Creating a Learner-centred Primary Classroom

Murdoch, Kath; Wilson, Jeni

doi:10.4324/9780203931127

Cited by 9 publications

(9 citation statements)

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“…The new perspective of strategies considers about the goal of teacher itself, according to Murdoch & Wilson (2008), say that collective goal as teachers is to help students grow into inquiring and resourceful individuals who can demonstrate what they know and, importantly success in learning increasingly depends on generic skills and qualities that can be transferred across time and place. In this case, motivation play important role in teaching English, we Motivation is a concept without physical reality, we see effort Ihsan (2016).…”

Section: The New Perspective Of Methods and Strategiesmentioning

confidence: 99%

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The Application of Presentation Practice Production Method for Teaching Speaking Skill: The Perception of Teachers and Students

Ihsan

2020

JIP

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The research is to know the application of teaching English by Using “Presentation Practice Production” method and its effect on teachers and students in MI Masyhudiyah, Gresik, East Java. Qualitative research was used by combining questionnaire, interview and secondary data, teachers’ lesson plan of all English Teachers. The theory was based on (Larsen, 2003), (Jordan, Carlile, & Stack, 2008) and (Brown, 2000). The finding and discussion were, first, the application on teachers created: 1) the students tent to be more having bravery to do such a conversation in English, getting more focus and stable to have talks among. 2) The students got easily imitate and follow the English lesson by what the teacher taught in the classroom. Second, the effects on teachers were 1) teachers got the easiness in conveying the teaching materials in the classroom, improving the speaking skill, and getting more focus on teaching materials. 2) Teachers could see directly the results from the teaching at the day. The last, the effect on students are 1) Students could directly use the words, utterances and conversation at the day and more active, more focus and more perceptive in studying English. 2) The students were impressed by using English fingers.

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Section: The New Perspective Of Methods and Strategiesmentioning

confidence: 99%

“…Jurnal Inspirasi Pendidikan, VOL.10, NO.1, Edisi Januari 2020 The Application of Presentation Practice Production Method: Teaching Speaking Skill.Here is the table as it is proposed byMurdoch & Wilson (2008).Table 1. The new perspective of teaching strategies…”

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confidence: 99%

The Application of Presentation Practice Production Method for Teaching Speaking Skill: The Perception of Teachers and Students

Ihsan

2020

JIP

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“…Implementation of thematic learning places a very important emphasis on students to (1) help understand why they do what they do, (2) show interrelated relationships between disciplines that allow the transfer of learning from one context to another, 3) help to understand the relationship of the material to be studied, and 4) facilitates the acquisition of knowledge that is integrated with life (Lipson et al, 1993) [1] . The advantage gained through learning through themes is to increase the breadth and depth of learning.…”

Section: Introductionmentioning

confidence: 99%

“…In addition, learning through themes provides metacognitive awareness to students (Pappas, 1990) [4] . The ease in planning theme learning is as an integrated work unit, based on interests and topics that are appropriate for developing students' capacities and capabilities (Murdoch & Wilson, 2004) [2] . Life-based learning recognizes the capacity and capability development of each learner in learning knowledge and skills for life.…”

Section: Introductionmentioning

confidence: 99%

Exploring the model of thematic life-based learning strategic

Suparno¹

2022

Int. J. Literacy Educ.

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This research aims to develop a learning strategy model that integrates life-based learning with thematic life-based learning. The approach used in this study is a qualitative approach through literature review techniques, deep interviews with experts and in-depth studies conducted by the author. The thematic life-based learning strategy model consists of seven stages of thematic learning which are adopted and reviewed including orientation, assignment, information gathering, information processing, preparation of student reports, submission of student reports, and the assessment stage. Life-based learning has six key characteristics including the development of the will and abilities of students, recognition of each student as a unique person, gathering information from multiple sources, forms of responsibility for learning in students by maintaining a balance between integrity and utility, recognizing differences opinions, and promotes learning oriented to the unique strengths of individuals. This research has implications for students to develop their abilities and for educators to provide guidance in a better direction and provide optimal facilities for the achievement of learning objectives.

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“…A school with an integrated approach to curriculum was identified (Abrams, Southerland & Silva, 2008;Beane, 1997;Murdoch & Wilson, 2008). This approach enabled the study of a broad and open view of knowledge that "is not abstracted or fragmented, as is the case when its identity and purpose are tied only to its place within one discipline of knowledge or school subject area" (Beane, 1997, p.45).…”

Section: The Samplementioning

confidence: 99%

Understanding the Congruence Between Teacher Intention and Student Learning Outcome

Rush¹

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<p>Research into what takes place between the instructional intent of a teaching act and students’ experience of the same act is central to better understanding teaching and learning. In this case study, individual teacher and student interviews, qualitative observation and textual analysis were used to compare teacher intention with student learning outcome, to judge congruence between the two. The study, in a large urban primary school, focused on two classrooms of students from 9-‐13 years old. Congruence between teacher intention and student learning outcome, was examined over five consecutive lessons that aimed to achieve a particular outcome. It was found that teachers’ and students’ explanatory context was influential. In particular, the alignment between conceptions of learning informing teacher intention and task was significant. Where the conceptions aligned, there was greater congruence. Where there was a disjuncture, congruence was compromised. In addition teacher knowledge of curriculum content, the pervasiveness of task perception and the impact of outcome space was material. The study highlights an opportunity for further research into the congruence between teacher intention and student learning outcome where deep conceptions of learning inform instructional intent and into the impact of teacher belief systems on the conceptions of learning held.</p>

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Creating a Learner-centred Primary Classroom

Cited by 9 publications

References 0 publications

The Application of Presentation Practice Production Method for Teaching Speaking Skill: The Perception of Teachers and Students

The Application of Presentation Practice Production Method for Teaching Speaking Skill: The Perception of Teachers and Students

Exploring the model of thematic life-based learning strategic

Understanding the Congruence Between Teacher Intention and Student Learning Outcome

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