Prevent-Teach-Reinforce: The School-Based Model of Individualized Positive Behavior Support

ERIC Educational Resources Information Center

Dunlap, Glen; Iovannone, Rose; Kincaid, Donald; Wilson, Kelly; Christiansen, Kathy; Strain, Phillip; English, Carie

2010-01-01

Solve serious behavior challenges in K-8 classrooms with this easy-to-use book, the first practical guide to the research-proven Prevent-Teach-Reinforce (PTR) model. Developed by some of the most respected authorities on positive behavior support, this innovative model gives school-based teams a five-step plan for reducing problems unresolved by…

An Evaluation of the Preceptor Model versus the Formal Teaching Model.

ERIC Educational Resources Information Center

Shamian, Judith; Lemieux, Suzanne

1984-01-01

This study evaluated the effectiveness of two teaching methods to determine which is more effective in enhancing the knowledge base of participating nurses: the preceptor model embodies decentralized instruction by a member of the nursing staff, and the formal teaching model uses centralized teaching by the inservice education department. (JOW)

Theories of learning: models of good practice for evidence-based information skills teaching.

PubMed

Spring, Hannah

2010-12-01

This feature considers models of teaching and learning and how these can be used to support evidence based practice. © 2010 The authors. Health Information and Libraries Journal © 2010 Health Libraries Group.

Teaching evidence-based medicine: a regional dissemination model.

PubMed

Leipzig, Rosanne M; Wallace, Eleanor Z; Smith, Lawrence G; Sullivant, Jean; Dunn, Kathel; McGinn, Thomas

2003-01-01

Evidence-based medicine (EBM) is a framework for critically appraising medical literature and applying it to the care of individual patients. Lack of faculty skilled in practicing and teaching EBM limits the ability to train residents in this area. A 31/2-day interactive course, called Teaching Evidence-Based Medicine, was given in 1996, 1998, and 1999. The goal of the course was to create a cadre of faculty within New York State's internal medicine residency programs educated in EBM knowledge and skills who could integrate EBM into their training program. Thirty (58.8%) of 51 metropolitan New York internal medicine residency programs and three of 12 upstate programs sent participants. The postcourse ratings showed increased self-rated knowledge and a willingness to apply the teaching methods at their home institutions. There is a high demand for the opportunity to learn EBM skills and in turn to implement EBM at home institutions

Qualitative Assessment of Inquiry-Based Teaching Methods

ERIC Educational Resources Information Center

Briggs, Michael; Long, George; Owens, Katrina

2011-01-01

A new approach to teaching method assessment using student focused qualitative studies and the theoretical framework of mental models is proposed. The methodology is considered specifically for the advantages it offers when applied to the assessment of inquiry-based teaching methods. The theoretical foundation of mental models is discussed, and…

The oral case presentation: toward a performance-based rhetorical model for teaching and learning.

PubMed

Chan, Mei Yuit

2015-01-01

The oral case presentation is an important communicative activity in the teaching and assessment of students. Despite its importance, not much attention has been paid to providing support for teachers to teach this difficult task to medical students who are novices to this form of communication. As a formalized piece of talk that takes a regularized form and used for a specific communicative goal, the case presentation is regarded as a rhetorical activity and awareness of its rhetorical and linguistic characteristics should be given due consideration in teaching. This paper reviews practitioners' and the limited research literature that relates to expectations of medical educators about what makes a good case presentation, and explains the rhetorical aspect of the activity. It is found there is currently a lack of a comprehensive model of the case presentation that projects the rhetorical and linguistic skills needed to produce and deliver a good presentation. Attempts to describe the structure of the case presentation have used predominantly opinion-based methodologies. In this paper, I argue for a performance-based model that would not only allow a description of the rhetorical structure of the oral case presentation, but also enable a systematic examination of the tacit genre knowledge that differentiates the expert from the novice. Such a model will be a useful resource for medical educators to provide more structured feedback and teaching support to medical students in learning this important genre.

The oral case presentation: toward a performance-based rhetorical model for teaching and learning

PubMed Central

Chan, Mei Yuit

2015-01-01

The oral case presentation is an important communicative activity in the teaching and assessment of students. Despite its importance, not much attention has been paid to providing support for teachers to teach this difficult task to medical students who are novices to this form of communication. As a formalized piece of talk that takes a regularized form and used for a specific communicative goal, the case presentation is regarded as a rhetorical activity and awareness of its rhetorical and linguistic characteristics should be given due consideration in teaching. This paper reviews practitioners’ and the limited research literature that relates to expectations of medical educators about what makes a good case presentation, and explains the rhetorical aspect of the activity. It is found there is currently a lack of a comprehensive model of the case presentation that projects the rhetorical and linguistic skills needed to produce and deliver a good presentation. Attempts to describe the structure of the case presentation have used predominantly opinion-based methodologies. In this paper, I argue for a performance-based model that would not only allow a description of the rhetorical structure of the oral case presentation, but also enable a systematic examination of the tacit genre knowledge that differentiates the expert from the novice. Such a model will be a useful resource for medical educators to provide more structured feedback and teaching support to medical students in learning this important genre. PMID:26194482

Teaching Personal and Social Responsibility Model-Based Programmes in Physical Education: A Systematic Review

ERIC Educational Resources Information Center

Pozo, Pablo; Grao-Cruces, Alberto; Pérez-Ordás, Raquel

2018-01-01

The purpose of this study was to conduct a review of research on the Teaching Personal and Social Responsibility model-based programme within physical education. Papers selected for analysis were found through searches of Web of Science, SportDiscus (EBSCO), SCOPUS, and ERIC (ProQuest) databases. The keywords "responsibility model" and…

Discovering the Power of Individual-Based Modelling in Teaching and Learning: The Study of a Predator-Prey System

ERIC Educational Resources Information Center

Ginovart, Marta

2014-01-01

The general aim is to promote the use of individual-based models (biological agent-based models) in teaching and learning contexts in life sciences and to make their progressive incorporation into academic curricula easier, complementing other existing modelling strategies more frequently used in the classroom. Modelling activities for the study…

Task Based Language Teaching: Development of CALL

ERIC Educational Resources Information Center

Anwar, Khoirul; Arifani, Yudhi

2016-01-01

The dominant complexities of English teaching in Indonesia are about limited development of teaching methods and materials which still cannot optimally reflect students' needs (in particular of how to acquire knowledge and select the most effective learning models). This research is to develop materials with complete task-based activities by using…

Conditions for excellence in teaching in medical education: The Frankfurt Model to ensure quality in teaching and learning.

PubMed

Giesler, Marianne; Karsten, Gudrun; Ochsendorf, Falk; Breckwoldt, Jan

2017-01-01

Background: There is general consensus that the organizational and administrative aspects of academic study programs exert an important influence on teaching and learning. Despite this, no comprehensive framework currently exists to describe the conditions that affect the quality of teaching and learning in medical education. The aim of this paper is to systematically and comprehensively identify these factors to offer academic administrators and decision makers interested in improving teaching a theory-based and, to an extent, empirically founded framework on the basis of which improvements in teaching quality can be identified and implemented. Method: Primarily, the issue was addressed by combining a theory-driven deductive approach with an experience based, "best evidence" one during the course of two workshops held by the GMA Committee on Personnel and Organizational Development in Academic Teaching (POiL) in Munich (2013) and Frankfurt (2014). Two models describing the conditions relevant to teaching and learning (Euler/Hahn and Rindermann) were critically appraised and synthesized into a new third model. Practical examples of teaching strategies that promote or hinder learning were compiled and added to the categories of this model and, to the extent possible, supported with empirical evidence. Based on this, a checklist with recommendations for optimizing general academic conditions was formulated. Results: The Frankfurt Model of conditions to ensure Quality in Teaching and Learning covers six categories: organizational structure/medical school culture, regulatory frameworks, curricular requirements, time constraints, material and personnel resources, and qualification of teaching staff. These categories have been supplemented by the interests, motives and abilities of the actual teachers and students in this particular setting. The categories of this model provide the structure for a checklist in which recommendations for optimizing teaching are given

Development of an Interactive Computer-Based Learning Strategy to Assist in Teaching Water Quality Modelling

ERIC Educational Resources Information Center

Zigic, Sasha; Lemckert, Charles J.

2007-01-01

The following paper presents a computer-based learning strategy to assist in introducing and teaching water quality modelling to undergraduate civil engineering students. As part of the learning strategy, an interactive computer-based instructional (CBI) aid was specifically developed to assist students to set up, run and analyse the output from a…

A Model of Reading Teaching for University EFL Students: Need Analysis and Model Design

ERIC Educational Resources Information Center

Hamra, Arifuddin; Syatriana, Eny

2012-01-01

This study designed a model of teaching reading for university EFL students based on the English curriculum at the Faculty of Languages and Literature and the concept of the team-based learning in order to improve the reading comprehension of the students. What kind of teaching model can help students to improve their reading comprehension? The…

Examining Teachers View on Primary Teaching Practices Based on Co-Teaching Model

ERIC Educational Resources Information Center

Turan, Mehmet; Bayar, Betül

2017-01-01

The purpose of the two-teacher primary teaching model is to find a solution, to some extent, for the crowded classes and the classes in which the inclusive students study in primary school. Furthermore, it is aimed to increase the efficiency of the lessons, better take care of the inclusive students, implement the constructivist approach as…

Teaching Floating and Sinking Concepts with Different Methods and Techniques Based on the 5E Instructional Model

ERIC Educational Resources Information Center

Cepni, Salih; Sahin, Cigdem; Ipek, Hava

2010-01-01

The purpose of this study was to test the influences of prepared instructional material based on the 5E instructional model combined with CCT, CC, animations, worksheets and POE on conceptual changes about floating and sinking concepts. The experimental group was taught with teaching material based on the 5E instructional model enriched with…

Triangular model integrating clinical teaching and assessment.

PubMed

Abdelaziz, Adel; Koshak, Emad

2014-01-01

Structuring clinical teaching is a challenge facing medical education curriculum designers. A variety of instructional methods on different domains of learning are indicated to accommodate different learning styles. Conventional methods of clinical teaching, like training in ambulatory care settings, are prone to the factor of coincidence in having varieties of patient presentations. Accordingly, alternative methods of instruction are indicated to compensate for the deficiencies of these conventional methods. This paper presents an initiative that can be used to design a checklist as a blueprint to guide appropriate selection and implementation of teaching/learning and assessment methods in each of the educational courses and modules based on educational objectives. Three categories of instructional methods were identified, and within each a variety of methods were included. These categories are classroom-type settings, health services-based settings, and community service-based settings. Such categories have framed our triangular model of clinical teaching and assessment.

A Constructivist-Based Model for the Teaching of Dissolution of Gas in a Liquid

ERIC Educational Resources Information Center

Calik, Muammer; Ayas, Alipasa; Coll, Richard K.

2006-01-01

In this article we present details of a four-step constructivist-based teaching strategy, which helps students understand the dissolution of a gas in a liquid. The model derived from Ayas (1995) involves elicitation of pre-existing ideas, focusing on the target concept, challenging students' ideas, and applying newly constructed ideas to similar…

Teaching a Model-based Climatology Using Energy Balance Simulation.

ERIC Educational Resources Information Center

Unwin, David

1981-01-01

After outlining the difficulties of teaching climatology within an undergraduate geography curriculum, the author describes and evaluates the use of a computer assisted simulation to model surface energy balance and the effects of land use changes on local climate. (AM)

Web-based teaching in nursing: lessons from the literature.

PubMed

Twomey, Angela

2004-08-01

Many in nurse education have partially adopted the Internet as a pedagogical approach. This has highlighted serious contentious issues for educators. These include, pedagogical vs. technological approaches to teaching, face-to-face vs. online communication and classroom vs. online teaching. This paper attempts to reassure educators about this new Internet-based pedagogy, by applying traditional educational theories and discussions on curriculum to web-based teaching. In particular, cognitive learning theories such as constructivism and the process model of curriculum development are discussed. These provide a solid theoretical framework from which to expand the Internet-based pedagogical approach among those whose interest is the promotion of learning. The paper concludes with the implications of web-based teaching for the personal and professional development of nurse educators.

Effect of Network-Assisted Language Teaching Model on Undergraduate English Skills

ERIC Educational Resources Information Center

He, Chunyan

2013-01-01

With the coming of the information age, computer-based teaching model has had an important impact on English teaching. Since 2004, the trial instruction on Network-assisted Language Teaching (NALT) Model integrating the English instruction and computer technology has been launched at some universities in China, including China university of…

Triangular model integrating clinical teaching and assessment

PubMed Central

Abdelaziz, Adel; Koshak, Emad

2014-01-01

Structuring clinical teaching is a challenge facing medical education curriculum designers. A variety of instructional methods on different domains of learning are indicated to accommodate different learning styles. Conventional methods of clinical teaching, like training in ambulatory care settings, are prone to the factor of coincidence in having varieties of patient presentations. Accordingly, alternative methods of instruction are indicated to compensate for the deficiencies of these conventional methods. This paper presents an initiative that can be used to design a checklist as a blueprint to guide appropriate selection and implementation of teaching/learning and assessment methods in each of the educational courses and modules based on educational objectives. Three categories of instructional methods were identified, and within each a variety of methods were included. These categories are classroom-type settings, health services-based settings, and community service-based settings. Such categories have framed our triangular model of clinical teaching and assessment. PMID:24624002

Taking clickers to the next level: a contingent teaching model

NASA Astrophysics Data System (ADS)

Stewart, Sepideh; Stewart, Wayne

2013-12-01

Over the past decade, many researchers have discussed the effectiveness of clickers and their potential to change the way we teach and interact with students. Although most of the literature revolves around elementary usage of clickers, the deeper questions of how to integrate this technology into teaching are largely unanswered. In this paper, we present an implementation of a teaching model in a third year undergraduate Bayesian statistics class. The model is based on Schoenfeld's interactive teaching routine and it is enhanced by Draper and Brown's contingent teaching and Beatty et al.'s Question Driven Instruction (QDI) and the use of clickers. It illustrates a teaching paradigm which is flexible, contingent to students' needs, makes use of the most up to date information from students' feedback via clickers and benefits from the teacher's decision making at appropriate moments. We will discuss the pedagogical implications of this model in teaching.

Innovative integrative bedside teaching model improves tutors’ self-assessments of teaching skills and attitudes

PubMed Central

Gat, Itai; Pessach-Gelblum, Liat; Givati, Gili; Haim, Nadav; Paluch-Shimon, Shani; Unterman, Avraham; Bar-Shavit, Yochay; Grabler, Galit; Sagi, Doron; Achiron, Anat; Ziv, Amitai

2016-01-01

Introduction Patient bedside is the ideal setting for teaching physical examination, medical interviewing, and interpersonal skills. Herein we describe a novel model for bedside teaching (BST) practiced during tutor training workshop and its resulting effect on practitioners’ self assessment of teaching skills and perceptions. Methods One-day tutor training workshop included theoretical knowledge supplementation regarding tutors’ roles as well as implementing practical tools for clinical education, mainly BST model. The model, which emphasizes simultaneous clinical and communication teaching in a stepwise approach, was practiced by consecutive simulations with a gradual escalation of difficulty and adjusted instruction approaches. Pre- and post-workshop-adjusted questionnaires using a Likert scale of 1 to 4 were completed by participants and compared. Results Analysis was based on 25 out of 48 participants who completed both questionnaires. Significantly improved teaching skills were demonstrated upon workshop completion (mean 3.3, SD 0.5) compared with pre-training (mean 2.6, SD 0.6; p<0.001) with significant increase in most examined parameters. Significantly improved tutor's roles internalization was demonstrated after training completion (mean 3.7, SD 0.3) compared with pre-workshop (mean 3.5 SD 0.5; p=0.002). Discussion Successful BST involves combination of clinical and communication skills. BST model practiced during the workshop may contribute to improved teaching skills in this challenging environment. PMID:26894587

Foundation observation of teaching project--a developmental model of peer observation of teaching.

PubMed

Pattison, Andrew Timothy; Sherwood, Morgan; Lumsden, Colin James; Gale, Alison; Markides, Maria

2012-01-01

Peer observation of teaching is important in the development of educators. The foundation curriculum specifies teaching competencies that must be attained. We created a developmental model of peer observation of teaching to help our foundation doctors achieve these competencies and develop as educators. A process for peer observation was created based on key features of faculty development. The project consisted of a pre-observation meeting, the observation, a post-observation debrief, writing of reflective reports and group feedback sessions. The project was evaluated by completion of questionnaires and focus groups held with both foundation doctors and the students they taught to achieve triangulation. Twenty-one foundation doctors took part. All completed reflective reports on their teaching. Participants described the process as useful in their development as educators, citing specific examples of changes to their teaching practice. Medical students rated the sessions as better or much better quality as their usual teaching. The study highlights the benefits of the project to individual foundation doctors, undergraduate medical students and faculty. It acknowledges potential anxieties involved in having teaching observed. A structured programme of observation of teaching can deliver specific teaching competencies required by foundation doctors and provides additional benefits.

The Effect of Inquiry Training Learning Model Based on Just in Time Teaching for Problem Solving Skill

ERIC Educational Resources Information Center

Turnip, Betty; Wahyuni, Ida; Tanjung, Yul Ifda

2016-01-01

One of the factors that can support successful learning activity is the use of learning models according to the objectives to be achieved. This study aimed to analyze the differences in problem-solving ability Physics student learning model Inquiry Training based on Just In Time Teaching [JITT] and conventional learning taught by cooperative model…

Models in Science Education: Applications of Models in Learning and Teaching Science

ERIC Educational Resources Information Center

Ornek, Funda

2008-01-01

In this paper, I discuss different types of models in science education and applications of them in learning and teaching science, in particular physics. Based on the literature, I categorize models as conceptual and mental models according to their characteristics. In addition to these models, there is another model called "physics model" by the…

Experiences in teaching of modeling and simulation with emphasize on equation-based and acausal modeling techniques.

PubMed

Kulhánek, Tomáš; Ježek, Filip; Mateják, Marek; Šilar, Jan; Kofránek, Jří

2015-08-01

This work introduces experiences of teaching modeling and simulation for graduate students in the field of biomedical engineering. We emphasize the acausal and object-oriented modeling technique and we have moved from teaching block-oriented tool MATLAB Simulink to acausal and object oriented Modelica language, which can express the structure of the system rather than a process of computation. However, block-oriented approach is allowed in Modelica language too and students have tendency to express the process of computation. Usage of the exemplar acausal domains and approach allows students to understand the modeled problems much deeper. The causality of the computation is derived automatically by the simulation tool.

Using web-based animations to teach histology.

PubMed

Brisbourne, Marc A S; Chin, Susan S-L; Melnyk, Erica; Begg, David A

2002-02-15

We have been experimenting with the use of animations to teach histology as part of an interactive multimedia program we are developing to replace the traditional lecture/laboratory-based histology course in our medical and dental curricula. This program, called HistoQuest, uses animations to illustrate basic histologic principles, explain dynamic processes, integrate histologic structure with physiological function, and assist students in forming mental models with which to organize and integrate new information into their learning. With this article, we first briefly discuss the theory of mental modeling, principles of visual presentation, and how mental modeling and visual presentation can be integrated to create effective animations. We then discuss the major Web-based animation technologies that are currently available and their suitability for different visual styles and navigational structures. Finally, we describe the process we use to produce animations for our program. The approach described in this study can be used by other developers to create animations for delivery over the Internet for the teaching of histology.

Discovering the Power of Individual-Based Modelling in Teaching and Learning: The Study of a Predator-Prey System

NASA Astrophysics Data System (ADS)

Ginovart, Marta

2014-08-01

The general aim is to promote the use of individual-based models (biological agent-based models) in teaching and learning contexts in life sciences and to make their progressive incorporation into academic curricula easier, complementing other existing modelling strategies more frequently used in the classroom. Modelling activities for the study of a predator-prey system for a mathematics classroom in the first year of an undergraduate program in biosystems engineering have been designed and implemented. These activities were designed to put two modelling approaches side by side, an individual-based model and a set of ordinary differential equations. In order to organize and display this, a system with wolves and sheep in a confined domain was considered and studied. With the teaching material elaborated and a computer to perform the numerical resolutions involved and the corresponding individual-based simulations, the students answered questions and completed exercises to achieve the learning goals set. Students' responses regarding the modelling of biological systems and these two distinct methodologies applied to the study of a predator-prey system were collected via questionnaires, open-ended queries and face-to-face dialogues. Taking into account the positive responses of the students when they were doing these activities, it was clear that using a discrete individual-based model to deal with a predator-prey system jointly with a set of ordinary differential equations enriches the understanding of the modelling process, adds new insights and opens novel perspectives of what can be done with computational models versus other models. The complementary views given by the two modelling approaches were very well assessed by students.

The Learning-Teaching Nexus: Modelling the Learning-Teaching Relationship in Higher Education

ERIC Educational Resources Information Center

Knewstubb, Bernadette

2016-01-01

The teaching-learning relationship is often described as a conversation. However, many models of teaching and learning depict the worlds of teacher and learner as enclosed and inaccessible, linked by apparently transferred communicative meanings. A new interdisciplinary learning-teaching nexus (LTN) model combines perspectives from higher…

Modeling Sources of Teaching Self-Efficacy for Science, Technology, Engineering, and Mathematics Graduate Teaching Assistants

PubMed Central

DeChenne, Sue Ellen; Koziol, Natalie; Needham, Mark; Enochs, Larry

2015-01-01

Graduate teaching assistants (GTAs) in science, technology, engineering, and mathematics (STEM) have a large impact on undergraduate instruction but are often poorly prepared to teach. Teaching self-efficacy, an instructor’s belief in his or her ability to teach specific student populations a specific subject, is an important predictor of teaching skill and student achievement. A model of sources of teaching self-efficacy is developed from the GTA literature. This model indicates that teaching experience, departmental teaching climate (including peer and supervisor relationships), and GTA professional development (PD) can act as sources of teaching self-efficacy. The model is pilot tested with 128 GTAs from nine different STEM departments at a midsized research university. Structural equation modeling reveals that K–12 teaching experience, hours and perceived quality of GTA PD, and perception of the departmental facilitating environment are significant factors that explain 32% of the variance in the teaching self-efficacy of STEM GTAs. This model highlights the important contributions of the departmental environment and GTA PD in the development of teaching self-efficacy for STEM GTAs. PMID:26250562

Inquiry-based training improves teaching effectiveness of biology teaching assistants

PubMed Central

Hughes, P. William; Ellefson, Michelle R.

2013-01-01

Graduate teaching assistants (GTAs) are used extensively as undergraduate science lab instructors at universities, yet they often have having minimal instructional training and little is known about effective training methods. This blind randomized control trial study assessed the impact of two training regimens on GTA teaching effectiveness. GTAs teaching undergraduate biology labs (n = 52) completed five hours of training in either inquiry-based learning pedagogy or general instructional “best practices”. GTA teaching effectiveness was evaluated using: (1) a nine-factor student evaluation of educational quality; (2) a six-factor questionnaire for student learning; and (3) course grades. Ratings from both GTAs and undergraduates indicated that indicated that the inquiry-based learning pedagogy training has a positive effect on GTA teaching effectiveness. PMID:24147138

Learning and Teaching Mathematics through Real Life Models

ERIC Educational Resources Information Center

Takaci, Djurdjica; Budinski, Natalija

2011-01-01

This paper proposes modelling based learning as a tool for learning and teaching mathematics in high school. We report on an example of modelling real world problems in two high schools in Serbia where students were introduced for the first time to the basic concepts of modelling. Student use of computers and educational software, GeoGebra, was…

Experiment-Based Teaching in Advanced Control Engineering

ERIC Educational Resources Information Center

Precup, R.-E.; Preitl, S.; Radac, M.-B.; Petriu, E. M.; Dragos, C.-A.; Tar, J. K.

2011-01-01

This paper discusses an experiment-based approach to teaching an advanced control engineering syllabus involving controlled plant analysis and modeling, control structures and algorithms, real-time laboratory experiments, and their assessment. These experiments are structured around the representative case of the longitudinal slip control of an…

On Interactive Teaching Model of Translation Course Based on Wechat

ERIC Educational Resources Information Center

Lin, Wang

2017-01-01

Constructivism is a theory related to knowledge and learning, focusing on learners' subjective initiative, based on which the interactive approach has been proved to play a crucial role in language learning. Accordingly, the interactive approach can also be applied to translation teaching since translation itself is a bilingual transformational…

Using the 360 degrees multisource feedback model to evaluate teaching and professionalism.

PubMed

Berk, Ronald A

2009-12-01

Student ratings have dominated as the primary and, frequently, only measure of teaching performance at colleges and universities for the past 50 years. Recently, there has been a trend toward augmenting those ratings with other data sources to broaden and deepen the evidence base. The 360 degrees multisource feedback (MSF) model used in management and industry for half a century and in clinical medicine for the last decade seemed like a best fit to evaluate teaching performance and professionalism. To adapt the 360 degrees MSF model to the assessment of teaching performance and professionalism of medical school faculty. The salient characteristics of the MSF models in industry and medicine were extracted from the literature. These characteristics along with 14 sources of evidence from eight possible raters, including students, self, peers, outside experts, mentors, alumni, employers, and administrators, based on the research in higher education were adapted to formative and summative decisions. Three 360 degrees MSF models were generated for three different decisions: (1) formative decisions and feedback about teaching improvement; (2) summative decisions and feedback for merit pay and contract renewal; and (3) formative decisions and feedback about professional behaviors in the academic setting. The characteristics of each model were listed. Finally, a top-10 list of the most persistent and, perhaps, intractable psychometric issues in executing these models was suggested to guide future research. The 360 degrees MSF model appears to be a useful framework for implementing a multisource evaluation of faculty teaching performance and professionalism in medical schools. This model can provide more accurate, reliable, fair, and equitable decisions than the one based on just a single source.

Scientific Playworlds: a Model of Teaching Science in Play-Based Settings

NASA Astrophysics Data System (ADS)

Fleer, Marilyn

2017-09-01

Eminent scientists, like Einstein, worked with theoretical contradiction, thought experiments, mental models and visualisation—all characteristics of children's play. Supporting children's play is a strength of early childhood teachers. Promising research shows a link between imagination in science and imagination in play. A case study of 3 preschool teachers and 26 children (3.6-5.9 years; mean age of 4.6 years) over 6 weeks was undertaken, generating 59.6 h of digital observations and 788 photographs of play practices. The research sought to understand (1) how imaginative play promotes scientific learning and (2) examined how teachers engaged children in scientific play. Although play pedagogy is a strength of early childhood teachers, it was found that transforming imaginary situations into scientific narratives requires different pedagogical characteristics. The study found that the building of collective scientific narratives alongside of discourses of wondering were key determinants of science learning in play-based settings. Specifically, the pedagogical principles of using a cultural device that mirrors the science experiences, creating imaginary scientific situations, collectively building scientific problem situations, and imagining the relations between observable contexts and non-observable concepts, changed everyday practices into a scientific narrative and engagement. It is argued that these unique pedagogical characteristics promote scientific narratives in play-based settings. An approach, named as Scientific Playworlds, is presented as a possible model for teaching science in play-based settings.

Validity of Basic Electronic 1 Module Integrated Character Value Based on Conceptual Change Teaching Model to Increase Students Physics Competency in STKIP PGRI West Sumatera

NASA Astrophysics Data System (ADS)

Hidayati, A.; Rahmi, A.; Yohandri; Ratnawulan

2018-04-01

The importance of teaching materials in accordance with the characteristics of students became the main reason for the development of basic electronics I module integrated character values based on conceptual change teaching model. The module development in this research follows the development procedure of Plomp which includes preliminary research, prototyping phase and assessment phase. In the first year of this research, the module is validated. Content validity is seen from the conformity of the module with the development theory in accordance with the demands of learning model characteristics. The validity of the construct is seen from the linkage and consistency of each module component developed with the characteristic of the integrated learning model of character values obtained through validator assessment. The average validation value assessed by the validator belongs to a very valid category. Based on the validator assessment then revised the basic electronics I module integrated character values based on conceptual change teaching model.

A Hybrid Teaching and Learning Model

NASA Astrophysics Data System (ADS)

Juhary, Jowati Binti

This paper aims at analysing the needs for a specific teaching and learning model for the National Defence University of Malaysia (NDUM). The main argument is that whether there are differences between teaching and learning for academic component versus military component at the university. It is further argued that in order to achieve excellence, there should be one teaching and learning culture. Data were collected through interviews with military cadets. It is found that there are variations of teaching and learning strategies for academic courses, in comparison to a dominant teaching and learning style for military courses. Thus, in the interest of delivering quality education and training for students at the university, the paper argues that possibly a hybrid model for teaching and learning is fundamental in order to generate a one culture of academic and military excellence for the NDUM.

Can Graduate Teaching Assistants Teach Inquiry-Based Geology Labs Effectively?

ERIC Educational Resources Information Center

Ryker, Katherine; McConnell, David

2014-01-01

This study examines the implementation of teaching strategies by graduate teaching assistants (GTAs) in inquiry-based introductory geology labs at a large research university. We assess the degree of inquiry present in each Physical Geology lab and compare and contrast the instructional practices of new and experienced GTAs teaching these labs. We…

Maximising resource allocation in the teaching laboratory: understanding student evaluations of teaching assistants in a team-based teaching format

NASA Astrophysics Data System (ADS)

Nikolic, Sasha; Suesse, Thomas F.; McCarthy, Timothy J.; Goldfinch, Thomas L.

2017-11-01

Minimal research papers have investigated the use of student evaluations on the laboratory, a learning medium usually run by teaching assistants with little control of the content, delivery and equipment. Finding the right mix of teaching assistants for the laboratory can be an onerous task due to the many skills required including theoretical and practical know-how, troubleshooting, safety and class management. Using larger classes with multiple teaching assistants, a team-based teaching (TBT) format may be advantageous. A rigorous three-year study across twenty-five courses over repetitive laboratory classes is analysed using a multi-level statistical model considering students, laboratory classes and courses. The study is used to investigate the effectiveness of the TBT format, and quantify the influence each demonstrator has on the laboratory experience. The study found that TBT is effective and the lead demonstrator most influential, influencing up to 55% of the laboratory experience evaluation.

Teaching Evidence-Based Practice

ERIC Educational Resources Information Center

Mullen, Edward J.; Bellamy, Jennifer L.; Bledsoe, Sarah E.; Francois, Julia Jean

2007-01-01

A complete and mindfully developed blueprint for implementing evidence-based practice (EBP) in social work should include a full complement of coordinated goals and strategies for all stakeholders, including future social workers. To this end, schools of social work should teach students to be lifelong learners; teach students what is currently…

Models of Teaching: Connecting Student Learning with Standards

ERIC Educational Resources Information Center

Dell'Olio, Jeanine M.; Donk, Tony

2007-01-01

"Models of Teaching: Connecting Student Learning with Standards" features classic and contemporary models of teaching appropriate to elementary and secondary settings. Authors Jeanine M. Dell'Olio and Tony Donk use detailed case studies to discuss 10 models of teaching and demonstrate how the models can incorporate state content standards and…

Clinical teaching based on principles of cognitive apprenticeship: views of experienced clinical teachers.

PubMed

Stalmeijer, Renée E; Dolmans, Diana H J M; Snellen-Balendong, Hetty A M; van Santen-Hoeufft, Marijke; Wolfhagen, Ineke H A P; Scherpbier, Albert J J A

2013-06-01

To explore (1) whether an instructional model based on principles of cognitive apprenticeship fits with the practice of experienced clinical teachers and (2) which factors influence clinical teaching during clerkships from an environmental, teacher, and student level as perceived by the clinical teachers themselves. The model was designed to apply directly to teaching behaviors of clinical teachers and consists of three phases, advocating teaching behaviors such as modeling, creating a safe learning environment, coaching, knowledge articulation, and exploration. A purposive sample of 17 experienced clinical teachers from five different disciplines and four different teaching hospitals took part in semistructured individual interviews. Two researchers independently performed a thematic analysis of the interview transcripts. Coding was discussed within the research team until consensus was reached. All participants recognized the theoretical model as a structured picture of the practice of teaching activities during both regular and senior clerkships. According to participants, modeling and creating a safe learning environment were fundamental to the learning process of both regular and senior clerkship students. Division of teaching responsibilities, longer rotations, and proactive behavior of teachers and students ensured that teachers were able to apply all steps in the model. The theoretical model can offer valuable guidance in structuring clinical teaching activities and offers suggestions for the design of effective clerkships.

Postgraduate fellows as teaching assistants in human anatomy: an experimental teaching model at a Chinese research university.

PubMed

Cheng, Xiao; Wang, Lin; Guo, Kaihua; Liu, Shu; Li, Feng; Chu, Guoliang; Zhou, Li-Hua

2011-01-01

Postgraduate fellowship training programs are expanding at Chinese universities. This growing cadre of advanced trainees calls for the development of new learning and training models wherein postgraduate fellows have an ample opportunity to teach more junior learners, thereby expanding their own knowledge base and competitiveness for future employment. Educational reform at Sun Yat-Sen University has recently allowed postgraduate fellows to act as teaching assistants for undergraduate anatomy courses. This model is common in western countries but is novel in China. Copyright © 2010 American Association of Anatomists.

Modeling Sources of Teaching Self-Efficacy for Science, Technology, Engineering, and Mathematics Graduate Teaching Assistants.

PubMed

DeChenne, Sue Ellen; Koziol, Natalie; Needham, Mark; Enochs, Larry

2015-01-01

Graduate teaching assistants (GTAs) in science, technology, engineering, and mathematics (STEM) have a large impact on undergraduate instruction but are often poorly prepared to teach. Teaching self-efficacy, an instructor's belief in his or her ability to teach specific student populations a specific subject, is an important predictor of teaching skill and student achievement. A model of sources of teaching self-efficacy is developed from the GTA literature. This model indicates that teaching experience, departmental teaching climate (including peer and supervisor relationships), and GTA professional development (PD) can act as sources of teaching self-efficacy. The model is pilot tested with 128 GTAs from nine different STEM departments at a midsized research university. Structural equation modeling reveals that K-12 teaching experience, hours and perceived quality of GTA PD, and perception of the departmental facilitating environment are significant factors that explain 32% of the variance in the teaching self-efficacy of STEM GTAs. This model highlights the important contributions of the departmental environment and GTA PD in the development of teaching self-efficacy for STEM GTAs. © 2015 S. E. DeChenne et al. CBE—Life Sciences Education © 2015 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0).

Tactile Teaching: Exploring Protein Structure/Function Using Physical Models

ERIC Educational Resources Information Center

Herman, Tim; Morris, Jennifer; Colton, Shannon; Batiza, Ann; Patrick, Michael; Franzen, Margaret; Goodsell, David S.

2006-01-01

The technology now exists to construct physical models of proteins based on atomic coordinates of solved structures. We review here our recent experiences in using physical models to teach concepts of protein structure and function at both the high school and the undergraduate levels. At the high school level, physical models are used in a…

Teaching Experience: How to Make and Use PowerPoint-Based Interactive Simulations for Undergraduate IR Teaching

ERIC Educational Resources Information Center

Meibauer, Gustav; Aagaard Nøhr, Andreas

2018-01-01

This article is about designing and implementing PowerPoint-based interactive simulations for use in International Relations (IR) introductory undergraduate classes based on core pedagogical literature, models of human skill acquisition, and previous research on simulations in IR teaching. We argue that simulations can be usefully employed at the…

Teaching Writing in the Social Sciences: A Comparison and Critique of Three Models

ERIC Educational Resources Information Center

Hansen, Kristine; Adams, Joyce

2010-01-01

This article describes and evaluates three approaches to teaching writing in the social sciences, particularly psychology: an English department-based course for all social science majors; a team-teaching model that embeds writing in core courses in psychology; and a stand-alone course dedicated to teaching writing in psychology, often taken…

Teaching Chemistry with Electron Density Models.

ERIC Educational Resources Information Center

Shusterman, Gwendolyn P.; Shusterman, Alan J.

1997-01-01

Describes a method for teaching electronic structure and its relevance to chemical phenomena that relies on computer-generated three-dimensional models of electron density distributions. Discusses the quantum mechanical background needed and presents ways of using models of electronic ground states to teach electronic structure, bonding concepts,…

Aspirational Model Teaching Criteria for Psychology

ERIC Educational Resources Information Center

Richmond, Aaron S.; Boysen, Guy A.; Gurung, Regan A. R.; Tazeau, Yvette N.; Meyers, Steven A.; Sciutto, Mark J.

2014-01-01

In 2011, the Society for the Teaching of Psychology commissioned a presidential task force to document teaching criteria for model psychology teachers in undergraduate education. The resulting list of criteria reflects activities related to face-to-face course interaction and online teaching, training, and education; course design; implementation…

The Sources of Science Teaching Self-efficacy among Elementary School Teachers: A mediational model approach

NASA Astrophysics Data System (ADS)

Wang, Ya-Ling; Tsai, Chin-Chung; Wei, Shih-Hsuan

2015-09-01

This study aimed to investigate the factors accounting for science teaching self-efficacy and to examine the relationships among Taiwanese teachers' science teaching self-efficacy, teaching and learning conceptions, technological-pedagogical content knowledge for the Internet (TPACK-I), and attitudes toward Internet-based instruction (Attitudes) using a mediational model approach. A total of 233 science teachers from 41 elementary schools in Taiwan were invited to take part in the study. After ensuring the validity and reliability of each questionnaire, the results indicated that each measure had satisfactory validity and reliability. Furthermore, through mediational models, the results revealed that TPACK-I and Attitudes mediated the relationship between teaching and learning conceptions and science teaching self-efficacy, suggesting that (1) knowledge of and attitudes toward Internet-based instruction (KATII) mediated the positive relationship between constructivist conceptions of teaching and learning and outcome expectancy, and that (2) KATII mediated the negative correlations between traditional conceptions of teaching and learning and teaching efficacy.

Measurements of Student and Teacher Perceptions of Co-Teaching Models

ERIC Educational Resources Information Center

Keeley, Randa G.

2015-01-01

Co-teaching is an accepted teaching model for inclusive classrooms. This study measured the perceptions of both students and teachers regarding the five most commonly used co-teaching models (i.e., One Teach/One Assist, Station Teaching, Alternative Teaching, Parallel Teaching, and Team Teaching). Additionally, this study compared student…

Effects of Model-Based Teaching on Pre-Service Physics Teachers' Conceptions of the Moon, Moon Phases, and Other Lunar Phenomena

ERIC Educational Resources Information Center

Ogan-Bekiroglu, Feral

2007-01-01

The purpose of this study was twofold. First, it was aimed to identify Turkish pre-service physics teachers' knowledge and understanding of the Moon, Moon phases, and other lunar phenomena. Second, the effects of model-based teaching on pre-service teachers' conceptions were examined. Conceptions were proposed as mental models in this study. Four…

Computer-Based Molecular Modelling: Finnish School Teachers' Experiences and Views

ERIC Educational Resources Information Center

Aksela, Maija; Lundell, Jan

2008-01-01

Modern computer-based molecular modelling opens up new possibilities for chemistry teaching at different levels. This article presents a case study seeking insight into Finnish school teachers' use of computer-based molecular modelling in teaching chemistry, into the different working and teaching methods used, and their opinions about necessary…

A Model for Teaching Experiential Counseling Interventions to Novice Counselors.

ERIC Educational Resources Information Center

Cummings, Anne L.

1992-01-01

Describes model for teaching experiential interventions to novice counselors. Includes two experiential interventions that are focus for new model: two-chair approach based on Gestalt therapy principles and resolution of problematic reaction points. Cognitive, affective, and behavioral concepts of model are related to transfer of learning with the…

Analyzing Students' Learning Progressions Throughout a Teaching Sequence on Acoustic Properties of Materials with a Model-Based Inquiry Approach

NASA Astrophysics Data System (ADS)

Hernández, María Isabel; Couso, Digna; Pintó, Roser

2015-04-01

The study we have carried out aims to characterize 15- to 16-year-old students' learning progressions throughout the implementation of a teaching-learning sequence on the acoustic properties of materials. Our purpose is to better understand students' modeling processes about this topic and to identify how the instructional design and actual enactment influences students' learning progressions. This article presents the design principles which elicit the structure and types of modeling and inquiry activities designed to promote students' development of three conceptual models. Some of these activities are enhanced by the use of ICT such as sound level meters connected to data capture systems, which facilitate the measurement of the intensity level of sound emitted by a sound source and transmitted through different materials. Framing this study within the design-based research paradigm, it consists of the experimentation of the designed teaching sequence with two groups of students ( n = 29) in their science classes. The analysis of students' written productions together with classroom observations of the implementation of the teaching sequence allowed characterizing students' development of the conceptual models. Moreover, we could evidence the influence of different modeling and inquiry activities on students' development of the conceptual models, identifying those that have a major impact on students' modeling processes. Having evidenced different levels of development of each conceptual model, our results have been interpreted in terms of the attributes of each conceptual model, the distance between students' preliminary mental models and the intended conceptual models, and the instructional design and enactment.

Empirically Founded Teaching in Psychology--An Example for the Combination of Evidence-Based Teaching and the Scholarship of Teaching and Learning

ERIC Educational Resources Information Center

Boser, Julia; Scherer, Sonja; Kuchta, Kathrin; Wenzel, S. Franziska C.; Horz, Holger

2017-01-01

To improve teaching in higher education, teachers in psychology are encouraged to use evidence-based teaching, that is, to apply empirical findings regarding learning and teaching, when designing learning opportunities. This report illustrates the combination of evidence-based teaching and the Scholarship of Teaching and Learning in teaching…

Using Interactive Video-Based Teaching to Improve Nursing Students' Ability to Provide Patient-Centered Discharge Teaching.

PubMed

Blazeck, Alice M; Katrancha, Elizabeth; Drahnak, Dawn; Sowko, Lucille Ann; Faett, Becky

2016-05-01

Nursing students rarely are afforded the opportunity to provide discharge teaching in the acute care environment, especially at the sophomore level. Three video modules were developed that presented examples of effective and ineffective education for patients with complex chronic conditions. Students viewed modules during postconference using portable technology. A training manual that included objectives, lesson plans, evidence-based teaching points, and a discussion model guided presentation. The modules were presented to 216 sophomore nursing students. Following course completion, 20 students and 10 faculty were randomly selected to participate in two focus groups. Students commented positively on the format and illustration of effective teaching. Faculty rated the teaching strategy positively and the format as easy to use. Interactive video modules can be used to foster patient teaching skills early in the nursing curriculum. Future studies are needed to evaluate the ability to transfer skills learned to the clinical setting. [J Nurs Educ. 2016;55(5):296-299.]. Copyright 2016, SLACK Incorporated.

A Model for Effective Teaching and Learning in Research Methods.

ERIC Educational Resources Information Center

Poindexter, Paula M.

1998-01-01

Proposes a teaching model for making research relevant. Presents a case study of the model as used in advertising and public relations research classes. Notes that the model consists of a knowledge base, team process, a realistic goal-oriented experience, self-management, expert consultation, and evaluation and synthesis. Discusses resulting…

Using Image Modelling to Teach Newton's Laws with the Ollie Trick

ERIC Educational Resources Information Center

Dias, Marco Adriano; Carvalho, Paulo Simeão; Vianna, Deise Miranda

2016-01-01

Image modelling is a video-based teaching tool that is a combination of strobe images and video analysis. This tool can enable a qualitative and a quantitative approach to the teaching of physics, in a much more engaging and appealling way than the traditional expositive practice. In a specific scenario shown in this paper, the Ollie trick, we…

Language Models and the Teaching of English Language to Secondary School Students in Cameroon

ERIC Educational Resources Information Center

Ntongieh, Njwe Amah Eyovi

2016-01-01

This paper investigates Language models with an emphasis on an appraisal of the Competence Based Language Teaching Model (CBLT) employed in the teaching and learning of English language in Cameroon. Research endeavours at various levels combined with cumulative deficiencies experienced over the years have propelled educational policy makers to…

The Teaching Artist: A Model for University Dance Teacher Training

ERIC Educational Resources Information Center

Huddy, Avril; Stevens, Kym

2011-01-01

This paper describes a teaching model, "The Teaching Artist", developed to address the pedagogical and cultural divide between the traditional dance teacher and the dance artist who teaches: traditionally, one teaching about dance and the other, teaching through dance. The "Teaching Artist" model was developed through the…

Impromptu Teaching Model for Pre-Service Teacher Preparation.

ERIC Educational Resources Information Center

Peterson, Paul E.; Peterson, Susan L.

The Impromptu Teaching Model was designed by the University of Central Arkansas for use by preservice teachers in laboratory teaching experiences. Two teaching exercises, microteaching and reflective teaching, form the basis for impromptu teaching. Microteaching provides teachers with the opportunity to master various technical skills of the…

The design and testing of a caring teaching model based on the theoretical framework of caring in the Chinese Context: a mixed-method study.

PubMed

Guo, Yujie; Shen, Jie; Ye, Xuchun; Chen, Huali; Jiang, Anli

2013-08-01

This paper aims to report the design and test the effectiveness of an innovative caring teaching model based on the theoretical framework of caring in the Chinese context. Since the 1970's, caring has been a core value in nursing education. In a previous study, a theoretical framework of caring in the Chinese context is explored employing a grounded theory study, considered beneficial for caring education. A caring teaching model was designed theoretically and a one group pre- and post-test quasi-experimental study was administered to test its effectiveness. From Oct, 2009 to Jul, 2010, a cohort of grade-2 undergraduate nursing students (n=64) in a Chinese medical school was recruited to participate in the study. Data were gathered through quantitative and qualitative methods to evaluate the effectiveness of the caring teaching model. The caring teaching model created an esthetic situation and experiential learning style for teaching caring that was integrated within the curricula. Quantitative data from the quasi-experimental study showed that the post-test scores of each item were higher than those on the pre-test (p<0.01). Thematic analysis of 1220 narratives from students' caring journals and reports of participant class observation revealed two main thematic categories, which reflected, from the students' points of view, the development of student caring character and the impact that the caring teaching model had on this regard. The model could be used as an integrated approach to teach caring in nursing curricula. It would also be beneficial for nursing administrators in cultivating caring nurse practitioners. Copyright © 2012 Elsevier Ltd. All rights reserved.

Laboratory-based teaching and the Physics Innovations Centre for Excellence in Teaching and Learning

NASA Astrophysics Data System (ADS)

Lambourne, Robert

2007-05-01

Developments in the laboratory-based teaching of physics and astronomy are resulting from the collaboration between conventional and distance teaching universities. The collaboration, piCETL, is one of the Centres for Excellence in Teaching and Learning established as a result of a broad initiative by the Higher Education Funding Council for England. The initiative, the piCETL collaboration and some of its work on laboratory-based teaching are all described.

The Relationship between Agriculture Knowledge Bases for Teaching and Sources of Knowledge

ERIC Educational Resources Information Center

Rice, Amber H.; Kitchel, Tracy

2015-01-01

The purpose of this study was to describe the agriculture knowledge bases for teaching of agriculture teachers and to see if a relationship existed between years of teaching experience, sources of knowledge, and development of pedagogical content knowledge (PCK), using quantitative methods. A model of PCK from mathematics was utilized as a…

Teaching English.

ERIC Educational Resources Information Center

Nemanich, Donald, Ed.

1975-01-01

Articles in this volume of the "Illinois English Bulletin" include "Competencies in Teaching English" by Alan C. Purves, which sets forth a tentative model for planning competency-based instruction and certification based on concepts, teaching acts, skills, and strategies; "Passing the Buck Versus the Teaching of English" by Dennis Q. McInerny,…

Applying problem-based learning to otolaryngology teaching.

PubMed

Abou-Elhamd, K A; Rashad, U M; Al-Sultan, A I

2011-02-01

Undergraduate medical education requires ongoing improvement in order to keep pace with the changing demands of twenty-first century medical practice. Problem-based learning is increasingly being adopted in medical schools worldwide. We review its application in the specialty of ENT, and we present our experience of using this approach combined with more traditional methods. We introduced problem-based learning techniques into the ENT course taught to fifth-year medical students at Al-Ahsa College of Medicine, King Faisal University, Saudi Arabia. As a result, the teaching schedule included both clinical and theoretical activities. Six clinical teaching days were allowed for history-taking, examination techniques and clinical scenario discussion. Case scenarios were discussed in small group teaching sessions. Conventional methods were employed to teach audiology and ENT radiology (one three-hour session each); a three-hour simulation laboratory session and three-hour student presentation were also scheduled. In addition, students attended out-patient clinics for three days, and used multimedia facilities to learn about various otolaryngology diseases (in another three-hour session). This input was supplemented with didactic teaching in the form of 16 instructional lectures per semester (one hour per week). From our teaching experience, we believe that the application of problem-based learning to ENT teaching has resulted in a substantial increase in students' knowledge. Furthermore, students have given encouraging feedback on their experience of combined problem-based learning and conventional teaching methods.

[Structured teaching of surgery the LMU model in Munich].

PubMed

Chiapponi, C; Bruns, C J; Pilz, F; Kanz, K-G; Mutschler, W; Jauch, K-W; Siebeck, M

2014-12-01

The medical curriculum (MeCuM) of the Ludwig Maximilian University (LMU) in Munich is a dynamic curriculum aimed to support the learning process of all students with their different learning styles. It is based on interactive, activating teaching methods in order to increase students' interest, and on repetitive evaluation of teaching units to modify the teaching in order to meet students' needs and wishes. In this context the teaching of surgery at our faculty takes place. Besides interdisciplinary lessons where diseases are taught in cooperation with our colleagues from internal medicine, indications for surgery, complications and consequences of surgery for the patients are analysed in PBL tutorials, online cases, bedside teachings and practical teaching on the ward. Surgical skills like suturing are demonstrated in videos, practiced on models or during practical teaching on the ward and they are tested in OSCEs. During the "praktisches Jahr", the students in the last year of their medical studies are supposed to apply their practical skills besides repeating theoretical knowledge in order to pass the final examination. For this purpose they are taught in a revision course called "LMU-StaR" (revision course for the Staatsexamen). In this paper we describe in detail the teaching of surgery at our faculty. Georg Thieme Verlag KG Stuttgart · New York.

Teacher Application and Enactment of Models of Teaching

ERIC Educational Resources Information Center

Allphin, Danielle M.

2011-01-01

This study sought to identify factors that influence teacher decisions about pedagogy based on curriculum content and skills and the degree to which teachers transfer pedagogical content knowledge to practice, specifically through the use of various models of teaching. A purposeful sample included 14 elementary teachers from highly diverse, urban…

Is different better? Models of teaching and their influence on the net financial outcome for general practice teaching posts

PubMed Central

2011-01-01

Background In Australia, training for general practice (GP) occurs within private practices and their involvement in teaching can have significant financial costs. At the same time there are growing demands for clinical places for all disciplines and for GP there is concern that there are insufficient teaching practices to meet the demand at the medical student, prevocational and vocational training levels. One option to address this may be to change how teaching occurs in the practice. A question that arises in posing such an option is whether different models of teaching change the costs for a teaching practice. The aim of this study is to determine the net financial outcome of teaching models in private GP. Methods Modelling the financial implications for a range of teaching options using a costing framework developed from a survey of teaching practices in South Australia. Each option was compared with the traditional model of teaching where one GP supervisor is singularly responsible for one learner. The main outcome measure was net financial outcome per week. Decisions on the model cost parameters were made by the study's Steering Group which comprised of experienced GP supervisors. Four teaching models are presented. Model 1 investigates the gains from teaching multiple same level learners, Models 2 and 3, the benefits of vertically integrated teaching using different permutations, and Model 4 the concept of a GP teacher who undertakes all the teaching. Results There was a significant increase in net benefits of Aus$547 per week (95% confidence intervals $459, $668) to the practice when a GP taught two same level learners (Model 1) and when a senior registrar participated in teaching a prevocational doctor (Model 3, Aus$263, 95% confidence intervals $80, $570). For Model 2, a practice could significantly reduce the loss if a registrar was involved in vertically integrated teaching which included the training of a medical student (Aus$551, 95% confidence

Is different better?: models of teaching and their influence on the net financial outcome for general practice teaching posts.

PubMed

Laurence, Caroline O; Black, Linda E; Cheah, Carolyn; Karnon, Jonathan

2011-07-12

In Australia, training for general practice (GP) occurs within private practices and their involvement in teaching can have significant financial costs. At the same time there are growing demands for clinical places for all disciplines and for GP there is concern that there are insufficient teaching practices to meet the demand at the medical student, prevocational and vocational training levels. One option to address this may be to change how teaching occurs in the practice. A question that arises in posing such an option is whether different models of teaching change the costs for a teaching practice. The aim of this study is to determine the net financial outcome of teaching models in private GP. Modelling the financial implications for a range of teaching options using a costing framework developed from a survey of teaching practices in South Australia. Each option was compared with the traditional model of teaching where one GP supervisor is singularly responsible for one learner. The main outcome measure was net financial outcome per week. Decisions on the model cost parameters were made by the study's Steering Group which comprised of experienced GP supervisors. Four teaching models are presented. Model 1 investigates the gains from teaching multiple same level learners, Models 2 and 3, the benefits of vertically integrated teaching using different permutations, and Model 4 the concept of a GP teacher who undertakes all the teaching. There was a significant increase in net benefits of Aus$547 per week (95% confidence intervals $459, $668) to the practice when a GP taught two same level learners (Model 1) and when a senior registrar participated in teaching a prevocational doctor (Model 3, Aus$263, 95% confidence intervals $80, $570). For Model 2, a practice could significantly reduce the loss if a registrar was involved in vertically integrated teaching which included the training of a medical student (Aus$551, 95% confidence intervals $419, $718). The GP

Competency-Based Teaching in Radiology - Implementation and Evaluation of Interactive Workstation-Based Learning to Apply NKLM-Based Content.

PubMed

Koestner, Wolfgang; Otten, Wiebke; Kaireit, Till; Wacker, Frank K; Dettmer, Sabine

2017-11-01

Purpose  New teaching formats are required to implement competency-based teaching in radiology teaching. Therefore, we have established and evaluated two practical competency-based radiological courses. Materials and Methods  The courses were held in a multimedia room with 25 computers and a professional DICOM viewer. Students were taught basic image analysis and presented clinical cases with a DICOM viewer under supervision of an instructor using desktop monitoring software. Two courses (elective course and obligatory course) were evaluated by the students (n = 160 and n = 100) and instructors (n = 9) using an anonymized online survey. Results  Courses were evaluated positively by the students and instructors. From the perspective of the students, the courses increased understanding of cross-sectional anatomy (elective/obligatory course: 97 %/95 %) and radiologic findings (97 %/99 %). Furthermore, the course increased the students' interest in radiology (61 %/65 %). The students considered this way of teaching to be relevant to their future occupation (92 % of students in the obligatory course). The higher incidence of teacher-student interaction and the possibility of independent image analysis were rated positively. The majority of instructors did not observe increased distractibility due to the computers (67 %) or notice worse preparation for MC tests (56 %). However, 56 % of instructors reported greater preparation effort. Conclusion  Practical competency-based radiological teaching using a DICOM viewer is a feasible innovative approach with high acceptance among students and instructors. It fosters competency-based learning as proposed by the model curriculum of the German Radiological Society (DRG) and the National Competency-based Catalogue of Learning Objectives for Undergraduate Medical Education (NKLM). Key Points   · Practical competency-based radiological teaching is highly accepted by students and instructors

Teaching Einsteinian physics at schools: part 1, models and analogies for relativity

NASA Astrophysics Data System (ADS)

Kaur, Tejinder; Blair, David; Moschilla, John; Stannard, Warren; Zadnik, Marjan

2017-11-01

The Einstein-First project aims to change the paradigm of school science teaching through the introduction of modern Einsteinian concepts of space and time, gravity and quanta at an early age. These concepts are rarely taught to school students despite their central importance to modern science and technology. The key to implementing the Einstein-First curriculum is the development of appropriate models and analogies. This paper is the first part of a three-paper series. It presents the conceptual foundation of our approach, based on simple physical models and analogies, followed by a detailed description of the models and analogies used to teach concepts of general and special relativity. Two accompanying papers address the teaching of quantum physics (Part 2) and research outcomes (Part 3).

School-Based Instructional Rounds: Improving Teaching and Learning across Classrooms

ERIC Educational Resources Information Center

Teitel, Lee

2013-01-01

In "School-Based Instructional Rounds," Teitel offers detailed case studies of five different models of school-based rounds and investigates critical learning from each. Instructional rounds--one of the most innovative and powerful approaches to improving teaching and learning--has been taken up by districts across the country and around…

The Construction of Teaching Model on College English Writing from the Perspective of Cognitive Genre

ERIC Educational Resources Information Center

Wenjuan, Hao; Rui, Liang

2016-01-01

Teaching is a spiral rising process. A complete teaching should be composed of five parts: theoretical basis, goal orientation, operating procedures, implementation conditions and assessment. On the basis of the genre knowledge, content-based approach and process approach, this text constructs the Teaching Model of College Writing Instruction, in…

Analyzing Science Teaching: A Case Study Based on Three Philosophical Models of Teaching. The Explanatory Modes Project, Background Paper No. 5.

ERIC Educational Resources Information Center

Munby, A. Hugh

The development of a category scheme for the systematic analysis of science classroom discourse is described. Three teaching models are discussed: the Impression Model, which depicts the mind of a student as receiving and storing external impressions; the Insight Model, which denies the possibility that ideas or knowledge can be conveyed by…

A Model for E-Education: Extended Teaching Spaces and Extended Learning Spaces

ERIC Educational Resources Information Center

Jung, Insung; Latchem, Colin

2011-01-01

The paper proposes a model for e-education in instruction, training, initiation and induction based upon the concept of extended teaching spaces involving execution, facilitation and liberation, and extended learning spaces used for acquisition, application and construction cemented by dialogue and reflection. The proposed model is based upon…

A Teacher Professional Development Model for Teaching Socioscientific Issues

ERIC Educational Resources Information Center

Carson, Katherine; Dawson, Vaille

2016-01-01

This paper describes the development and implementation of a three-pillared model for teaching socioscientific issues: teacher professional development; curriculum resources; and classroom support. A professional development program and curriculum resource based on the socioscientific issue of climate change was trialled with 75 Western Australian…

A Model for Teaching Critical Thinking through Online Searching.

ERIC Educational Resources Information Center

Crane, Beverley; Markowitz, Nancy Lourie

1994-01-01

Presents a model that uses online searching to teach critical thinking skills in elementary and secondary education based on Bloom's taxonomy. Three levels of activity are described: analyzing a search statement; defining and clarifying a problem; and focusing an information need. (Contains 13 references.) (LRW)

A narrative review of undergraduate peer-based healthcare ethics teaching.

PubMed

Hindmarch, Thomas; Allikmets, Silvia; Knights, Felicity

2015-12-12

This study explores the literature in establishing the value of undergraduate peer-based healthcare ethics teaching as an educational methodology. A narrative review of the literature concerning peer-based ethics teaching was conducted. MEDLINE, EMBASE, CINAHL, SCOPUS databases, and the Cochrane Library, were systematically searched for studies of peer-based ethics or professionalism teaching. Selected studies related peer-based teaching to ethics education outcomes. Ten publications were identified. Selected studies were varied in their chosen intervention methodology and analysis. Collectively, the identified studies suggest peer-based ethics education is an effective and valued educational methodology in training healthcare professionals. One paper suggests peer-based ethics teaching has advantages over traditional didactic methods. Peer-based ethics teaching also receives positive feedback from student participants. However, the limited literature base demonstrates a clear need for more evaluation of this pedagogy. The current literature base suggests that undergraduate peer based healthcare ethics teaching is valuable in terms of efficacy and student satisfaction. We conclude that the medical community should invest in further study in order to capitalise upon the potential of peer-based ethics teaching in undergraduate healthcare education.

A narrative review of undergraduate peer-based healthcare ethics teaching

PubMed Central

Allikmets, Silvia; Knights, Felicity

2015-01-01

Objectives This study explores the literature in establishing the value of undergraduate peer-based healthcare ethics teaching as an educational methodology. Methods A narrative review of the literature concerning peer-based ethics teaching was conducted. MEDLINE, EMBASE, CINAHL, SCOPUS databases, and the Cochrane Library, were systematically searched for studies of peer-based ethics or professionalism teaching. Selected studies related peer-based teaching to ethics education outcomes. Results Ten publications were identified. Selected studies were varied in their chosen intervention methodology and analysis. Collectively, the identified studies suggest peer-based ethics education is an effective and valued educational methodology in training healthcare professionals. One paper suggests peer-based ethics teaching has advantages over traditional didactic methods. Peer-based ethics teaching also receives positive feedback from student participants. However, the limited literature base demonstrates a clear need for more evaluation of this pedagogy. Conclusions The current literature base suggests that undergraduate peer based healthcare ethics teaching is valuable in terms of efficacy and student satisfaction. We conclude that the medical community should invest in further study in order to capitalise upon the potential of peer-based ethics teaching in undergraduate healthcare education. PMID:26668050

Evaluation of a task-based community oriented teaching model in family medicine for undergraduate medical students in Iraq.

PubMed

Al-Dabbagh, Samim A; Al-Taee, Waleed G

2005-08-22

The inclusion of family medicine in medical school curricula is essential for producing competent general practitioners. The aim of this study is to evaluate a task-based, community oriented teaching model of family medicine for undergraduate students in Iraqi medical schools. An innovative training model in family medicine was developed based upon tasks regularly performed by family physicians providing health care services at the Primary Health Care Centre (PHCC) in Mosul, Iraq. Participants were medical students enrolled in their final clinical year. Students were assigned to one of two groups. The implementation group (28 students) was exposed to the experimental model and the control group (56 students) received the standard teaching curriculum. The study took place at the Mosul College of Medicine and at the Al-Hadba PHCC in Mosul, Iraq, during the academic year 1999-2000. Pre- and post-exposure evaluations comparing the intervention group with the control group were conducted using a variety of assessment tools. The primary endpoints were improvement in knowledge of family medicine and development of essential performance skills. Results showed that the implementation group experienced a significant increase in knowledge and performance skills after exposure to the model and in comparison with the control group. Assessment of the model by participating students revealed a high degree of satisfaction with the planning, organization, and implementation of the intervention activities. Students also highly rated the relevancy of the intervention for future work. A model on PHCC training in family medicine is essential for all Iraqi medical schools. The model is to be implemented by various relevant departments until Departments of Family medicine are established.

Teaching hydrological modelling as a subsidiary subject

NASA Astrophysics Data System (ADS)

Hörmann, G.; Schmalz, B.; Fohrer, N.

2009-04-01

The department of hydrology and water resources management is part of the Ecology Center of Kiel University, an interdisciplinary research organization. We teach hydrology for geographers, biologists, agricultural engineers and ecologists. Hydrological modeling is part of the curriculum since 1988. It has moved from the subject for specialists to a basic component of all hydrological courses. During the first year, we focussed on in-depth teaching of theory and practice of one big model, but the students found it hard to follow and beyond practical problems. During the last years we switched to a broader, but more shallow policy. Modeling is now part of nearly all courses, but remains limited to mostly 2-4 days of teaching. We now present only very basic theory and leave it to the students to discover the details during the practical work with pre-installed data sets. The poster shows how the models SWAT, Hydrus, Coupmodel, SIMPEL and PC-Raster are embedded in the hydrological curriculum and what kind of problems we experienced in teaching.

Testing a Model of Teaching for Anxiety and Success for English Language Teaching

ERIC Educational Resources Information Center

Önem, Evrim; Ergenç, Iclal

2013-01-01

Much research has shown that there is a negative relationship between high levels of anxiety and success for English language teaching. This paper aimed to test a model of teaching for anxiety and success in English language teaching to affect anxiety and success levels at the same time in a control-experiment group with pre- and post-test study…

Train-the-Trainers: Implementing Outcomes-Based Teaching and Learning in Malaysian Higher Education

ERIC Educational Resources Information Center

Biggs, John; Tang, Catherine

2011-01-01

The decision by the Minister of Higher Education, that Malaysian post-secondary institutions should move to outcomes-based teaching and learning (OBTL), involves a change in teaching in over 1,000 institutions. This massive changeover would be accomplished using the "Train-the-Trainers" model in a series of workshops. We are proud to…

Comparison of Traditional and ADRI Based Teaching Approaches in an Introductory Programming Course

ERIC Educational Resources Information Center

Malik, Sohail Iqbal; Coldwell-Neilson, Jo

2017-01-01

Aim/Purpose: This study introduced a new teaching and learning approach based on an ADRI (Approach, Deployment, Result, Improvement) model in an introductory programming (IP) course. The effectiveness of the new teaching and learning process was determined by collecting feedback from the IP instructors and by analyzing the final exam grades of the…

Teaching Mathematical Modelling for Earth Sciences via Case Studies

NASA Astrophysics Data System (ADS)

Yang, Xin-She

2010-05-01

Mathematical modelling is becoming crucially important for earth sciences because the modelling of complex systems such as geological, geophysical and environmental processes requires mathematical analysis, numerical methods and computer programming. However, a substantial fraction of earth science undergraduates and graduates may not have sufficient skills in mathematical modelling, which is due to either limited mathematical training or lack of appropriate mathematical textbooks for self-study. In this paper, we described a detailed case-study-based approach for teaching mathematical modelling. We illustrate how essential mathematical skills can be developed for students with limited training in secondary mathematics so that they are confident in dealing with real-world mathematical modelling at university level. We have chosen various topics such as Airy isostasy, greenhouse effect, sedimentation and Stokes' flow,free-air and Bouguer gravity, Brownian motion, rain-drop dynamics, impact cratering, heat conduction and cooling of the lithosphere as case studies; and we use these step-by-step case studies to teach exponentials, logarithms, spherical geometry, basic calculus, complex numbers, Fourier transforms, ordinary differential equations, vectors and matrix algebra, partial differential equations, geostatistics and basic numeric methods. Implications for teaching university mathematics for earth scientists for tomorrow's classroom will also be discussed. Refereces 1) D. L. Turcotte and G. Schubert, Geodynamics, 2nd Edition, Cambridge University Press, (2002). 2) X. S. Yang, Introductory Mathematics for Earth Scientists, Dunedin Academic Press, (2009).

Collaborative learning model inquiring based on digital game

NASA Astrophysics Data System (ADS)

Yuan, Jiugen; Xing, Ruonan

2012-04-01

With the development of computer education software, digital educational game has become an important part in our life, entertainment and education. Therefore how to make full use of digital game's teaching functions and educate through entertainment has become the focus of current research. The thesis make a connection between educational game and collaborative learning, the current popular teaching model, and concludes digital game-based collaborative learning model combined with teaching practice.

[A competency-based approach for nursing care instruction. Analysis of teaching practices].

PubMed

Dury, Cécile

2003-06-01

The aims of this qualitative research is in understanding how the teaching methods of nursing instructors favor the student's development in competency. Eight nursing instructors were interviewed in a non-directive approach. A thematic as well as a structural analysis of the data indicates that in the majority of cases, their methods are based primarily on an impression and conditioning model, and in an isolated approach on an interactive and constructive model. The analysis of the nursing instructors' accounts in regards to their role as educators illustrates: an inadequacy between teaching goals and the choices of pedagogical methods; an ambivalent and unclear understanding of their role as instructor leading to the privileging of strategies for their success rate over teaching quality. inconsistencies in conveying the training and qualification evaluations as well as between the theoretical and clinical evaluations. In conclusion, various individual strategies, institutional and national, are offered with the view of favoring a competence-based approach for nursing training.

Impact of a novel teaching method based on feedback, activity, individuality and relevance on students' learning.

PubMed

Edafe, Ovie; Brooks, William S; Laskar, Simone N; Benjamin, Miles W; Chan, Philip

2016-03-20

This study examines the perceived impact of a novel clinical teaching method based on FAIR principles (feedback, activity, individuality and relevance) on students' learning on clinical placement. This was a qualitative research study. Participants were third year and final year medical students attached to one UK vascular firm over a four-year period (N=108). Students were asked to write a reflective essay on how FAIRness approach differs from previous clinical placement, and its advantages and disadvantages. Essays were thematically analysed and globally rated (positive, negative or neutral) by two independent researchers. Over 90% of essays reported positive experiences of feedback, activity, individuality and relevance model. The model provided multifaceted feedback; active participation; longitudinal improvement; relevance to stage of learning and future goals; structured teaching; professional development; safe learning environment; consultant involvement in teaching. Students perceived preparation for tutorials to be time intensive for tutors/students; a lack of teaching on medical sciences and direct observation of performance; more than once weekly sessions would be beneficial; some issues with peer and public feedback, relevance to upcoming exam and large group sizes. Students described negative experiences of "standard" clinical teaching. Progressive teaching programmes based on the FAIRness principles, feedback, activity, individuality and relevance, could be used as a model to improve current undergraduate clinical teaching.

A Comparison of Different Teaching Designs of "Acids and Bases" Subject

ERIC Educational Resources Information Center

Ültay, Neslihan; Çalik, Muammer

2016-01-01

Inability to link the acid-base concepts with daily life phenomena (as contexts) highlights the need for further research on the context-based acid-base chemistry. In this vein, the aim of this study is to investigate the effects of different teaching designs (REACT strategy, 5Es learning model and traditional (existing) instruction) relevant with…

A Model for Teaching Information Design

ERIC Educational Resources Information Center

Pettersson, Rune

2011-01-01

The author presents his views on the teaching of information design. The starting point includes some general aspects of teaching and learning. The multidisciplinary structure and content of information design as well as the combined practical and theoretical components influence studies of the discipline. Experiences from working with a model for…

Using Video-Based Modeling to Promote Acquisition of Fundamental Motor Skills

ERIC Educational Resources Information Center

Obrusnikova, Iva; Rattigan, Peter J.

2016-01-01

Video-based modeling is becoming increasingly popular for teaching fundamental motor skills to children in physical education. Two frequently used video-based instructional strategies that incorporate modeling are video prompting (VP) and video modeling (VM). Both strategies have been used across multiple disciplines and populations to teach a…

Promoting Culturally Responsive Standards-Based Teaching

ERIC Educational Resources Information Center

Saifer, Steffen; Barton, Rhonda

2007-01-01

Culturally responsive standards-based (CRSB) teaching can help bring diverse school communities together and make learning meaningful. Unlike multicultural education--which is an important way to incorporate the world's cultural and ethnic diversity into lessons--CRSB teaching draws on the experiences, understanding, views, concepts, and ways of…

Teaching Writing

ERIC Educational Resources Information Center

Tomas, Z.; Kostka, I.; Mott-Smith, J. A.

2013-01-01

The authors of "Teaching Writing" draw on their years of teaching and their knowledge of theory and research to present major concepts in teaching L2 writing. These concepts encompass how cultural differences affect the writing class, planning instruction, text-based writing, writing strategies, modeling, and responding to student…

Power Teaching

ERIC Educational Resources Information Center

Fluellen, Jerry E., Jr.

2007-01-01

Power Teaching weaves four factors into a seamless whole: standards, teaching thinking, research based strategies, and critical inquiry. As a prototype in its first year of development with an urban fifth grade class, the power teaching model connects selected district standards, thinking routines from Harvard University Project Zero Research…

Simulation as a surgical teaching model.

PubMed

Ruiz-Gómez, José Luis; Martín-Parra, José Ignacio; González-Noriega, Mónica; Redondo-Figuero, Carlos Godofredo; Manuel-Palazuelos, José Carlos

2018-01-01

Teaching of surgery has been affected by many factors over the last years, such as the reduction of working hours, the optimization of the use of the operating room or patient safety. Traditional teaching methodology fails to reduce the impact of these factors on surgeońs training. Simulation as a teaching model minimizes such impact, and is more effective than traditional teaching methods for integrating knowledge and clinical-surgical skills. Simulation complements clinical assistance with training, creating a safe learning environment where patient safety is not affected, and ethical or legal conflicts are avoided. Simulation uses learning methodologies that allow teaching individualization, adapting it to the learning needs of each student. It also allows training of all kinds of technical, cognitive or behavioural skills. Copyright © 2017 AEC. Publicado por Elsevier España, S.L.U. All rights reserved.

Teaching Sustainable and Integrated Resource Management Using an Interactive Nexus Model

ERIC Educational Resources Information Center

Bajzelj, Bojana; Fenner, Richard A.; Curmi, Elizabeth; Richards, Keith S.

2016-01-01

Purpose: The purpose of this paper was to enhance and complement teaching about resource system feedbacks and environmental modelling. Students were given an interactive exercise based on a research model (ForeseerTM), developed by an inter-disciplinary research team, that explores the interconnectivity of water, energy and land resources. Two…

The Sherborne Developmental Movement (SDM) Teaching Model for Pre-Service Teachers

ERIC Educational Resources Information Center

Hen, Meirav; Walter, Ofra

2012-01-01

Previously, the Sherborne Developmental Movement (SDM) has been found to contribute to the development of emotional competencies in higher education. This study presents and evaluates a teaching model based on SDM for the development of emotional competencies in teacher education. The study examined the contributions of this model to the increase…

Brain-Based Research & Language Teaching.

ERIC Educational Resources Information Center

Christison, MaryAnn

2002-01-01

Introduces brain-based teaching and learning. Reviews basic biological facts about the human brain and discusses seven principles based on recent research that have practical benefits for English-as-a-Foreign-Language teachers. (Author/VWL)

Positive Instruction in Music Studios: Introducing a New Model for Teaching Studio Music in Schools Based upon Positive Psychology.

PubMed

Patston, Tim; Waters, Lea

This practice paper explores the intersection of school studio-music pedagogy and positive psychology in order to enhance students' learning and engagement. The paper has a practitioner focus and puts forward a new model of studio teaching, the Positive Instruction in Music Studios (PIMS) model that guides teachers through four key positive psychology processes that can be used in a music lesson: positive priming, strengths spotting, positive pause, and process praise. The model provides a new, positively oriented approach to studio-music pedagogy that can be integrated into specific methods-based programs to enhance student learning and engagement.

dETECT: A Model for the Evaluation of Instructional Units for Teaching Computing in Middle School

ERIC Educational Resources Information Center

von Wangenheim, Christiane G.; Petri, Giani; Zibertti, André W.; Borgatto, Adriano F.; Hauck, Jean C. R.; Pacheco, Fernando S.; Filho, Raul Missfeldt

2017-01-01

The objective of this article is to present the development and evaluation of dETECT (Evaluating TEaching CompuTing), a model for the evaluation of the quality of instructional units for teaching computing in middle school based on the students' perception collected through a measurement instrument. The dETECT model was systematically developed…

An Interactive Teaching System for Bond Graph Modeling and Simulation in Bioengineering

ERIC Educational Resources Information Center

Roman, Monica; Popescu, Dorin; Selisteanu, Dan

2013-01-01

The objective of the present work was to implement a teaching system useful in modeling and simulation of biotechnological processes. The interactive system is based on applications developed using 20-sim modeling and simulation software environment. A procedure for the simulation of bioprocesses modeled by bond graphs is proposed and simulators…

Teaching for Engagement: Part 1--Constructivist Principles, Case-Based Teaching, and Active Learning

ERIC Educational Resources Information Center

Hunter, Bill

2015-01-01

In the Winter, 2015, issue of the "College Quarterly," Donovan McFarlane provided some guidelines for the use of case studies in college teaching based in part on his own experience and in part on the published literature. This was not the first time that case-based teaching was the focus of work in the "College Quarterly."…

Teaching Grammar through Task-Based Language Teaching to Young EFL Learners

ERIC Educational Resources Information Center

Yildiz, Mustafa; Senel, Mufit

2017-01-01

The present study investigates the effects of Task-Based Language Teaching on students' grammar knowledge in the field of teaching grammar. It has been studied with 32 students from 8th grade during a two-and-a-half-month process. Throughout this process, students firstly are applied a pre-test to examine their level and to confirm whether there…

Impact of a novel teaching method based on feedback, activity, individuality and relevance on students’ learning

PubMed Central

Brooks, William S.; Laskar, Simone N.; Benjamin, Miles W.; Chan, Philip

2016-01-01

Objectives This study examines the perceived impact of a novel clinical teaching method based on FAIR principles (feedback, activity, individuality and relevance) on students’ learning on clinical placement. Methods This was a qualitative research study. Participants were third year and final year medical students attached to one UK vascular firm over a four-year period (N=108). Students were asked to write a reflective essay on how FAIRness approach differs from previous clinical placement, and its advantages and disadvantages. Essays were thematically analysed and globally rated (positive, negative or neutral) by two independent researchers. Results Over 90% of essays reported positive experiences of feedback, activity, individuality and relevance model.  The model provided multifaceted feedback; active participation; longitudinal improvement; relevance to stage of learning and future goals; structured teaching; professional development; safe learning environment; consultant involvement in teaching. Students perceived preparation for tutorials to be time intensive for tutors/students; a lack of teaching on medical sciences and direct observation of performance; more than once weekly sessions would be beneficial; some issues with peer and public feedback, relevance to upcoming exam and large group sizes. Students described negative experiences of “standard” clinical teaching. Conclusions Progressive teaching programmes based on the FAIRness principles, feedback, activity, individuality and relevance, could be used as a model to improve current undergraduate clinical teaching. PMID:26995588

On the teaching model of website-based collaborated self-directed study

NASA Astrophysics Data System (ADS)

Jing, Zhihua; Zeng, Yingxiong; Wen, Chunyu

2011-12-01

Based on the theory of collaborated self-directed study and the strengths of modern education technology, the study explores application of websites for collaborated self-directed college English learning. It introduces the characteristics and functions of the website developed to assist college English teaching in China. It also points out the problems currently existing among teachers and students, and puts forward some suggestions and strategies for the improvement of the application of the website.

Project TEACH: A Capacity-Building Training Program for Community-Based Organizations and Public Health Agencies.

PubMed

Sauaia, Angela; Tuitt, Nicole R; Kaufman, Carol E; Hunt, Cerise; Ledezma-Amorosi, Mariana; Byers, Tim

2016-01-01

Project TEACH (Teaching Equity to Advance Community Health) is a capacity-building training program to empower community-based organizations and regional public health agencies to develop data-driven, evidence-based, outcomes-focused public health interventions. TEACH delivers training modules on topics such as logic models, health data, social determinants of health, evidence-based interventions, and program evaluation. Cohorts of 7 to 12 community-based organizations and regional public health agencies in each of the 6 Colorado Area Health Education Centers service areas participate in a 2-day training program tailored to their specific needs. From July 2008 to December 2011, TEACH trained 94 organizations and agencies across Colorado. Training modules were well received and resulted in significant improvement in knowledge in core content areas, as well as accomplishment of self-proposed organizational goals, grant applications/awards, and several community-academic partnerships.

Community-Engaged Teaching: A Project-Based Model

ERIC Educational Resources Information Center

Christensen, Carrie Ann

2015-01-01

The classroom offers a unique and effective venue for community engagement and an opportunity for teaching artists to dive into a topic on both practical and theoretical levels, resulting in well-informed input. That well-informed input is then translated into thoughtful action. It is exciting to engage students early on in shaping their community…

Glue detection based on teaching points constraint and tracking model of pixel convolution

NASA Astrophysics Data System (ADS)

Geng, Lei; Ma, Xiao; Xiao, Zhitao; Wang, Wen

2018-01-01

On-line glue detection based on machine version is significant for rust protection and strengthening in car production. Shadow stripes caused by reflect light and unevenness of inside front cover of car reduce the accuracy of glue detection. In this paper, we propose an effective algorithm to distinguish the edges of the glue and shadow stripes. Teaching points are utilized to calculate slope between the two adjacent points. Then a tracking model based on pixel convolution along motion direction is designed to segment several local rectangular regions using distance. The distance is the height of rectangular region. The pixel convolution along the motion direction is proposed to extract edges of gules in local rectangular region. A dataset with different illumination and complexity shape stripes are used to evaluate proposed method, which include 500 thousand images captured from the camera of glue gun machine. Experimental results demonstrate that the proposed method can detect the edges of glue accurately. The shadow stripes are distinguished and removed effectively. Our method achieves the 99.9% accuracies for the image dataset.

Modeling Complex Marine Ecosystems: An Investigation of Two Teaching Approaches with Fifth Graders

ERIC Educational Resources Information Center

Papaevripidou, M.; Constantinou, C. P.; Zacharia, Z. C.

2007-01-01

This study investigated acquisition and transfer of the modeling ability of fifth graders in various domains. Teaching interventions concentrated on the topic of marine ecosystems either through a modeling-based approach or a worksheet-based approach. A quasi-experimental (pre-post comparison study) design was used. The control group (n = 17)…

A Self-Instructional Approach To the Teaching of Enzymology Involving Computer-Based Sequence Analysis and Molecular Modelling.

ERIC Educational Resources Information Center

Attwood, Paul V.

1997-01-01

Describes a self-instructional assignment approach to the teaching of advanced enzymology. Presents an assignment that offers a means of teaching enzymology to students that exposes them to modern computer-based techniques of analyzing protein structure and relates structure to enzyme function. (JRH)

The Quantum Atomic Model "Electronium": A Successful Teaching Tool.

ERIC Educational Resources Information Center

Budde, Marion; Niedderer, Hans; Scott, Philip; Leach, John

2002-01-01

Focuses on the quantum atomic model Electronium. Outlines the Bremen teaching approach in which this model is used, and analyzes the learning of two students as they progress through the teaching unit. (Author/MM)

Teaching Thousands with Cloud-based GIS

NASA Astrophysics Data System (ADS)

Gould, Michael; DiBiase, David; Beale, Linda

2016-04-01

Teaching Thousands with Cloud-based GIS Educators often draw a distinction between "teaching about GIS" and "teaching with GIS." Teaching about GIS involves helping students learn what GIS is, what it does, and how it works. On the other hand, teaching with GIS involves using the technology as a means to achieve education objectives in the sciences, social sciences, professional disciplines like engineering and planning, and even the humanities. The same distinction applies to CyberGIS. Understandably, early efforts to develop CyberGIS curricula and educational resources tend to be concerned primarily with CyberGIS itself. However, if CyberGIS becomes as functional, usable and scalable as it aspires to be, teaching with CyberGIS has the potential to enable large and diverse global audiences to perform spatial analysis using hosted data, mapping and analysis services all running in the cloud. Early examples of teaching tens of thousands of students across the globe with cloud-based GIS include the massive open online courses (MOOCs) offered by Penn State University and others, as well as the series of MOOCs more recently developed and offered by Esri. In each case, ArcGIS Online was used to help students achieve educational objectives in subjects like business, geodesign, geospatial intelligence, and spatial analysis, as well as mapping. Feedback from the more than 100,000 total student participants to date, as well as from the educators and staff who supported these offerings, suggest that online education with cloud-based GIS is scalable to very large audiences. Lessons learned from the course design, development, and delivery of these early examples may be useful in informing the continuing development of CyberGIS education. While MOOCs may have passed the peak of their "hype cycle" in higher education, the phenomenon they revealed persists: namely, a global mass market of educated young adults who turn to free online education to expand their horizons. The

A Collaborative Team Teaching Model for a MSW Capstone Course.

PubMed

Moore, Rebecca M; Darby, Kathleen H; Blake, Michelle E

2016-01-01

This exploratory study was embedded in a formative process for the purposes of improving content delivery to an evidence-based practice class, and improving students' performance on a comprehensive exam. A learning and teaching model was utilized by faculty from a three-university collaborative graduate social work program to examine the extent to which course texts and assignments explicitly supported the process, application, and evaluation of evidence-based practices. The model was grounded in a collaborative culture, allowing each faculty to share their collective skills and knowledge across a range of practice settings as they revised the course curriculum. As a result, faculty found they had created a unique community that allowed a wider context for learning and professional development that translated into the classroom. Students enrolled in the revised course across all three universities showed improvement on the comprehensive exam. When faculty themselves invest in collaborative learning and teaching, students benefit.

Negotiating Accountability during Student Teaching: The Influence of an Inquiry-Based Student Teaching Seminar

ERIC Educational Resources Information Center

Cuenca, Alexander

2014-01-01

Drawing on the work of Russian literary critic, Mikhail Bakhtin, this article explores how an inquiry-based social studies student teaching seminar helped three preservice teachers negotiate the pressures of standards-based reforms during student teaching. The author first examines how initial perceptions of standardization and high-stakes testing…

Bare-Bones Teaching-Learning-Based Optimization

PubMed Central

Zou, Feng; Wang, Lei; Hei, Xinhong; Chen, Debao; Jiang, Qiaoyong; Li, Hongye

2014-01-01

Teaching-learning-based optimization (TLBO) algorithm which simulates the teaching-learning process of the class room is one of the recently proposed swarm intelligent (SI) algorithms. In this paper, a new TLBO variant called bare-bones teaching-learning-based optimization (BBTLBO) is presented to solve the global optimization problems. In this method, each learner of teacher phase employs an interactive learning strategy, which is the hybridization of the learning strategy of teacher phase in the standard TLBO and Gaussian sampling learning based on neighborhood search, and each learner of learner phase employs the learning strategy of learner phase in the standard TLBO or the new neighborhood search strategy. To verify the performance of our approaches, 20 benchmark functions and two real-world problems are utilized. Conducted experiments can been observed that the BBTLBO performs significantly better than, or at least comparable to, TLBO and some existing bare-bones algorithms. The results indicate that the proposed algorithm is competitive to some other optimization algorithms. PMID:25013844

Bare-bones teaching-learning-based optimization.

PubMed

Zou, Feng; Wang, Lei; Hei, Xinhong; Chen, Debao; Jiang, Qiaoyong; Li, Hongye

2014-01-01

Teaching-learning-based optimization (TLBO) algorithm which simulates the teaching-learning process of the class room is one of the recently proposed swarm intelligent (SI) algorithms. In this paper, a new TLBO variant called bare-bones teaching-learning-based optimization (BBTLBO) is presented to solve the global optimization problems. In this method, each learner of teacher phase employs an interactive learning strategy, which is the hybridization of the learning strategy of teacher phase in the standard TLBO and Gaussian sampling learning based on neighborhood search, and each learner of learner phase employs the learning strategy of learner phase in the standard TLBO or the new neighborhood search strategy. To verify the performance of our approaches, 20 benchmark functions and two real-world problems are utilized. Conducted experiments can been observed that the BBTLBO performs significantly better than, or at least comparable to, TLBO and some existing bare-bones algorithms. The results indicate that the proposed algorithm is competitive to some other optimization algorithms.

Metaphoric Modeling of Foreign Language Teaching and Learning, with Special Reference to Teaching Philosophy Statements

ERIC Educational Resources Information Center

Alghbban, Mohammed I.; Ben Salamh, Sami; Maalej, Zouheir

2017-01-01

The current article investigates teachers' metaphoric modeling of foreign language teaching and learning at the College of Languages and Translation, King Saud University. It makes use of teaching philosophy statements as a corpus. Our objective is to analyze the underlying conceptualizations of teaching/learning, the teachers' perception of the…

Students' ideas about prismatic images: teaching experiments for an image-based approach

NASA Astrophysics Data System (ADS)

Grusche, Sascha

2017-05-01

Prismatic refraction is a classic topic in science education. To investigate how undergraduate students think about prismatic dispersion, and to see how they change their thinking when observing dispersed images, five teaching experiments were done and analysed according to the Model of Educational Reconstruction. For projection through a prism, the students used a 'split image projection' conceptualisation. For the view through a prism, this conceptualisation was not fruitful. Based on the observed images, six of seven students changed to a 'diverted image projection' conceptualisation. From a comparison between students' and scientists' ideas, teaching implications are derived for an image-based approach.

A Program Based on Task-Based Teaching Approach to Develop Creative Thinking Teaching Skills for Female Science Teachers in Kingdom of Saudi Arabia (KSA)

ERIC Educational Resources Information Center

Ibrahim, Manal Hassan Mohammed Bin

2015-01-01

This study aimed at developing creative thinking teaching skills for female science teachers in Kingdom of Saudi Arabia (KSA) through designing a program based on task-based teaching approach. The problem of the study was specified as the weakness of creative thinking teaching skills for science teachers in KSA and the need for programs based on…

Evidence-Based Teaching: Rhetoric and Reality

ERIC Educational Resources Information Center

Wrigley, Terry

2015-01-01

This essay connects a number of recent books relating, in different ways, to the contentious issue of how teaching might be better guided by research evidence. In order to shed light on this problematic area, Terry Wrigley begins by pointing out that raising awkward questions about terms such as "evidence- based teaching" is not the same…

Responsive Teaching from the Inside Out: Teaching Base Ten to Young Children

ERIC Educational Resources Information Center

Empson, Susan B.

2014-01-01

Decision making during instruction that is responsive to children's mathematical thinking is examined reflexively by the researcher in the context of teaching second graders. Focus is on exploring how the research base on learning informs teaching decisions that are oriented to building on children's sound conceptions. The development of four…

Evaluation of medical students of teacher-based and student-based teaching methods in Infectious diseases course.

PubMed

Ghasemzadeh, I; Aghamolaei, T; Hosseini-Parandar, F

2015-01-01

Introduction: In recent years, medical education has changed dramatically and many medical schools in the world have been trying for expand modern training methods. Purpose of the research is to appraise the medical students of teacher-based and student-based teaching methods in Infectious diseases course, in the Medical School of Hormozgan Medical Sciences University. Methods: In this interventional study, a total of 52 medical scholars that used Section in this Infectious diseases course were included. About 50% of this course was presented by a teacher-based teaching method (lecture) and 50% by a student-based teaching method (problem-based learning). The satisfaction of students regarding these methods was assessed by a questionnaire and a test was used to measure their learning. information are examined with using SPSS 19 and paired t-test. Results: The satisfaction of students of student-based teaching method (problem-based learning) was more positive than their satisfaction of teacher-based teaching method (lecture).The mean score of students in teacher-based teaching method was 12.03 (SD=4.08) and in the student-based teaching method it was 15.50 (SD=4.26) and where is a considerable variation among them (p<0.001). Conclusion: The use of the student-based teaching method (problem-based learning) in comparison with the teacher-based teaching method (lecture) to present the Infectious diseases course led to the student satisfaction and provided additional learning opportunities.

An Instructional Merger: HyperCard and the Integrative Teaching Model.

ERIC Educational Resources Information Center

Massie, Carolyn M.; Volk, Larry G.

Teaching methods have been developed and tested that encourage students to process information and refine their thinking skills. The information processing model is known as the Integrative Teaching Model. By combining the computer technology in the HyperCard application for data display and retrieval, instructional delivery of this teaching model…

Building Pre-Service Teaching Efficacy: A Comparison of Instructional Models

ERIC Educational Resources Information Center

Cohen, Rona; Zach, Sima

2013-01-01

Background: Cooperative Learning (CL) is an inclusive name for various models of teaching/learning methods, all of which emphasize the fundamental of meaningful collaboration among learners during their learning activities. Purpose: The purpose of this study was to examine whether the CL teaching model contributed to the teaching efficacy and…

Teaching Parents Enhanced Milieu Teaching with Words and Signs Using the Teach-Model-Coach-Review Model

ERIC Educational Resources Information Center

Wright, Courtney A.; Kaiser, Ann P.

2017-01-01

Measuring treatment fidelity is an essential step in research designed to increase the use of evidence-based practices. For parent-implemented communication interventions, measuring the implementation of the teaching and coaching provided to the parents is as critical as measuring the parents' delivery of the intervention to the child. Both levels…

Suggestopedia Based Storytelling Teaching Model for Primary Students in Salatiga

ERIC Educational Resources Information Center

Sunardi; Waluyo, Herman J.; Suudi, Astini; Wardani, Nugraheni Eko

2018-01-01

Teaching and learning speaking skills should be able to engage students in a creative process. Students have to be able to speak in front of the class, create a dialogue, tell a story, and produce the language creatively. The teaching and learning of the speaking skill focusing on story telling ability can work well when supported by the…

Changes in Teaching Efficacy during a Professional Development School-Based Science Methods Course

ERIC Educational Resources Information Center

Swars, Susan L.; Dooley, Caitlin McMunn

2010-01-01

This mixed methods study offers a theoretically grounded description of a field-based science methods course within a Professional Development School (PDS) model (i.e., PDS-based course). The preservice teachers' (n = 21) experiences within the PDS-based course prompted significant changes in their personal teaching efficacy, with the…

Experienced Teachers' Pedagogical Content Knowledge of Teaching Acid-Base Chemistry

ERIC Educational Resources Information Center

Drechsler, Michal; Van Driel, Jan

2008-01-01

We investigated the pedagogical content knowledge (PCK) of nine experienced chemistry teachers. The teachers took part in a teacher training course on students' difficulties and the use of models in teaching acid-base chemistry, electrochemistry, and redox reactions. Two years after the course, the teachers were interviewed about their PCK of (1)…

Teaching Brinton's Model for Analyzing Revolution.

ERIC Educational Resources Information Center

Benoit, Bob; Braun, Joseph A., Jr.

1988-01-01

Describes a model for studying and identifying revolution condensed from Crane Brinton's "Anatomy of Revolution." Explains how the characteristics of the model can be applied to hypothetical, historical, and contemporary situations. Outlines the teaching sequence, illustrating how students are taught a historical model and how to apply…

Cooperative Teaching: A Model for Teacher Collaboration.

ERIC Educational Resources Information Center

Bohlmann, Natalie L.

1998-01-01

A third grade teacher examines the effects of cooperative teaching in a two-teacher classroom. After discussing teacher roles in such classrooms, the paper describes how the advantages of such a system greatly outweigh the disadvantages. The paper presents keys to a successful teaching partnership and describes several models for lesson…

Meta-Analysis of Group Learning Activities: Empirically Based Teaching Recommendations

ERIC Educational Resources Information Center

Tomcho, Thomas J.; Foels, Rob

2012-01-01

Teaching researchers commonly employ group-based collaborative learning approaches in Teaching of Psychology teaching activities. However, the authors know relatively little about the effectiveness of group-based activities in relation to known psychological processes associated with group dynamics. Therefore, the authors conducted a meta-analytic…

Analysis of a mammography teaching program based on an affordance design model.

PubMed

Luo, Ping; Eikman, Edward A; Kealy, William; Qian, Wei

2006-12-01

The wide use of computer technology in education, particularly in mammogram reading, asks for e-learning evaluation. The existing media comparative studies, learner attitude evaluations, and performance tests are problematic. Based on an affordance design model, this study examined an existing e-learning program on mammogram reading. The selection criteria include content relatedness, representativeness, e-learning orientation, image quality, program completeness, and accessibility. A case study was conducted to examine the affordance features, functions, and presentations of the selected software. Data collection and analysis methods include interviews, protocol-based document analysis, and usability tests and inspection. Also some statistics were calculated. The examination of PBE identified that this educational software designed and programmed some tools. The learner can use these tools in the process of optimizing displays, scanning images, comparing different projections, marking the region of interests, constructing a descriptive report, assessing one's learning outcomes, and comparing one's decisions with the experts' decisions. Further, PBE provides some resources for the learner to construct one's knowledge and skills, including a categorized image library, a term-searching function, and some teaching links. Besides, users found it easy to navigate and carry out tasks. The users also reacted positively toward PBE's navigation system, instructional aids, layout, pace and flow of information, graphics, and other presentation design. The software provides learners with some cognitive tools, supporting their perceptual problem-solving processes and extending their capabilities. Learners can internalize the mental models in mammogram reading through multiple perceptual triangulations, sensitization of related features, semantic description of mammogram findings, and expert-guided semantic report construction. The design of these cognitive tools and the

Complementing Operating Room Teaching With Video-Based Coaching.

PubMed

Hu, Yue-Yung; Mazer, Laura M; Yule, Steven J; Arriaga, Alexander F; Greenberg, Caprice C; Lipsitz, Stuart R; Gawande, Atul A; Smink, Douglas S

2017-04-01

Surgical expertise demands technical and nontechnical skills. Traditionally, surgical trainees acquired these skills in the operating room; however, operative time for residents has decreased with duty hour restrictions. As in other professions, video analysis may help maximize the learning experience. To develop and evaluate a postoperative video-based coaching intervention for residents. In this mixed methods analysis, 10 senior (postgraduate year 4 and 5) residents were videorecorded operating with an attending surgeon at an academic tertiary care hospital. Each video formed the basis of a 1-hour one-on-one coaching session conducted by the operative attending; although a coaching framework was provided, participants determined the specific content collaboratively. Teaching points were identified in the operating room and the video-based coaching sessions; iterative inductive coding, followed by thematic analysis, was performed. Teaching points made in the operating room were compared with those in the video-based coaching sessions with respect to initiator, content, and teaching technique, adjusting for time. Among 10 cases, surgeons made more teaching points per unit time (63.0 vs 102.7 per hour) while coaching. Teaching in the video-based coaching sessions was more resident centered; attendings were more inquisitive about residents' learning needs (3.30 vs 0.28, P = .04), and residents took more initiative to direct their education (27% [198 of 729 teaching points] vs 17% [331 of 1977 teaching points], P < .001). Surgeons also more frequently validated residents' experiences (8.40 vs 1.81, P < .01), and they tended to ask more questions to promote critical thinking (9.30 vs 3.32, P = .07) and set more learning goals (2.90 vs 0.28, P = .11). More complex topics, including intraoperative decision making (mean, 9.70 vs 2.77 instances per hour, P = .03) and failure to progress (mean, 1.20 vs 0.13 instances per hour, P = .04) were

Improving Teaching and Learning: Three Models to Reshape Educational Practice

ERIC Educational Resources Information Center

Roberson, Sam

2014-01-01

The work of schools is teaching and learning. However, the current educational culture is dominated by three characteristics: (1) the mechanistic view of organization and its practice based on the assembly line model where students progress along a value added conveyor; (2) the predominance of the Essentialist philosophy of education, in which the…

Student Responses to an ICT-Based E-Assessment Application for the Teaching Practicum/Teaching Practice MODULE

ERIC Educational Resources Information Center

Davids, M. Noor

2017-01-01

Situated within the context of Initial Teacher Education (ITE) in South Africa, this study introduces the notion of an interactive Teaching Practicum E- Assessment application: e-assessment application for the teaching practicum/Teaching Practice module to replace the current model of assessment. At present students enrolled for an Initial Teacher…

Function-Based Intervention Plans: What and How to Teach

ERIC Educational Resources Information Center

Liaupsin, Carl J.; Cooper, Justin T.

2017-01-01

Most function-based intervention plans (FBIP) discuss what to teach, but often fail to address effective methods for teaching the skills addressed in the plan. This article discusses the various parts of the FBIP plan that may require teaching and provides potential instructional approaches for teaching the components of the FBIP to students and…

Statistics Graduate Students' Professional Development for Teaching: A Communities of Practice Model

NASA Astrophysics Data System (ADS)

Justice, Nicola

. The data gathered from the national survey suggest that statistics graduate students often experience CoPs through required meetings and voluntary discussions about teaching. Participants feel comfortable disagreeing with the people they perceive to be most influential on their teaching beliefs. Most participants perceive a faculty member to have the most influential role in shaping their teaching beliefs. The survey data did not provide evidence to support the proposed theoretical model relating characteristics of experiences in CoPs and beliefs about teaching statistics. Based on cross-validation results, prior beliefs about teaching statistics was the best predictor of current beliefs. Additional models were retained that included student characteristics suggested by previous literature to be associated with student-centered or traditional teaching beliefs (e.g., prior teaching experience, international student status). The results of this study can be used to inform future efforts to help promote student-centered teaching beliefs and teaching practices among statistics GTAs. Modifications to the GETS Inventory are suggested for use in future research designed to gather information about GTAs, their teaching beliefs, and their experiences in CoPs. Suggestions are also made for aspects of CoPs that might be studied further in order to learn how CoPs can promote teaching beliefs and practices that support student learning.

[Application of case-based method in genetics and eugenics teaching].

PubMed

Li, Ya-Xuan; Zhao, Xin; Zhang, Fei-Xiong; Hu, Ying-Kao; Yan, Yue-Ming; Cai, Min-Hua; Li, Xiao-Hui

2012-05-01

Genetics and Eugenics is a cross-discipline between genetics and eugenics. It is a common curriculum in many Chinese universities. In order to increase the learning interest, we introduced case teaching method and got a better teaching effect. Based on our teaching practices, we summarized some experiences about this subject. In this article, the main problem of case-based method applied in Genetics and Eugenics teaching was discussed.

A model of teaching and learning in the operating theatre.

PubMed

Lyon, Patricia

2004-12-01

This paper extends the work of an earlier publication by the same author which reported the findings of a case study designed to investigate how medical students learn and are taught in the operating theatre. The earlier paper was descriptive in nature, examining the challenges students face as learners in theatres. These were conceptualised around 3 key domains: the challenge posed by the physical environment; the challenge of the educational task, and the challenge of managing and negotiating a role as a participant in the professional workplace of theatres. This paper focuses exclusively on the third domain. It presents an interpretive model of teaching and learning in the operating theatre, drawing largely on conceptual frameworks developed within the literature on learning in work-based settings. A multimethod strategy included observation in theatres, interviews with students and surgeons, and a student survey. The themes that characterised the case were identified and the relationships among these themes were explored, leading to the development of the model. Symbolic interactionism provided the underlying theoretical framework. In any particular theatre session, the way in which learning evolves or is obstructed for any student, and the shape that teaching takes, depends on the interpretations that the student and the surgeon make in 'sizing up' the teaching and learning environment. How surgeons and students interpret and respond to each others' behaviour, style, attitude and even demeanour, has consequences for the way teaching and learning develop. The concepts of legitimacy and trust underpin these interpretations and are central to understanding the processes of teaching and learning in this setting.

Coherent Teaching and Need-Based Learning in Science: An Approach to Teach Engineering Students in Basic Physics Courses

ERIC Educational Resources Information Center

Kurki-Suonio, T.; Hakola, A.

2007-01-01

In the present paper, we propose an alternative, based on constructivism, to the conventional way of teaching basic physics courses at the university level. We call this approach "coherent teaching" and the underlying philosophy of teaching science and engineering "need-based learning". We have been applying this philosophy in…

Do Graduate Teaching Assistants Benefit from Teaching Inquiry-Based Laboratories?

ERIC Educational Resources Information Center

French, Donald; Russell, Connie

2002-01-01

Introduces a study investigating graduate teaching assistants' (GTA) perceptions on their role in conducting laboratories and explores the benefits of inquiry-based laboratories for GTAs considering their experiences and knowledge. (Contains 22 references.) (YDS)

Modeling and Databases for Teaching Petrology

NASA Astrophysics Data System (ADS)

Asher, P.; Dutrow, B.

2003-12-01

With the widespread availability of high-speed computers with massive storage and ready transport capability of large amounts of data, computational and petrologic modeling and the use of databases provide new tools with which to teach petrology. Modeling can be used to gain insights into a system, predict system behavior, describe a system's processes, compare with a natural system or simply to be illustrative. These aspects result from data driven or empirical, analytical or numerical models or the concurrent examination of multiple lines of evidence. At the same time, use of models can enhance core foundations of the geosciences by improving critical thinking skills and by reinforcing prior knowledge gained. However, the use of modeling to teach petrology is dictated by the level of expectation we have for students and their facility with modeling approaches. For example, do we expect students to push buttons and navigate a program, understand the conceptual model and/or evaluate the results of a model. Whatever the desired level of sophistication, specific elements of design should be incorporated into a modeling exercise for effective teaching. These include, but are not limited to; use of the scientific method, use of prior knowledge, a clear statement of purpose and goals, attainable goals, a connection to the natural/actual system, a demonstration that complex heterogeneous natural systems are amenable to analyses by these techniques and, ideally, connections to other disciplines and the larger earth system. Databases offer another avenue with which to explore petrology. Large datasets are available that allow integration of multiple lines of evidence to attack a petrologic problem or understand a petrologic process. These are collected into a database that offers a tool for exploring, organizing and analyzing the data. For example, datasets may be geochemical, mineralogic, experimental and/or visual in nature, covering global, regional to local scales

Teach, Coach, Live: The Viability of the Three-Role Teaching Model in the 21st Century

ERIC Educational Resources Information Center

Martin, Joseph Gregory

2016-01-01

This explanatory mixed-methods study is focused on the sustainability of the triple-threat model of teaching found at elite American boarding schools. In this model, faculty members are expected to teach, coach, and perform residential duties as part of their contract. While elite boarding schools have been researched in recent years, no research…

Taking a Leap of Faith: Redefining Teaching and Learning in Higher Education through Project-Based Learning

ERIC Educational Resources Information Center

Lee, Jean S.; Blackwell, Sue; Drake, Jennifer; Moran, Kathryn A.

2014-01-01

This study examines two aspects of teaching with a project-based learning (PBL) model in higher education settings: faculty definitions of PBL and faculty PBL practices, as evidenced by their self-described successes and challenges in implementation. Faculty participants took "a leap of faith" in their teaching practices to redefine what…

Comparison of Computer Based Instruction to Behavior Skills Training for Teaching Staff Implementation of Discrete-Trial Instruction with an Adult with Autism

ERIC Educational Resources Information Center

Nosik, Melissa R.; Williams, W. Larry; Garrido, Natalia; Lee, Sarah

2013-01-01

In the current study, behavior skills training (BST) is compared to a computer based training package for teaching discrete trial instruction to staff, teaching an adult with autism. The computer based training package consisted of instructions, video modeling and feedback. BST consisted of instructions, modeling, rehearsal and feedback. Following…

Construction, implementation, and evaluation of an undergraduate biology laboratory teaching model

NASA Astrophysics Data System (ADS)

Tarrant, Todd M.

This dissertation documents a time series study in which an undergraduate non-majors biology laboratory was revised, leading to the development of a new teaching model. The course model was developed at a large Midwestern university enrolling about 827 students in 32 sections per semester and using graduate teaching assistants as primary instructors. The majority of the students consisted of freshman and sophomores, with the remainder being juniors and seniors. This dissertation explains the rationale leading to the development and implementation of this educational model using graduate teaching assistants as the primary course instructors and embedded course assessment as evidence of its success. The major components of this model include six major items including: learning community, course design, GTA professional development, course delivery, assessment, and the filter. The major aspects of this model include clear links between instruction, GTA professional development, embedded assessment (student and GTA), course revision, student perceptions, and performance. The model includes the following components: Formal and informal discourse in the learning community, teaching assistant professional development, the use of multiple assessment tools, a filter to guide course evaluation, and redirection and delivery of course content based on embedded formal course assessment. Teaching assistants receive both initial and ongoing professional development throughout the semester in effective instructional pedagogy from an instructor of record. Results for three years of operation show a significant increase in student biology content knowledge and the use of scientific process/critical thinking skills with mean improvement in student performance of 25.5% and 18.9% respectively. Mean attendance for ISB 208L is 95% for the six semesters of this study showing students regularly attend the laboratory classes and remain in the course with a completion rate of 93

Secondary Science Teachers Making Sense of Model-Based Classroom Instruction: Understanding the Learning and Learning Pathways Teachers Describe as Supporting Changes in Teaching Practice

NASA Astrophysics Data System (ADS)

Hvidsten, Connie J.

Connie J. Hvidsten September 2016 Education Secondary Science Teachers Making Sense of Model-Based Classroom Instruction: Understanding the Learning and Learning Pathways Teachers Describe as Supporting Changes in Teaching Practice This dissertation consists of three papers analyzing writings and interviews of experienced secondary science teachers during and after a two-year professional development (PD) program focused on model-based reasoning (MBR). MBR is an approach to science instruction that provides opportunities for students to use conceptual models to make sense of natural phenomena in ways that are similar to the use of models within the scientific community. The aim of this research is to better understand the learning and learning pathways teachers identified as valuable in supporting changes in their teaching practice. To accomplish this aim, the papers analyze the ways teachers 1) ascribe their learning to various aspects of the program, 2) describe what they learned, and 3) reflect on the impact the PD had on their teaching practice. Twenty-one secondary science teachers completed the Innovations in Science Instruction through Modeling (ISIM) program from 2007 through 2009. Commonalities in the written reflections and interview responses led to a set of generalizable findings related to the impacts and outcomes of the PD. The first of the three papers describes elements of the ISIM program that teachers associated with their own learning. One of the most frequently mentioned PD feature was being in the position of an adult learner. Embedding learning in instructional practice by collaboratively developing and revising lessons, and observing the lessons in one-another's classrooms provided a sense of professional community, accountability, and support teachers reported were necessary to overcome the challenges of implementing new pedagogical practices. Additionally, teachers described that opportunities to reflect on their learning and connect their

Practical Teaching & Learning Model: A Modern Dimension for Business Management Schools

ERIC Educational Resources Information Center

Kolachi, Nadir Ali

2013-01-01

Purpose: The purpose of this research is to evaluate and investigate the most suitable model required for teaching business Management curriculum. The paper will report a new dimension of Business Management Teaching. For this purpose, a Practical teaching & Learning Model has been prepared and will be discussed through qualitative research…

A model teaching session for the hypothesis-driven physical examination.

PubMed

Nishigori, Hiroshi; Masuda, Kozo; Kikukawa, Makoto; Kawashima, Atsushi; Yudkowsky, Rachel; Bordage, Georges; Otaki, Junji

2011-01-01

The physical examination is an essential clinical competence for all physicians. Most medical schools have students who learn the physical examination maneuvers using a head-to-toe approach. However, this promotes a rote approach to the physical exam, and it is not uncommon for students later on to fail to appreciate the meaning of abnormal findings and their contribution to the diagnostic reasoning process. The purpose of the project was to develop a model teaching session for the hypothesis-driven physical examination (HDPE) approach in which students could practice the physical examination in the context of diagnostic reasoning. We used an action research methodology to create this HDPE model by developing a teaching session, implementing it over 100 times with approximately 700 students, conducting internal reflection and external evaluations, and making adjustments as needed. A model nine-step HDPE teaching session was developed, including: (1) orientation, (2) anticipation, (3) preparation, (4) role play, (5) discussion-1, (6) answers, (7) discussion-2, (8) demonstration and (9) reflection. A structured model HDPE teaching session and tutor guide were developed into a workable instructional intervention. Faculty members are invited to teach the physical examination using this model.

Models-Based Practice: Great White Hope or White Elephant?

ERIC Educational Resources Information Center

Casey, Ashley

2014-01-01

Background: Many critical curriculum theorists in physical education have advocated a model- or models-based approach to teaching in the subject. This paper explores the literature base around models-based practice (MBP) and asks if this multi-models approach to curriculum planning has the potential to be the great white hope of pedagogical change…

Design and Development Computer-Based E-Learning Teaching Material for Improving Mathematical Understanding Ability and Spatial Sense of Junior High School Students

NASA Astrophysics Data System (ADS)

Nurjanah; Dahlan, J. A.; Wibisono, Y.

2017-02-01

This paper aims to make a design and development computer-based e-learning teaching material for improving mathematical understanding ability and spatial sense of junior high school students. Furthermore, the particular aims are (1) getting teaching material design, evaluation model, and intrument to measure mathematical understanding ability and spatial sense of junior high school students; (2) conducting trials computer-based e-learning teaching material model, asessment, and instrument to develop mathematical understanding ability and spatial sense of junior high school students; (3) completing teaching material models of computer-based e-learning, assessment, and develop mathematical understanding ability and spatial sense of junior high school students; (4) resulting research product is teaching materials of computer-based e-learning. Furthermore, the product is an interactive learning disc. The research method is used of this study is developmental research which is conducted by thought experiment and instruction experiment. The result showed that teaching materials could be used very well. This is based on the validation of computer-based e-learning teaching materials, which is validated by 5 multimedia experts. The judgement result of face and content validity of 5 validator shows that the same judgement result to the face and content validity of each item test of mathematical understanding ability and spatial sense. The reliability test of mathematical understanding ability and spatial sense are 0,929 and 0,939. This reliability test is very high. While the validity of both tests have a high and very high criteria.

Task-Based Teaching of English-Chinese Translation under "Caliber-Oriented Education to Success" Based on Web

NASA Astrophysics Data System (ADS)

Duan, Zhongyan

This paper, under 3-using principle in the philosophy of caliber-oriented education to success (CETS), makes a tentative qualitative study on the application of task-based approach in the teaching of English-Chinese translation based on the web. Translation teaching is characterized by its practicality. Therefore, the task-based approach can be employed to guide the web-based content collection and the process of English translation teaching. In this way, the prospect for enhancing student's translation ability is quite encouraging, which has been verified by one year's teaching.

The Holistic Medicine Wheel: An Indigenous Model of Teaching and Learning.

ERIC Educational Resources Information Center

Pewewardy, Cornel

1999-01-01

Based on the Medicine Wheel, a culturally relevant model for holistic teaching and curriculum development in indigenous education is centered on the self, then expands to four domains (mental, spiritual, physical, emotional) operationalized via eight multiple intelligences. Outer circles portray societal values and a global view of the world. A…

Effects of a Format-based Second Language Teaching Method in Kindergarten.

ERIC Educational Resources Information Center

Uilenburg, Noelle; Plooij, Frans X.; de Glopper, Kees; Damhuis, Resi

2001-01-01

Focuses on second language teaching with a format-based method. The differences between a format-based teaching method and a standard approach used as treatments in a quasi-experimental, non-equivalent control group are described in detail. Examines whether the effects of a format-based teaching method and a standard foreign language method differ…

The 5E Instructional Model: A Learning Cycle Approach for Inquiry-Based Science Teaching

ERIC Educational Resources Information Center

Duran, Lena Ballone; Duran, Emilio

2004-01-01

The implementation of inquiry-based teaching is a major theme in national science education reform documents such as "Project 2061: Science for All Americans" (Rutherford & Alhgren, 1990) and the "National Science Education Standards" (NRC, 1996). These reports argue that inquiry needs to be a central strategy of all…

A self-instructional model to teach systems-based practice and practice-based learning and improvement.

PubMed

Peters, Antoinette S; Kimura, Joe; Ladden, Maryjoan D; March, Elizabeth; Moore, Gordon T

2008-07-01

When mandated as resident competencies in 1999, systems-based practice (SBP) and practice-based learning and improvement (PBLI) were new concepts to many. To describe and evaluate a 4-week clinical elective (Achieving Competence Today-ACT) to teach residents SBP and PBLI. ACT consisted of a four-week active learning course and follow-up teaching experience, guided and supported by web-based materials. The curriculum included readings, scheduled activities, work products including an improvement project, and weekly meetings with a non-expert preceptor. The evaluation used a before-after cross-comparison of ACT residents and their peers. Seventy-eight residents and 42 faculty in 18 US Internal Medicine residency programs participated between 2003 and 2005. RESULTS AND MAIN MEASUREMENTS: All residents and faculty preceptors responded to a knowledge test, survey of attitudes, and self-assessment of competency to do 15 tasks related to SBP/PBLI. All measures were normalized to a 100-point scale. Each program's principal investigator (PI) identified aspects of ACT that were most and least effective in enhancing resident learning. ACT residents' gains in knowledge (4.4 on a 100-point scale) and self-assessed competency (11.3) were greater than controls' (-1.9, -8.0), but changes in attitudes were not significantly different. Faculty preceptors' knowledge scores did not change, but their attitudes became more positive (15.8). PIs found a ready-to-use curriculum effective (rated 8.5 on a 10-point scale). ACT increased residents' knowledge and self-assessment of their own competency and raised faculty's assessment of the importance of residents' learning SBP/PBLI. Faculty content expertise is not required for residents to learn SBP/PBLI.

Portfolio Based Faculty Development Conversations: A Model for Increasing Teaching Efficacy

ERIC Educational Resources Information Center

Crawford, Sabrina

2017-01-01

A shift in higher education towards increasing accountability for teaching effectiveness has institutions reevaluating how they utilize faculty evaluation tools. The purpose of this case study was to probe perceptions on the value of using teaching portfolios, supported by PLC conversations between faculty and deans, as an evaluation strategy that…

OTLA: A New Model for Online Teaching, Learning and Assessment in Higher Education

ERIC Educational Resources Information Center

Ghilay, Yaron; Ghilay, Ruth

2013-01-01

The study examined a new asynchronous model for online teaching, learning and assessment, called OTLA. It is designed for higher-education institutions and is based on LMS (Learning Management System) as well as other relevant IT tools. The new model includes six digital basic components: text, hypertext, text reading, lectures (voice/video),…

Video Modeling and Observational Learning to Teach Gaming Access to Students with ASD

ERIC Educational Resources Information Center

Spriggs, Amy D.; Gast, David L.; Knight, Victoria F.

2016-01-01

The purpose of this study was to evaluate both video modeling and observational learning to teach age-appropriate recreation and leisure skills (i.e., accessing video games) to students with autism spectrum disorder. Effects of video modeling were evaluated via a multiple probe design across participants and criteria for mastery were based on…

Mathematical Modelling and the Learning Trajectory: Tools to Support the Teaching of Linear Algebra

ERIC Educational Resources Information Center

Cárcamo Bahamonde, Andrea Dorila; Fortuny Aymemí, Josep Maria; Gómez i Urgellés, Joan Vicenç

2017-01-01

In this article we present a didactic proposal for teaching linear algebra based on two compatible theoretical models: emergent models and mathematical modelling. This proposal begins with a problematic situation related to the creation and use of secure passwords, which leads students toward the construction of the concepts of spanning set and…

Teachers' Perceptions of the Teaching of Acids and Bases in Swedish Upper Secondary Schools

ERIC Educational Resources Information Center

Drechsler, Michal; Van Driel, Jan

2009-01-01

We report in this paper on a study of chemistry teachers' perceptions of their teaching in upper secondary schools in Sweden, regarding models of acids and bases, especially the Bronsted and the Arrhenius model. A questionnaire consisting of a Likert-type scale was developed, which focused on teachers' knowledge of different models, knowledge of…

The TEACH Method: An Interactive Approach for Teaching the Needs-Based Theories Of Motivation

ERIC Educational Resources Information Center

Moorer, Cleamon, Jr.

2014-01-01

This paper describes an interactive approach for explaining and teaching the Needs-Based Theories of Motivation. The acronym TEACH stands for Theory, Example, Application, Collaboration, and Having Discussion. This method can help business students to better understand and distinguish the implications of Maslow's Hierarchy of Needs,…

Using Chemistry Teaching Aids Based Local Wisdom as an Alternative Media for Chemistry Teaching and Learning

ERIC Educational Resources Information Center

Priyambodo, Erfan; Wulaningrum, Safira

2017-01-01

Students have difficulties in relating the chemistry phenomena they learned and the life around them. It is necessary to have teaching aids which can help them to relate between chemistry with the phenomena occurred in everyday life, which is chemistry's teaching aids based on local wisdom. There are 3 teaching aids which used in chemistry…

Collaborative teaching models for health professionals.

PubMed

Falk-Kessler, Janet; Macrae, Nancy; Dyer, Jean

2005-01-01

Multidisciplinary faculty collaboration within the health professions educational system is explored. The definitions for the concepts of intradisciplinary, multidisciplinary, interdisciplinary and transdisciplinary faculty teams are provided along with the strengths and weaknesses of collaborative teaching and course development across various health profession programs. Examples of these teaching models are described using case studies to illustrate collaborative course development by faculty from Occupational Therapy, Nursing, Physician Assistant, Social Work and Dental Hygiene, Nurse Anesthesia, and Health Services Management programs offered at the University of New England in Portland, Maine, United States of America.

Intercultural Teaching Competence: A Multi-Disciplinary Model for Instructor Reflection

ERIC Educational Resources Information Center

Dimitrov, Nanda; Haque, Aisha

2016-01-01

This article presents a model for Intercultural Teaching Competence (ITC) that instructors may use as a tool for reflection as they prepare to facilitate learning across cultures. Building on previous research on intercultural competence, culturally relevant teaching, intercultural trainer competencies, and student-centred approaches to teaching,…

A Geometric Model to Teach Nature of Science, Science Practices, and Metacognition

ERIC Educational Resources Information Center

Nyman, Matthew; St. Clair, Tyler

2016-01-01

Using the science practice model in science classes for preservice teachers addresses three important aspects of science teacher preparation: teaching the nonlinear nature of scientific process, using scientific practices rather than the ambiguous term "inquiry-based," and emphasizing the process of metacognition as an important tool in…

A Self-instructional Model to Teach Systems-based Practice and Practice-based Learning and Improvement

PubMed Central

Kimura, Joe; Ladden, MaryJoan D.; March, Elizabeth; Moore, Gordon T.

2008-01-01

Background When mandated as resident competencies in 1999, systems-based practice (SBP) and practice-based learning and improvement (PBLI) were new concepts to many. Objective To describe and evaluate a 4-week clinical elective (Achieving Competence Today—ACT) to teach residents SBP and PBLI. Design ACT consisted of a four-week active learning course and follow-up teaching experience, guided and supported by web-based materials. The curriculum included readings, scheduled activities, work products including an improvement project, and weekly meetings with a non-expert preceptor. The evaluation used a before–after cross-comparison of ACT residents and their peers. Participants Seventy-eight residents and 42 faculty in 18 US Internal Medicine residency programs participated between 2003 and 2005. Results and Main Measurements All residents and faculty preceptors responded to a knowledge test, survey of attitudes, and self-assessment of competency to do 15 tasks related to SBP/PBLI. All measures were normalized to a 100-point scale. Each program’s principal investigator (PI) identified aspects of ACT that were most and least effective in enhancing resident learning. ACT residents’ gains in knowledge (4.4 on a 100-point scale) and self-assessed competency (11.3) were greater than controls’ (−1.9, −8.0), but changes in attitudes were not significantly different. Faculty preceptors’ knowledge scores did not change, but their attitudes became more positive (15.8). PIs found a ready-to-use curriculum effective (rated 8.5 on a 10-point scale). Conclusions ACT increased residents’ knowledge and self-assessment of their own competency and raised faculty’s assessment of the importance of residents’ learning SBP/PBLI. Faculty content expertise is not required for residents to learn SBP/PBLI. PMID:18612719

The development of a model of culturally responsive science and mathematics teaching

NASA Astrophysics Data System (ADS)

Hernandez, Cecilia M.; Morales, Amanda R.; Shroyer, M. Gail

2013-12-01

This qualitative theoretical study was conducted in response to the current need for an inclusive and comprehensive model to guide the preparation and assessment of teacher candidates for culturally responsive teaching. The process of developing a model of culturally responsive teaching involved three steps: a comprehensive review of the literature; a synthesis of the literature into thematic categories to capture the dispositions and behaviors of culturally responsive teaching; and the piloting of these thematic categories with teacher candidates to validate the usefulness of the categories and to generate specific exemplars of behavior to represent each category. The model of culturally responsive teaching contains five thematic categories: (1) content integration, (2) facilitating knowledge construction, (3) prejudice reduction, (4) social justice, and (5) academic development. The current model is a promising tool for comprehensively defining culturally responsive teaching in the context of teacher education as well as to guide curriculum and assessment changes aimed to increase candidates' culturally responsive knowledge and skills in science and mathematics teaching.

The Use of Modeling Approach for Teaching Exponential Functions

NASA Astrophysics Data System (ADS)

Nunes, L. F.; Prates, D. B.; da Silva, J. M.

2017-12-01

This work presents a discussion related to the teaching and learning of mathematical contents related to the study of exponential functions in a freshman students group enrolled in the first semester of the Science and Technology Bachelor’s (STB of the Federal University of Jequitinhonha and Mucuri Valleys (UFVJM). As a contextualization tool strongly mentioned in the literature, the modelling approach was used as an educational teaching tool to produce contextualization in the teaching-learning process of exponential functions to these students. In this sense, were used some simple models elaborated with the GeoGebra software and, to have a qualitative evaluation of the investigation and the results, was used Didactic Engineering as a methodology research. As a consequence of this detailed research, some interesting details about the teaching and learning process were observed, discussed and described.

Task-Based Language Teaching Online: A Guide for Teachers

ERIC Educational Resources Information Center

Baralt, Melissa; Gómez, José Morcillo

2017-01-01

Technology-mediated task-based language teaching is the merger between technology and task-based language teaching (TBLT; González-Lloret & Ortega, 2014) and is arguably now an imperative for language education. As language classrooms are being redefined, training for how to set learners up to successfully do tasks online must be part of…

The Effect of Brightness of Lamps Teaching Based on the 5E Model on Students' Academic Achievement and Attitudes

ERIC Educational Resources Information Center

Guzel, Hatice

2016-01-01

The purpose of this research was to examine and compare the effect of teaching the brightness of lamps, which is a topic for grade 11 physics lesson, on student achievement and attitude according to the 5E model belonging to the constructivist learning theory and the traditional teaching method. The research was conducted on 62 11th grade students…

The Effect of Electric Current Teaching Based upon the 5E Model on Academic Achievement and Attitudes of Students

ERIC Educational Resources Information Center

Guzel, Hattice

2017-01-01

In this research, the purpose was to examine and compare the effect of teaching Electric Current, which is a topic of grade 11 physics lesson, on student achievement and attitude according to the 5E model belonging to the constructivist learning theory and the traditional teaching method. The research was conducted in the spring semester of…

Modeling Web-Based Educational Systems: Process Design Teaching Model

ERIC Educational Resources Information Center

Rokou, Franca Pantano; Rokou, Elena; Rokos, Yannis

2004-01-01

Using modeling languages is essential to the construction of educational systems based on software engineering principles and methods. Furthermore, the instructional design is undoubtedly the cornerstone of the design and development of educational systems. Although several methodologies and languages have been proposed for the specification of…

A model to teach concomitant patient communication during psychomotor skill development.

PubMed

Nicholls, Delwyn; Sweet, Linda; Muller, Amanda; Hyett, Jon

2018-01-01

Many health professionals use psychomotor or task-based skills in clinical practice that require concomitant communication with a conscious patient. Verbally engaging with the patient requires highly developed verbal communication skills, enabling the delivery of patient-centred care. Historically, priority has been given to learning the psychomotor skills essential to clinical practice. However, there has been a shift towards also ensuring competent communication with the patient during skill performance. While there is literature outlining the steps to teach and learn verbal communication skills, little is known about the most appropriate instructional approach to teach how to verbally engage with the patient when also learning to perform a task. A literature review was performed and it identified that there was no model or proven approach which could be used to integrate the learning of both psychomotor and communication skills. This paper reviews the steps to teach a communication skill and provides a suggested model to guide the acquisition and development of the concomitant -communication skills required with a patient at the time a psychomotor skill is performed. Copyright © 2017 Elsevier Ltd. All rights reserved.

Adopting and Teaching Evidence-Based Practice in Master's-Level Social Work Programs

ERIC Educational Resources Information Center

Drake, Brett; Hovmand, Peter; Jonson-Reid, Melissa; Zayas, Luis H.

2007-01-01

This article makes specific suggestions for teaching evidence-based practice (EBP) in the master's-in-social-work (MSW) curriculum. The authors use the model of EBP as it was originally conceived: a process for posing empirically answerable questions, finding and evaluating the best available evidence, and applying that evidence in conjunction…

Context Orientated Teaching in Praxis

ERIC Educational Resources Information Center

Nikos, Klaoudatos; Stavros, Papastavridis

2004-01-01

In this paper, we describe the skeleton of two teaching units, based on a Model for teaching mathematics, Context Orientated Teaching (COT). The first teaching unit concerns the proof of a mathematical proposition, while the second one concerns the solution of an open problem. Both are taught in the 10th grade, under the specific conditions of the…

Problem Solving: Physics Modeling-Based Interactive Engagement

ERIC Educational Resources Information Center

Ornek, Funda

2009-01-01

The purpose of this study was to investigate how modeling-based instruction combined with an interactive-engagement teaching approach promotes students' problem solving abilities. I focused on students in a calculus-based introductory physics course, based on the matter and interactions curriculum of Chabay & Sherwood (2002) at a large state…

Computer-based teaching is as good as face to face lecture-based teaching of evidence based medicine: a randomised controlled trial

PubMed Central

2007-01-01

Background At postgraduate level evidence based medicine (EBM) is currently taught through tutor based lectures. Computer based sessions fit around doctors' workloads, and standardise the quality of educational provision. There have been no randomized controlled trials comparing computer based sessions with traditional lectures at postgraduate level within medicine. Methods This was a randomised controlled trial involving six postgraduate education centres in the West Midlands, U.K. Fifty five newly qualified foundation year one doctors (U.S internship equivalent) were randomised to either computer based sessions or an equivalent lecture in EBM and systematic reviews. The change from pre to post-intervention score was measured using a validated questionnaire assessing knowledge (primary outcome) and attitudes (secondary outcome). Results Both groups were similar at baseline. Participants' improvement in knowledge in the computer based group was equivalent to the lecture based group (gain in score: 2.1 [S.D = 2.0] versus 1.9 [S.D = 2.4]; ANCOVA p = 0.078). Attitudinal gains were similar in both groups. Conclusion On the basis of our findings we feel computer based teaching and learning is as effective as typical lecture based teaching sessions for educating postgraduates in EBM and systematic reviews. PMID:17659076

Teaching Agile Software Engineering Using Problem-Based Learning

ERIC Educational Resources Information Center

El-Khalili, Nuha H.

2013-01-01

Many studies have reported the utilization of Problem-Based Learning (PBL) in teaching Software Engineering courses. However, these studies have different views of the effectiveness of PBL. This paper presents the design of an Advanced Software Engineering course for undergraduate Software Engineering students that uses PBL to teach them Agile…

A Story-Based Simulation for Teaching Sampling Distributions

ERIC Educational Resources Information Center

Turner, Stephen; Dabney, Alan R.

2015-01-01

Statistical inference relies heavily on the concept of sampling distributions. However, sampling distributions are difficult to teach. We present a series of short animations that are story-based, with associated assessments. We hope that our contribution can be useful as a tool to teach sampling distributions in the introductory statistics…

Pilot study comparing simulation-based and didactic lecture-based critical care teaching for final-year medical students.

PubMed

Solymos, Orsolya; O'Kelly, Patrick; Walshe, Criona M

2015-10-21

Simulation-based medical education has rapidly evolved over the past two decades, despite this, there are few published reports of its use in critical care teaching. We hypothesised that simulation-based teaching of a critical care topic to final-year medical students is superior to lecture-based teaching. Thirty-nine final-year medical students were randomly assigned to either simulation-based or lecture-based teaching in the chosen critical care topic. The study was conducted over a 6-week period. Efficacy of each teaching method was compared through use of multiple choice questionnaires (MCQ) - baseline, post-teaching and 2 week follow-up. Student satisfaction was evaluated by means of a questionnaire. Feasibility and resource requirements were documented by teachers. Eighteen students were randomised to simulation-based, and 21 to lecture-based teaching. There were no differences in age and gender between groups (p > 0.05). Simulation proved more resource intensive requiring specialised equipment, two instructors, and increased duration of teaching sessions (126.7 min (SD = 4.71) vs 68.3 min (SD = 2.36)). Students ranked simulation-based teaching higher with regard to enjoyment (p = 0.0044), interest (p = 0.0068), relevance to taught subject (p = 0.0313), ease of understanding (p = 0.0476) and accessibility to posing questions (p = 0.001). Both groups demonstrated improvement in post-teaching MCQ from baseline (p = 0.0002), with greater improvement seen among the simulation group (p = 0.0387), however, baseline scores were higher among the lecture group. The results of the 2-week follow-up MCQ and post-teaching MCQ were not statistically significant when each modality were compared. Simulation was perceived as more enjoyable by students. Although there was a greater improvement in post-teaching MCQ among the simulator group, baseline scores were higher among lecture group which limits interpretation of efficacy

The Effects of Different Interaction Types in Web-Based Teaching on the Attitudes of Learners towards Web-Based Teaching and Internet

ERIC Educational Resources Information Center

Turkish Online Journal of Distance Education, 2013

2013-01-01

It might be said that attitudes impact success directly in web-based teaching and timely and appropriate fulfillment of learners' expectations bear utmost significance for their success. From this perspective a properly designed web supported teaching application can provide positive contribution as well to learners' attitudes towards web…

The effectiveness of clinical teaching of mental health courses in nursing using clinical supervision and Kirkpatrick's model.

PubMed

Maddineshat, Maryam; Hashemi, Mitra; Besharati, Reza; Gholami, Sepideh; Ghavidel, Fatemeh

2018-01-01

Clinical experience associated with the fear and anxiety of nursing students in the psychiatric unit. Mental health nursing instructors find it challenging to teach nursing students to deal with patients with mental disorders in an environment where they need to provide patient teaching and clinical decision-making based on evidence and new technology. To measure the effectiveness of clinical teaching of mental health courses in nursing using clinical supervision and Kirkpatrick's model evaluation in the psychiatry unit of Imam Reza Hospital, Bojnurd, Iran. This cross-sectional study was carried out from 2011 to 2016 on 76 nursing students from a university as part of a clinical mental health course in two semesters. The students were selected by a non-probable convenient sampling method. After completing their clinical education, each student responded to checklist questions based on the four-level Kirkpatrick's model evaluation and open questions relating to clinical supervision. Finally, all data was analyzed using the SPSS version 16. The students have evaluated clinical supervision as a useful approach, and appreciated the instructor's supportive behavior during teaching and imparting clinical skills. This has made them feel relaxed at the end of the clinical teaching course. In addition, in the evaluation through Kirkpatrick's model, more than 70% of the students have been satisfied with the method of conducting the teaching and average score of nursing students' attitude toward mental health students: Their mean self-confidence score was 18.33±1.69, and the mean score of their performance in the study was evaluated to be 93.74±5.3 from 100 points. The results of clinical mental health teaching through clinical supervision and Kirkpatrick's model evaluation show that the satisfaction, self-esteem, attitude, and skill of nursing students are excellent, thereby portraying the effectiveness of clinical teaching. But this program still needs to be reformed. To

Competency-Based Objectives for the Student Teaching Experience.

ERIC Educational Resources Information Center

Johnson, Ann Randolph; And Others

1982-01-01

The article examines a competency-based objectives system for evaluating the student teaching experience for majors in speech-language pathology and audiology programs. It is composed of 89 competencies which cover the broad range of knowledge, skill, and value objectives that a student is likely to experience during student teaching. (Author/SW)

Tree Identification. Competency Based Teaching Materials in Horticulture.

ERIC Educational Resources Information Center

Legacy, Jim; And Others

This competency-based curriculum unit on tree identification is one of five developed for classroom use in teaching the landscape/nursery area of horticulture. The three sections are each divided into teaching content (in a question-and-answer format) and student skills that outline steps and factors for consideration. Topics covered include…

How Constructivist-Based Teaching Influences Students Learning Science

ERIC Educational Resources Information Center

Seimears, C. Matt; Graves, Emily; Schroyer, M. Gail; Staver, John

2012-01-01

The purpose of this article is to provide details about the beneficial processes the constructivist pedagogy has in the area of teaching science. No Child Left Behind could possibly cause detrimental effects to the science classroom and the constructivist teacher, so this essay tells how constructivist-based teaching influences students and their…

Nursery Propagation. Competency Based Teaching Materials in Horticulture.

ERIC Educational Resources Information Center

Legacy, Jim; And Others

This competency-based curriculum unit on nursery propagation is one of five developed for classroom use in teaching the landscape/nursery area of horticulture. The four sections are each divided into teaching content (in a question-and-answer format) and student skills that outline steps and factors for consideration. Topics covered include…

Teaching and Learning for Artists and Their Works of Art within the Market Model: A Discussion of Value

ERIC Educational Resources Information Center

Atanasovski, Daniel; Bender, Melinda; Fulwider, Miles; Stemkoski, Michael; Walker, Tricia

2013-01-01

This broad-based article discusses teaching and learning that connects artists and their creative art products with the capitalistic system within the market valuation model for a created product that is particularly associated with artists. This general discussion is transferable across teaching and learning disciplines involving the market…

[Evaluation of flipped classroom teaching model in undergraduates education of oral and maxillofacial surgery].

PubMed

Cai, Ming; Cao, Xia; Fang, Xiao; Wang, Xu-dong; Zhang, Li-li; Zheng, Jia-wei; Shen, Guo-fang

2015-12-01

Flipped classroom is a new teaching model which is different from the traditional teaching method. The history and characteristics of flipped classroom teaching model were introduced in this paper. A discussion on how to establish flipped classroom teaching protocol in oral and maxillofacial surgery education was carried out. Curriculum transformation, construction of education model and possible challenges were analyzed and discussed.

An Active Learning Approach to Teach Advanced Multi-Predictor Modeling Concepts to Clinicians

ERIC Educational Resources Information Center

Samsa, Gregory P.; Thomas, Laine; Lee, Linda S.; Neal, Edward M.

2012-01-01

Clinicians have characteristics--high scientific maturity, low tolerance for symbol manipulation and programming, limited time outside of class--that limit the effectiveness of traditional methods for teaching multi-predictor modeling. We describe an active-learning based approach that shows particular promise for accommodating these…

Mastering the Techniques of Teaching. Second Edition.

ERIC Educational Resources Information Center

Lowman, Joseph

This book examines elements of good college teaching and ways to master effective teaching techniques, drawing on direct observation, research on teaching and learning, and student accounts of outstanding professors. Chapter 1 reviews research on exemplary teaching and proposes a two-dimensional model of effective college teaching based on…

Design of Personalized Blended Learning Environments Based on Web-Assisted Modelling in Science Education

ERIC Educational Resources Information Center

Çetinkaya, Murat

2016-01-01

Positive results of science teaching studies supported with the means provided by technology require the enrichment of the content of blended learning environments to provide more benefits. Within this context, it is thought that preparing a web-assisted model-based teaching, which is frequently used in science teaching, based on the "Matter…

Self-efficacy and postpartum depression teaching behaviors of hospital-based perinatal nurses.

PubMed

Logsdon, M Cynthia; Foltz, Melissa Pinto; Scheetz, James; Myers, John A

2010-01-01

Based upon the Self-Efficacy Theory, this study examined the relationship between self-efficacy, self-efficacy-related variables, and postpartum depression teaching behaviors of hospital-based perinatal nurses. Findings revealed that teaching new mothers about postpartum depression is related to a perinatal nurse's self-efficacy in postpartum-depression teaching, self-esteem, and the following self-efficacy-related variables: social persuasion (supervisor's expectations for teaching); mastery (postpartum depression continuing education and teaching experience); and vicarious experience (observing other nurses teach new mothers about postpartum depression). Teaching new mothers about postpartum depression can assist mothers in overcoming barriers to depression treatment. Nurse educators and managers play an important role in encouraging postpartum depression education for perinatal nurses.

Effective Teaching Methods--Project-based Learning in Physics

ERIC Educational Resources Information Center

Holubova, Renata

2008-01-01

The paper presents results of the research of new effective teaching methods in physics and science. It is found out that it is necessary to educate pre-service teachers in approaches stressing the importance of the own activity of students, in competences how to create an interdisciplinary project. Project-based physics teaching and learning…

The benefits of 3D modelling and animation in medical teaching.

PubMed

Vernon, Tim; Peckham, Daniel

2002-12-01

Three-dimensional models created using materials such as wax, bronze and ivory, have been used in the teaching of medicine for many centuries. Today, computer technology allows medical illustrators to create virtual three-dimensional medical models. This paper considers the benefits of using still and animated output from computer-generated models in the teaching of medicine, and examines how three-dimensional models are made.

Facilitating Elementary Science Teachers' Implementation of Inquiry-Based Science Teaching

ERIC Educational Resources Information Center

Qablan, Ahmad M.; DeBaz, Theodora

2015-01-01

Preservice science teachers generally feel that the implementation of inquiry-based science teaching is very difficult to manage. This research project aimed at facilitating the implementation of inquiry-based science teaching through the use of several classroom strategies. The evaluation of 15 classroom strategies from 80 preservice elementary…

Dispositions Supporting Elementary Interns in the Teaching of Reform-Based Science Materials

ERIC Educational Resources Information Center

Eick, Charles J.; Stewart, Bethany

2010-01-01

Dispositions supporting the teaching of science as structured inquiry by four elementary candidates are presented. Candidates were studied during student teaching based on their positive attitudes toward teaching science with reform-based materials in their methods course. Personal learning histories informed their attitudes, values, and beliefs…

Alternative certification science teachers' understanding and implementation of inquiry-based instruction in their beginning years of teaching

NASA Astrophysics Data System (ADS)

Demir, Abdulkadir

The purpose of this phenomenographic study was to: (a) understand how beginning science teachers recruited from various science disciplines and prepared in an Alternative Teacher Certification Program (ATCP) implemented inquiry during their initial years of teaching; (b) describe constraints and needs that these beginning science teachers perceived in implementing inquiry-based science instruction; and (c) understand the relation between what they learned in their ATCP and their practice of teaching science through inquiry. The participants of this study consisted of four ATCP teachers who are in their beginning years of teaching. Semi-structured interviews, classroom observation, field notes, and artifacts used as source of data collection. The beginning science teachers in this study held incomplete views of inquiry. These views of inquiry did not reflect inquiry as described in NRC (2000)---essential features of inquiry,---nor did they reflect views of faculty members involved in teaching science methods courses. Although the participants described themselves as reform-oriented, there were inconsistencies between their views and practices. Their practice of inquiry did not reflect inquiry either as outlined by essential features of inquiry (NRC, 2000) or inquiry as modeled in activities used in their ATCP. The research participants' perceived constraints and needs in their implementation of inquiry-based activities. Their perceived constraints included logistical and student constraints and school culture. The perceived needs included classroom management, pedagogical skills, practical knowledge, discipline, successful grade-specific models of inquiry, and access to a strong support system. Prior professional work experience, models and activities used in the ATCP, and benefits of inquiry to student learning were the declared factors that facilitated the research participants' practice of inquiry-based teaching.

Exploration and Practice of Blended Teaching Model Based Flipped Classroom and SPOC in Higher University

ERIC Educational Resources Information Center

Wang, Xin-Hong; Wang, Jing-Ping; Wen, Fu-Ji; Wang, Jun; Tao, Jian-Qing

2016-01-01

SPOC is characterized by improving teaching effectiveness. Currently open teaching mode is the popular trend, which is mainly related to several aspects: how to carry out teaching practice by using MOOC proprietary, high-quality online teaching resources in open education, that is, deep integration of curriculum resources and teaching design. On…

Teaching Quality Management Model for the Training of Innovation Ability and the Multilevel Decomposition Indicators

ERIC Educational Resources Information Center

Lu, Xingjiang; Yao, Chen; Zheng, Jianmin

2013-01-01

This paper focuses on the training of undergraduate students' innovation ability. On top of the theoretical framework of the Quality Function Deployment (QFD), we propose a teaching quality management model. Based on this model, we establish a multilevel decomposition indicator system, which integrates innovation ability characterized by four…

Teaching 1H NMR Spectrometry Using Computer Modeling.

ERIC Educational Resources Information Center

Habata, Yoichi; Akabori, Sadatoshi

2001-01-01

Molecular modeling by computer is used to display stereochemistry, molecular orbitals, structure of transition states, and progress of reactions. Describes new ideas for teaching 1H NMR spectroscopy using computer modeling. (Contains 12 references.) (ASK)

Case-based debates: an innovative teaching tool in nephrology education.

PubMed

Jhaveri, Kenar D; Chawla, Arun; Shah, Hitesh H

2012-01-01

Medical educators have called for new teaching methods and materials that supplement the traditional lecture format, and education in a range of health professions, including medicine, nursing, and pharmacy, is using a game-based approach to teach learners. Here, we describe a novel teaching tool in a case-based debate using the game format. Two teams of first- and second-year nephrology fellows participated in a PowerPoint game-based debate about which tests to order to diagnose transplant-related case. Our pilot study assessed the participant acceptance of case-based debate sessions and rewards system, and participant perceptions of using this approach to teach fellows and residents the importance of each test ordered and its cost-effectiveness in medicine. Each test ordered requires an explanation and has a point value attached to it (based on relevance and cost of positive and negative test results). The team that comes up with the diagnosis with most points wins the game. A faculty member leads a short concluding discussion. Subjective evaluations found these case-based debates to be highly entertaining and thought-provoking and to enhance self-directed learning.

Teaching Improvement Model Designed with DEA Method and Management Matrix

ERIC Educational Resources Information Center

Montoneri, Bernard

2014-01-01

This study uses student evaluation of teachers to design a teaching improvement matrix based on teaching efficiency and performance by combining management matrix and data envelopment analysis. This matrix is designed to formulate suggestions to improve teaching. The research sample consists of 42 classes of freshmen following a course of English…

Using a web-based, iterative education model to enhance clinical clerkships.

PubMed

Alexander, Erik K; Bloom, Nurit; Falchuk, Kenneth H; Parker, Michael

2006-10-01

Although most clinical clerkship curricula are designed to provide all students consistent exposure to defined course objectives, it is clear that individual students are diverse in their backgrounds and baseline knowledge. Ideally, the learning process should be individualized towards the strengths and weakness of each student, but, until recently, this has proved prohibitively time-consuming. The authors describe a program to develop and evaluate an iterative, Web-based educational model assessing medical students' knowledge deficits and allowing targeted teaching shortly after their identification. Beginning in 2002, a new educational model was created, validated, and applied in a prospective fashion to medical students during an internal medicine clerkship at Harvard Medical School. Using a Web-based platform, five validated questions were delivered weekly and a specific knowledge deficiency identified. Teaching targeted to the deficiency was provided to an intervention cohort of five to seven students in each clerkship, though not to controls (the remaining 7-10 students). Effectiveness of this model was assessed by performance on the following week's posttest question. Specific deficiencies were readily identified weekly using this model. Throughout the year, however, deficiencies varied unpredictably. Teaching targeted to deficiencies resulted in significantly better performance on follow-up questioning compared to the performance of those who did not receive this intervention. This model was easily applied in an additive fashion to the current curriculum, and student acceptance was high. The authors conclude that a Web-based, iterative assessment model can effectively target specific curricular needs unique to each group; focus teaching in a rapid, formative, and highly efficient manner; and may improve the efficiency of traditional clerkship teaching.

Meaning-Based Scoring: A Systemic Functional Linguistics Model for Automated Test Tasks

ERIC Educational Resources Information Center

Gleason, Jesse

2014-01-01

Communicative approaches to language teaching that emphasize the importance of speaking (e.g., task-based language teaching) require innovative and evidence-based means of assessing oral language. Nonetheless, research has yet to produce an adequate assessment model for oral language (Chun 2006; Downey et al. 2008). Limited by automatic speech…

Design of Smart Educational Robot as a Tool For Teaching Media Based on Contextual Teaching and Learning to Improve the Skill of Electrical Engineering Student

NASA Astrophysics Data System (ADS)

Zuhrie, M. S.; Basuki, I.; Asto, B. I. G. P.; Anifah, L.

2018-04-01

The development of robotics in Indonesia has been very encouraging. The barometer is the success of the Indonesian Robot Contest. The focus of research is a teaching module manufacturing, planning mechanical design, control system through microprocessor technology and maneuverability of the robot. Contextual Teaching and Learning (CTL) strategy is the concept of learning where the teacher brings the real world into the classroom and encourage students to make connections between knowledge possessed by its application in everyday life. This research the development model used is the 4-D model. This Model consists of four stages: Define Stage, Design Stage, Develop Stage, and Disseminate Stage. This research was conducted by applying the research design development with the aim to produce a tool of learning in the form of smart educational robot modules and kit based on Contextual Teaching and Learning at the Department of Electrical Engineering to improve the skills of the Electrical Engineering student. Socialization questionnaires showed that levels of the student majoring in electrical engineering competencies image currently only limited to conventional machines. The average assessment is 3.34 validator included in either category. Modules developed can give hope to the future are able to produce Intelligent Robot Tool for Teaching.

Psychometric Properties on Lecturers' Beliefs on Teaching Function: Rasch Model Analysis

ERIC Educational Resources Information Center

Mofreh, Samah Ali Mohsen; Ghafar, Mohammed Najib Abdul; Omar, Abdul Hafiz Hj; Mosaku, Monsurat; Ma'ruf, Amar

2014-01-01

This paper focuses on the psychometric analysis of lecturers' beliefs on teaching function (LBTF) survey using Rasch Model analysis. The sample comprised 34 Community Colleges' lecturers. The Rasch Model is applied to produce specific measurements on the lecturers' beliefs on teaching function in order to generalize results and inferential…

Doing Outcomes-Based Collaborative Teaching and Learning in Asia

ERIC Educational Resources Information Center

van Schalkwyk, Gertina J.

2015-01-01

This chapter focuses on applying the concepts of outcomes-based collaborative teaching and learning in an Asian context and with students coming from a Confucian heritage culture and explores examples of how to implement effective collaborative teaching and learning in an Asian higher education setting.

Implementation of Inquiry-Based Tutorials in AN Introductory Physics Course: the Role of the Graduate Teaching Assistant.

NASA Astrophysics Data System (ADS)

Thoresen, Carol Wiggins

1994-01-01

This study determined if the training provided physics teaching assistants was sufficient to accomplish the objectives of inquiry-based tutorials for an introductory physics course. Qualitative research methods were used: (1) to determine if the Physics by Inquiry method was modeled; (2) to describe the process from the teaching assistant perspective; (3) to determine TA opinions on training methods; (4) to develop a frame of reference to better understand the role of TA's as instructional support staff. The study determined that the teaching assistants verbalized appropriate instructional actions, but were observed to use a predominantly didactic teaching style. TA's held a variety of perceptions and beliefs about inquiry -based learning and how science is learned. They felt comfortable in the role of tutorial instructor. They were satisfied with the training methods provided and had few suggestions to change or improve training for future tutorial instructors. A concurrent theme of teacher action dependent on teacher beliefs was sustained throughout the study. The TA's actions, as tutorial instructors, reflected their educational beliefs, student background and learning experiences. TA's performance as tutorial instructors depended on what they think and believe about learning science. Practical implications exist for training teaching assistants to be tutorial instructors. Some recommendations may be appropriate for TA's required to use instructional methods that they have not experienced as students. Interview prospective teaching assistants to determine educational experience and beliefs. Employ inexperienced teaching assistants whose perspectives match the proposed instructional role and who might be more receptive to modeling. Incorporate training into staff meetings. Provide time for TA's to experience the instructional model with simulation or role play as students and as instructors, accompanied by conference discussion. Use strategies known to enhance

Effect of 5E Teaching Model on Student Teachers' Understanding of Weightlessness

ERIC Educational Resources Information Center

Tural, Guner; Akdeniz, Ali Riza; Alev, Nedim

2010-01-01

Weight is one of the basic concepts of physics. Its gravitational definition accommodates difficulties for students to understand the state of weightlessness. The aim of this study is to investigate the effect of materials based on 5E teaching model and related to weightlessness on science student teachers' learning. The sample of the study was 9…

Improved Medical Student Perception of Ultrasound Using a Paired Anatomy Teaching Assistant and Clinician Teaching Model

ERIC Educational Resources Information Center

Smith, Jacob P.; Kendall, John L.; Royer, Danielle F.

2018-01-01

This study describes a new teaching model for ultrasound (US) training, and evaluates its effect on medical student attitudes toward US. First year medical students participated in hands-on US during human gross anatomy (2014 N = 183; 2015 N = 182). The sessions were facilitated by clinicians alone in 2014, and by anatomy teaching assistant…

The effectiveness of snow cube throwing learning model based on exploration

NASA Astrophysics Data System (ADS)

Sari, Nenden Mutiara

2017-08-01

This study aimed to know the effectiveness of Snow Cube Throwing (SCT) and Cooperative Model in Exploration-Based Math Learning in terms of the time required to complete the teaching materials and student engagement. This study was quasi-experimental research was conducted at SMPN 5 Cimahi, Indonesia. All student in grade VIII SMPN 5 Cimahi which consists of 382 students is used as population. The sample consists of two classes which had been chosen randomly with purposive sampling. First experiment class consists of 38 students and the second experiment class consists of 38 students. Observation sheet was used to observe the time required to complete the teaching materials and record the number of students involved in each meeting. The data obtained was analyzed by independent sample-t test and used the chart. The results of this study: SCT learning model based on exploration are more effective than cooperative learning models based on exploration in terms of the time required to complete teaching materials based on exploration and student engagement.

Teaching AI Search Algorithms in a Web-Based Educational System

ERIC Educational Resources Information Center

Grivokostopoulou, Foteini; Hatzilygeroudis, Ioannis

2013-01-01

In this paper, we present a way of teaching AI search algorithms in a web-based adaptive educational system. Teaching is based on interactive examples and exercises. Interactive examples, which use visualized animations to present AI search algorithms in a step-by-step way with explanations, are used to make learning more attractive. Practice…

Reconcilable Differences: Standards-based Teaching and Differentiation.

ERIC Educational Resources Information Center

Tomlinson, Carol Ann

2000-01-01

There is no contradiction between effective standards-based instruction and differentiation. Curriculum tells teachers what to teach; differentiation tells how. Teachers can challenge all learners by providing standards-based materials and tasks calling for varied difficulty levels, scaffolding, instructional styles, and learning times. (MLH)

A Theory-Based Contextual Nutrition Education Manual Enhanced Nutrition Teaching Skill.

PubMed

Kupolati, Mojisola D; MacIntyre, Una E; Gericke, Gerda J

2018-01-01

Background: A theory-based contextual nutrition education manual (NEM) may enhance effective teaching of nutrition in schools. School nutrition education should lead to the realization of such benefits as improved health, scholarly achievement leading to manpower development and consequently the nation's development. The purpose of the study was to develop a contextual NEM for teachers of Grade 5 and 6 learners in the Bronkhorstspruit district, South Africa, and to assess teachers' perception on the use of the manual for teaching nutrition. Methods: This descriptive case study used an interpretivist paradigm. The study involved teachers ( N = 6) who taught nutrition in Life Skills (LS) and Natural Science and Technology (NST) in a randomly selected primary school in the Bronkhorstspruit district. Findings from a nutrition education needs assessment were integrated with the constructs of the Social cognitive theory (SCT) and the Meaningful learning model (MLM) and the existing curriculum of the Department of Basic Education (DoBE) to develop a contextual NEM. The manual was used by the teachers to teach nutrition to Grades 5 and 6 learners during the 2015 academic year as a pilot project. A focus group discussion (FDG) was conducted with teachers to gauge their perceptions of the usefulness of the NEM. Data were analyzed using the thematic approach of the framework method for qualitative research. Results: Teachers described the NEM as rich in information, easy to use and perceived the supporting materials and activities as being effective. The goal setting activities contained in the NEM were deemed to be ineffective. Teachers felt that they did not have enough time to teach all the important things that the learners needed to know. Conclusion: Teachers perceived the NEM as helpful toward improving their nutrition teaching skills.The NEM template may furthermore guide teachers in planning theory-based nutrition lessons.

My Teaching Partner-Secondary: A Video-Based Coaching Model

ERIC Educational Resources Information Center

Gregory, A.; Ruzek, E.; Hafen, C. A.; Mikami, A. Y.; Allen, J. P.; Pianta, R. C.

2017-01-01

In the My Teaching Partner (MTP) program, coaches engage teachers in 6 to 9 coaching cycles across a school year. Guided by the program's theory, coaches help teachers reflect on the emotional, organizational, and instructional features of classrooms. MTP was originally developed for pre-K and early elementary classrooms (MTP Pre-K), but this…

Making a Case for Case-Based Teaching in Data Literacy

ERIC Educational Resources Information Center

Riddle, Derek R.; Beck, Jori S.; Morgan, Joseph John; Brown, Nancy; Whitesides, Heather

2017-01-01

Building on a study conducted by the authors, this article provides strategies for teaching data literacy and outlines the case-based teaching method as an effective way of developing data-literate teachers.

A proposal on teaching methodology: cooperative learning by peer tutoring based on the case method

NASA Astrophysics Data System (ADS)

Pozo, Antonio M.; Durbán, Juan J.; Salas, Carlos; del Mar Lázaro, M.

2014-07-01

The European Higher Education Area (EHEA) proposes substantial changes in the teaching-learning model, moving from a model based mainly on the activity of teachers to a model in which the true protagonist is the student. This new framework requires that students develop new abilities and acquire specific skills. This also implies that the teacher should incorporate new methodologies in class. In this work, we present a proposal on teaching methodology based on cooperative learning and peer tutoring by case study. A noteworthy aspect of the case-study method is that it presents situations that can occur in real life. Therefore, students can acquire certain skills that will be useful in their future professional practice. An innovative aspect in the teaching methodology that we propose is to form work groups consisting of students from different levels in the same major. In our case, the teaching of four subjects would be involved: one subject of the 4th year, one subject of the 3rd year, and two subjects of the 2nd year of the Degree in Optics and Optometry of the University of Granada, Spain. Each work group would consist of a professor and a student of the 4th year, a professor and a student of the 3rd year, and two professors and two students of the 2nd year. Each work group would have a tutoring process from each professor for the corresponding student, and a 4th-year student providing peer tutoring for the students of the 2nd and 3rd year.

Integrating School-Based and Therapeutic Conflict Management Models at School.

ERIC Educational Resources Information Center

D'Oosterlinck, Franky; Broekaert, Eric

2003-01-01

Explores the possibility of integrating school-based and therapeutic conflict management models, comparing two management models: a school-based conflict management program, "Teaching Students To Be Peacemakers"; and a therapeutic conflict management program, "Life Space Crisis Intervention." The paper concludes that integration might be possible…

How should we teach faculty about research-based teaching?

NASA Astrophysics Data System (ADS)

Olmstead, Alice; Turpen, Chandra; Prather, Edward E.

2015-01-01

Faculty professional development (PD) workshops are the primary mechanism used to increase the adoption and adaptation of research-based instructional strategies (RBIS). PD workshops draw in large numbers of physics and astronomy instructors and can serve a critical role in changing instructional practices within our community. Our research focuses on two of the largest and longest-running PD workshops accessible to faculty: the New Physics and Astronomy Faculty Workshop and the Center for Astronomy Education Tier I Teaching Excellence Workshop. We seek to reveal opportunities to improve these workshops through increased awareness of instructors' experiences and prior knowledge, and increased awareness of how these workshops are designed and implemented.Other studies often assume that instructors have coherent theories of teaching and learning, and conclude that many have wrong ideas that need to be confronted or 'fixed'. Our approach is to first investigate the ideas that instructors have about teaching and learning, and identify what we call their 'potentially productive resources'. This approach is better suited to inform respectful PD efforts that build on instructors' intuitions, and we have analyzed interviews with several young astronomy/physics faculty members who were about to attend these PD workshops to demonstrate how this approach can be applied. The primary findings of our first study are: 1) instructors are trying out practices that show some alignment with common RBIS; 2) instructors' values show alignment with common discipline-based education research goals; and 3) instructors often experience dissatisfaction with specific aspects of their instruction. Taken together our findings are poised to inform changes to existing PD efforts.Our ongoing research focuses on the development of a real-time observation tool to document what happens during workshops and what learning opportunities these PD practices create for participants. We will show the

Video Modeling and Prompting in Practice: Teaching Cooking Skills

ERIC Educational Resources Information Center

Kellems, Ryan O.; Mourra, Kjerstin; Morgan, Robert L.; Riesen, Tim; Glasgow, Malinda; Huddleston, Robin

2016-01-01

This article discusses the creation of video modeling (VM) and video prompting (VP) interventions for teaching novel multi-step tasks to individuals with disabilities. This article reviews factors to consider when selecting skills to teach, and students for whom VM/VP may be successful, as well as the difference between VM and VP and circumstances…

Evaluation of 3D Additively Manufactured Canine Brain Models for Teaching Veterinary Neuroanatomy.

PubMed

Schoenfeld-Tacher, Regina M; Horn, Timothy J; Scheviak, Tyler A; Royal, Kenneth D; Hudson, Lola C

Physical specimens are essential to the teaching of veterinary anatomy. While fresh and fixed cadavers have long been the medium of choice, plastinated specimens have gained widespread acceptance as adjuncts to dissection materials. Even though the plastination process increases the durability of specimens, these are still derived from animal tissues and require periodic replacement if used by students on a regular basis. This study investigated the use of three-dimensional additively manufactured (3D AM) models (colloquially referred to as 3D-printed models) of the canine brain as a replacement for plastinated or formalin-fixed brains. The models investigated were built based on a micro-MRI of a single canine brain and have numerous practical advantages, such as durability, lower cost over time, and reduction of animal use. The effectiveness of the models was assessed by comparing performance among students who were instructed using either plastinated brains or 3D AM models. This study used propensity score matching to generate similar pairs of students. Pairings were based on gender and initial anatomy performance across two consecutive classes of first-year veterinary students. Students' performance on a practical neuroanatomy exam was compared, and no significant differences were found in scores based on the type of material (3D AM models or plastinated specimens) used for instruction. Students in both groups were equally able to identify neuroanatomical structures on cadaveric material, as well as respond to questions involving application of neuroanatomy knowledge. Therefore, we postulate that 3D AM canine brain models are an acceptable alternative to plastinated specimens in teaching veterinary neuroanatomy.

Improving Teaching and Learning in Higher Education: Metaphors and Models for Partnership Consultancy

ERIC Educational Resources Information Center

Morrison, Keith

2003-01-01

The management of partnerships with external consultants is discussed with reference to seven metaphors of partnership, illuminated by an external consultancy review of teaching and learning in a University Language Centre. Shortcomings are shown in each of the seven metaphors. A model of partnership is advocated, based on Habermas' principles of…

Teaching in the Standards-Based Classroom.

ERIC Educational Resources Information Center

Thorson, Annette, Ed.

2001-01-01

This issue of "ENC Focus" focuses on teaching in the standards-based classroom. Contents include: (1) "Creating Ideals and Making Them Real" (Annette Thorson); (2) "ENC Partners: Eisenhower National Clearinghouse Sites" (Juyong Pae); (3) "Innovators' Forum"; (4) "Using the Internet: Connecting Students…

Student and Teacher Perceptions of the Five Co-Teaching Models: A Pilot Study

ERIC Educational Resources Information Center

Burks-Keeley, Randa G.; Brown, Monica R.

2014-01-01

The potential benefits of co-teaching for students with disabilities are numerous, but more research is needed to ascertain the effectiveness of and preferences toward the current models. The purpose of this study was to (1) investigate student and teacher perceptions regarding the five co-teaching models (i.e., One Teach/One Assist, Station…

[Exploration and practice of research-based teaching in the course of theory of Meridians and Acupoints for acupuncture and tuina specialty].

PubMed

Liu, Mai-Lan; Yuan, Yi-Qin; Chang, Xiao-Rong; Luo, Jian; Liu, Mi

2014-08-01

For the purpose of exploring the teaching reform model and method, also promoting the quality of talents in acupuncture and tuina field, the research-based teaching model is applied into the course of Theory of Meridians and Acupoints. This method includes two parts of teaching and learning. For teachers, they bring modern research focus and trend into teaching through questionnaire survey among students, aiming to integrate the education inside and outside class. For students, they are guided to resolve the opening, enlightening and scalable issues through consulting abundant resources of literature and database to achieve autonomous participation in the course of learning. By this teaching method, it is expected to train the student's ability of expanding their thinking, as well as discovering, analyzing and solving the problem.

Some Reflections on the Teaching of Mathematical Modeling

ERIC Educational Resources Information Center

Warwick, Jon

2007-01-01

This paper offers some reflections on the difficulties of teaching mathematical modeling to students taking higher education courses in which modeling plays a significant role. In the author's experience, other aspects of the model development process often cause problems rather than the use of mathematics. Since these other aspects involve…

The designing and implementation of PE teaching information resource database based on broadband network

NASA Astrophysics Data System (ADS)

Wang, Jian

2017-01-01

In order to change traditional PE teaching mode and realize the interconnection, interworking and sharing of PE teaching resources, a distance PE teaching platform based on broadband network is designed and PE teaching information resource database is set up. The designing of PE teaching information resource database takes Windows NT 4/2000Server as operating system platform, Microsoft SQL Server 7.0 as RDBMS, and takes NAS technology for data storage and flow technology for video service. The analysis of system designing and implementation shows that the dynamic PE teaching information resource sharing platform based on Web Service can realize loose coupling collaboration, realize dynamic integration and active integration and has good integration, openness and encapsulation. The distance PE teaching platform based on Web Service and the design scheme of PE teaching information resource database can effectively solve and realize the interconnection, interworking and sharing of PE teaching resources and adapt to the informatization development demands of PE teaching.

Education Resources Needed to Support the Teaching of Evidence-Based Practices

ERIC Educational Resources Information Center

Edmundson, Eldon; Gallon, Steve; Porter, John

2007-01-01

The Northwest Frontier Addiction Technology Transfer Center surveyed addiction educators, providers and policy makers in Northwest states and Hawaii to define teaching resources and barriers in the teaching of evidence-based practices for the preparation of addiction professionals. The top three teaching resource needs were example student…

Informing pedagogy through the brain-targeted teaching model.

PubMed

Hardiman, Mariale

2012-01-01

Improving teaching to foster creative thinking and problem-solving for students of all ages will require two essential changes in current educational practice. First, to allow more time for deeper engagement with material, it is critical to reduce the vast number of topics often required in many courses. Second, and perhaps more challenging, is the alignment of pedagogy with recent research on cognition and learning. With a growing focus on the use of research to inform teaching practices, educators need a pedagogical framework that helps them interpret and apply research findings. This article describes the Brain-Targeted Teaching Model, a scheme that relates six distinct aspects of instruction to research from the neuro- and cognitive sciences.

Effectiveness of Video Modeling Provided by Mothers in Teaching Play Skills to Children with Autism

ERIC Educational Resources Information Center

Besler, Fatma; Kurt, Onur

2016-01-01

Video modeling is an evidence-based practice that can be used to provide instruction to individuals with autism. Studies show that this instructional practice is effective in teaching many types of skills such as self-help skills, social skills, and academic skills. However, in previous studies, videos used in the video modeling process were…

Clinical teaching and learning within a preceptorship model in an acute care hospital in Ireland; a qualitative study.

PubMed

McSharry, Edel; Lathlean, Judith

2017-04-01

A preceptorship model of clinical teaching was introduced to support the new all-graduate nurse education programme in Ireland in 2002. Little is known about how this model impacts upon the pedagogical practices of the preceptor or student learning in clinical practice leading to question what constitutes effective teaching and learning in clinical practice at undergraduate level. This study aimed to explore the clinical teaching and learning within a preceptorship model in an acute care hospital in Ireland and identify when best practice, based on current theoretical professional and educational principles occurred. A qualitative research study of a purposively selected sample of 13 students and 13 preceptors, working together in four clinical areas in one hospital in Ireland. Methods were semi-structured interviews, analysed thematically, complemented by documentary analysis relating to the teaching and assessment of the students. Ethical approval was gained from the hospital's Ethics Committee. Preceptor-student contact time within an empowering student-preceptor learning relationship was the foundation of effective teaching and learning and assessment. Dialoguing and talking through practice enhanced the students' knowledge and understanding, while the ability of the preceptor to ask higher order questions promoted the students' clinical reasoning and problem solving skills. Insufficient time to teach, and an over reliance on students' ability to participate in and contribute to practice with minimal guidance were found to negatively impact students' learning. Concepts such as cognitive apprenticeship, scaffolding and learning in communities of practice can be helpful in understanding the processes entailed in preceptorship. Preceptors need extensive educational preparation and support to ensure they have the pedagogical competencies necessary to provide the cognitive teaching techniques that foster professional performance and clinical reasoning. National

The Effect of Teaching Model ‘Learning Cycles 5E’ toward Students’ Achievement in Learning Mathematic at X Years Class SMA Negeri 1 Banuhampu 2013/2014 Academic Year

NASA Astrophysics Data System (ADS)

Yeni, N.; Suryabayu, E. P.; Handayani, T.

2017-02-01

Based on the survey showed that mathematics teacher still dominated in teaching and learning process. The process of learning is centered on the teacher while the students only work based on instructions provided by the teacher without any creativity and activities that stimulate students to explore their potential. Realized the problem above the writer interested in finding the solution by applying teaching model ‘Learning Cycles 5E’. The purpose of his research is to know whether teaching model ‘Learning Cycles 5E’ is better than conventional teaching in teaching mathematic. The type of the research is quasi experiment by Randomized Control test Group Only Design. The population in this research were all X years class students. The sample is chosen randomly after doing normality, homogeneity test and average level of students’ achievement. As the sample of this research was X.7’s class as experiment class used teaching model learning cycles 5E and X.8’s class as control class used conventional teaching. The result showed us that the students achievement in the class that used teaching model ‘Learning Cycles 5E’ is better than the class which did not use the model.

Teaching High School Students with Learning Disabilities to Use Model Drawing Strategy to Solve Fraction and Percentage Word Problems

ERIC Educational Resources Information Center

Dennis, Minyi Shih; Knight, Jacqueline; Jerman, Olga

2016-01-01

This article describes how to teach fraction and percentage word problems using a model-drawing strategy. This cognitive strategy places emphasis on explicitly teaching students how to draw a schematic diagram to represent the qualitative relations described in the problem, and how to formulate the solution based on the schematic diagram. The…

Beyond Proficiency: An Asset-Based Approach to International Teaching Assistant Training

ERIC Educational Resources Information Center

Swan, Lisa M.; Kramer, Sabrina; Gopal, Anita; Shi, Lijuan; Roth, Stephen M.

2017-01-01

This study assesses an asset-based approach to international teaching assistant (ITA) training at a public research institution. The program is a peer mentorship-based learning community that facilitates ITAs' cultural awareness and pedagogic development. Survey results indicate the program positively impacted participants' teaching skills,…

In Search of Teaching Quality of EFL Student Teachers through Teaching Practicum: Lessons from a Teacher Education Program

ERIC Educational Resources Information Center

Azkiyah, Siti Nurul; Mukminin, Amirul

2017-01-01

This study was intended to investigate the teaching quality of student teachers when they conducted their teaching practicum. Teaching quality is conceptualised based on eight classroom factors (orientation, structuring, modelling, application, questioning, building classroom as a learning environment, assessment, and time management) of the…

Teaching the geological subsurface with 3D models

NASA Astrophysics Data System (ADS)

Thorpe, Steve; Ward, Emma

2014-05-01

3D geological models have great potential as a resource when teaching geological concepts as it allows the student to visualise and interrogate UK geology. They are especially useful when dealing with the conversion of 2D field, map and GIS outputs into three dimensional geological units, which is a common problem for many students. Today's earth science students use a variety of skills and processes during their learning experience including spatial thinking, image construction, detecting patterns, making predictions and deducing the orientation of themselves. 3D geological models can reinforce spatial thinking strategies and encourage students to think about processes and properties, in turn helping the student to recognise pre-learnt geological principles in the field and to convert what they see at the surface into a picture of what is going on at depth. The British Geological Survey (BGS) has been producing digital 3D geological models for over 10 years. The models produced are revolutionising the working practices, data standards and products of the BGS. Sharing our geoscience information with academia is highlighted throughout the BGS strategy as is instilling practical skills in future geoscience professionals, such as model building and interpretation. In 2009 a project was launched to investigate the potential of the models as a teaching resource. The study included justifying if and how the models help students to learn, how models have been used historically, and how other forms of modelling are being used today. BGS now produce 3D geological models for use by anyone teaching or learning geoscience. They incorporate educational strategies that will develop geospatial skills and alleviate potential problems that some students experience. They are contained within contemporary case studies and show standard geological concepts, structures, sedimentary rocks, cross sections and field techniques. 3D geological models of the Isle of Wight and Ingleborough

The GIST Model for Selection and Modification of Scientific Research for the College Teaching Laboratory Based on Root Competition Investigations

ERIC Educational Resources Information Center

Elliott, Shannon Snyder

2007-01-01

The purpose of this study is to first develop an 8-week college teaching module based on root competition literature. The split-root technique is adapted for the teaching laboratory, and the Sugar Ann English pea (Pisum sativum var. Sugar Ann English) is selected as the species of interest prior to designing experiments, either original or…

Sources, Developments and Directions of Task-Based Language Teaching

ERIC Educational Resources Information Center

Bygate, Martin

2016-01-01

This paper provides an outline of the origins, the current shape and the potential directions of task-based language teaching (TBLT) as an approach to language pedagogy. It first offers a brief description of TBLT and considers its origins within language teaching methodology and second language acquisition. It then summarises the current position…

Socio-Historical Factors Mediating Collaborative Teaching and Learning: A Design-Based Investigation and Intervention

ERIC Educational Resources Information Center

Hackett, Jacob

2016-01-01

Collaborative (Co-)teaching is a complex instructional delivery model used to improve teaching practice in inclusive settings. The model involves multiple certified teachers--representing both special and general education--sharing the same space and presenting material to classrooms with a wide variance in learning needs. Co-teaching has become…

Enhancement of Pyrometallurgical Teaching Using Excel Simulation Models

NASA Astrophysics Data System (ADS)

Grimsey, Eric J.

Steady state Excel models for a copper flash smelter and an iron blast furnace are used to enhance the teaching of pyrometallurgical smelting principles within a fourth year level process engineering unit delivered at the Western Australian School of Mines. A lecture/workshop approach has been adopted in which student teams undertake process simulation assignments that illustrate the multifaceted responses of process outputs to variation of inputs, the objectives being to reinforce their understanding of smelting principles. The approach has proven to be popular with students, as evidenced by the consistently high ratings the unit has received through student feedback. This paper provides an overview of the teaching approach and process models used.

Factors Influencing Elementary Mathematics Teachers' Beliefs in Reform-Based Teaching

ERIC Educational Resources Information Center

Sawyer, Amanda Gantt

2017-01-01

I investigated a reform based teachers' beliefs about the nature of mathematics, teaching mathematics, and learning mathematics, and the factors leading to their formation. I interviewed and observed a reform-based elementary mathematics teacher with 13 years' experience teaching first grade. She held a Platonist/problem solver view of…

Insects and Diseases. Competency Based Teaching Materials in Horticulture.

ERIC Educational Resources Information Center

Legacy, Jim; And Others

This competency-based curriculum unit on insects and diseases is one of four developed for classroom use in teaching the turf and lawn services area of horticulture. The five sections are each divided into teaching content (in a question-and-answer format) and student skills that outline steps and factors for consideration. Topics covered include…

Soils and Fertilizers. Competency Based Teaching Materials in Horticulture.

ERIC Educational Resources Information Center

Legacy, Jim; And Others

This competency-based curriculum unit on soils and fertilizers is one of four developed for classroom use in teaching the turf and lawn services area of horticulture. The four sections are each divided into teaching content (in a question-and-answer format) and student skills that outline taking soil samples, testing samples, preparing soil for…

Profiling Teachers Based on Their Professional Attitudes towards Teaching Responsible Research and Innovation

ERIC Educational Resources Information Center

de Vocht, Miikka; Laherto, Antti

2017-01-01

In order to facilitate policy-driven reforms in science education, it is important to understand how teaching innovations diffuse among teachers and how that adoption process can be catalysed. Little is known about the set of attitudes that makes teachers early or late adopters. In this study, the Concerns-Based Adoption Model (C-BAM) was employed…

Using peer teaching to introduce the Pharmaceutical Care Model to incoming pharmacy students.

PubMed

Kolar, Claire; Hager, Keri; Janke, Kristin K

2018-02-01

The aim of this initiative was to design and evaluate a peer teaching activity where pairs of second-year pharmacy students introduced the Pharmaceutical Care Model and discussed success in the broader first-year pharmacy curriculum with pairs of first year students. Second-year pharmacy students individually created concept maps illustrating the main components of pharmaceutical care to be used as teaching tools with first-year students. First-year students were given a brief introduction to pharmaceutical care by faculty and prepared questions to ask their second-year colleagues. Two second-year students were then matched with two first-year students for a two-part peer teaching event. Each student completed documentation of the peer experience, which included questions about the effectiveness of the teaching, changes to be made in the future, and the usefulness of the exercise. The documentation was analyzed via content analysis and instructors evaluated the concept maps based on their effectiveness as a teaching tool for novices. A rubric was used to evaluate 166 concept maps of which 145 were rated good, 18 were rated as better, and 3 as best. Themes emerging from the content analysis included: positive impact of teaching and learning pharmaceutical care, value of broader curriculum discussion, and beneficial first- and second-year connections. A structured peer teaching event outside the traditional classroom setting can create a space for: teaching and learning to occur, student-student connections to be made, and advice on the curriculum to be shared. Copyright © 2017 Elsevier Inc. All rights reserved.

Competency based teaching of college physics: The philosophy and the practice

NASA Astrophysics Data System (ADS)

Rajapaksha, Ajith; Hirsch, Andrew S.

2017-12-01

The practice of learning physics contributes to the development of many transdisciplinary skills learners are able to exercise independent of the physics discipline. However, the standard practices of physics instruction do not explicitly include the monitoring or evaluation of these skills. In a competency-based (CB) learning model, the skills (competencies) are clearly defined and evaluated. We envisioned that a CB approach, where the underlying competencies are highlighted within the instructional process, would be more suitable to teaching physics to learners with diversified disciplinary interests. A model CB course curriculum was developed and practiced at Purdue University to teach introductory college physics to learners who were majoring in the technology disciplines. The experiment took place from the spring semester in 2015 until the spring semester in 2017. The practice provided a means to monitor and evaluate a set of developmental transdisciplinary competencies that underlie the learning of force and motion concepts in classical physics. Additionally, the CB practice contributed to produce substantial physics learning outcomes among learners who were underprepared to learn physics in college.

Outcomes-Based Teaching--Oh, That Sinking Feeling.

ERIC Educational Resources Information Center

Savage, Matthew A.

1999-01-01

Advocates outcome-based teaching as a method to justify "unwarranted" field trips. Lists outcomes that may be associated with viewing the film "Titanic," such as "students will learn that iron will float--sometimes." (SR)

Teaching Engineering Statistics with Technology, Group Learning, Contextual Projects, Simulation Models and Student Presentations

ERIC Educational Resources Information Center

Romeu, Jorge Luis

2008-01-01

This article discusses our teaching approach in graduate level Engineering Statistics. It is based on the use of modern technology, learning groups, contextual projects, simulation models, and statistical and simulation software to entice student motivation. The use of technology to facilitate group projects and presentations, and to generate,…

Student, Teacher, and Parent Preference for Less Restrictive Special Education Models--Cooperative Teaching.

ERIC Educational Resources Information Center

Walsh, James M.

This study investigated the preferences of parents, teachers, and students regarding the relative benefits of a cooperative teaching (general educator/special educator in a general education classroom) service model in comparison to a special education "pull-out" model. A cooperative teaching model was implemented in four public…

Water Plan 2030: A Dynamic Education Model for Teaching Water Management Issues

NASA Astrophysics Data System (ADS)

Rupprecht, C.; Washburne, J.; Lansey, K.; Williams, A.

2006-12-01

Dynamic educational tools to assist teachers and students in recognizing the impacts of water management decisions in a realistic context are not readily available. Water policy issues are often complex and difficult for students trying to make meaningful connections between system components. To fill this need, we have developed a systems modeling-based educational decision support system (DSS) with supplementary materials. This model, called Water Plan 2030, represents a general semi-arid watershed; it allows users to examine water management alternatives by changing input values for various water uses and basin conditions and immediately receive graphical outputs to compare decisions. The main goal of our DSS model is to foster students' abilities to make knowledgeable decisions with regard to water resources issues. There are two reasons we have developed this model for traditional classroom settings. First, the DSS model provides teachers with a mechanism for educating students about inter-related hydrologic concepts, complex systems and facilitates discussion of water resources issues. Second, Water Plan 2030 encourages student discovery of cause/effect relationships in a dynamic, hands-on environment and develops the ability to realize the implications of water management alternatives. The DSS model has been utilized in an undergraduate, non-major science class for 5 course hours, each of the past 4 semesters. Accompanying the PC-based model are supplementary materials to improve the effectiveness of implementation by emphasizing important concepts and guiding learners through the model components. These materials include in-class tutorials, introductory questions, role-playing activities and homework extensions that have been revised after each user session, based on student and instructor feedback. Most recently, we have developed individual lessons that teach specific model functions and concepts. These modules provide teachers the flexibility to adapt

Reflective teaching practices: an approach to teaching communication skills in a small-group setting.

PubMed

Fryer-Edwards, Kelly; Arnold, Robert M; Baile, Walter; Tulsky, James A; Petracca, Frances; Back, Anthony

2006-07-01

Small-group teaching is particularly suited for complex skills such as communication. Existing work has identified the basic elements of small-group teaching, but few descriptions of higher-order teaching practices exist in the medical literature. Thus the authors developed an empirically driven and theoretically grounded model for small-group communication-skills teaching. Between 2002 and 2005, teaching observations were collected over 100 hours of direct contact time between four expert facilitators and 120 medical oncology fellows participating in Oncotalk, a semiannual, four-day retreat focused on end-of-life communication skills. The authors conducted small-group teaching observations, semistructured interviews with faculty participants, video or audio recording with transcript review, and evaluation of results by faculty participants. Teaching skills observed during the retreats included a linked set of reflective, process-oriented teaching practices: identifying a learning edge, proposing and testing hypotheses, and calibrating learner self-assessments. Based on observations and debriefings with facilitators, the authors developed a conceptual model of teaching that illustrates an iterative loop of teaching practices aimed at enhancing learners' engagement and self-efficacy. Through longitudinal, empirical observations, this project identified a set of specific teaching skills for small-group settings with applicability to other clinical teaching settings. This study extends current theory and teaching practice prescriptions by describing specific teaching practices required for effective teaching. These reflective teaching practices, while developed for communication skills training, may be useful for teaching other challenging topics such as ethics and professionalism.

The Effect of Simulation-Based Learning on Prospective Teachers' Inference Skills in Teaching Probability

ERIC Educational Resources Information Center

Koparan, Timur; Yilmaz, Gül Kaleli

2015-01-01

The effect of simulation-based probability teaching on the prospective teachers' inference skills has been examined with this research. In line with this purpose, it has been aimed to examine the design, implementation and efficiency of a learning environment for experimental probability. Activities were built on modeling, simulation and the…

Web-Based Student Feedback: Comparing Teaching-Award and Research-Award Recipients

ERIC Educational Resources Information Center

Symbaluk, Diane G.; Howell, Andrew J.

2010-01-01

We examined web-based ratings and open-ended comments of teaching-award winners (n = 120) and research-award winners (n = 119) to determine if teaching-award winners received more favourable ratings and comments on RateMyProfessors.com. As predicted, students rated teaching-award winners higher than research-award winners on measures of teaching…

The Development of a Model of Culturally Responsive Science and Mathematics Teaching

ERIC Educational Resources Information Center

Hernandez, Cecilia M.; Morales, Amanda R.; Shroyer, M. Gail

2013-01-01

This qualitative theoretical study was conducted in response to the current need for an inclusive and comprehensive model to guide the preparation and assessment of teacher candidates for culturally responsive teaching. The process of developing a model of culturally responsive teaching involved three steps: a comprehensive review of the…

Capstone Teaching Models: Combining Simulation, Analytical Intuitive Learning Processes, History and Effectiveness

ERIC Educational Resources Information Center

Reid, Maurice; Brown, Steve; Tabibzadeh, Kambiz

2012-01-01

For the past decade teaching models have been changing, reflecting the dynamics, complexities, and uncertainties of today's organizations. The traditional and the more current active models of learning have disadvantages. Simulation provides a platform to combine the best aspects of both types of teaching practices. This research explores the…

A model of determining a fair market value for teaching residents: who profits?

PubMed

Cullen, Edward J; Lawless, Stephen T; Hertzog, James H; Penfil, Scott; Bradford, Kathleen K; Nadkarni, Vinay M; Corddry, David H; Costarino, Andrew T

2003-07-01

Centers for Medicare & Medicaid Services (CMS) Health Resources and Services Administration Children's Hospitals Graduate Medical Education (GME) Payment Program now supports freestanding children's teaching hospitals. To analyze the fair market value impact of GME payment on resident teaching efforts in our pediatric intensive care unit (PICU). Cost-accounting model, developed from a 1-year retrospective, descriptive, single-institution, longitudinal study, applied to physician teachers, residents, and CMS. Sixteen-bed PICU in a freestanding, university-affiliated children's teaching hospital. Pediatric critical care physicians, second-year residents. Cost of physician opportunity time; CMS investment return; the teaching physicians' investment return; residents' investment return; service balance between CMS and teaching service investment margins; economic balance points; fair market value. GME payments to our hospital increased 4.8-fold from 577 886 dollars to 2 772 606 dollars during a 1-year period. Critical care physicians' teaching opportunity cost rose from 250 097 dollars to 262 215 dollars to provide 1523 educational hours (6853 relative value units). Residents' net financial value for service provided to the PICU rose from 245 964 dollars to 317 299 dollars. There is an uneven return on investment in resident education for CMS, critical care physicians, and residents. Economic balance points are achievable for the present educational efforts of the CMS, critical care physicians, and residents if the present direct medical education payment increases from 29.38% to 36%. The current CMS Health Resources and Services Administration Children's Hospitals GME Payment Program produces uneven investment returns for CMS, critical care physicians, and residents. We propose a cost-accounting model, based on perceived production capability measured in relative value units and available GME funds, that would allow a clinical service to balance and obtain a fair

Teaching & Learning in the Community College.

ERIC Educational Resources Information Center

O'Banion, Terry; And Others

Based on the premise that the purpose of teaching is to help students make passionate connections to learning, this book presents information on the context of teaching and learning in the community college, model practices and programs, and outcomes of effective teaching for teachers and institutions. The following 16 chapters are provided: (1)…

Understanding Elementary Astronomy by Making Drawing-Based Models

ERIC Educational Resources Information Center

van Joolingen, W. R.; Aukes, Annika V.; Gijlers, H.; Bollen, L.

2015-01-01

Modeling is an important approach in the teaching and learning of science. In this study, we attempt to bring modeling within the reach of young children by creating the SimSketch modeling system, which is based on freehand drawings that can be turned into simulations. This system was used by 247 children (ages ranging from 7 to 15) to create a…

Toward a Generative Model of the Teaching-Learning Process.

ERIC Educational Resources Information Center

McMullen, David W.

Until the rise of cognitive psychology, models of the teaching-learning process (TLP) stressed external rather than internal variables. Models remained general descriptions until control theory introduced explicit system analyses. Cybernetic models emphasize feedback and adaptivity but give little attention to creativity. Research on artificial…

3-D Teaching Models for All

ERIC Educational Resources Information Center

Bradley, Joan; Farland-Smith, Donna

2010-01-01

Allowing a student to "see" through touch what other students see through a microscope can be a challenging task. Therefore, author Joan Bradley created three-dimensional (3-D) models with one student's visual impairment in mind. They are meant to benefit all students and can be used to teach common high school biology topics, including the…

Insights: Simple Models for Teaching Equilibrium and Le Chatelier's Principle.

ERIC Educational Resources Information Center

Russell, Joan M.

1988-01-01

Presents three models that have been effective for teaching chemical equilibrium and Le Chatelier's principle: (1) the liquid transfer model, (2) the fish model, and (3) the teeter-totter model. Explains each model and its relation to Le Chatelier's principle. (MVL)

Conceptual astronomy: A novel model for teaching postsecondary science courses

NASA Astrophysics Data System (ADS)

Zeilik, Michael; Schau, Candace; Mattern, Nancy; Hall, Shannon; Teague, Kathleen W.; Bisard, Walter

1997-10-01

An innovative, conceptually based instructional model for teaching large undergraduate astronomy courses was designed, implemented, and evaluated in the Fall 1995 semester. This model was based on cognitive and educational theories of knowledge and, we believe, is applicable to other large postsecondary science courses. Major components were: (a) identification of the basic important concepts and their interrelationships that are necessary for connected understanding of astronomy in novice students; (b) use of these concepts and their interrelationships throughout the design, implementation, and evaluation stages of the model; (c) identification of students' prior knowledge and misconceptions; and (d) implementation of varied instructional strategies targeted toward encouraging conceptual understanding in students (i.e., instructional concept maps, cooperative small group work, homework assignments stressing concept application, and a conceptually based student assessment system). Evaluation included the development and use of three measures of conceptual understanding and one of attitudes toward studying astronomy. Over the semester, students showed very large increases in their understanding as assessed by a conceptually based multiple-choice measure of misconceptions, a select-and-fill-in concept map measure, and a relatedness-ratings measure. Attitudes, which were slightly positive before the course, changed slightly in a less favorable direction.

Preservice Teachers' Teacher Efficacy Beliefs and Constructivist-Based Teaching Practice

ERIC Educational Resources Information Center

Temiz, Tugba; Topcu, Mustafa Sami

2013-01-01

The purpose of this paper is to explore the relationship between preservice teachers' (PTs) teacher efficacy beliefs and their constructivist-based teaching practices. Data were gathered through the questionnaire (Teachers' Sense of Efficacy Scale) and the observation protocol (Reformed Teaching Observation Protocol) administered to the…

Evidence-Based Teaching in Higher Education: Application to Counselor Education

ERIC Educational Resources Information Center

Malott, Krista M.; Hall, K. Hridaya; Sheely-Moore, Angela; Krell, Megan M.; Cardaciotto, LeeAnn

2014-01-01

The authors examined best practices in university-level teaching, as premised on the evidence-based teaching (EBT) literature found in fields external to counselor education. Findings were reported in relation to 3 areas: developing an effective learning environment, structuring intentional learning experiences, and assessing teaching…

Changes in Convictions and Attitudes to the Teaching Profession and Classroom Management Due to Practical Teaching Experience

ERIC Educational Resources Information Center

Gawlitza, Gaby; Perels, Franziska

2014-01-01

The aim of this study is to analyze changes in beliefs and attitudes to the teaching profession and to classroom management as a result of teaching experience. The structure of this study is based partly on the COACTIV-model of professional competence of teachers. The COACTIV-model is divided into motivational orientations, convictions and basic…

Students' Understanding of the Descriptive and Predictive Nature of Teaching Models in Organic Chemistry

ERIC Educational Resources Information Center

Treagust, David F.; Chittleborough, Gail D.; Mamiala, Thapelo L.

2004-01-01

The purpose of the study was to investigate secondary students' understanding of the descriptive and predictive nature of teaching models used in representing compounds in introductory organic chemistry. Of interest were the relationships between teaching models, scientific models, and students' mental models and expressed models. The results from…

A Multidimensional/Non-Linear Teaching and Learning Model: Teaching and Learning Music in an Authentic and Holistic Context

ERIC Educational Resources Information Center

Crawford, Renée

2014-01-01

This article discusses the conceptual framework that leads to the design of a teaching and learning model as part of a recent ethnographic study that considered the effectiveness of current Victorian government secondary school music teaching and learning practices when engaged with technology. The philosophical and theoretical basis for this…

A Teaching Model for Scaffolding 4th Grade Students' Scientific Explanation Writing

NASA Astrophysics Data System (ADS)

Yang, Hsiu-Ting; Wang, Kuo-Hua

2014-08-01

Improving students scientific explanations is one major goal of science education. Both writing activities and concept mapping are reported as effective strategies for enhancing student learning of science. The purpose of this study was to examine the effect of a teaching model, named the DCI model, which integrates a Descriptive explanation writing activity, Concept mapping, and an Interpretive explanation writing activity, is introduced in a 4th grade science class to see if it would improve students' scientific explanations and understanding. A quasi-experimental design, including a non-randomized comparison group and a pre- and post-test design, was adopted for this study. An experimental group of 25 students were taught using the DCI teaching model, while a comparison group received a traditional lecture teaching. A rubric and content analysis was used to assess students' scientific explanations. The independent sample t test was used to measure difference in conceptual understanding between the two groups, before and after instruction. Then, the paired t test analysis was used to understand the promotion of the DCI teaching model. The results showed that students in the experimental group performed better than students in the comparison group, both in scientific concept understanding and explanation. Suggestions for using concept mapping and writing activities (the DCI teaching model) in science classes are provided in this study.

The Use of a Parametric Feature Based CAD System to Teach Introductory Engineering Graphics.

ERIC Educational Resources Information Center

Howell, Steven K.

1995-01-01

Describes the use of a parametric-feature-based computer-aided design (CAD) System, AutoCAD Designer, in teaching concepts of three dimensional geometrical modeling and design. Allows engineering graphics to go beyond the role of documentation and communication and allows an engineer to actually build a virtual prototype of a design idea and…

A Student Operated Animated Infrared Spectroscopy Teaching Model

ERIC Educational Resources Information Center

Hartman, Karel

1976-01-01

Describes a teaching model that consists of a plywood box containing mechanisms that instruct the student about the technical aspects of an infrared spectrophotometer and how a spectrum is generated. (MLH)

Education problems and Web-based teaching: how it impacts dental educators?

PubMed

Clark, G T

2001-01-01

This article looks at six problems that vex educators and how web-based teaching might help solve them. These problems include: (1) limited access to educational content, (2) need for asynchronous access to educational content, (3) depth and diversity of educational content, (4) training in complex problem solving, (5) promotion of lifelong learning behaviors and (6) achieving excellence in education. The advantages and disadvantage of web-based educational content for each problem are discussed. The article suggests that when a poorly organized course with inaccurate and irrelevant content is placed online, it solves no problems. However some of the above issues can be partially or fully solved by hosting well-constructed teaching modules on the web. This article also reviews the literature investigating the efficacy of off-site education as compared to that provided on-site. The conclusion of this review is that teleconference-based and web-based delivery of educational content can be as effective as traditional classroom-based teaching assuming the technologic problems sometimes associated with delivering teaching content to off-site locations do not interfere in the learning process. A suggested hierarchy for rating and comparing e-learning concepts and methods is presented for consideration.

Web-based Teaching Radio Interferometer for Africa

NASA Astrophysics Data System (ADS)

Carignan, Claude; Libert, Yannick

2016-10-01

This presentation describes the web-based Teaching Radio Interferometer being built on the campus of the University of Cape Town, in South Africa, to train the future users of the African VLBI (Very Long Baseline Interferometry) Network (AVN).

Objective and Subjective Evaluation of Computer-based Tutorial Teaching in Veterinary Pathology.

ERIC Educational Resources Information Center

Brown, Peter

2001-01-01

Describes the results of the use of computer-based tutorials to teach the pathology of the cardiovascular system in a veterinary school in the United Kingdom. Concludes that the combined worksheet and computer based learning format is suitable for teaching veterinary pathology. (LRW)

Teaching with Vision: Culturally Responsive Teaching in Standards-Based Classrooms

ERIC Educational Resources Information Center

Sleeter, Christine E., Ed.; Cornbleth, Catherine, Ed.

2011-01-01

In "Teaching with Vision," two respected scholars in teaching for social justice have gathered teachers from across the country to describe rich examples of extraordinary practice. This collection showcases the professional experience and wisdom of classroom teachers who have been navigating standards- and test-driven teaching environments in…

A theory of planned behaviour-based analysis of TIMSS 2011 to determine factors influencing inquiry teaching practices in high-performing countries

NASA Astrophysics Data System (ADS)

Pongsophon, Pongprapan; Herman, Benjamin C.

2017-07-01

Given the abundance of literature describing the strong relationship between inquiry-based teaching and student achievement, more should be known about the factors impacting science teachers' classroom inquiry implementation. This study utilises the theory of planned behaviour to propose and validate a causal model of inquiry-based teaching through analysing data relating to high-performing countries retrieved from the 2011 Trends in International Mathematics and Science Study assessments. Data analysis was completed through structural equation modelling using a polychoric correlation matrix for data input and diagonally weighted least squares estimation. Adequate fit of the full model to the empirical data was realised. The model demonstrates that the extent the teachers participated in academic collaborations was positively related to their occupational satisfaction, confidence in teaching inquiry, and classroom inquiry practices. Furthermore, the teachers' confidence with implementing inquiry was positively related to their classroom inquiry implementation and occupational satisfaction. However, perceived student-generated constraints demonstrated a negative relationship with the teachers' confidence with implementing inquiry and occupational satisfaction. Implications from this study include supporting teachers through promoting collaborative opportunities that facilitate inquiry-based practices and occupational satisfaction.

Enhanced learning through design problems - teaching a components-based course through design

NASA Astrophysics Data System (ADS)

Jensen, Bogi Bech; Högberg, Stig; Fløtum Jensen, Frida av; Mijatovic, Nenad

2012-08-01

This paper describes a teaching method used in an electrical machines course, where the students learn about electrical machines by designing them. The aim of the course is not to teach design, albeit this is a side product, but rather to teach the fundamentals and the function of electrical machines through design. The teaching method is evaluated by a student questionnaire, designed to measure the quality and effectiveness of the teaching method. The results of the questionnaire conclusively show that this method labelled 'learning through design' is a very effective way of teaching a components-based course. This teaching method can easily be generalised and used in other courses.

How to teach evidence-based medicine to urologists

PubMed Central

Hajebrahimi, Sakineh; Mostafaie, Ali

2011-01-01

The goal of this article is to help develop, disseminate, and evaluate resources that can be used to practice and teach EBM for urology residents and continuing education of urologists to reduce the gap between research and clinical practice. Urology departments should build capacity for residents to shape the future of quality and safety in healthcare through translating evidence into practice. Cutting edge approaches require knowing how to teach Evidence-based urology, to make Bio-statistics easy to understanding and how to lead improvement at every level. The authors shared their experience about ‘what works’ in a surgical department to building an Evidence-based environment and high quality of cares. PMID:22279316

Using the Adventure Model to Teach about Diversity and Tolerance

ERIC Educational Resources Information Center

Latess, Dennis R.; Walker, Richard L.

2011-01-01

There are a variety of curricular approaches in physical education, any one of which can provide a framework and scheme that is the foundation of a physical education unit of study. This article will discuss the use of an adventure model to teach about diversity, multi-cultural understanding and tolerance. Teaching children diversity and tolerance…

Inter-University Collaboration for Online Teaching Innovation: An Emerging Model

ERIC Educational Resources Information Center

Nerlich, Andrea Perkins; Soldner, James L.; Millington, Michael J.

2012-01-01

Distance education is constantly evolving and improving. To stay current, effective online instructors must utilize the most innovative, evidence-based teaching methods available to promote student learning and satisfaction in their courses. One emerging teaching method, referred to as blended online learning (BOL), involves collaborative…

Inquiry Practices in Malaysian Secondary Classroom and Model of Inquiry Teaching Based on Verbal Interaction

ERIC Educational Resources Information Center

Li, Winnie Sim Siew; Arshad, Mohammad Yusof

2015-01-01

Purpose: Inquiry teaching has been suggested as one of the important approaches in teaching chemistry. This study investigates the inquiry practices among chemistry teachers. Method: A combination of quantitative and qualitative study was applied in this study to provide detailed information about inquiry teaching practices. Questionnaires,…

From field schools and the lecture hall to online: Hands-on teaching based on the real science experience worldwide for MOOCs ?

NASA Astrophysics Data System (ADS)

Huettmann, F.

2015-12-01

University-teaching is among the most difficult teaching tasks. That's because it involves to present front-line research schemes to students with complex backgrounds as a precious human resource of the future using, latest teaching styles, and many institutional fallacies to handle well. Here I present 15 years of experience from teaching in field schools, in the class room, and with pedagogical methods such as traditional top-down teaching, inquiry-based learning, eLearning, and flipped classrooms. I contrast those with teaching Massive Open Access Online Classes (MOOC) style. Here I review pros and cons of all these teaching methods and provide and outlook taking class evaluations, cost models and satisfaction of students, teachers, the university and the wider good into account.

Integrated teaching program using case-based learning

PubMed Central

Bhardwaj, Pankaj; Bhardwaj, Nikha; Mahdi, Farzana; Srivastava, J P; Gupta, Uma

2015-01-01

Background: At present, in a medical school, students are taught in different departments, subject-wise, without integration to interrelate or unify subjects and these results in compartmentalization of medical education, with no stress on case-based learning. Therefore, an effort was made to develop and adopt integrated teaching in order to have a better contextual knowledge among students. Methodology and Implementation: After the faculty orientation training, four “topic committees” with faculty members from different departments were constituted which decided and agreed on the content material to be taught, different methodologies to be used, along with the logical sequencing of the same for the purpose of implementation. Different teaching methodologies used, during the program, were didactic lectures, case stimulated sessions, clinical visits, laboratory work, and small group student's seminar. Results: After the implementation of program, the comparison between two batches as well as between topics taught with integrated learning program versus traditional method showed that students performed better in the topics, taught with integrated approach. Students rated “clinical visits” as very good methodology, followed by “case stimulated interactive sessions.” Students believed that they felt more actively involved, and their queries are better addressed with such interactive sessions. Conclusion: There is a very good perception of students toward integrated teaching. Students performed better if they are taught using this technique. Although majority of faculty found integrated teaching, as useful method of teaching, nevertheless extra work burden and interdepartmental coordination remained a challenging task. PMID:26380204

Teaching Evidence-Based Medicine: A Regional Dissemination Model.

ERIC Educational Resources Information Center

Leipzig, Rosanne M.; Wallace, Eleanor Z.; Smith, Lawrence G.; Sullivant, Jean; Dunn, Kathel; McGinn, Thomas

2003-01-01

Described and evaluated an interactive course designed to create a cadre of medical school faculty in New York who could integrate evidence-based medicine into their training programs. Findings for representatives of 30 internal medicine residency programs show the usefulness of the regional dissemination model used. (SLD)

Learning to teach effectively: Science, technology, engineering, and mathematics graduate teaching assistants' teaching self-efficacy

NASA Astrophysics Data System (ADS)

Dechenne, Sue Ellen

Graduate teaching assistants (GTAs) from science, technology, engineering, and mathematics (STEM) are important in the teaching of undergraduate students (Golde & Dore, 2001). However, they are often poorly prepared for teaching (Luft, Kurdziel, Roehrig, & Turner, 2004). This dissertation addresses teaching effectiveness in three related manuscripts: (1) A position paper that summarizes the current research on and develops a model of GTA teaching effectiveness. (2) An adaptation and validation of two instruments; GTA perception of teaching training and STEM GTA teaching self-efficacy. (3) A model test of factors that predict STEM GTA teaching self-efficacy. Together these three papers address key questions in the understanding of teaching effectiveness in STEM GTAs including: (a) What is our current knowledge of factors that affect the teaching effectiveness of GTAs? (b) Given that teaching self-efficacy is strongly linked to teaching performance, how can we measure STEM GTAs teaching self-efficacy? (c) Is there a better way to measure GTA teaching training than currently exists? (d) What factors predict STEM GTA teaching self-efficacy? An original model for GTA teaching effectiveness was developed from a thorough search of the GTA teaching literature. The two instruments---perception of training and teaching self-efficacy---were tested through self-report surveys using STEM GTAs from six different universities including Oregon State University (OSU). The data was analyzed using exploratory and confirmatory factor analysis. Using GTAs from the OSU colleges of science and engineering, the model of sources of STEM GTA teaching self-efficacy was tested by administering self-report surveys and analyzed by using OLS regression analysis. Language and cultural proficiency, departmental teaching climate, teaching self-efficacy, GTA training, and teaching experience affect GTA teaching effectiveness. GTA teaching self-efficacy is a second-order factor combined from self

A Computational Model of the Self-Teaching Hypothesis Based on the Dual-Route Cascaded Model of Reading

ERIC Educational Resources Information Center

Pritchard, Stephen C.; Coltheart, Max; Marinus, Eva; Castles, Anne

2018-01-01

The self-teaching hypothesis describes how children progress toward skilled sight-word reading. It proposes that children do this via phonological recoding with assistance from contextual cues, to identify the target pronunciation for a novel letter string, and in so doing create an opportunity to self-teach new orthographic knowledge. We present…

Research and application of mobile teaching platform

NASA Astrophysics Data System (ADS)

Yang, Ping; Xue, Hongjiao

2017-08-01

The application of mobile technology in university digital campus is ripe. This article mainly introduced the necessity of teaching platform based on mobile Internet in the teaching of higher vocational education, and the key to the construction of the feasibility of mobile learning platform, which is a feasible and effective teaching model under the new situation, worthy of promotion. The design and application of teaching platform based on mobile Internet is the change of educational ideas and working methods, and is the new starting point of Higher Vocational education.

Assessing the Implementation Fidelity of a School-Based Teaching Personal and Social Responsibility Program in Physical Education and Other Subject Areas

ERIC Educational Resources Information Center

Escartí, Amparo; Liops-Goig, Ramon; Wright, Paul M.

2018-01-01

Purpose: The Teaching Personal and Social Responsibility (TPSR) model was developed to foster responsibility and teach life skills that transfer to various settings. The purpose of this study was to assess the implementation fidelity of a school-based TPSR program in physical education and other subject areas. Method: Systematic observation was…

Teaching Reading Sourcebook, Second Edition

ERIC Educational Resources Information Center

Honig, Bill; Diamond, Linda; Gutlohn, Linda

2008-01-01

The "Teaching Reading Sourcebook, Second Edition" is a comprehensive reference about reading instruction. Organized according to the elements of explicit instruction (what? why? when? and how?), the "Sourcebook" includes both a research-informed knowledge base and practical sample lesson models. It teaches the key elements of an effective reading…

Teaching project: a low-cost swine model for chest tube insertion training.

PubMed

Netto, Fernando Antonio Campelo Spencer; Sommer, Camila Garcia; Constantino, Michael de Mello; Cardoso, Michel; Cipriani, Raphael Flávio Fachini; Pereira, Renan Augusto

2016-02-01

to describe and evaluate the acceptance of a low-cost chest tube insertion porcine model in a medical education project in the southwest of Paraná, Brazil. we developed a low-cost and low technology porcine model for teaching chest tube insertion and used it in a teaching project. Medical trainees - students and residents - received theoretical instructions about the procedure and performed thoracic drainage in this porcine model. After performing the procedure, the participants filled a feedback questionnaire about the proposed experimental model. This study presents the model and analyzes the questionnaire responses. seventy-nine medical trainees used and evaluated the model. The anatomical correlation between the porcine model and human anatomy was considered high and averaged 8.1±1.0 among trainees. All study participants approved the low-cost porcine model for chest tube insertion. the presented low-cost porcine model for chest tube insertion training was feasible and had good acceptability among trainees. This model has potential use as a teaching tool in medical education.

Teaching undergraduate biomechanics with Just-in-Time Teaching.

PubMed

Riskowski, Jody L

2015-06-01

Biomechanics education is a vital component of kinesiology, sports medicine, and physical education, as well as for many biomedical engineering and bioengineering undergraduate programmes. Little research exists regarding effective teaching strategies for biomechanics. However, prior work suggests that student learning in undergraduate physics courses has been aided by using the Just-in-Time Teaching (JiTT). As physics understanding plays a role in biomechanics understanding, the purpose of study was to evaluate the use of a JiTT framework in an undergraduate biomechanics course. This two-year action-based research study evaluated three JiTT frameworks: (1) no JiTT; (2) mathematics-based JiTT; and (3) concept-based JiTT. A pre- and post-course assessment of student learning used the biomechanics concept inventory and a biomechanics concept map. A general linear model assessed differences between the course assessments by JiTT framework in order to evaluate learning and teaching effectiveness. The results indicated significantly higher learning gains and better conceptual understanding in a concept-based JiTT course, relative to a mathematics-based JiTT or no JiTT course structure. These results suggest that a course structure involving concept-based questions using a JiTT strategy may be an effective method for engaging undergraduate students and promoting learning in biomechanics courses.

Teaching science as inquiry in US and in Japan: A cross-cultural comparison of science teachers' understanding of, and attitudes toward inquiry-based teaching

NASA Astrophysics Data System (ADS)

Tosa, Sachiko

Since the publication of the National Science Education Standards in 1996, learning science through inquiry has been regarded as the heart of science education. However, the TIMSS 1999 Video Study showed that inquiry-based teaching has been taking place less in the United States than in Japan. This study examined similarities and differences in how Japanese and American middle-school science teachers think and feel about inquiry-based teaching. Teachers' attitudes toward the use of inquiry in science teaching were measured through a survey instrument (N=191). Teachers' understanding of inquiry-based teaching was examined through interviews and classroom observations in the United States (N=9) and Japan (N=15). The results show that in spite of the variations in teachers' definitions of inquiry-based teaching, teachers in both countries strongly agree with the idea of inquiry-based teaching. However, little inquiry-based teaching was observed in either of the countries for different reasons. The data indicate that Japanese teachers did not generally help students construct their own understanding of scientific concepts in spite of well-planned lesson structures and activity set-ups. On the other hand, the observational data indicate that American teachers often lacked meaningful science content in spite of their high level of pedagogical knowledge. The need for addressing the importance of scientific concepts in teacher preparation programs in higher education institutions in the US is advocated. To the Japanese science education community, the need for teachers' acquisition of instructional strategies for inquiry-based teaching is strongly addressed.

Teaching trainers to incorporate evidence-based medicine (EBM) teaching in clinical practice: the EU-EBM project.

PubMed

Thangaratinam, Shakila; Barnfield, Gemma; Weinbrenner, Susanne; Meyerrose, Berit; Arvanitis, Theodoros N; Horvath, Andrea R; Zanrei, Gianni; Kunz, Regina; Suter, Katja; Walczak, Jacek; Kaleta, Anna; Oude Rengerink, Katrien; Gee, Harry; Mol, Ben W J; Khan, Khalid S

2009-09-10

Evidence based medicine (EBM) is considered an integral part of medical training, but integration of teaching various EBM steps in everyday clinical practice is uncommon. Currently EBM is predominantly taught through theoretical courses, workshops and e-learning. However, clinical teachers lack confidence in teaching EBM in workplace and are often unsure of the existing opportunities for teaching EBM in the clinical setting. There is a need for continuing professional development (CPD) courses that train clinical trainers to teach EBM through on-the-job training by demonstration of applied EBM real time in clinical practice. We developed such a course to encourage clinically relevant teaching of EBM in post-graduate education in various clinical environments. We devised an e-learning course targeting trainers with EBM knowledge to impart educational methods needed to teach application of EBM teaching in commonly used clinical settings. The curriculum development group comprised experienced EBM teachers, clinical epidemiologists, clinicians and educationalists from institutions in seven European countries. The e-learning sessions were designed to allow participants (teachers) to undertake the course in the workplace during short breaks within clinical activities. An independent European steering committee provided input into the process. The curriculum defined specific learning objectives for teaching EBM by exploiting educational opportunities in six different clinical settings. The e-modules incorporated video clips that demonstrate practical and effective methods of EBM teaching in everyday clinical practice. The course encouraged focussed teaching activities embedded within a trainer's personal learning plan and documentation in a CPD portfolio for reflection. This curriculum will help senior clinicians to identify and make the best use of available opportunities in everyday practice in clinical situations to teach various steps of EBM and demonstrate their

Teaching trainers to incorporate evidence-based medicine (EBM) teaching in clinical practice: the EU-EBM project

PubMed Central

Thangaratinam, Shakila; Barnfield, Gemma; Weinbrenner, Susanne; Meyerrose, Berit; Arvanitis, Theodoros N; Horvath, Andrea R; Zanrei, Gianni; Kunz, Regina; Suter, Katja; Walczak, Jacek; Kaleta, Anna; Rengerink, Katrien Oude; Gee, Harry; Mol, Ben WJ; Khan, Khalid S

2009-01-01

Background Evidence based medicine (EBM) is considered an integral part of medical training, but integration of teaching various EBM steps in everyday clinical practice is uncommon. Currently EBM is predominantly taught through theoretical courses, workshops and e-learning. However, clinical teachers lack confidence in teaching EBM in workplace and are often unsure of the existing opportunities for teaching EBM in the clinical setting. There is a need for continuing professional development (CPD) courses that train clinical trainers to teach EBM through on-the-job training by demonstration of applied EBM real time in clinical practice. We developed such a course to encourage clinically relevant teaching of EBM in post-graduate education in various clinical environments. Methods We devised an e-learning course targeting trainers with EBM knowledge to impart educational methods needed to teach application of EBM teaching in commonly used clinical settings. The curriculum development group comprised experienced EBM teachers, clinical epidemiologists, clinicians and educationalists from institutions in seven European countries. The e-learning sessions were designed to allow participants (teachers) to undertake the course in the workplace during short breaks within clinical activities. An independent European steering committee provided input into the process. Results The curriculum defined specific learning objectives for teaching EBM by exploiting educational opportunities in six different clinical settings. The e-modules incorporated video clips that demonstrate practical and effective methods of EBM teaching in everyday clinical practice. The course encouraged focussed teaching activities embedded within a trainer's personal learning plan and documentation in a CPD portfolio for reflection. Conclusion This curriculum will help senior clinicians to identify and make the best use of available opportunities in everyday practice in clinical situations to teach various

Partner Teaching: A Promising Model

ERIC Educational Resources Information Center

Bronson, Carroll E.; Dentith, Audrey M.

2014-01-01

This paper describes an ethnographic case study of a partner or co-teaching classroom in an urban preschool classroom. As part of a larger project that evaluated classroom size and team teaching structures in Kindergarten classrooms in several high poverty urban schools, one successful co-teaching classroom was studied further. Systematic…

An efficient and effective teaching model for ambulatory education.

PubMed

Regan-Smith, Martha; Young, William W; Keller, Adam M

2002-07-01

Teaching and learning in the ambulatory setting have been described as inefficient, variable, and unpredictable. A model of ambulatory teaching that was piloted in three settings (1973-1981 in a university-affiliated outpatient clinic in Portland, Oregon, 1996-2000 in a community outpatient clinic, and 2000-2001 in an outpatient clinic serving Dartmouth Medical School's teaching hospital) that combines a system of education and a system of patient care is presented. Fully integrating learners into the office practice using creative scheduling, pre-rotation learning, and learner competence certification enabled the learners to provide care in roles traditionally fulfilled by physicians and nurses. Practice redesign made learners active members of the patient care team by involving them in such tasks as patient intake, histories and physicals, patient education, and monitoring of patient progress between visits. So that learners can be active members of the patient care team on the first day of clinic, pre-training is provided by the clerkship or residency so that they are able to competently provide care in the time available. To assure effective education, teaching and learning times are explicitly scheduled by parallel booking of patients for the learner and the preceptor at the same time. In the pilot settings this teaching model maintained or improved preceptor productivity and on-time efficiency compared with these outcomes of traditional scheduling. The time spent alone with patients, in direct observation by preceptors, and for scheduled case discussion was appreciated by learners. Increased satisfaction was enjoyed by learners, teachers, clinic staff, and patients. Barriers to implementation include too few examining rooms, inability to manipulate patient appointment schedules, and learners' not being present in a teaching clinic all the time.

Teaching Geometry through Problem-Based Learning

ERIC Educational Resources Information Center

Schettino, Carmel

2011-01-01

About seven years ago, the mathematics teachers at the author's secondary school came to the conclusion that they were not satisfied with their rather traditional geometry textbook. The author had already begun using a problem-based approach to teaching geometry in her classes, a transition for her and her students that inspired her to write about…

Effect of a training model in local anesthesia teaching.

PubMed

Brand, Henk S; Baart, Jacques A; Maas, N Eline; Bachet, Irmke

2010-08-01

The aim of this study was to evaluate the preclinical use of a training model in local anesthesia teaching on the subsequent clinical administration of a local anesthetic. Sixty-five dental students gave their first injection to a fellow dental student: twenty-two students after previous experience on a training model and forty-three without this training. After the injection, the opinions of both the student who performed the injection and the recipient were explored by questionnaires. Use of a training model did not affect the self-reported opinion of the students who performed the injection. However, the recipients of the injection considered students who exercised on the training model significantly more confident and calm, and reported a near-significant decrease in level of pain during insertion of the needle and feeling of a tingling lip. These results suggest that use of preclinical training models in local anesthesia teaching may have beneficial effects.

Factors influencing residents' evaluations of clinical faculty member teaching qualities and role model status.

PubMed

Arah, Onyebuchi A; Heineman, Maas J; Lombarts, Kiki M J M H

2012-04-01

  Evaluations of faculty members are widely used to identify excellent or substandard teaching performance. In order to enable such evaluations to be properly interpreted and used in faculty development, it is essential to understand the factors that influence resident doctors' (residents) evaluations of the teaching qualities of faculty members and their perceptions of faculty members as role-model specialists.   We carried out a cross-sectional survey within a longitudinal study of the System for Evaluation of Teaching Qualities (SETQ) of clinical teachers. The study sample included 889 residents and 1014 faculty members in 61 teaching programmes spanning 22 specialties in 20 hospitals in the Netherlands. Main outcome measures included residents' (i) global and (ii) specific ratings of faculty member teaching qualities, and (iii) global ratings of faculty members as role-model specialists. Statistical analysis was conducted using adjusted multivariable logistic generalised estimating equations.   In total, 690 residents (77.6%) completed 6485 evaluations of 962 faculty members, 848 (83.6%) of whom also self-evaluated. More recently certified faculty members, those who had attended a teacher training programme, and those who spent more time teaching than seeing patients or conducting research were more likely to score highly on most teaching qualities. However, faculty members who had undergone teacher training were less likely to be seen as role models (odds ratio [OR] 0.72, 95% confidence interval [CI] 0.59-0.88). In addition, faculty members were evaluated slightly higher by male than female residents on core teaching domains and overall teaching quality, but were less likely to be seen as role models by male residents (OR 0.80, 95% CI 0.67-0.97). Lastly, faculty members had higher odds of receiving top scores in specific teaching domains from residents in the first 4 years of residency and were less likely to be considered as role models by more

How to use Gagne's model of instructional design in teaching psychomotor skills.

PubMed

Khadjooi, Kayvan; Rostami, Kamran; Ishaq, Sauid

2011-01-01

Gagne's model of instructional design is based on the information processing model of the mental events that occur when adults are presented with various stimuli and focuses on the learning outcomes and how to arrange specific instructional events to achieve those outcomes. Applying Gagne's nine-step model is an excellent way to ensure an effective and systematic learning program as it gives structure to the lesson plans and a holistic view to the teaching. In this paper, we have chosen a routine practical procedure that junior doctors need to learn: insertion of a peritoneal (ascitic) drain and we use Gagne's "events of instruction" to design a lesson plan for this subject.

A Lakatosian Conceptual Change Teaching Strategy Based on Student Ability to Build Models with Varying Degrees of Conceptual Understanding of Chemical Equilibrium

NASA Astrophysics Data System (ADS)

Niaz, M.

The main objective of this study is to construct a Lakatosian teaching strategy that can facilitate conceptual change in students'' understanding of chemical equilibrium. The strategy is based on the premise that cognitive conflicts must have been engendered by the students themselves in trying to cope with different problem solving strategies. Results obtained (based on Venezuelan freshman students) show that the performance of the experimental group of students was generally better (especially on the immediate post tests) than that of the control group. It is concluded that a conceptual change teaching strategy must take into consideration the following aspects: a) core beliefs of the students in the topic (cf. ''hard core'', Lakatos 1970); b) exploration of the relationship between core beliefs and student alternative conceptions (misconceptions); c) cognitive complexity of the core belief can be broken down into a series of related and probing questions; d) students resist changes in their core beliefs by postulating ''auxiliary hypotheses'' in order to resolve their contradictions; e) students'' responses based on their alternative conceptions must be considered not as wrong, but rather as models, perhaps in the same sense as used by scientists to break the complexity of a problem; and f) students'' misconceptions be considered as alternative conceptions (theories) that compete with the present scientific theories and at times recapitulate theories scientists held in the past.

PIM Pedagogy: Toward a Loosely Unified Model for Teaching and Studying Comics and Graphic Novels

ERIC Educational Resources Information Center

Carter, James B.

2015-01-01

The article debuts and explains "PIM" pedagogy, a construct for teaching comics at the secondary- and post-secondary levels and for deep reading/studying comics. The PIM model for considering comics is actually based in major precepts of education studies, namely constructivist foundations of learning, and loosely unifies constructs…

On MTE-Model of Mathematics Teaching: Studying the Problems Related to a Plane Division Using the MTE-Model

ERIC Educational Resources Information Center

Bodroza-Pantic, O.; Matic-Kekic, Snezana; Jakovljev, Bogdanka; Markovic, Doko

2008-01-01

In this paper the didactically-methodological procedure named the MTE-model of mathematics teaching (Motivation test-Teaching-Examination test) is suggested and recommended when the teacher has subsequent lessons. This model is presented in detail through the processing of a nonstandard theme--the theme of decomposition of planes. Its efficiency…

Can Inquiry-Based Learning Strengthen the Links between Teaching and Disciplinary Research?

ERIC Educational Resources Information Center

Spronken-Smith, Rachel; Walker, Rebecca

2010-01-01

Inquiry-based learning has been promoted as a student-centred approach that can strengthen the links between teaching and research. This article examines the potential of inquiry-based learning to strengthen the teaching-research nexus by analysing three case studies: a "structured inquiry" third-year endocrinology medicine module, a…

Graduate and Undergraduate Students' Teaching Practices in a Place-Based Outreach Program

ERIC Educational Resources Information Center

Nilsen, Katherine Joy

2013-01-01

This study explores how university students (i.e., undergraduate and graduate students) participating in a place-based outreach program practiced teaching strategies on four field trips. The outreach program, Learning in Place-Based Environments (LPBE), provided opportunities for the university students to teach fifth grade students about place,…

An Investigation of Research-Based Teaching Practices through the Teacher Evaluations in Indiana Public Schools

ERIC Educational Resources Information Center

Sargent, Michael Steven

2014-01-01

The purpose of this study was to identify if a relationship existed between the implementation of professional evaluation processes and the use of research-based teaching practices, factoring in both perceptions of principals and practicing teachers. The variables of professional development on the evaluation model and the principal's years of…

An e-Portfolio-Based Model for the Application and Sharing of College English ESP MOOCs

ERIC Educational Resources Information Center

Chen, Jinshi

2017-01-01

The informationalized knowledge sharing of MOOCs not only promotes the change of teaching concept and the reform of teaching methodology, but also provides a new opportunity for the teaching resource integration and sharing between different universities. The present study has constructed an e-Portfolio-based model for the application and sharing…

Time to Teach: Teaching-Learning Processes in Primary Schools.

ERIC Educational Resources Information Center

Bennett, Neville

A model of the teaching-learning process identifies and describes varied behavioral dimensions of the classroom and how they relate to pupil achievement. The model is based on the assumption that the total amount of engaged time on a particular topic is the most important determinant of achievement and has the components of: (1) quantity of…

Research on Information-Based Teaching in Reform and Practice of Architectural Design

ERIC Educational Resources Information Center

Hao, Li-Jun; Xiao, Zhe-Tao

2017-01-01

In China, with the development of the era, the Architectural Design (AD) education has been given the requirement that students should master creative thinking mode and design method. The teaching target of integrating the Information-Based Teaching (IBT) into Creative Thinking (CT) mode is analyzed, and the Teaching Mode (TM) of integrating the…

Teaching psychosomatic medicine using problem-based learning and role-playing.

PubMed

Heru, Alison M

2011-01-01

Problem-based learning (PBL) has been implemented in medical education world-wide. Despite its popularity, it has not been generally considered useful for residency programs. The author presents a model for the implementation of PBL in residency programs. The author presents a description of a PBL curriculum for teaching psychosomatic medicine to PGY 2 members in a psychiatry training program. The goals of PBL are to encourage self-directed learning; enhance curiosity, using case-based, contextualized learning; promote collaborative practice; and support patient-centered care. The addition of role-playing exercises helps PGY 2 residents to develop their skills from simply developing a differential diagnosis to being able to construct biopsychosocial formulations, and it provides these residents an opportunity to practice presenting case formulations to the patient and family. Residents and faculty enjoyed the PBL role-playing sessions. Residents wanted the learning objectives given to them rather than generating their own learning objectives, to move through the cases faster, and to receive more information and more cases. Teaching psychosomatic medicine, using PBL and role-playing, allows many of the proposed Academy of Psychosomatic Medicine residency core competencies to be met. However, further refinement of the PBL method needs to take place in order to adapt its use to residency programs.

Role modelling in medical education: the importance of teaching skills.

PubMed

Burgess, Annette; Oates, Kim; Goulston, Kerry

2016-04-01

By observation of role models, and participation in activities, students develop their attitudes, values and professional competencies. Literature suggests that clinical skills and knowledge, personality, and teaching skills are three main areas that students consider central to the identification of positive role models. The aim of this study was to explore junior medical students' opinions of the ideal attributes of a good role model in clinical tutors. The study was conducted with one cohort (n = 301) of students who had completed year 1 of the medical programme in 2013. All students were asked to complete a questionnaire regarding the ideal attributes of a good role model in a clinical tutor. The questionnaire consisted of seven closed items and one open-ended question. The response rate to the questionnaire was 265/301 (88%). Although students found all three key areas important in a good role model, students emphasised the importance of excellence in teaching skills. Specifically, students see good role models as being able to provide a constructive learning environment, a good understanding of the curriculum and an ability to cater to the learning needs of all students. Students see good role models as being able to provide a constructive learning environment While acknowledging the importance of a patient-centred approach, as well as clinical knowledge and skills, our findings reinforce the importance of the actual teaching abilities of role models within medical education. © 2015 John Wiley & Sons Ltd.

T.E.M.P.: Teacher Education Model of Partnership--A Year-Long Competency-Based Urban Elementary Teaching Internship.

ERIC Educational Resources Information Center

Concordia Coll., St. Paul, Minn.

The Teacher Education Model of Partnership (TEMP) features joint ownership, joint support, and a partner relationship between a college and a school district in planning and implementing a professional program, designed specifically for teaching in the urban classroom. A planning committee was formed, composed of representatives from the public…

Partnerships Enhancing Practice: A Preliminary Model of Technology-Based Peer-to-Peer Evaluations of Teaching in Higher Education

ERIC Educational Resources Information Center

Servilio, Kathryn L.; Hollingshead, Aleksandra; Hott, Brittany L.

2017-01-01

In higher education, current teaching evaluation models typically involve senior faculty evaluating junior faculty. However, there is evidence that peer-to-peer junior faculty observations and feedback may be just as effective. This descriptive case study utilized an inductive analysis to examine experiences of six special education early career…

Culture-Based Arts Education That Teaches against the Grain: A Model for Place-Specific Material Culture Studies

ERIC Educational Resources Information Center

Bequette, James W.

2014-01-01

When 50 Midwest teachers in two public schools and one Reservation school worked in respectful, knowledgeable, and power-sharing ways with local Indigenous elders, artists, and academics, the outcome was often culture-based arts education that teaches against the grain. This collaboration and the culturally responsive pedagogy it inspired led to…

Quality Teaching Rounds in Mathematics Teacher Education

ERIC Educational Resources Information Center

Prieto, Elena; Howley, Peter; Holmes, Kathryn; Osborn, Judy-anne; Roberts, Malcolm; Kepert, Andrew

2015-01-01

The purpose of the study reported in this paper is to evaluate the effectiveness of an implementation of teaching rounds as a practice-based approach to pre-service teacher education in mathematics. The teaching rounds implemented in the study utilised the NSW Quality Teaching model pedagogical framework as a tool for learning about and reflecting…

The "medication interest model": an integrative clinical interviewing approach for improving medication adherence-part 2: implications for teaching and research.

PubMed

Shea, Shawn Christopher

2009-01-01

Over the past several decades, exciting advances have been made in the art and science of teaching clinical interviewing, which are supported by an ever-growing evidence base documenting their effectiveness. In this second article in a 2-part series, the training and research implications of an innovative approach to improving medication adherence based on these educational advances--the medication interest model (MIM)--are described. The objective is to provide an "insider's view" of how to creatively teach the MIM to case managers, as well as design state-of-the-art courses and research platforms dedicated to improving medication adherence through improved clinical interviewing skills in both nursing and medical student education. The teaching and research design concepts are applicable to all primary care settings as well as specialty areas from endocrinology and cardiology to psychiatry. Evidence-based advances in the teaching of clinical interviewing skills such as response-mode research, facilic supervision, microtraining, and macrotraining lend a distinctive quality and integrative power to the MIM. The model delineates several new platforms for training and research regarding the enhancement of medication adherence including an approach for collecting individual interviewing techniques into manageable "learning modules" amenable to competency evaluation and potential certification.

Promoting Inquiry-Based Teaching in Laboratory Courses: Are We Meeting the Grade?

PubMed Central

Butler, Amy; Burke da Silva, Karen

2014-01-01

Over the past decade, repeated calls have been made to incorporate more active teaching and learning in undergraduate biology courses. The emphasis on inquiry-based teaching is especially important in laboratory courses, as these are the courses in which students are applying the process of science. To determine the current state of research on inquiry-based teaching in undergraduate biology laboratory courses, we reviewed the recent published literature on inquiry-based exercises. The majority of studies in our data set were in the subdisciplines of biochemistry, cell biology, developmental biology, genetics, and molecular biology. In addition, most exercises were guided inquiry, rather than open ended or research based. Almost 75% of the studies included assessment data, with two-thirds of these studies including multiple types of assessment data. However, few exercises were assessed in multiple courses or at multiple institutions. Furthermore, assessments were rarely based on published instruments. Although the results of the studies in our data set show a positive effect of inquiry-based teaching in biology laboratory courses on student learning gains, research that uses the same instrument across a range of courses and institutions is needed to determine whether these results can be generalized. PMID:25185228

Using the SIOP Model for Effective Content Teaching with Second and Foreign Language Learners

ERIC Educational Resources Information Center

Kareva, Veronika; Echevarria, Jana

2013-01-01

In this paper we present a comprehensive model of instruction for providing consistent, high quality teaching to L2 students. This model, the SIOP Model (Sheltered Instruction Observation Protocol), provides an explicit framework for organizing instructional practices to optimize the effectiveness of teaching second and foreign language learners.…

Teaching science vs. the apprentice model--do we really have the choice?

PubMed

Marckmann, G

2001-01-01

The debate about the appropriate methodology of medical education has been (and still is) dominated by the opposing poles of teaching science versus teaching practical skills. I will argue that this conflict between scientific education and practical training has its roots in the underlying, more systematic question about the conceptual foundation of medicine: how far or in what respects can medicine be considered to be a science? By analyzing the epistemological status of medicine I will show that the internal aim of medicine ("promoting health through the prevention and treatment of disease") differs from the internal aim of science ("the methodological and systematic acquisition of knowledge"). Therefore, medicine as a whole discipline should not be considered as a science. However, medicine can be conceptually and methodologically scientific in so much as it is based on scientific knowledge. There is evidence from cognitive science research that diagnostic reasoning not only relies on the application of scientific knowledge but also--especially in routine cases--on a process of pattern recognition, a reasoning strategy based on the memory of previously encountered patients. Hence, medical education must contain both: the imparting of scientific knowledge and the rich exposure to concrete cases during practical training. Hence, the question of teaching science vs. the apprentice model will not be "either-or" but rather "both--but in which proportion?"

Integration of evidence-based practice in bedside teaching paediatrics supported by e-learning.

PubMed

Potomkova, Jarmila; Mihal, Vladimir; Zapletalova, Jirina; Subova, Dana

2010-03-01

Bedside teaching with evidence-based practice elements, supported by e-learning activities, can play an important role in modern medical education. Teachers have to incorporate evidence from the medical literature to increase student motivation and interactivity. An integral part of the medical curricula at Palacky University Olomouc (Czech Republic) are real paediatric scenarios supplemented with a review of current literature to enhance evidence-based bedside teaching & learning. Searching for evidence is taught through librarian-guided interactive hands-on sessions and/or web-based tutorials followed by clinical case presentations and feedback. Innovated EBM paediatric clerkship demonstrated students' preferences towards web-based interactive bedside teaching & learning. In two academic years (2007/2008, 2008/2009), learning-focused feedback from 106 and 131 students, resp. was obtained about their attitudes towards evidence-based bedside teaching. The assessment included among others the overall level of instruction, quality of practical evidence-based training, teacher willingness and impact of instruction on increased interest in the specialty. There was some criticism about excessive workload. A parallel survey was carried out on the perceived values of different forms of information skills training (i.e. demonstration, online tutorials, and librarian-guided interactive search sessions) and post-training self-reported level of search skills. The new teaching/learning paediatric portfolio is a challenge for further activities, including effective knowledge translation, continuing medical & professional development of teachers, and didactic, clinically integrated teaching approaches.

Specialized Courses Teaching Mode Innovation of the Independent College Based on MOOCS

ERIC Educational Resources Information Center

Hongxia, Sun; Na, Zhao; Zhixiang, Zhang; Feng, Li; Pengcheng, Zhu

2017-01-01

Independent college is a new kind of school-running pattern, on the basis of independent college computer professional course teaching, based on the background of MOOCS, specialized course teaching mode principle, on the basis of design is given priority to, the class online course of classroom teaching mode. To a certain extent can motivate we…

Current trends in community-based clinical teaching programs in U.K.and Ireland dental schools.

PubMed

Lynch, Christopher D; Ash, Peter J; Chadwick, Barbara L

2013-05-01

Community-based clinical teaching/outreach programs using a variety of approaches have been established in many predoctoral dental schools around the world. The aim of this article is to report current trends in the teaching of community-based clinical teaching/outreach teaching in dental schools in the United Kingdom and Ireland. In late 2010-early 2011, a questionnaire was distributed by e-mail to deans of the eighteen established dental schools in the United Kingdom and Ireland. The questionnaire included both open and closed questions relating to current and anticipated trends in community-based clinical teaching. Fourteen responses were received (response rate=78 percent). All fourteen responding schools reported inclusion of a community-based clinical teaching program. Ten schools indicated that their program was based on total patient (comprehensive) care including the treatment of child patients. In nine schools, the program is directed by a senior clinical academic in restorative dentistry. As well as student dentists, ten schools and seven schools include teaching of student dental therapists and student dental hygienists, respectively. There is a varied experience within the schools surveyed in terms of the extent, nature, and content of these programs. Overall, however, community-based clinical teaching was seen as part of the future of dental school education in many schools as an ideal way of preparing graduates for Dental Foundation Training and subsequent independent practice.

School Based/University Collaborative Effort: A Pre Service Model.

ERIC Educational Resources Information Center

Bercik, Janet T.

This paper discusses the principles and describes the planning and development of a student teaching program model for Northeastern Illinois University students. The program is in its fourth year and was collaboratively designed by faculty from the university and a local middle school. The model is based on the importance of communication,…

Piloting a Co-Teaching Model for Mathematics Teacher Preparation: Learning to Teach Together

ERIC Educational Resources Information Center

Yopp, Ruth Helen; Ellis, Mark W.; Bonsangue, Martin V.; Duarte, Thomas; Meza, Susanna

2014-01-01

This study offers insights from an initial pilot of a co-teaching model for mathematics teacher preparation developed both to support experienced teachers in shifting their practice toward the vision set forth by NCTM and the Common Core State Standards for Mathematics (National Governors Association, 2010; NCTM, 2000, 2009) and to provide…

Understanding Elementary Astronomy by Making Drawing-Based Models

NASA Astrophysics Data System (ADS)

van Joolingen, W. R.; Aukes, Annika V. A.; Gijlers, H.; Bollen, L.

2015-04-01

Modeling is an important approach in the teaching and learning of science. In this study, we attempt to bring modeling within the reach of young children by creating the SimSketch modeling system, which is based on freehand drawings that can be turned into simulations. This system was used by 247 children (ages ranging from 7 to 15) to create a drawing-based model of the solar system. The results show that children in the target age group are capable of creating a drawing-based model of the solar system and can use it to show the situations in which eclipses occur. Structural equation modeling predicting post-test knowledge scores based on learners' pre-test knowledge scores, the quality of their drawings and motivational aspects yielded some evidence that such drawing contributes to learning. Consequences for using modeling with young children are considered.

Estimating suspended sediment load with multivariate adaptive regression spline, teaching-learning based optimization, and artificial bee colony models.

PubMed

Yilmaz, Banu; Aras, Egemen; Nacar, Sinan; Kankal, Murat

2018-05-23

The functional life of a dam is often determined by the rate of sediment delivery to its reservoir. Therefore, an accurate estimate of the sediment load in rivers with dams is essential for designing and predicting a dam's useful lifespan. The most credible method is direct measurements of sediment input, but this can be very costly and it cannot always be implemented at all gauging stations. In this study, we tested various regression models to estimate suspended sediment load (SSL) at two gauging stations on the Çoruh River in Turkey, including artificial bee colony (ABC), teaching-learning-based optimization algorithm (TLBO), and multivariate adaptive regression splines (MARS). These models were also compared with one another and with classical regression analyses (CRA). Streamflow values and previously collected data of SSL were used as model inputs with predicted SSL data as output. Two different training and testing dataset configurations were used to reinforce the model accuracy. For the MARS method, the root mean square error value was found to range between 35% and 39% for the test two gauging stations, which was lower than errors for other models. Error values were even lower (7% to 15%) using another dataset. Our results indicate that simultaneous measurements of streamflow with SSL provide the most effective parameter for obtaining accurate predictive models and that MARS is the most accurate model for predicting SSL. Copyright © 2017 Elsevier B.V. All rights reserved.

Development of the teaching simulator based on animated film to strengthening pedagogical competencies of prospective teachers

NASA Astrophysics Data System (ADS)

Fatimah, Siti; Setiawan, Wawan; Kusnendar, Jajang; Rasim, Junaeti, Enjun; Anggraeni, Ria

2017-05-01

Debriefing of pedagogical competence through both theory and practice which became a requirement for prospective teachers were through micro teaching and teaching practice program. But, some reports from the partner schools stated that the participants of teaching practice program have not well prepared on implementing the learning in the classroom because of lacking the debriefing. In line with the development of information technology, it is very possible to develop a media briefing of pedagogical competencies for prospective teachers through an application so that they can use it anytime and anywhere. This study was one answer to the problem of unpreparedness participants of the teaching practice program. This study developed a teaching simulator, which was an application for learning simulation with the animated film to enhance the professional pedagogical competence prospective teachers. By the application of this teaching simulator, students as prospective teacher could test their own pedagogic competence through learning models with different varied characteristics of students. Teaching Simulator has been equipped with features that allow users to be able to explore the quality of teaching techniques that they employ for the teaching and learning activities in the classroom. These features included the election approaches, the student's character, learning materials, questioning techniques, discussion, and evaluation. Teaching simulator application provided the ease of prospective teachers or teachers in implementing the development of lessons for practice in the classroom. Applications that have been developed to apply simulation models allow users to freely manage a lesson. Development of teaching simulator application was passed through the stages which include needs assessment, design, coding, testing, revision, improvement, grading, and packaging. The application of teaching simulator was also enriched with some real instructional video as a comparison

Validating a Model of Effective Teaching Behaviour of Pre-Service Teachers

ERIC Educational Resources Information Center

Maulana, Ridwan; Helms-Lorenz, Michelle; Van de Grift, Wim

2017-01-01

Although effective teaching behaviour is central for pupil outcomes, the extent to which pre-service teachers behave effectively in the classroom and how their behaviour relates to pupils' engagement remain unanswered. The present study aims to validate a theoretical model linking effective pre-service teaching behaviour and pupil's engagement,…

A Conceptual Model for Teaching Critical Thinking in a Knowledge Economy

ERIC Educational Resources Information Center

Chadwick, Clifton

2011-01-01

Critical thinking, viewed as rational and analytic thinking, is crucial for participation in a knowledge economy and society. This article provides a brief presentation of the importance of teaching critical thinking in a knowledge economy; suggests a conceptual model for teaching thinking; examines research on the historical role of teachers in…

Experimental Evaluation of a Serious Game for Teaching Software Process Modeling

ERIC Educational Resources Information Center

Chaves, Rafael Oliveira; von Wangenheim, Christiane Gresse; Furtado, Julio Cezar Costa; Oliveira, Sandro Ronaldo Bezerra; Santos, Alex; Favero, Eloi Luiz

2015-01-01

Software process modeling (SPM) is an important area of software engineering because it provides a basis for managing, automating, and supporting software process improvement (SPI). Teaching SPM is a challenging task, mainly because it lays great emphasis on theory and offers few practical exercises. Furthermore, as yet few teaching approaches…

Emergent Frameworks of Research Teaching and Learning in a Cohort-Based Doctoral Programme

ERIC Educational Resources Information Center

Samuel, Michael; Vithal, Renuka

2011-01-01

This article argues that alternate models of doctoral research teaching and learning pedagogy could address the challenge of under-productivity of doctoral graduands in the South African higher education system. Present literature tends not to focus on the models of research teaching and learning as a form of pedagogy. The article presents a case…

The Design and Implementation of Network Teaching Platform Basing on .NET

NASA Astrophysics Data System (ADS)

Yanna, Ren

This paper addresses the problem that students under traditional teaching model have poor operation ability and studies in depth the network teaching platform in domestic colleges and universities, proposing the design concept of network teaching platform of NET + C # + SQL excellent course and designing the overall structure, function module and back-end database of the platform. This paper emphatically expounds the use of MD5 encryption techniques in order to solve data security problems and the assessment of student learning using ADO.NET database access technology as well as the mathematical formula. The example shows that the network teaching platform developed by using WEB application technology has higher safety and availability, and thus improves the students' operation ability.

Perceptions of Secondary Teachers on the Co-Teaching Model: An Examination of the Instructional Practices in Co-Teaching Classrooms in Western Pennsylvania

ERIC Educational Resources Information Center

Woods, Phillip K.

2017-01-01

The purpose of this study is to interview high school teachers of English Language Arts and special educators who are partners in a co-teaching model. It is important to understand the perceptions of teachers using co-teaching models to learn about the strengths of the program, as well as areas for improvement. In 1975, public education changed…

State-of-the-art Hydrology Education: Development of Windows-based and Web-based Interactive Teaching-Learning Software

NASA Astrophysics Data System (ADS)

Chu, X.

2011-12-01

This study, funded by the NSF CAREER program, focuses on developing new methods to quantify microtopography-controlled overland flow processes and integrating the cutting-edge hydrologic research with all-level education and outreach activities. To achieve the educational goal, an interactive teaching-learning software package has been developed. This software, with enhanced visualization capabilities, integrates the new modeling techniques, computer-guided learning processes, and education-oriented tools in a user-friendly interface. Both Windows-based and web-based versions have been developed. The software is specially designed for three major user levels: elementary level (Level 1: K-12 and outreach education), medium level (Level 2: undergraduate education), and advanced level (Level 3: graduate education). Depending on the levels, users are guided to different educational systems. Each system consists of a series of mini "libraries" featured with movies, pictures, and documentation that cover fundamental theories, varying scale experiments, and computer modeling of overland flow generation, surface runoff, and infiltration processes. Testing and practical use of this educational software in undergraduate and graduate teaching demonstrate its effectiveness to promote students' learning and interest in hydrologic sciences. This educational software also has been used as a hydrologic demonstration tool for K-12 students and Native American students through the Nurturing American Tribal Undergraduate Research Education (NATURE) program and Science, Technology, Engineering and Mathematics (STEM) outreach activities.

Positive Outcomes Increase over Time with the Implementation of a Semiflipped Teaching Model

ERIC Educational Resources Information Center

Gorres-Martens, Brittany K.; Segovia, Angela R.; Pfefer, Mark T.

2016-01-01

The flipped teaching model can engage students in the learning process and improve learning outcomes. The purpose of the present study was to assess the outcomes of a semiflipped teaching model over time. Neurophysiology students spent the majority of class time listening to traditional didactic lectures, but they also listened to 5 online…

From Biology to Mathematical Models and Back: Teaching Modeling to Biology Students, and Biology to Math and Engineering Students

PubMed Central

McManus, Jeffrey M.; Shaw, Kendrick M.

2010-01-01

We describe the development of a course to teach modeling and mathematical analysis skills to students of biology and to teach biology to students with strong backgrounds in mathematics, physics, or engineering. The two groups of students have different ways of learning material and often have strong negative feelings toward the area of knowledge that they find difficult. To give students a sense of mastery in each area, several complementary approaches are used in the course: 1) a “live” textbook that allows students to explore models and mathematical processes interactively; 2) benchmark problems providing key skills on which students make continuous progress; 3) assignment of students to teams of two throughout the semester; 4) regular one-on-one interactions with instructors throughout the semester; and 5) a term project in which students reconstruct, analyze, extend, and then write in detail about a recently published biological model. Based on student evaluations and comments, an attitude survey, and the quality of the students' term papers, the course has significantly increased the ability and willingness of biology students to use mathematical concepts and modeling tools to understand biological systems, and it has significantly enhanced engineering students' appreciation of biology. PMID:20810957

From biology to mathematical models and back: teaching modeling to biology students, and biology to math and engineering students.

PubMed

Chiel, Hillel J; McManus, Jeffrey M; Shaw, Kendrick M

2010-01-01

We describe the development of a course to teach modeling and mathematical analysis skills to students of biology and to teach biology to students with strong backgrounds in mathematics, physics, or engineering. The two groups of students have different ways of learning material and often have strong negative feelings toward the area of knowledge that they find difficult. To give students a sense of mastery in each area, several complementary approaches are used in the course: 1) a "live" textbook that allows students to explore models and mathematical processes interactively; 2) benchmark problems providing key skills on which students make continuous progress; 3) assignment of students to teams of two throughout the semester; 4) regular one-on-one interactions with instructors throughout the semester; and 5) a term project in which students reconstruct, analyze, extend, and then write in detail about a recently published biological model. Based on student evaluations and comments, an attitude survey, and the quality of the students' term papers, the course has significantly increased the ability and willingness of biology students to use mathematical concepts and modeling tools to understand biological systems, and it has significantly enhanced engineering students' appreciation of biology.

From PPP and CALL/MALL to a Praxis of Task-Based Teaching and Mobile Assisted Language Use

ERIC Educational Resources Information Center

Jarvis, Huw

2015-01-01

Two of the most significant trends in TESOL (Teachers of English to Speakers of Other Languages) over the last twenty years or so are the rise of task­-based language teaching (TBLT) and the growth of technology. With TBLT there is a challenging of more traditional structure-based models of delivery, and the increased capacity and mobility of…

Evaluation of competence-based teaching in higher education: From theory to practice.

PubMed

Bergsmann, Evelyn; Schultes, Marie-Therese; Winter, Petra; Schober, Barbara; Spiel, Christiane

2015-10-01

Competence-based teaching in higher education institutions and its evaluation have become a prevalent topic especially in the European Union. However, evaluation instruments are often limited, for example to single student competencies or specific elements of the teaching process. The present paper provides a more comprehensive evaluation concept that contributes to sustainable improvement of competence-based teaching in higher education institutions. The evaluation concept considers competence research developments as well as the participatory evaluation approach. The evaluation concept consists of three stages. The first stage evaluates whether the competencies students are supposed to acquire within the curriculum (ideal situation) are well defined. The second stage evaluates the teaching process and the competencies students have actually acquired (real situation). The third stage evaluates concrete aspects of the teaching process. Additionally, an implementation strategy is introduced to support the transfer from the theoretical evaluation concept to practice. The evaluation concept and its implementation strategy are designed for internal evaluations in higher education and primarily address higher education institutions that have already developed and conducted a competence-based curriculum. Copyright © 2015 Elsevier Ltd. All rights reserved.

Using Video Modeling and Video Prompting to Teach Core Academic Content to Students with Learning Disabilities

ERIC Educational Resources Information Center

Kellems, Ryan O.; Edwards, Sean

2016-01-01

Practitioners are constantly searching for evidence-based practices that are effective in teaching academic skills to students with learning disabilities (LD). Video modeling (VM) and video prompting have become popular instructional interventions for many students across a wide range of different disability classifications, including those with…

The Effect of Reform-Based Science Teaching on SES-Associated Achievement Gap on PISA 2006: A Comparative Study of the United States and Taiwan

NASA Astrophysics Data System (ADS)

Tang, Nai-En

The goal of this study is to examine how reform-based science teaching has been implemented and whether reform-based science teaching has promoted education equity through being available and beneficial for students from different socioeconomic status (SES) family backgrounds in the U.S. and Taiwan. No existing study used large-scale assessment to investigate the implementation and outcomes of the science reform movement in the U.S. and Taiwan. This study was developed to fill this gap using the Program of International Student Assessment (PISA) 2006 data including 5,611 students in the United States and 5995 students in Taiwan. A Latent Profile Analysis (LPA) was used to classify students into different science learning subgroups to understand how broadly reform-based science learning has been implemented in classrooms. The results showed that students in the U.S. had more opportunity to learn science through the reform-based learning activities than students in Taiwan. Latent Class Regression (LCR) and Structural Equation Modeling (SEM) were used for examining the availability of reform-based science teaching in both countries. The results showed that in the U.S., higher SES students had more opportunity to learn science reform-based learning activities. On the other hand, students' SES had no association with reform-based science learning in Taiwan. Regression Mixture Modeling and SEM were used to examine whether there was an association between reform-based science teaching and SES-associated achievement gaps. The results found no evidence to support the claim that reform-based science teaching helps to minimize SES-associated achievement gaps in both countries.

A Model for Teaching Large Classes: Facilitating a "Small Class Feel"

ERIC Educational Resources Information Center

Lynch, Rosealie P.; Pappas, Eric

2017-01-01

This paper presents a model for teaching large classes that facilitates a "small class feel" to counteract the distance, anonymity, and formality that often characterize large lecture-style courses in higher education. One author (E. P.) has been teaching a 300-student general education critical thinking course for ten years, and the…

Innovative Model for Information Assurance Curriculum: A Teaching Hospital

ERIC Educational Resources Information Center

Goel, Sanjay; Pon, Damira; Bloniarz, Peter; Bangert-Drowns, Robert; Berg, George; Delio, Vince; Iwan, Laura; Hurbanek, Thomas; Schuman, Sandoor P.; Gangolly, Jagdish; Baykal, Adnan; Hobbs, Jon

2006-01-01

A novel idea for information security education created by the New York State Center for Information Forensics and Assurance (CIFA) is presented. This new approach incorporates a teaching hospital model originally developed for medical training. In this model, information security problems from industry and government are solved and abstracted…

Teaching Note--An Exploration of Team-Based Learning and Social Work Education: A Natural Fit

ERIC Educational Resources Information Center

Robinson, Michael A.; Robinson, Michelle Bachelor; McCaskill, Gina M.

2013-01-01

The literature on team-based learning (TBL) as a pedagogical methodology in social work education is limited; however, TBL, which was developed as a model for business, has been successfully used as a teaching methodology in nursing, business, engineering, medical school, and many other disciplines in academia. This project examines the use of TBL…

Performance in Physical Science Education by Dint of Advance Organiser Model of Teaching

ERIC Educational Resources Information Center

Bency, P. B. Beulahbel; Raja, B. William Dharma

2010-01-01

Education should be made painless and the teaching must be made effective. Teaching is an activity, which is designed and performed for multiple objectives, in terms of changes in student behaviours. Models of teaching are just a blue print designed in advance for providing necessary structure and direction to the teacher for realizing the…

Developing medical students as teachers: an anatomy-based student-as-teacher program with emphasis on core teaching competencies.

PubMed

Andrew Jay, Erie; Starkman, Sidney J; Pawlina, Wojciech; Lachman, Nirusha

2013-01-01

Teaching is an increasingly recognized responsibility of the resident physician. Residents, however, often assume teaching responsibilities without adequate preparation. Consequently, many medical schools have implemented student-as-teacher (SAT) programs that provide near-peer teaching opportunities to senior medical students. Near-peer teaching is widely regarded as an effective teaching modality; however, whether near-peer teaching experiences in medical school prepare students for the teaching demands of residency is less understood. We explored whether the anatomy-based SAT program through the Human Structure didactic block at Mayo Medical School addressed the core teaching competencies of a medical educator and prepared its participants for further teaching roles in their medical careers. A web-based survey was sent to all teaching assistants in the anatomy-based SAT program over the past five years (2007-2011). Survey questions were constructed based on previously published competencies in seven teaching domains--course development, course organization, teaching execution, student coaching, student assessment, teacher evaluation, and scholarship. Results of the survey indicate that participants in the anatomy-based SAT program achieved core competencies of a medical educator and felt prepared for the teaching demands of residency. Copyright © 2013 American Association of Anatomists.

How to use Gagne's model of instructional design in teaching psychomotor skills

PubMed Central

Rostami, Kamran; Ishaq, Sauid

2011-01-01

Gagne's model of instructional design is based on the information processing model of the mental events that occur when adults are presented with various stimuli and focuses on the learning outcomes and how to arrange specific instructional events to achieve those outcomes. Applying Gagne's nine-step model is an excellent way to ensure an effective and systematic learning program as it gives structure to the lesson plans and a holistic view to the teaching. In this paper, we have chosen a routine practical procedure that junior doctors need to learn: insertion of a peritoneal (ascitic) drain and we use Gagne's “events of instruction” to design a lesson plan for this subject. PMID:24834168

An evaluation of a paediatric radiation oncology teaching programme incorporating a SCORPIO teaching model.

PubMed

Ahern, Verity; Klein, Linda; Bentvelzen, Adam; Garlan, Karen; Jeffery, Heather

2011-04-01

Many radiation oncology registrars have no exposure to paediatrics during their training. To address this, the Paediatric Special Interest Group of the Royal Australian and New Zealand College of Radiologists has convened a biennial teaching course since 1997. The 2009 course incorporated the use of a Structured, Clinical, Objective-Referenced, Problem-orientated, Integrated and Organized (SCORPIO) teaching model for small group tutorials. This study evaluates whether the paediatric radiation oncology curriculum can be adapted to the SCORPIO teaching model and to evaluate the revised course from the registrars' perspective. Teaching and learning resources included a pre-course reading list, a lecture series programme and a SCORPIO workshop. Three evaluation instruments were developed: an overall Course Evaluation Survey for all participants, a SCORPIO Workshop Survey for registrars and a Teacher's SCORPIO Workshop Survey. Forty-five radiation oncology registrars, 14 radiation therapists and five paediatric oncology registrars attended. Seventy-three per cent (47/64) of all participants completed the Course Evaluation Survey and 95% (38/40) of registrars completed the SCORPIO Workshop Survey. All teachers completed the Teacher's SCORPIO Survey (10/10). The overall educational experience was rated as good or excellent by 93% (43/47) of respondents. Ratings of satisfaction with lecture sessions were predominantly good or excellent. Registrars gave the SCORPIO workshop high ratings on each of 10 aspects of quality, with 82% allocating an excellent rating overall for the SCORPIO activity. Both registrars and teachers recommended more time for the SCORPIO stations. The 2009 course met the educational needs of the radiation oncology registrars and the SCORPIO workshop was a highly valued educational component. © 2011 The Authors. Journal of Medical Imaging and Radiation Oncology © 2011 The Royal Australian and New Zealand College of Radiologists.

The Integration of Project-Based Methodology into Teaching in Machine Translation

ERIC Educational Resources Information Center

Madkour, Magda

2016-01-01

This quantitative-qualitative analytical research aimed at investigating the effect of integrating project-based teaching methodology into teaching machine translation on students' performance. Data was collected from the graduate students in the College of Languages and Translation, at Imam Muhammad Ibn Saud Islamic University, Riyadh, Saudi…

Adult Professional Development: Can Brain-Based Teaching Strategies Increase Learning Effectiveness?

ERIC Educational Resources Information Center

Tilton, Wendy

2011-01-01

Brain-based teaching strategies, compared to facilitative student-centered teaching strategies, were employed with 62 real estate professionals in a quasi-mixed-methods study. Participants attended a 2-day proprietary real estate continuing education course. Both the experimental and control groups received the same facilitative instruction, as…

A case study analysing the process of analogy-based learning in a teaching unit about simple electric circuits

NASA Astrophysics Data System (ADS)

Paatz, Roland; Ryder, James; Schwedes, Hannelore; Scott, Philip

2004-09-01

The purpose of this case study is to analyse the learning processes of a 16-year-old student as she learns about simple electric circuits in response to an analogy-based teaching sequence. Analogical thinking processes are modelled by a sequence of four steps according to Gentner's structure mapping theory (activate base domain, postulate local matches, connect them to a global match, draw candidate inferences). We consider whether Gentner's theory can be used to account for the details of this specific teaching/learning context. The case study involved video-taping teaching and learning activities in a 10th-grade high school course in Germany. Teaching used water flow through pipes as an analogy for electrical circuits. Using Gentner's theory, relational nets were created from the student's statements at different stages of her learning. Overall, these nets reflect the four steps outlined earlier. We also consider to what extent the learning processes revealed by this case study are different from previous analyses of contexts in which no analogical knowledge is available.

[Discovery-based teaching and learning strategies in health: problematization and problem-based learning].

PubMed

Cyrino, Eliana Goldfarb; Toralles-Pereira, Maria Lúcia

2004-01-01

Considering the changes in teaching in the health field and the demand for new ways of dealing with knowledge in higher learning, the article discusses two innovative methodological approaches: problem-based learning (PBL) and problematization. Describing the two methods' theoretical roots, the article attempts to identify their main foundations. As distinct proposals, both contribute to a review of the teaching and learning process: problematization, focused on knowledge construction in the context of the formation of a critical awareness; PBL, focused on cognitive aspects in the construction of concepts and appropriation of basic mechanisms in science. Both problematization and PBL lead to breaks with the traditional way of teaching and learning, stimulating participatory management by actors in the experience and reorganization of the relationship between theory and practice. The critique of each proposal's possibilities and limits using the analysis of their theoretical and methodological foundations leads us to conclude that pedagogical experiences based on PBL and/or problematization can represent an innovative trend in the context of health education, fostering breaks and more sweeping changes.

Teaching with Adolescent Learning in Mind.

ERIC Educational Resources Information Center

Beamon, Glenda Ward

This book offers teachers, through discussion and example, a flexible conceptual framework upon which to base daily decisions about content and pedagogy when teaching adolescents. The Adolescent-Centered Teaching (ACT) models in each chapter are designed as illustrations of this framework. Each ACT further features specific concepts developed…

Why We Should Teach the Bohr Model and How to Teach it Effectively

ERIC Educational Resources Information Center

McKagan, S. B.; Perkins, K. K.; Wieman, C. E.

2008-01-01

Some education researchers have claimed that we should not teach the Bohr model of the atom because it inhibits students' ability to learn the true quantum nature of electrons in atoms. Although the evidence for this claim is weak, many have accepted it. This claim has implications for how to present atoms in classes ranging from elementary school…

Enhancing Student Teachers' Epistemological Beliefs about Models and Conceptual Understanding through a Model-Based Inquiry Process

ERIC Educational Resources Information Center

Soulios, Ioannis; Psillos, Dimitris

2016-01-01

In this study we present the structure and implementation of a model-based inquiry teaching-learning sequence (TLS) integrating expressive, experimental and exploratory modelling pedagogies in a cyclic manner, with the aim of enhancing primary education student teachers' epistemological beliefs about the aspects, nature, purpose and change of…

Developing Statistical Knowledge for Teaching during Design-Based Research

ERIC Educational Resources Information Center

Groth, Randall E.

2017-01-01

Statistical knowledge for teaching is not precisely equivalent to statistics subject matter knowledge. Teachers must know how to make statistics understandable to others as well as understand the subject matter themselves. This dual demand on teachers calls for the development of viable teacher education models. This paper offers one such model,…

A workstation based simulator for teaching compressible aerodynamics

NASA Technical Reports Server (NTRS)

Benson, Thomas J.

1994-01-01

A workstation-based interactive flow simulator has been developed to aid in the teaching of undergraduate compressible aerodynamics. By solving the equations found in NACA 1135, the simulator models three basic fluids problems encountered in supersonic flow: flow past a compression corner, flow past two wedges in series, and flow past two opposed wedges. The study can vary the geometry or flow conditions through a graphical user interface and the new conditions are calculated immediately. Various graphical formats present the results of the flow calculations to the student. The simulator includes interactive questions and answers to aid in both the use of the tool and to develop an understanding of some of the complexities of compressible aerodynamics. A series of help screens make the simulator easy to learn and use.

Teaching on Purpose: A Collegium Community Model for Supporting Intentional Teaching

ERIC Educational Resources Information Center

Robinson, Jennifer Meta; Kearns, Katherine Dowell; Gresalfi, Melissa; Sievert, April K.; Christensen, Tyler Booth

2015-01-01

The "collegium" learning community teaches mid-career graduate students intentionally to prepare for and create learning opportunities for their undergraduate students, what the authors call "teaching on purpose." The design addresses the lack of alignment between research on learning and preparation of faculty for teaching,…

An Integrative Review of Flipped Classroom Teaching Models in Nursing Education.

PubMed

Njie-Carr, Veronica P S; Ludeman, Emilie; Lee, Mei Ching; Dordunoo, Dzifa; Trocky, Nina M; Jenkins, Louise S

Nursing care is changing dramatically given the need for students to address complex and multiple patient comorbidities. Students experience difficulties applying knowledge gained from didactic instruction to make important clinical decisions for optimal patient care. To optimize nursing education pedagogy, innovative teaching strategies are required to prepare future nurses for practice. This integrative review synthesized the state of the science on flipped classroom models from 13 empirical studies published through May 2016. The purpose of the review was to evaluate studies conducted on flipped classroom models among nursing students using a validated framework by Whittemore and Knafl. Multiple academic databases were searched, ranging in scope including PubMed, Embase (Elsevier), CINAHL (Ebsco), Scopus, Web of Science, and Google Scholar, resulting in 95 unique records. After screening and full-text reviews, 82 papers were removed. Thirteen empirical studies were included in the final analysis and results provided (a) design and process information on flipped classroom models in nursing education, (b) a summary of the state of the evidence to inform the implementation of flipped classrooms, and (c) a foundation to build future research in this area of nursing education. To develop sound evidence-based teaching strategies, rigorous scientific methods are needed to inform the implementation of flipped classroom approaches. Copyright © 2016 Elsevier Inc. All rights reserved.

Strategies for Teaching Children with Autism to Imitate Response Chains Using Video Modeling

ERIC Educational Resources Information Center

Tereshko, Lisa; MacDonald, Rebecca; Ahearn, William H.

2010-01-01

Video modeling has been found to be an effective procedure for teaching a variety of skills to persons with autism, however, some individuals do not learn through video instruction. The purpose of the current investigation was to teach children with autism, who initially did not imitate a video model, to construct three toy structures through the…

Binding Task-Based Language Teaching and Task-Based Language Testing: A Survey into EFL Teachers and Learners' Views of Task-Based Approach

ERIC Educational Resources Information Center

Panahi, Ali

2012-01-01

In most settings, task-based language teaching and testing have been dissociated from each other. That is why this study came to rethink of the learners' views towards awareness and implementation of task-based language teaching through IELTS listening tasks. To these objectives, after sketching instrumentation, the learners were divided into…

Teaching Subtraction and Multiplication with Regrouping Using the Concrete-Representational-Abstract Sequence and Strategic Instruction Model

ERIC Educational Resources Information Center

Flores, Margaret M.; Hinton, Vanessa; Strozier, Shaunita D.

2014-01-01

Based on Common Core Standards (2010), mathematics interventions should emphasize conceptual understanding of numbers and operations as well as fluency. For students at risk for failure, the concrete-representational-abstract (CRA) sequence and the Strategic Instruction Model (SIM) have been shown effective in teaching computation with an emphasis…

Preparing Biology Teachers to Teach Evolution in a Project-Based Approach

ERIC Educational Resources Information Center

Cook, Kristin; Buck, Gayle; Park Rogers, Meredith

2012-01-01

This study investigates a project-based learning (PBL) approach to teaching evolution to inform efforts in teacher preparation. Data analysis of a secondary biology educator teaching evolution through a PBL approach illuminated: (1) active student voice, which allowed students to reflect on their positioning on evolution and consider multiple…

Pre-Service Teachers' Constructivist Teaching Scores Based on Their Learning Styles

ERIC Educational Resources Information Center

Kablan, Zeynel; Kaya, Sibel

2014-01-01

This study examined the relationship between pre-service teachers' constructivist teaching and their learning styles based on Kolb's Experiential Learning Theory. The Learning Styles Inventory-3 was administered at the beginning of the semester to determine preferred learning style. The Constructivist Teaching Evaluation Form was filled out by…

Evaluation of Teaching the IS-LM Model through a Simulation Program

ERIC Educational Resources Information Center

Pablo-Romero, Maria del Populo; Pozo-Barajas, Rafael; Gomez-Calero, Maria de la Palma

2012-01-01

The IS-ML model is a basic tool used in the teaching of short-term macroeconomics. Teaching is essentially done through the use of graphs. However, the way these graphs are traditionally taught does not allow the learner to easily visualise changes in the curves. The IS-LM simulation program overcomes difficulties encountered in understanding the…

Teaching Performance: Some Bases for Change.

ERIC Educational Resources Information Center

Spanjer, R. Allan

This paper presents some teaching components which might serve as a basis for developing and improving teaching skills. Five interactive teaching functions are studied: managing classroom behavior, asking questions, interacting verbally, communicating nonverbally, and reinforcing pupil behavior. Managing classroom behavior deals with the teacher's…

A model of four hierarchical levels to train Chinese residents' teaching skills for "practice-based learning and improvement" competency.

PubMed

Yang, Ying-Ying; Yang, Ling-Yu; Hsu, Hui-Chi; Huang, Chia-Chang; Huang, Chin-Chou; Kirby, Ralph; Cheng, Hao Min; Chang, Ching-Chi; Chuang, Chiao-Lin; Liang, Jen-Feng; Lin, Chun-Chi; Lee, Wei-Shin; Ho, Shung-Tai; Lee, Fa-Yauh

2015-01-01

The current study focused on validating a protocol for training and auditing the resident's practice-based learning and improvement (PBLI) and quality improvement (QI) competencies for primary care. Twelve second-year (R2), 12 first-year (R1) and 12 postgraduate year-1 residents were enrolled into group A, B and C, respectively, as trainees. After three training protocols had been completed, a writing test, self-assessed questionnaire and mini-OSTE and end-of-rotation assessment were used in auditing the PBLI competency, performance and teaching ability of trainees. Baseline expert-assessed PBLI and QI knowledge application tool writing scores were low for the R1 and R2 residents. After three training protocols, PBLI and QI proficiencies, performance and teaching abilities were improved to similar levels cross the three training levels of residents based on the expert-assessed writing test-audited assessments and on the faculty and standardized clerk-assessed end-of-rotation-/mini-OSTE-audited assessments. The different four-level hierarchical protocols used to teach group A, B and C were equally beneficial and fitted their needs; namely the different levels of the trainees. Specifically, each level was able to augment their PBLI and QI proficiency. This educational intervention helps medical institutions to train residents as PBLI instructors.

Teaching Database Design with Constraint-Based Tutors

ERIC Educational Resources Information Center

Mitrovic, Antonija; Suraweera, Pramuditha

2016-01-01

Design tasks are difficult to teach, due to large, unstructured solution spaces, underspecified problems, non-existent problem solving algorithms and stopping criteria. In this paper, we comment on our approach to develop KERMIT, a constraint-based tutor that taught database design. In later work, we re-implemented KERMIT as EER-Tutor, and…

Brain-Based Teaching/Learning and Implications for Religious Education.

ERIC Educational Resources Information Center

Weber, Jean Marie

2002-01-01

Argues that physical activity and water can increase brain activity, and hence, learning. Findings of neuroscientists regarding the brain can inform educators. Brain-based teaching emphasizes teamwork, cooperative learning, and global responsibility. Argues against gathering information without relevance. Connects brain-based learning concepts to…

Mathematical Knowledge for Teaching, Standards-Based Mathematics Teaching Practices, and Student Achievement in the Context of the "Responsive Classroom Approach"

ERIC Educational Resources Information Center

Ottmar, Erin R.; Rimm-Kaufman, Sara E.; Larsen, Ross A.; Berry, Robert Q.

2015-01-01

This study investigates the effectiveness of the Responsive Classroom (RC) approach, a social and emotional learning intervention, on changing the relations between mathematics teacher and classroom inputs (mathematical knowledge for teaching [MKT] and standards-based mathematics teaching practices) and student mathematics achievement. Work was…

Effectiveness of Integrating Simulation with Art-Based Teaching Strategies on Oncology Fellows' Performance Regarding Breaking Bad News.

PubMed

Yakhforoshha, Afsaneh; Emami, Seyed Amir Hossein; Shahi, Farhad; Shahsavari, Saeed; Cheraghi, Mohammadali; Mojtahedzadeh, Rita; Mahmoodi-Bakhtiari, Behrooz; Shirazi, Mandana

2018-02-21

The task of breaking bad news (BBN) may be improved by incorporating simulation with art-based teaching methods. The aim of the present study was to assess the effect of an integrating simulation with art-based teaching strategies, on fellows' performance regarding BBN, in Iran. The study was carried out using quasi-experimental methods, interrupted time series. The participants were selected from medical oncology fellows at two teaching hospitals of Tehran University of Medical Sciences (TUMS), Iran. Participants were trained through workshop, followed by engaging participants with different types of art-based teaching methods. In order to assess the effectiveness of the integrating model, fellows' performance was rated by two independent raters (standardized patients (SPs) and faculty members) using the BBN assessment checklist. This assessment tool measured seven different domains of BBN skill. Segmented regression was used to analyze the results of study. Performance of all oncology fellows (n = 19) was assessed for 228 time points during the study, by rating three time points before and three time points after the intervention by two raters. Based on SP ratings, fellows' performance scores in post-training showed significant level changes in three domains of BBN checklist (B = 1.126, F = 3.221, G = 2.241; p < 0.05). Similarly, the significant level change in fellows' score rated by faculty members in post-training was B = 1.091, F = 3.273, G = 1.724; p < 0.05. There was no significant change in trend of fellows' performance after the intervention. Our results showed that using an integrating simulation with art-based teaching strategies may help oncology fellows to improve their communication skills in different facets of BBN performance. Iranian Registry of Clinical Trials ID: IRCT2016011626039N1.

Providing Culturally Responsive Teaching in Field-Based and Student Teaching Experiences: A Case Study

ERIC Educational Resources Information Center

Kea, Cathy D.; Trent, Stanley C.

2013-01-01

This mixed design study chronicles the yearlong outcomes of 27 undergraduate preservice teacher candidates' ability to design and deliver culturally responsive lesson plans during field-based experience lesson observations and student teaching settings after receiving instruction in a special education methods course. While components of…

What's the Evidence: A Review of the One-Minute Preceptor Model of Clinical Teaching and Implications for Teaching in the Emergency Department.

PubMed

Farrell, Susan E; Hopson, Laura R; Wolff, Margaret; Hemphill, Robin R; Santen, Sally A

2016-09-01

The 2012 Academic Emergency Medicine Consensus Conference, "Education Research in Emergency Medicine: Opportunities, Challenges, and Strategies for Success" noted that emergency medicine (EM) educators often rely on theory and tradition in molding their approaches to teaching and learning, and called on the EM education community to advance the teaching of our specialty through the performance and application of research in teaching and assessment methods, cognitive function, and the effects of education interventions. The purpose of this article is to review the research-based evidence for the effectiveness of the one-minute preceptor (OMP) teaching method, and to provide suggestions for its use in clinical teaching and learning in EM. This article reviews hypothesis-testing education research related to the use of the OMP as a pedagogical method applicable to clinical teaching. Evidence indicates that the OMP prompts the teaching of higher level concepts, facilitates the assessment of students' knowledge, and prompts the provision of feedback. Students indicate satisfaction with this method of clinical case-based discussion teaching. Advancing EM education will require that high quality education research results be translated into actual curricular, pedagogical, assessment, and professional development changes. The OMP is a pedagogical method that is applicable to teaching in the emergency department. Copyright © 2016 Elsevier Inc. All rights reserved.

The Brain-Targeted Teaching Model for 21st-Century Schools

ERIC Educational Resources Information Center

Hardiman, Mariale

2012-01-01

"The Brain-Targeted Teaching Model for 21st-Century Schools" serves as a bridge between research and practice by providing a cohesive, proven, and usable model of effective instruction. Compatible with other professional development programs, this model shows how to apply relevant research from educational and cognitive neuroscience to classroom…

Using a Teaching Model To Correct Known Misconceptions in Electrochemistry.

ERIC Educational Resources Information Center

Huddle, Penelope Ann; White, Margaret Dawn; Rogers, Fiona

2000-01-01

Describes a concrete teaching model designed to eliminate students' misconceptions about current flow in electrochemistry. The model uses a semi-permeable membrane rather than a salt bridge to complete the circuit and demonstrate the maintenance of cell neutrality. Concludes that use of the model led to improvement in students' understanding at…

Implementation of a team-based learning course: Work required and perceptions of the teaching team.

PubMed

Morris, Jenny

2016-11-01

Team-based learning was selected as a strategy to help engage pre-registration undergraduate nursing students in a second-year evidence-informed decision making course. To detail the preparatory work required to deliver a team-based learning course; and to explore the perceptions of the teaching team of their first experience using team-based learning. Descriptive evaluation. Information was extracted from a checklist and process document developed by the course leader to document the work required prior to and during implementation. Members of the teaching team were interviewed by a research assistant at the end of the course using a structured interview schedule to explore perceptions of first time implementation. There were nine months between the time the decision was made to use team-based learning and the first day of the course. Approximately 60days were needed to reconfigure the course for team-based learning delivery, develop the knowledge and expertise of the teaching team, and develop and review the resources required for the students and the teaching team. This reduced to around 12days for the subsequent delivery. Interview data indicated that the teaching team were positive about team-based learning, felt prepared for the course delivery and did not identify any major problems during this first implementation. Implementation of team-based learning required time and effort to prepare the course materials and the teaching team. The teaching team felt well prepared, were positive about using team-based learning and did not identify any major difficulties. Crown Copyright © 2016. Published by Elsevier Ltd. All rights reserved.

Using Computer Simulations for Promoting Model-based Reasoning. Epistemological and Educational Dimensions

NASA Astrophysics Data System (ADS)

Develaki, Maria

2017-11-01

Scientific reasoning is particularly pertinent to science education since it is closely related to the content and methodologies of science and contributes to scientific literacy. Much of the research in science education investigates the appropriate framework and teaching methods and tools needed to promote students' ability to reason and evaluate in a scientific way. This paper aims (a) to contribute to an extended understanding of the nature and pedagogical importance of model-based reasoning and (b) to exemplify how using computer simulations can support students' model-based reasoning. We provide first a background for both scientific reasoning and computer simulations, based on the relevant philosophical views and the related educational discussion. This background suggests that the model-based framework provides an epistemologically valid and pedagogically appropriate basis for teaching scientific reasoning and for helping students develop sounder reasoning and decision-taking abilities and explains how using computer simulations can foster these abilities. We then provide some examples illustrating the use of computer simulations to support model-based reasoning and evaluation activities in the classroom. The examples reflect the procedure and criteria for evaluating models in science and demonstrate the educational advantages of their application in classroom reasoning activities.

Distributive Education Competency-Based Curriculum Models by Occupational Clusters. Final Report.

ERIC Educational Resources Information Center

Davis, Rodney E.; Husted, Stewart W.

To meet the needs of distributive education teachers and students, a project was initiated to develop competency-based curriculum models for marketing and distributive education clusters. The models which were developed incorporate competencies, materials and resources, teaching methodologies/learning activities, and evaluative criteria for the…

Analysis of requirements for teaching materials based on the course bioinformatics for plant metabolism

NASA Astrophysics Data System (ADS)

Balqis, Widodo, Lukiati, Betty; Amin, Mohamad

2017-05-01

A way to improve the quality of learning in the course of Plant Metabolism in the Department of Biology, State University of Malang, is to develop teaching materials. This research evaluates the needs of bioinformatics-based teaching material in the course Plant Metabolism by the Analyze, Design, Develop, Implement, and Evaluate (ADDIE) development model. Data were collected through questionnaires distributed to the students in the Plant Metabolism course of the Department of Biology, University of Malang, and analysis of the plan of lectures semester (RPS). Learning gains of this course show that it is not yet integrated into the field of bioinformatics. All respondents stated that plant metabolism books do not include bioinformatics and fail to explain the metabolism of a chemical compound of a local plant in Indonesia. Respondents thought that bioinformatics can explain examples and metabolism of a secondary metabolite analysis techniques and discuss potential medicinal compounds from local plants. As many as 65% of the respondents said that the existing metabolism book could not be used to understand secondary metabolism in lectures of plant metabolism. Therefore, the development of teaching materials including plant metabolism-based bioinformatics is important to improve the understanding of the lecture material in plant metabolism.

Culturally Inclusive Science Teaching (CIST) Model for Teachers of Culturally and Linguistically Diverse Students

ERIC Educational Resources Information Center

Yoon, Jiyoon; Kim, Kyoung Jin; Martin, Leisa A.

2016-01-01

Purpose: This study aims to design and measure the effects of the culturally inclusive science teaching (CIST) model on 30 teacher candidates to teach science to culturally and linguistically diverse (CLD) students. Design/methodology/approach: The CIST model for culturally inclusive science lessons included six sessions: inquiring, questioning,…

Successful teaching in evidence-based medicine.

PubMed

Ghali, W A; Saitz, R; Eskew, A H; Gupta, M; Quan, H; Hershman, W Y

2000-01-01

Several published articles have described the importance of exposing medical trainees to the 'new paradigm' of evidence-based medicine (EBM). Recognizing this, we sought to develop and objectively evaluate a mini-course in EBM for third-year medical students. We developed a mini-course consisting of four sessions in which students learn to derive sequentially focused questions, search MEDLINE, review articles critically and apply information from the literature to specific clinical questions. To evaluate the teaching intervention, we performed a controlled educational study. Students at the intervention site (n=34) attended the EBM mini-course, while students at the control site (n=26) received more 'traditional' didactic teaching on various clinical topics. Intervention and control students were surveyed immediately before and after the mini-course to assess changes in reading and literature searching skills, as well as a tendency to use the literature to answer clinical questions. Boston University School of Medicine. Third-year medical students. The intervention was associated with significant changes in students' self-assessed skills and attitudes. MEDLINE and critical appraisal skills increased significantly in the intervention group relative to the control group (significance of between group differences: P=0.002 for MEDLINE and P=0.0002 for critical appraisal), as did students' tendency to use MEDLINE and original research articles to solve clinical problems (significance of between group differences: P=0.002 and P=0.0008, respectively). We conclude that this brief teaching intervention in EBM has had a positive impact on student skills and attitudes at our medical school. We believe that the key elements of this intervention are (1) active student involvement, (2), clinical relevance of exercises and (3) integrated teaching targeting each of the component skills of EBM.

A randomized, controlled, single-blind trial of teaching provided by a computer-based multimedia package versus lecture.

PubMed

Williams, C; Aubin, S; Harkin, P; Cottrell, D

2001-09-01

Computer-based teaching may allow effective teaching of important psychiatric knowledge and skills. To investigate the effectiveness and acceptability of computer-based teaching. A single-blind, randomized, controlled study of 166 undergraduate medical students at the University of Leeds, involving an educational intervention of either a structured lecture or a computer-based teaching package (both of equal duration). There was no difference in knowledge between the groups at baseline or immediately after teaching. Both groups made significant gains in knowledge after teaching. Students who attended the lecture rated their subjective knowledge and skills at a statistically significantly higher level than students who had used the computers. Students who had used the computer package scored higher on an objective measure of assessment skills. Students did not perceive the computer package to be as useful as the traditional lecture format, despite finding it easy to use and recommending its use to other students. Medical students rate themselves subjectively as learning less from computer-based as compared with lecture-based teaching. Objective measures suggest equivalence in knowledge acquisition and significantly greater skills acquisition for computer-based teaching.

Environmental Interfaces in Teaching Economic Statistics

ERIC Educational Resources Information Center

Campos, Celso; Wodewotzki, Maria Lucia; Jacobini, Otavio; Ferrira, Denise

2016-01-01

The objective of this article is, based on the Critical Statistics Education assumptions, to value some environmental interfaces in teaching Statistics by modeling projects. Due to this, we present a practical case, one in which we address an environmental issue, placed in the context of the teaching of index numbers, within the Statistics…

Competency-based education: a new model for teaching orthopaedics.

PubMed

Alman, Benjamin A; Ferguson, Peter; Kraemer, William; Nousiainen, Markku T; Reznick, Richard K

2013-01-01

The current methods used to train residents to become orthopaedic surgeons are based on tradition, not evidence-based models. Educators have only a limited ability to assess trainees for competency using validated tests in various domains. The reduction in resident work hours limits the time available for clinical training, which has resulted in some calls for lengthening the training process. Another approach to address limited training hours is to focus training in a program that allows residents to graduate from a rotation based on demonstrated competency rather than on time on a service. A pilot orthopaedic residency curriculum, which uses a competency-based framework of resident training and maximizes the use of available training hours, has been designed and is being implemented.

Development of Research-Based Protocol Aligned to Predict High Levels of Teaching Quality

ERIC Educational Resources Information Center

Schumacher, Gary; Grigsby, Bettye; Vesey, Winona

2011-01-01

This study proposes a research-based teacher selection protocol. The protocol is intended to offer school district hiring authorities a tool to identify teacher candidates with the behaviors expected to predict effective teaching. It is hypothesized that a particular series of research-based interview questions focusing on teaching behaviors in…

Comparison of computer based instruction to behavior skills training for teaching staff implementation of discrete-trial instruction with an adult with autism.

PubMed

Nosik, Melissa R; Williams, W Larry; Garrido, Natalia; Lee, Sarah

2013-01-01

In the current study, behavior skills training (BST) is compared to a computer based training package for teaching discrete trial instruction to staff, teaching an adult with autism. The computer based training package consisted of instructions, video modeling and feedback. BST consisted of instructions, modeling, rehearsal and feedback. Following training, participants were evaluated in terms of their accuracy on completing critical skills for running a discrete trial program. Six participants completed training; three received behavior skills training and three received the computer based training. Participants in the BST group performed better overall after training and during six week probes than those in the computer based training group. There were differences across both groups between research assistant and natural environment competency levels. Copyright © 2012 Elsevier Ltd. All rights reserved.

Experiencing Teaching and Learning Quantitative Reasoning in a Project-Based Context

ERIC Educational Resources Information Center

Muir, Tracey; Beswick, Kim; Callingham, Rosemary; Jade, Katara

2016-01-01

This paper presents the findings of a small-scale study that investigated the issues and challenges of teaching and learning about quantitative reasoning (QR) within a project-based learning (PjBL) context. Students and teachers were surveyed and interviewed about their experiences of learning and teaching QR in that context in contrast to…

Principal Component Clustering Approach to Teaching Quality Discriminant Analysis