...Teaching method From Wikipedia, the free encyclopedia A teaching method comprises the principles and methods used for instruction to be implemented by teachers to achieve the desired learning in students. These strategies are determined partly on subject matter to be taught and partly by the nature of the learner. For a particular teaching method to be appropriate and efficient it has to be in relation with the characteristic of the learner and the type of learning it is supposed to bring about. Davis (1997) suggests that the design and selection of teaching methods must take into account not only the nature of the subject matter but also how students learn.[1] In today’s school the trend is that it encourages a lot of creativity. It is a known fact that human advancement comes through reasoning. This reasoning and original thought enhances creativity. The approaches for teaching can be broadly classified into teacher centered and student centered. In Teacher-Centered Approach to Learning, Teachers are the main authority figure in this model. Students are viewed as “empty vessels” whose primary role is to passively receive information (via lectures and direct instruction) with an end goal of testing and assessment. It is the primary role of teachers to pass knowledge and information onto their students. In this model, teaching and assessment are viewed as two separate entities. Student learning is measured through objectively scored tests and assessments.[2] In Student-Centered...
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...ETT4/5 - Effective Teaching Practices: Instructional Presentation and Follow-Up Course of Study Your competence for this course of study will be assessed as you complete the 10 tasks that make up the ETT4/5 performance assessment and the EIO4/5 objective assessment. Introduction Welcome to Effective Teaching Practices. Effective teaching depends on effective planning. Teachers need to devote systematic thought to what they want students to learn and to how students will best acquire knowledge and skills. You will learn how to select, develop, and evaluate instructional materials as well as strategies to use to accomplish specific learning goals. You will plan for effective instruction, and then implement those plans. Interactive teaching includes appropriately responding to all of the details that emerge during the presentation of lessons. Teaching is a process. Teachers plan lessons and then present them. They use information about the lesson presentation to make appropriate changes to improve both student achievement and lesson presentation. Outcomes and Evaluations There are 10 competencies covered by this course of study; they are listed in the "Competencies for Effective Teaching Practices: Instructional Presentation and Follow-Up (ETT4/5)" page. The list of competencies is a good overview of precisely what you will know and be able to do at the conclusion of this course of study and demonstrate through assessment. Teaching Dispositions Statement Please review the...
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...literature review was completed, reflecting best practices in assessment, evaluation, and grading in nursing. This annotated bibliography of the literature is organized into four areas: assessment and evaluation in (a) the classroom, (b) the online environment, (c) clinical practice, and (d) learning and simulation laboratories. There is a fifth section that provides references on the assessment of psychomotor learning and performance; that section is not annotated. This work was completed by members of ELAC and its subcommittees as noted above. 1 CLASSROOM ASSESSMENT Ahmad, N. (2002). Evaluation of teaching: Through eyes of students. Plano: Institutional Research Office, Collin County Community College District. This article reviews the student evaluations instruments used to evaluate learning and faculty in the classroom. The purpose of this article was to search for come standardized instruments of student evaluations. Instruments used are: Individual Developmental and Educational Assessment (IDEA), Student Assessment of Learning Gains( SALG), Instructional Assessment System (IAS), Student Instructional Report II (SIR II), Course/Instructor Evaluations Questionnaire (CIEQ), Student Evaluation of Educational Quality (SEEQ), San Francisco State University Instrument, Indiana University at Bloomington’s Multi-Op (Multiple Option System of Course and Instructor Evaluation), Student Evaluation of Instruction...
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...Never Say Anything a Kid Can Say is an interesting and informative article written by Steven Reinhart, a mathematics teacher in Chippewa Falls, WI. One day Mr. Reinhart entered his classroom of middle school students and taught what he thought to be a masterpiece lesson. He thought he explained the mathematical concepts clearly and with much detail only to find out the next day that the students were confused. Although he took pride in his ability to teach math and received rave reviews from his principal, he realized there was something wrong. The achievement levels of his students were lower than they should be. Instead of blaming the students, he stepped back and began to examine himself. How was his teaching? This question led him into searching for and researching other methods of teaching math. He discovered the flaw in his method of teaching. He stated, “When I was in front of the class demonstrating and explaining, I was learning a great deal, but many of my students were not!” (2000). Reinhart decided to implement change in his teaching method. He had such a passion for his work and his students learning the concepts necessary for success in mathematics that he made it a goal to teach a topic in a better way than he had taught it before. This was a yearly goal and meant he would have to tread unfamiliar territory. Much of the material he gathered during his research suggested nontraditional methods of teaching. His oral and demonstrative instructional presentations would...
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...such a problem. The traditional teaching technique or direct instruction style suits most students, but there are other different auditory or visual learners who need different teaching style. So teachers have to vary their techniques used inside their classes in order to achieve better understanding among their students. One of recommended solutions is using audio visual aids as a helping technique in classrooms. Many teachers adopt this style and they find it a fruitful technique that it not only develops language skills, but also contributes in giving students background for many cultures as well (Stoller, 1995). Despite the fact that using audio visuals is remarkably a useful technique, we can notice that it is not a common technique in the Palestinian schools because of many reasons. The problem of the study Using audio visual aids in teaching languages is a notably effective teaching style since it can make a class more lively and interesting; so students’ ability to understand is enhanced by such technique. Consequently, most teachers in the world adopt this technique, but unfortunately, it is not the same in Gaza schools as the majority of them do not use this technique, and they depend mainly and sometimes only on the ordinary teaching style. The need of the study While checking books, articles and other sources, it could be noticed that non of them has paid any attention to the problem of lack of using audio visual aids in teaching in Gaza schools. Therefore, this...
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...CHAPTER III REVIEW OF RELATED LITERATURE Studies on Learning Styles Studies on Mathematics Learning and Learning Style Studies on Learning Style and Teaching Style Studies on Co-operative Learning Studies on Co-operative Learning and Mathematics Conclusion CHAPTER III REVIEW OF RELATED LITERATURE Review of related literature plays a significant role in any type of research work. It allows the researcher to acquaint oneself with current knowledge in the field in which the research is being done. The availability and utilisation of adequate sources or related information enables the investigator to complete the research fruitfully and thus make unique contribution in the field of education with special focus on the method of instruction, learner variables, etc. For many years, educators and researchers have debated on the different variables which influenced student achievement. Decades of research in education suggest that students utilise individual learning styles (Felder, 1996). Instruction should therefore be multifaceted to accommodate the variety of learning styles. The literature in support of this assertion is vast and includes textbooks, learning style inventories and resources for classroom implementation (Dunn & Dunn, 1993). Though research in education and applied psychology has produced a number of insights into how students think and learn, the resulting impact on actual classroom instruction is uneven and unpredictable. ...
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...Teaching Methods of Translation toward English Major Students Xiyue Bai 201020383 Foreign Language Department Northwest University Abstract Based on modern educational theories and the foundation of the combination of task-based teaching approach and cooperative learning, this paper focuses on converse thinking mode and open teaching method in teaching translation course. The reversed thinking mode would help to avoid the phenomenon of theory disengages practice and it stresses practicalness. The application of open teaching method will also be discussed in the case of teaching fundamental translation course. Open translation teaching method is student-centered, leading by teacher, which emphasizes that students find, search and solve issues by themselves and helps students with their translation skills and creativity. Key Words: Translation, Reversed thinking, Open mode, Teaching I. Current Chinese Translation Course Teaching Status As is well-known in China that there are no translation courses for lower grade English major students in Chinese colleges until they enter into junior year or senior year. For some colleges with only two credit hours in one week. It’s unlikely for the teachers to finish the course completely in such a short time if they need to introduce basic concepts of translation, home and abroad translation histories and theories, to make the students be familiar with...
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...sociology of organizations and occupations Abstract This article presents the results of a research project on the phenomenon of out-of-field teaching in American high schools–teachers teaching subjects for which they have little education or training. Over the past couple of years, the problem of out-of-field teaching has become a prominent topic in the realm of educational policy and reform, and the results of this research have been widely reported and commented on both by education policymakers and the national media. But unfortunately, out-of-field teaching is a problem that remains largely misunderstood. My research utilizes nationally representative data from the Schools and Staffing Survey, conducted by the National Center for Education Statistics. The purpose of this article is to summarize what my research has revealed about out-of-field teaching: how much of it goes on; to what extent it varies across different subjects, across different kinds of schools, and across different kinds of classrooms; and finally, the reasons for its prevalence in American schools. The data show that even using a minimal standard for qualified teachers — those holding a college minor in the fields in which they teach —the numbers of out-of-field teachers are striking. For example, a third of all secondary school teachers of mathematics have neither a major nor a minor in mathematics. My analyses have also shown that out-of-field teaching greatly varies across schools, teachers, and classrooms...
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...the article “reflecting on practice: using journals in higher and continuing education”. The study was presented by Columbia University's Computer Technology program in Continuing Education. The author of this article is Arthur M. Langer and it was published in 2002 in Columbian University. My critique based on the five elements which are research question and problems, literature review, methodology, results and findings, discussion. After I read entire article carefully I identified how the article was organized. What author’s thought patterns, his way of thinking, evaluated Strengths and Weaknesses, how can findings be used in practice? This article explained that students should use journals in their studies for their researches. The purpose of this study was to describe the use of learning journals as vehicles for encouraging critical reflection among non-traditional students and to compare variances with studies among traditional students. An objective of the study was to understand how students in a technical computer class reacted to the requirements for learning journals. Qualitative method focused on whether learning journals show to be an effective teaching tool in science-based, adult learning. The purpose of this article critique is to analyze the strengths and weaknesses points for the components of the Langer’ article Langer (2002). Research Question, Conceptual Foundation, Methodology—data collection and data analysis section, Findings and Discussion. Research...
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...NUR 649E Complete Class Nurse Education Seminar 2 Click Link Below To Buy: http://hwcampus.com/shop/nur-649e-complete-class/ Discussion Questions week 1-8 Week 1: Question 1= Find a research article on designing learning activities that promotes critical thinking. Summarize the article for your classmates in 1-2 paragraphs. Explain why you chose this study and how this information could be used in your selected area of education (academic, staff, or patient). Be sure to include the entire citation in APA format. The article you select cannot be from any of the course materials or supplemental readings. (Note: It is a violation of copyright law to post the entire text of an article to an online discussion board. Post only the citation information so that it can be referenced by others. Use correct APA format for citations.) Question 2= Teaching in Nursing: A Guide for Faculty lists several principles for selecting learning activities. Select one of the principles and explain why it would be important to you in your selected area of education (academic, staff, or patient). Week 2: Question 1= Review “Code of Fair Testing Practices in Education,” located on the American Psychological Association website at http://www.apa.org/science/programs/testing/fair-code.aspx. What are your thoughts after reading the document? Did you realize it existed? How does the code apply to nursing education? The Code of Fair Testing Practices...
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...order. Von Glasersfeld describes constructivism as “a theory of knowledge with roots in philosophy, psychology, and cybernetics”.[1] Constructivism has implications to the theory of instruction. Discovery learning, hands-on, experiential, collaborate, project-based, tasked-based are a number of application that base teaching and learning. Constructivists • John Dewey (1859–1952) • Maria Montessori (1870–1952) • Władysław Strzemiński (1893–1952) • Lev Vygotsky (1896–1934) • Jean Piaget (1896–1980) • George Kelly (1905–1967) • Heinz von Foerster (1911–2002) • Ernst von Glasersfeld (1917–2010) • Paul Watzlawick (1921–2007) • Edgar Morin (1921–) • Humberto Maturana (1928–) • Laszlo Garai (1935–) • David A. Kolb (1939–) Historical and Theoretical Roots According to Kliebard,[2] John Dewey created an active intellectual learning environment in his laboratory school during the early 20th century. Neuroscience now supports this form of active learning as the way people naturally learn.[3] Active learning conditionalizes knowledge through experiential learning. Smith[4] writes that John Dewey believed education must engage with and expand experience; those methods used to educate must provide for exploration, thinking, and reflection; and that interaction with the environment is necessary for learning; also, that democracy should be upheld in the educational...
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...For decades, man has known the importance of communication. Today with various means by which one can communicate, it has become much easier, this is equally true for academic institutions. Therefore, it is vital to understand the different communication models so we can use them for enhancing communication in the different organizations. Below is a discussion of these models and how they can be implemented in an academic institution. Lecture: It is an oral presentation intended to present information or teach people about a particular subject. The criticisms of lectures are often summarized by a quote generally misattributed to Mark Twain: “College is a place where a professor’s lecture notes go straight to the students’ lecture notes, without passing through the brains of either.” Critics point out that lecturing is mainly a one-way method of communication that does not involve significant audience participation, often contrasted to active learning. This type of communication is linked to the linear model that is an early communication model created by Shannon and Weaver which visualizes the transfer of information as an act being done to the receiver by the sender. The linear model views communication as a one-way or linear process in which the speaker speaks and the listener listens. It consists of the sender encoding a message and channeling it to the receiver in the presence of noise. Thus in academics a lecturer is the sender and the students are the receivers...
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...Running Head: QUALITATIVE RESEARCH ARTICLE CRITIQUE Qualitative Research Article Critique Corey J. Ivany (MUN ID#: 009435660) Education 6100 Memorial University of Newfoundland Abstract This paper is an academic critique of a qualitative research article written by Karen Dorgan (2004) entitled: A Year in the Life of an Elementary School: One School’s Experiences in Meeting New Mathematics Standards. Throughout the course of the 1999-2000 school year, Dorgan observed and interviewed teachers who were members of the faculty of an economically and racially diverse elementary school in Virginia. The purpose behind the case study was to examine how the changes in the state Standards of Learning would effect pedagogical decision making, teaching and learning, and methods of instruction and evaluation. My evaluation/critique of this article is an holistic interpretation of the study as an example of a qualitative research project and is based on my understandings of this type of study from my involvement in Education 6100: Research and Design Methods from Memorial University of Newfoundland. My concern is to develop a systematic and analytical discussion based around the degree to which this case study exemplifies the characteristics of qualitative research. Qualitative Research Article Critique In her article A Year in the Life of an Elementary School: One School’s Experiences in Meeting New Mathematics Standards, Karen Dorgan (2004)...
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...classroom engagement and management. We will look at both, teacher’s role and student’s role. A closer look at the classroom atmosphere and appearance will help us understand how they can make a difference in the learning environment and student’s success. The discussion will end with a look into the relationship of student achievement and classroom engagement and management. Teacher’s role as facilitator Clapper, T. C. (2009, July). Moving away from teaching and becoming a facilitator of learning. Professional Against Improperly Labeling Active Learners: PAILAL Newsletter, 2(2), pp. 1-6. Retrieved from Academia: http://www.academia.edu/1180001/Moving_away_from_teaching_and_becoming_a_facilitator_of_learning Gone are the days of lecturing and teaching by the book. Today’s classrooms are built on helping students learn by engaging and motivating them. Teacher’s need to be flexible enough to stop in the middle of a teaching plan and change gear if they see the plan not keeping the student’s attention. The learning needs to be collaboration between students and teacher. As a facilitator, we guide the students to learning and beyond. It is the teacher’s job to organize the lesson plan, seating arrangement, and tools used in teaching to maximize the ways for students to learn. The role of facilitator of learning means including activities and strategies that bring the students to a state of understanding. This understanding leads to accomplishment of the objectives. For example, instead...
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... Teaching and Learning Styles Karen A. Pausma Grand Canyon University NRS-429V Family- Centered Health Promotion December 7, 2014 THE VARK ANALYSIS PAPER 2 Teaching and Learning Styles The author’s summary of learning style is multimodal. Included in the multimodal learning style is visual, aural, read/write and kinesthetic learning strategies. The author learns by comprehending the images or pictures that is shown to them. The author learns also by listening to the spoken word, reading the assigned material and writing by taking notes from a lecture. The last learning style of the author is kinesthetic, which is learning by doing, physically interacting with learning material. (Education.com, 2013). The author’s preferred learning strategies are visual, auditory, reading, writing and to a lesser degree kinesthetic. The author visually learns by using diagrams, images, photographs and graphs, which assists in absorbing information and combining current knowledge. (Inspiration.com. 2014). The author learns by auditory through listening to a speaker in the traditional method. The author takes notes of the lecture and when reviewing...
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