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In our eTwinning project, we are reading the book: "The color monster", so we are studying the diferent colors and emotions. For the next week we will have planned to make a representation of the emotion and the teacher will film and take pictures of the process. The students must  wear clothes of the working colour. Then the videos will be shared in twinSpace.

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Project eTwinning Happy math. Children get to know the hero of the story, and then participate in the games proposed by the partners

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Our students who prepared and filled the preliminary questionnaire of our eTwinning Project

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Student Centered Learning: Why, How, & What

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This is a game from an etwinning project and the children had to show their emotions when

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Wordwall - Creează lecții mai bune mai repede

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is my birthday, ... early in the morning we have to leave for kindergarten or school, ... my parents leave me at kindergarten/school.

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Education in the 21st Century - Student Centered LearningYouTube · GI Online Academy٢٣‏/٠٦‏/٢٠١٨

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Education in the 21st Century - Student Centered LearningYouTube · GI Online Academy٢٣‏/٠٦‏/٢٠١٨

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Our eTwinning project's name was "Cuisine of our country". Here you can see a video of one of my students explaining how to make traditional biscuits called "Cantuccini"...enjoy it!

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This is a cooperative activity about the problem of food waste created in a eTwinning project.

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Cira Serio - eTwinning School San Tarcisio - Bimbi Lieti

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Cira Serio - eTwinning School San Tarcisio - Bimbi Lieti

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eTwinning project "Our journey through the STEAM with Leonardo"
Our students were the real protagonists of all the project activities that they chose together with us teachers.

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Scuola Primaria San Tarcisio e dell'Infanzia Bimbi Lieti

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ELECTRICAL CIRCUIT #etwinning #stem #leonardoetw

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Cira Serio - eTwinning School San Tarcisio - Bimbi Lieti Ercolano (Italy)

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Cira Serio - eTwinning School San Tarcisio - Bimbi Lieti Ercolano (Italy)

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With this flashmob, our students aim to contribute to encouraging people to take care of our beloved Earth. In the video, the students express their ideas for a better world.

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Scuola Primaria San Tarcisio e dell'Infanzia Bimbi Lieti

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IL BALLO DEL POR PON POF #etwinning #agenda2030

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I am sharing a scientific experiment about water that we conducted with the children of preschool level in an eTwinning and Erasmus+ project

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Romania, Bistrita: Walking water experiment at Kindergarten No  3 Bistrita, Romania

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Creative work :)

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In the project "I'll tell you a journey" "The Journey of Scratch's feelings"
Each partner class of the project added its own "Acrostic" sentence in the grid below, choosing a letter. The acrostic was used for a Scratch collaborative activity to participate in the Europe Code Week 2021.

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I'm sharing with you the choice board I created last year.
In their international teams, the students taking part in the If I were ... Tom Sawyer! eTwinning project chose and then collaborated on different tasks, such as creating a comic strip.

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Create a quiz

Compare Characters

CReaTE A teaser trailer

COMPARE THE BOOK WITH THE FILM

MAKE A COMIC STRIP

Choose your favourite moment in the book or imagine that Tom and Huck are your contemporaries, and create a comic.

Use speech bubbles for conversations between the characters and clouds for their thoughts.

You can use a Genial.ly or Canva template if you like =)

Create a quiz

Think of 3 - 5 questions to ask your friends about the book, the plot and / or the characters.

They can be true / false or multiple choice questions.

You can use a Genial.ly or Canva template if you like =)

write a BOOK REVIEW

the name of the book and its author

setting (When and where does the story take place?)

characters (Who are the main characters? What do they look like? What are they like? Did you like them? How did they make you feel? Who was your favourite character and why?)

plot (What is the story about? What happened? Was it fun to read? Did you like the story ending and why?)

your opinion (Did you like the book? What was your favourite part and why? What would you change? Were there any funny/scary bits? Did you learn anything? Who should read the book?)

You can create a presentation in Canva if you want to =)

write a DIARY ENTRY

You can create a presentation in Canva if you want to =)

Pretend you're a talk show host and Tom and Huck, or Mark Twain, are your guests. What would you ask them?

Write some questions and possible answers to them.

Conduct an imaginary interview with them.

Compare Characters

Plot: What is the book about? Give a short summary.

Introduction: What are the names of the two characters you want to compare and contrast? Where do they come from? How are they related?

Physical appearance: What do they look like? What colour eyes / hair have they got? How old are they? What kind of clothes do they wear? How are they similar or different?

Personality: What are they like? What can you say about their character? What are their good and bad sides? What things are important to them? How are they similar or different? Give examples to support everything you write.

Behaviour: What do they like / hate doing? How do they treat other people? Who do they like / hate? Give examples to support everything you write.

Change: How do they change towards the end of the book? What do they want? What are their dreams? Give examples to support everything you write. Write full sentences, not short answers.

Conclusion: Why did you choose these two characters? What is so special about them?

Personal connection: Which of these two characters are you most like? Explain why you think so.

You can use a Genial.ly or Canva template if you like =)

Create a FB Page

Pretend you are one of the characters and create a Fakebook Page.

Post up to 5 updates about your free time, the places you go to, the things you do and like, and the things that are relevant to the character and the story.

CREATE A TEASER TRAILER

Invite the others to read the book.

Keep your book trailer under 2.5 minutes.

Make a storyboard to organise the process.

Choose images that fit your storyboard.

Give a short summary of the book and its characters, but don't give away too many details.

Include the book cover.

ALTERNATIVE

COMPARE THE BOOK WITH THE FILM

Opinion: Do you think that the people who made the film did a good job of portraying the book? Why or why not?

Which did you enjoy more, the book or the film? Why?

What is the story about? What happened? Was it fun to read? Did you like the story ending and why? Write full sentences, not short answers.

Think about the main setting in the book. When and where does the story take place? In what ways was it different in the film than how you had imagined it?

You can use a Genial.ly or Canva template if you like =)

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Create a quiz Compare Characters CReaTE A teaser trailer COMPARE THE BOOK WITH THE FILM MAKE A COMIC STRIP Choose your favourite moment in the book or imagine that Tom and Huck are your contemporaries, and create a comic. Use speech bubbles for conversations between the characters and clouds for their thoughts.

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I've created this online game for my pupils to practise creating Wh- questions in English.

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The brotherFood Table project: children protagonists in the final event. It was a treasure hunt looking for the typical foods of the territory in collaboration with the shopkeepers of the village. Children of preschool and primary school together!

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Please include all of the required information before submitting your report.

Your reason for reporting is required.

Your email is required.

Your name is required.

A description of your concern is required.

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Please include all of the required information before submitting your report. Your reason for reporting is required. Your email is required. Your name is required. A description of your concern is required.

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Antonella - Article about the pleasure of reading

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Antonella - Article about the pleasure of reading

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Question:
1) Could you list your favourite activities in order: reading a book, watching tv, playing videogames,  chatting on the phone.
2) have you got a comfort zone in your home where you like reading?
3) Have you ever read something for pleasure?
4) why do you read?

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Reading for fun has numerous lifelong benefits, and we have ideas for how you can promote this habit among your students.

Why don't students read? Most teachers have the goal of promoting students' lifelong love of reading. But why? And what can teachers and parents and librarians do to promote pleasure reading?

In our book Reading Unbound, Michael Smith and I argue that promoting pleasure reading is a civil rights issue. Data from major longitudinal studies show that pleasure reading in youth is the most explanatory factor of both cognitive progress and social mobility over time (e.g., Sullivan & Brown, 2013 [PDF]; Guthrie, et al, 2001; and Kirsch, et al, 2002 [PDF]). Pleasure reading is a more powerful predictor than even parental socioeconomic status and educational attainment.

So if we want our students to actualize their full potential as human beings and their capacity to participate in a democracy, and if we want to overcome social inequalities, we must actively promote pleasure reading in our schools, classrooms, and homes.

The Pleasures of Reading

Pleasure reading can be defined as reading that is freely chosen or that readers freely and enthusiastically continue after it is assigned. Our students (like all other human beings!) do what they find pleasurable. You get good at what you practice, and then outgrow yourself by deliberately developing new related interests and capacities.

Play pleasure/immersive pleasure is when a reader is lost in a book. This is prerequisite to experiencing all the other pleasures; it develops the capacity to engage and immerse oneself, visualize meanings, relate to characters, and participate in making meaning.

Intellectual pleasure is when a reader engages in figuring out what things mean and how texts have been constructed to convey meanings and effects. Benefits include developing deep understanding, proactivity, resilience, and grit.

Social pleasure is when the reader relates to authors, characters, other readers, and oneself by exploring and staking one's identity. This pleasure develops the capacity to experience the world from other perspectives; to learn from and appreciate others distant from us in time, space, and experience; and to relate to, reciprocate with, attend to, and help others different from ourselves.

Work pleasure is when the reader develops a tool for getting something functional done-this cultivates the transfer of these strategies and insights to life.

Inner work pleasure is when the reader imaginatively rehearses for her life and considers what kind of person she wants to be and how she can connect to something greater or strive to become something more. When our study participants engaged in this pleasure, they expressed and developed a growth mindset and a sense of personal and social possibility.

In our study, we found that reading pleasure has many forms, and that each form provides distinct benefits:

Taken together, these pleasures explain why pleasure reading promotes cognitive progress and social possibility, and even a kind of wisdom and wholeness, and, in a larger sense, the democratic project.

Promoting the Pleasures of Reading

We need to help less engaged readers experience these same pleasures. That is our study's major takeaway: We must make all five pleasures central to our teaching. We need to name them, actively model them, and then assist students to experience them.

To promote play pleasure, use drama techniques like revolving role play, in-role writing, and hot seating of characters in order to reward all students for entering and living through story worlds and becoming or relating to characters in the way that highly engaged readers do.

To promote intellectual pleasure, frame units as inquiry, with essential questions. Read a book for the first time along with your students-figure it out along with them, modeling your fits and starts and problems through think-alouds and discussion. Or pair an assigned reading with self-selected reading from a list, or a free reading choice that pertains to the topic. Use student-generated questions for discussion and sharing. Use discussion structures like Socratic seminar that make it clear there is no teacherly agenda to fulfill as far as topics or insights to achieve.
Courtesy of Jeffrey Wilhelm
To promote social pleasure, be a fellow reader with students. Put a sign on your door: "Dr. Wilhelm is reading _____." Read one of their favorite books. Foster peer discussion of reading and response in pairs, triads, small groups, literature circles, book clubs, etc. Do group projects with reading that are then shared and even archived. Have a free reading program and promote books through book talks, online reviews, etc.

To foster work pleasure, use inquiry contexts and work toward culminating projects, including service and social action projects.

To foster inner work pleasure, engage students in imaginative rehearsals for living, inquiry geared toward current and future action, or inquiry for service. Have students think as authors making choices and plan scenarios for characters in dilemmas or those trying to help the characters. Write to the future or to a future self.

Make no mistake, the next-generation standards worldwide require profound cognitive achievements. Meeting such standards and the demands of navigating modern life will require student effort and the honing of strategies over time. Promoting the power of pleasure reading is a proven path there.

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Reading for fun has numerous lifelong benefits, and we have ideas for how you can promote this habit among your students. Why don't students read? Most teachers have the goal of promoting students' lifelong love of reading. But why? And what can teachers and parents and librarians do to promote pleasure reading?

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eTwinning Project -Let's be friends (OliveraSikleska-Grozdanova, North Macedonia)

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eTwinning Project -Let's be friends (OliveraSikleska-Grozdanova, North Macedonia)

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In our eTwinning project Let's be friends, as project activity we created posters, slogans and wordarts about climate change

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eTwinning project
Romanian students singing a Turkish song - they chose it, prepared the lyrics and recorded it.
Then, they downloaded images regarding all Turkish partners (they were 7) and created the video.
It has been a student-centred activity.

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Environmental protection. I am planning to start my lesson with the Michael Jackson 's "Earth song "1. What is this song about? 2. Which environmental problems can you name? 3.Have we such problems in our country? Can you offer any solutions?

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Student Centered Learning: Why, How, & What

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Student-centered makes learning enjoyable. Student make research.

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What are the essential research strategies for students?

Not so long ago, accessing information required legwork. Actual legwork in the form of actually walking to the library and searching through the numerous books organized using an archaic system called the Dewey Decimal System.

Things are much less complicated these days. In this wired age, accessing information is as simple as pressing a few buttons on a laptop or swiping your finger across a cell phone screen.

While this 24/7 online access to information represents impressive progress, we still need to ensure our students develop the necessary research skills and strategies that allow them to access the correct information, evaluate it for accuracy, and then plan for its use in our own work accordingly - whatever the student's age.

In this article, we will look at solid research skills that will benefit students of all ages. Some of these are evergreen old-school strategies, while others are shiny new. Regardless, each is designed to help students from elementary through to high school make the most of the information to research effectively.

The skills described below represent the essential skills and strategies our students will require. They can begin to develop these in elementary school and build on those foundations as they progress through middle school and high school.

After examining these skills, we provide you with a series of activities organized hierarchically and categorized according to the approximate school stage they correspond to. These can also be dipped into and mixed and matched according to the particular abilities of your specific students.

Online Research Strategies

Research is essential to the writing process; students will stumble at the first hurdle without the necessary skills. Research skills help students locate the required relevant information and evaluate its reliability. Developing excellent research skills ultimately enables students to become their teachers.

Let's now look at the most important of these research skills.
Research Tip # 1. Use Search Engine Shortcuts
Good research begins with asking good questions. This also applies to employing search engines, such as Google, DuckDuckGo, and Yahoo, effectively.

The Internet is an almost inexhaustible collection of information and is constantly growing. Search engines are a tool that helps us filter that information down to the exact piece of knowledge we are seeking. This is achieved primarily through the careful selection of search terms. The specificity of the search terms used is key to successfully navigating the immense ocean of information available on the 'net.

The more refined our search queries are, the more likely the search engine will return relevant information to us and the less time we will waste in the process.

As Google is the most popular search engine out there, here are some quick tips to ensure you and your students are getting the most out of your Google searches. However, note that many of these strategies also work on other search engines.

Placing your search terms inside quotation marks ("") ensures Google searches for the whole phrase, not just occurrences of the individual words in the phrase. This minimizes guesswork on the part of Google and ensures only the most relevant pages are returned to you.

English contains a lot of ambiguity. While this is great for the poets among us, it can make researching some terms problematic. For example, if you search for the term ' toast' meaning speech, you may also get many results related to the much-loved breakfast staple. Simply type ' toast -breakfast' into the search bar to remove results related to this meaning. This tells Google only to return results including 'toast' and to exclude those results also containing the term 'breakfast.'

Sometimes we come across a site that is a real treasure trove of information but where information is poorly indexed on the site menus. Luckily, there is a way to search the content on a specific site. To do this, simply type the search terms into the search bar followed by ' site:' and then the particular site URL. For example, if we wanted to search the Literacy Ideas website for mentions of the term 'Visual Literacy', we would enter:
visual literacy site:literacyideas.com
We highly recommend this resource for using Google search as a research tool with students. It is very comprehensive.
Research Tip # 2. Check Your Sources
The popular Internet meme quoting Abraham Lincoln states, "Don't believe everything you read on the Internet."

In this era of Fake News, we are constantly reminded of the unreliability of much of the information presented as truth on the web. We (and our students) must have some strategies to assess the accuracy and validity of the information we come across.

A good starting point is to ask yourself the following questions when assessing new information:

● Is this information up-to-date?

● Is this information detailed?

● Is the author identified?

● Is the author qualified on the topic?

● Are sources cited?

● Does the information come from a trusted source?

When searching, encourage students to consider the importance of domains, such as .com, .org, . gov, and . edu. These are not all created equally. For example, .com and .org domains are classed as 'open,' meaning anyone can register on them. They are usually used for commercial reasons.

Other domains are classed as 'closed,' such as .gov and .edu, and registrantsmust meet specific eligibility requirements to register these. For example, in the case of .edu, registration is limited to accredited post-secondary institutions in the United States.

Depending on the purpose of your search, the domain you choose to search may have implications for the reliability and usefulness of the results returned.

To choose which type of domain to search, type 'site', followed by a colon, and then the domain after your chosen search terms.

For example, if you wish to search for the term ' American presidents' on .edu sites, simply type:
American presidents site:edu
One downside of the widespread instant and free availability of information on the Internet is the erosion of intellectual property rights and the inevitable increase in plagiarism.

To combat this, we must ensure our students avoid plagiarism and respect copyright rights by adequately citing sources used.

When engaged in writing essays, students should be familiar with how to use quotation marks, compile notes, and structure a bibliography. When citing online sources, they should also be familiar with the conventions related to citing URLs.

Just how detailed citations are will depend mainly on the age and ability of the students in question.

Many excellent free online resources help to format citations correctly, some of which can automatically create formatted citations. For example, Citation Machine and Citation Builder provide this service. Google Docs also has an add-on feature that automatically generates bibliographies and footnotes according to various citation styles, e.g., Chicago, APA, MLA, etc.

Research Skills Activities
Elementary School Students
Providing a basic overview of the various research strategies is sufficient for this age group.

Discussions about what research is and why we do it are excellent places to start developing research skills.

These discussions will open up possibilities for students to acquire the necessary vocabulary to develop research skills.

Some topics and areas to focus these discussions on could include:

How to ask questions about simple research topics

The concept of keywords - what are they, and how do they work?

A general overview of search engines, e.g., Google, DuckDuckGo, Bing, Yahoo

A basic explanation of sources

Simple note-taking skills

Researching in the library the "old school" way

Elementary Practice Activities
Ask the students to choose their favorite animal for a class presentation at the end. Students can start by generating research questions to fuel their investigations. Areas they might want to look at could include habitat, life cycle, population numbers, diet, etc.

This activity allows the students to engage in basic 'hands-on' research on the Internet. This will allow them to practice using keyword search terms to locate helpful information.

Organize the students into 'research groups' and provide the groups with a simple topic and a list of questions to research online. For example, the topic might be The Solar System, and some questions they might research could include:

How many planets are in the solar system?

What is the name of the closest planet to the sun?

Which is the most giant planet in the solar system?

Which is the smallest?

How many moons does Jupiter have?

How long does it take for Venus to orbit the sun?

What is the name of the planet furthest from the sun?

The winning team will be the team to find all the correct answers the quickest.

Another variation of the individual research project is to do a whole class project on a larger scale. For example, students could choose a favorite holiday, such as Christmas, Thanksgiving, Eid, Hanukkah, Chinese New Year, etc., and research multiple aspects of it. For example:

What are the roots of this festival?

What is its significance?

What types of gifts are given?

What food is associated with this holiday?

Are certain clothes, customs, or traditions associated with it?

The findings of this research could form classroom displays, presentations, exhibits, etc.
Middle School Students
Students are ready to begin using more sophisticated research skills and strategies at this age. Some things to focus on with middle school-aged students include:

A more detailed explanation of sources and how to determine their credibility

Examination of online encyclopedias such as Wikipedia - explore how they may not always be reliable but can be a good resource for locating other more credible sources.

The use of domains such "edu" "org" "gov" and how they can be used to identify sources

Practice using simple shortcuts that can be used when searching online

Discussions on planning and keeping organized notes, e.g., journals, checklists, templates, etc.

Middle School Practice Activities
As students begin dealing with more complex and larger volumes of information, they'll need to develop strategies to help them condense and record information for later use in the writing process.

To help them develop this skill, set the students a how-to research task. Choose a task suited to your students' ages and abilities, for example, anything from How to Bake Cookies to How to Construct a Bridge.

This is an opportunity for your students to develop their note-taking abilities helping them record the important information from their research activities. You may also want them to make visualizations such as diagrams, infographics, and charts, which are valuable techniques for recording the fruits of the research labor.

Organize students into suitably sized groups and provide them with a topic to investigate. Countries work well. Each group will assign a team member to research a specific aspect of their country, and they will pool their findings at the end to develop a presentation or classroom display. Some aspects worthy of research may include:
High School Students
At this stage, the focus moves on from merely finding sources of information to actually processing them. Here, the students should be encouraged to engage more closely with what their research uncovers and begin to dig beneath the surface to evaluate material and sources more critically.

To develop these abilities, students will need to:

Begin asking more probing questions to initiate their research

Examine the sources of information more critically

High School Practice Activities

Become more precise and methodical in choosing search criteria

Use multiple resources - online, news articles, documentaries, podcasts, youtube

Keep records of sites visited and books, journals, and articles referred to for citation later

Cite sources correctly

Incorporate more sophisticated tricks when searching online:

quotation marks for searching exact phrases/words

minus symbol(-) for excluding certain words

asterisk(*) used to broaden a search by finding words that begin with the same stem

"site" for site-specific search

Evaluate sources for reliability, relevance, accuracy, and how current they are

Develop more organized note-taking methods - focus on quality over quantity

Plan effectively - utilize strategies to compile information that will help in the final presentation of findings.

As students learn to deal with the increasing breadth and complexity of research topics, they'll need to know how to narrow their focus by developing more specific research questions.

This activity provides students with a list of topics to choose from; this can be an excellent opportunity for forging cross-curricular links. For example, you might suggest history or physical education topics, such as The Vietnam War or Cardiovascular Exercise.

Then, ask students to choose a topic and develop research questions on it for aspects they would like to explore further. For example, they might ask questions like How did the Vietnam War start? Or, What effect does cardiovascular exercise have on mood?

Students can then research the answers to their most interesting research questions and share their findings with the class.
"A goal without a plan is just a wish."
Debates are a great way to illustrate the power of research in practical terms - and they are a lot of fun to boot!

In this activity, organize students into debating groups of three. Assign each pair of groups a debate motion and a position. Students will then need to go away and research their topic thoroughly before writing their speeches and delivering their arguments. To learn more about preparing a debate-winning speech, check out our article here.
1. Collaboration
Research Strategies

So, what do students do with all these finally-tuned research skills now at their fingertips?

If the boy scouts have taught us anything, it is essential to be prepared. To that end, let's look at planning strategies to help students get the most from their well-honed research skills.
2. The Round Robin
In our rapidly changing world, it is impossible to accurately predict the nature of the jobs our students will undertake in the future.

However, what does seem sure is that the so-called soft skills, which are transferable between jobs, will be much in demand in the working world of tomorrow. Collaboration is one of these important skills.

Collaboration involves working together to achieve a common goal. It promotes high levels of interaction and communication between students and colleagues. Collaboration exposes each individual to diverse perspectives and encourages higher-level thinking. Incorporating collaboration at the planning stage helps ensure the success of teaching and learning projects.

Brainstorming is a tried and tested means of beginning the planning process. There are many variations in brainstorming techniques. The Round Robin, which we will look at here, lends itself well to our previous collaboration strategy.

In the Round Robin, the students sit in a circle to discuss the topic.
3. The Mind Map
One by one, go around the circle, encouraging each student to share one idea until everyone has had a chance to speak. While this happens, an appointed person can keep a record of each shared idea.

Ideas must be shared first without initial discussion or criticism. Evaluation and debate should occur only after each person has had an opportunity to share their ideas.

This is an excellent strategy to ensure each person has had an opportunity to share their ideas. It also avoids any one voice dominating a collaborative planning session.
4. Use an Online Calendar
Mind Maps are simply diagrams that visually represent ideas. They can be done individually or collaboratively using words, pictures, or both.

With much in common with brainstorming, Mind Maps are an excellent way to begin the planning process, as they are a superb means of organizing complex ideas.
5. Create Checklists
Many people use paper and pens to create Mind Maps for their projects. However, people are increasingly turning to technology to help their development. There are now many paid and free options online, providing templates and tools to help you develop your own Mind Maps.

Homework deadlines. Exam timetables. College applications. The demands on students and teachers alike are many and varied. It may, at times, seem impossible to keep track of everything.
Research Thoroughly. Implement Effectively!
Using an online calendar, such as those pre-installed on many cell phones, helps ensure you keep track of your to-do list, and many will even provide regular reminders as those deadlines loom near.

Useful research strategIES video TUTORIALS OTHER GREAT ARTICLES TO SUPPORT RESEARCH SKILLS
Not only are checklists a great way to ensure you have fulfilled all the criteria of a given task, but they are also an effective means of planning out all the points you need to hit to complete a project successfully.

A good checklist should contain all the essential elements for a successful piece of work. When the descriptions of these items are kept generic rather than detailed and specific, they can serve as templates for a particular genre to be reused each time your students engage in that type of work.

Research skills are the bridge between the idea and its implementation in writing. The more students develop their research skills, the more authoritative their writing will become. With practice, these two sides of the blade will become razor-sharp.

The content for this page has been written by Shane Mac Donnchaidh. A former principal of an international school and English university lecturer with 15 years of teaching and administration experience. Shane's latest Book, The Complete Guide to Nonfiction Writing, can be found here. Editing and support for this article have been provided by the literacyideas team.

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Top 5 Research Strategies for Students and Teachers

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Boost academic research strategies for students with effective strategies. Find reliable sources, organize information & excel academically. Explore now

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Questions for younger students:
* How do you know it is spring/ summer/ autumn/ winter?
* What makes you think animals are happy?

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Activity within the eTwinning project Learning Techniques

Day of reversed roles:

6th and 7th grade students designed and led workshops for 7th grade students about perceived problems at school.

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Učenice 6. a i 7. b razreda su sa svojim voditeljicama osmislile radionicu za učenike 7. razreda na temelju uočenih problema u školi.

Cilj radionice je bilo zajedničko pronalaženje rješenja u situacijama nasilja te poticanje grupne kohezije kroz timski rad u manjim grupama.

Ishodi radionice su bili : učenici timski surađuju, uvažavaju mišljenje drugoga, znaju kako ispravno postupiti u situacijama nasilja, argumentirano raspravljaju

Učenici su, podijeljeni u manje grupe, dobili jednu priču koja sadrži neki oblik nasilja. Grupe čitaju priču i odgovaraju na pitanja koja kasnije izlažu pred razredom. Potičemo raspravu i važnost ispravnog postupanja u navedenim situacijama.

Učenice su izvrsno vodile sat, snašle su se u ulozi voditelja radionice i s lakoćom razgovarali s učenicima o nenasilnim rješenjima situacija.

Ivana Vidović, pedagoginja

Marijana Blažević, knjižničarka

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Učenice 6. a i 7. b razreda su sa svojim voditeljicama osmislile radionicu za učenike 7. razreda na temelju uočenih problema u školi. Cilj radionice je bilo zajedničko pronalaženje rješenja u situacijama nasilja te poticanje grupne kohezije kroz timski rad u manjim grupama.

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Kindergarten, 4 and 5 years
The first approach to the theme of water importance.

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Final phase of the eTwinning Project in which pupils present their activities within their own institution and share them with foreign partners

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Notre voyage touche à sa fin .Bonnes Vacances!!!

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Etwinning project : icebreaking activities pupils members of the project introducing themselves

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lets save animals:présentation Takwa Bousbia

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The topic we are going to deal with is “Signs of spring"
I ask the following questions:
What changes have you notice according to the weather and the temperature?
What about the clothes you are wearing?
If you were a swallow/a bear/a fox, what would you do in spring?
If you were a bare tree in winter, how would you be in spring?
We prepare a Spring Scavenger Hunt and we go out to investigate the nature and find out the answers to the above questions.

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Questions that will engage student with the topic: safe internet for kids

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Questions that will engage student with the topic: safe internet for kids

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1. What are some potential risks of sharing personal information online, and how can you protect yourself from these risks?

2. How can you tell if a website or online activity is safe for kids, and what are some warning signs that it might not be?

3. Have you ever encountered cyberbullying or seen it happen to someone else online? What can you do to prevent or stop cyberbullying?

4. What are some rules that parents, teachers, and kids should follow to ensure a safe and positive online environment?

5. How can you balance the benefits and risks of social media use, and what are some strategies for using social media responsibly and safely?

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I created this game to practice furniture, there is/there are. It is addressed to class 3 (8 years old).

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Copyright© 2021-2022 Flippity.net. All Rights Reserved.

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School board preparation event for World Water Day as part of the Eco-Steam eTwinning project

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1. Do you know any mind-boosting techniques?
2. Find useful and useless features of these techniques and give arguments.
3. When would you suggest your classmates cramming ?
4. Which techniques can support lifelong learning?

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We design our logo for our eTwinning project.

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Education in the 21st Century - Student Centered Learning

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"Good morning, class. Open your textbooks to page 92. Today we'll begin our unit on climates."

The students, seated in orderly rows, dutifully follow their teacher's instructions. They spend most of this class period as they always do - listening and reading as the teacher guides them through the lesson and presents them with new information that they're responsible for learning, remembering, and ... well, regurgitating.

Though this rather bleak scenario isn't by any means an accurate depiction of all teacher-centered classrooms, it does represent the general components of that standard model:

The teacher does most of the work

The teacher determines the content, method of instruction, and pace

The teacher's personal preferences guide the instruction

While there's nothing wrong with utilizing a teacher-centered model when and where one is appropriate, it's important to realize that it isn't the only option.

Now imagine a different kind of classroom, with students situated in small groups around the room.

"Good morning, class," the teacher begins. "Today you'll begin learning about climates. Each group will be responsible for researching one type of climate. You can use books from the library, your textbook, or the computer. You'll need to decide as a group how you want to present your findings to the rest of the class."

After further instructions, the groups choose their topics and begin working on their projects. Some students walk around the room to gather the necessary resources while others sit with their group and plan out a course of action. Everybody is engaged in some form of active learning. The teacher navigates around the classroom to answer questions, offer suggestions, provide support, and monitor the work and progress of each individual and group.

This scenario, though far from complete, provides a glimpse of a student-centered learning approach.

What is the definition of a student-centered learning approach?

It's difficult to succinctly define a student-centered learning approach without referring to the name itself - it's a teaching approach that's centered on the student and their experience.

More specifically, this approach takes the following elements into consideration:

Culture

Learning styles

Learning needs

Interests

Academica and life goals

In a teacher-centered approach, the teacher is fully responsible for all the planning, implementation, and assessment methods. In the student-centered approach, responsibility is either partially or fully handed over to the students.

Students may have choice, responsibility, and leadership in:

What to study (the content)

How to study it (teaching/learning methods)

When and where to study it

How quickly to progress through the lesson and material (the pace)

How to demonstrate their understanding (assessment)

The 5 areas of responsibility

1. Content

in a student-centered classroom, you could involve learners in choosing what they want to spend time learning about. For example, the teacher may allow them to choose their topic for a writing assignment or select a book that interests them for a book report. The teacher may narrow the options and give students the opportunity to select one aspect of history or science to learn about and present on, for example. In middle and high school years, you could call upon students to develop a personalized learning plan that guides them through the process of setting goals based on their abilities and interests. Their classes are then selected based on those objectives.

2. Teaching/learning method

Rather than the teacher trying to meet the needs of every student in one well-done presentation, students have the opportunity to lead and take responsibility for their learning. This often entails giving them options for how they want to engage in the learning process. While some may do better working individually, others may thrive in a group setting. Furthermore, while some students may remember the material better by sketching out the information, others may do better with reading it, listening to it, taking notes, discussing it, or working with it in some sort of hands-on, kinesthetic format. There are many methods teachers may use to promote and facilitate this interaction with the material. Just a couple include project-based learning activities and learning centers.

3. When and where

With a student-centered learning approach, education is not limited to the classroom. Instead, students may participate in work-study programs, take online classes, or attend the local community college. Depending on the time and nature of these other forms of learning, the students may engage in them at any time of the day.

4. Pacing

Rather than require that every student progress through the material within the same time frame, student-centered learning allows students to progress when they've demonstrated their readiness. Those who learn more quickly can advance sooner, while those who need more time can proceed at a steady pace until they reach an acceptable level of proficiency with the material.

Nowadays, with edtech, it's especially easy to personalize your lessons and cater to the varying needs of your students. For example, Classcraft lessons provide students with the opportunity to move through interactive lessons - called quests - at their own pace. The platform also allows instructors to differentiate activities according to students' needs and interests.

5. Assessment

Rather than having all the students take a test to demonstrate their newly acquired knowledge, the student-centered learning approach provides students with a number of alternative options. The teacher may provide the choices and/or give students the opportunity to suggest their own assessments. For example, students could have the option to write a research paper, create a PowerPoint or other multimedia presentation, make a poster, perform a skit, or build a diorama/model of their topic.

What are the benefits of this approach?

A student-centered learning approach encourages and enables students to be more engaged in and take more responsibility for their education. While not every classroom or class period will include all the components listed above, utilizing even one area can significantly benefit your students and create a more engaging classroom environment.
Photo: Google Edu

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What is a student-centered learning approach? - Classcraft Blog

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"Good morning, class. Open your textbooks to page 92. Today we'll begin our unit on climates." The students, seated in orderly rows, dutifully follow their teacher's instructions. They spend most of this class period as they always do - listening and reading as the teacher guides them through the lesson and presents them with new information that they're responsible for learning, remembering, and ...

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What Is Student Centered Learning and Why Is It Important? | Rethink Together

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Too many students describe high school as boring—but it doesn’t have to be. Here’s how we can put students at the center of their education.

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I teach pe, so the tic-tac-toe game we play goes like that: the children are split in to two groups. Each group has 4 bean bags (different colour). The children are in a row -each team- at one side of the yard and a tic-tac=toe is formed on the other side. The 1st kids run to place the bean bag and returns. Then the 2nd kids run etc. Kids keep on running to change position of the bean bag if a tic-tac-toe isn;t form straight away!

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Etwinning Project, Creating an Ecofriendly Product, Road to Reduction

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It Starts With the Teacher" by Bethany Petty:

https://www.edutopia.org/article/student-centered-learning-it-starts-teacher

In this article, Petty discusses the importance of a student-centered approach in education and provides practical strategies for teachers to implement this approach in their classrooms. She emphasizes the role of the teacher in creating a learning environment that is responsive to the needs and interests of students, and provides examples of how to use technology to facilitate student-centered learning.

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Questions that will engage students with the topic "Children's rights"

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Questions that will engage students with the topic "Children's rights"

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1. What are some basic human rights that all children should have, and how can we work to protect these rights?

2. How can we use our voices and actions to advocate for the rights of children in our community and around the world?
3. What are some challenges that children face in different parts of the world when it comes to their rights?
4. What are some ways that technology can be used to promote children's rights and improve the lives of children around the world?

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Project Etwining - Eco story (Simona-Romania)

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Project Etwining - Eco story (Simona-Romania)

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Many videos and many lessons in the Macedonian language.Only this is in English, so I'm sharing it.

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Many videos and many lessons in the Macedonian language.Only this is in English, so I'm sharing it.

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Leson plan with student - centered approach

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Глобе во Република Македонија = GLOBE in Republic of Macedonia

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Link to an interesting article an student-centred approach

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Link to an interesting article an student-centred approach

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Department of Social and Behavioural Sciences, City University of Hong Kong, Kowloon, Hong Kong

Department of Curriculum and Instruction, The Education University of Hong Kong, Tai Po, Hong Kong

Faculty of Business, Law and Art, Southampton Business School, University of Southampton, Southampton, United Kingdom

Faculty of Education and Science, Jiaying University, Meizhou, China

Appropriate learning styles enhance the academic performance of students. This research compares and contrasts the popular effect of teacher-student double centered learning style (TSDCLS) and student-centered learning style (SCLS) on one's reading, including reading comprehension, inference, main idea abstraction, and reading anxiety. One hundred and fifty one students in grade 4 from three groups (two experimental groups and one control group) participated in the experiment with 18 weeks' reading comprehension training. The results showed that, first, both learning styles contributed to students' reading comprehension, inference, main idea abstraction, and reading anxiety. Second, the TSDCLS contributed more to reading anxiety, and the SCLS contributed more to reading comprehension. Both learning styles had similar effects on inference and main idea abstraction. From the correlation test, excluding the correlation between SCLS and reading anxiety which was not significant, all other effects were significant. These findings are discussed along with implications and ideas for future research.

Introduction

Reading comprehension is an ability to gain meaning from the given text through the interaction between word decoding process and background knowledge application ( Cain et al., 2004; Ahmed et al., 2016). Reading comprehension has received considerable attention as the ultimate goal for reading is to draw a mental image from the given text. The schema in linguistic learning (referred to herein as linguistic schema) plays a fundamental role in reading comprehension through literacy knowledge search in readers' knowledge bases. To be more specific, in reading comprehension, linguistic schema works on the reading process through cue retrieval (e.g., vocabulary meaning) from the mental knowledge structure to interpret and integrate selected new information into the existing knowledge base (e.g., Nassaji, 2002). In reading comprehension, besides general comprehension ability, the other relevant abilities (e.g., inference and main idea abstract) and reading affect (e.g., reading anxiety) also determine the process of reading comprehension ( Rai et al., 2015; Silva and Cain, 2015; Stanley et al., 2018).

Previous studies have confirmed that appropriate teaching-learning style enhances students' academic performance ( Komarraju et al., 2011; Huang et al., 2012), while there remains a general paucity of research comparing the different effects of each teaching-learning style on reading comprehension and the determining factors. Specifically, the effect of different teaching-learning styles on reading performance is a long way from being known. The correlations between different teaching-learning styles and reading factors (e.g., reading comprehension, reading anxiety, inference, and main idea) await discovery.

Literature Review

Linguistic Schema on Reading Process

Teaching Style

Teaching style refers to a belief which teachers used in pedagogy explanation and knowledge transfer to students ( Grasha and Yangarber-Hicks, 2000; Hsieh et al., 2011; Prescott, 2014). Under the guidance of self-determination theory ( Ryan and Deci, 2000), teachers' teaching performance was impacted by competence, autonomy, and relatedness. Extensive studies showed autonomy-supportive and controlling practices directly impacted teachers' teaching style development (e.g., Balaguer et al., 2018; Codina et al., 2018; Collie et al., 2019). Both autonomy-supportive and controlling practices reflected teachers' awareness of supporting students' empowerment on knowledge acquisition, controlling action on feeling, and thinking. Therefore, the current study selected the autonomy-supportive and controlling practices as the framework for teaching style investigation. Moreover, extensive evidences showed teachers' teaching style usually worked with students' learning style, if teaching style matched learning style, students would achieve the best learning results than those whose teaching-learning style did not match due to decreased students' academic anxiety, learning motivation, and task inattentiveness ( Naimie et al., 2010; Chen et al., 2011; Bartholomew et al., 2018). In general, based on self-determination theory ( Ryan and Deci, 2000), teaching style could be further divided into teacher-centered style and learner-centered style ( Edmunds et al., 2008; Tessier et al., 2010; Haerens et al., 2015). Teacher-centered style refers to a teachers' domain teaching approach in which the knowledge transfer was from the teacher to students directly; teacher played the decision-maker role, which determined learning process and designed the learning environment ( Opdenakker and Van Damme, 2006; Kahl and Venette, 2010; Vasileva-Stojanovska et al., 2015). The learner-centered style reflected students who had high involvement in knowledge acquisition with which the teacher played a facilitative role ( Özyurt and Özyurt, 2015; Rogowsky et al., 2015; Bernard et al., 2017). Past studies showed learner-centered style had advantages in increasing students' deep understanding on knowledge acquisition ( Lin, 2015; Hanewicz et al., 2017; Yamagata, 2018), learning motivation ( McCombs et al., 2008; Polly and Hannafin, 2010), and improved critical thinking abilities ( Ernst and Monroe, 2004; Cornelius-White, 2007; Şendağ and Odabaşı, 2009). In addition, past studies mainly investigated the effect of teaching-learning style in math, science, or engineering, a few studies examined the effect in the reading field. Therefore, the current study investigated the learner-centered style and investigated the effect on reading factors.

Impact of Different Learning Styles on Reading Comprehension

Two main learner-centered styles drew great attention in the existing literature but still attract debate in the context of reading comprehension: SCLS and TSDCLS ( Souvignier and Mokhlesgerami, 2006; Rance-Roney, 2010; Law, 2014). Past studies showed that the differences between two learning styles on academic performance mainly come from two factors: teachers' instruction and students' self-regulated learning. Although these two factors work[ed] cooperatively, they still reflect two distinct bodies in the learning process.

Teachers' Instruction

Students' Self-Regulated Learning

There are two key factors to initiate and maintain readers' self-learning; cognitive control and motivational control ( Boekaerts, 1999). On the one hand, researchers claimed that the provision of external structures to control cognitive and motivational regulation was effective in enhancing reading abilities during text comprehension (e.g., Boekaerts, 1999; Pintrich, 2000). For example, Souvignier and Mokhlesgerami (2006) reported that students under motivation control performed better in reading comprehension strategy application than the control group did. In a similar vein, previous studies identified that cognitive control enhanced readers' performance in main idea abstraction and comprehension strategies' application ( Lau, 2012; Lau and Chen, 2013). On the other hand, many researchers showed that the explicit instruction in self-regulated learning may reduce the beneficial effects on students' learning (e.g., Dignath et al., 2008; Dignath and Büttner, 2008). In two meta-analyses, Dignath et al. (2008) found that risk may be involved when teachers tailor self-regulated instruction; this is because teachers may over-control readers' cognitive process and motivational process ( Waeytens et al., 2002), and such intervention may reduce the effectiveness of self-regulated learning on students' learning behaviors. There is no doubt that learner effect and teacher effect are both important in teaching-learning cycles. However, which learning style is more effective in enhancing reading comprehension and reading factors remains to be identified.

Reading Anxiety

In the case of cognitive affect response, reading anxiety mainly reflects the emotional experience in reading ( Saito et al., 1999). Reading anxiety refers to a distinct complex of self-perceptions, behaviors, and affective feelings related to text reading activity ( Saito et al., 1999; Lu and Liu, 2015). Reading anxiety has a close relationship with reading comprehension. High reading anxiety inhibits reading performance and passage recall ( Sellers, 2000; Rai et al., 2015). Different learning styles bring different learning experiences for the readers. For example, the teacher-centered learning style may leave learners feeling bored or disinterested in class ( Schaefer and Zygmont, 2003; Lee and Hannafin, 2016). However, the effect of the learner-centered style (e.g., TSDCLS and SCLS) on reading anxiety is still unclear. Therefore, research on which learning style is better to reduce students' reading anxiety is timely.

Main Idea Abstraction

Main idea abstraction refers to an ability to abstract the mental message from the given test, which is the ultimate goal of reading comprehension. The main idea has a close relationship with reading performance, which in turn determines the reading process (e.g., reading speed) and how the readers can abstract/select the proper reading strategies from their knowledge bases ( Hebert et al., 2018; Stevens et al., 2019). Previous studies confirmed that main idea abstraction is a key factor of executive function in reading comprehension. Usually, a higher main idea abstraction ability predicts higher reading performance. Learning style is essentially a habit that is adopted during the reading learning process, how readers' learning style impacts the ability to develop the main idea remains unknown.

Inference

The Current Study

There are two main aims of this research. The first is to compare and contrast the effectiveness of both SCLS and TSDCLS in enhancing readers' reading experience, which includes overall reading comprehension performance, specific reading abilities (e.g., main idea abstraction and inference), and reading anxiety. Second, the research examines the relationship between each learning style as well as reading comprehension, inference ability, main idea, and reading anxiety.

Method

Participants

Participants for the research were randomly selected from three Grade 4 classes. Of these classes, all students come from low socio-economic status families and the three selected schools were in suburban districts in China. In previous learning, all students' learning curricula followed standard instructions designed and approved by China's Ministry of Education. All students were randomly divided into different classes after they finished the registration procedure for the school program. Consent was obtained from students and their parents before the formers' participation in the research. No participants have received any form of reading ability training. In total, 151 students with no special education needs and from low socio-economic status families were randomly recruited and randomly allocated to three groups. About 49 (25 boys and 24 girls, mean age = 10.12 years old, SD age = 0.61) participated in the TSDCLS group, and 52 students (26 boys and 26 girls, mean age = 9.98 years old, SD age = 0.79) participated in SCLS group. Finally, 50 students (28 boys and 22 girls, mean age = 9.82 years old, SD age = 0.67) formed the control group.

Measures

To examine the effectiveness of SCLS and TSDCLS in enhancing reading comprehension and reading factors, inference ability and main idea abstraction ability from the normal reading comprehension (NRC); NRC tests were used to measure students' reading performance in primary school. The measurement details are listed in the following paragraph.

Normal Reading Comprehension

We examined students' NRC reading abilities through three selected narrative passages (version 2015, version 2016, and version 2017), which were widely used, well-established, and with both high reliability (Cronbach's α-coefficients yielded 0.90) and validity translation tests, which were applied to measure the Chinese children's NRC reading ability in primary school from 2015 to 2017 ( Xia, 2013; Zhang, 2018). Each reading comprehension test had similar difficulty indicators (e.g., correct answer rate in all samples around China was 60%), and the maximum score for each reading battery was 30 with 12 items. Three items for the main idea had a maximum score of six, and four items (e.g., what is the target word meaning in the passage) for inference had the total maximum score of eight (two scores for each). One item for the detailed search was awarded a score of four, and the remaining four items had a total score of 12. The length of each passage was around 900 words, a total of around 2,700 words for all three reading comprehension tests. Version 2015 reading comprehension test was used for pre-test, version 2016 reading comprehension test was used for post-test, and version 2017 reading comprehension test was used for the delayed test.

Reading Anxiety

Students' reading anxiety was assessed by the Chinese Language Reading Anxiety Scale (CLRAS), which was developed by Zhao (2013); the original scale was developed by Saito et al. (1999). The CLRAS contains 20 items on a 5-point Likert scale ranging from " strongly disagree" to " strongly agree." An example item is: "When reading a Chinese passage, I get nervous and confused when I don't understand each word." The scale assessed factors that may contribute to reading anxiety and considered students' perceptions of the difficulties they encounter. A high score would indicate high levels of anxiety. The maximum mean score of the scale was 5 and Cronbach's α for the scale was 0.90.

Procedure

Research Design

We applied a quasi-experimental design to measure students' performance in pretest, post-test, and lasting effect (hereafter, we called delayed post-test in the current study). First, we collected the consent forms from potential students and randomly selected students from three classes as our participants. Second, we randomly assigned a research design to each class. Random allocation resulted in 49 students in the TSDCLS group and 52 students in the SCLS group. The remaining 50 students were assigned to the control group. The control group received regular classroom instruction during the reading comprehension program training. The three classes were taught by one of the training tutors, who is also working as a part-time teacher in that school. All expectation teaching outcomes followed the curriculum outline design, which was approved by the Ministry of Education in China for both primary school and secondary school learning periods. Third, to control for irrelevant learning effects (e.g., NRC familiarity learning effect), we selected classical reading comprehension (CRC) for the study. The content structure of CRC is similar to straightforward poems, short works, and fresh but with lively literacy information ( Wang, 2016). Specifically, all CRC vocabulary has at least two different meanings: phonetic radical meaning and semantic radical meaning ( Shu and Anderson, 1997; Chen et al., 2016). Past studies in Chinese reading comprehension confirmed that CRC was a useful predictor of reading performance ( Shu and Anderson, 1997; Wang, 2017). For CRC learning materials, normally, students begin to learn CRC at grade 5 of primary school, which means that, at the time of this study, participants had not done any CRC tasks in normal school test or school learning. The difference between CRC and NRC is that most CRC texts are narrative passages, the average length of each sentence of NRC is longer than that of CRC, and the meaning of each character is unique in NRC. Both TSDCLS and SCLS students were required to learn 21 CRC passages from the textbooks. The total training duration was from late February to late June (18 weeks).

In terms of reading performance examination, the pre-test was held in late February. Before the experiment started, all participants received reading comprehension tests (2015 version) and questionnaires regarding reading anxiety and inference. Regarding the post-test, the 2016 version of the reading comprehension test was used, with the same reading anxiety survey and inference tests. At the delayed post-test, the 2017 version of the reading comprehension test was used, and with the same reading anxiety survey and inference tests.

Training Materials

Training materials comprise three components. Component 1 is a vocabulary list that listed all vocabulary meanings in CRC with higher frequency and the vocabulary that students were required to know from the textbook teaching guidance. For example, "举(ju3)": meaning 1, "并列 (equal effect)," "举案齐眉 (husband and wife treat each other with respect)"; and meaning 2, "全 (all)," "举国同庆(Nationwide celebration)." Component 2 has 21 passages from the school textbook, which the students were required to learn during the training program. All learning passages are narrative passages, telling a story. For example, "邹忌讽齐王纳谏 (Zou Ji's Advice to the King)." In each passage, a modern language translation in direct translation style is given under each sentence, which means that we provided each character's meaning in the second line of the given sentence. In addition, we highlighted the points of difficulty (e.g., grammatical knowledge and vocabulary knowledge) in the initial instructions guide. Component 3 is the after-school exercise, where all items were selected from the textbook. The exercise included main idea abstraction, inference sentence meaning, and detailed information search.

Training Procedure

The major difference between the TSDCLS group and SCLS group is that those students in TSDCLS had more interaction with teachers, which followed the guidance of the TSDCLS ( Rogowsky et al., 2015). That is, in each lesson, teachers and students learn the given materials together. The teacher tries to get interaction with students on each kind of knowledge transfer. Specifically, the interaction between teacher and students mainly reflects in heuristic problem solving and knowledge recall through exercise, the average frequency of the interaction on each knowledge item was over four times.

For the SCLS group, at the beginning of each class, the teacher reminded students to read the guidance instructions carefully first and then asked students to learn the given passage, which was followed by the SCLS ( Dignath et al., 2008). The teacher would only instruct students if students encountered difficulties and raised their hands. If more than three students had the same question, the teacher explained the knowledge being sought. In each training session, the teacher started class with encouragement on students' self-learning, which mainly used self-questioning, self-regulated learning, and self-problem solving. The average interaction frequency during the learning period was one time only for time instruction and asked students to move their eyes to exercises to continue learning. All learning materials in the TSDCLS and SCLS group were the same and included the direct translation in modern language, the difficult points, the characters' different meanings recall notice, grammatical function, and so on.

For the control group, except the material of guidance instructions, all three components' training materials were provided to control group's students at the same learning period.

Results

Descriptive Analysis and Comparison Reading Performance From Three Groups

For scores calculation, regarding the main idea test, we used items' scores from the NRC. Then, we compared each reading factor performance in pre-test, post-test, and delayed post-test contexts.

Repeated ANOVA and four-way ANOVA were used for data analysis. From Table 1, at pre-test, all three groups' students achieved similar performance in NRC ( F = 0.30, p > 0.05), inference ( F = 0.15, p > 0.05), main idea abstraction ( F = 0.11, p > 0.05), and reading anxiety ( F = 0.49, p > 0.05). At post-test, three groups students performed significant differences in NRC ( F = 289.56, p < 0.001), inference ( F = 285.05, p < 0.001), main idea abstraction ( F = 112.63, p < 0.001), and reading anxiety ( F = 49.89, p < 0.001). Specifically, regarding NRC, SCLS students performed significant higher scores than TSDCLS students (Mean difference = 1.00, p < 0.001), TSDCLS students performed significant higher score than control group (Mean difference = 3.80, p < 0.001). Regarding inference, TSDCLS students had similar scores with SCLS students (Mean difference = 0.09, p > 0.05), control group students had significant lower score with TSDCLS (Mean difference = 2.45, p < 0.001) and SCLS students (Mean difference = 2.36, p < 0.001). Regarding main idea abstraction, TSDCLS students performed similar score with SCLS students (Mean difference = 0.02, p > 0.05), control group students performed significant lower score with TSDCLS students (Mean difference = 1.86, p < 0.001) and SCLS students (Mean difference = 1.84, p < 0.001). Regarding reading anxiety, TSDCLS students had significant lower score than SCLS students (Mean difference = −0.79, p < 0.001), SCLS students performed significant lower score than control group students (Mean difference = −0.85, p < 0.001).

Table 1. Comparison means and standard deviations for three rounds of data collection from three different groups.

At delayed post-test, three group students performed significant differences in NRC ( F = 131.71, p < 0.001), inference ( F = 41.38, p < 0.001), main idea abstraction ( F = 65.15, p < 0.001), and reading anxiety ( F = 49.77, p < 0.001). Specifically, SCLS students performed significant higher score than TSDCLS students in NRC (Mean difference = 0.54, p < 0.05), TSDCLS students performed significant higher score than control group students (Mean difference = 3.39, p < 0.001). Regarding inference, TSDCLS students had similar score with SCLS students (Mean difference = 0.04, p > 0.05), control group students had significant lower score than TSDCLS students (Mean difference = 1.31, p < 0.001) and SCLS students (Mean difference = 1.34, p < 0.001). Regarding main idea abstraction, TSDCLS students got similar score with SCLS students (Mean difference = 0.03, p > 0.05). Control group students had significant lower score with TSDCLS students (Mean difference = 1.66, p < 0.001) and SCLS students (Mean difference = 1.64, p < 0.001). Regarding reading anxiety, TSDCLS students had significant lower reading anxiety than SCLS students (Mean difference = −0.95, p < 0.001), SCLS students had significant lower reading anxiety than control group students (Mean difference = −0.85, p < 0.001).

The Effect of Both Teacher-Student Double Centered Learning Style and Student-Centered Learning Style on Reading and Reading Factors

To further explore the effect of both TSDCLS and SCLS on reading and reading factors, we created two sub-variables for learning styles and examined the effect on reading comprehension and reading factors.

Table 2. The effect of learning styles on reading and reading factors.

Discussion

We examined the effect of both TSDCLS and SCLS on reading comprehension and relevant reading factors (reading anxiety, main idea abstraction, and inference). The results showed that, firstly, the two experimental groups performed better than the control group in reading comprehension and three selected reading factors. Between TSDCLS and SCLS, the TSDCLS performed better in reading anxiety than the SCLS. However, the SCLS performed better in NRC than the TSDCLS. As for inference ability and main idea abstraction, two experimental groups had similar performance. Secondly, the TSDCLS had a significant positive correlation with reading comprehension and three selected reading factors, in which the results were consistent with the comparison test. However, the SCLS did not have a significant correlation with reading anxiety. We discussed this phenomenon later.

The Advantage of Teacher-Student Double Centered Learning Style

The Advantage of the Student-Centered Learning Style

Better performance in the NRC test could be explained by two reasons. Firstly, the depth of processing theory shows that deeper encoding facilitates better memory retrieval compared with shallow encoding (e.g., Craik and Lockhart, 1972). In the current study, in the SCLS, with less teachers' guidance, students were forced to make more effort to attain deeper and more levels of elaborating and associating the reading materials with their knowledge retrieval during training, which means they have more comprehensive understanding of reading knowledge (e.g., sentence structure, vocabulary meaning). In this case, they find it easier to retrieve more needed knowledge on a NRC task due to deeper encoding of memory cues. For example, when students need to accomplish a NRC task, they may recall target knowledge (e.g., phrases' meaning) faster than students, who are exposed to the TSDCLS. Secondly, in the SCLS, students have more problem-solving opportunities to think about how to deal with reading tasks effectively, which means they may cultivate more useful reading strategies for reading comprehension practice. Specifically, with guided questions, students might be more likely to engage in retroactive elaborating on and encoding of learning materials where they tend to frequently regulate their learning strategies to use previously learned similar knowledge to tackle the problems at hand.

Similar Effect Between Teacher-Student Double Centered Learning Style and Student-Centered Learning Style

Main Idea

The findings of similar abilities in main idea abstraction in both TSDCLS and SCLS groups were partially consistent with previous studies (e.g., Stoeger et al., 2014), but contrasting with the findings of Mason's (2004) study, which proved the preference of the SCLS over the TSDCLS in teaching main idea abilities. The equal effect of finding main ideas observed in the current study might be related to the involvement of similar probes (i.e. verbal and written prompts) in the TSDCLS and the SCLS, respectively. Morrow (1985) managed to establish that students' abilities in retelling stories were facilitated when they were guided with verbal prompts. The explicit guidance in both TSDCLS and SCLS groups may facilitate students to pick out relevant information in supporting the summarization. This result informed the ability of main idea abstraction could be learned through the appropriate track of guidance, no matter the teacher-directed learning or students' self-learning based on explicit instruction guidance. Under the correct track of guidance, students could increase the ability of main idea abstraction.

Inference

As for the equal effect of inferences in both groups, according to the direct and inferential mediation (DIME) model, background knowledge is a significant component for enacting inferences. Prior studies also proved that different kinds of background knowledge about the texts resulted in higher inference scores (e.g., Vidal-Abarca et al., 2000). In the current study, in the beginning, from the test and survey, students in both TSDCLS and SCLS groups had similar background knowledge in NRC. As a result, there might be a possibility that similar storage of background knowledge has equal effects on their inferencing abilities in both TSDCLS and SCLS groups. That is to say, the amount of background knowledge acquisition on reading comprehension was similar between TSDCLS and SCLS through training materials.

Other Effects From the Student-Centered Learning Style on Reading Anxiety

Results showed that the SCLS did not have a significant correlation with reading anxiety. However, the reading anxiety score decreased significantly at post-test and delayed post-test. The reason may be due to the students' feelings of freedom when exposed to SCLS. In particular, during the CRC training, the reader increased other abilities, which decreased threatening feelings when they faced reading comprehension. The reason why the correlation between SCLS and reading anxiety was insignificant might be the compensation or interaction effect with other reading comprehension factors (e.g., word reading and metalinguistic knowledge), resulting in the insignificant correlation.

Limitations and Future Direction

Several limitations of this study should be stated. First, due to the cognitive ability of primary school students, we only measured the effect of learning style on narrative reading comprehension, while other types of reading text such as descriptive reading comprehension and argumentative reading comprehension need further exploration. Second, the current study examined the TSDCLS and SCLS, which are popular nowadays in teaching, while for the teacher-centered learning style, the effect may be different from the learner-centered style (e.g., TSDCLS and SCLS). Third, to the best of our knowledge, there is no standardized and independent scale for inference ability and main idea abstraction measurement. Therefore, for future studies, there is great potential to design a standardized research scale. In addition, this study only investigated students' general reading anxiety. Previous studies showed that anxiety could be categorized into "trait" and "state" anxiety (e.g., Nelson et al., 2015; Waechter and Stolz, 2015). Different types of anxiety have different effects on individuals' executive function (e.g., working memory, inference, and main idea); thus leading to different reading performance efficiencies (e.g., Hadwin et al., 2005). Therefore, it is promising to develop scales eliciting different types of reading anxiety. Next, the correlation between SCLS and reading anxiety was not significant, the potential compensation or interaction effect with other reading factors requires further investigation. The factors that decreased reading anxiety are still unknown. Lastly, the current study only investigated two perspectives' (autonomy-supportive and controlling practices) effects on teaching-learning style; for other perspectives', effects such as competences and relatedness should be further explored in the future.

Implications

The current study contributes to the correlation between TSDCLS and SCLS and reading comprehension from cognitive processing and affect. First, the SCLS with questions-probing learning materials could further strengthen reading ability development in previously-learned knowledge with some amount of learning foundation. The SCLS could trigger students' metacognition based on the depth of cognitive processing. This result informed that SCLS increased students' depth understanding of learning materials, based on the depth of processing model suggestions, more interaction between memory and knowledge acquisition resulted in higher academic performance. Second, it might be that teachers' guidance in the TSDCLS could generate "safety signals," thus easing students' negative cognitive affect, such as decreased threatening feelings of reading anxiety. TSDCLS contributed more to students' academic affective factors (e.g., reading anxiety) through interaction between teachers and students on problem-solving.

Conclusion

In conclusion, both TSDCLS and SCLS contribute to the development of reading comprehension performance and development of three selected reading factors (main idea abstract, inference, and reading anxiety). Specifically, TSDCLS contributes more in reading anxiety through reducing the threatening feeling, the SCLS leads to better performance in the reading comprehension task, and both learning styles have a similar effect on inference and main idea abstraction. The TSDCLS shows a significant correlation with reading comprehension, inference, main idea abstraction, and reading anxiety, the SCLS has a significant correlation with reading comprehension, inference, and main idea abstraction, and the correlation between SCLS and reading anxiety was not significant, which needs further exploration on the compensation or interaction effect between SCLS and other reading factors. Results implicated more interaction between teacher and students on knowledge acquisition and problem-solving could decrease the threatening situation feeling which contributes more to students' affective factors development. SCLS contributed more to students' knowledge of deep understanding.

Data Availability Statement

The datasets generated for this study are available on request to the corresponding author.

Ethics Statement

The studies involving human participants were reviewed and approved by Jiaying Social Science Research Ethics Committee. Written informed consent to participate in this study was provided by the participants' legal guardian/next of kin.

Author Contributions

YD and SW drafted the whole paper and did data-analysis. WW and SP provided the comments and helped to revise the draft.

Funding

This paper was supported by the Faculty of Social Science of Meizhou City for 2019 project. Reference Number: mz-ybxm-2019018.

Conflict of Interest

The authors declare that the research was conducted in the absence of any commercial or financial relationships that could be construed as a potential conflict of interest.

References

Beck, A. T. (1985). "Theoretical perspectives on clinical anxiety" in Anxiety and the anxiety disorders. eds. A. H. Tuma and D. Maser (Hillsdale, NJ: Erlbaum Press), 183-196.
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Mezirow, J. (2000). "Learning to think like an adult: core concepts of transformation theory" in Learning as transformation: Critical perspectives on a theory in Progress. ed. J. Mezirow (San Francisco, CA: Jossey-Bass), 3-34.
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Is the Student-Centered Learning Style More Effective Than the Teacher-Student Double-Centered Learning Style in Improving Reading Performance?

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Appropriate learning styles enhance the academic performance of students. This research compares and contrasts the popular effect of teacher-student double centered learning style (TSDCLS) and student-centered learning style (SCLS) on one's reading, including reading comprehension, inference, main idea abstraction, and reading anxiety.

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link about lesson plan with student-centered approach

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link about lesson plan with student-centered approach

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https://sites.google.com/a/charlton.k12.ga.us/meaganoakley/student-centered-learning-lesson-plan

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Student Centered Learning (SCL) is an approach that allows students to take ownership of their learning instead of sitting passively and listening as the teacher delivers instruction. In SCL students create learning goals. In addition, students engage with others, often by using technology, to construct their learning. Finally, students monitor their progress, reflect on their learning, and make revisions to their goals based on these reflections. During this process, teachers facilitate learning by providing appropriate scaffolds to support student learning.

This approach is motivating and engaging for students because it incorporates interaction with others, often through the use of technology. Likewise, students are encouraged to pursue individual interests and learning preferences are considered.
Discuss whether you agree or disagree with this learning approach.
I do agree with the SCL approach, but I feel that a balance should exist between this approach and direct instruction. In my opinion, there are certain instances when direct instruction is appropriate, especially in younger grades when students are acquiring foundational skills and have limited background knowledge. However, by implementing the SCL approach along with direct instruction teachers can facilitate curiosity and increase student motivation and engagement.

The reality for those of us teaching in public education is that we are made painfully aware of student performance on state mandated assessments which are standards based. As a result, when teachers utilize the SCL approach, appropriate scaffolding is essential to ensure that students identify relevant learning goals that reflect the curriculum we are required to teach.

Post your "Student-centered" lesson plan

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Student-Centered Learning Lesson Plan - MeaganOakley

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Student Centered Learning (SCL) is an approach that allows students to take ownership of their learning instead of sitting passively and listening as the teacher delivers instruction. In SCL students create learning goals. In addition, students engage with others, often by using technology, to construct their learning.

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Sparking Curiosity With Self-Directed Learning

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https://files.eric.ed.gov/fulltext/ED581111.pdf

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https://wordwall.net/resource/7112700
I created this game to check if my students understood the read text very well

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Wordwall - Create better lessons quicker

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De ce Moş Ion Roată nu prea avea încredere în vorbele boierilor?, De ce s-au simţit jigniţi boierii la observaţia lui Moş Ion Roată?.

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Bloom’s Taxonomy: Approach to Facilitate Effective Learning

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Bloom’s Taxonomy: Approach to Facilitate Effective Learning

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Susana Herradas Martín

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Creating an environment in which students enjoy learning is one of the most essential elements of being an effective teacher. You can employ all sorts of strategies and lesson plans, but if your students don't comprehend the information you're teaching them, none of it will matter. Developing the skills needed to learn from Bloom's taxonomy is key to creating an effective classroom environment in which your students can benefit from your instruction. To learn more about this learning method, check out this article on reaping the benefits of Bloom's taxonomy in the classroom!

In this blog, we will mainly learn about the cognitive domain of bloom's taxonomy. Assessments work best when the student doesn't know they're being assessed.

What is Bloom's Taxonomy?

Bloom's taxonomy, developed by education researcher Benjamin Bloom, is a framework that can be used to evaluate the different levels of cognitive learning students achieve as they work through the course material. This type of evaluation helps educators target their lessons so that students learn in the most effective way possible. It also provides teachers with an easy way to measure how much students are actually learning during their time in class.

Why is Bloom's Taxonomy Important?

When it comes to learning, not all methods are created equal. Some approaches are more likely to lead to productive, long-term knowledge retention than others. This is where Bloom's taxonomy comes in. By providing a framework for how information should be presented to students, Bloom's taxonomy can help teachers ensure that their students are really learning, and not just memorizing. This approach to learning encourages students to go beyond simply recalling information and instead think critically about what they are studying. Because the approach is flexible, it can be adapted to different subject areas and different types of learners. Assessments work best when the students don't know they are being assessed. So a learning plan can be customized for the students accordingly.

Six Levels of Bloom's Taxonomy and Its Importance

The six levels of Bloom's Taxonomy are knowledge, comprehension, application, analysis, synthesis, and evaluation. Each level is important in its own way, but together they provide a comprehensive approach to learning.

Six levels of bloom's taxonomy and its importance

Knowledge level

At the Knowledge level, students can be asked to memorize facts or definitions. Common activities might include flashcards or matching games. For instance, if the topic is a famous historical event. Questions like "how many...? Who was it that...? Can you name the...?" fall under this category.

Comprehension level

At the Comprehension level, students can be asked to demonstrate their understanding of the material by summarizing or paraphrasing. Common activities might include short answer questions or fill-in-the-blank exercises. For instance, if it is a chapter from literature. Questions like, "Can you write in your own words...? Can you write a brief outline...? What do you think could have happened next...?" fall under this category.

Application level

At the Application level, students can be asked to use what they have learned in a new situation. Common activities might include completing an activity sheet with multiple choice answers, completing worksheets, and participating in a role-play. For instance, if it is a chapter on science. Questions like "Choose the best statements that apply... Judge the effects of... What would result ...?" fall under this category.

Analysis level

At the Analysis level, students will explain the logic behind events. They will critically examine research papers and provide evidence for their analysis of text materials. Students will draw conclusions from past events, and engage in debate about topics like racism and discrimination. They will also offer suggestions for possible solutions. For instance, it is a literature chapter. Questions like, "Which events could have happened...? If ... happened, how might the ending have been different? How was this similar to..." fall under this category.

Synthesis level

Students at the Synthesis level will study different elements and ideas and combine them to give birth to new ideas or structures. They will learn how to identify common themes and patterns and draw conclusions from them. For instance, creating a presentation or project that integrates two previously studied topics such as Jane Austen's Pride and Prejudice with Shakespeare's Romeo and Juliet.

Evaluation level

At the evaluation stage, students will learn how to form critical judgments on different topics. They will learn how to give opinions based on certain criteria and standards and support them with logical reasoning and evidence. It is the highest level of thinking and requires the most complex mental processes. For instance, if it is a science experiment. Questions like "What criteria would you use to assess...? What data was used to evaluate...? How could you verify...?" fall under this category.

To reap the benefits of Bloom's taxonomy, teachers should not try to address all levels during any given lesson. Instead, teachers should plan lessons around one specific level (knowledge, comprehension, etc.) which is appropriate for their audience. Once this level has been met, the next level can then be addressed. By using Bloom's Taxonomy in this way, every student will receive a quality education from kindergarten through high school graduation or university.

With our tool PrepAI, you can easily include Bloom's taxonomy format into your learning method to create a richer learning experience for your students and learners.

Examples of Bloom's Taxonomy

With this framework, the teacher can create questions that lead a student through each level of Bloom's taxonomy: Remembering, Understanding, Applying, Analyzing, Evaluating, and Creating. The idea is that if the teacher poses questions in a way that incorporates these five levels, all learners will be engaged and actively participating in the lesson.

For example, the question is, "What were some of the causes of World War II?" The answers of the students would vary at every level of Bloom's taxonomy.

At the Remembering (remember) stage, students might recall one or two possible causes of World War II but not give any specific reasons.

At the Understanding (understand) stage, students might list different causes that they remember by hearing about them earlier.

At the Analysis (analyze) stage, students might give specific examples of how certain events led to World War II and the reason why it began in the first place.

And finally, at the Creation (create) stage, students will offer their own opinion on the subject based on knowledge learned throughout the course.

While this may seem overwhelming at first, don't worry! Bloom's taxonomy is really just a handy guide that makes it easier to get your point across by asking probing questions and paying attention to the response. It also ensures that everyone in the class has an opportunity to share their thoughts on the subject. You'll see just how easy teaching with Bloom's taxonomy can be when you use our question generation platform.

Applications of Bloom's Taxonomy

There are many ways that you can apply Bloom's taxonomy in your classroom to encourage productive learning. Here are a few ideas:

1) Create teaching objectives for the lesson and identify the levels of the taxonomy that will be covered.

2) Provide appropriate pre-knowledge on the topic at hand before starting a new unit of study.

3) Engage students by using questions and activities at all levels of the taxonomy to get them thinking critically about what they are learning, and not just remembering information as facts.

4) Make sure to provide opportunities for hands-on activity or experimentation so that students can see how the knowledge they're gaining applies to their own life and environment.

5) Give feedback through assignments and discussions so that students know where they stand on each level of understanding so far.

Our tool PrepAI can help you generate questions that fit within all these categories of bloom's taxonomy for almost all topics. You can create a better learning experience for your students using our tool.

How Bloom's Taxonomy Is Useful for Teachers?

The great thing about Bloom's Taxonomy is that it can be used for any subject matter and any age group. It is also a very flexible approach that can be adapted to the needs of the individual learner. As a teacher, you can use Bloom's Taxonomy to structure your lesson plans in order to help students learn more efficiently.

Another useful way to use Bloom's Taxonomy is when you want students to evaluate what they have learned. You can challenge them with higher-level questions and tasks so they are able to prove their understanding of the material in question.

The most important aspect of this framework is that teachers are able to identify how well their students are learning based on which category each student falls into as they go through your lesson plan or assignment. They can then adjust accordingly if they see some students struggling. If a student has difficulty at one stage of the task but excels at another, then you know where to focus your teaching efforts next time around.

Bloom's taxonomy helps us understand why some students seem like they aren't paying attention during class while others are eager to do all the work given to them.

Why are We Introducing Bloom's Taxonomy to PrepAI?

We are introducing bloom's taxonomy to PrepAI, because it has several benefits for learners like:

Ability to break down learning objectives into smaller, more manageable goals, so it's easier to achieve them.

A better understanding of what needs to be done to meet the set objectives.

Develop higher-order thinking skills, such as analysis and synthesis.

Leads to more productive learning. For example, when teaching a unit on classification systems, instead of just giving students a list of terms to memorize, teachers should ask questions that lead to an understanding of the different parts of a classification system. Students will then be able to synthesize new knowledge from previous lessons with new information learned from this lesson.

Analyze the effectiveness of their newly created classification system.

Evaluate the work by applying it to a real-world scenario (to show what is learned). The final step would be practicing so that these newly acquired skills become second nature.

How to Construct a Bloom's Taxonomy Assessment

If you want to create an assessment that encourages productive learning, you should focus on using Bloom's Taxonomy. To construct a Bloom's Taxonomy assessment, start by identifying the level of knowledge you want your students to achieve. Then, create questions or tasks that will assess this knowledge. Be sure to include a variety of question types, such as multiple choice, short answer, and essay. Asking students to recall information they have learned will encourage them to study more thoroughly before taking the test. You can also ask them questions about how they can apply what they have learned (applying).

For example:

What did you find difficult about these activities?

Why do you think some people would enjoy these activities?

What kind of thinking skills were used in these activities?

How could I improve my performance in these activities?

We at PrepAI encourage the other four levels, analyzing, evaluating, creating, and understanding all involving higher-level thinking skills. By asking students to analyze the information they have learned (analyzing), they'll be forced to go beyond rote memory and break down complex concepts into smaller parts.

Conclusion

There are no hard and fast rules when it comes to applying bloom's taxonomy in the classroom. Before creating any assessment or designing a course using Bloom's Taxonomy, the focus should be to assess the learner's capabilities first and set appropriate learning goals according to that. Your aim should be to create the learning experience in a way that the students engage in all the levels of bloom's taxonomy. Our tool PrepAI can help you create assessments, courses, and learning material following Bloom's taxonomy guidelines. If you want detailed guidance on how to apply bloom's taxonomy in your teaching methods, you can sign in for our detailed webinar or connect to our BT expert for guidance.

Originally Published on PrepAI

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Bloom's Taxonomy: Approach to Facilitate Effective Learning

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Creating an environment in which students enjoy learning is one of the most essential elements of being an effective teacher. You can employ all sorts of strategies and lesson plans, but if your students don't comprehend the information you're teaching them, none of it will matter.