PDF superior Didactic material in the process of teaching triangles

Introduction. Teaching geometry is based on the need to know the properties of geometric figures in space and how they are applied in different branches of knowledge. Objective: To determine the influence of using didactic material in the teaching-learning process of the concepts related to triangles. Materials and methods The research was of the quasi-experimental type, it was investigated in the socioeducational level with exploratory, descriptive, correlational and a quantitative approach because the data collection, analysis and statistical calculations were used. Results It is established that the use of didactic material if it influenced the teaching-learning process. Discussion. As the average of the experimental group is higher, it can be established that the use of didactic material as a didactic technique does influence the teaching of triangles. Conclusions The need to create in the career spaces for the formation of students in the development of teaching materials.

One of the main reasons for this reaction, besides the large number of students is the lack of motivation provided by the teacher, as mentioned by Weimer (2006) motivating students to participate in classroom discussions is a complex subject. There are some students who assume they do not have to participate as long the assigned work is completed on time, test scores are good, and attendance is satisfactory. As a matter of fact, they prefer other students do the participating, since they think participation does not improve the classroom experience. There is one important aspect to be considered in the current research, and this is the large number of students observed in every class. If we take into consideration the time every class lasts - approximately 40 minutes- then; of course, individual participation results almost impossible to be done. Consequently, even though a good number of students prefer to listen and observe rather than engage in the class discussion, it is a good idea to provide students written material, so that they come up with a brief comment, analyze and critique the activities in class. This will confirm that student is engaged and responded to class.

The instructions in the classroom are presented as one of the critical cores of action in each learning activity. It is mandatory to ensure clear and concise instructions as well as the class time management system. When planning, an experimented teacher understands that there is a great number of circumstances that can affect or interrupt the work to be done, therefore, a correct approach in the time management is the one that always procures to have available material whether for an unexpected closure or extension of the class. Throughout the class the instructions should seek to ensure the right timing for the activities and the transition from one to another. Coetzee (2008) explains that the best way to keep the class under control and prevent the stress in the completion of the activities, is an adequate time planning. Investing a few minutes on pulling some tasks together under a time table will really make a difference.

JClic is a multimedia resource that consists of a set of computer applications that are used to perform different educational activities: puzzles, exercises, texts, etc. The activities are established within projects, so that the activities are part of a set. The predecessor of JClic is called Clic, which is a free multimedia application. It has been used by teachers from various countries as a tool for creating learning activities for their students since 1992. JClic and Clic were created by the Spanish pioneer Francesc Busquets i Burguera who was born in Barcelona in 1959. JClic was developed on the Java platform; it is an open source project and it works on different operating systems. In brief, JClic is a set of free software applications designed to create various types of educational activities. Thus, the Click area is a service of the Department of Education of the Generalitat of Catalonia aiming to support and promote the use of these resources. Furthermore, it provides an open space for cooperation to promote the participation of all teachers who want to share this type of teaching material created by the programme.

Most students report that English is a difficult language to learn and that complicates them, because they do not have the resources to learn how to do it; since, the teachers do not innovate and this makes it even more difficult to carry out a good educational process in the subject of foreign language. In foreign language classes, they are especially relevant: collaboration in the construction of knowledge; Interaction with texts; The management of communicative environments. In the particular case of learning the English language, this implies an extremely important openness to the world of knowledge, social relations with people from other countries, cultural production, and the innumerable approaches that involve the virtualization of the physical world and the creation of True virtual worlds.

effectively and adequately in a particular society, as we know from a very young age we are developing this ability since this is of vital importance for the normal development of our life. But to get to behave effectively within the communicative competence there is a set of rules that as speakers of a language we must respect, rules that teach us throughout our acquiring a language, starting from very small when we are in primary education, concepts that they serve us and that we keep in our cognitive part to continue deepening more in it when we reach the basic and superior education (Beghadid, 2013). Within this set of rules, we find the grammar, understood as the set of rules and rules to speak and write correctly a language and the other levels of linguistics such as phonetics, semantics, lexical, phonological, syntactic, aspects that help us to understand more deeply a language and the rules of the use of language related to the socio-historical and cultural context in which communication takes place, these have help us to understand discourse, text and communication.

participants and the end are likely to be left out the conversation with conference table, large portion of participants have eye contact with each other and large table useful for plenary group discussion but cannot break into small groups easily , cannot fit many participants around table and during general discussion, several sub- discussions may form and disrupt proceedings and circle and semicircles of chair, people can relax and interact well , participants able to adopt open poses , no natural top position for trainer , easy to move into various exercises and games and stops people sticking to a specific desk or chair but in this style no flat work surface , no tables on which to rest books or material , no physical barriers , so more openness needed and intimidate shy people . In large groups , participants sit far from these opposite them .

One of the main issues that came to light during this teaching period was the need to create an appropriate learning environment, as it is a problem that affects not only English classes, but other subjects as well. It is known that learning is a process that requires certain elements to be successful, as it is established in MINEDUC´s Marco para la Buena Enseñanza: “La enseñanza no se puede generar en un ambiente en el que la conducta de los alumnos no permite el desarrollo de la clase” (2008, p. 17).In spite of applying specific rules of behavior in the classroom and establishing clear consequences for those students who infringe these instructions, I did not complete the routine in every class, which provoked minor moments of distractions that could have been avoided. By virtue of improving this aspect, it is suggested to draw up a signpost with all the components of the English class´ routine and hang it in the classroom; hence, both the teacher and the students will be constantly reminded about it. Likewise, instructions and the use of CCQs could have been more effective if I had had them listed on paper. The typical question “do you understand?” is ineffective at the time of checking meaning with EFL students (Páez, 2014). Therefore, preparing CCQ´s in advance is fundamental in creating a set of suitable questions that actually allows the teacher to determine if learners do understand new concepts that are being introduced, it draws out what the students know through their relationship to the words they understand, and so permits the teacher to add to their knowledge. With reference to instructions, the idea is pretty similar to the one suggested by Martha Epperson when she presents a list of instructions in order to simplify the students´ comprehension, maximizing the teacher´s energy and time by reducing misbehavior of the students and increasing their confidence because they are able to understand directions in English, among other benefits (2011, p.18). Next time this didactic unit is implemented, I will prepare beforehand a written list of sequenced instructions, such as modeling the instructions for the students, make a student model the directions too, ask the group to show they are ready to begin the activity and review the answers.

The new European Higher Education Area (EHEA) involves a change in the way of understanding learning and the teacher’s work. In this field, assessment is a very important aspect in education. It influences determinedly in the process of helping and encouraging the students to learn and understand their progresses in learning. This paper shows, from the results obtained in the subject “Concrete as a Structural Material”, of fourth grade in Building Degree, the factors which affect the teaching-learning process through assessment.

In the same context, the Content-Based Instructions approach to second language teaching was studied by Richards and Rodgers (2001, p. 204-220) refer ”t o an approach to second language teaching in which teaching is organized around the content or information that students will acquire, rather than around a linguistic or other type of syllables”. Although content is used with a variety of different meaning in language teaching, it most frequently refers to the substance or subject matter being learned or communicated through language, rather than the language used to transmit it. In addition, CBI Stoller (1997) provides a list of activities classified according to their instructional focus. The classification categories she proposes are: language skills improvement, vocabulary building, discourse organization, communicative interaction, study skills, synthesis of content materials and grammar. The subject matter-core states that organization of the curriculum is consequent from the subject matter, more than from forms, functions, situations or skills. Authentic language and texts are used. Central material texts, video tapes, audio recording and visual aids are chosen

participation, that influence the motivation to lean English. Didactic material always helps to teach in the class, a 79% of the students consider that didactic material can motivate them but is not essential in the learning process, this percentage shows that students consider didactic material less important than activities or improving English level; a considerable percentage, 21%, think that didactic materials are not necessary to motivate to learn English, they consider that an appropriate methodology is essential to lean a foreign language. Teacher’s attitude and book are not too important in the moment to motivate students to learn English, 72% of the students responded that these factors are important but do not play an essential role in the class, this result shows that factors such as grades and improving English level can act much better in the motivation of the English language. However, a 28% of the students consider factors like didactic material (post, flash cards) or type of activities (role plays, conversations) more important because they can use and apply the language in a more real context. In addition, for this percentage of the students a visual information is a way to learn a language more efficiently than using song or audio because they can observe and imply the new information rapidly.

Harmer (1991) infers that feedback takes place after the students have achieved some activity. He states that feedback is a kind of assessment, which main purpose is to know the students’ progress or learners’ backward in order to fill the learners’ lack of knowledge. The researcher asseverates that it is hard for teachers to give individual feedback to their students when they manage large classes. Thus, he agrees that to handle feedback in large classes, some educators utilize the “portfolio” method. It consists in a folder that holds samples of students’ tests, essays, and others, which are chronologically ordered. This information is used to follow the sequence of learners’ improvements.

Facebook, which is a popular social network site, is one of the most commonly used social sharing sites today, having millions of users (Mazman & Usluel, 2010) 9. Facebook has more than 750 million active users and 50% of them log on to Facebook in any given day (Facebook, 2011). Facebook is quickly turning into one of the most popular tools for social communication Facebook is essentially an online social network site in which individuals can share photographs, personal information, and join groups of friends with one another. Many users can share parts of their daily activities with their friends or family using the Facebook. There are several ways for users to communicate with one another on Facebook. Users can send private messages to other individuals. This capability is similar to e-mailing users can also make use of the Wall function. A wall is a space on the profile, similar to a notice board or a public forum where users can post short messages or add photographs, music or video clips to share information ( West, Lewis & Currie, 2009).

30 The seating arrangement is decisive in the process of learning because it helps students to move easily in the classroom. In this study for 44,02%, who answered “agree”, the seating arrangement is satisfactory because it is characterized by good arrangement of the chairs in Italian high schools. Also, 29,10% “totally agree” show that the seating arrangement facilitates the tasks carried out in class. Meanwhile, for 10,44%, whose answers are “partially agree” do not consider seating arrangement a great problem because their answers are somewhat satisfactory and 16,41% express that the seating arrangement does not facilitate tasks that are carried out in class because their answers are unsatisfactory. The importance of seating arrangement was studied by Svinicki, Rice, Chism, and Bickford (2002), who state that it is the position how students are sat in the classroom and it has two alternatives: to facilitate the learning process or make it more difficult. They mention that the seating arrangement can be different from one culture to another. For researchers above mentioned, the “café style” is an optimal example of seating arrangement because students are placed in a comfortable position around the desks.

differences between teaching in a larger class and a smaller class within two lessons in Thailand. The author analyzed this study by applying surveys to students of two different classes in which one was a small class of 23 students, and the other one was a large class of 41 students. First, two lessons were chosen on the same topic. Then the teacher taught the same lesson to both group of students while the observations were made to find out the differences of a small class from a large class. Finally, the surveys were applied to the students. The results showed that the only difference between small and large classes is that teachers use stronger language forms in large classes because of the need to maintain control of discipline. The study concluded that there were actually few differences between small and large classes.

Word formation rules allow the combination, in a fixed order, of words and affixes and affixes and words to form new derived and compound lexical units.. They opérate on words and affi[r]

Some general conclusions can be drawn. The results showed that high levels of dedication and vigor are related to the development of the interactive multimedia tools. As far as the improvement of students’ learning quality and their psychological comfort are concerned, these findings reveal the value of developing emotional abilities in the classroom as a buffer factor of academic stress elements and as an important vehicle to increase students’ dedication towards learning. But, in general, students think that the methodological deficiency of the faculty and their overloading work contribute to increase their academic stress.

Therefore the European convergence process represents a deep change in the approach to teaching that is being developed in universities as already cited above. Now, letʼs talk of a new university-based on continuing education of the subject throughout his life. It will be a modern university system quality, focusing on the formation of the student where the university professor has to do more than teach, promote creative learning by the student to think for himself. At this time, the teaching will be a priority and the university will be the protagonist.

On the other hand, Total Physical Respond developed by Asher (1977) pointed out that children before they speak do a lot of listening accompanied by physical responses. He relates speech and action, teaches language through physical (motor) activity that came from the right-brain function preceded by the left-brain language processing. Asher in this method creates a positive mood in the classroom among the learners in order to facilitate learning and to reduce the stress through students. But unfortunately like other method had its limitations in reading and writing activities, for this reason ‘The Natural Approach’ came about.

In previous studies, Finn, Pannozzo, & Achilles (as cited in Bray & Kehle, 2011) indicate that less than 20 students per class is considered small, and more than 20 is considered a large one. Both authors explained that the fact of having large or small groups in the classroom does not necessarily result in higher achievement or failure rates because there are different factors that are very important in students when learning another language. As a result, what really matters is how well teachers are prepared.