Académique Documents
Professionnel Documents
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By:
Fritz ArnelPanong
ACKNOWLEDGEMENT
support and valuable efforts have contributed a lot in the realization of this study:
The Almighty God for the gift of life, wisdom, good health, and the
guidance that He gave to the researchers from the start up to finish of this study;
Rationale
teaching, the outcomes are far from ideal. The present qualitative study aimed to
of best professors in the country and the best local professors of Isfahan University
of Technology.
demonstration and lecture method. The first group started to course with
experiments in the laboratory, then the relevant theory of proteins was given
lecture method, and then the slides was shown (Group I). The sequence of these
three teaching methods used in the first group was changed in both second and
third group as follow: The lecture methods, slide show and experiment in Group II,
and slide show, experiment and lecture method in Group III, respectively.
Laboratory method used in the study was focused on the topic of this diversity and
abundance reflect the central role of proteins in virtually all aspects of cell
knowledge of facts as well as the ability to transfer the knowledge and problem
solving ability. This test was used as pre-test before methods' application, post-test
after the methods' application and retention test after 30 days from methods'
applied.
Rapid changes of modern world have caused the Higher Education System
figure out useful and effective teaching and learning methods are one of the most
training such people in the mentioned field. A university is a place where new
ideas germinate; roots strike and grow tall and sturdy. It is a unique space, which
converge, interact with each other and construct visions of new realities.
Established notions of truth are challenged in the pursuit of knowledge. To be able
to do all this, getting help from experienced teachers can be very useful and
effective.
product that is expected from education quality system is of much greater demand
in comparison to the past. There has always been emphasis on equal attention to
research and teaching quality and establishing a bond between these two before
making any decision; however, studies show that the already given attention to
their instruction, educators must pay attention to learners and learning approach;
along with these two factors, the educators should move forward to attain new
and the students’ needs and interests were not considered. This is when students’
instruction must change into a method in which their needs are considered and as a
result of the mentioned method active behavior change occurs in them. Moreover,
a large number of graduated students especially bachelor holders do not feel ready
enough to work in their related fields. Being dissatisfied with the status quo at any
academic institution and then making decision to improve it require much research
and assistance from the experts and pioneers of that institute. Giving the
aforementioned are necessary, especially in present community of Iran; it seems
that no qualitative study has ever been carried out in this area drawing on in-depth
reports of recognized university faculties; therefore, in the present study the new
global student-centered methods are firstly studied and to explore the ideas of
done. Then, efficient teaching method and its barriers and requirements were
investigated because the faculty ideas about teaching method could be itemized
research would try to find out what methods if any, exist, that may result in
enhancing the satisfaction level of students. Several factors affect this satisfaction.
This research holds great important since we all know the fact that as a satisfied
taught plus the skills of the perspective teacher who has the responsibility of
guiding students in that particular area. It may also be influenced by the aptitude
and enthusiasm of the student.So, we can infer from the definition of variety of
methods and techniques of the changing world rather than just relying on only one
students by creating interest in the subject and the curiosity to learn; and
developing the creativity in the students within themselves. And most importantly
to make the student understand that how the knowledge being taught in the class
Theoretical Background
The four pillars of invitational theory are respect, trust, optimism and intentionality
(Purkey, 1992). The invitational instructor invites learners in, welcomes them,
learners with optimum learning opportunities, and bids learners a warm farewell at
particular Palmer emphasizes that “an air of hospitality” facilitates the inviting
each other, our struggles, our newborn ideas, with openness and care” (1983, 1993,
p. 74). Palmer concludes that both teachers and learners experience positive
consequence when the classroom is invitational (Palmer, 1983, 1993, 1998, 2007).
on your outcomes, you may find specific teaching methods/strategies fit better with
your framework. You may also find certain frameworks mesh better with your
content discipline. Additionally, awareness of a range of frameworks can promote
behavior, believing learning was supported through drill & practice and
projects.
Objectivism – Theorists or writers like Rand (1943) believed knowledge
assessments.
was the connection between my case study and the related literature. My search of
the related literature highlighted three groups of individuals: (a) the teacher with
his or her roles in the classroom, (b) the students and their roles as learners, and (c)
chapter, I connect my case study with each of the three groups. The Teacher’s
Roles in the Learning Process The classroom teacher has a variety of roles and
learning.
relationship between a student and what he learns” (Dunn & Dunn, 1975,). One of
my reasons for selecting the Dunn and Dunn model for the learning contract used
in my case study was their idea of individualized instruction. This instructional tool
process, and it enabled the teacher to offer a variety of learning opportunities for
the mixed-ability students. The learning opportunities changed with the types of
adapt instruction to respond to the diverse student needs found in inclusive, mixed-
After I read the different articles by Dr. Carol Tomlinson, I went back to the
lessons that had already occurred to check and see if I had utilized variety in my
daily instruction. As the classroom teacher, I did use several different instructional
material being taught in the seventh-grade life science classroom. Students had a
variety of options to demonstrate what they had learned through class discussions,
tests, lab exercises, projects, and additional activities. Because of the mixed-ability
students in my classroom and their need to understand the science concepts being
The teacher uses four strategies to shape teaching and learning in an effective,
and principle driven.” All students come to understand the key principles. Such
instruction enables struggling learners to grasp and use powerful ideas and at the
The learning contract used for my case study contained activities that
promoted flexible grouping for daily seating and lab activities. Students
participated in self-evaluation at the end of each grading period, and they were
actively engaged as they searched through the reference materials in the life
science classroom or in the computer lab. The students assumed responsibility for
or self-directed learning, and help prepare them as they start their journey as life-
long learners.
learning, and work with other faculty members to coordinate a team approach to
or self-directed learning, and help prepare them as they start their journey as life-
long learners.
as a strategy to help advanced learners maximize their time for learning. The
gain little by continuing to relearn the known, but they gain much from the
learning in school. Compacting helps eliminate the former and facilitate the latter”.
Tiered lessons are a way of “taking the same concepts and essential
understanding of a lesson and adapting them to the various ability levels, interests,
and learning profiles of students” (C. A. Tomlinson, personal communication,
Thompson and Poppen (1972) stated that learning contracts allow the teacher to
students as the individuals responsible for: “(a) making choices about meeting
(c) learning through independent learning activities; (d) using learning styles to
develop alternatives to learning; (e) working cooperatively with peers; (f) sensing a
freedom from threat of failure; (g) identifying the area where the task is
challenging; (h) finding the opportunity for stimulating learning experiences; (i)
completing course objectives; and (k) connecting the learning process to real-life
encounters”
Thompson and Poppen’s strategy list helped in planning activities for curriculum
development and concept mastery using a learning contract. These strategies added
more variety to instructional methods, and they allowed students to use what they
learned in the classroom and then apply it to real-life situations. Students made
choices about which additional activities they wanted to complete, and they
worked cooperatively with their classmates. There was a sense of freedom from the
threat of failure because the students worked cooperatively within their teams as
The traditional instructor accepts the responsibility for what and how
students learn. To achieve the goal of teaching students how to learn, instructors
the most basic of all skills because it is the key that unlocks future success.
Individuals who know how to learn can more easily acquire other skills. Without
this essential skill however, one’s learning is not as rapid or as comprehensive and
the high school students I had recently instructed and the seventh-grade middle
school students I now called my students. Diversity, not uniformity, is the norm for
the students in the seventh-grade. This diversity manifests itself in physical, social,
emotional, and intellectual stages of development. Each of these stages can have a
growth. Girls may be taller than boys in the 10-to-15-year-old age group, and the
home and family to peers as a source of standards and models of behavior. “Group
membership is a strong social need, and the student will go to great lengths to
acquire it and respond readily to what they see as peer pressure” (McKay, 1995).
that have profound significance for our economic well being and for a democratic
society. Work will require much more technical competence and a great deal of
flexibility. In the years immediately ahead, the national cohort of young people
will be smaller than in recent decades. Fewer college-age students will enter the
work force. We need to The world is being rapidly transformed by science and
technology in ways that have profound significance for our economic well being
and for a democratic society. We need to develop the talent of all our people if this
believe that ability grouping improves effectiveness, the practice has a deleterious
students. This affects students in the areas of perceptions of self, of others, and of
denying them access to the advanced courses that they need to get into college and
major themes: (a) how the knowledge, skills, attitudes, and values are to be
acquired by the learner (learning objectives); (b) how the learning objectives are to
be accomplished, (learning resources and strategies); (c) how to assign a target date
for their accomplishment; (d) how the evidence to be presented will demonstrate
that the objectives have been accomplished; and (e) how the evidence will be
judged, or validated, or how much credit will be awarded to the learner, or what
grade.
final grade. However, in the situation where a class uses a midterm and a final
dipping into the stream as it moves by. In assessing learning, like dipping the cup
into the river, one seldom gets an adequate sample” (Frymier, 1965).
Allowing students to decide which grades they wish to strive for, which
activities they will engage in, and how they will demonstrate that they have
“shifts responsibility for learning from the teacher to the student, but at the same
time offers an incentive by insuring success under known conditions. Students are
challenged without being threatened. Students are almost never dissatisfied with
to the course at hand. They then identified the learning objectives and learning
skill. “The result of the learning contract is some kind of evidence of the
Carl Rogers (1983) stated his purpose for learning contracts as follows: We
are, in my view, faced with an entirely new situation in education where the goal of
education, if we are to survive, is the facilitation of change and learning. The only
man who is educated is the man who has learned how to learn; the man who has
learned how to adapt and change; the man who has realized that no knowledge is
secure, that only the process of seeking knowledge gives a basis for security.
Changingness, reliance on process rather than upon static knowledge, is the only
thing that makes any sense as a goal for education in the modern world.
well as to set the foundation for future learning experiences enables the students to
students tend to try harder and achieve better educational results (Brewer &
Burgess, 2005). Highly motivated students also tend to be more satisfied with their
Furthermore, psychologists have found that students will feel satisfied when
they would aquire knowledge; develop useful skills which would result in their
and self-efficacy influences choice, efforts, and volition. Successful students seem
Eaton, 2000)
This chapter depicts the pertinent aspects of the study, specifically on the
method and procedures that we used. Subject involved and the technique used in
gathering the desired data, processing as well as the use of appropriate statistical
Research Design
The study utilized the descriptive survey method of research. The objective
teaching-learning process.
Preparedness Conclusion
Research Locale
The first year maritime students of the University of Cebu – METC are the
respondent in the study. A total of 819 first year maritime students enrolled on
academic year 2019-2020, 515 students in marine transportation and 304 students
in marine engineering.
Sampling Procedure
The researcher used the simple random sampling where the odd/even
Research Instrument
The main instrument used in gathering the data was the questionnaire-
After the permit was granted, the researchers conducted a survey by sending
responses.
SURVEY QUESTIONNAIRE
Please read this questionnaire and answer to the best of your knowledge.
Rate the effectives of the following methods by checking on the column you
choose.
Name:
Course:
Age:
Legend:
Teaching Strategies 5 4 3 2 1
1. Giving learners opportunities to participate in classroom activities
2. Using multi-sensory Aids
3. Make our learner’s fell they belong to a community of learners with a
shared goal or purpose to reach their potentials.
4. Using exposit method when discussing.
5. Start explaining from specific to general; simple to complex.
6. Explain the lesson starting from generalization to specific; from whole to
abstract.
7. Let the learners do the activities in their own and let them “learn by doing”.
8. Using the imitative method or demonstration method; Demonstrate to the
learns the job be accomplish with the execute what have been demonstrated.
9. Applying the cooperative learning. Group them heterogeneously.
10. Teachers will let the older, smarter and more responsible member of the
class to tutor, coach, and instructor and teach his/her other classmate.