Effective Teaching

According to the outbreak of COVID-19 pandemic situation, the educational system was one of the sectors that had to move very quickly and adapt the learning process, and millions of young people to complete their education in an online environment, others to move to a higher educational level, and of course there are thousands of specialists who ask the question "was this education really effective?" The transition to entirely online form of education was necessitated by the anti-epidemic measures in connection with COVID-19, and due to the uncertainty in controlling the virus, will probably continue in 2020/21 academic year The aim of this study is to check whether there is a change in the opinion of experts from the National Sports Academy "Vassil Levski" (NSA) regarding the indicators for assessing the effectiveness of the online learning at the moment of online education, compared to 2016 theoretical model 73 teachers from NSA gave their opinion on the criter...

The article aims at pointing out what kinds of activities designed to improve the learners’ writing proficiency are effective in a Vietnamese context. With a two-group pretest and posttest design of an empirical research, the authors implemented a series of teaching activities in the classroom. The data were collected by means of pre-tests, post-tests, and interviews. The results indicated that the participants in the experimental condition significantly gained in their writing performance. Qualitative analysis of the data shows that the majority of participants positively evaluated the effectiveness of the activities. However, a consideration for contextual adjustment should be taken when several activities together might be overload to the learners. DOI: http://dx.doi.org/10.3126/nelta.v16i1-2.6132 NELTA 2011; 16(1-2): 82-96

ABSTRACT Recent years have seen a considerable growth in the numbers of international students coming to study in the UK. In an attempt to identify the extent to which differences in understandings and expectations of ‘effective teaching practice’ might impede their successful integration into academic life, the following article offers a comparative analysis of the ways in which UK and overseas students
define good teaching. Focusing on survey results at one university, the study identifies and explores four key areas that underpin student understandings of effective teaching: teaching skills, teacher attributes, staff–student relationships and teacher knowledge. Results indicate that UK and international students appear to share broadly similar
views and, despite some differences in emphasis, particular teaching skills emerge as most important, while teacher knowledge appears to be afforded a much lower priority. Potential explanations for the degree of commonality in student thinking and prioritization are investigated, and a number of conclusions considered.
KEYWORDS: comparative treatment, overseas students,
teacher effectiveness, teaching skills

In this essay I examine the racial achievement gap in American education in terms of an impaired psychosocial developmental process. I argue that the well-documented academic underperformance of certain minority groups may stem from the unfavorable resolution of a key developmental crisis in constituent members’ early scholastic experience. I go on to suggest that individual educators can play an important role in eliminating the achievement gap by changing the way they teach in their own classrooms. In part, they may do so by adopting a "transcultural" pedagogy or teaching style, according to which both teachers and their minority students develop (at minimum) transcultural proficiencies and (at maximum) transcultural identities, as a promising way to achieve two important ends. First, the fostering of an academically-industrious self-concept in members of historically underachieving minority groups and hence, second, the closing of the achievement gap "from the bottom up"—one classroom at a time.

English has emerged as the unprecedented Lingua Franca that has taken the world over by a storm. Sustaining in this multicultural, digital world is next to impossible without a good command over English. Hence, English as Lingua Franca (ELF) requires an in-depth scrutiny, both as a construct and as a reality. This paper analyses the use and employment of English for varied purposes and its implications and results. The native – non-native speaker dichotomy and ways to resolve the situation are brought into consideration. The emergence of a World Standard English is the latest phenomenon and endeavours to bring in the most apt answers to the questions raised by the English speakers all over the world.

The researcher aims to find an appropriate way to help the teacher to immunize generations of those ideas that may ravage daily students, easily affected by ideas that are contrary to the values and orientations of our society and adopt ideas that are dominated by violence and hatred on the one hand, and to abuse information at the level of the Internet and is a serious factor in eliminating the spirit of reading and initiative and discovery among our students, because it finds ready information tired without reviewing and verifying its validity. Extremism in all its forms leads them to make good use of the information selected from the Internet

Abstract: Collaboration is a way of interaction and personal attitude where individuals are responsible for
their actions, learning , their abilities and contributions of their peers as well. This paper clarifies the concept
of collaborative learning by presenting and analyzing the educational benefits of Collaborative learning
techniques. Collaborative learning is more students centered. The collaborative tradition takes a more
qualitative approach, analyzing student talk in response to a piece of literature. This paper clarifies the
differences between collaborative and individual learning. . The paper also highlights teacher’s perspective for
individual and collaborative learning. The paper concludes with a discussion about the implications of these
issues with respect to achievement of undergraduate students in English. T-test is used to study the difference in
means in achievement in English by using collaborative learning and individual learning. The sample comprises
of 40 students (males 30, females 10) of undergraduate program. Purposive sampling has been used .The final
achievement scores in English have been used for the purpose of the study.
Keywords: Collaborative Learning, individual Learning, Classroom techniques, Student centric approach,
Peer Teaching, T-test

What data should teachers use, and how should they use these data to improve their teaching?  In this review a diverse set of literature that addresses this question is categorized according to three distinct approaches: the diagnostic approach, the methods approach, and the teacher approach. Within the diagnostic approach, teachers collect data to determine the students who need to learn specific content. Within the methods approach teachers collect data to determine the aspects of teaching that contribute to student learning. Within the teacher approach, teachers collect data to help them develop beliefs and knowledge that support effective teaching. Benefits and drawbacks of these approaches are identified, and some guidelines and cautions concerning the use of data to improve instruction are discussed.

Prefazione

Queste lezioni di microeconomia rappresentano la rielaborazione di materiale didattico da me presentato agli studenti del corso di Economia Politica della Facoltà di Giurisprudenza della Seconda Università di Napoli durante gli anni accademici dal 2003-’04 ad oggi. Il corso comprende sia la micro- che la macroeconomia e ciò spiega perché la trattazione della microeconomia sia piuttosto breve, molto più breve di quella necessaria per un corso anche introduttivo, ma completo.
Le lezioni si propongono di esporre gli argomenti introduttivi tipici della microeconomia in modo semplice e, perciò, accessibile anche agli studenti che hanno basi di matematica rudimentali. Il motivo che ha spinto anche me a scrivere un testo di microeconomia è che nessuno dei testi disponibili in commercio mi è sembrato corrispondere alle esigenze didattiche di chi insegna microeconomia a studenti di una Facoltà di Giurisprudenza, ma anche di altre facoltà umanistiche (Scienze Politiche, Lettere e Filosofia, Scienze della Comunicazione) o anche scientifiche (Medicina) dove sempre più spesso l’economia politica è divenuta materia fondamentale di studio.
Anche se non senza una certa lentezza, dettata anche da un certo senso di inadeguatezza allo scopo, mi sono allora deciso a dare una risposta concreta alle richieste sempre più pressanti da parte dei miei studenti, colpiti dal contrasto fra la leggerezza e chiarezza delle lezioni e la difficoltà e oscurità dei libri di testo disponibili in commercio.
Pur senza rifuggire il rigore formale, questo manuale utilizza strumenti analitici semplici, presentati in modo più dettagliato e formale, ma pur sempre sintetico nell’Appendice matematica. In realtà, l’Appendice si propone semplicemente di richiamare alla memoria dello studente alcune nozioni basilari di algebra, incluso le equazioni di primo grado, e la rappresentazione grafica di una funzione lineare. Si tratta, a ben vedere, di nozioni che gli studenti dovrebbe aver appreso già alle scuole medie inferiori e/o superiori. Per coloro che hanno un ricordo flebile di tali nozioni, si suggerisce di iniziare lo studio del testo a partire proprio dall’Appendice matematica. Chi invece già padroneggia le nozioni elementari di matematica può senz’altro saltare lo studio dell’Appendice matematica.
Devo dire che insegnare l’economia politica a studenti con formazione umanistica (o comunque non da economisti) è appassionante, perché spinge il docente ad interrogarsi costantemente sui fondamenti del discorso economico, senza dare nulla per scontato. Al contempo, ciò permette di evidenziare la notevole capacità interpretativa del mondo che ci circonda tipica dell’economia.
Il testo contiene numerose esemplificazioni numeriche. Inoltre, alla fine di ogni capitolo vi sono esercizi, le cui soluzioni sono fornite alla fine del testo. Si spera così di stimolare gli studenti a svolgere gli esercizi prima da soli e poi a consultare le soluzioni. Lo scopo delle esercitazioni è permettere allo studente di “falsificare” le nozioni acquisite mettendole alla prova con esempi concreti. Credo che ciò sia essenziale alla comprensione della materia, soprattutto per quegli studenti che, secondo la mia esperienza, tendono a memorizzare più che ad imparare.
Fra le tante definizioni della microeconomia, questo testo suggerisce che la più utile ai fini didattici sia quella che si sofferma sul suo scopo. La domanda principale alla quale tutta la microeconomia tenta di dare una risposta è perché il prezzo di un bene (o di un servizio) si fissa proprio al livello che osserviamo. Ciò spinge ad andare a ritroso sui fattori che influiscono sulla domanda e sull’offerta del bene, oltre che sulla forma di mercato nella quale il bene è scambiato.
Il testo dedica una particolare attenzione anche a quei concetti della microeconomia che servono a microfondare le teorie macroeconomiche che fanno parte, in genere, della seconda parte di un corso di Economia Politica in Facoltà non economiche. Più parti delle Lezioni sono dedicate, perciò, alla spiegazione delle possibili cause microeconomiche della rigidità dei prezzi e quindi alle condizioni sotto le quali i prezzi dei beni sono rigidi, anziché flessibili. Questa parte è essenziale alla comprensione delle differenze fra le teorie neoclassiche, che partono dall’assunto della flessibilità dei prezzi, e quelle keynesiane, che si fondano, invece, sull’ipotesi di rigidità dei prezzi verso il basso.

Ringraziamenti. Ogni manuale è il risultato dell’interazione dell’autore con i suoi studenti. Sono grato a tutti gli studenti, e sono davvero tanti, che hanno avuto la cortesia e la pazienza di trascrivere in formato elettronico le registrazioni delle lezioni che ho tenuto nel corso di oltre un quinquennio. Questo sforzo è tanto più apprezzabile poiché è stato condotto a termine anche dopo aver sostenuto l’esame: la spiegazione è da ricercare nel loro altruismo. La loro funzione-obiettivo includeva anche la riduzione dello sforzo che altri studenti avrebbero dovuto sostenere dopo di loro.
Le trascrizioni rappresentano il nucleo originario sul quale è costruito l’intero lavoro, che ha subito, però, numerose rielaborazioni ed arricchimenti. Spero che queste rielaborazioni non abbiano tolto al testo quel sapore di immediatezza che distingue le lezioni dagli altri manuali e che era fin dall’inizio il mio obiettivo principale. Ho chiesto, infatti, agli studenti che hanno collaborato di trascrivere anche gli esempi tratti dalla vita reale usati durante le lezioni, senza sentirsi in pericolo di essere banali. In base alla mia esperienza, posso dire che, ancorché frutto talvolta di eccessiva semplificazione, quegli esempi sono molto efficaci nell’aiutare a comprendere una materia che ai più sembra ostica, quando non incomprensibile.
Per tutti questi motivi, voglio qui ricordare i nomi degli studenti più zelanti ed accurati nelle loro trascrizioni. Marina Manni, Rossana Merenda, Carla Parziale, Vincenza Piccolo e Maria Pia Vinci hanno contribuito al primo nucleo completo di lezioni: il loro lavoro “pioneristico” è stato decisivo per convincermi che era possibile esaudire le richieste sempre più pressanti dei miei studenti a pubblicare un mio manuale. Tuttavia, un ringraziamento particolare va a Maria D’Andrea che ha rielaborato tutti i grafici, spesso diverse volte, per rispondere alle mie cavillose richieste di modifica senza mai perdere la pazienza.
Un numero notevolmente maggiore di studenti ha contribuito a migliorare il lavoro con numerose domande di chiarimento ovvero correzioni degli errori che immancabilmente restavano nel testo. Qui mi piace ricordare, fra gli altri, i nomi di: Alfonso D’Agostino, Antonella Paolisso e Flavio Volgare.

During Apartheid, language was used to make education exclusive and since the end of
Apartheid it has continued to create learning challenges in the classroom.  Policies such as The South African Schools Act (Act No. 37 of 1997) and the South African Constitution sanctified the desegregation of schools in South Africa and, in turn, created the opportunity for previously disadvantaged students to attend the public school of their choice. Many students then, and now still struggle with language as a learning barrier in the classroom

To respond to the challenges of the 21 st century, most universities had to make radical modifications in their systems. In Morocco, the recent modifications made at the level of modules brought some promises as teachers were also involved in decision-making. However, Moroccan students' voices went largely ignored during this process. Therefore, the main aim of this study was to understand students' opinions about one of the most important courses they studied after the last reform: " Critical Thinking ". Three research questions were used: What are university students' perceptions and attitudes toward the critical thinking course in Morocco? To what extent are Moroccan students satisfied with the course contents and the teacher's pedagogy? What are the views of Moroccan university students about the critical thinking exam they took at the end of the semester? Semi-structured interviews were used to collect the data from 10 respondents. Qualitative content analysis was used through coding and classifying emerging patterns and themes. The results showed that although the students were generally satisfied with the course contents, they bitterly complained about different issues such as the theory-practice gap. The results, also, revealed that implementing any change in higher education without taking into consideration students' needs and interests might be detrimental to the teaching-learning operation. Ultimately, this study offers university teachers of critical thinking a toolkit of skills and competencies for effective teaching.

In 1885, Hermann Ebbinghaus, the great German psychologist, discovered that we forget up to 90% of what we learn within 30 days if we do not make a conscious attempt to retain the learned material. What is most troubling is that much of this information is actually forgotten just hours after the initial exposure. Ebbinghaus’s study has been reconfirmed with recent research in neuroscience (Kandel & Hawkins, 1992; Medina, 2009; Sousa, 2011). Applying these daunting numbers to our students’ retention of vocabulary, it is easy to understand why they forget a large percentage of the terms they study in their English language programs. This paper offers a solution to this conundrum by introducing the R.E.S.T. (Repetition, Emotion, Sensory Integration, and Teaching) Method as a means to help students learn vocabulary at a deeper level, retain it long after the initial exposure, and gain control over the definitions and uses of the terms with ease, confidence, and accuracy.

The Sutton Trust-EEF Teaching and Learning Toolkit aims to be an accessible summary of educational research which can provide guidance for teachers and schools on how to use their resources to improve the attainment of disadvantaged pupils.

The Toolkit currently covers 33 topics, each summarised in terms of their average impact on attainment, the strength of the evidence supporting them and their cost.

The Toolkit is a live resource which will be updated on a regular basis as findings from EEF-funded projects and other high-quality research become available. See http://educationendowmentfoundation.org.uk/toolkit/about-the-toolkit/

Researchers and policymakers in the US and beyond increasingly seek to identify teaching qualities that are associated with academic achievement gains for K-12 students through effectiveness studies. Yet teaching quality varies with academic content and social contexts, involves multiple participants, and requires a range of skills, knowledge, and dispositions. In this essay, we address the inescapable tension between complexity and scale in research on teaching effectiveness. We provide five recommendations to study designers and analysts to manage this tension to enhance effectiveness research, drawing on our recent experiences as the first external analysts of the Measures of Effective Teaching (MET) study. Our recommendations address conceptual framing, the measurement of teaching (e.g., observation protocols, student surveys), sampling, classroom videoing, and the use and interpretation of value-added models.

This study assess the effectiveness of learner-centered approach in
teaching and learning Geography in secondary schools. This study employed both qualitative and quantitative designs which helped to capture both numeric and non numeric data from different respondents
The findings revealed that learner-centered approach is effective in teaching and learning Geography. In addition findings show that learner-centered approach is beneficial and often used, but it is dominated by group discussion compared to many other techniques. The main challenge facing Learner-centered Approach includes poor instructional materials and time required in employing it. Therefore there is a need for provision of quality instructional materials and more in-service training to teachers on proper application of learner-centered approach in teaching not only geography but all subjects in secondary schools

Tanzania Journal of Education
Volume No. 3 June, 2017;

Evaluation is centrally concerned with the making of value judgments. In the school setting, evaluation underpins the teachers development of curriculum activities, his/her selection of instructional objectives in his/her day-today lesson planning and choice of materials and methods by which to judge the progress of his/her students. Evaluation enables the teacher to make appropriate decisions about his/her ongoing classroom activities and to plan future activities more purposefully and effectively in the light of his knowledge of the progress of his/her students. Appropriate decisions, however, depend upon correct judgments and these in turn can only be derived from adequate instruments and applications of knowledge glean as a result of training to become a teacher. This paper discussed the evaluation of student-teachers by supervisors who go the practicing schools to supervise the would-be-teachers (student-teachers) in order to ascertain that the would-be-teachers are putting into practice the theories and methods learnt; as well as an examination process to assess teaching effectiveness to grade the student-teachers. It was recommended that the assessment of student-teachers should be done by both the cooperating teacher (mentor) from the practicing school as well as the visiting supervisor from the training institutions as this is not currently the case.

As was the case with many newly independent African nations, Somalia was beset by a language problem whose complexity had begun well before independence and the unification of British Somaliland and Italian Somaliland in 1960. With three languages (English, Arabic, and Italian) used as media of communication in government offices and in schools, various Somali administrations struggled to contain the impasse but found no tangible solution. Barely three years after Mohamed Siad Barre seized power in October 1969, he had his military regime introduce the Somali orthography in the Latin alphabet. Based on this milestone, Siad Barre's military rule is highly commended for taking a remarkable step forward in what came to be known as the Somalization project. However, officials of the government and Somali scholarship failed to

This study endeavoured to establish the characteristics of effective teachers and how these characteristics assisted teachers to improve learner performance. To address this aim, a case study design was employed as a methodology for the study, consisting of five rural schools. A literature study was conducted, alongside semi-structured individual interviews with five school principals and focus group interviews with twenty eight teachers from the same rural schools from where school principals were drawn. The collected data was analysed thematically, by establishing themes and their emerging categories. The established themes and their categories were interpreted and discussed to answer the research questions. The major findings of the study revealed that an effective teacher has a blend of three characteristics, namely, professional characteristics, personality characteristics and social characteristics. The blend of characteristics contribute to the quality of teaching and learning processes. The study recommended that educational practitioners in diversity should be cognisant of the characteristics of effective teachers and nurture them appropriately as these characteristics have a life-transforming effects on the lives of the learners.

The Philippine Overseas Employment Agency (POEA) data shows that the Philippines deployed 8,659 overseas Filipino workers to Thailand in 2013, mostly teachers, engineers, production and related workers, composers, musicians, and singers. In most job networking sites like Ajarn.com, Filipinos are preferred because they speak better English, and received much lower salaries compared to the so-called Native English Speakers. Filipino teachers in Thailand do not just teach English, they also teach Mathematics, Science, and Social Studies. Some who are inclined to arts are also teaching anuban. Filipino teachers are in prestigious universities and in the deepest villages in Thailand. In spite of the cultural differences, the Filipinos are able to adapt well in the country.  There are four learning areas wherein the problems are identified in teaching EFL. These are: listening, speaking, writing and reading. As an EFL teacher, what are the problems you encountered in the identified areas of learning? What are the strategies employed by the Filipino teachers in these areas? What are the perceived effects of the strategies to the students? The aim of this study is to determine the Filipino teachers’ strategies in overcoming the difficulties in teaching English and its perceived effects to the students. The study used quantitative and qualitative data to analyze the methods of the Filipino teachers in teaching English and other subjects to their students in all levels. The authors used Google forms in collecting data for easier tabulation and interpretations of the study. The researchers also interviewed personally selected respondents for further clarifications of their strategies. The result of the study shows that the strategies commonly used by Filipino EFL teachers are playing English songs for listening, oral spelling for speaking, written spelling for writing, and silent reading. English songs, singing, and Pictionary are also identified as effective methods in teaching EFL.  Keywords: teachers, Filipinos, teaching strategies, foreign workers, EFL.

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The study examined the impact of the availability and effective utilization of instructional materials such as basic laboratory apparatus on the attitude of learners towards Physics and their sustained interest while offering the subject. Five students and one Teacher from each of the ten randomly selected senior secondary schools in Karu Local Government Area of Nasarawa State were used for the study. Data collected through the use of questionnaires from both the Teachers and the Students were analysed using percentages. The results show that the greatest hindrance to the effective teaching of Physics in these schools is not lack of the necessary laboratory apparatus and equipment but rather lack of their usage. It was also established that effective utilization of these materials have positive influence on the students’ attitude towards Physics which could indirectly affect their academic achievement in the subject.

Quality of education in science and students’ achievement are world-wide concerns. In order for students to develop scientific understanding and competency, they need to gain the way they can store new words in long term memory. Because knowing science vocabulary supports the development of conceptual understandings. Our objectives in this research were to improve our teaching method and to make the science education more effective by avoiding root words confusion and enhancing students’ interest in biology. The participants of this research were 20 students and two teachers. In order to address the problems encountered in the understanding of root words, an action plan was developed and implemented. To evaluate the effectiveness of the implementation, quantitative (achievement tests) and qualitative
(questionnaire survey) data were collected and analyzed. The results were determined by analyzing the initial results and the final results. The average result of this study revealed that the initial result was increased by 51%. In conclusion, this action research has threefold benefit: 1) help to understand new words and remember terms for long period of time and thereby improving their academic achievement, 2) identify best teaching strategies for promoting student achievement, and 3) recognize, replicate, and disseminate excellence in teaching.