Etymological Elaboration in Chéngyǔ 成语 Teaching

As a sub-type of Chinese idioms, chengyu 成语 play an important role in Chinese teaching. This study tested the effectiveness of etymological elaboration in relation to the type of instruction (direct or indirect), the degree of transparency of the chengyu, and the participants’ proficiency level. 48 post-elementary and 53 pre-intermediate learners were divided into three groups, one control and two experimental groups. The experimental groups attended to a 30-minute treatment, then a post-test was submitted to all the participants. Statistical and qualitative analysis revealed that indirect instruction was significantly more effective than direct instruction, independently from the participants’ competence level, and that opaque chengyu were more easily retained than transparent chengyu.

COOPERATIF LEARNING SEBAGAI UPAYA MEMBANGKITKAN KEMBALI EXTINCTION MOTIVASI BELAJAR

Extinction motivasi belajar merupakan salah satu fenomena-fenomena dalam kondisioning klasik, yang artinya menurunnya frekuensi respon bersyarat bahkan akhirnya menghilangnya respon bersyarat akibat ketiadaan stimulus alami dalam proses kondisioning atau secara singkat dapat diartikan hilangnya perilaku akibat dari dihilangkannya reinforcers. Upaya sadar untuk menumbuhkan extinction motivasi belajar diawali dari lima klasifikasi strategi pembelajaran; direct instruction, indirect instruction, interaktif, empirik dan mandiri. Hal tersebut berakar pada satu dasar teori nativisme bahwa setiap manusia dilahirkan telah memiliki potensi karena bawaan atau faktor genetika. Faktor inilah yang harus diakomodir oleh guru untuk dapat membantu siswa menumbuhkan potensi siswa sesuai dengan model dan strategi pembelajaran yang berpusat pada murid atau yang biasa disebut dengan Student Centered. Cooperative learning atau pembelajaran kooperatif adalah pendekatan pembelajaran yang berfokus pada penggunaan kelompok kecil siswa untuk bekerja sama dalam memaksimalkan kondisi belajar untuk mencapai tujuan belajar. Pembelajaran kooperatif menciptakan interaksi yang asah, asih dan asuh, sehingga tercipta masyarakat belajar. Siswa tidak hanya belajar dari guru tetapi juga dari sesama siswa.

Faith and Social Character Education of Sociological Education Perspective: an Implementation of Classroom Management in Islamic School

This model of education is developed from Carl Rogers’s indirect instruction in the process of learning Core Competence I (faith dimension) and Core Competence II (social dimension), channeled through school culture in sociology dimension using Looking Glass Self theory from Cooley and Three Self Elements theory from Freud. Research and Development method is employed to reveal: characteristic of faith and social dimensions in the students of State Islamic School (MAN) Wates 1in indirect instruction; which effective education model should be applied in the students’ faith and social character education. The measurement before and after treatment is conducted using observation and in-depth interview methods towards teachers and students with students’ faith and social characteristic measurement scale instrument. The analysis uses data reduction, data display, and verification. The result shows thatin a learning faith and social character educationportrait, teachers find it difficult to relate material and skill being taught with faith and social character education being ddeveloped. The in-class education model proposed includes inculcating, facilitating, modeling, and skill developing. The increase of character motivates teachers to improve their competence in buiding faith and social dimensions of the students.

Two Ways to Teach: Direct Instruction and Indirect Instruction/Inquiry: Simplifying Planning Concepts for Early Career Teachers

This paper describes two planning diagrams that support pre-service and early career teachers’ understanding of direct and indirect instructional approaches to teaching Conceptual models can support understanding of the embedded decision points that new teachers must address as they plan lessons. In this paper, we offer 2 models to support the understanding of pre-service and early career teachers with two conceptual diagrams that relate to lesson planning. One of these diagrams has been used for several years with pre-service teachers who have identified that this conceptual diagram has helped them understand planning concepts early in their planning experiences. This diagram demonstrates the phases of instruction used by experienced teachers when they plan for direct instruction. A body of prior research has been completed to demonstrate the existence of the main conceptions and relative times in the diagram as they are evident in teachers’ practice and to identify how the diagram is perceived by pre-service teachers. The second diagram has been designed as a complimentary method of helping pre-service teachers understand concepts related to planning for indirect instruction involving various forms of inquiry.

Teaching Strategies for Direct and Indirect Instruction in Teaching Engineering

<p class="MsoNormal" style="text-align: justify; margin: 0cm 0cm 10pt; tab-stops: 0cm;"><span class="AbstractChar"><span style="font-family: &quot;Times New Roman&quot;; font-size: 9pt;" lang="EN-US"><strong>It is important to select the proper instructional strategy for a specific learning outcome in teaching engineering. There are two broad types of learning outcomes: facts, rules and action sequences (on lower levels of complexity in the cognitive, affective and psychomotor domains), and concepts, patterns and abstractions (on higher level of complexity in the above named domains). Facts, rules and action sequences are taught using instructional strategies of direct instruction. Concepts, patterns and abstractions are taught using strategies of indirect instruction. Strategies of both types of learning may be combined, providing a menu of teaching strategies that help students solve problems, think critically and work cooperatively. This article presents teaching strategies suitable for direct and indirect instruction used in teaching engineering.</strong></span></span></p>