30, no. 2 (2002): 243. http://dx.doi.org/10.2307/3211386.

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Snydman, Laura, Daniel Chandler, Joseph Rencic, and Yung-Chi Sung. "Peer observation and feedback of resident teaching." Clinical Teacher 10, no. 1 (2013): 9–14. http://dx.doi.org/10.1111/j.1743-498x.2012.00591.x.

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22

Washer, Peter. "Designing a system for observation of teaching." Quality Assurance in Education 14, no. 3 (2006): 243–50. http://dx.doi.org/10.1108/09684880610678559.

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23

Siddiqui, Zarrin Seema, Diana Jonas-Dwyer, and Sandra E. Carr. "Twelve tips for peer observation of teaching." Medical Teacher 29, no. 4 (2007): 297–300. http://dx.doi.org/10.1080/01421590701291451.

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24

Fuller, Grace. "Teaching behavioral observation in the 21st century." Zoo Biology 30, no. 2 (2010): 232–34. http://dx.doi.org/10.1002/zoo.20372.

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Blackwell, Richard. "Peer Observation of Teaching & Staff Development." Higher Education Quarterly 50, no. 2 (1996): 156–71. http://dx.doi.org/10.1111/j.1468-2273.1996.tb01697.x.

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Blasko, Dawn G., Victoria A. Kazmerski, Eric W. Corty, and Carl A. Kallgren. "Courseware for observational research (COR): A new approach to teaching naturalistic observation." Behavior Research Methods, Instruments, & Computers 30, no. 2 (1998): 217–22. http://dx.doi.org/10.3758/bf03200646.

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Weston, Timothy J., Charles N. Hayward, and Sandra L. Laursen. "When Seeing Is Believing: Generalizability and Decision Studies for Observational Data in Evaluation and Research on Teaching." American Journal of Evaluation 42, no. 3 (2021): 377–98. http://dx.doi.org/10.1177/1098214020931941.

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Observations are widely used in research and evaluation to characterize teaching and learning activities. Because conducting observations is typically resource intensive, it is important that inferences from observation data are made confidently. While attention focuses on interrater reliability, the reliability of a single-class measure over the course of a semester receives less attention. We examined the use and limitations of observation for evaluating teaching practices, and how many observations are needed during a typical course to make confident inferences about teaching practices. We conducted two studies based on generalizability theory to calculate reliabilities given class-to-class variation in teaching over a semester. Eleven observations of class periods over the length of a semester were needed to achieve a reliable measure, many more than the one to four class periods typically observed in the literature. Findings suggest practitioners may need to devote more resources than anticipated to achieve reliable measures and comparisons.

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Briggs, Derek C., and Jessica L. Alzen. "Making Inferences About Teacher Observation Scores Over Time." Educational and Psychological Measurement 79, no. 4 (2019): 636–64. http://dx.doi.org/10.1177/0013164419826237.

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Observation protocol scores are commonly used as status measures to support inferences about teacher practices. When multiple observations are collected for the same teacher over the course of a year, some portion of a teacher’s score on each occasion may be attributable to the rater, lesson, and the time of year of the observation. All three of these are facets that can threaten the generalizability of teacher scores, but the role of time is easiest to overlook. A generalizability theory framework is used in this study to illustrate the concept of a hidden facet of measurement. When there are many temporally spaced observation occasions, it may be possible to support inferences about the growth in teaching practices over time as an alternative (or complement) to making inferences about status at a single point in time. This study uses longitudinal observation scores from the Measures of Effective Teaching project to estimate the reliability of teacher-level growth parameters for designs that vary in the number and spacing of observation occasions over a 2-year span. On the basis of a subsample of teachers scored using the Danielson Framework for Teaching, we show that at least eight observations over 2 years are needed before it would be possible to make distinctions in growth with a reliability coefficients of .39.

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Hoy, Mary P. "Observation opportunities for rural special education." Rural Special Education Quarterly 8, no. 2 (1987): 2–6. http://dx.doi.org/10.1177/875687058700800201.

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This article describes a unique observation laboratory experience available to teacher preparation institutions. Live microwave broadcasts from two special education and six regular elementary classrooms are disseminated nationally via satellite. Observation theory is merged with effective teaching research in an instructional model that has demonstrated effectiveness. Results of pre/post correlated t -tests indicated a significant difference in the treatment group for anecdotal recording, time sampling, effective teaching knowledge, and classification of teaching behaviors.

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Eradze, Maka, María Jesús Rodríguez-Triana, and Mart Laanpere. "A Conversation between Learning Design and Classroom Observations: A Systematic Literature Review." Education Sciences 9, no. 2 (2019): 91. http://dx.doi.org/10.3390/educsci9020091.

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Learning Design, as a field of research, provides practitioners with guidelines towards more effective teaching and learning. In parallel, observational methods (manual or automated) have been used in the classroom to reflect on and refine teaching and learning, often in combination with other data sources (such as surveys and interviews). Despite the fact that both Learning Design and classroom observation aim to support teaching and learning practices (respectively a priori or a posteriori), they are not often aligned. To better understand the potential synergies between these two strategies, this paper reports on a systematic literature review based on 24 works that connect learning design and classroom observations. The review analyses the purposes of the studies, the stakeholders involved, the methodological aspects of the studies, and how design and observations are connected. This review reveals the need for computer-interpretable documented designs; the lack of reported systematic approaches and technological support to connect the (multimodal) observations with the corresponding learning designs; and, the predominance of human-mediated observations of the physical space, whose applicability and scalability are limited by the human resources available. The adoption of ICT tools to support the design process would contribute to extracting the context of the observations and the pedagogical framework for the analysis. Moreover, extending the traditional manual observations with Multimodal Learning Analytic techniques, would not only reduce the observation burden but also support the systematic data collection, integration, and analysis, especially in semi-structured and structured studies.

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Young, Niki. "6: THE VALUE OF THE NARRATIVE TEACHING OBSERVATION TO DOCUMENT TEACHING BEHAVIORS." To Improve the Academy 28, no. 1 (2010): 98–111. http://dx.doi.org/10.1002/j.2334-4822.2010.tb00598.x.

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Nava, Imelda, Jaime Park, Danny Dockterman, et al. "Measuring Teaching Quality of Secondary Mathematics and Science Residents: A Classroom Observation Framework." Journal of Teacher Education 70, no. 2 (2018): 139–54. http://dx.doi.org/10.1177/0022487118755699.

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This study assesses the reliability of two observation rubrics, one in math and the other in science, and documents how the rubric data were used to inform a teacher education program. Classroom observations are typically considered essential for assessing teaching practice, yet many popular observation frameworks, while comprehensive in aim, do not appropriately capture key features of teaching valued by teacher education programs. Many of these tools do not attend to issues of equity, humanizing pedagogy, and thus, social justice. We report on the development of two observation rubrics—secondary math and science—that embody the aims and values of our teacher education program, specifically, equity and humanizing pedagogy, and the results of our examination of the reliability of ratings of teaching practice generated using these rubrics. We discuss the various sources of measurement error and the implications for further developing and using the observation rubric in our program.

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Williams, Gwendolyn M., and Rod E. Case. "Tale of the Tape: International Teaching Assistant Noticing During Videotaped Classroom Observations." Journal of International Students 5, no. 4 (2015): 434–46. http://dx.doi.org/10.32674/jis.v5i4.406.

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International teaching assistants face challenges in learning the norms for teaching in American universities. In order to address this learning curve this article describes a qualitative study of twenty international teaching assistants that examined how these participants viewed observations as part of their professional development. The study explored the noticing practices of international teaching assistants who participated in an initial interview, followed by a classroom observation so that the ITAs could notice their own teaching practices in the classroom. After examining the ITAs’ noticing of events during observations, the article will conclude with general recommendations for effective use of observations as part of the training of international instructors.

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Harefa, Hasrat Sozanolo. "Using Video in Teaching Speaking." INTELEKTIUM 1, no. 2 (2020): 115–20. http://dx.doi.org/10.37010/int.v1i2.170.

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This study aims to describe the factors that support students' ability in the learning process to speak using video. This research was classroom action research. Classroom action research was done in four steps: planning, action, observation, and reflection. Quantitative data was gained from the score of the student's speaking test. The test was given at the end of every cycle. The qualitative data was collected through the result of observation. It described the factors that support the students' ability to speak based on the result observation from the collaborator activities both the students and the researcher itself. The research aimed to explain how video can increase students' speaking skills in the second semester of the English Education Study Program for IKIP Gunungsitoli. Using video can increase students' skills in speaking. Quantitative data support it included test results in every cycle. The quantitative data show that students have improved speaking skills in every cycle using video and reaching the indicator of success. The students' ability to speak cannot pass the score standard in the cycle because most students cannot convey their ideas about the material. However, in cycle II, there is increasing in student's ability to speak. The quantitative data also is supported by the qualitative data through observation results. The observation sheet result describes that the students' activities improved every meeting by using video.

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Robles, Jeannette Valencia. "Developing observation and reflective skills through teaching practice." International Journal of Learning and Teaching 10, no. 1 (2018): 22. http://dx.doi.org/10.18844/ijlt.v10i1.3142.

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 This case study explores the effects of addressing observations and reflective skills of 12-student teachers during their teaching practices for infant education in Guadalajara, Spain. The participants had been studying the basics of CLIL methodology and reflexive-teaching during a four-month learning period. Then, they participated in a six-hour workshop in which they were required to observe, participate in, and reflect on the teacher and each other’s on a four-minute teaching practice to assess their presentations following the given guidelines. The results show that students could demonstrate they are on the path of making effective observations and reflections on an observed practice.  Keywords: Reflective skills, Spain, effective observations, practice, workshop.

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Bacon, Susan M., Nina Spada, and Maria Frohlich. "Communicative Orientation of Language Teaching (COLT) Observation Scheme." Modern Language Journal 81, no. 2 (1997): 261. http://dx.doi.org/10.2307/328799.

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Schoen, Sharon F. "Teaching Students with Handicaps to Learn through Observation." TEACHING Exceptional Children 22, no. 1 (1989): 18–21. http://dx.doi.org/10.1177/004005998902200104.

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Edwards, Judith. "Teaching observation to non-clinical students: continuing thoughts." Infant Observation 12, no. 2 (2009): 207–13. http://dx.doi.org/10.1080/13698030902991998.

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Bulterman-Bos, Jacquelien, Jan Terwel, Nico Verloop, and Wim Wardekker. "Observation in Teaching: Toward a Practice of Objectivity." Teachers College Record 104, no. 6 (2002): 1069–100. http://dx.doi.org/10.1111/1467-9620.00197.

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40

Hodgkinson, Myra. "Peer Observation of Teaching Performance by Action Enquiry." Quality Assurance in Education 2, no. 2 (1994): 26–31. http://dx.doi.org/10.1108/09684889410061132.

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41

Robbins, Larry. "Self-observation in Teaching: what to Look for." Business Communication Quarterly 64, no. 1 (2001): 19–37. http://dx.doi.org/10.1177/108056990106400104.

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Instructors who want to improve their teaching often do not know how to identify the changes they need or want to make. This article offers practical suggestions on course planning and class preparation, effective communication, questioning and responding, assessment and evaluation. The focus is on providing a method of observing the process of teaching and learning. If teachers know how to observe themselves, they can more easily establish a personal style that motivates their students.

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Rees, Eliot L., Benjamin Davies, and Michael Eastwood. "Developing students’ teaching through peer observation and feedback." Perspectives on Medical Education 4, no. 5 (2015): 268–71. http://dx.doi.org/10.1007/s40037-015-0213-9.

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Dewi, Triana, and Evie Kareviati. "THE USE OF POWERPOINT AS THE INSTRUCTIONAL MEDIA IN TEACHING ENGLISH FOR YOUNG LEARNERS." PROJECT (Professional Journal of English Education) 4, no. 4 (2021): 617. http://dx.doi.org/10.22460/project.v4i4.p617-621.

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This research is about the use of powerpoint as the instructional media in teaching english for young learners at the first semester of the sixth grade students of SDN Baros Mandiri 5. The objective of this research are to analyze the use of powerpoint as the instructional media in teaching english for young learners. Data is collected through observation and interview. The reseacher chose class VIB as sample which consisted of 30 students. The data is then analyzed using observation sheets. The observations is began at 08.30 - 09.40 for 2 x 35 minutes with the teaching material "Go Green Save the Earth". Based on the results of media observations in the learning process of children and interviews with teachers, the media used by teachers in class VI is good and effective. The media used is powerpoint which is powerpoint is very helpful for teachers to prepare teaching materials and can help attract students' interest and attention so students can learn well. Keywords: PowerPoint, Young Learners, Instructional Media

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Nikolov, A. S. "An Application of Personal Computers in Astronomy Education." International Astronomical Union Colloquium 105 (1990): 177–78. http://dx.doi.org/10.1017/s0252921100086668.

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Observations play an important role in the process of teaching astronomical knowledge. Practical observations of astronomical phenomena lead to analysis and explanation based on natural laws and so form the basis of cognitive processes in the education. Evidently the observations are an integral part of acquiring astronomical knowledge. Giving up observations, no matter what the reasons, is equivalent to losing quality in the educational process. It decreases the possible influence over the personal development of pupils and students. At the same time, observation and observational results are important for success in education.Carefully planned observational time has a substantial influence on cognitive and educational processes. It leads to considerably more active participation in astronomy lectures.

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Hewlett, Barry S., Hillary N. Fouts, Adam H. Boyette, and Bonnie L. Hewlett. "Social learning among Congo Basin hunter–gatherers." Philosophical Transactions of the Royal Society B: Biological Sciences 366, no. 1567 (2011): 1168–78. http://dx.doi.org/10.1098/rstb.2010.0373.

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This paper explores childhood social learning among Aka and Bofi hunter–gatherers in Central Africa. Existing literature suggests that hunter–gatherer social learning is primarily vertical (parent-to-child) and that teaching is rare. We use behavioural observations, open-ended and semi-structured interviews, and informal and anecdotal observations to examine the modes (e.g. vertical versus horizontal/oblique) and processes (e.g. teaching versus observation and imitation) of cultural transmission. Cultural and demographic contexts of social learning associated with the modes and processes of cultural transmission are described. Hunter–gatherer social learning occurred early, was relatively rapid, primarily vertical under age 5 and oblique and horizontal between the ages of 6 and 12. Pedagogy and other forms of teaching existed as early as 12 months of age, but were relatively infrequent by comparison to other processes of social learning such as observation and imitation.

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Hendry, Graham D., and Gary R. Oliver. "Seeing is Believing: The Benefits of Peer Observation." Journal of University Teaching and Learning Practice 9, no. 1 (2012): 87–96. http://dx.doi.org/10.53761/1.9.1.7.

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Peer observation of teaching is seen as a supportive and developmental process for improving the quality of teaching in universities. Evidence is emerging that the process of observing is just as if not more valuable than being observed and given feedback. In this study lecturers completing a Foundations program in university learning and teaching were interviewed about their experience of participating in a reciprocal peer observation exercise. The benefits for observers include learning about a new strategy and enhancing their confidence to try this strategy in their own teaching. Receiving feedback was also perceived to be useful but not more beneficial than watching a peer teach. We discuss implications of our results for units and institutions planning to implement peer observation as part of a strategic approach to improve the quality of learning and teaching.

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Kang Chang-Sook. "Pre-service Geography Teacher’s Observation and Reflection on Teaching for a Good Teaching." Journal of The Korean Association of Geographic and Environmental Education 18, no. 1 (2010): 59–75. http://dx.doi.org/10.17279/jkagee.2010.18.1.59.

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Rambe, Yuni Ansari, Anni Holila Pulungan, and Syahron Lubis. "Teachers Feedback in Teaching Writing of Narrative Texts to the Eight Grade Students." LINGUISTIK TERAPAN 17, no. 1 (2020): 102. http://dx.doi.org/10.24114/lt.v17i1.19771.

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Writing skills is considered the most difficult skill. The students usually face many difficulties in exploring the ideas or even finding the appropriate words to what they want to write. In this research, the researcher focuses on giving teachers written feedback in teaching writing narrative texts to the eight graders of SMP Amiruddiniyah Rantau Prapat. Written feedback is taken to provide an interaction between students writing and the teacher. In this process a teacher read the students work and responds to it through some written comments. The subjects of the study were the students of Eight grades. There were forty students, twenty male and twenty female students. This study is descriptive qualitative. The instruments that are used by the researcher are observation checklist, field notes, and students written works. the researcher collected the data from three observations. The first observation, the writing task was given to check the understanding of the students in writing narrative text,but the teacher did not give feedback. In the second and third observations feedback were given. In the second observation, the writing task was done in groups. Meanwhile in the third observation, it was done individually. The researcher analyzed the students written works that had been given written feedback from the teacherKeywords: Teacher Written Feedback, Writing, Narrative text, Students Written Work

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Tosriadi, Tosriadi, Abdul Asib, Sri Marmanto, and Umu Arifatul Azizah. "Peer Observation as a Means to Develop Teachers’ Professionalism." International Journal of Multicultural and Multireligious Understanding 5, no. 3 (2018): 151. http://dx.doi.org/10.18415/ijmmu.v5i3.140.

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The emergence of reflective practice in promoting teacher professional development has been discussed in many literatures. Research studies showed the benefits of conducting reflective practice to improve teachers’ classroom instruction. Peer observation as one of the reflective practice activities is viewed as an effective strategy in developing teachers’ pedagogy and professional competences. Peer observation refers to the act of teachers collaborate to identify the strength and the weakness of their teachings. By doing so, it is expected there will be improvement in learning outcomes. This study explored EFL teachers’ perceptions on peer observation as means to develop teachers’ professionalism. Two EFL teachers who worked as English teachers were purposively selected as the respondents of the study. The participating teachers got at least 1 year teaching experience to assure their involvement in peer observation. To meet the objectives of the study, the data were gained through classroom observation, and followed by in depth interview. Then, they were analyzed by using interactive model data analysis for qualitative study. The results of the study indicated teachers’ positive perceptions on peer observation as professional development tool. Peer observation brought some benefits for teachers. It helped teachers solve the problems they encountered in their teachings, instead it also could be used as learning opportunity by observing new teaching method/strategy from other colleagues.

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Wood, Phil. "Book Reviews: Classroom Observation: A Guide to the Effective Observation of Teaching and Learning." Educational Management Administration & Leadership 43, no. 4 (2015): 664–65. http://dx.doi.org/10.1177/1741143214526120.

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