Teaching-learning Methods and Techniques

نتوقع بنهاية هذا البحث أن يكون القارئ قادرًا على أن :

1. يعيـّن الفرق بين المقاربة و الطريقة و الأسلوب من حيث المفهوم.
2. يُعـدّد بعض طرائق التدريس المستخدمة خصيصـًا في تعليم اللغات .
3. يحدد ملامح كل طريقة من حيث السمات المحددة لها.
4. ينقد كل طريقة بذكر المزايا و العيوب .
5. يحدد الطريقة المناسبة لكل موقف تعليمي

ABSTRACT  Communication-based activities which guide students from input to output offer advocates of both communicative-and structure-oriented approaches the opportunity to foster accurate, yet communicative, language skills in the target language. This article outlines communication-based teaching techniques that lead students from input to output in a stimulating and motivating learning environment. Four input and four output activity types are presented. Whereas input activities are most useful for the presentation of speech acts, vocabulary, and grammatical structures, output activities are valuable for the recycling and fine-tuning of previously introduced speech acts, vocabulary, and grammar, and for expanding students' productive skills.

Pedagogical vision, training or other development of teaching skills The foundations of good university teaching lie in communication, particularly in the level of involvement in the process of transmission of knowledge from teachers to students. The following considerations come from more than three years of daily teaching experience at the School of Law in Genoa where I assessed the competence of hundreds of students with respect to Constitutional Law, Comparative Public Law, History of Law and Roman Law. Teachers are expected to evaluate and plan the learning activities adequately; explaining the redlines of the studied subject and involving the learners actively; individualizing or customizing certain aspects of the lectures according as students' needs. Students start from different levels of understanding, concentration, and individual bent towards a teaching subject. Teachers cannot ignore these fundamental premises in organizing his/her plan. An expert teacher is able to recognize and divide each student's lacks and difficulties, providing adequate solutions within the lectures. If the learning program is based on a-thousand-of-page books or even more, the division of the course into sections, the proper use of the slide shows and the dialectic ability of the teacher will help students to catch the redlines of the subject in order to carry out the academic goals of the course. This may also help the teacher to solve one of the most frequent issues affecting students' performance negatively, that is, the lack of a proper method of study. If the organization of a course mirrors the students' handbook(s), teachers are necessary required to explain-lesson by lesson-those parts of the book that remains unclear to the students. My experience with students in group or customized lectures gave me the necessary skills to balance these aspects equally. The first step to build a virtuous relationship starts from the teacher's organization of the course and his/her ability to respect a timetable. Secondly, another crucial step lies in teacher's capacity to communicate the redlines of the topics and how this should be done. My experience suggests that the key to reach the teaching goal, that is the transmission of knowledge, is a mix between language and images. Slide shows and printed learning material are part of a vital lesson, as the speaker does not recite a monologue. Practical samples are also fundamental to give students the link between the theoretical and the daily circumstances. Conceptual maps in slide shows are also crucial. This is more and more useful if we analyze courts' reasoning, historical dates, legal institutions and much more. Thirdly, speakers wishing to capture learners' attention should use their time properly and let students some time to reflect and ask questions after key-point passages, giving them a couple of minutes before introducing other concepts. A lesson should not become a stream of words after words but a dialogue where students actively participate in the transmission of knowledge. On the other hand, it should be clear what they are expected to know, making students sure about the academic goals of the course. Students should be encouraged to read book chapters, learning material and critical papers while studying at home, so that they can participate during the lessons actively. At the end of the course, students may be required to write a written paper or-alternatively-to discuss their point of view orally, to demonstrate their skills regarding the studied subject. It is in teacher's choice to opt in or out either model. In my point of view, I can assess students' competence with both methods, and I am of the opinion that contemporary teachers should not ignore the importance of both written and oral skills in forming young scholars. If our aim is to create excellence, students should be given both opportunities to write and discuss their point of view to improve their skills in a competitive job market in a globalised context.

This article explores the role of posture in the language learning process, and concludes that it is sometimes critical for learning success. Principles of learning and moving are outlined. The history of physical movement in study is briefly traced. A Korean case study is presented of “failed” tertiary students who learn to learn on their feet. The paper is a practical guide for teachers who wish to experiment with physical movement and location in their own ESL/EFL classrooms .

The purpose of this study is to see the impact of learning methods and environmental knowledge on the naturalistic intelligence of children aged 5-6 years. This research was carried out at Ar-Ridho Nature Kindergarten Semarang, with a total sample of 60 children. This study used an experimental method. The results of this study are as follows: (1) The naturalist intelligence groups of children who were given hands-on method of learning was higher than in children given storytelling learning methods, (2) the children's naturalist intelligence group given hands-on method of learning and who have a sound knowledge of the environment was higher than in the group of children given storytelling learning methods. (3) The naturalist intelligence of the group of children given storytelling learning method that have a low environmental knowledge was higher than in the group of children who were given hands-on learning methods. (4) There was an interaction between learning method and environmentally sound knowledge to the naturalist intelligence of children aged 5-6 years.

The present study is applicable based on aim and related to methodology is correlational. The aim of present study was the study of the relationship between learning styles and level of creativity in students of Semnan University of Medical Sciences. The population of this research is all the students who are studying B.A in nursing, paramedics and rehabilitation colleges in academic year of 2012-13 in Semnan university of Medical Sciences. For studying students’ learning styles, the researcher used Kolb learning style questionnaire and for checking level of creativity between students Abedi’s creativity questionnaire is applied. In order to analyze data Chi-square test, ANOVA, Pearson correlation and Stepwise Regression were used. Findings of present study illustrate that: 1) there is a significant difference between students’ learning styles and their university majors. 2) There is a significant difference between students’ level of creativity based on learning styles. 3) There is a significant relationship between scores from learning methods and creativity. 4) There is no significant difference between the levels of creativity in college students statistically. Meanwhile if professors and curriculum programmers adapt their curriculum programs and teaching methods with learners’ learning styles which can be achieved by knowing students' learning styles not only we can reach the purposes more desirably but also the students' creativity level will increase. Moreover for the efficiency of professors' teaching methods, it is necessary that while encountering learners with different learning styles, in addition to informing them about their learning styles, professors should adapt their teaching behavior with students’ learning style and method.

The aim of this article is to describe purposes, aims, and teaching and learning methods of outdoor education based on such previous studies that have discussed outdoor education from the point of view of promoting sustainable development in schools and teacher education. The purpose is that the findings can be used for the development of curricula in schools and teacher education. Here, outdoor education is understood as a didactic method that utilises authentic learning environments and combines a subject of academic study with its real-world surroundings, actors, and activities for fostering sustainable development conceptions and actions of students and teachers. It involves regular activities outside the classroom, giving individuals the chance to use all their senses and to create personal experiences in the real world. Outdoor education is seen as a part of education for sustainable development when environmental issues and problems, environmental conservation, and issues of sustainability are included in it. In the previous years, research has shown that education for sustainable development including outdoor education has many positive effects on both individuals' learning outcomes and their conceptions of environment.

Tiivistelmä. 'Outdoor education' suomalaisissa kouluissa ja opettajankoulutuksessa kestävää kehitystä edistävänä opetus-ja työtapana. Englanninkielisellä käsitteellä outdoor education tarkoitetaan artikkelissa didaktista työtapaa, jossa hyödynnetään aitoja oppimisympäristöjä liittäen opiskeltavat asiat ja taidot todellisiin ympäristöihin, toimijoihin ja toimintoihin oppijoiden ja opettajien kestävää kehitystä koskevien käsitysten ja toimintojen edistämiseksi. Sen tarkoituksena on tukea yksilöllistä oppimista rohkaisemalla yksilöitä käyttämään aistejaan ja hankkimaan henkilökohtaisia kokemuksia. Näin pyritään luomaan toimintamahdollisuuksia spontaaneista peleistä erilaisiin sosiaalisiin aktiviteetteihin. Outdoor educationia pidetään osana kestävän kehityksen kasvatusta, kun siihen sisällytetään ympäristöä koskevia asioita ja ilmiöitä, ympäristönsuojelua ja kestävää elämäntapaa koskevia asioita. Viimeaikaiset tutkimukset ovat osoittaneet, että kestävän kehityksen kasvatuksella, joka sisältää outdoor educationia, on monenlaisia myönteisiä vaikutuksia sekä yksilöiden oppimiseen että myös heidän käsitykseensä ympäristöstä. Artikkelissa kuvataan outdoor educationin päämääriä, tehtäviä ja opetus-ja oppimismenetelmiä koulussa ja opettajankoulutuksessa kestävän kehityksen edistämisen näkökulmasta aikaisempien tutkimusten pohjalta. Tavoitteena on, että näitä kuvauksia voidaan käyttää koulun ja opettajankoulutuksen opetussuunnitelmien kehittämiseksi.

https://www.humak.fi/julkaisut/seikkailukasvatusta-suomessa/

The application of Behaviourism in the classroom aims to increase student performance, motivation and learning. Knowing students' behaviours,  teachers, lecturers or trainers will find it easier to teach as they know how to tackle students to engage in a more meaningful, interesting and motivating work.

Question: Compare and contrast three of the established approaches to EFL teaching outlined in this module, explaining the rationale behind the different methodologies and evaluate how they impact upon teaching and learning in the classroom for both the teacher and the students.

pembelajaran merupakan rangkaian proses yag menyenagkan dan kreatif untuk membangun suatu pemahaman pada peseta didik.  metode pembelajaran konvensional dianggap tidak cukup meningkatkan motivasi mahasiswa, yang berakibat pada pencapaian kompetensi. metode pembelajaran kreatif menjadi salah satu solusi eningkatkan motivasi belajar mahasiswa dan berpengaruh terhadap peningatan hasil belajar.
mind mapping merupakan salah satu metode pembelajaran kreatif yang melibatkan peran serta aktif peserta didik sehingga mampu meningkatkan pemahaman dan motivasi dalam belajar.

Many English learners are not confident and competent in speaking English language. To find out more about the problem and solution, the researcher has employed a role-play training programme to see its effects. The programme conducted in this study was analyzed from social constructivist perspectives. The conceptual framework was used to examine learners’ perception as well as to measure the impact of role-play training programme on learners’ speaking fluency. The study found that role-play training programme in a conversational course showed a positive result using both quantitative and qualitative instruments such as pre-post tests, questionnaire and reflection journals for students. The overall findings proved that all participants strongly agreed role-playing helped them improve their speaking fluency.  Role-play training programme has brought a positive impact on learners’ speaking fluency because of its flexibility, design (mainly for peer learning and collaboration) and suitability to learners’ needs and levels.

The application of learning theories in the classroom aims to increase student performance, motivation and learning. Using appropriate learning theories; teachers, lecturers or trainers will find it easier to teach, as students are engaged in more meaningful, interesting and motivating work. Constructivism Approach can be a very useful tool if properly implemented in the classroom.

Jag kommer i den här artikeln att presentera några reflektioner över hur lärare kan hjälpa elever att utveckla sätt att tänka och lära produktivt genom de aktiviteter som läraren planerar och genomför i skolan och vilka faktorer som kan hindra lärare i allmänhet från att använda sådana aktiviteter i sina klassrum.

Lecturers, teachers, researchers and experts in the field of education as well as coordinators of education and training projects from all over the world came together in the fifth edition of the International Conference “The Future of Education” which took place in Florence, Italy, on 8 - 9 June 2017 to share findings, expertise and experience about innovative teaching and learning methodologies.
This volume is a collection of the papers presented at the Conference, whose aim is to promote transnational cooperation and share good practice in the field of innovation for education.

Speaking is the process of building and sharing meaning through the use of verbal and non-verbal symbols, in a variety of contexts, and is a crucial part of second language learning and teaching. For elementary school students, there is confusion how to speak English based on the rule by using grammar, vocabulary, pronunciation, and fluency. This article aims to give descriptions of how storytelling can be used to improve speaking skill in elementary school. The method used in this article is a literature study. Story telling gives students an opportunity to speak at length, helps develop oral language proficiency as well as reading comprehension, and allows students to give knowledge about important aspects of story beginnings and endings, settings, characters, and plot lines.

The word 'eclectic' originates from a Greek word 'eklegin' or to derive things from various sources. One is said to have eclectic tastes when they select from diverse resources to fulfill their needs; similar in context of the eclectic approach to teaching. The eclectic approach allows the teacher freedom of classroom resources, allowing the teacher to utilize a menagerie of activities and techniques from across language teaching methodologies and theories. In language teaching, educators are encouraged to create activities presented in those various pedagogy approaches and theories to connect life experiences with the targeted language. The eclectic method supports this context of inclusive learning of language.

Lecturers, teachers, researchers and experts in the field of education as well as coordinators of education and training projects from all over the world came together in the fifth edition of the International Conference “The Future of Education” which took place in Florence, Italy, on 8 - 9 June 2017 to share findings, expertise and experience about innovative teaching and learning methodologies.
This volume is a collection of the papers presented at the Conference, whose aim is to promote transnational cooperation and share good practice in the field of innovation for education.

Paper devoted for the analysis and summary of several methods and approaches for teaching English as a foreign language (EFL) based on a series of videos by Diane Lasen-Freeman. This paper was elaborated as a compulsary assignment for the subjetc "Fundamentación Didáctica del Inglés Lengua Extranjera," a subject of the ME "Master en Formación del Profesorado" at Universidad Complutense de Madrid, academic year 2015-2016.

La presente publicación tiene como objetivos:
• Ser una guía para los facilitadores del Diplomado Haz Crecer a tu Comunidad, oportunidad en educación continua que forma parte del programa estratégico Laboratorio Pedagógico para la Sustentabilidad del CREFAL
• Iniciar el proceso para el desarrollo del portafolio de recursos para la enseñanza y el aprendizaje en los programas de educación continua del dicho programa estratégico
• Contribuir en la generación de la plataforma documental del programa estratégico

The main purpose of this study is to show the internal situation of the characters through external events by exploring every character’s mind, emotions, and thoughts of Nathaniel Hawthorne’s The Scarlet Letter. By traveling through every character’s surroundings, incidents, and inner thoughts, this study arrives at the destination of psychological state. Moreover, the picture of puritan community is displayed relation in the plot of this novel. The inter-connection of major characters are displayed as they hold the hands of each other although they are isolated. This novel clearly contains the psychological work of fiction set in puritan New England. The actual target of my work is to analyze the psychological sight of the characters and incidents of this particular novel.

L'articolo presenta la cornice teorica e metodologica e l’articolazione del progetto Edu4Sec – Effective Education for Improving Data Security Awareness attivato nel 2016 presso l’Università di Padova con l’obiettivo di promuovere, negli studenti delle scuole secondarie di secondo grado, consapevolezza circa i rischi che si possono correre in rete ed i comportamenti più efficaci per prevenire e far fronte a tali rischi.

The Dalton Plan is often considered to be a version of the Montessori Method: as if the theory and practice of the Italian education reformer were the guiding force in Parkhurst’s educational reform. This is a misconception. As an educational practice, the Dalton Plan developed independently from Montessori. It was practically ready when Parkhurst first came into contact with her.  It is, however, plausible that Parkhurst was influenced by Montessori as to the theoretical justification of the Dalton Plan. In the years prior to writing Education on the Dalton Plan, Parkhurst was intensively involved with Montessori’s work and that she had great respect for her expertise and talent.

Nowhere in her book, has Parkhurst referred to Maria Montessori (1870-1952). Their collaboration between 1915 and 1918 is only mentioned indirectly.  Such step-motherly treatment fails to do justice to the collaboration, nor does it do justice to the kinship of their ideas.  We shall compare the approaches of Montessori and Parkhurst with regard to three crucial points: individual work, individual choice and the role of the teacher. Then we shall examine how elementary ideas of Parkhurst’s relate to Montessori’s thought and practice. But first we shall briefly sketch the flirtation between Parkhurst and Montessori.

Fluency is one of important aspects in language use. It is related to the ability to control many language"s lexical and syntactical devices and being able to decide readily the language when it is appropriate and efficient to use them. Adult learners also need to master speaking fluency since nowadays it will be a part of the assessment in English language skill at any workplace and area. This paper discusses 4/3/2 technique as a teaching technique which is effective to improve adult learners" speaking fluency by giving them a "push" to enhance their skill.

3 rd International Conference on Data Mining & Machine Learning (DMML 2022) will act as a major forum for the presentation of innovative ideas, approaches, developments, and research projects in the areas of Data Mining and Machine Learning. It will also serve to facilitate the exchange of information between researchers and industry professionals to discuss the latest issues and advancement in the area of Big Data and Machine Learning.

Scope & Topics 4 th International Conference on Machine Learning & Applications (CMLA 2022) will provide an excellent international forum for sharing knowledge and results in theory, methodology and applications of on Machine Learning & Applications. The aim of the conference is to provide a platform to the researchers and practitioners from both academia as well as industry to meet and share cutting-edge development in the field. Authors are solicited to contribute to the conference by submitting articles that illustrate research results, projects, surveying works and industrial experiences that describe significant advances in the following areas, but are not limited to.

This study aims to improve students’ motivation to learn about the dynamics of democracy in Indonesia in class XI MIA 7 SMA Negeri 1 Yogyakarta. In improving students’ motivation, it is necessary to apply an appropriate learning approach model. Class room Action Research as an approach of this research study. Data were collected through four techniques. They are: In-depth interviews (in-depth interviews), Participant observation (participant observation), a questionnaire or questionnaires, study the documentation that comes from non-human. Analysis of data uses multiple correlation to measure the relationship between one variable with another vareiabel.
Results of action research shows that there is a positive influence and significant correlation between students’ motivation and approach model Team Games Tournament. Class XI IPA 7 SMA Negeri 1 Yogyakarta either partially or entirely good all ready of competens. Testing the hypothesis by using data analysis, the results of the study are: Under these conditions, the researchers compared results with collaborator votes civic education on the dynamics of matter Demokrasi in Indonesia in the first and second cycles. In the first cycle of 32 students there are 20 students who have completed, after being treated in the second cycle from the 32 students known to be obtained 30 students all thoroughly so that said completed 91.15%.
Of the two explanations of activities each cycle yatiu cycle I and II, show that the results of observations, questionnaires and student learning outcomes in Education learning citizenship is always a good improvement, besides the encouragement of teachers to students in participating in learning activities given by the method or approach new learning. Ie the percentage of increase in the first meeting before the given action to cycle 1 increased 26.93%, an increase from the first cycle to the second cycle of 10.65%, and an increase from the beginning to the second cycle of 40.45%. This is proven by the results of the average (mean) iebefore using Team Games Tournament learning model gained an average of 56.94 in the first cycle was obtained 70.32 and the second cycle was obtained 82.98.

Elinizdeki kitap öğretmenlerin sürekli gelişen eğitim-öğretim dünyasında ihtiyaç duyulan aktif öğrenme ortamlarını oluşturması için öneriler sunmak amacıyla hazırlanmıştır. Bu doğrultuda Türkiye’de az tanınan veya uygulama aşamaları tam olarak bilinmeyen ancak etkili olduğu düşünülen tekniklere yer verilmiştir.

This paper studies the effectiveness of using structure drills in
the teaching of sentence structures in English. A group of 23
students of undergraduate classes was given 20 hours of
grammar training in twenty sessions of structure drills with
music treatment before and after each round of drill. The
scores of the entry level test and the exit level test were
compared to assess the effectiveness of structure drills with
respect to different tests items in English grammar. A
significant progress was observed in the exit level test. Hence,
the use of structure drills with music treatment has been found
quite effective in the teaching of English grammar.

Higher order thinking skills are essential for the 21 st century youth and the workforce. There is however, concern on the extent to which various teaching practices enhance these skills in the secondary school student in Cameroon. The study therefore examined the influence of teaching practices on higher order thinking skills on secondary school students in the North West Region of Cameroon. Three hypotheses sought to examine whether teaching methods, teaching learning materials and assessment activities influenced higher order thinking skills among secondary school students in the North West region of Cameroon. The study was a descriptive survey and data were collected using a questionnaire and an observation guide. The sample consisted of 320 students. Data were analyzed inferentially using the Pearson Product Moment Correlation. Findings revealed that teaching practices influence higher order thinking skills in secondary school students in the North West region of Cameroon only to a small extent. Specifically, teaching methods influence higher order thinking skills but assessment activities, and teaching learning materials do not influence higher order thinking skills. Based on the findings, recommendations are discussed.

3 rd International Conference on Big Data and Machine Learning (BDML 2022) will act as a major forum for the presentation of innovative ideas, approaches, developments, and research projects in the areas of Big Data and Machine Learning. It will also serve to facilitate the exchange of information between researchers and industry professionals to discuss the latest issues and advancement in the area of Big Data and Machine Learning.

Аннотация: Основные положения статьи основаны на изучении российского и зарубежного опыта реализации образовательной технологии педагогического сотрудничества “Team teaching”, как одного из способов профессионального развития преподавателя ИЯ.

Ключевые слова: профессиональное развитие, преподаватель иностранного языка, педагогическое сотрудничество, team teaching.

Despite a tremendous amount of studies on first language acquisition and second language learning from many aspects, few people seem to have attempted to unify the various pedagogical, psychological, and physiological findings into new and efficient approaches to classroom methodology. However, the globally soaring numbers of immigrant learners with pronunciation problems that hamper interaction with native speakers and with other second language users indeed call for better applied phonetics to improve techniques for pronunciation teaching. This paper offers a method based on prosody and perception in a manner inspired by first language acquisition: Initially concentrating very much on prosody, the learner is guided through perception enhancement techniques and extensive chorus repetitions to imitate native-like pronunciation, to reproduce it robustly, and to hear himself succeed with this so many times that it is his own, now native-like pronunciation, that will be cemented into his auditory memory as a template for future pronunciation in free production. This is regarded as analogous to the native speaker's goal-based capability of compensatory articulation, which appears to be acquired mainly in the first year or first few years of life, seemingly as a prerequisite for the rest of the first language acquisition. Empirically, this method is astonishingly effective, but experimental evaluation has yet to be performed.

Education is a life-long process of learning. Its aim is to develop a particular country as a whole by imparting knowledge, skills, and values to its citizens using the world latest technology. Education is meant to produce individuals who are competent, diligent, creative, patriotic, responsible, righteous and virtuous and who will transform the country into one of the best developed, peaceful, and harmonious places in the world.

En este capítulo se hace una breve presentación de las recomendaciones técnicas mínimas que deberían tomarse en cuenta al momento de registrar imágenes, sonidos y videos con la finalidad de preservar una lengua determinada. Se pone más énfasis en las buenas prácticas, los métodos y las recomendaciones de sentido común que en los aparatos o programas con los que se registra los archivos audiovisuales, pues eso cambia constantemente.

The background of this research is SMPIT DaarussalaamSangatta East Kutai as the only one education institute ofjunior high schools in East Kutai that implement Ummi Method and Al – Qur'an study as the priority program. The aim of this research is to acknowledge the background of Ummi method at the institution, the implement of Al – Qur'an study using Ummi method and to discover thesupport and obstacle factors. The type of research is field research, the resource of data is from interview, observation and documentation. The result of this research is the implement of Qur'an Study using Ummi method runs well. It is shown 48 students running of Khataman and Imtiihan Al – Qur'an year 2015 collaborate with Ummi Foundation Centre Surabaya. The support factors for Al – Qur'an Study using Ummi method is the achievement of Ummi method study system and parenting support. Meanwhile the obstacle factors faced in Al – Quran study at SMPIT Daarussalaam is the teacher standardization and the incomplete facilities. According to the discovery, writer suggests to the school to increase the teachers' quality by providing intensive training and regular evaluation.

This chapter primarily introduces a novel approach to language education called, humor-integrated language learning (HILL). It addresses teaching with and about humor. In doing so, the theoretical and practical ties between humor and language are elaborated on. Then, in light of the relevant literature, an instructional design and methodology are put forth. Detailed examples are also accompanied to illuminate how HILL can be put into practice. Furthermore, the practical side of HILL (or generally humor in the language classroom) is touched upon. I also discuss how HILL can successfully be incorporated into other teaching paradigms such as CLT and TBLT. Finally, some pedagogical guidelines to implement HILL and a snapshot of future directions of this pedagogical approach are provided.

ÖZ Bu çalışmada Türkçeyi yabancı dil olarak öğrenen B1 düzeyindeki öğrencilerin yazma becerisini geliştirme amacıyla oluşturulan " döngüsel yazma " etkinliği açıklanmakta ve etkinliğin öğrencilerdeki üstbilişsel, bilişsel ve duyuşsal etkileri ortaya konmaktadır. Bu çalışmada belirtilen döngüsel yazma etkinliği; öğrencilerin yazma becerilerini geliştirme süreçlerinde yaptıkları yazım hataları ve anlam bozukluklarını kendilerinin tespit edip düzelterek doğru ve kalıcı davranış değişikliğinde bulunulmasına dayanmaktadır. Araştırmanın modeli nitel araştırma yöntemlerinden biri olan eylem araştırmasıdır. Araştırmanın verileri, öğrencilerin süreç öncesi ve sonrasında oluşturmuş oldukları kompozisyonlar ve etkinliğe yönelik görüş formu ile toplanmıştır. Araştırmanın uygulama süreci, Gazi Üniversitesi TÖMER' deki B1 düzeyinde Türkçe öğrenen 12 öğrenci ile yürütülmüştür. Uygulama sekiz hafta sürmüştür. Öğrencilerin kompozisyonları ve görüş formuna vermiş oldukları cevapların analizinde içerik analizi kullanılmıştır. Çalışmanın sonucunda " döngüsel yazma " etkinliğinin öğrencilerin bilişsel, üst bilişsel ve duyuşsal becerilerinde olumlu gelişmeler ortaya çıkardığı saptanmıştır. Bu etkinlik ile öğrencilerin ders sürecinde eğlendikleri, öğrendikleri ve yazma becerisi ile ilgili eksiklikleri kendilerinin tespit ederek hatalarını düzelttikleri ortaya çıkmıştır. Bu sonuçlar, döngüsel yazma etkinliğinin Türkçenin yabancı dil olarak öğrenim sürecinde başarılı veriler ortaya koyduğunu göstermektedir. ABSTRACT In this study, " cyclical writing " activity which is created with the aim of improving writing skills of B1 level students learning Turkish as a foreign language and it's metacognitive, cognitive and emotional effects on students are introduced. Cyclical writing activity mentioned in this work; is based on making true and permanent behaviour change by detecting and

A Pre-requisite Model to Explore Teaching Technique:
Before following any teaching technique, it is very important to Learn the Learner and then to implement the teaching technique based on the learner’s capability. Hence, I propose Learner –centered Teaching methodology [LCTM] or Student –Centric Teaching Technique [SCTT].
Understudy focused adapting, otherwise called student focused training, extensively incorporates strategies for instructing that a shift with the focal point of guidance from the teacher to the students. Learners focused learning scopes individuals interests first, recognizing students voice as key to the learning background.

Dewasa ini kepedulian terhadap pendidikan anak menunjukkan akan esensi pendidikan dalam merespon tantangan dan persaingan. Tidak sedikit orang tua menuntut anak untuk menjadi yang terbaik dalam bidang akademis maupun non akademis.Namun tuntutan tersebut tidak di imbangi dengan pendekatan terhadap anak. Padahal tidak semua anak paham dan mengerti akan tuntutan tersebut. Justru akan menjadikan nilai dan prestasti anak menurun karena adanya sebuah tuntutan tanpa adanya pendekatan antara orang tua dengan anak.

Gaya belajar merupakan kunci utama untuk menjadikan anak berprestasi.Pada dasarnya orang tua dapat mendiagnosametode belajar anak. Dengan adanya system yangmenggunakan metode Forward Chaining,orang tua dapat dengan mudah mendiagnosagaya belajar yang dimiliki anak. Metode Forward Chaining adalah metode pencocokan fakta atau pernyataan yang benar untuk dijadikan pengujian hipostesis dalam bentuk aturan kebenaran.
Output an pada sistem berupa gejala – gejala gaya belajar yang diolah menjadi pertanyaan. Gejala – gejala tersebut telah di relasasikan dengan metode belajar.Sehingga diperoleh data solusi untuk mengatasi metode belajar anak.System ini berbasis web.Pangguna dapat mengakses dimana saja dan kapanpun tanpa harus ada penginstalan aplikasi.Namun system ini masih memiliki kelemahan berupa tidak adanya peringatan untuk mengatasi adanya human error.Nilai keakuratan dalam penggunaan system ini 90% benar.

Any needed change in societal norms, beliefs and practices could best be achieved through the school curricula. The curriculum is the centre of formal education without which an academic programme cannot be successfully planed or implemented. The dynamism of the society or the entire world also dictates the tune of the school curricula. The attainment of any individual in an academic programme is determined by the curriculum. A well branded curriculum package is the only one that can bring about an effective and sustainable development. This is the reason for continual innovation in Nigeria mathematics curriculum. In the light of global challenges, ICT, educational issues and problems, curriculum innovation which can develop critical thinkers have been the missing gaps in the old curriculum practices. The study also considered the needed paradigm shift for mathematics teachers. The teachers need to develop a lifelong learning skill to re-profile their classroom practices so as to meet up with the modern day global challenges

PENDAHULUAN Pembelajaran abad 21 memerlukan keterampilan yang dikenal dengan istilah "The 4Cs", yaitu communication, collaboration, critical thinking, dan creativity (Partnership for 21st Century, 2007). Mason (2006) menyatakan bahwa siswa membutuhkan keterampilan dan pengetahuan abad 21 untuk sukses dalam menjalani kehidupan di era digital ini. Keterampilan komunikasi merupakan salah satu keterampilan abad 21. Keterampilan komunikasi, termasuk keterampilan dalam berbicara (lisan) maupun tulisan, merupakan keterampilan yang sangat penting dan berharga di kehidupan sehari-hari. Secara sederhana, komunikasi merupakan proses penyampaian pesan atau interaksi dari pengirim pesan kepada penerima (audiens) (Arifin, 1995). Komunikasi yang baik akan menghasilkan timbal balik antara pengirim pesan dengan penerima (audiens) dan tersampaikannya informasi. Abstrak. Penelitian ini bertujuan untuk mengetahui keefektifan metode talkshow dalam menumbuhkan keterampilan komunikasi siswa SMP Shafiyyatul Amaliyyah Medan TP 2019/2020. Penelitian ini merupakan penelitian tindakan kelas model Kemmis & Mc.Taggarte yang dilakukan sebanyak dua siklus pada bulan Agustus 2019 s.d Maret 2020. Masing-masing siklus terdiri dari empat tahap, yaitu: 1) perencanaan, 2) aksi, 3) observasi dan 4) refleksi. Keterampilan komunikasi yang dimunculkan adalah: komunikasi oral (oral communication), komunikasi reseptif (receptive communication), intensitas memperhatikan (discerns intent), menggunakan strategi komunikasi (uses communication strategies), berkomunikasi dengan jelas (communicates clearly for a purpose) dan keterampilan presentasi (presentation skill). Teknik pengumpulan data menggunakan lembar obsrvasi dan catatan lapangan. Hasil penelitian menunjukkan bahwa metode talkshow efektif dalam memunculkan enam keterampilan komunikasi. Ini dibuktikan dengan ketercapaian indikator aksi dalam penelitian tindakan kelas, yaitu sebanyak ≥50% dari total siswa mampu memunculkan keterampilan komunikasi pada tingkat teladan (exemplary). Kata kunci: Keterampilan Komunikasi, Metode Talkshow, Penelitian Tindakan Kelas Abstract. This research aims to determine the effectiveness of the talkshow method in developing communication skills of students at SMP (Junior High School) Shafiyyatul Amaliyyah Medan Academic Year 2019/2020. This research is a classroom action research model of Kemmis & Mc. Taggarte, which is conducted in two cycles from August 2019 to March 2020. Each cycle consists of four stages, namely: 1) planning, 2) action, 3) observation and 4) reflection. The developed communication skills are: oral communication, receptive communication, discerning intent, using communication strategies, communicating clearly for a purpose and presentation skills. Data collection techniques using observation sheets and field notes. The result shows that the talkshow method is effective in developing six communication skills. This is proved by the achievement of indicators of action in classroom action research, which is as many as ≥50% of total students have communication skills at the exemplary level.