Twelve tips for reducing production time and increasing long-term usability of instructional video.

PubMed

Norman, Marie K

2017-08-01

The use of instructional video is increasing across all disciplines and levels of education. Although video has a number of distinct advantages for course delivery and student learning, it can also be time-consuming and resource-intensive to produce, which imposes a burden on busy faculty. With video poised to play a larger role in medical education, we need strategies for streamlining video production and ensuring that the video we produce is of lasting value. This article draws on learning research and best practices in educational technology, along with the author's experience in online education and video production. It offers 12 practical tips for reducing the initial time investment in video production and creating video that can be reused long into the future. These tips can help faculty and departments create high-quality instructional video while using their time and resources more wisely.

Tips, Tropes, and Trivia: Ideas for Teaching Educational Research.

ERIC Educational Resources Information Center

Stallings, William M.; And Others

The collective experience of more than 50 years has led to the development of approaches that have enhanced student comprehension in the teaching of educational research methods, statistics, and measurement. Tips for teachers include using illustrative problems with one-digit numbers, using common situations and everyday objects to illustrate…

Keep It Simple. Teaching Tips for Special Olympic Athletes.

ERIC Educational Resources Information Center

Johnston, Judith E.; And Others

1996-01-01

Physical educators can help Special Olympics athletes learn cross-lateral delivery techniques for bowling or throwing softballs by color coding the throwing arm and opposing foot. The article explains color coding, presenting teaching tips for both sports. A series of workshops on modifying exercise principles for individuals with physical…

Teaching Tip: Adding Intercultural Communication to an IS Curriculum

ERIC Educational Resources Information Center

Mitchell, Alanah; Benyon, Rob

2018-01-01

Increasingly, today's information systems (IS) programs are focused on making sure students are graduating with well-developed soft skills. One of these necessary soft skills is intercultural communication, which is the ability to communicate with people from different cultures. This teaching tip presents an assignment designed to increase the…

Teaching Machines and Programmed Instruction; an Introduction.

ERIC Educational Resources Information Center

Fry, Edward B.

Teaching machines and programed instruction represent new methods in education, but they are based on teaching principles established before the development of media technology. Today programed learning materials based on the new technology enjoy increasing popularity for several reasons: they apply sound psychological theories; the materials can…

Reflect and Improve: Instructional Development through a Teaching Journal

ERIC Educational Resources Information Center

Boyd, Josh; Boyd, Steve

2005-01-01

This article recommends the teaching journal as a method of instructional improvement. Drawing on teacher education literature, the article reviews the concept of reflective teaching and then describes uses of the teaching journal for college instructors in descriptive, comparative, and critical dimensions. Teaching journals can improve the…

Active Learning and Teaching: Improving Postsecondary Library Instruction.

ERIC Educational Resources Information Center

Allen, Eileen E.

1995-01-01

Discusses ways to improve postsecondary library instruction based on theories of active learning. Topics include a historical background of active learning; student achievement and attitudes; cognitive development; risks; active teaching; and instructional techniques, including modified lectures, brainstorming, small group work, cooperative…

Individualizing Instruction through Team Teaching.

ERIC Educational Resources Information Center

Otto, Frank

1968-01-01

Effective individualized instruction and increased student participation in foreign language communication skills could be achieved by a team-teaching approach. A team, comprised of the regular foreign language teacher and a number of volunteer advanced students, could (1) present listening comprehension materials, (2) evaluate pronunciation and…

Engaging Pre-Service Teachers to Teach Science Contextually with Scientific Approach Instructional Video

NASA Astrophysics Data System (ADS)

Susantini, E.; Kurniasari, I.; Fauziah, A. N. M.; Prastowo, T.; Kholiq, A.; Rosdiana, L.

2018-01-01

Contextual teaching and learning/CTL presents new concepts in real-life experiences and situations where students can find out the meaningful relationship between abstract ideas and practical applications. Implementing contextual teaching by using scientific approach will foster teachers to find the constructive ways of delivering and organizing science content. This research developed an instructional video that represented a modeling of using a scientific approach in CTL. The aim of this research are to engage pre-service teachers in learning how to teach CTL and to show how pre-service teachers’ responses about learning how to teach CTL using an instructional video. The subjects of this research were ten pre-service teachers in Department of Natural Sciences, Universitas Negeri Surabaya, Indonesia. All subjects observed the instructional video which demonstrated contextual teaching and learning combined with the scientific approach as they completed a worksheet to analyze the video content. The results showed that pre-service teachers could learn to teach contextually as well as applying the scientific approach in science classroom through a modeling in the instructional video. They also responded that the instructional video could help them to learn to teach each component contextual teaching as well as scientific approach.

Teaching Machines and Programmed Instruction.

ERIC Educational Resources Information Center

Kay, Harry; And Others

The various devices used in programed instruction range from the simple linear programed book to branching and skip branching programs, adaptive teaching machines, and even complex computer based systems. In order to provide a background for the would-be programer, the essential principles of each of these devices is outlined. Different ideas of…

Computer Managed Instruction: An Application in Teaching Introductory Statistics.

ERIC Educational Resources Information Center

Hudson, Walter W.

1985-01-01

This paper describes a computer managed instruction package for teaching introductory or advanced statistics. The instructional package is described and anecdotal information concerning its performance and student responses to its use over two semesters are given. (Author/BL)

Teaching Interactive Art Lessons with Recycled Waste Materials as Instructional Resources

ERIC Educational Resources Information Center

Yeboah, Rita; Asante, Eric Appau; Opoku-Asare, Nana Afia

2016-01-01

The study examines the use of waste materials as instructional resources in teaching and learning Art lessons. Primary, Junior and Senior High School Art teachers in Ghana mostly teach their lessons without instructional resources because the government is not able to provide materials to create the needed resources. The study therefore explored…

Instructional Approaches in Teaching the Holocaust

ERIC Educational Resources Information Center

Lindquist, David H.

2011-01-01

Holocaust education requires teachers to carefully determine which instructional approaches ensure effective teaching of the subject while avoiding potential difficulties. The article identifies several complicating factors that must be considered when making pedagogical decisions. It then examines five methodological approaches that can be used…

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…

Teaching Formulaic Sequences in an English-Language Class: The Effects of Explicit Instruction versus Coursebook Instruction

ERIC Educational Resources Information Center

Le-Thi, Duyen; Rodgers, Michael P. H.; Pellicer-Sánchez, Ana

2017-01-01

This study investigates the relative effectiveness of different teaching approaches on the learning of formulaic sequences. Three comparisons were made in this study: the effects of explicit teaching of formulaic sequences versus teaching embedded in traditional coursebook instruction, the effects of the degree of salience of the sequences in the…

Teaching as Interaction: Challenges in Transitioning Teachers' Instruction to Small Groups

ERIC Educational Resources Information Center

Wyatt, Tasha; Chapman-DeSousa, Brook

2017-01-01

Although small group instruction is often endorsed in teaching young children, teachers are rarely given explicit instruction on how to move instruction into small groups where effective adult-child interactions can take place. This study examines how 14 early childhood educators transitioned their instruction from whole to small group teaching…

The Complete Step-by-Step Guide to Designing and Teaching Online Courses

ERIC Educational Resources Information Center

Thormann, Joan; Zimmerman, Isa Kaftal

2012-01-01

In this valuable resource, experts share deep knowledge including practical "how-to" and preventive trouble-shooting tips. Instructors will learn about course design and development, instructional methods for online teaching, and student engagement and community building techniques. The book contains successful teaching strategies, guidance for…

Teach Children Pedestrian Safety.

ERIC Educational Resources Information Center

Faber, Marilyn M.

1997-01-01

Provides advice on teaching children safe pedestrian and bicycling skills to reduce accidents caused by mistakes made in crossing streets. Provides an interactive safe-walker's story, tips for walking safely, step-by-step instructions for safe street crossing, bicycle safety information, a quiz for safe biking, and guidelines to ensure a proper…

Reducing cognitive load while teaching complex instruction to occupational therapy students.

PubMed

Pociask, Fredrick D; DiZazzo-Miller, Rosanne; Samuel, Preethy S

2013-01-01

Cognitive load theory is a field of research used to improve the learning of complex cognitive tasks by matching instruction to the learner's cognitive architecture. We used an experimental posttest control-group design to test the effectiveness of instruction designed to reduce cognitive load (CL) and improve instructional effectiveness in teaching complex instruction to 24 first-year master's students under authentic classroom conditions. We modified historically taught instruction using an isolated-to-interacting-elements sequencing approach intended to reduce high CL levels. We compared control and modified instructional formats using written assessment scores, subjective ratings of CL, and task completion times. Analysis of variance revealed significant differences for postinstruction, posttest CL ratings, and delayed written posttest scores (p < .05). No significant differences were identified for posttest completion times. Findings suggest that this approach can be used to improve instructional efficiency in teaching human locomotion to occupational therapy students. Copyright © 2013 by the American Occupational Therapy Association, Inc.

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…

The Art and Science of Teaching: A Comprehensive Framework for Effective Instruction

ERIC Educational Resources Information Center

Marzano, Robert J.

2007-01-01

Though classroom instructional strategies should clearly be based on sound science and research, knowing when to use them and with whom is more of an art. In "The Art and Science of Teaching: A Comprehensive Framework for Effective Instruction," author Robert J. Marzano presents a model for ensuring quality teaching that balances the necessity of…

An Alternative Team Teaching Model for Content-Based Instruction.

ERIC Educational Resources Information Center

Stewart, Timothy; Sagliano, Michael; Sagliano, Julie

2000-01-01

Describes an alternative teaching model of content-based instruction, Collaborative Interdisciplinary Team Teaching (CITT), used in an English-medium Japanese liberal arts university, highlighting the main features of CITT by comparing it to other relevant models. The article describes how the model has been applied, then discusses perceived…

Teaching Librarians To Teach: A Course in Library Use Instruction.

ERIC Educational Resources Information Center

Wilson, Lizabeth

This packet of materials is a compilation of materials from the "Library Use Instruction" class (LIS 450AC) in the Graduate School of Library and Information Science at the University of Illinois. This half-credit course, which is designed to prepare librarians to teach library skills to users, reviews the history of bibliographic…

Teaching Concepts of Natural Sciences to Foreigners through Content-Based Instruction: The Adjunct Model

ERIC Educational Resources Information Center

Satilmis, Yilmaz; Yakup, Doganay; Selim, Guvercin; Aybarsha, Islam

2015-01-01

This study investigates three models of content-based instruction in teaching concepts and terms of natural sciences in order to increase the efficiency of teaching these kinds of concepts in realization and to prove that the content-based instruction is a teaching strategy that helps students understand concepts of natural sciences. Content-based…

Twelve Tips for teaching medical professionalism at all levels of medical education.

PubMed

Al-Eraky, Mohamed Mostafa

2015-01-01

Review of studies published in medical education journals over the last decade reveals that teaching medical professionalism is essential, yet challenging. According to a recent Best Evidence in Medical Education (BEME) guide, there is no consensus on a theoretical or practical model to integrate the teaching of professionalism into medical education. The aim of this article is to outline a practical manual for teaching professionalism at all levels of medical education. Drawing from research literature and author's experience, Twelve Tips are listed and organised in four clusters with relevance to (1) the context, (2) the teachers, (3) the curriculum, and (4) the networking. With a better understanding of the guiding educational principles for teaching medical professionalism, medical educators will be able to teach one of the most challenging constructs in medical education.

Twelve tips for effective body language for medical educators.

PubMed

Hale, Andrew J; Freed, Jason; Ricotta, Daniel; Farris, Grace; Smith, C Christopher

2017-09-01

A significant proportion of human communication is nonverbal. Although the fields of business and psychology have significant literature on effectively using body language in a variety of situations, there is limited literature on effective body language for medical educators. To provide 12 tips to highlight effective body language strategies and techniques for medical educators. The tips provided are based on our experiences and reflections as clinician-educators and the available literature. The 12 tips presented offer specific strategies to engage learners, balance learner participation, and bring energy and passion to teaching. Medical educators seeking to maximize their effectiveness would benefit from an understanding of how body language affects a learning environment and how body language techniques can be used to engage audiences, maintain attention, control challenging learners, and convey passion for a topic. Understanding and using body language effectively is an important instructional skill.

Teaching Machines, Programming, Computers, and Instructional Technology: The Roots of Performance Technology.

ERIC Educational Resources Information Center

Deutsch, William

1992-01-01

Reviews the history of the development of the field of performance technology. Highlights include early teaching machines, instructional technology, learning theory, programed instruction, the systems approach, needs assessment, branching versus linear program formats, programing languages, and computer-assisted instruction. (LRW)

Integrating Direct and Inquiry-Based Instruction in the Teaching of Critical Thinking: An Intervention Study

ERIC Educational Resources Information Center

Ku, Kelly Y. L.; Ho, Irene T.; Hau, Kit-Tai; Lai, Eva C. M.

2014-01-01

Critical thinking is a unifying goal of modern education. While past research has mostly examined the efficacy of a single instructional approach to teaching critical thinking, recent literature has begun discussing mixed teaching approaches. The present study examines three modes of instruction, featuring the direct instruction approach and the…

Teaching "Filing Rules"--Via Computer-Aided Instruction.

ERIC Educational Resources Information Center

Agneberg, Craig

A computer software package has been developed to teach and test students on the Rules for Alphabetical Filing of the Association of Records Managers and Administrators (ARMA). The following computer assisted instruction principles were used in developing the program: gaining attention, stating objectives, providing direction, reviewing…

Computer Aided Instruction in Teaching Program Evaluation.

ERIC Educational Resources Information Center

Dowell, David A.; Binette, Holly A. Lizotte

This paper reports the results of two semesters of experience using computer-assisted instruction (CAI) to teach topics in program evaluation to undergraduate and graduate psychology students at California State University, Long Beach. (The topics addressed are models of evaluation, evaluability assessment, needs assessment, experimental and…

Teaching Balance with Tai Chi: Strategies for College and Secondary School Instruction.

ERIC Educational Resources Information Center

Chen, David D.; Sherman, Clay P.

2002-01-01

Examines the benefits of incorporating Tai Chi into the secondary and college curriculum to teach balance, discussing: the history and philosophical underpinnings of Tai Chi, principles of Tai Chi movement, health benefits, and teaching Tai Chi in public schools. Tips for instructors include: follow the principles of progression, follow a…

Differentiated Instruction and the Need to Integrate Teaching and Practice

ERIC Educational Resources Information Center

Pham, Huong L.

2012-01-01

Differentiated instruction is becoming critical in higher education due to student diversity and background knowledge. Differentiated instruction does not mean matching teaching styles with learning styles as suggested by the learning styles theory. Findings in recent research studies have proved the lack of credible evidence for the utility of…

Creating Shared Instructional Products: An Alternative Approach to Improving Teaching

ERIC Educational Resources Information Center

Morris, Anne K.; Hiebert, James

2011-01-01

To solve two enduring problems in education--unacceptably large variation in learning opportunities for students across classrooms and little continuing improvement in the quality of instruction--the authors propose a system that centers on the creation of shared instructional products that guide classroom teaching. By examining systems outside…

Teaching Children to Use Databases through Direct Instruction.

ERIC Educational Resources Information Center

Rooze, Gene E.

1988-01-01

Provides a direct instruction strategy for teaching skills and concepts required for database use. Creates an interactive environment which motivates, provides a model, imparts information, allows active student participation, gives knowledge of results, and presents guidance. (LS)

Explicit Mathematics Instruction: What Teachers Can Do for Teaching Students With Mathematics Difficulties

ERIC Educational Resources Information Center

Doabler, Christian T.; Fien, Hank

2013-01-01

This article describes the essential instructional elements necessary for delivering explicit mathematics instruction to students with mathematics difficulties. Mathematics intervention research indicates that explicit instruction is one of the most effective instructional approaches for teaching students with or at risk for math difficulties.…

Teaching & Learning Tips 6: The flipped classroom.

PubMed

Shi, Connie R; Rana, Jasmine; Burgin, Susan

2018-04-01

Challenge: The "flipped classroom" is a pedagogical model in which instructional materials are delivered to learners outside of class, reserving class time for application of new principles with peers and instructors. Active learning has forever been an elusive ideal in medical education, but the flipped class model is relatively new to medical education. What is the evidence for the "flipped classroom," and how can these techniques be applied to the teaching of dermatology to trainees at all stages of their medical careers? © 2018 The International Society of Dermatology.

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…

Designing for Teaching and Learning in an Open World: Task Supported Open Architecture Language Instruction

ERIC Educational Resources Information Center

Derderian, Ani

2017-01-01

Concepts about tasks have been considered as the major part of analysis in different teaching approaches. Instructors are being more interested in the use of task-based instruction in foreign and second language teaching. Task-based instruction and teaching strategies are implemented by emphasizing meaning. The purpose of this paper is to…

Twelve tips to stimulate intrinsic motivation in students through autonomy-supportive classroom teaching derived from self-determination theory.

PubMed

Kusurkar, R A; Croiset, G; Ten Cate, Th J

2011-01-01

Self-determination theory (SDT) of motivations distinguishes between intrinsic and extrinsic motivations. Intrinsic motivation is observed when one engages in an activity out of genuine interest and is truly self-determined. Intrinsic motivation is the desired type of motivation for study as it is associated with deep learning, better performance and positive well-being in comparison to extrinsic motivation. It is dependent on the fulfilment of three basic psychological needs described by SDT. These are the needs for autonomy, competence and relatedness. According to SDT, autonomy-supportive teaching is important, because it makes students feel autonomous and competent in their learning and also supported (relatedness) by their teachers. The concept of autonomy-supportive teaching is relevant to medical education, but less known. Through this article, we aim to make this concept understood and practically used by medical teachers. We used SDT literature as a basis to formulate these 12 tips. We present 12 practical tips derived from SDT, for teachers in health professions, on how to engage in autonomy-supportive teaching behaviours in order to stimulate intrinsic motivation in their students. These tips demonstrate that it is not difficult to engage in autonomy-supportive teaching behaviour. It can be learned through practice and self-reflection on teaching practices.

The Use of Instructional Design in Educational Technology for Effective Teaching and Learning

ERIC Educational Resources Information Center

Gillani, Syeda Nosheen; Gujjar, Aijaz Ahmed; Choudhry, Bushra Naoreen

2008-01-01

Educationists are of the opinion that the educational problems relating to quantity and quality could be tackled by the proper utilization of instructional technology. Instructional technology is a systematic way of designing, carrying out and evaluating the teaching learning process. Instructional technology makes instruction more effective,…

Instructional Tendencies in the Teaching of Reading Comprehension: A Portrait of Practice in the Measures of Effective Teaching (MET) Database

ERIC Educational Resources Information Center

Davis, Dennis S.; Bippert, Kelli; Villarreal, Lorena

2015-01-01

Using videos from 63 teachers in grades 4-8 who were part of the Measures of Effective Teaching study, we identified five tendencies in the teaching of reading comprehension that can inform future work on the design and implementation of reading instruction. The five tendencies are: (1) Instruction is generally text-centric, but dominated by…

Twelve tips for utilizing principles of learning to support medical education.

PubMed

Cutting, Maris F; Saks, Norma Susswein

2012-01-01

Research in the cognitive sciences on learning and memory conducted across a range of domains, settings, and age groups has resulted in the identification and formulation of a set of generic learning principles. These learning principles have proven relevant and applicable to a wide range of learning situations in a variety of settings, and can be useful in supporting medical education. They can provide guidance to medical students for efficient and effective study, and can be helpful to faculty to support instructional planning and decisions relating to curriculum. This article discusses evidence-based principles of learning and their relationship to effective learning, teaching, pedagogy and curriculum development. We reviewed important principles of learning to determine those most relevant to improving medical student learning, guiding faculty toward more effective teaching, and in designing a curriculum. Our analysis has resulted in the articulation of key learning principles and specific strategies that are broadly applicable to medical school learning, teaching, and instructional planning. The twelve tips highlight principles of learning that can be effectively applied in the complex learning environment of medical education.

Measuring Preservice Teachers' Knowledge of Instructional Tasks for Teaching Elementary Content

ERIC Educational Resources Information Center

Kim, Insook; Ko, Bomna

2017-01-01

Purpose: The purpose of this study was to measure preservice teachers' knowledge of instructional tasks for teaching three manipulative skills in elementary physical education. Method: Data were collected to measure preservice teachers' entry and exit knowledge of instructional tasks that require selecting developmentally and sequentially…

William James's "Talks to Teachers" (1899) and McKeachie's "Teaching Tips" (1999)

ERIC Educational Resources Information Center

McKeachie, Wilbert J.

2003-01-01

What has changed and what has stayed the same in the years since the first publication of James's "Talks to Teachers on Psychology: And to Students on some of Life's Ideals" (1899) and the 10 editions of McKeachie's "Teaching Tips"? Although research and theory have given us better understanding of learning, memory, cognition, and motivation, much…

Utility of a Systematic Approach to Teaching Photographic Nasal Analysis to Otolaryngology Residents.

PubMed

Robitschek, Jon; Dresner, Harley; Hilger, Peter

2017-12-01

Photographic nasal analysis constitutes a critical step along the path toward accurate diagnosis and precise surgical planning in rhinoplasty. The learned process by which one assesses photographs, analyzes relevant anatomical landmarks, and generates a global view of the nasal aesthetic is less widely described. To discern the common pitfalls in performing photographic nasal analysis and to quantify the utility of a systematic approach model in teaching photographic nasal analysis to otolaryngology residents. This prospective observational study included 20 participants from a university-based otolaryngology residency program. The control and intervention groups underwent baseline graded assessment of 3 patients. The intervention group received instruction on a systematic approach model for nasal analysis, and both groups underwent postintervention testing at 10 weeks. Data were collected from October 1, 2015, through June 1, 2016. A 10-minute, 11-slide presentation provided instruction on a systematic approach to nasal analysis to the intervention group. Graded photographic nasal analysis using a binary 18-point system. The 20 otolaryngology residents (15 men and 5 women; age range, 24-34 years) were adept at mentioning dorsal deviation and dorsal profile with focused descriptions of tip angle and contour. Areas commonly omitted by residents included verification of the Frankfort plane, position of the lower lateral crura, radix position, and ratio of the ala to tip lobule. The intervention group demonstrated immediate improvement after instruction on the teaching model, with the mean (SD) postintervention test score doubling compared with their baseline performance (7.5 [2.7] vs 10.3 [2.5]; P < .001). At 10 weeks after the intervention, the mean comparative improvement in overall graded nasal analysis was 17% (95% CI, 10%-23%; P < .001). Otolaryngology residents demonstrated proficiency at incorporating nasal deviation, tip angle, and dorsal profile

Utilizing Instructional Media for Teaching Infrastructure Administration

ERIC Educational Resources Information Center

Fajriah, Ulfah Nur; Churiyah, Madziatul

2016-01-01

This study aims to produce instructional media Corel VideoStudio Pro X7-based on teaching infrastructure administration at class XI of APK in SMKN 1 Ngawi, East Java, Indonesia. This study uses Research and Development research design (R & D) through 10 steps, namely: (1) the potential and problems, (2) data collection, (3) the design of the…

Help with Teaching Reading Comprehension: Comprehension Instructional Frameworks

ERIC Educational Resources Information Center

Liang, Lauren Aimonette; Dole, Janice A.

2006-01-01

This article presents five instructional frameworks demonstrated by research as being effective in teaching reading comprehension: (1) The Scaffolded Reading Experience (SRE); (2) Questioning the Author (QtA); (3) Collaborative Strategic Reading (CSR); (4) Peer-Assisted Learning Strategies (PALS); and (5) Concept-Oriented Reading Instruction…

Determination Instructions Efficiency of Teaching Methods in Teaching Physics in the Case of Teaching Unit "Viscosity. Newtonian and Stokes Law"

ERIC Educational Resources Information Center

Radulovic, Branka; Stojanovic, Maja

2015-01-01

The use of different teaching methods has resulted in different quality and quantity of students' knowledge. For this reason, it is important to constantly review the teaching methods and applied most effectively. One way of determining instruction efficiency is by using cognitive load and student achievement. Cognitive load can be generally…

Twelve tips for teaching child development and disability to medical students.

PubMed

McDonald, Jenny

2018-02-01

Child development is a marker of well-being in childhood and recognition of developmental delay allows timely investigation and intervention for children with developmental disabilities. Despite this, child development and disabilities are not given emphasis in the medical curriculum. This under representation of teaching combined with the stigma associated with disabilities contributes to the sub-optimal health care of people with disabilities. As well as, addressing the stigma of disability a medical undergraduate curriculum should include: the key concepts of child development; the clinical presentation of the most common developmental disabilities; developmental history taking and the infant neurodevelopmental examination. The following twelve tips provide practical advice about how to teach this knowledge and these skills during medical training.

Mapping of Primary Instructional Methods and Teaching Techniques for Regularly Scheduled, Formal Teaching Sessions in an Anesthesia Residency Program.

PubMed

Vested Madsen, Matias; Macario, Alex; Yamamoto, Satoshi; Tanaka, Pedro

2016-06-01

In this study, we examined the regularly scheduled, formal teaching sessions in a single anesthesiology residency program to (1) map the most common primary instructional methods, (2) map the use of 10 known teaching techniques, and (3) assess if residents scored sessions that incorporated active learning as higher quality than sessions with little or no verbal interaction between teacher and learner. A modified Delphi process was used to identify useful teaching techniques. A representative sample of each of the formal teaching session types was mapped, and residents anonymously completed a 5-question written survey rating the session. The most common primary instructional methods were computer slides-based classroom lectures (66%), workshops (15%), simulations (5%), and journal club (5%). The number of teaching techniques used per formal teaching session averaged 5.31 (SD, 1.92; median, 5; range, 0-9). Clinical applicability (85%) and attention grabbers (85%) were the 2 most common teaching techniques. Thirty-eight percent of the sessions defined learning objectives, and one-third of sessions engaged in active learning. The overall survey response rate equaled 42%, and passive sessions had a mean score of 8.44 (range, 5-10; median, 9; SD, 1.2) compared with a mean score of 8.63 (range, 5-10; median, 9; SD, 1.1) for active sessions (P = 0.63). Slides-based classroom lectures were the most common instructional method, and faculty used an average of 5 known teaching techniques per formal teaching session. The overall education scores of the sessions as rated by the residents were high.

Evaluation of a Self-Instructional Package for Teaching Tutors to Conduct Discrete-Trials Teaching with Children with Autism

ERIC Educational Resources Information Center

Thomson, Kendra M.; Martin, Garry L.; Fazzio, Daniela; Salem, Sandra; Young, Kristen; Yu, C. T.

2012-01-01

A widely used method for teaching children with autism is applied behavior analysis (ABA), and a main component of ABA programming is discrete-trials teaching (DTT). Using a modified multiple-baseline design across participants, we assessed the effectiveness of a DTT self-instructional package (Fazzio & Martin, 2007) for teaching four pairs of…

Metateaching and the Instructional Map. Teaching Techniques/Strategies Series, Volume 1.

ERIC Educational Resources Information Center

Timpson, William M.

This book describes a conceptual framework, the "Instructional Map"--a metaphor for envisioning the interconnectedness of teacher and student, teaching and learning, and content and process--that can help teachers plan, sort their way through course material and instructional options, interact with students, and reflect upon progress made and what…

Understanding Ambitious Mathematics Teaching Practice through Instructional Activities

ERIC Educational Resources Information Center

Kelley-Peterson, Megan Marie

2010-01-01

Research in the field of math education continues to press teachers guide instruction based on students' needs and contributions, focusing on student learning through facilitation of whole-group discussions. This dissertation presents the findings of a qualitative study of two elementary teachers managing such "ambitious" teaching practices across…

Twelve tips for using applied improvisation in medical education.

PubMed

Hoffmann-Longtin, Krista; Rossing, Jonathan P; Weinstein, Elizabeth

2018-04-01

Future physicians will practice medicine in a more complex environment than ever, where skills of interpersonal communication, collaboration and adaptability to change are critical. Applied improvisation (or AI) is an instructional strategy which adapts the concepts of improvisational theater to teach these types of complex skills in other contexts. Unique to AI is its very active teaching approach, adapting theater games to help learners meet curricular objectives. In medical education, AI is particularly helpful when attempting to build students' comfort with and skills in complex, interpersonal behaviors such as effective listening, person-centeredness, teamwork and communication. This article draws on current evidence and the authors' experiences to present best practices for incorporating AI into teaching medicine. These practical tips help faculty new to AI get started by establishing goals, choosing appropriate games, understanding effective debriefing, considering evaluation strategies and managing resistance within the context of medical education.

Internet-based instruction in college teaching

NASA Astrophysics Data System (ADS)

Flickinger, Kathleen Anne

Distance education and Internet instruction are increasingly being used in college science teaching. In an effort to reach more students, Iowa State University's Human Anatomy and Physiology course was offered via Internet as well as via traditional lecture format. To assess the educational ramifications of this offering, three studies were conducted. In the first study, a collective case study approach was utilized to describe the learning environment created by an Internet-based college science course. In this study, three students were followed as they worked their way through the course. Collective case study methodologies were used to provide a rich description of the learning environment experienced by these students. Motivation, computer savvy, and academic and personal self-confidence appeared to impact the satisfaction level of the students enrolled in the class. To evaluate the effectiveness of the learning environment offered through the Internet-based science course, a quantitative comparison study was undertaken. In this study a comparison of achievement scores and study habits between students enrolled in the Internet-based class and those enrolled in the traditional section was made. Results from this study indicated that content understanding and retention did not appear to be effected by the type of instruction. Desirable study habits were reportedly used more frequently in the Internet section of the class than in the traditional class. To complete the description of the Internet course experience, a qualitative examination of Internet instructors' time commitment and level of teaching satisfaction was conducted. Data for this study consisted of interviews and researcher observations. Instructor time-on-task was initially quite high, and remained above the average spent on average face-to-face instruction in subsequent semesters. Additionally the role of the faculty member changed dramatically, causing some lessening of job satisfaction. Taken as

Instructional development for teachers in higher education: effects on students' perceptions of the teaching-learning environment.

PubMed

Stes, Ann; De Maeyer, Sven; Gijbels, David; Van Petegem, Peter

2012-09-01

Although instructional development for teachers has become an important topic in higher education, little is known about its actual impact. In particular, evidence regarding the impact of teachers' instructional development on students' perceptions of the teaching-learning environment is scarce. The impact of an instructional development programme for beginning university teachers on students' perceptions of the teaching and learning environment was investigated. We also explored whether this impact is dependent on class size and student level (first years vs. non-first years). Quantitative data were gathered from more than 1,000 students at pre- and post-tests, using a quasi-experimental design. A multi-level analysis was conducted in which five models were estimated. A basic model made clear that teachers did differ from each other with respect to the dependent variables concerned; however, differences in scale scores also resulted to a large extent from differences between students. A second model, in which the moderating impact by way of teacher characteristics, context, and student characteristics was not taken into account, reported no significant effect of training. A third model, examining the net impact of instructional development revealed some impact, which was, remarkably, negative. A first interaction model proved a differential impact of instructional development for teachers teaching first years and those teaching non-first years. A second one showed that the impact of training depended on the number of students one teaches. Instructional development for teachers in higher education does not easily result in effects on students' perceptions of the teaching and learning environment. Perspectives for further research into instructional development are discussed. ©2011 The British Psychological Society.

The Comparative Instructional Effectiveness of Print-Based and Video-Based Instructional Materials for Teaching Practical Skills at a Distance

ERIC Educational Resources Information Center

Donkor, Francis

2010-01-01

Print-based instructional materials have been more popular than any other medium for teaching practical skills during the delivery of technical and vocational education and training via distance learning. However, the approach has its shortcomings and in recent times alternatives have been sought. The comparative instructional effectiveness of one…

The Effectiveness of Using the Instructional Strategy Diagnostic Profile to Prescribe Improvements in Self-Instructional Materials Teaching Abstract Concepts.

ERIC Educational Resources Information Center

Burkholder, Barry L.

1981-01-01

This study conducted to determine the effectiveness of using the Instructional Strategy Diagnostic Profile to revise self-instructional materials that teach abstract concepts examined three sets of materials: the original set, the set with improved consistency rating, and the set with improved consistency and adequacy ratings. Forty-six references…

Is Reading Instruction Evidence-Based? Analyzing Teaching Practices Using T-Patterns.

PubMed

Suárez, Natalia; Sánchez, Carmen R; Jiménez, Juan E; Anguera, M Teresa

2018-01-01

The main goal of this study was to analyze whether primary teachers use evidence-based reading instruction for primary-grade readers. The study sample consisted of six teachers whose teaching was recorded. The observation instrument used was developed ad hoc for this study. The recording instrument used was Match Vision Studio. The data analysis was performed using SAS, GT version 2.0 E, and THEME. The results indicated that the teaching practices used most frequently and for the longest duration were: feedback (i.e., correcting the student when reading); fluency (i.e., individual and group reading, both out loud and silently, with and without intonation); literal or inference comprehension exercises (i.e., summarizing, asking questions); and use of educational resources (i.e., stories, songs, poems). Later, we conducted analyses of T-Patterns that showed the sequence of instruction in detail. We can conclude that <50% of the teaching practices used by the majority of teachers were based on the recommendations of the National Reading Panel (NRP). Only one teacher followed best practices. The same was the case for instructional time spent on the five essential components of reading, with the exception of teacher E., who dedicated 70.31% of class time implementing best practices. Teaching practices (i.e., learners' activities) designed and implemented to exercise and master alphabetic knowledge and phonological awareness skills were used less frequently in the classroom.

Context-Model-Based Instruction in Teaching EFL Writing: A Narrative Inquiry

ERIC Educational Resources Information Center

Lin, Zheng

2016-01-01

This study aims to re-story the provision of the context-model-based instruction in teaching EFL writing, focusing especially on students' development of the context model and learning to guide EFL writing with the context model. The research data have been collected from the audio recordings of the classroom instruction, the teacher-researcher's…

Co-Teaching as an Effective Instructional Delivery Model in Secondary Schools

ERIC Educational Resources Information Center

Beachum, Laura Maree

2016-01-01

School districts across North Carolina are implementing co-teaching practices as a part of inclusive education. This study analyzed the effectiveness of co-teaching as an instructional delivery method and the components needed for success. This study also examined the defined roles needed between the general education teacher and the special…

The Application of Theoretical Factors in Teaching Problem-Solving by Programed Instruction. 1970.

ERIC Educational Resources Information Center

Seidel, Robert J.; Hunter, Harold G.

1970-01-01

Research was undertaken to establish guidelines for applying programed instruction to training courses in which rules and principles must be learned. The research vehicle was a portion of a course using automated instruction to teach computer programing. The effects of various factors on helping the students remember and apply the instruction were…

The College Science Learning Cycle: An Instructional Model for Reformed Teaching

PubMed Central

Withers, Michelle

2016-01-01

Finding the time for developing or locating new class materials is one of the biggest barriers for instructors reforming their teaching approaches. Even instructors who have taken part in training workshops may feel overwhelmed by the task of transforming passive lecture content to engaging learning activities. Learning cycles have been instrumental in helping K–12 science teachers design effective instruction for decades. This paper introduces the College Science Learning Cycle adapted from the popular Biological Sciences Curriculum Study 5E to help science, technology, engineering, and mathematics faculty develop course materials to support active, student-centered teaching approaches in their classrooms. The learning cycle is embedded in backward design, a learning outcomes–oriented instructional design approach, and is accompanied by resources and examples to help faculty transform their teaching in a time-efficient manner. PMID:27909030

Teaching STEM after School: Correlates of Instructional Comfort

ERIC Educational Resources Information Center

Cohen, Benjamin

2018-01-01

Science, technology, engineering and mathematics (STEM) education is a critical component of federal policymakers' agendas. Out-of-school time (OST) programs are designated as an important venue to teach STEM to K-12 students. Using a sample of OST direct staff in Pennsylvania (n = 133), the present analysis examines instructional methods used for…

Rethinking biology instruction: The application of DNR-based instruction to the learning and teaching of biology

NASA Astrophysics Data System (ADS)

Maskiewicz, April Lee

Educational studies report that secondary and college level students have developed only limited understandings of the most basic biological processes and their interrelationships from typical classroom experiences. Furthermore, students have developed undesirable reasoning schemes and beliefs that directly affect how they make sense of and account for biological phenomena. For these reasons, there exists a need to rethink instructional practices in biology. This dissertation discusses how the principles of Harel's (1998, 2001) DNR-based instruction in mathematics could be applied to the teaching and learning of biology. DNR is an acronym for the three foundational principles of the system: Duality, Necessity, and Repeated-reasoning. This study examines the application of these three principles to ecology instruction. Through clinical and teaching interviews, I developed models of students' existing ways of understanding in ecology and inferred their ways of thinking. From these models a hypothetical learning trajectory was developed for 16 college level freshmen enrolled in a 10-week ecology teaching experiment. Through cyclical, interpretive analysis I documented and analyzed the evolution of the participants' progress. The results provide empirical evidence to support the claim that the DNR principles are applicable to ecology instruction. With respect to the Duality Principle, helping students develop specific ways of understanding led to the development of model-based reasoning---a way of thinking and the cognitive objective guiding instruction. Through carefully structured problem solving tasks, the students developed a biological understanding of the relationship between matter cycling, energy flow, and cellular processes such as photosynthesis and respiration, and used this understanding to account for observable phenomena in nature. In the case of intellectual necessity, the results illuminate how problem situations can be developed for biology learners

Aligning Visions: Striking a Balance between Personal Convictions for Teaching and Instructional Goals

ERIC Educational Resources Information Center

Vaughn, Margaret

2014-01-01

Theory suggests that effective teachers should possess a vision for teaching, but the reality of teaching within the current educational policy climate raises questions about teachers' autonomy of their instructional decisions and ultimately their personal convictions for teaching. This exploratory study examines 11 teachers' visions of…

Standards for Instructional Supervision: Enhancing Teaching and Learning

ERIC Educational Resources Information Center

Gordon, Stephen P., Ed.

2005-01-01

The standards in this book will enhance teaching and learning. The list of the book's contributors reads like a "Who's Who" in the field of instructional supervision. These standards are practical, specific, and flexible, so that schools and districts can adapt them to their own contexts and goals. Each set also includes activities for…

The impact of three instructional styles of teaching physics on students' achievement and attitudes

NASA Astrophysics Data System (ADS)

Al-Arfaj, Maher Mohammed

The aim of this study was to investigate the impact of three instructional styles (traditional teaching, problem-based instruction, and teaching by demonstration) of teaching physics on students' attitudes and achievement. The sample consisted of 106 Saudi students in three physics classes in the second semester of the academic year 1998--1999. Three instruments were used in collecting the data for both quantitative and qualitative parts of the study. For the quantitative part, the researcher developed and pilot tested a 35-item questionnaire with versions to measure students' attitudes before the start of the experiment and then to measure students' attitudes toward the method of teaching. In addition, the researcher developed a 12-item achievement test to measure students gain scores which was administered at the beginning and the end of the treatment. For the qualitative part, the researcher constructed an interview guide consisting of five-open ended questions. The questions were geared to discover students' attitudes toward the implemented instructional style, and if this instructional style assisted them to acquire a good understanding of the studied unit. In the quantitative part, the results showed a significant correlation between students' attitudes toward the method of teaching and their achievement on the posttests. Furthermore, the findings from the one-way ANOVA indicated that there was a significant difference among the three groups in terms of achievement. The mean of achievement gain scores was highest for the problem-based group, followed by the group that was taught by demonstration, and then the traditional teaching group. The findings from the ANOVA indicated that there was also no significant difference between the three groups in terms of attitudes. In the qualitative part, the answers of the five questions revealed four themes: attitudes toward the method of teaching, reasons for liking or disliking the method of teaching, methods of

The Translation of Teachers' Understanding of Gifted Students Into Instructional Strategies for Teaching Science

NASA Astrophysics Data System (ADS)

Park, Soonhye; Steve Oliver, J.

2009-08-01

This study examined how instructional challenges presented by gifted students shaped teachers’ instructional strategies. This study is a qualitative research grounded in a social constructivist framework. The participants were three high school science teachers who were teaching identified gifted students in both heterogeneously- and homogeneously-grouped classrooms. Major data sources are classroom observations and interviews. Data analysis indicated that these science teachers developed content-specific teaching strategies based on their understanding of gifted students, including: (a) instructional differentiation, e.g., thematic units, (b) variety in instructional mode and/or students’ products, (c) student grouping strategies and peer tutoring, (d) individualized support, (e) strategies to manage challenging questions, (f) strategies to deal with the perfectionism, and (g) psychologically safe classroom environments.

A grounded theory study on the role of differentiated instruction in effective middle school science teaching

NASA Astrophysics Data System (ADS)

Jones, Brian Kirby

The purpose of this grounded theory study was to develop a model explaining the role of differentiated instruction (DI) in effective middle school science teaching. The study examined the best teaching practices and differentiated elements from eight general education middle school science teachers, all scoring at the highest level of a teaching effectiveness measure on their evaluations, through a collection of observational, interview, survey, and teaching artifact data. The data were analyzed through the methodology of a systematic grounded theory qualitative approach using open, axial, and selective coding to develop a model describing how and to what degree effective middle school science teachers differentiated their best teaching practices. The model that emerged from the data shows instruction as a four-phase process and highlights the major elements of best practices and DI represented at each phase. The model also depicts how teachers narrowed the scope of their differentiating strategies as instruction progressed. The participants incorporated DI into their pedagogies, though in different degrees at each phase, and primarily by using variety to present concepts with multiple types of instruction followed by a series of sense-making activities related to several learning modalities. Teachers scaffolded students carefully, using informal and formal assessment data to inform future instructional decisions and especially their plans to reteach or extend on a concept. The model is intended to provide insight into the value of DI for middle school science teaching.

Is Reading Instruction Evidence-Based? Analyzing Teaching Practices Using T-Patterns

PubMed Central

Suárez, Natalia; Sánchez, Carmen R.; Jiménez, Juan E.; Anguera, M. Teresa

2018-01-01

The main goal of this study was to analyze whether primary teachers use evidence-based reading instruction for primary-grade readers. The study sample consisted of six teachers whose teaching was recorded. The observation instrument used was developed ad hoc for this study. The recording instrument used was Match Vision Studio. The data analysis was performed using SAS, GT version 2.0 E, and THEME. The results indicated that the teaching practices used most frequently and for the longest duration were: feedback (i.e., correcting the student when reading); fluency (i.e., individual and group reading, both out loud and silently, with and without intonation); literal or inference comprehension exercises (i.e., summarizing, asking questions); and use of educational resources (i.e., stories, songs, poems). Later, we conducted analyses of T-Patterns that showed the sequence of instruction in detail. We can conclude that <50% of the teaching practices used by the majority of teachers were based on the recommendations of the National Reading Panel (NRP). Only one teacher followed best practices. The same was the case for instructional time spent on the five essential components of reading, with the exception of teacher E., who dedicated 70.31% of class time implementing best practices. Teaching practices (i.e., learners' activities) designed and implemented to exercise and master alphabetic knowledge and phonological awareness skills were used less frequently in the classroom. PMID:29449818

Results of Co-Teaching Instruction to Special Education Teacher Candidates in Tanzania

ERIC Educational Resources Information Center

Frey, Laura M.; Kaff, Marilyn S.

2014-01-01

This mixed-method descriptive pilot investigation addressed co-teaching as an inclusive school practice for special education teacher candidates at Sebastian Kolowa Memorial University (SEKOMU) in Tanzania. The investigation results, though preliminary, indicate that course content and instruction in co-teaching had a positive impact on the…

Effectiveness of Using Computer-Assisted Supplementary Instruction for Teaching the Mole Concept

NASA Astrophysics Data System (ADS)

Yalçinalp, Serpil; Geban, Ömer; Özkan, Ilker

This study examined the effect of computer-assisted instruction (CAI), used as a problem-solving supplement to classroom instruction, on students' understanding of chemical formulas and mole concept, their attitudes toward chemistry subjects, and CAI. The objective was to assess the effectiveness of CAI over recitation hours when both teaching methods were used as a supplement to the traditional chemistry instruction. We randomly selected two classes in a secondary school. Each teaching strategy was randomly assigned to one class. The experimental group received supplementary instruction delivered via CAI, while the control group received similar instruction through recitation hours. The data were analyzed using two-way analysis of variance and t-test. It was found that the students who used the CAI accompanied with lectures scored significantly higher than those who attended recitation hours, in terms of school subject achievement in chemistry and attitudes toward chemistry subjects. In addition, there was a significant improvement in the attitudes of students in the experimental group toward the use of computers in a chemistry course. There was no significant difference between the performances of females versus males in each treatment group.Received: 26 April 1994; Revised: 6 April 1995;

Bedside teaching-making it an effective instructional tool.

PubMed

Khan, Ishtiaq Ali

2014-01-01

Bedside teaching is defined as any teaching in the presence of patient and is the core teaching strategy during the clinical years of a medical student. Although it is considered the most effective method to teach clinical and communication skills but its quality is deteriorating with the passage of time. The objective of this study is to explore faculty's perceptions about bedside teaching. This study was conducted in clinical disciplines of Ayub Medical College and hospital Abbottabad, Pakistan from January 2012 to July 2012. Pragmatic paradigm was selected to gather both quantitative and qualitative information. Data was collected sequentially to validate findings. Perceptions of all professors of clinical subjects about bed side teaching were recorded on a close-ended structured questionnaire. Then in-depth interviews were taken from 5 professors using an open ended questionnaire. Quantitative data was analysed using, SPSS-16. Qualitative research data was analysed through content analysis. Out of 20 professors of clinical departments 18 agreed to respond to the questionnaire assessing their perceptions about bed side teaching. Non-existence of bedside teaching curriculum, lack of discipline in students and faculty, lack of accountability, poor job satisfaction and low salary were identified as major factors responsible for decline in quality of bedside teaching. Most of them advocated that curriculum development, planning bedside teaching, implementation of discipline and accountability, improved job satisfaction and performance based promotions will improve quality of clinical teaching. Curriculum development for bedside teaching, institutional discipline, application of best planning strategies, performance based appraisal of faculty and good job satisfaction can make bedside teaching an effective instructional tool.

Inquiry-Based Instruction and Teaching about Nature of Science: Are They Happening?

ERIC Educational Resources Information Center

Capps, Daniel K.; Crawford, Barbara A.

2013-01-01

Anecdotal accounts from science educators suggest that few teachers are teaching science as inquiry. However, there is little empirical evidence to support this claim. This study aimed to provide evidence-based documentation of the state-of-use of inquiry-based instruction and explicit instruction about nature of science (NOS). We examined the…

Leading for Instructional Improvement: How Successful Leaders Develop Teaching and Learning Expertise

ERIC Educational Resources Information Center

Fink, Stephen; Markholt, Anneke; Bransford, John

2011-01-01

There is little agreement among school leaders on what constitutes quality teaching and how best to support teachers in improving lessons, assessments, and classroom instruction. This book will show how principals and other school leaders can "grow" the expertise of teachers to deliver high quality instruction that serves all students well. It…

The Flipped Classroom Teaching Model and Its Use for Information Literacy Instruction

ERIC Educational Resources Information Center

Arnold-Garza, Sara

2014-01-01

The flipped classroom, a teaching method that delivers lecture content to students at home through electronic means and uses class time for practical application activities, may be useful for information literacy instruction. This article describes many of the characteristics of the flipped classroom teaching model, illustrated with examples from…

Using Comprehensive Video-Module Instruction as an Alternative Approach for Teaching IUD Insertion.

PubMed

Garcia-Rodriguez, Juan Antonio; Donnon, Tyrone

2016-01-01

Family medicine clinicians and residents have increasing educational and work demands that have made it difficult to provide and access training on specific procedures such as IUD insertion. The purpose of this study was to determine whether the use of video-module instruction could provide residents with the necessary knowledge and skills to perform an IUD insertion correctly when compared with the traditional form of instruction, which is a lecture-demonstration session provided by an academic gynecologist. Thirty-nine family medicine residents participated in the study during the induction period at the beginning of their residency program in July 2012 at the University of Calgary. A randomized, two group pretest/posttest experimental research design was used to compare the procedural knowledge and skills performance (posttest only) of residents trained using an alternative instructional intervention (video-module teaching) with the traditional lecture-demonstration approach to teaching IUD insertion. Both teaching methods were effective in providing procedural knowledge instruction, and the paired-samples t tests results were almost identical: t (37)=1.35. On the other hand, performance scores were significantly higher in the video-module group: t (37)=2.37, 95% CI (0.61, 8.00), with a mean difference in performance of 4.31. There were no significant differences in residents' satisfaction scores, and there was no correlation between the different scores and sex or age or between performance and level of satisfaction. This video-module instruction is an effective method to provide comprehensive IUD insertion training, and the psychomotor skills gain (performance component) was significantly higher than the traditional method of instruction.

An asynchronous learning approach for the instructional component of a dual-campus pharmacy resident teaching program.

PubMed

Garrison, Gina Daubney; Baia, Patricia; Canning, Jacquelyn E; Strang, Aimee F

2015-03-25

To describe the shift to an asynchronous online approach for pedagogy instruction within a pharmacy resident teaching program offered by a dual-campus college. The pedagogy instruction component of the teaching program (Part I) was redesigned with a focus on the content, delivery, and coordination of the learning environment. Asynchronous online learning replaced distance technology or lecture capture. Using a pedagogical content knowledge framework, residents participated in self-paced online learning using faculty recordings, readings, and discussion board activities. A learning management system was used to assess achievement of learning objectives and participation prior to progressing to the teaching experiences component of the teaching program (Part II). Evaluation of resident pedagogical knowledge development and participation in Part I of the teaching program was achieved through the learning management system. Participant surveys and written reflections showed general satisfaction with the online learning environment. Future considerations include addition of a live orientation session and increased faculty presence in the online learning environment. An online approach framed by educational theory can be an effective way to provide pedagogy instruction within a teaching program.

Rethinking Teaching in STEM Education in a Community College: Role of Instructional Consultation and Digital Technologies

NASA Astrophysics Data System (ADS)

Kurland, Shelley Chih-Hsian

Community college faculty members educate almost half of all U.S. undergraduates, who are often more diverse and more academically underprepared when compared to undergraduate students who attend four-year institutions. In addition, faculty members in community colleges are facing increased accountability for meeting student learning outcomes, expectations to adjust their teaching practices to include active learning practices, and expectations to incorporate more technologies into the classroom. Faculty developers are one of the support structures that faculty members can look to in order to meet those challenges. A survey of literature in faculty development suggests that instructional consultation can play an important role in shaping and transforming teaching practices. Hence, this action research study examined my work using instructional consulting with four full-time STEM faculty colleagues in order to examine and shape their teaching practices with and without the use of digital technologies. The two foci of the research, examining shifts in faculty participants' teaching practices, and my instructional consulting practices, were informed by Thomas and Brown's (2011) social view of learning and the concept of teaching and learning in a "co-learning" environment. Two dominant factors emerged regarding faculty participants' shift in teaching practices. These factors concerned: 1) the perception of control and 2) individual faculty participant's comfort level, expectations, and readiness. In addition to these two dominant factors, the instructional consultation process also supported a range of shifts in either mindset and/or teaching practices. My analysis showed that the use of digital technologies was not an essential factor in shifting faculty participant mindset and/or teaching practices, instead digital technologies were used to enhance the teaching process and students' learning experiences.

Instructional Reasoning about Interpretations of Student Thinking That Supports Responsive Teaching in Secondary Mathematics

ERIC Educational Resources Information Center

Dyer, Elizabeth B.; Sherin, Miriam Gamoran

2016-01-01

Basing instruction on the substance of student thinking, or responsive teaching, is a critical strategy for supporting student learning. Previous research has documented responsive teaching by identifying observable teaching practices in a broad range of disciplines and classrooms. However, this research has not provided access to the teacher…

A Case Study in Using Explicit Instruction to Teach Young Children Counting Skills

ERIC Educational Resources Information Center

Hinton, Vanessa; Stroizer, Shaunita; Flores, Margaret

2015-01-01

Number sense is one's ability to understand what numbers mean, perform mental mathematics, and look at the world and make comparisons. Researchers show instruction that teaches children how to classify numbers, put numbers in sequence, conserve numbers effectively, and count builds their number sense skills. Targeted instruction that teaches…

Making the Grade: Using Instructional Feedback and Evaluation to Inspire Evidence-Based Teaching

ERIC Educational Resources Information Center

Brickman, Peggy; Gormally, Cara; Martella, Amedee Marchand

2016-01-01

Typically, faculty receive feedback about teaching via two mechanisms: end-of-semester student evaluations and peer observation. However, instructors require more sustained encouragement and constructive feedback when implementing evidence-based teaching practices. Our study goal was to characterize the landscape of current instructional-feedback…

Teaching English by Design: How to Create and Carry Out Instructional Units

ERIC Educational Resources Information Center

Smagorinsky, Peter

2007-01-01

"Teaching English by Design" is two books in one: a primer for teaching secondary English and a comprehensive guide to creating and using four to six-week instructional units. Peter Smagorinsky shares important insight about students, how they learn, and what kinds of classrooms support their achievement in reading and writing. Then he uses those…

A REPORT ON INSTRUCTIONAL DEVICES IN FOREIGN LANGUAGE TEACHING.

ERIC Educational Resources Information Center

PORTER, DOUGLAS

RECOMMENDATIONS FALL INTO 3 CATEGORIES. FIRST, THE ROLE OF TEACHING DEVICES SHOULD BE MAJOR BECAUSE THEIR SUCCESS COULD RESULT IN ECONOMIC AND MANPOWER ADVANTAGES WHICH USUALLY HAVE TO AWAIT A NEW GENERATION OF TEACHERS TRAINED IN A GIVEN DISCIPLINE. LESS THAN FULL USE OF DEVICES COULD LEAD TO DEPENDENCE ON TRADITIONAL INSTRUCTIONAL TECHNIQUES…

Engaging pre-service teachers to teach science contextually with scientific approach instructional video

NASA Astrophysics Data System (ADS)

Susantini, E.; Kurniasari, I.; Fauziah, A. N. M.; Prastowo, T.; Kholiq, A.; Rosdiana, L.

2018-01-01

Contextual teaching and learning (CTL) present new concepts in real experiences and situations, where students can find out the meaningful relationship between abstract ideas and practical applications. Implementation of CTL using scientific approach fosters teachers to find constructive ways of delivering and organizing science contents in science classroom settings. An instructional video for modelling by using a scientific approach in CTL was then developed. Questionnaires with open-ended questions were used to, asking whether modelling through instructional video could help them to teach science contextually with a scientific approach or not. Data for pre-service teachers’ views were analyzed descriptively. The aims of this research are to engage pre-service teachers in learning how to teach CTL and to show how their responses to learning and how to teach CTL using the video. The study showed that ten pre-service teachers in science department were involved, all observed through videos that demonstrated a combined material of CTL and scientific approach and completed worksheets to analyze the video contents. The results show that pre-service teachers could learn to teach contextual teaching and make use of scientific approach in science classroom settings with the help of model in the video.

Teaching Tips: Mind Magnets

ERIC Educational Resources Information Center

Fortenberry, Callie L.; Fowler, Teri W.

2006-01-01

Mind magnets are maps to guide instruction and facilitate the comprehension processes. They extend individual comprehension strategy instruction, which does not typically show students how to link application of appropriate strategies to whole texts. The mind magnet framework allows teachers to plan powerful interactions between the reader and the…

An Asynchronous Learning Approach for the Instructional Component of a Dual-Campus Pharmacy Resident Teaching Program

PubMed Central

Baia, Patricia; Canning, Jacquelyn E.; Strang, Aimee F.

2015-01-01

Objective. To describe the shift to an asynchronous online approach for pedagogy instruction within a pharmacy resident teaching program offered by a dual-campus college. Design. The pedagogy instruction component of the teaching program (Part I) was redesigned with a focus on the content, delivery, and coordination of the learning environment. Asynchronous online learning replaced distance technology or lecture capture. Using a pedagogical content knowledge framework, residents participated in self-paced online learning using faculty recordings, readings, and discussion board activities. A learning management system was used to assess achievement of learning objectives and participation prior to progressing to the teaching experiences component of the teaching program (Part II). Assessment. Evaluation of resident pedagogical knowledge development and participation in Part I of the teaching program was achieved through the learning management system. Participant surveys and written reflections showed general satisfaction with the online learning environment. Future considerations include addition of a live orientation session and increased faculty presence in the online learning environment. Conclusion. An online approach framed by educational theory can be an effective way to provide pedagogy instruction within a teaching program. PMID:25861110

Making the Grade: Using Instructional Feedback and Evaluation to Inspire Evidence-Based Teaching

PubMed Central

Brickman, Peggy; Gormally, Cara; Martella, Amedee Marchand

2016-01-01

Typically, faculty receive feedback about teaching via two mechanisms: end-of-semester student evaluations and peer observation. However, instructors require more sustained encouragement and constructive feedback when implementing evidence-based teaching practices. Our study goal was to characterize the landscape of current instructional-feedback practices in biology and uncover faculty perceptions about these practices. Findings from a national survey of 400 college biology faculty reveal an overwhelming dissatisfaction with student evaluations, regardless of self-reported teaching practices, institution type, or position. Faculty view peer evaluations as most valuable, but less than half of faculty at doctoral-granting institutions report participating in peer evaluation. When peer evaluations are performed, they are more supportive of evidence-based teaching than student evaluations. Our findings reveal a large, unmet desire for greater guidance and assessment data to inform pedagogical decision making. Informed by these findings, we discuss alternate faculty-vetted feedback strategies for providing formative instructional feedback. PMID:27909025

Meeting Contemporary Statistical Needs of Instructional Communication Research: Modeling Teaching and Learning as a Conditional Process. Forum: The Future of Instructional Communication

ERIC Educational Resources Information Center

Goodboy, Alan K.

2017-01-01

For decades, instructional communication scholars have relied predominantly on cross-sectional survey methods to generate empirical associations between effective teaching and student learning. These studies typically correlate students' perceptions of their instructor's teaching behaviors with subjective self-report assessments of their own…

A Framework for Describing Mathematics Discourse in Instruction and Interpreting Differences in Teaching

ERIC Educational Resources Information Center

Adler, Jill; Ronda, Erlina

2015-01-01

We describe and use an analytical framework to document mathematics discourse in instruction (MDI), and interpret differences in mathematics teaching. MDI is characterised by four interacting components in the teaching of a mathematics lesson: exemplification (occurring through a sequence of examples and related tasks), explanatory talk (talk that…

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.

Teaching Tip: Improving Students' Email Communication through an Integrated Writing Assignment in a Third-Year Toxicology Course.

PubMed

Kedrowicz, April A; Hammond, Sarah; Dorman, David C

Client communication is important for success in veterinary practice, with written communication being an important means for veterinarian-client information sharing. Effective communication is adapted to clients' needs and wants, and presents information in a clear, understandable manner while accounting for varying degrees of client health literacy. This teaching tip describes the use of a mock electronic mail assignment as one way to integrate writing into a required veterinary toxicology course. As part of this project, we provide baseline data relating to students' written communication that will guide further development of writing modules in other curricula. Two independent raters analyzed students' writing using a coding scheme designed to assess adherence to the guidelines for effective written health communication. Results showed that the majority of students performed satisfactorily or required some development with respect to recommended guidelines for effective written health communication to facilitate client understanding. These findings suggest that additional instruction and practice should emphasize the importance of incorporating examples, metaphors, analogies, and pictures to create texts that are comprehensible and memorable to clients. Recommendations are provided for effective integration of writing assignments into the veterinary medicine curriculum.

The Translation of Teachers' Understanding of Gifted Students into Instructional Strategies for Teaching Science

ERIC Educational Resources Information Center

Park, Soonhye; Oliver, J. Steve

2009-01-01

This study examined how instructional challenges presented by gifted students shaped teachers' instructional strategies. This study is a qualitative research grounded in a social constructivist framework. The participants were three high school science teachers who were teaching identified gifted students in both heterogeneously- and…

Teaching Weight-Gravity and Gravitation in Middle School. Testing a New Instructional Approach

NASA Astrophysics Data System (ADS)

Galili, Igal; Bar, Varda; Brosh, Yaffa

2016-12-01

This study deals with the school instruction of the concept of weight. The historical review reveals the major steps in changing weight definition reflecting the epistemological changes in physics. The latest change drawing on the operation of weighing has been not widely copied into physics education. We compared the older instruction based on the gravitational definition of weight with the newer one based on the operational definition. The experimental teaching was applied in two versions, simpler and extended. The study examined the impact of this instruction on the middle school students in regular teaching environment. The experiment involved three groups ( N = 486) of 14-year-old students (ninth grade). The assessment drew on a written questionnaire and personal interviews. The elicited schemes of conceptual knowledge allowed to evaluate the impact on students' pertinent knowledge. The advantage of the new teaching manifested itself in the significant decrease of the well-known misconceptions such as "space causes weightlessness," "weight is an unchanged property of the body considered," and "heavier objects fall faster". The twofold advantage—epistemological and conceptual—of the operational definition of weight supports the correspondent curricular changes of its adoption.

Do Teachers Perceive Co-Teaching as an Effective Instructional Model?

ERIC Educational Resources Information Center

Roberson, Gregory L.

2014-01-01

This qualitative action research study examined teachers' perceptions about co-teaching and its effectiveness as an instructional model for students with disabilities. One-on-one interviews were conducted with eight elementary and secondary teachers from a medium sized school district located in Southwest Ohio that has a students' with…

Tips for Teaching.

ERIC Educational Resources Information Center

Langer, Philip

1987-01-01

Suggestions on how to enhance college teaching are provided. Lecturing is stressed as a critical component of teaching, and each lecture's introduction, main body, and conclusion must be correlated prior to any given lecture. Information on how to compose and give a lecture includes: what to put in an introduction; what can be done to help the…

Teaching Splinting Techniques Using a Just-in-Time Training Instructional Video.

PubMed

Cheng, Yu-Tsun; Liu, Deborah R; Wang, Vincent J

2017-03-01

Splinting is a multistep procedure that is seldom performed by primary care physicians. Just-in-time training (JITT) is an emerging teaching modality and can be an invaluable asset for infrequently performed procedures or in locations where teaching resources and trained professionals are limited. Our objective was to determine the utility of JITT for teaching medical students the short-arm (SA) volar splinting technique. This was a prospective randomized controlled pilot study. An instructional video on SA volar splinting was produced. Students viewed the video or had access to standard medical textbooks (control group) immediately before applying an SA volar splint. The students were assessed for the quality of the splint via a standard 6-point skills checklist. The times required for presplinting preparation and for completion of the splint were also measured. Just-in-time training group students scored higher on the splint checklist (mean [SD], 5.45 [1.06]; 95% confidence interval [CI], 4.99-5.92 vs mean [SD], 1.58 [1.12]; 95% CI, 1.04-2.12; P < 0.0001), had higher pass rates (73%; 95% CI, 53%-93% vs 0%; P < 0.0001), and required less time (minutes) for presplinting preparation (mean [SD], 7.86 [2.45]; 95% CI, 6.78-8.94 vs mean [SD], 9.89 [0.46]; 95% CI, 9.67-10.12; P < 0.0001) compared with the control group. No difference was seen in the time required to complete a splint, successful or not. In comparison with reading standard textbooks, watching a brief JITT instructional video before splinting yielded faster learning times combined with more successful procedural skills. The use of a JITT instructional video may have potential applications, including globally, as an alternative resource for teaching and disseminating procedural skills, such as SA volar splinting.

Development of the Instructional Model by Integrating Information Literacy in the Class Learning and Teaching Processes

ERIC Educational Resources Information Center

Maitaouthong, Therdsak; Tuamsuk, Kulthida; Techamanee, Yupin

2011-01-01

This study was aimed at developing an instructional model by integrating information literacy in the instructional process of general education courses at an undergraduate level. The research query, "What is the teaching methodology that integrates information literacy in the instructional process of general education courses at an undergraduate…

Teaching for Diversity: Addressing Diversity Issues in Responsive ESL Instruction

ERIC Educational Resources Information Center

Fu, Jing

2013-01-01

Student diversity has become a typical phenomenon in American public schools. The impact of increasing diversity on literacy instruction is unchallenged. Teachers reinforce this message by often citing ESL student diversity as a barrier for literacy teaching. In order to better understand the complexity of diversity issues, I explored two ESL…

[Providing successful education and further training: 10 tips].

PubMed

Brand, Paul L P; Boendermaker, Peter M; Venekamp, Ruud M

2014-01-01

Almost all physicians teach or provide postgraduate medical education from time to time. Although many people assume that there are 'born teachers' and 'those who will never learn to teach', teaching is an ability. The knowledge and skills required to teach well can be learned and practised. In this review article, we present 10 tips that will help the busy clinician to teach effectively. The 10 tips, which are based on the principles of adult learning, are: prepare your teaching session, involve the learners actively, connect to the learners' level of competence, define learning objectives, make the subject of your teaching relevant to the learners, use questions, be a good role model, vary your teaching methods, practise your teaching, and limit the amount of material you are teaching in each session.

An Expert Teacher's Thinking and Teaching and Instructional Design Models and Principles: An Ethnographic Study.

ERIC Educational Resources Information Center

Moallem, Mahnaz

1998-01-01

Examines an expert teacher's thinking and teaching processes in order to link them to instructional-design procedures. Findings suggest that there were fundamental differences between the teacher's thinking and teaching processes and microinstructional design models. (Author/AEF)

High School Teachers with Significant Teaching Experience Support the Effectiveness of Direct Instructional Strategies

ERIC Educational Resources Information Center

Nikolaros, John

2014-01-01

This research study was conducted to examine the effectiveness of direct instructional strategies regarding the achievement of students with ED. High school teachers with significant years of teaching experience in an urban setting support the effectiveness of direct instructional strategies. Teachers with 11-20 and 21-30 years of teaching…

The College Science Learning Cycle: An Instructional Model for Reformed Teaching.

PubMed

Withers, Michelle

2016-01-01

Finding the time for developing or locating new class materials is one of the biggest barriers for instructors reforming their teaching approaches. Even instructors who have taken part in training workshops may feel overwhelmed by the task of transforming passive lecture content to engaging learning activities. Learning cycles have been instrumental in helping K-12 science teachers design effective instruction for decades. This paper introduces the College Science Learning Cycle adapted from the popular Biological Sciences Curriculum Study 5E to help science, technology, engineering, and mathematics faculty develop course materials to support active, student-centered teaching approaches in their classrooms. The learning cycle is embedded in backward design, a learning outcomes-oriented instructional design approach, and is accompanied by resources and examples to help faculty transform their teaching in a time-efficient manner. © 2016 M. Withers. CBE—Life Sciences Education © 2016 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).

Computer-Assisted Instruction to Teach DOS Commands: A Pilot Study.

ERIC Educational Resources Information Center

McWeeney, Mark G.

1992-01-01

Describes a computer-assisted instruction (CAI) program used to teach DOS commands. Pretest and posttest results for 65 graduate students using the program are reported, and it is concluded that the CAI program significantly aided the students. Sample screen displays for the program and several questions from the pre/posttest are included. (nine…

Embedding Academic Writing Instruction into Subject Teaching: A Case Study

ERIC Educational Resources Information Center

Wingate, Ursula; Andon, Nick; Cogo, Alessia

2011-01-01

The benefits of embedding the teaching of writing into the curriculum have been advocated by educators and researchers. However, there is currently little evidence of embedded writing instruction in the UK's higher education context. In this article, we present a case study in which we report the design, implementation and evaluation of an…

Instruction dialogues: Teaching new skills to a robot

NASA Technical Reports Server (NTRS)

Crangle, Colleen; Suppes, P.

1989-01-01

Extended dialogues between a human user and a robot system are presented. The purpose of each dialogue is to teach the robot a new skill or to improve the performance of a skill it already has. The particular interest is in natural language dialogues but the illustrated techniques can be applied to any high level language. The primary purpose is to show how verbal instruction can be integrated with the robot's autonomous learning of a skill.

Using embedded computer-assisted instruction to teach science to students with Autism Spectrum Disorders

NASA Astrophysics Data System (ADS)

Smith, Bethany

The need for promoting scientific literacy for all students has been the focus of recent education reform resulting in the rise of the Science Technology, Engineering, and Mathematics movement. For students with Autism Spectrum Disorders and intellectual disability, this need for scientific literacy is further complicated by the need for individualized instruction that is often required to teach new skills, especially when those skills are academic in nature. In order to address this need for specialized instruction, as well as scientific literacy, this study investigated the effects of embedded computer-assisted instruction to teach science terms and application of those terms to three middle school students with autism and intellectual disability. This study was implemented within an inclusive science classroom setting. A multiple probe across participants research design was used to examine the effectiveness of the intervention. Results of this study showed a functional relationship between the number of correct responses made during probe sessions and introduction of the intervention. Additionally, all three participants maintained the acquired science terms and applications over time and generalized these skills across materials and settings. The findings of this study suggest several implications for practice within inclusive settings and provide suggestions for future research investigating the effectiveness of computer-assisted instruction to teach academic skills to students with Autism Spectrum Disorders and intellectual disability.

Instructional Strategies in Teaching Engineering at a Distance: Faculty Perspective

ERIC Educational Resources Information Center

Ariadurai, S. Anbahan; Manohanthan, Rajalingam

2008-01-01

This paper presents research on a convenience sample of the Open University of Sri Lanka's engineering faculty. Examined in this research are faculty's opinions on the instructional strategies they use to teach engineering courses at a distance. First, this paper details the pedagogical strategies used by the faculty, which is then followed by an…

Mapping Beliefs about Teaching to Patterns of Instruction within Science, Technology, Engineering, and Mathematics

ERIC Educational Resources Information Center

Allendoerfer, Cheryl; Wilson, Denise; Kim, Mee Joo; Burpee, Elizabeth

2014-01-01

In this paper, we identify beliefs about teaching and patterns of instruction valued and emphasized by science, technology, engineering, and mathematics faculty in higher education in the USA. Drawing on the notion that effective teaching is student-centered rather than teacher-centered and must include a balance of knowledge-, learner-,…

Using Embedded Computer-Assisted Explicit Instruction to Teach Science to Students with Autism Spectrum Disorder

ERIC Educational Resources Information Center

Smith, Bethany R.; Spooner, Fred; Wood, Charles L.

2013-01-01

For students with Autism Spectrum Disorders and intellectual disability, the need for scientific literacy is further complicated by the need for individualized instruction necessary to teach new skills, especially when those skills are academic. This study investigated the effects of embedded, computer-assisted explicit instruction to teach…

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.

Impact of instructional Approaches to Teaching Elementary Science on Student Achievement

NASA Astrophysics Data System (ADS)

Kensinger, Seth H.

Strengthening our science education in the United States is essential to the future success of our country in the global marketplace. Immersing our elementary students with research-based quality science instruction is a critical component to build a strong foundation and motivate our students to become interested in science. The research for this study pertained to the type of elementary science instruction in correlation to academic achievement and gender. Through this study, the researcher answered the following questions: 1. What is the difference in achievement for elementary students who have been taught using one of the three science instructional approaches analyzed in this study: traditional science instruction, inquiry-based science instruction with little or no professional development and inquiry-based science instruction with high-quality professional development? 2. What is the difference in student achievement between inquiry-based instruction and non-inquiry based (traditional) instruction? 3. What is the difference in student achievement between inquiry with high quality professional development and inquiry with little or no professional development? 4. Do the three instructional approaches have differentiated effects across gender? The student achievement was measured using the 2010 fourth grade Pennsylvania System of School Assessment (PSSA) in Science. Data was collected from 15 elementary schools forming three main groupings of similar schools based on the results from the 2009 third grade PSSA in Mathematics and student and community demographics. In addition, five sub-group triads were formed to further analyze the data and each sub-group was composed of schools with matching demographic data. Each triad contained a school using a traditional approach to teaching science, a school utilizing an inquiry science approach with little or no professional development, and a school incorporating inquiry science instruction with high quality

Teaching Tips.

ERIC Educational Resources Information Center

Journalism Educator, 1981

1981-01-01

Four journalism teachers provide information on the use of tape recordings and written transcripts to illustrate the importance of factual accuracy, voluntary participation in a special advertising class, a method of teaching the history of public relations, and the importance of drill work to improve journalists' spelling abilities. (RL)

Using the virtual-abstract instructional sequence to teach addition of fractions.

PubMed

Bouck, Emily C; Park, Jiyoon; Sprick, Jessica; Shurr, Jordan; Bassette, Laura; Whorley, Abbie

2017-11-01

Limited literature examines mathematics education for students with mild intellectual disability. This study investigated the effects of using the Virtual-Abstract instructional sequenceto teach middle school students, predominantly with mild intellectual disability, to add fractions of unlike denominators. Researchers used a multiple probe across participants design to determine if a functional relation existed between the Virtual-Abstract instructional sequence strategy and students' ability to add fractions with unlike denominators. The study of consisted of three-to-nine baseline sessions, 6-11 intervention sessions, and two maintenance sessions for each student. Data were collected on accuracy across five addition of fractions with unlike denominators problems. The VA instructional strategy was effective in thestudents to add fractions with unlike denominators; a functional relation existed between the VA instructional sequence and adding fractions with unlike denominators for three of the four students. The Virtual-Abstract instructional sequencemay be appropriate to support students with mild intellectual disability in learning mathematics, especially when drawing or representing the mathematical concepts may prove challenging. Copyright © 2017 Elsevier Ltd. All rights reserved.

Tips, Tricks & Techniques: Creating & Teaching with Simple Animation: Making Biology Instruction Come Alive

ERIC Educational Resources Information Center

Zanin, Mary K. B.

2015-01-01

Over the years, many of my students have reported that they enjoy lectures that include short, simple animations. To keep students engaged, I have developed a small set of teaching animations using PowerPoint and Camtasia Studio software packages. A survey of students who learned four difficult topics with traditional written lessons and with…

The Case for Improved College Teaching. Instructing High-Risk College Students.

ERIC Educational Resources Information Center

Newton, Eunice Shaed

Assuming that nontraditional institutions espouse teaching and learning approaches that differ from conventional elitist college education, this book shows what can be done for high-risk students, and also how it can be done. Their philosophical orientations are identified and related to instructional content, objectives, and strategies. Chapters…

Treating of Content-Based Instruction to Teach Writing Viewed from EFL Learners' Creativity

ERIC Educational Resources Information Center

Jaelani, Selamet Riadi

2017-01-01

The objectives of the research are to examine: (1) whether Content-Based Instruction is more effective than Problem-based learning to teach writing to the EFL Learners; (2) whether the EFL Learners having high creativity have better writing than those having low creativity; and (3) whether there is an interaction between teaching methods and EFL…

Comparison of Effects of Teaching English to Thai Undergraduate Teacher-Students through Cross-Curricular Thematic Instruction Program Based on Multiple Intelligence Theory and Conventional Instruction

ERIC Educational Resources Information Center

Rattanavich, Saowalak

2013-01-01

This study is aimed at comparing the effects of teaching English to Thai undergraduate teacher-students through cross-curricular thematic instruction program based on multiple intelligence theory and through conventional instruction. Two experimental groups, which utilized Randomized True Control Group-Pretest-posttest Time Series Design and…

THE WORLD OF TEACHING MACHINES, PROGRAMED LEARNING AND SELF-INSTRUCTIONAL DEVICES.

ERIC Educational Resources Information Center

FOLTZ, CHARLES I.

TEACHING MACHINES HAVE SEVERAL ADVANTAGES--TIME IS SAVED, CORRECT RESPONSE IS REINFORCED IMMEDIATELY, AND STUDENTS ARE NOT PUBLICLY CONFRONTED WITH FAILURE. THERE ARE TWO APPROACHES TO THE PROGRAMED INSTRUCTION INTRINSIC TO THEIR USE--ONE (THE SKINNER METHOD) IS BASED ON FILLING IN BLANK SPACES, THE OTHER (THE CROWDER METHOD) EMPLOYS…

Digital multimedia instruction enhances teaching oral and maxillofacial suturing.

PubMed

Weaver, J M; Lu, Mei; McCloskey, K L; Herndon, E S; Tanaka, W

2009-12-01

To develop digital multimedia instruction on intraoral suturing. A DVD was developed to describe instruments, materials, and techniques. Two groups of dental students were asked to close an incision in a simulated model. One used written materials only and another used additional DVD. The performance was evaluated using 10 grading criteria. Students who used the DVD performed better than students who did not. This DVD could be used widely in teaching dental students.

DLESE Teaching Box Pilot Project: Developing a Replicable Model for Collaboratively Creating Innovative Instructional Sequences Using Exemplary Resources in the Digital Library for Earth System Education (DLESE)

NASA Astrophysics Data System (ADS)

Weingroff, M.

2004-12-01

Before the advent of digital libraries, it was difficult for teachers to find suitable high-quality resources to use in their teaching. Digital libraries such as DLESE have eased the task by making high quality resources more easily accessible and providing search mechanisms that allow teachers to 'fine tune' the criteria over which they search. Searches tend to return lists of resources with some contextualizing information. However, teachers who are teaching 'out of discipline' or who have minimal training in science often need additional support to know how to use and sequence them. The Teaching Box Pilot Project was developed to address these concerns, bringing together educators, scientists, and instructional designers in a partnership to build an online framework to fully support innovative units of instruction about the Earth system. Each box integrates DLESE resources and activities, teaching tips, standards, concepts, teaching outcomes, reviews, and assessment information. Online templates and best practice guidelines are being developed that will enable teachers to create their own boxes or customize existing ones. Two boxes have been developed so far, one on weather for high school students, and one on the evidence for plate tectonics for middle schoolers. The project has met with significant enthusiasm and interest, and we hope to expand it by involving individual teachers, school systems, pre-service programs, and universities in the development and use of teaching boxes. A key ingredient in the project's success has been the close collaboration between the partners, each of whom has brought unique experiences, perspectives, knowledge, and skills to the project. This first effort involved teachers in the San Francisco Bay area, the University of California Museum of Paleontology, San Francisco State University, U.S. Geological Survey, and DLESE. This poster will allow participants to explore one of the teaching boxes. We will discuss how the boxes were

Effects of the teach-model-coach-review instructional approach on caregiver use of language support strategies and children's expressive language skills.

PubMed

Roberts, Megan Y; Kaiser, Ann P; Wolfe, Cathy E; Bryant, Julie D; Spidalieri, Alexandria M

2014-10-01

In this study, the authors examined the effects of the Teach-Model-Coach-Review instructional approach on caregivers' use of four enhanced milieu teaching (EMT) language support strategies and on their children's use of expressive language. Four caregiver-child dyads participated in a single-subject, multiple-baseline study. Children were between 24 and 42 months of age and had language impairment. Interventionists used the Teach-Model-Coach-Review instructional approach to teach caregivers to use matched turns, expansions, time delays, and milieu teaching prompts during 24 individualized clinic sessions. Caregiver use of each EMT language support strategy and child use of communication targets were the dependent variables. The caregivers demonstrated increases in their use of each EMT language support strategy after instruction. Generalization and maintenance of strategy use to the home was limited, indicating that teaching across routines is necessary to achieve maximal outcomes. All children demonstrated gains in their use of communication targets and in their performance on norm-referenced measures of language. The results indicate that the Teach-Model-Coach-Review instructional approach resulted in increased use of EMT language support strategies by caregivers. Caregiver use of these strategies was associated with positive changes in child language skills.

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…

The Effectiveness of Synectics Instructional Model on Foreign Language Vocabulary Teaching

ERIC Educational Resources Information Center

Eristi, Bahadir; Polat, Mustafa

2017-01-01

This study, which is an experimental research with pre-test and post-test control groups, aims to determine the effectiveness of the Synectics Instructional Model on foreign language vocabulary teaching. The research was conducted with two experimental and two control groups and 82 students taking part in these groups. The experimental application…

Your teaching strategy matters: how engagement impacts application in health information literacy instruction.

PubMed

Johnson, Heather A; Barrett, Laura

2017-01-01

The purpose of this study was to compare two pedagogical methods, active learning and passive instruction, to determine which is more useful in helping students to achieve the learning outcomes in a one-hour research skills instructional session. Two groups of high school students attended an instructional session to learn about consumer health resources and strategies to enhance their searching skills. The first group received passive instruction, and the second engaged in active learning. We assessed both groups' learning using 2 methods with differing complexity. A total of 59 students attended the instructional sessions (passive instruction, n=28; active learning, n=31). We found that the active learning group scored more favorably in four assessment categories. Active learning may help students engage with and develop a meaningful understanding of several resources in a single session. Moreover, when using a complex teaching strategy, librarians should be mindful to gauge learning using an equally complex assessment method.

Your teaching strategy matters: how engagement impacts application in health information literacy instruction *

PubMed Central

Johnson, Heather A.; Barrett, Laura

2017-01-01

Objective The purpose of this study was to compare two pedagogical methods, active learning and passive instruction, to determine which is more useful in helping students to achieve the learning outcomes in a one-hour research skills instructional session. Methods Two groups of high school students attended an instructional session to learn about consumer health resources and strategies to enhance their searching skills. The first group received passive instruction, and the second engaged in active learning. We assessed both groups’ learning using 2 methods with differing complexity. A total of 59 students attended the instructional sessions (passive instruction, n=28; active learning, n=31). Results We found that the active learning group scored more favorably in four assessment categories. Conclusions Active learning may help students engage with and develop a meaningful understanding of several resources in a single session. Moreover, when using a complex teaching strategy, librarians should be mindful to gauge learning using an equally complex assessment method. PMID:28096745

Teaching Leadership Online: An Exploratory Study of Instructional and Assessment Strategy Use

ERIC Educational Resources Information Center

Jenkins, Daniel M.

2016-01-01

This global, quantitative study explores the instructional and assessment strategy use of leadership educators who teach online, academic credit-bearing leadership studies courses at graduate- and undergraduate-levels. Participants include 81 graduate-level and 37 undergraduate-level instructors who taught an online leadership studies course…

Authoritative and Authoritarian-Inconsistent Teachers' Preferences for Teaching Methods and Instructional Goals

ERIC Educational Resources Information Center

Uibu, Krista; Kikas, Eve

2014-01-01

Preferences for teaching methods are influenced by several factors, including instructional goals, teacher's management style, experience and education. To discover in which ways primary school teachers with different management styles vary in their preferences for students' cognitive and social development, 128 teachers of Estonia were…

Teaching for Scientific Literacy? An Examination of Instructional Practices in Secondary Schools in Barbados

NASA Astrophysics Data System (ADS)

Archer-Bradshaw, Ramona E.

2017-02-01

This study examined the extent to which the instructional practices of science teachers in Barbados are congruent with best practices for teaching for scientific literacy. Additionally, through observation of practice, it sought to determine the teachers' demonstrated role in the classroom, their demonstration of learning through discourse, learning goals and the nature of classroom activities. Five hundred nineteen students from 12 of the 23 secondary schools on the island and 15 teachers across 8 schools participated in the study. Data were collected by means of a questionnaire, an observational schedule and field notes. It was found that while problem-solving and questioning were mainly used in the classroom, the use of experiments was among the least popular teaching strategies. Additionally, results showed that teachers' display of the knowledge of the characteristics of scientific literacy was unsatisfactory. Generally, the findings indicate a gap between teaching for scientific literacy as expressed in the literature and current instructional practices in secondary science classrooms in Barbados.

Comparison of Internet versus lecture instructional methods for teaching nursing research.

PubMed

Woo, M A; Kimmick, J V

2000-01-01

Although many higher education programs are using the Internet to teach classes, there are few published reports on the effectiveness of this method on test scores or student satisfaction. The purpose of this study was to compare test and student satisfaction scores of graduate nursing students who take a nursing research course via the Internet with those of students who take the same course via traditional lecture instruction. In addition, student technical support use and Internet student lecture attendance also were examined. A total of 97 students (Internet, 44; lectures, 53) participated. There were no significant differences in test scores and overall course student satisfaction (P > .05). However, the Internet students reported significantly higher (P = .04) stimulation of learning compared with the traditional lecture students. Technical support use by the Internet students was high initially and was related to software problems. Of interest were the large proportion of Internet students (73 percent) who attended at least 3 of the 10 lectures. Use of the Internet to teach graduate-level nursing research can provide comparable learning and student satisfaction to traditional lecture instructional methods.

Multi-Media Instruction To Teach Grocery Word Associations and Store Location: A Study of Generalization.

ERIC Educational Resources Information Center

Mechling, Linda C.; Gast, David L.

2003-01-01

Multimedia instruction was used to teach three secondary students with mild to moderate intellectual disabilities to locate grocery items by reading words on aisle signs. Results indicate that the multimedia program was effective in teaching generalized reading of the associated word pairs and location of the grocery items in the store. (Contains…

The Effectiveness of Computer-Assisted Instruction for Teaching Mathematics to Students with Specific Learning Disability

ERIC Educational Resources Information Center

Stultz, Sherry L.

2013-01-01

Using computers to teach students is not a new idea. Computers have been utilized for educational purposes for over 80 years. However, the effectiveness of these programs for teaching mathematics to students with specific learning disability is unclear. This study was undertaken to determine if computer-assisted instruction was as effective as…

Ten Fire Safety Tips for Schools.

ERIC Educational Resources Information Center

Lake, James D.

1999-01-01

Provides 10 basic tips, compiled from the National Fire Protection Association's Life Safety Code 101, to ensure that educational facilities are fire safe. Tips include use of frequent and unexpected fire drills, limiting wall space of student artwork and teaching materials, being alert to preventing arson, planning speedy and safe emergency…

Teaching Algebra-Based Concepts to Students with Learning Disabilities: The Effects of Preteaching Using a Gradual Instructional Sequence

ERIC Educational Resources Information Center

Watt, Sarah Jean

2013-01-01

Research to identify validated instructional approaches to teach math to students with LD and those at-risk for failure in both core and supplemental instructional settings is necessary to assist teachers in closing the achievement gaps that exist across the country. The concrete-to-representational-to-abstract instructional sequence (CRA) has…

Online Instructional Videos as a Complimentary Method of Teaching Practical Rehabilitation Skills for Groups and Individuals

ERIC Educational Resources Information Center

Cooper, Darren; Higgins, Steve; Beckmann, Nadin

2017-01-01

Online instructional videos are becoming increasingly common within education. This study adopts a quasi-experimental 2 × 2 crossover design (control and experimental groups) to evaluate the efficacy of instructional videos to teach practical rehabilitation skills. The students performed practical sessions in class and were formatively assessed by…

Comparison of Direct Instruction and Simultaneous Prompting Procedure on Teaching Concepts to Individuals with Intellectual Disability

ERIC Educational Resources Information Center

Celik, Semiha; Vuran, Sezgin

2014-01-01

The purpose of this study was to compare the efficiency, effectiveness, maintenance effects and social validity of two instructional methods, Direct Instruction and Simultaneous Prompting Procedure, on teaching concepts (long, old, few and thick) using a parallel treatments design. All sessions were conducted at a private special education center…

Perceived Norms for Interactive Teaching and Their Relationship to Instructional Decision-Making: A Mixed Methods Study

ERIC Educational Resources Information Center

Hora, Matthew T.; Anderson, Craig

2012-01-01

Normative expectations for acceptable behaviors related to undergraduate instruction are known to exist within academic settings. Yet few studies have examined disciplinary variation in norms for interactive teaching, and their relationship to teaching practice, particularly from a cognitive perspective. This study examines these problems using…

A meta-analysis of instructional systems applied in science teaching

NASA Astrophysics Data System (ADS)

Willett, John B.; Yamashita, June J. M.; Anderson, Ronald D.

This article is a report of a meta-analysis on the question: What are the effects of different instructional systems used in science teaching? The studies utilized in this meta-analysis were identified by a process that included a systematic screening of all dissertations completed in the field of science education since 1950, an ERIC search of the literature, a systematic screening of selected research journals, and the standard procedure of identifying potentially relevant studies through examination of the bibliographies of the studies reviewed. In all, the 130 studies coded gave rise to 341 effect sizes. The mean effect size produced over all systems was 0.10 with a standard deviation of 0.41, indicating that, on the average, an innovative teaching system in this sample produced one-tenth of a standard deviation better performance than traditional science teaching. Particular kinds of teaching systems, however, produced results that varied from this overall result. Mean effect sizes were also computed by year of publication, form of publication, grade level, and subject matter.

Computer-Aided Authoring of Programmed Instruction for Teaching Symbol Recognition. Final Report.

ERIC Educational Resources Information Center

Braby, Richard; And Others

This description of AUTHOR, a computer program for the automated authoring of programmed texts designed to teach symbol recognition, includes discussions of the learning strategies incorporated in the design of the instructional materials, hardware description and the algorithm for the software, and current and future developments. Appendices…

Cognitive Strategy Instruction for Teaching Word Problems to Primary-Level Struggling Students

ERIC Educational Resources Information Center

Pfannenstiel, Kathleen Hughes; Bryant, Diane Pedrotty; Bryant, Brian R.; Porterfield, Jennifer A.

2015-01-01

Students with mathematics difficulties and learning disabilities (LD) typically struggle with solving word problems. These students often lack knowledge about efficient, cognitive strategies to utilize when solving word problems. Cognitive strategy instruction has been shown to be effective in teaching struggling students how to solve word…

Best Practices in Writing Instruction. Solving Problems in the Teaching of Literacy

ERIC Educational Resources Information Center

Graham, Steve, Ed.; MacArthur, Charles A., Ed.; Fitzgerald, Jill, Ed.

2007-01-01

Highly practical and accessible, this indispensable book provides clear-cut strategies for improving K-12 writing instruction. The contributors are leading authorities who demonstrate proven ways to teach different aspects of writing, with chapters on planning, revision, sentence construction, handwriting, spelling, and motivation. The use of the…

Crutches and children - proper fit and safety tips

MedlinePlus

... 000640.htm Crutches and children - proper fit and safety tips To use the sharing features on this ... the crutch, then extended when taking a step. Safety Tips Teach your child to: Always keep crutches ...

The Relevance of Accent in L2 Pronunciation Instruction: A Matter of Teaching Cultures or Language Ideologies?

ERIC Educational Resources Information Center

Falkert, Anika

2016-01-01

The aim of this paper is to offer a critical discussion of the role of native and foreign accents in L2 pronunciation teaching. Several studies concluded that classroom practices of grammar instruction are strongly influenced by teaching cultures. We will examine whether this is also the case for pronunciation teaching. While the CEFR…

An Introduction to the Consumer's Society. An Instruction Manual with Resources for Teaching Limited-English Speaking Students. Consumer Education, Nutrition, Parenting.

ERIC Educational Resources Information Center

Antonelli, Sharon

These three instruction manuals are designed as aids for faculty and staff teaching consumer education, nutrition, and parenting. They include resources for teaching limited English speaking students. A 17-page Vocational English as a Second Language (VESL) annotated bibliography precedes the instruction manuals. Each manual consists of 18 units.…

The Use of a Well-Designed Instructional Guideline in Online MBA Teaching

ERIC Educational Resources Information Center

Duesing, Robert J.; Ling, Juan; Yang, Jiaqin

2016-01-01

This study investigated the positive impact of a teaching practice on student learning outcomes in an online MBA program. An instructional project guideline was developed to help online students enhance their achieving required learning objectives corresponding to five categories of Bloom's Taxonomy. The course learning objectives are based on…

Theoretical Beliefs and Instructional Practices Used for Teaching Spelling in Elementary Classrooms

ERIC Educational Resources Information Center

McNeill, Brigid; Kirk, Cecilia

2014-01-01

The current study aimed to examine teachers' reported spelling assessment and instruction practices. Analysis of the match between teachers' theoretical beliefs about spelling and their reported pedagogy was conducted to elucidate factors that may support or impede the use of evidence-based teaching strategies in the classroom. An electronic…

Evaluation of an instructional model to teach clinically relevant medicinal chemistry in a campus and a distance pathway.

PubMed

Alsharif, Naser Z; Galt, Kimberly A

2008-04-15

To evaluate an instructional model for teaching clinically relevant medicinal chemistry. An instructional model that uses Bloom's cognitive and Krathwohl's affective taxonomy, published and tested concepts in teaching medicinal chemistry, and active learning strategies, was introduced in the medicinal chemistry courses for second-professional year (P2) doctor of pharmacy (PharmD) students (campus and distance) in the 2005-2006 academic year. Student learning and the overall effectiveness of the instructional model were assessed. Student performance after introducing the instructional model was compared to that in prior years. Student performance on course examinations improved compared to previous years. Students expressed overall enthusiasm about the course and better understood the value of medicinal chemistry to clinical practice. The explicit integration of the cognitive and affective learning objectives improved student performance, student ability to apply medicinal chemistry to clinical practice, and student attitude towards the discipline. Testing this instructional model provided validation to this theoretical framework. The model is effective for both our campus and distance-students. This instructional model may also have broad-based applications to other science courses.

Caracteristicas de la Instruccion Programada como Tecnica de Ensenanza (Characteristics of Programed Instruction as a Teaching Technique).

ERIC Educational Resources Information Center

Dorrego, Maria Elena

This discussion of programed instruction begins with the fundamental psychological aspects and learning theories behind this teaching method. Negative and positive reinforcement, conditioning, and their relationship to programed instruction are considered. Different types of programs, both linear and branching, are discussed; criticism of the…

Teaching about Contemporary Germany: Instructional Materials for the Social Studies Classroom. Correlation Charts, Content and Skills.

ERIC Educational Resources Information Center

Blankenship, Glen

This manual contains a description of each of the instructional kits for teaching about Germany offered by the Goethe Institute. Each kit contains lessons plans, handouts, worksheets, color transparencies, and other support materials. This teaching packet provides information regarding the "best fit" of each lesson in the instructional…

From Seeing to Believing: Using Instructional Video to Develop Culturally Responsive Teaching

ERIC Educational Resources Information Center

Fullam, Jordan P.

2017-01-01

Purpose: This paper aims to explore the potential for instructional video to build capacity in culturally responsive teaching, and outline an approach developed at NYU's Metropolitan Center for Research on Equity and the Transformation of Schools (Metro Center) for using inquiry-based, teacher-led teams to study, develop and film culturally…

A Computer-Assisted Instruction in Teaching Abstract Statistics to Public Affairs Undergraduates

ERIC Educational Resources Information Center

Ozturk, Ali Osman

2012-01-01

This article attempts to demonstrate the applicability of a computer-assisted instruction supported with simulated data in teaching abstract statistical concepts to political science and public affairs students in an introductory research methods course. The software is called the Elaboration Model Computer Exercise (EMCE) in that it takes a great…

Making the Grade: Using Instructional Feedback and Evaluation to Inspire Evidence-Based Teaching.

PubMed

Brickman, Peggy; Gormally, Cara; Martella, Amedee Marchand

2016-01-01

Typically, faculty receive feedback about teaching via two mechanisms: end-of-semester student evaluations and peer observation. However, instructors require more sustained encouragement and constructive feedback when implementing evidence-based teaching practices. Our study goal was to characterize the landscape of current instructional-feedback practices in biology and uncover faculty perceptions about these practices. Findings from a national survey of 400 college biology faculty reveal an overwhelming dissatisfaction with student evaluations, regardless of self-reported teaching practices, institution type, or position. Faculty view peer evaluations as most valuable, but less than half of faculty at doctoral-granting institutions report participating in peer evaluation. When peer evaluations are performed, they are more supportive of evidence-based teaching than student evaluations. Our findings reveal a large, unmet desire for greater guidance and assessment data to inform pedagogical decision making. Informed by these findings, we discuss alternate faculty-vetted feedback strategies for providing formative instructional feedback. © 2016 P. Brickman et al. CBE—Life Sciences Education © 2016 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).

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)

Crime and Control: Syllabi and Instructional Materials for Criminology and Criminal Justice. Resource Materials for Teaching.

ERIC Educational Resources Information Center

Deutschmann, Linda B., Ed.; Wright, Richard A., Ed.

One of a series of resources for teaching sociology at the postsecondary level, this volume contains syllabi and instructional materials for courses in criminology and criminal justice. Material is divided into four sections. Section 1, innovative approaches to the teaching of criminology, contains four papers which discuss a corrections practicum…

Systematic Review of Instructional Methods to Teach Employment Skills to Secondary Students with Intellectual and Developmental Disabilities

ERIC Educational Resources Information Center

Gilson, Carly B.; Carter, Erik W.; Biggs, Elizabeth E.

2017-01-01

Effective vocational instruction is an essential aspect of preparing students with intellectual and developmental disabilities (IDD) for the world of work. We systematically reviewed research on instructional methods used to teach employment skills to secondary students with IDD. We identified 56 studies involving 766 participants with IDD. Four…

A Look at the Relationship of Curriculum and Instruction and the Art and Science of Teaching

ERIC Educational Resources Information Center

Flake, Lee Hatch

2017-01-01

The definition of instruction and curriculum may take on different meanings based on the purpose or interpretation whether political, social, or educational. Teaching effectively requires the skill of a knowledgeable and experienced educator. Teaching can be convincingly debated as being an art or a science or defined collectively as an art and a…

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…

Designing flexible instructional space for teaching introductory physics with emphasis on inquiry and collaborative active learning

NASA Astrophysics Data System (ADS)

Bykov, Tikhon

2010-03-01

In recent years McMurry University's introductory physics curriculum has gone through a series of significant changes to achieve better integration of traditional course components (lecture/lab/discussion) by means of instructional design and technology. A system of flexible curriculum modules with emphasis on inquiry-based teaching and collaborative active learning has been introduced. To unify module elements, a technology suite has been used that consists of Tablet PC's and software applications including Physlets, tablet-adapted personal response system, PASCO data acquisition systems, and MS One-note collaborative writing software. Adoption of the new teaching model resulted in reevaluation of existing instructional spaces. The new teaching space will be created during the renovation of the McMurry Science Building. This space will allow for easy transitions between lecture and laboratory modes. Movable partitions will be used to accommodate student groups of different sizes. The space will be supportive of small peer-group activities with easy-to-reconfigure furniture, multiple white and black board surfaces and multiple projection screens. The new space will be highly flexible to account for different teaching functions, different teaching modes and learning styles.

Programmed Instruction Revisited.

ERIC Educational Resources Information Center

Skinner, B. F.

1986-01-01

Discusses the history and development of teaching machines, invented to restore the important features of personalized instruction as public school class size increased. Examines teaching and learning problems over the past 50 years, including motivation, attention, appreciation, discovery, and creativity in relation to programmed instruction.…

Direct Instruction News, 2001.

ERIC Educational Resources Information Center

Tarver, Sara, Ed.

2001-01-01

These three issues of a newsletter offer diverse kinds of information deemed to be of interest to Association for Direct Instruction (ADI) members--stories of successful implementations in different settings, write-ups of ADI awards, tips on "how to" deliver direct instruction (DI) more effectively, topical articles focused on particular…

Evaluation of an Instructional Model to Teach Clinically Relevant Medicinal Chemistry in a Campus and a Distance Pathway

PubMed Central

Galt, Kimberly A.

2008-01-01

Objectives To evaluate an instructional model for teaching clinically relevant medicinal chemistry. Methods An instructional model that uses Bloom's cognitive and Krathwohl's affective taxonomy, published and tested concepts in teaching medicinal chemistry, and active learning strategies, was introduced in the medicinal chemistry courses for second-professional year (P2) doctor of pharmacy (PharmD) students (campus and distance) in the 2005-2006 academic year. Student learning and the overall effectiveness of the instructional model were assessed. Student performance after introducing the instructional model was compared to that in prior years. Results Student performance on course examinations improved compared to previous years. Students expressed overall enthusiasm about the course and better understood the value of medicinal chemistry to clinical practice. Conclusion The explicit integration of the cognitive and affective learning objectives improved student performance, student ability to apply medicinal chemistry to clinical practice, and student attitude towards the discipline. Testing this instructional model provided validation to this theoretical framework. The model is effective for both our campus and distance-students. This instructional model may also have broad-based applications to other science courses. PMID:18483599

Instructional Materials for Teaching Audiovisual Courses; An Annotated List of Motion Pictures, Kinescopes, Filmstrips, Slidesets, Recordings, Tapes, and Prints

ERIC Educational Resources Information Center

Shockey, Carolyn, Ed.

A catalog of audio and visual meterials for teaching courses on or illustrating all aspects of audiovisual instruction was developed with a broad coverage of those areas or interests pertinent to the field of instructional communications. The listings should be of value to the college instructor in the area of instructional materials, as well as…

Influence of Negotiations on Graduate Teaching Assistants' Instruction within University Activity Courses

ERIC Educational Resources Information Center

Wahl-Alexander, Zachary; Curtner-Smith, Matthew D.

2018-01-01

Purpose: To examine the influence of negotiations between students and graduate teaching assistants (GTAs) on GTAs' instruction within university physical activity classes. Method: Participants were 10 GTAs working in one university. Data collection and analysis were guided by constructs from the classroom ecology paradigm. Data collection…

Archery: A Planning Guide for Group and Individual Instruction.

ERIC Educational Resources Information Center

American Association for Health, Physical Education, and Recreation, Washington, DC.

This instructor's manual for group or individual instruction in archery includes line drawings as illustrations. The manual advances from facilities to beginning instruction and general instructional practices (safety tips, instructional aids, archery etiquette) to intermediate instruction (discussions of causes of faulty arrow flight, analysis of…

Computer Aided Instruction and Problem Solving in the Teaching of Oral Diagnosis.

ERIC Educational Resources Information Center

Spencer, Judson; Gobetti, John P.

A computer-assisted instructional (CAI) program is being used at the University of Michigan School of Dentistry to aid in the teaching of oral diagnosis to dental students. The program is designed to simulate a real life situation--i.e., the diagnosis of patient illness-which would not be otherwise available to the student and to demonstrate to…

Teaching Mathematics in Open Distance Learning (ODL): A Challenge to Quality Instruction?

ERIC Educational Resources Information Center

Kaino, L. M.

2012-01-01

Teaching mathematics through Open Distance Learning (ODL) has been a challenge to educators due to the nature of communication with learners and material delivery during instruction. In this paper, as a case study, we look at one mathematics module offered through ODL and the performance in the course for the past four years. A sample of 50…

The Effects of Reciprocal Teaching and Direct Instruction Approaches on Knowledge Map (K-Map) Generation Skill

ERIC Educational Resources Information Center

Görgen, Izzet

2014-01-01

The primary purpose of the present study is to investigate whether reciprocal teaching approach or direct instruction approach is more effective in the teaching of k-map generation skill. Secondary purpose of the study is to determine which of the k-map generation principles are more challenging for students to apply. The results of the study…

The Effects of Reciprocal Teaching and Direct Instruction Approaches on Knowledge Map (k-map) Generation Skill

ERIC Educational Resources Information Center

Gorgen, Izzet

2014-01-01

The primary purpose of the present study is to investigate whether reciprocal teaching approach or direct instruction approach is more effective in the teaching of k-map generation skill. Secondary purpose of the study is to determine which of the k-map generation principles are more challenging for students to apply. The results of the study…

Making instruction and assessment responsive to diverse students' progress: group-administered dynamic assessment in teaching mathematics.

PubMed

Jeltova, Ida; Birney, Damian; Fredine, Nancy; Jarvin, Linda; Sternberg, Robert J; Grigorenko, Elena L

2011-01-01

This study entailed a 3 (instructional intervention) × 2 (assessment-type) between-subjects experimental design employing a pretest-intervention-posttest methodology. The instructional interventions were administered between subjects in three conditions: (a) dynamic instruction, (b) triarchic or theory of successful intelligence-control instruction, and (c) standard-control instruction. The assessment-type consisted between subjects of either (a) a group-administered dynamic posttest or (b) the same group-administered posttest interspersed with a control filler activity. Performance in different mathematics content areas taught in fourth grade was investigated. In total, 1,332 students and 63 classroom teachers in 24 schools across six school districts participated in the study. The results indicate the advantages of using dynamic instruction and assessment in regular classrooms while teaching mathematics, especially when the student body is highly ethnically diverse.

Teaching Tip: Developing an Intercollegiate Twitter Forum to Improve Student Exam Study and Digital Professionalism.

PubMed

Whiting, Martin; Kinnison, Tierney; Mossop, Liz

#VetFinals has been developed as a novel online Twitter teaching event designed to support intercollegiate veterinary teaching using social media. Previous studies in other fields have suggested that Twitter use within universities may have benefits for undergraduate education. This "teaching tip" paper describes a project using Twitter to host online exam study sessions. The project has been a highly successful collaborative effort between the Royal Veterinary College and Nottingham Veterinary School in the UK. Over 4 years, the #VetFinals project has developed into a long-term, self-sustaining enterprise. This initiative provides a semi-structured means for student exam preparation with direct real-time input from a faculty member. It also creates a network of peers both horizontally across institutions and vertically throughout year groups. Based on similar initiatives in other disciplines, an anticipated outcome of this project was to contribute to student online professionalism. This could help address the veterinary community's recently highlighted problems with professional conduct and appropriate use of social media. Analysis of the success of this endeavor will be available in a future publication.

Training Early Childhood Educators: Computer Assisted Instruction Courses in Diagnostic Teaching. Final Report.

ERIC Educational Resources Information Center

Pennsylvania State Univ., University Park. Computer-Assisted Instruction Lab.

The Computer Assisted Remedial Education (CARE) project developed two computer-assisted instructional (CAI) courses. The objective was to train educational personnel to use diagnostic teaching in working with preschool and primary grade children who exhibit learning problems. Emphasis was placed upon the use of new technology in providing…

The impact of inquiry-based instructional professional development upon instructional practice: An action research study

NASA Astrophysics Data System (ADS)

Broom, Frances A.

This mixed method case study employs action research, conducted over a three month period with 11 elementary math and science practitioners. Inquiry as an instructional practice is a vital component of math and science instruction and STEM teaching. Teachers examined their beliefs and teaching practices with regard to those instructional factors that influence inquiry instruction. Video-taped lessons were compared to a rubric and pre and post questionnaires along with two interviews which informed the study. The results showed that while most beliefs were maintained, teachers implemented inquiry at a more advanced level after examining their teaching and reflecting on ways to increase inquiry practices. Because instructional practices provide only one component of inquiry-based instruction, other components need to be examined in a future study.

Evaluation of a self-instructional manual for conducting discrete-trials teaching with children with autism.

PubMed

Thiessen, Carly; Fazzio, Daniela; Arnal, Lindsay; Martin, Garry L; Yu, C T; Keilback, Lukas

2009-05-01

Discrete-trials teaching (DTT) is commonly used to implement applied behavior analysis treatment for children with autism. The authors investigated a revised self-instructional manual for teaching university students to implement a 21-component DTT procedure to teach three tasks to confederates role-playing children with autism. Also, as a motivational contingency, for each DTT session in which a student scored at or above 90% accuracy, they received US$10. After an average of 4.5 hr to master the training manual, students' average DTT performance improved from 52% in baseline to 88% while teaching a confederate. Students averaged 77% DTT performance during subsequent generalization sessions with a child with autism.

Science Instruction through the Game and Physical Activities Course: An Interdisciplinary Teaching Practice

ERIC Educational Resources Information Center

Boyraz, Celal; Serin, Gökhan

2017-01-01

The purpose of this study was to examine the effect of science instruction given through the game and physical activities course in accordance with interdisciplinary teaching approaches on students' science achievement and retention. The participants were 82 third grade students from a public elementary school. Three classes were chosen as…

Caring Enough to Teach Science. Helping Pre-service Teachers View Science Instruction as an Ethical Responsibility

NASA Astrophysics Data System (ADS)

Grinell, Smith; Rabin, Colette

2017-11-01

The goal of this project was to motivate pre-service elementary teachers to commit to spending significant instructional time on science in their future classrooms despite their self-assessed lack of confidence about teaching science and other impediments (e.g., high-stakes testing practices that value other subjects over science). Pre-service teachers in science methods courses explored connections between science and ethics, specifically around issues of ecological sustainability, and grappled with their ethical responsibilities as teachers to provide science instruction. Survey responses, student "quick-writes," interview transcripts, and field notes were analyzed. Findings suggest that helping pre-service teachers see these connections may shape their beliefs and dispositions in ways that may motivate them to embark on the long road toward improving their science pedagogical content knowledge and ultimately to teach science to their students more often and better than they otherwise might. The approach may also offer a way for teachers to attend to the moral work of teaching.

Surgeon-authored Virtual Laparoscopic Adrenalectomy Module is Judged Effective and Preferred over Traditional Teaching Tools

PubMed Central

Kurenov, Sergei; Cendan, Juan; Dindar, Sahel; Attwood, Kristopher; Hassett, James; Nawotniak, Ruth; Cherr, Gregory; Cance, William G.; Peters, Jörg

2018-01-01

Objective The study assesses user acceptance and effectiveness of a surgeon-authored virtual reality training module authored by surgeons using the Toolkit for Illustration Procedures in Surgery (TIPS). Methods Laparoscopic adrenalectomy was selected to test the TIPS framework on an unusual and complex procedure. No commercial simulation module exists to teach this procedure. A specialist surgeon authored the module, including force-feedback interactive simulation and designed a quiz to test knowledge of the key procedural steps. Five practicing surgeons with 15 to 24 years of experience peer-reviewed and tested the module. Fourteen residents and nine fellows trained with the module and answered the quiz, pre-use and post-use. Participants received an overview during Surgical Grand Rounds session and a 20-minute one- on-one tutorial followed by a 30 minute of instruction in addition to a force-feedback interactive simulation session. Additionally, in answering questionnaires, the trainees reflected on their learning experience and their experience with the TIPS framework. Results Correct quiz response rates on procedural steps improved significantly post-use over pre-use. In the questionnaire, 96% of the respondents stated that the TIPS module prepares them well or very well for the adrenalectomy, and 87% indicated that the module successfully teaches the steps of the procedure. All subjects indicated that they preferred the module compare to training using purely physical props, one-on-one teaching, medical atlases, and video recordings. Conclusions Improved quiz scores and endorsement by the participants of the TIPS adrenalectomy module establish the viability of surgeons authoring virtual reality training. PMID:27758896

The Responsive Environmental Assessment for Classroom Teaching (REACT): the dimensionality of student perceptions of the instructional environment.

PubMed

Nelson, Peter M; Demers, Joseph A; Christ, Theodore J

2014-06-01

This study details the initial development of the Responsive Environmental Assessment for Classroom Teachers (REACT). REACT was developed as a questionnaire to evaluate student perceptions of the classroom teaching environment. Researchers engaged in an iterative process to develop, field test, and analyze student responses on 100 rating-scale items. Participants included 1,465 middle school students across 48 classrooms in the Midwest. Item analysis, including exploratory and confirmatory factor analysis, was used to refine a 27-item scale with a second-order factor structure. Results support the interpretation of a single general dimension of the Classroom Teaching Environment with 6 subscale dimensions: Positive Reinforcement, Instructional Presentation, Goal Setting, Differentiated Instruction, Formative Feedback, and Instructional Enjoyment. Applications of REACT in research and practice are discussed along with implications for future research and the development of classroom environment measures. PsycINFO Database Record (c) 2014 APA, all rights reserved.

If it takes two to tango, then why not teach both partners to dance? Collaboration instruction for all educators.

PubMed

Hudson, P; Glomb, N

1997-01-01

Being able to collaborate effectively is important for teachers who work together to serve students with learning disabilities in general education classrooms. Effective collaboration requires that teachers have knowledge and skills in how to effectively communicate and share their technical expertise for the purpose of solving classroom problems and providing continuity across instructional settings. Although both special education and general education preparation programs provide preservice teachers with the technical expertise for their respective areas of certification, few programs provide both special education and general education majors with instruction in interpersonal communication skills and collaboration strategies. The purpose of this article is to suggest guidelines and strategies to help teacher preparation programs move toward collaboration instruction for all educators. Suggestions for what to teach and how to teach it are offered, as well as an overview of factors that influence the implementation of collaboration instruction for all educators.

Silent method for mathematics instruction: An overview of teaching subsets

NASA Astrophysics Data System (ADS)

Sugiman, Apino, Ezi

2017-05-01

Generally, teachers use oral communication for teaching mathematics. Taking an opposite perspective, this paper describes how instructional practices for mathematics can be carried out namely a silent method. Silent method uses body language, written, and oral communication for classroom interaction. This research uses a design research approach consisting of four phases: preliminary, prototyping and developing the instruction, and assessment. There are four stages of silent method. The first stage is conditioning stage in which the teacher introduces the method and makes agreement about the `rule of the game'. It is followed by the second one, elaborating stage, where students guess and explore alternative answers. The third stage is developing mathematical thinking by structuring and symbolizing. Finally, the method is ended by reinforcing stage which aims at strengthening and reflecting student's understanding. In this paper, every stage is described on the basis of practical experiences in a real mathematics classroom setting.

Syllabi and Instructional Materials for Courses in Juvenile Delinquency. Resource Materials for Teaching.

ERIC Educational Resources Information Center

Broderick, John, Ed.

One of a series of resources for teaching sociology at the postsecondary level, this volume contains syllabi and instructional materials for courses in juvenile delinquency. Material is divided into two parts. Part One consists of 16 syllabi ranging from those stressing theory to those which are more directly concerned with the practical problems…

Impacts of Insufficient Instructional Materials on Teaching Biology: Higher Education Systems in Focus

ERIC Educational Resources Information Center

Edessa, Sutuma

2017-01-01

The purpose of this study was to assess and determine impacts of insufficient instructional materials and ineffective lesson delivery methods on teaching in biology higher education. The participants of this study were 60 trainees who graduated in Bachelor of Sciences from eight public universities in majoring biology. Data for the study was…

Achievement Motivations of the Students Studying at Computer and Instructional Technologies Teaching Department

ERIC Educational Resources Information Center

Semerci, Cetin; Duman, Burcu

2013-01-01

The aim of this research is to determine achievement motivations of the students studying at Computer and Instructional Technologies Teaching (CITT) Department. In this research, survey method is used. In the frame of this method, the existing situation about the achievement motivations of CITT students in Yuzuncu Yil and Firat Universities in…

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

The Intersection of Preservice Teachers' Confidence, Perceptions, and Ideas for Using Instructional Technology for Teaching and Learning

ERIC Educational Resources Information Center

Nadelson, Louis S.; Bennett, Darcie; Gwilliam, Ezra; Howlett, Catherine; Oswalt, Steve; Sand, Jaime

2013-01-01

The evolving landscape of instructional technology is influenced by access to a wide range of technology tools that can be accessed to enhance teaching and learning. Technological tools such as smart phones, apps, tablets, social media, and YouTube exemplify the kinds of resources that are readily available for teaching and learning. Further, the…

Tips for Teachers of Evidence-based Medicine: Clinical Prediction Rules (CPRs) and Estimating Pretest Probability

PubMed Central

McGinn, Thomas; Jervis, Ramiro; Wisnivesky, Juan; Keitz, Sheri

2008-01-01

Background Clinical prediction rules (CPR) are tools that clinicians can use to predict the most likely diagnosis, prognosis, or response to treatment in a patient based on individual characteristics. CPRs attempt to standardize, simplify, and increase the accuracy of clinicians’ diagnostic and prognostic assessments. The teaching tips series is designed to give teachers advice and materials they can use to attain specific educational objectives. Educational Objectives In this article, we present 3 teaching tips aimed at helping clinical learners use clinical prediction rules and to more accurately assess pretest probability in every day practice. The first tip is designed to demonstrate variability in physician estimation of pretest probability. The second tip demonstrates how the estimate of pretest probability influences the interpretation of diagnostic tests and patient management. The third tip exposes learners to various examples and different types of Clinical Prediction Rules (CPR) and how to apply them in practice. Pilot Testing We field tested all 3 tips with 16 learners, a mix of interns and senior residents. Teacher preparatory time was approximately 2 hours. The field test utilized a board and a data projector; 3 handouts were prepared. The tips were felt to be clear and the educational objectives reached. Potential teaching pitfalls were identified. Conclusion Teaching with these tips will help physicians appreciate the importance of applying evidence to their every day decisions. In 2 or 3 short teaching sessions, clinicians can also become familiar with the use of CPRs in applying evidence consistently in everyday practice. PMID:18491194

Strategy Instruction. ERIC Digest.

ERIC Educational Resources Information Center

Beckman, Pat

This digest discusses using strategy instruction to assist students with learning disabilities. It begins by describing strategy instruction as teaching students about strategies, teaching them how and when to use strategies, helping students identify personally effective strategies, and encouraging students to make strategic behaviors part of…

Fashions in Instructional Development.

ERIC Educational Resources Information Center

Knapper, Christopher K.

This paper on instructional development notes the trend toward teaching improvement efforts, classifies instructional development centers in terms of their differing philosophies of operation, and identifies some general problems that have been encountered in institutional efforts to improve teaching and learning. Centers in North America, Europe,…

Does Staff Development in Cognitively Guided Instructional Theory Change Middle School Teachers' Mental Models about Teaching and Learning?

ERIC Educational Resources Information Center

Schmitz, Judith R.

This practicum was designed to increase middle-level teaching teams' understanding of cognitively guided instructional strategies or brain-based learning theories and to promote the incorporation of these strategies into the teaching of cross-curriculum thematic units. Twelve staff development modules based on a new perspective of learning which…

Using Explicit C-R-A Instruction to Teach Fraction Word Problem Solving to Low-Performing Asian English Learners

ERIC Educational Resources Information Center

Kim, Sun A.; Wang, Peishi; Michaels, Craig A.

2015-01-01

This article investigates the effects of fraction word problem-solving instruction involving explicit teaching of the concrete-representational-abstract sequence with culturally relevant teaching examples for 3 low-performing Asian immigrant English learners who spoke a language other than English at home. We used a multiple probe design across…

The effectiveness of computer-assisted instruction in teaching nursing students about congenital heart disease.

PubMed

Rouse, D P

2000-01-01

This study compared the effectiveness of three instructional intervention strategies for teaching nursing students about congenital heart disease (CHD). They are: (1) computer-assisted instruction (CAI), (2) traditional class room lecture (TCL); and (3) the combination of CAI and TCL. The subjects were associate degree nursing (ADN) students enrolled in a pediatric nursing course at the University of Cincinnati Raymond Walters College. Differences between pre- and post-scores on a 20-item multiple choice test were analyzed by analysis of variance. There was a significant improvement in scores for all groups but no significant difference in improvement in scores between the CAI group and the TCL group. The CAI/TCL group showed significant improvement in scores compared with the other two groups. The researcher concluded that when teaching strategies are comparable, CAI is as effective as TCL. Used together, a significant improvement is seen in student performance than when either strategy is used alone.

An Evaluation of Instructive Feedback to Teach Play Behavior to a Child with Autism Spectrum Disorder.

PubMed

Grow, Laura L; Kodak, Tiffany; Clements, Andrea

2017-09-01

Instructive feedback is used to expose learners to secondary targets during skill acquisition programs (Reichow & Wolery, in Journal of Applied Behavior Analysis, 44 , 327-340, 2011; Werts, Wolery, Gast, & Holcombe, in Journal of Behavioral Education, 5 , 55-75, 1995). Although unrelated feedback may have clinical utility in practice, very little research has evaluated unrelated instructive feedback, particularly for promoting play behavior (Colozzi, Ward, & Crotty, in Education and Training in Developmental Disabilities, 43 , 226-248, 2008). The purpose of the study was to determine if play emerged after embedding instructive feedback during the consequence portion of discrete trial training to teach tacts. An adapted alternating treatments design was used to compare tact training with and without instructive feedback for play behaviors. Instructive feedback resulted in the emergence of play behaviors during tabletop instruction and a play area of a classroom. We discuss the results in terms of clinical practice and future research.

Teaching about teaching and instruction on instruction: a challenge for health sciences library education.

PubMed

Detlefsen, Ellen Gay

2012-10-01

This is a review of the master's-level curricula of the fifty-eight America Library Association-accredited library and information science programs and iSchools for evidence of coursework and content related to library instruction. Special emphasis is placed on the schools and programs that also offer coursework in medical or health sciences librarianship. Fifty-eight school and program websites were reviewed. Course titles and course descriptions for seventy-three separate classes were analyzed. Twenty-three syllabi were examined. All North American library education programs offer at least one course in the general area of library instruction; some programs offer multiple courses. No courses on instruction, however, are focused directly on the specialized area of health sciences librarianship. Master's degree students can take appropriate classes on library instruction, but the medical library profession needs to offer continuing education opportunities for practitioners who want to have specific instruction for the specialized world of the health sciences.

Reading Strategies and Literature Instruction: Teaching Learners to Generate Questions to Foster Literary Reading in the Second Language

ERIC Educational Resources Information Center

Urlaub, Per

2012-01-01

Reading and discussing literary texts in a second language (L2) is a significant component of intermediate and advanced level collegiate language education. However, in spite of more attention to the role of literary texts in L2 instruction, the function of reading strategy instruction to teaching literary reading in the L2 has remained…

Approach-Method Interaction: The Role of Teaching Method on the Effect of Context-Based Approach in Physics Instruction

ERIC Educational Resources Information Center

Pesman, Haki; Ozdemir, Omer Faruk

2012-01-01

The purpose of this study is to explore not only the effect of context-based physics instruction on students' achievement and motivation in physics, but also how the use of different teaching methods influences it (interaction effect). Therefore, two two-level-independent variables were defined, teaching approach (contextual and non-contextual…

Learning Study: Nurturing the Instructional Design and Teaching Competency of Pre-Service Teachers

ERIC Educational Resources Information Center

Cheng, Eric C. K.

2014-01-01

This paper presents an evaluation study of an innovative and theory-based initial teacher education course entitled Learning Study, the aim of which is to develop the instructional design and teaching competency of pre-service teachers in Hong Kong. The Learning Study course is offered to all second year students as part of the Bachelor of…

Tips from the Classroom.

ERIC Educational Resources Information Center

Wilhelm, Kim Hughes; Leverett, Thomas; Barrett, Rob J.; Chur-Hansen, Anna; Dantas-Whitney, Maria; Zapata, Gabriela; Garcia, Juan Felix

1998-01-01

Five articles present tips for rallying English-as-a-Second-Language students to the enterprise of creating context, tools, and language itself. The articles focus on using original dramas created by students, teaching nonnative English-speaking medical students to comprehend their patients' colloquial language, conducting research with native…

The Evolution of a Multi-Instructional Teaching Center (MITC) in a Metropolitan University System.

ERIC Educational Resources Information Center

Bell, David P.; Hayes, Edward J.; Hugetz, Edward T.; Ivancevich, John M.; Smith, Don N.; Woods, Molly R.

1998-01-01

The University of Houston (Texas) and its four campuses have adopted a "co-opetition" approach to create a multi-instructional teaching center to deliver educational programs and courses in the Houston metropolitan area. It has been found that citizens, legislators, administrators, faculty, and students all benefit, without sacrificing…

Teaching for Scientific Literacy? An Examination of Instructional Practices in Secondary Schools in Barbados

ERIC Educational Resources Information Center

Archer-Bradshaw, Ramona E.

2017-01-01

This study examined the extent to which the instructional practices of science teachers in Barbados are congruent with best practices for teaching for scientific literacy. Additionally, through observation of practice, it sought to determine the teachers' demonstrated role in the classroom, their demonstration of learning through discourse,…

Exploring Optimal Pronunciation Teaching: Integrating Instructional Software into Intermediate-Level EFL Classes in China

ERIC Educational Resources Information Center

Gao, Yang; Hanna, Barbara E.

2016-01-01

This study investigates the effectiveness of teaching pronunciation with instructional software to a cohort of Chinese learners of English aged 13 to 16 at lower-intermediate level. It also explores the relationship between learners' attitudes towards pronunciation and their pronunciation learning. Participants were 60 students at a language…

Instructional Design, Active Learning, and Student Performance: Using a Trading Room to Teach Strategy

ERIC Educational Resources Information Center

Stewart, Alice C.; Houghton, Susan M.; Rogers, Patrick R.

2012-01-01

This research used a quasi-experimental design with two conditions to test the impact of active learning in the context of integrated instructional design. The control condition was a traditional approach to teaching an undergraduate strategy capstone class. The intervention condition was an undergraduate strategy capstone class that was designed…

A "Tools for Teachers" Approach for Infusing Social Skills Instruction into Daily Teaching Activities

ERIC Educational Resources Information Center

Leffert, James S.; Brady, Mary E.; Siperstein, Gary N.

2009-01-01

Students participate in a "social community" of learners. For children with learning problems, mastering the skills needed to actively participate in this community can be a challenge. How can teachers find time to provide social skills instruction, given the pressures to teach academic subjects first and foremost? This article shows school…

Laying the Foundations for Video-Game Based Language Instruction for the Teaching of EFL

ERIC Educational Resources Information Center

Galvis, Héctor Alejandro

2015-01-01

This paper introduces video-game based language instruction as a teaching approach catering to the different socio-economic and learning needs of English as a Foreign Language students. First, this paper reviews statistical data revealing the low participation of Colombian students in English as a second language programs abroad (U.S. context…

Evaluation of an Instruction Program on Diabetes Diet by Means of a Teaching Machine

ERIC Educational Resources Information Center

Teuscher, A.; Heidecker, Barbara

1976-01-01

A study of 119 diabetic patients, student nurses, social workers, dieticians, and medical students indicates that programmed self-teaching with feedback by multiple-choice questions is an efficient method of instruction of basic facts of nutrition for diabetes. It enables the physician to spend more time on the patient's personal problems.…

An extension of incidental teaching procedures to reading instruction for autistic children.

PubMed Central

McGee, G G; Krantz, P J; McClannahan, L E

1986-01-01

In an extension of incidental teaching procedures to reading instruction, two autistic children acquired functional sight-word reading skills in the context of a play activity. Children gained access to preferred toys by selecting the label of the toy in tasks requiring increasingly complex visual discriminations. In addition to demonstrating rapid acquisition of 5-choice discriminations, they showed comprehension on probes requiring reading skills to locate toys stored in labeled boxes. Also examined was postteaching transfer across stimulus materials and response modalities. Implications are that extensions of incidental teaching to new response classes may produce the same benefits documented in communication training, in terms of producing generalization concurrent with skill acquisition in the course of child-preferred activities. PMID:3733586

Differentiated Instruction in the Classroom

ERIC Educational Resources Information Center

Kelly, Gretchen

2013-01-01

Low achievement on standardized tests may be attributed to many factors, including teaching methods. Differentiated instruction has been identified as a teaching method using different learning modalities that appeal to varied student interests with individualized instruction. The purpose of this quantitative study was to compare whole-group…

The More Ways You TEACH, the More Students You REACH: 86 Strategies for Differentiating Instruction

ERIC Educational Resources Information Center

Forsten, Char; Goodman, Gretchen; Grant, Jim; Hollas, Betty; Whyte, Donna

2006-01-01

Integrate differentiated instruction into the classroom --- starting today --- and bring out the best in everyone! Drawing from years of teaching as well as presenting at national educational conferences, the authors share their most successful strategies for helping students reach their full academic potential. This invaluable, full-color…

The Micro TIPS - Cases - Programmed Learning Course Package.

ERIC Educational Resources Information Center

Heriot-Watt Univ., Edinburgh (Scotland). Esmee Fairbairn Economics Research Centre.

Part of an economic education series, the course package is designed to teach basic concepts and principles of microeconomics and how they can be applied to various world problems. For use with college students, learning is gained through lectures, tutorials, textbooks, programmed text, cases, and TIPS (Teaching Information Processing System).…

The Work of Steering Instruction toward the Mathematical Point: A Decomposition of Teaching Practice

ERIC Educational Resources Information Center

Sleep, Laurie

2012-01-01

Despite its centrality in teaching, what it takes to identify the goals of instruction and use those goals to manage the work has yet to be articulated in ways that it can be adequately studied or taught. Using data from preservice teachers' mathematics lessons, this study identifies and illustrates seven central tasks of "steering…

Tips for Teaching Birding.

ERIC Educational Resources Information Center

Burtch, Bob

1986-01-01

Provides descriptions of indoor and outdoor activities that can be used in teaching a unit on birds. Suggests techniques that can be helpful in bird identification. Includes a reference list of audiovisual materials, books, and field guides on birds. (ML)

The Challenges of Promoting Instructional Improvement: Teaching Behaviors and Teaching Cultures at Liberal Arts Institutions in the Associated Colleges of the South

ERIC Educational Resources Information Center

Andersen, Kent; Lom, Barbara; Sandlin, Betsy A.

2016-01-01

One goal of faculty development is to improve instructional practice (McKee, Johnson, Ritchie, & Tew, 2013; Ouellett 2010; Sorcinelli, Austin, Eddy, & Beach, 2006). This goal accords with the design of the Associated Colleges of the South Teaching and Learning Workshop, a faculty development workshop begun in 1992 for 16 residential,…

The student experience of applied equivalence-based instruction for neuroanatomy teaching.

PubMed

Greville, W James; Dymond, Simon; Newton, Philip M

2016-01-01

Esoteric jargon and technical language are potential barriers to the teaching of science and medicine. Effective teaching strategies which address these barriers are desirable. Here, we created and evaluated the effectiveness of stand-alone 'equivalence-based instruction' (EBI) learning resources wherein the teaching of a small number of direct relationships between stimuli (e.g., anatomical regions, their function, and pathology) results in the learning of higher numbers of untaught relationships. We used a pre and post test design to assess students' learning of the relations. Resources were evaluated by students for perceived usefulness and confidence in the topic. Three versions of the resources were designed, to explore learning parameters such as the number of stimulus classes and the number of relationships within these classes. We show that use of EBI resulted in demonstrable learning of material that had not been directly taught. The resources were well received by students, even when the quantity of material to be learned was high. There was a strong desire for more EBI-based teaching. The findings are discussed in the context of an ongoing debate surrounding 'rote' vs. 'deep' learning, and the need to balance this debate with considerations of cognitive load and esoteric jargon routinely encountered during the study of medicine. These standalone EBI resources were an effective, efficient and well-received method for teaching neuroanatomy to medical students. The approach may be of benefit to other subjects with abundant technical jargon, science and other areas of medicine.

Teaching the content in context: Preparing "highly qualified" and "high quality" teachers for instruction in underserved secondary science classrooms

NASA Astrophysics Data System (ADS)

Tolbert, Sara E.

2011-12-01

This dissertation research project presents the results of a longitudinal study that investigates the knowledge, beliefs, and practices of 13 preservice secondary science teachers participating in a science teacher credentialing/Masters program designed to integrate issues of equity and diversity throughout coursework and seminars. Results are presented in the form of three papers: The first paper describes changes in preservice teacher knowledge about contextualization in science instruction, where contextualization is defined as facilitating authentic connections between science learning and relevant personal, social, cultural, ecological, and political contexts of students in diverse secondary classrooms; the second paper relates changes in the self-efficacy and content-specific beliefs about science, science teaching, diversity, and diversity in science instruction; and the final paper communicates the experiences and abilities of four "social justice advocates" learning to contextualize science instruction in underserved secondary placement classrooms. Results indicate that secondary student teachers developed more sophisticated understandings of how to contextualize science instruction with a focus on promoting community engagement and social/environmental activism in underserved classrooms and how to integrate science content and diversity instruction through student-centered inquiry activities. Although most of the science teacher candidates developed more positive beliefs about teaching science in underrepresented classrooms, many teacher candidates still attributed their minority students' underperformance and a (perceived) lack of interest in school to family and cultural values. The "social justice advocates" in this study were able to successfully contextualize science instruction to varying degrees in underserved placement classrooms, though the most significant limitations on their practice were the contextual factors of their student teaching

Computer-Based Video Instruction To Teach Persons with Moderate Intellectual Disabilities To Read Grocery Aisle Signs and Locate Items.

ERIC Educational Resources Information Center

Mechling, Linda C.; Gast, David L.; Langone, John

2002-01-01

A study evaluated use of computer-based video instruction to teach generalized reading of grocery store aisle signs and the location of the corresponding grocery items to four students (ages 9-17) mental retardation. The computer-based video program was successful in teaching generalized reading of signs and the location of items. (Contains…

A Case Study: Implementing an Interactive Video Instruction System in Teaching Electronics and Industrial Maintenance.

ERIC Educational Resources Information Center

Shipe, Ron; And Others

A study examined the development and implementation of an interactive video instruction system for teaching electronics and industrial maintenance at the University of Tennessee. The specific purposes of the study were to document unusual problems that may be encountered when this new technology is implemented, suggest corrective actions, and…

INSTRUCTIONAL GUIDE FOR THE TEACHING OF HEALTH AND PHYSICAL EDUCATION. PRIMARY THROUGH SENIOR HIGH SCHOOL.

ERIC Educational Resources Information Center

BROCKMEYER, W.

AN INSTRUCTIONAL GUIDE FOR THE TEACHING OF HEALTH AND PHYSICAL EDUCATION, EMPHASIZING EDUCATION BY EXPERIENCE IN ACTIVITY, WAS PRESENTED. THE GOALS WERE TO DEVELOP GOOD HUMAN RELATIONSHIPS, GOOD SELF-REALIZATION, CIVIC RESPONSIBILITY, AND ECONOMIC EFFICIENCY. THE PROGRAM FOR BOYS, GRADES SEVEN THROUGH NINE, INCLUDED CALISTHENICS APPARATUS (SUCH AS…

Teaching versus Teachers as a Lever for Change: Comparing a Japanese and a U.S. Perspective on Improving Instruction

ERIC Educational Resources Information Center

Hiebert, James; Stigler, James W.

2017-01-01

We examine the distinction between teaching and teachers as it relates to instructional improvement. Drawing from work outside of education on improvement systems and from analyzing the Japanese system of lesson study, we contend that a focus on teaching can shape a coordinated system for improvement whereas a focus on teachers, common in the…

Ultrasonic Instrumentation Instruction in Dental Hygiene Programs in the United States.

PubMed

Hinchman, Sharon Stemple; Funk, Amy; DeBiase, Christina; Frere, Cathryn

2016-04-01

The purpose of this study was to determine the extent of ultrasonic scaling instrumentation instruction in dental hygiene programs in the U.S. Currently, there is no publication available defining a consensus of instruction for ultrasonic instrumentation. Exempt status was received from the West Virginia University Institutional Review Board. A survey was developed with dental hygiene administrators and faculty, based on assumptions and a list of questions to be answered. The survey was tested for validity and revised after feedback from additional faculty. The instrument was 64 questions divided into demographics, curriculum and equipment. Most questions included a text box for additional comments. An email survey was sent to all directors of accredited dental hygiene programs in the U.S. (n=323). The final possible number of respondents was n=301. Results were collected in aggregate through the Secure Online Environment (SOLE). Results were transferred to an Excel spreadsheet for statistical analysis. After 3 emails, the response rate was 45% (n=136). No significant differences in methods of instruction were found between associate and baccalaureate degree granting programs. Eighty-nine percent of programs introduce hand scaling prior to ultrasonic scaling instruction. Students in 96% of the programs were required to administer pre-procedural mouth rinse intended to reduce the amount of bacteria. The magnetostrictive ultrasonic scaler is widely used in dental hygiene instruction. A variety of inserts/ tips were available although a universal or straight insert/tip was most common. Calculus, not inflammation, was the primary criterion for ultrasonic scaler use. The results of this study demonstrate that ultrasonic instrumentation is an integral component of the clinical curriculum and the majority of the dental hygiene programs prescribe to similar teaching methods. Programs could benefit from incorporating current scientific research findings of using site

The Effectiveness of Programed Instruction Versus the Lecture-Discussion Method of Teaching Basic Metallurgical Concepts.

ERIC Educational Resources Information Center

Bockman, David Carl

The purpose of this study was to compare the conventional lecture-discussion method and an illustrated programed textbook method when teaching a unit of instruction on the basic concepts of metallurgy. The control group used a portion of a conventional textbook accompanied by lecture, chalkboard illustration, and class discussion. The experimental…

Characterization of mathematics instructional practises for prospective elementary teachers with varying levels of self-efficacy in classroom management and mathematics teaching

NASA Astrophysics Data System (ADS)

Lee, Carrie W.; Walkowiak, Temple A.; Nietfeld, John L.

2017-03-01

The purpose of this study was to investigate the relationship between prospective teachers' (PTs) instructional practises and their efficacy beliefs in classroom management and mathematics teaching. A sequential, explanatory mixed-methods design was employed. Results from efficacy surveys, implemented with 54 PTs were linked to a sample of teachers' instructional practises during the qualitative phase. In this phase, video-recorded lessons were analysed based on tasks, representations, discourse, and classroom management. Findings indicate that PTs with higher levels of mathematics teaching efficacy taught lessons characterised by tasks of higher cognitive demand, extended student explanations, student-to-student discourse, and explicit connections between representations. Classroom management efficacy seems to bear influence on the utilised grouping structures. These findings support explicit attention to PTs' mathematics teaching and classroom management efficacy throughout teacher preparation and a need for formative feedback to inform development of beliefs about teaching practises.

The Affection of Student Ratings of Instruction toward EFL Instructors

ERIC Educational Resources Information Center

Chen, Yingling

2018-01-01

Student ratings of instruction can be a valuable indicator of teaching because the quality measurement of instruction identifies areas where improvement is needed. Student ratings of instruction are expected to evaluate and enhance the teaching strategies. Evaluation of teaching effectiveness has been officially implemented in Taiwanese higher…

Results from a Faculty Development Program in Teaching Economics

ERIC Educational Resources Information Center

Walstad, William B.; Salemi, Michael K.

2011-01-01

The Teaching Innovations Program (TIP) was a six-year project funded by the National Science Foundation that gave economics instructors the opportunity to learn interactive teaching strategies for use in undergraduate economics courses. TIP participants first attended a teaching workshop that presented various teaching strategies. They then could…

Mathematics Teaching as Problem Solving: A Framework for Studying Teacher Metacognition Underlying Instructional Practice in Mathematics.

ERIC Educational Resources Information Center

Artzt, Alice F.; Armour-Thomas, Eleanor

1998-01-01

Uses a "teaching as problem solving" perspective to examine the components of metacognition underlying the instructional practice of seven experienced and seven beginning secondary-school mathematics teachers. Data analysis of observations, lesson plans, videotapes, and audiotapes of structured interviews suggests that the metacognition of…

Computer-Supported Instruction in Enhancing the Performance of Dyscalculics

ERIC Educational Resources Information Center

Kumar, S. Praveen; Raja, B. William Dharma

2010-01-01

The use of instructional media is an essential component of teaching-learning process which contributes to the efficiency as well as effectiveness of the teaching-learning process. Computer-supported instruction has a very important role to play as an advanced technological instruction as it employs different instructional techniques like…

Teaching Outside the Box: ARL Librarians' Integration of the "One- Box" into Student Instruction

ERIC Educational Resources Information Center

Kulp, Christina; McCain, Cheryl; Scrivener, Laurie

2014-01-01

This article reports the results of a survey that targeted reference and instruction librarians who work at libraries that are members of the Asso- ciation of Research Libraries (ARL). Respondents were asked to indicate whether or not they teach students to use the one-box tool, and why or why not. Based on the responses of the 352 librarians who…

BIBLIOGRAPHY ON INDIVIDUALIZED INSTRUCTION.

ERIC Educational Resources Information Center

Harvard Univ., Cambridge, MA. Graduate School of Education.

THIS BIBLIOGRAPHY LISTS MATERIAL ON VARIOUS ASPECTS OF INDIVIDUALIZED INSTRUCTION. APPROXIMATELY 85 UNANNOTATED REFERENCES ARE PROVIDED TO DOCUMENTS DATING FROM 1958 TO 1966. JOURNALS, BOOKS, AND REPORT MATERIALS ARE LISTED. SUBJECT AREAS INCLUDED ARE PROGRAMED INSTRUCTION, TEACHING MACHINES, RESPONSE MODE, SELF-INSTRUCTION, AND COMPUTER-ASSISTED…

Completing the Task Procedure or Focusing on Form: Contextualizing Grammar Instruction via Task-Based Teaching

ERIC Educational Resources Information Center

Saraç, Hatice Sezgi

2018-01-01

In this study, it was aimed to compare two distinct methodologies of grammar instruction: task-based and form-focused teaching. Within the application procedure, which lasted for one academic term, two groups of tertiary level learners (N = 53) were exposed to the same sequence of target structures, extensive writing activities and evaluation…

Using ICT-Based Instructional Technologies to Teach Science: Perspectives from Teachers in Trinidad and Tobago

ERIC Educational Resources Information Center

Maharaj-Sharma, Rawatee; Sharma, Aarti; Sharma, Aditi

2017-01-01

The purpose of this study was to investigate how science teachers in Trinidad and Tobago use ICT-based instructional technologies in classroom science teaching. The participants were 30 secondary school science teachers who completed their Postgraduate Diploma in Education within the last 2 years from the University of the West Indies in Trinidad…

Teaching Problem Explanations Using Instructive Feedback

ERIC Educational Resources Information Center

Tullis, Christopher A.; Frampton, Sarah E.; Delfs, Caitlin H.; Shillingsburg, M. Alice

2017-01-01

Instructive feedback (IF) is a procedure in which extra information is presented to a participant during the consequence portion of instruction for other skills. Previous research has demonstrated that participants with intellectual disabilities may acquire a portion of non-targeted skills (secondary targets) without explicit instruction when…

An instructional design process based on expert knowledge for teaching students how mechanisms are explained.

PubMed

Trujillo, Caleb M; Anderson, Trevor R; Pelaez, Nancy J

2016-06-01

In biology and physiology courses, students face many difficulties when learning to explain mechanisms, a topic that is demanding due to the immense complexity and abstract nature of molecular and cellular mechanisms. To overcome these difficulties, we asked the following question: how does an instructor transform their understanding of biological mechanisms and other difficult-to-learn topics so that students can comprehend them? To address this question, we first reviewed a model of the components used by biologists to explain molecular and cellular mechanisms: the MACH model, with the components of methods (M), analogies (A), context (C), and how (H). Next, instructional materials were developed and the teaching activities were piloted with a physical MACH model. Students who used the MACH model to guide their explanations of mechanisms exhibited both improvements and some new difficulties. Third, a series of design-based research cycles was applied to bring the activities with an improved physical MACH model into biology and biochemistry courses. Finally, a useful rubric was developed to address prevalent student difficulties. Here, we present, for physiology and biology instructors, the knowledge and resources for explaining molecular and cellular mechanisms in undergraduate courses with an instructional design process aimed at realizing pedagogical content knowledge for teaching. Our four-stage process could be adapted to advance instruction with a range of models in the life sciences. Copyright © 2016 The American Physiological Society.

An instructional design process based on expert knowledge for teaching students how mechanisms are explained

PubMed Central

Anderson, Trevor R.; Pelaez, Nancy J.

2016-01-01

In biology and physiology courses, students face many difficulties when learning to explain mechanisms, a topic that is demanding due to the immense complexity and abstract nature of molecular and cellular mechanisms. To overcome these difficulties, we asked the following question: how does an instructor transform their understanding of biological mechanisms and other difficult-to-learn topics so that students can comprehend them? To address this question, we first reviewed a model of the components used by biologists to explain molecular and cellular mechanisms: the MACH model, with the components of methods (M), analogies (A), context (C), and how (H). Next, instructional materials were developed and the teaching activities were piloted with a physical MACH model. Students who used the MACH model to guide their explanations of mechanisms exhibited both improvements and some new difficulties. Third, a series of design-based research cycles was applied to bring the activities with an improved physical MACH model into biology and biochemistry courses. Finally, a useful rubric was developed to address prevalent student difficulties. Here, we present, for physiology and biology instructors, the knowledge and resources for explaining molecular and cellular mechanisms in undergraduate courses with an instructional design process aimed at realizing pedagogical content knowledge for teaching. Our four-stage process could be adapted to advance instruction with a range of models in the life sciences. PMID:27231262

Teaching Mineralogy, Petrology and Geochemistry in the 21st Century: Instructional Resources for Geoscience Faculty

NASA Astrophysics Data System (ADS)

Mogk, D. W.; Beane, R. J.; Whitney, D. L.; Nicolaysen, K. E.; Panero, W. R.; Peck, W. H.

2011-12-01

Mineralogy, petrology and geochemistry (MPG) are pillars of the geoscience curriculum because of their relevance in interpreting Earth history and processes, application to geo-hazards, resources, and environmental issues, and contributions to emerging fields such as geology and human health. To keep faculty current in scientific advances in these fields, and in modern instructional methods, the On the Cutting Edge program convened a workshop at the University of Minnesota in August, 2011. This workshop builds on the previous 15 year's work that has been focused on identifying, aggregating, and developing high-quality collections of teaching activities and related resources, and in building a community of scholars in support of excellence in instruction in MPG courses. The goals of the workshop were to: a) develop an integrated, comprehensive and reviewed curriculum for MPG courses, and to seek ways to make connections with the larger geoscience curriculum; b) to explore emerging topics in MPG such as geobiology and climate change; c) demonstrate effective methods in teaching MPG in the context of Earth system science; d) share effective teaching activities and strategies for the classroom, laboratory and field including advances in pedagogy, assessments and research on learning; e) keep faculty current on recent advances in mineralogy, petrology and geochemistry research and to apply these findings to our teaching; f) explore and utilize current societal and global issues that intersect mineralogy, petrology and geochemistry to heighten the relevancy of course content for students; and h) meet colleagues and foster future teaching and research collaborations. A significant outcome of this workshop is a peer reviewed of collection of 300+ existing teaching activities, and a gap analysis to identify teaching activities needed to make these collections comprehensive and coherent. In addition, a series of thematic collections were developed to assist high priority

Tips on Teaching Writing.

ERIC Educational Resources Information Center

Today's Education, 1982

1982-01-01

Techniques for stirring students' interest in writing include: (1) exposing them to eloquent language use; (2) group poetry-writing (each student writes one line of a class poem); and (3) adapting why-and-because outlines intended for teaching college writing for use by younger students. Suggestions for obtaining writing quantity and quality are…

Using Video Modeling with Voiceover Instruction Plus Feedback to Train Staff to Implement Direct Teaching Procedures.

PubMed

Giannakakos, Antonia R; Vladescu, Jason C; Kisamore, April N; Reeve, Sharon A

2016-06-01

Direct teaching procedures are often an important part of early intensive behavioral intervention for consumers with autism spectrum disorder. In the present study, a video model with voiceover (VMVO) instruction plus feedback was evaluated to train three staff trainees to implement a most-to-least direct (MTL) teaching procedure. Probes for generalization were conducted with untrained direct teaching procedures (i.e., least-to-most, prompt delay) and with an actual consumer. The results indicated that VMVO plus feedback was effective in training the staff trainees to implement the MTL procedure. Although additional feedback was required for the staff trainees to show mastery of the untrained direct teaching procedures (i.e., least-to-most and prompt delay) and with an actual consumer, moderate to high levels of generalization were observed.

A Rapid Assessment of Instructional Strategies to Teach Auditory-Visual Conditional Discriminations to Children with Autism

ERIC Educational Resources Information Center

Kodak, Tiffany; Clements, Andrea; LeBlanc, Brittany

2013-01-01

The purpose of the present investigation was to evaluate a rapid assessment procedure to identify effective instructional strategies to teach auditory-visual conditional discriminations to children diagnosed with autism. We replicated and extended previous rapid skills assessments (Lerman, Vorndran, Addison, & Kuhn, 2004) by evaluating the effects…

Instructional video for teaching venepuncture.

PubMed

Pan, Michael; Harcharik, Sara; Moskalenko, Marina; Luber, Adam; Bernardo, Sebastian; Levitt, Jacob

2014-10-01

Safe venepuncture technique is a critical skill for health care professionals, to avoid accidental occupational injury. This study investigates whether watching an instructional video improves medical students' ability to perform venepuncture safely. This was a randomised, controlled, assessor-blinded trial that evaluated the utility of an instructional video, with the primary outcome of the ability to perform venepuncture safely. Forty-two second-year medical students were recruited and randomised to receive either video instruction (group A, n = 20) or no intervention (group B, n = 22). Prior to the study, all students attended an instructor-led workshop on venepuncture. During the study, students were paired and instructed to perform venepuncture on a partner. Performance was assessed using a points-based checklist. Pre- and post-study surveys were conducted to assess confidence with technique. The mean total checklist score was higher in group A than in group B, with values of 14.15 and 9.18, respectively (p < 0.0001, maximum 18 points). Mean scores were also higher in group A than in group B among students who performed first (p = 0.008) and students who performed second (p = 0.005) within the pair. From the post-procedure survey, only group A rated increased confidence in performing venepuncture after the study (p = 0.008). Students who watched an instructional video performed venepuncture more effectively and reported greater confidence with the technique. Medical students can benefit from having access to an instructional video on venepuncture as an adjunct to the standard curriculum. Safe venepuncture technique is a critical skill for health care professionals. © 2014 John Wiley & Sons Ltd.

Computer-Based Video Instruction to Teach Students with Intellectual Disabilities to Use Public Bus Transportation

ERIC Educational Resources Information Center

Mechling, Linda; O'Brien, Eileen

2010-01-01

This study investigated the effectiveness of computer-based video instruction (CBVI) to teach three young adults with moderate intellectual disabilities to push a "request to stop bus signal" and exit a city bus in response to target landmarks. A multiple probe design across three students and one bus route was used to evaluate effectiveness of…

Effects of an App Incorporating Systematic Instruction to Teach Spelling to Students with Developmental Delays

ERIC Educational Resources Information Center

Ault, Melinda Jones; Baggerman, Melanie A.; Horn, Channon K.

2017-01-01

This study used a multiple probe (conditions) design across behaviors to investigate the effects of an app for the tablet computer to teach spelling of academic content words to four students with developmental disabilities. The app delivered instruction using a model-lead-test format and students typed on the on-screen keyboard. The study also…

Using Computer Assisted Instruction to Teach Science Facts to Students with Moderate to Severe Disabilities

ERIC Educational Resources Information Center

Berrong, Amy Ketterer

2011-01-01

Previous research has found the use of computer-assisted instruction (CAI) to be effective in teaching skills to a variety of populations. Students with and without disabilities have been taught a variety of skills including social skills and core academic content using CAI. Students with moderate to severe disabilities (MSD) have been taught a…

Effect of implementing instructional videos in a physical examination course: an alternative paradigm for chiropractic physical examination teaching.

PubMed

Zhang, Niu; Chawla, Sudeep

2012-01-01

This study examined the effect of implementing instructional video in ophthalmic physical examination teaching on chiropractic students' laboratory physical examination skills and written test results. Instructional video clips of ophthalmic physical examination, consisting of both standard procedures and common mistakes, were created and used for laboratory teaching. The video clips were also available for student review after class. Students' laboratory skills and written test results were analyzed and compared using one-way analysis of variance (ANOVA) and post hoc multiple comparison tests among three study cohorts: the comparison cohort who did not utilize the instructional videos as a tool, the standard video cohort who viewed only the standard procedure of video clips, and the mistake-referenced video cohort who viewed video clips containing both standard procedure and common mistakes. One-way ANOVA suggested a significant difference of lab results among the three cohorts. Post hoc multiple comparisons further revealed that the mean scores of both video cohorts were significantly higher than that of the comparison cohort (p < .001). There was, however, no significant difference of the mean scores between the two video cohorts (p > .05). However, the percentage of students having a perfect score was the highest in the mistake-referenced video cohort. There was no significant difference of written test scores among all three cohorts (p > .05). The instructional video of the standard procedure improves chiropractic students' ophthalmic physical examination skills, which may be further enhanced by implementing a mistake-referenced instructional video.

Teacher collaboration and elementary science teaching: Using action research as a tool for instructional leadership

NASA Astrophysics Data System (ADS)

Roberts, Sara Hayes

The primary purpose of this action research study was to explore an elementary science program and find ways to support science education as an administrator of an elementary school. The study took place in a large suburban school system in the southeastern United States. Seven teachers at a small rural school volunteered to participate in the study. Each participant became an active member of the research by determining what changes needed to take place and implementing the lessons in science. The study was also focused on teacher collaboration and how it influenced the science instruction. The data collected included two interviews, ten observations of science lessons, the implementation of four science units, and informal notes from planning sessions over a five month period. The questions that guided this study focused on how teachers prepare to teach science through active learning and how instruction shifts due to teacher collaboration. Teachers were interviewed at the beginning of the study to gain the perceptions of the participants in the areas of (a) planning, (b) active learning, (c) collaboration, and (d) teaching science lessons. The teachers and principal then formed a research team that determined the barriers to teaching science according to the Standards, designed units of study using active learning strategies, and worked collaboratively to implement the units of study. The action research project reviewed the National Science Education Standards, the theory of constructivism, active learning and teacher collaboration as they relate to the actions taken by a group of teachers in an elementary school. The evidence from this study showed that by working together collaboratively and overcoming the barriers to teaching science actively, teachers feel more confident and knowledgeable about teaching the concepts.

Development of instructional manual encouraging student active learning for high school teaching on fluid mechanics through Torricelli's tank experiment

NASA Astrophysics Data System (ADS)

Apiwan, Suttinee; Puttharugsa, Chokchai; Khemmani, Supitch

2018-01-01

The purposes of this research were to help students to perform Physics laboratory by themselves and to provide guidelines for high school teacher to develop active learning on fluid mechanics by using Torricelli's tank experiment. The research was conducted as follows: 1) constructed an appropriate Torricelli's tank experiment for high school teaching and investigated the condition for maximum water falling distance. As a consequence, it was found that the distance of the falling water measured from the experiment was shorter than that obtained from the theory of ideal fluid because of the energy loss during a flow, 2) developed instructional manual for high school teaching that encourages active learning by using problem based learning (PBL) approach, which is consistent with the trend of teaching and learning in 21st century. The content validity of our instructional manual using Index of Item-objective Congruence (IOC) as evaluated by three experts was over 0.67. The manual developed was therefore qualified for classroom practice.

TECHNOLOGY AND THE INSTRUCTIONAL PROCESS.

ERIC Educational Resources Information Center

FINN, JAMES D.

A TEACHER SHORTAGE, LARGE CLASSES, AND NEED FOR QUALITY INSTRUCTION FORCED EDUCATION INTO MASS INSTRUCTIONAL TECHNOLOGY. INSTRUCTIONAL TECHNOLOGY IS GOVERNED BY SUCH SYSTEMS AS TELEVISION AND FILMS WHICH CAN REACH MORE STUDENTS WITH FEWER TEACHERS. THERE IS A TREND TOWARD INDIVIDUAL INSTRUCTION UTILIZING TEACHING MACHINES. IF A COMBINATION OF…

Instructional Design: System Strategies.

ERIC Educational Resources Information Center

Ledford, Bruce R.; Sleeman, Phillip J.

This book is intended as a source for those who desire to apply a coherent system of instructional design, thereby insuring accountability. Chapter 1 covers the instructional design process, including: instructional technology; the role of evaluation; goal setting; the psychology of teaching and learning; task analysis; operational objectives;…

Tips for Teaching Math to Elementary Students

ERIC Educational Resources Information Center

Scarpello, Gary

2010-01-01

Since most elementary school teachers do not hold a degree in mathematics, teaching math may be a daunting task for some. Following are a few techniques to help make teaching and learning math easier and less stressful. First, know that math is a difficult subject to teach--even for math teachers. The subject matter itself is challenging. Second,…

Teaching Grocery Store Purchasing Skills to Students with Intellectual Disabilities Using a Computer-Based Instruction Program

ERIC Educational Resources Information Center

Hansen, David L.; Morgan, Robert L.

2008-01-01

This research evaluated effects of a multi-media computer-based instruction (CBI) program designed to teach grocery store purchasing skills to three high-school students with intellectual disabilities. A multiple baseline design across participants used measures of computer performance mastery and grocery store probes to evaluate the CBI. All…

Web-Based Tools for Designing and Developing Teaching Materials for Integration of Information Technology into Instruction

ERIC Educational Resources Information Center

Chang, Kuo-En; Sung, Yao-Ting; Hou, Huei-Tse

2006-01-01

Educational software for teachers is an important, yet usually ignored, link for integrating information technology into classroom instruction. This study builds a web-based teaching material design and development system. The process in the system is divided into four stages, analysis, design, development, and practice. Eight junior high school…

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…

Instructional Strategies and Resource Utility in Language Teaching among Basic Educators in 21st Century Nigeria

ERIC Educational Resources Information Center

Ofodu, Graceful Onovughe

2012-01-01

Learning in the twenty-first century demands learning skills, strategies and utilizing resources which learners can deploy when they leave the school environment. The paper investigates the instructional strategies and resources employed by teachers in teaching and learning English Studies at the basic level of Nigeria's educational system. It…

Learning Style Theory and Bibliographic Instruction: The Quest for Effective Bibliographic Instruction.

ERIC Educational Resources Information Center

Bodi, Sonia

Instructional librarians in academic libraries continue to think critically about their function, methodology, and teaching effectiveness as they assist students in their quests for knowledge. While several factors identify effective teaching, one important component is teaching to the diversity of learning styles of the students. This paper…

"Building the Perfect Beast": Assessing the Effects of CMI (Computer-Managed Instruction) on the Teaching of, and Student Writing about, Literature.

ERIC Educational Resources Information Center

Widdicombe, Richard Toby

Measuring the effects of computer-managed instruction (CMI) on the teaching of and student writing about literature involves more than having students write and then evaluating their performance. Measurement is made difficult by the fact that the computer technology used in instruction is in a state of flux. Variation of computer technology,…

Using Basic Reading Skills Instruction and Formative Assessments to Teach an Adult with Traumatic Brain Injury to Read: A Case Study

ERIC Educational Resources Information Center

Goddard, Yvonne; Rinderknecht, Laura

2009-01-01

Literacy expectations for persons with cognitive impairments, including impairments caused by traumatic brain injury (TBI), have remained quite low. Some researchers have suggested that educators move from a focus on teaching functional skills to teaching basic reading skills in a manner similar to instruction for nondisabled learners. The purpose…

Twelve tips for just in time teaching of communication skills for difficult conversations in the clinical setting.

PubMed

Hinkle, Laura Jean; Fettig, Lyle Patrick; Carlos, William Graham; Bosslet, Gabriel

2017-09-01

The ability to communicate well with patients and other members of the healthcare team is a vital skill for physicians to have, but one that is often not emphasized in medical education. Learners of all levels can obtain and develop good communication skills regardless of their natural ability in this area, and the clinical setting represents an underutilized resource to accomplish this task. With this in mind, we have reviewed the growing body of literature on the subject and organized our findings into twelve tips to help educators capitalize on these missed opportunities. While our emphasis is helping learners with difficult discussions, these tips can be easily adapted to any other clinical encounter requiring clear communication. Teaching effective communication skills in the clinical setting requires some extra time, but the steps outlined should not take more than a few minutes to complete. Taking the time to develop these skills in our learners will make a significant difference not only their lives but also their patients and their families.

Instructional Leadership: The Role of Heads of Schools in Managing the Instructional Programme

ERIC Educational Resources Information Center

Manaseh, Aaron Mkanga

2016-01-01

Scholars and practitioners agree that instructional leadership (IL) can be one of the most useful tools for creating an effective teaching and learning environment. This paper investigates the instructional leadership practices engaged in by heads of secondary schools to enhance classroom instruction and students learning, particularly the way…

Teaching psychomotor skills in the twenty-first century: Revisiting and reviewing instructional approaches through the lens of contemporary literature.

PubMed

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

2016-10-01

A diverse range of health professionals use psychomotor skills as part of their professional practice roles. Most health disciplines use large or complex psychomotor skills. These skills are first taught by the educator then acquired, performed, and lastly learned. Psychomotor skills may be taught using a variety of widely-accepted and published teaching models. The number of teaching steps used in these models varies from two to seven. However, the utility of these models to teach skill acquisition and skill retention are disputable when teaching complex skills, in contrast to simple skills. Contemporary motor learning and cognition literature frames instructional practices which may assist the teaching and learning of complex task-based skills. This paper reports 11 steps to be considered when teaching psychomotor skills.

The Efficiency of Computer-Aided Instruction and Creative Drama on Academic Achievement in Teaching of Integers to Seventh Grade Students

ERIC Educational Resources Information Center

Kaplan, Abdullah; Özturk, Mesut; Ertör, Eren

2013-01-01

This study aims to compare computer-aided instruction, creative drama and traditional teaching methods in teaching of Integers to the seventh grade students. The study was conducted in a primary school with eighty-seven students (N=87) in a county of Agri, in spring term of academic year 2011-2012. A non equivalent control group quasi experimental…

"Lo Cotidiano": The Effectiveness of Critical Task-Based Instruction in Teaching the Culture of Everyday Life

ERIC Educational Resources Information Center

García-Villada, Eduardo

2014-01-01

Teaching cultural competency in the language classroom can be a challenge. This study explores the effectiveness of task-based instruction (Lee, 2000) on the learning of culture by students in college-level Spanish language courses. Students were required to record oral presentations, write essays, and make comparisons between the culture and…

Using Rasch Measurement Theory to Examine Two Instructional Approaches for Teaching and Learning of French Grammar

ERIC Educational Resources Information Center

Vogel, Severine P.; Engelhard, George, Jr.

2011-01-01

The authors describe a quantitative approach based on Rasch measurement theory for evaluating classroom assessments within the context of foreign language classes. A secondary purpose was to examine the effects of two instructional approaches to teach grammar, a guided inductive and a deductive approach, through the lens of Rasch measurement…

District Central Office Leadership as Teaching: How Central Office Administrators Support Principals' Development as Instructional Leaders

ERIC Educational Resources Information Center

Honig, Meredith I.

2012-01-01

Purpose: Research on educational leadership underscores the importance of principals operating as instructional leaders and intensive job-embedded supports for such work; this research also identifies central office staff as key support providers. However, it teaches little about what central office staff do when they provide such support and how…

How Theory-Building Research on Instruction Can Support Instructional Improvement: Toward a Modelling Perspective in Secondary Geometry

ERIC Educational Resources Information Center

Herbst, Patricio

2016-01-01

How can basic research on mathematics instruction contribute to instructional improvement? In our research on the practical rationality of geometry teaching we describe existing instruction and examine how existing instruction responds to perturbations. In this talk I consider the proposal that geometry instruction could be improved by infusing it…

Promoting a Pedagogy for Listening Instruction: Primary Grade Teachers Perceptions of Teaching Listening through Interactive Read Alouds

ERIC Educational Resources Information Center

Fogelsong, Donna Fortune

2016-01-01

This study was designed to investigate teachers' perceptions about instructing listening in second-grade classrooms. Children's literature that included specific listening content was used to explore how the teachers' perceptions influenced planning read alouds for explicitly teaching listening skills. Investigations included: (1) What were…

Toilet Teaching Your Child

MedlinePlus

... Safe Videos for Educators Search English Español Toilet Teaching Your Child KidsHealth / For Parents / Toilet Teaching Your ... to make the process easier. Tips for Toilet Teaching Even before your child is ready to try ...

Facilitating Changes in College Teaching Practices: Instructional Reform, Identity Conflict and Professional Community in a K-20 Partnership

NASA Astrophysics Data System (ADS)

Olitsky, Stacy

2015-08-01

In this paper, I explain variation in the adoption of student-centred teaching practices among college faculty members in a program designed to promote K-20 instructional reform. I analyze data from a qualitative study of a Math and Science Partnership in order to understand why some faculty members had undergone extensive changes to their practices whereas others had not, even though both groups had demonstrated changes in their beliefs. Findings show that when collective identities focused on reform become more salient than the role identities associated with their teaching positions, faculty members are able to persist through the loss of self-efficacy that results from struggles with new student-centred practices. This study demonstrates how professional communities can enhance "collective efficacy", thereby affecting whether the cognitive dissonance that accompanies professional development leads to instructional change rather than disengagement from reform initiatives.

Computer-Based Video Instruction to Teach Students with Intellectual Disabilities to Verbally Respond to Questions and Make Purchases in Fast Food Restaurants

ERIC Educational Resources Information Center

Mechling, Linda C.; Pridgen, Leslie S.; Cronin, Beth A.

2005-01-01

Computer-based video instruction (CBVI) was used to teach verbal responses to questions presented by cashiers and purchasing skills in fast food restaurants. A multiple probe design across participants was used to evaluate the effectiveness of CBVI. Instruction occurred through simulations of three fast food restaurants on the computer using video…

Development and Implementation of an Instructional Design for Effective Teaching of Ecosystem, Biodiversity, and Environmental Issues

ERIC Educational Resources Information Center

Yucel, Elif Ozata; Ozkan, Muhlis

2015-01-01

This study aims to develop an instructional design whereby ecosystem, biodiversity, and environmental issues are addressed with a holistic approach that provides more efficient teaching as well as to test the effectiveness of this design. A literature review was carried out and need-assessment was firstly made using the Readiness Test. This review…

Caring Enough to Teach Science: Helping Pre-Service Teachers View Science Instruction as an Ethical Responsibility

ERIC Educational Resources Information Center

Grinell, Smith; Rabin, Colette

2017-01-01

The goal of this project was to motivate pre-service elementary teachers to commit to spending significant instructional time on science in their future classrooms despite their self-assessed lack of confidence about teaching science and other impediments (e.g., high-stakes testing practices that value other subjects over science). Pre-service…

Using Teaching Portfolios to Revise Curriculum and Explore Instructional Practices of Technology and Engineering Education Teachers

ERIC Educational Resources Information Center

Lomask, Michal; Crismond, David; Hacker, Michael

2018-01-01

This paper reports on the use of teaching portfolios to assist in curriculum revision and the exploration of instructional practices used by middle school technology and engineering education teachers. Two new middle school technology and engineering education units were developed through the Engineering for All (EfA) project. One EfA unit focused…

Exploring the Role of Instructional Technology in Course Planning and Classroom Teaching: Implications for Pedagogical Reform

ERIC Educational Resources Information Center

Hora, Matthew T.; Holden, Jeremiah

2013-01-01

Instructional technology plays a key role in many teaching reform efforts at the postsecondary level, yet evidence suggests that faculty adopt these technology-based innovations in a slow and inconsistent fashion. A key to improving these efforts is to understand local practice and use these insights to design more locally attuned interventions.…

Student Response to Faculty Instruction (SRFI): An Empirically Derived Instrument to Measure Student Evaluations of Teaching

ERIC Educational Resources Information Center

Beitzel, Brian D.

2013-01-01

The Student Response to Faculty Instruction (SRFI) is an instrument designed to measure the student perspective on courses in higher education. The SRFI was derived from decades of empirical studies of student evaluations of teaching. This article describes the development of the SRFI and its psychometric attributes demonstrated in two pilot study…

The Problem with Reform from the Bottom up: Instructional practises and teacher beliefs of graduate teaching assistants following a reform-minded university teacher certificate programme

NASA Astrophysics Data System (ADS)

Addy, Tracie M.; Blanchard, Margaret R.

2010-05-01

Reform-minded practices are widely encouraged during pre-service science teacher education in concert with national reform documents. This contrasts to the nature of instruction within university science laboratories in which pre-service teachers enrol, which are largely confirmatory in nature. Undergraduate science laboratories are taught predominantly by graduate teaching assistants (GTAs) with minimal teacher preparation. The purpose of this mixed-methods study is to investigate the instructional practices and teacher beliefs of eight GTAs at a university with very high research activity who completed a reform-minded Teacher Certificate Programme, asking: What are their beliefs about teaching? How are their practices described? Do their beliefs and practices differ from one another? Do their teaching beliefs correspond with their practices? Findings indicate that GTAs held moderately reform-minded "transitional" beliefs of teaching following the programme, yet displayed fairly traditional instruction. Cross-case findings highlight similar patterns across subscales of the RTOP that draw attention to underlying constraints of the laboratory curriculum structure. We suggest that GTA professional development is best undertaken concurrent with laboratory course revision.

Teachers' Instructional Adaptations: A Research Synthesis

ERIC Educational Resources Information Center

Parsons, Seth A.; Vaughn, Margaret; Scales, Roya Qualls; Gallagher, Melissa A.; Parsons, Allison Ward; Davis, Stephanie G.; Pierczynski, Melissa; Allen, Melony

2018-01-01

Researchers recognize adaptive teaching as a component of effective instruction. Educators adjust their teaching according to the social, linguistic, cultural, and instructional needs of their students. While there is consensus that effective teachers are adaptive, there is no consensus on the language to describe this phenomenon. Diverse…

Vocabulary Instruction: Research to Practice. Second Edition

ERIC Educational Resources Information Center

Kame'enui, Edward J., Ed.; Baumann, James F., Ed.

2012-01-01

This highly regarded work brings together prominent authorities on vocabulary teaching and learning to provide a comprehensive yet concise guide to effective instruction. The book showcases practical ways to teach specific vocabulary words and word-learning strategies and create engaging, word-rich classrooms. Instructional activities and games…

The Application of Web-based Computer-assisted Instruction Courseware within Health Assessment

NASA Astrophysics Data System (ADS)

Xiuyan, Guo

Health assessment is a clinical nursing course and places emphasis on clinical skills. The application of computer-assisted instruction in the field of nursing teaching solved the problems in the traditional lecture class. This article stated teaching experience of web-based computer-assisted instruction, based upon a two-year study of computer-assisted instruction courseware use within the course health assessment. The computer-assisted instruction courseware could develop teaching structure, simulate clinical situations, create teaching situations and facilitate students study.

Behavioral Characteristics and Instructional Patterns of Expert Teaching, and the Transfer of Those Behaviors into a Musical Setting: Two Case Studies

ERIC Educational Resources Information Center

Johnson, Christopher; Williams, Lindsey; Parisi, Joseph; Brunkan, Melissa

2016-01-01

The purpose of the present investigation was to analyze the teaching characteristics and instructional patterns of an expert teacher, and then to examine whether those observed teaching aspects could transfer into a musical setting. A teacher of swimming was videotaped giving the first four swim lessons to a 2-year-old child. Recordings were…

A National Study Assessing the Teaching and Learning of Introductory Astronomy; Part I: The Effect of Interactive Instruction

NASA Astrophysics Data System (ADS)

Rudolph, Alexander; Prather, E. E.; Brissenden, G.; Schlingman, W. M.; CATS

2009-01-01

We present the results of a national study on the teaching and learning of astronomy taught in general education, non-science major, introductory astronomy courses (Astro 101). Nearly 4000 students enrolled in 69 sections of Astro 101 taught at 30 institutions around the United States completed (pre- and post-instruction) the Light and Spectroscopy Concept Inventory (LSCI) from Fall 2006 to Fall 2007. The classes varied in size from very small (N<10) to large (N 180) and were from all types of institutions, including both 2-year and 4-year colleges and universities. To study how the instruction in different classrooms affected student learning, we developed and administered an Interactivity Assessment Instrument (IAI). This short survey, completed by instructors, allowed us to estimate the fraction of total classroom time that was dedicated to the use of interactive learning strategies. Pre-instruction LSCI scores were clustered around 25% (24±2%), independent of class size and institution type; however, the normalized gains for these classes varied from about (-)0.07-0.50. These two results suggest that the differences in gain were due to instruction in the classroom, not the size of class or type of institution. Interactivity Assessment Scores (IAS's) ranged from 0%-50%, showing that our IAI was able to distinguish between classes with higher and lower levels of interactive instruction. A comparison of class-averaged gain score to IAS showed that higher interactivity classes (IAS > 25%) were the only instructional environments capable of reaching the highest gains ( > 0.30). However, the range of gains seen for the higher interactivity classes was quite wide, suggesting that the use of interactive learning strategies is not sufficient by itself to achieve high student gains. We acknowledge the NSF for funding under Award No. 0715517, a CCLI Phase III Grant for the Collaboration of Astronomy Teaching Scholars (CATS) Program.

[From brain imaging to good teaching? implicating from neuroscience for research on learning and instruction].

PubMed

Stubenrauch, Christa; Krinzinger, Helga; Konrad, Kerstin

2014-07-01

Psychiatric disorders in childhood and adolescence, in particular attention deficit disorder or specific learning disorders like developmental dyslexia and developmental dyscalculia, affect academic performance and learning at school. Recent advances in neuroscientific research have incited an intensive debate both in the general public and in the field of educational and instructional science as well as to whether and to what extent these new findings in the field of neuroscience might be of importance for school-related learning and instruction. In this review, we first summarize neuroscientific findings related to the development of attention, working memory and executive functions in typically developing children and then evaluate their relevance for school-related learning. We present an overview of neuroimaging studies of specific learning disabilities such as developmental dyslexia and developmental dyscalculia, and critically discuss their practical implications for educational and teaching practice, teacher training, early diagnosis as well as prevention and disorder-specific therapy. We conclude that the new interdisciplinary field of neuroeducation cannot be expected to provide direct innovative educational applications (e.g., teaching methods). Rather, the future potential of neuroscience lies in creating a deeper understanding of the underlying cognitive mechanisms and pathomechanisms of learning processes and learning disorders.

Poster session in instructional technology course

NASA Astrophysics Data System (ADS)

Diniaty, Artina; Fauzi'ah, Lina; Wulan Febriana, Beta; Arlianty, Widinda Normalia

2017-12-01

Instructional technology course must be studied by students in order to 1) understand the role of technology in learning, 2) capable of analyzing advantages and disadvantages of using technology in teaching, 3) capable of performing technology in teaching. A poster session in instructional technology course was performed to 1) enhance students' interest in this course and develop students' creativity. The step of this research includes: planning, implementation, and evaluation. The result showed that students' responses towards poster session in instructional technology course were good.

Computer-Assisted Instruction for Teaching Academic Skills to Students with Autism Spectrum Disorders: A Review of Literature

ERIC Educational Resources Information Center

Pennington, Robert C.

2010-01-01

Although legislation mandates that students with autism receive instruction linked to the general education core content, there is limited research supporting the effectiveness of interventions for teaching core content to these students. In this study, the author reviewed research conducted between the years 1997 and 2008 using computer-assisted…

Integrating Scientific Methods and Knowledge into the Teaching of Newton's Theory of Gravitation: An Instructional Sequence for Teachers' and Students' Nature of Science Education

ERIC Educational Resources Information Center

Develaki, Maria

2012-01-01

The availability of teaching units on the nature of science (NOS) can reinforce classroom instruction in the subject, taking into account the related deficiencies in textbook material and teacher training. We give a sequence of teaching units in which the teaching of Newton's gravitational theory is used as a basis for reflecting on the…

Colleague to Colleague: Deepening Instructional Practice

ERIC Educational Resources Information Center

Gullen, Kristine; Chaffee, Martin

2012-01-01

Collaborative dialogue about instructional practices is essential to the growth of the education profession. To determine what effective instruction is and how to improve their own instructional practice, educators must clarify and publicly state their beliefs about instruction, teaching, and leadership. This is messy and complex work, and to…

Teaching science to English Language Learners: Instructional approaches of high school teachers

NASA Astrophysics Data System (ADS)

Frank, Betty-Vinca N.

Students who are English Language Learners (ELLs) form the fastest growing segment of the American school population. Prompted by the call for scientific literacy for all citizens, science educators too have investigated the intersection of language and science instruction of ELLs. However these studies have typically been conducted with elementary students. Few studies have explored how high school science teachers, particularly those who have not received any special training, approach science instruction of ELLs and what supports them in this endeavor. This was a qualitative case study conducted with five science teachers in one small urban high school that predominantly served ELLs. The purpose of this study was to examine instructional approaches used by teachers to make science accessible to ELLs and the factors that supported or inhibited them in developing their instructional approaches. This goal encompassed the following questions: (a) how teachers viewed science instruction of ELLs, (b) how teachers designed a responsive program to teach science to ELLs, (c) what approaches teachers used for curriculum development and instruction, (d) how teachers developed classroom learning communities to meet the needs of ELLs. Seven instructional strategies and five perceived sources of support emerged as findings of this research. In summary, teachers believed that they needed to make science more accessible for their ELL students while promoting their literacy skills. Teachers provided individualized attention to students to provide relevant support. Teachers engaged their students in various types of active learning lessons in social contexts, where students worked on both hands-on and meaning-making activities and interacted with their peers and teachers. Teachers also created classroom communities and learning spaces where students felt comfortable to seek and give help. Finally, teachers identified several sources of support that influenced their instructional

Using Web-Based Key Character and Classification Instruction for Teaching Undergraduate Students Insect Identification

NASA Astrophysics Data System (ADS)

Golick, Douglas A.; Heng-Moss, Tiffany M.; Steckelberg, Allen L.; Brooks, David. W.; Higley, Leon G.; Fowler, David

2013-08-01

The purpose of the study was to determine whether undergraduate students receiving web-based instruction based on traditional, key character, or classification instruction differed in their performance of insect identification tasks. All groups showed a significant improvement in insect identifications on pre- and post-two-dimensional picture specimen quizzes. The study also determined student performance on insect identification tasks was not as good as for family-level identification as compared to broader insect orders and arthropod classification identification tasks. Finally, students erred significantly more by misidentification than misspelling specimen names on prepared specimen quizzes. Results of this study support that short web-based insect identification exercises can improve insect identification performance. Also included is a discussion of how these results can be used in teaching and future research on biological identification.

A Revised Embedded Planning Tool for Intensive Reading Instruction

ERIC Educational Resources Information Center

Wei, Yan; Lombardi, Allison; Simonsen, Brandi; Coyne, Michael; Faggella-Luby, Michael; Freeman, Jennifer; Kearns, Devin

2017-01-01

A single-subject AB multiple-baseline design across participants was utilized to investigate the effectiveness of the Revised Tier Three Instructional Planning (T-TIP) tool on teacher lesson planning, with a focus on corrective and elaborative feedback within intensive literacy instructional settings in secondary schools. Findings revealed that…

Instructional Development for Clinical Settings.

ERIC Educational Resources Information Center

Cranton, P. A.

Clinical teaching involves instruction in a natural health-related environment which allows students to observe and participate in the actual practice of the profession. The use of objectives, the sequence of instruction, the instructional methods and materials, and the evaluation of student performance constitute the components studied in…

The Challenge of Individualized Instruction in Corrections.

ERIC Educational Resources Information Center

Clements, Carl B.; McKee, John M.

2000-01-01

Discusses 14 challenges to the use of individualized instruction in corrections. Emphasizes a systems approach, motivational tools, programmed instructional materials, and approaches such as Direct Instruction and Precision Teaching. (SK)

Elementary General Music Teachers' Reflections on Instruction

ERIC Educational Resources Information Center

Delaney, Diane W.

2011-01-01

A qualitative study was completed to identify and study the content of selected elementary general music teachers' evaluations of their own instruction and the instruction of another elementary general music teacher. Participants represented a variety of educational backgrounds and teaching experience: Teacher A (9 years teaching Grades 4-6 at…

Influences of Inadequate Instructional Materials and Facilities in Teaching and Learning of Electrical/Electronics Technology Education Courses

ERIC Educational Resources Information Center

Ogbu, James E.

2015-01-01

This study investigated the influences of inadequate instructional materials and facilities in the teaching and learning of electrical/electronics (E/E) technology education courses. The study was guided by two research questions and two null hypotheses which were tested at 0.05 level of significance. The design employed was descriptive survey…

Evaluation of Teachers' Activities in the Use of Animated Instructional Resource Materials in Biology Teaching in Senior Secondary Schools in Bauchi State Nigeria

ERIC Educational Resources Information Center

Kwasu, I. A.; Abubakar; Ema, E.

2015-01-01

This paper presents a profile on how teachers in senior secondary schools in Bauchi state Nigeria utilise animated instructional resource (AIR) in the teaching of biology. A structured questionnaire used to generate data on the availability, accessibility and application of the AIR for classroom instruction by teachers. The instrument for data…

Teaching, Learning, & Technology: The Connected Classroom. Proceedings of the Annual Mid-South Instructional Technology Conference (7th, Murfreesboro, Tennessee, April 7-9, 2002).

ERIC Educational Resources Information Center

Middle Tennessee State Univ., Murfreesboro.

This proceedings of the seventh annual Mid-South Instructional Technology Conference on Teaching, Learning, and Technology contains the following papers: "A Tale of Two Classes: Face-to-Face versus Online" (Carol Wilson); "Best Practices in Organization Highlighting 360 Degree Feedback" (Bonita Barger); "Collaborating Online To Teach Information…

Two for One: Using QAR to Increase Reading Comprehension and Improve Test Scores

ERIC Educational Resources Information Center

Green, Susan

2016-01-01

This teaching tip describes an intervention used in a third-grade classroom implemented to help students pass an end-of-grade reading comprehension test. Low scores on a practice end-of-grade comprehension test prompted a re-examination of classroom reading instruction and a plan for intervention. This teaching tip describes the phases implemented…

Modern Phonics Instruction.

ERIC Educational Resources Information Center

Groff, Patrick

Numerous reviews of the experimental research conclude that phonics is indispensable in word recognition instruction. However, there have been numerous objections to phonics teaching over the years. Some of the intolerance of phonics teaching reflects a lack of knowledge about the subject. Critics suggest that phonics hinders children's learning…

Farm Business Management. Instructional Material, Year 1.

ERIC Educational Resources Information Center

Hodgens, Jim; Myers, Leland

Designed to provide a basic core om instruction in teaching farm management in Oklahoma, this manual is intended for use in the first year of a three-year adult postsecondary program of instruction. The materials may also be used to teach producers currently engaged in production agriculture. Instructors are encouraged to supplement the…

Lithotripsy Performance of Specially Designed Laser Fiber Tips.

PubMed

Kronenberg, Peter; Traxer, Olivier

2016-05-01

We evaluated and compared a standard laser lithotripsy fiber to laser fibers claimed to have lithotripsy performance enhancing features. A special AccuMax™ 200 polished tip fiber and an AccuTrac™ ball-shaped tip fiber, each with an approximately 240 μm core, were compared to a standard 272 μm core fiber (Rocamed™). The polished and ball-shaped tip fibers were used and reused without preparation. The standard fiber was stripped and cleaved according to manufacturer instructions after each experiment. An automated laser fragmentation testing system was used to perform multiple 30-second laser lithotripsy experiments. To mimic most typical lithotripsy conditions soft and hard stone materials were used with high frequency, low pulse energy (20 Hz and 0.5 J) or with low frequency, high pulse energy (5 Hz and 2.0 J) lithotripter settings. Ablation volumes and laser fiber tip photographs before and after lithotripsy were compared. The standard and ball-shaped tip fibers did not differ in ablation volume (p = 0.72) but they ablated 174% and 188% more stone, respectively, than the polished tip fiber (p <0.0001). The ball-shaped tip showed remarkable fiber tip degradation after short-term use at low frequency, high pulse energy settings. When high pulse energy settings were applied first even for short-term use, the ablation volume achieved by the polished and ball-shaped tip fibers at high frequency, low pulse energy settings decreased more than 20%. The standard laser fiber was as good as and sometimes better than the specially designed fibers. Rapid degradation of the specially designed laser fiber tips strongly limits their general usefulness but ball-shaped tip fibers may be useful in specific situations. Copyright © 2016 American Urological Association Education and Research, Inc. Published by Elsevier Inc. All rights reserved.

The relationship between school environment, preservice science teachers' science teaching self-efficacy, and their use of instructional strategies at teachers' colleges in Saudi Arabia

NASA Astrophysics Data System (ADS)

Alshalaan, Nasser A.

Studies indicate that many teachers have negative beliefs about science, which translates into low teacher efficacy, resulting in avoidance of science teaching or in ineffective science teaching behaviors. Highly efficacious teachers have been found to be more likely to use inquiry and student-centered teaching strategies, while teachers with a low sense of science-teaching efficacy are more likely to use teacher-directed strategies, such as didactic lectures and reading from the textbook (Czemiak, 1990). The purpose of this study was to investigate preservice science teachers' science-teaching self-efficacy changes and their correlation to teaching environment factors during the student teaching semester. Moreover, it explains how teaching environment factors and preservice teachers' science-teaching self-efficacy beliefs may relate to their use of teaching strategies in the science classroom during their student teacher training at teachers' colleges in Saudi Arabia. The population of this study is consisted of 184 middle and elementary preservice science teachers who were doing their student teaching at nine teachers' colleges (i.e., teachers' colleges of Riyadh, Dammam, Alrras, Almadinah, Alihsa, Jeddah, Makah, Altaief, and Abha) in Saudi Arabia during the spring semester of 2005. Three instruments were used to collect data for this study: (1) to measure science teaching self-efficacy, the researcher adapted the Science Teaching Efficacy Belief Instrument form B designed specifically for preservice teachers (STEBI-B); (2) to measure the school environment, the researcher adapted the Organizational Health Inventory (OHI), developed by Hoy, Tarter & Kottkamp (1991); and (3) to measure the type and frequency of instructional strategies that preservice science teachers use in the classroom, the researcher adapted the teaching practice subscale from The Local Systemic Change through Teacher Enhancement Science K-8 Teacher Questionnaire (Horizon Research, Inc., 2000

Effectiveness of computer-assisted interactive videodisc instruction in teaching rheumatology to physical and occupational therapy students.

PubMed

Sanford, M K; Hazelwood, S E; Bridges, A J; Cutts, J H; Mitchell, J A; Reid, J C; Sharp, G

1996-01-01

A computer-assisted interactive videodisc instructional program, HP-RHEUM was designed to teach clinical findings in arthritis to occupational and physical therapy students. Using the Rheumatology Image Library videodisc produced by the National Library of Medicine, HP-RHEUM consists of instructional modules which employ advance organizers, examples/nonexamples, summaries, and immediate feedback. To see if HP-RHEUM would be as effective as traditional classroom instruction, control data were collected in 1991 from 52 OT and PT students. Treatment data were collected from 61 students in 1992 when HP-RHEUM entirely replaced lectures. Identical pre- and post-tests consisted of 70 multiple choice questions, with 24 matched to slides. On the slide questions the HP-RHEUM group had significantly higher scores. Otherwise, there was no significant difference in performance between groups. HP-RHEUM provided an independent learning method and enhanced visual comprehension of rheumatologic disease concepts.

Toward an Instructional Philosophy: "A Theoretical Framework for Teaching and Training at Salman Bin Abdulaziz University (SAU)"

ERIC Educational Resources Information Center

Qandile, Yasine A.; Al-Qasim, Wajeeh Q.

2014-01-01

The purpose of this study is to construct a clear instructional philosophy for Salman bin Abdulaziz University as a fundamental basis for teaching and training as well as a theoretical framework for curriculum design and development. The study attempts to answer the main questions about pertaining to the basic structure of contemporary higher…

An Exploration of the Influence of Instructional Technologies on Faculty Motivation and Teaching Innovation on a Research Campus

ERIC Educational Resources Information Center

Schaeffer, S. J., III

2010-01-01

The purpose of this study was to explore how the introduction of instructional technologies has influenced the motivational attitudes of higher education faculty at research-oriented institutions with respect to their teaching responsibilities. This was a qualitative study using case-study methodology and involved multiple (4)…

A Comparison of Two Instructional Methods for Teaching Logo to Learning Disabled and Nonlearning Disabled Children.

ERIC Educational Resources Information Center

Mathinos, Debra A.; Leonard, Ann Scheier

The study examines the use of LOGO, a computer language, with 19 learning disabled (LD) and 19 non-LD students in grades 4-6. Ss were randomly assigned to one of two instructional groups: sequential or whole-task, each with 10 LD and 10 non-LD students. The sequential method features a carefully ordered plan for teaching LOGO commands; the…

Integrating E-Learning into the Direct-Instruction Model to Enhance the Effectiveness of Critical-Thinking Instruction

ERIC Educational Resources Information Center

Yeh, Yu-Chu

2009-01-01

The "Direct-instruction Model" favors the use of teacher explanations and modeling combined with student practice and feedback to teach thinking skills. Using this paradigm, this study incorporates e-learning during an 18-week experimental instruction period that includes 48 preservice teachers. The instructional design in this study emphasizes…

Case Study Evaluating Just-In-Time Teaching and Peer Instruction Using Clickers in a Quantum Mechanics Course

ERIC Educational Resources Information Center

Sayer, Ryan; Marshman, Emily; Singh, Chandralekha

2016-01-01

Just-in-Time Teaching (JiTT) is an instructional strategy involving feedback from students on prelecture activities in order to design in-class activities to build on the continuing feedback from students. We investigate the effectiveness of a JiTT approach, which included in-class concept tests using clickers in an upper-division quantum…

Computer-assisted instruction versus traditional lecture for medical student teaching of dermatology morphology: a randomized control trial.

PubMed

Jenkins, Sasha; Goel, Ruchika; Morrell, Dean S

2008-08-01

The effectiveness of computer-assisted instruction is unproven. To evaluate the effectiveness of an online computerized dermatology module compared to traditional lecture-based teaching to medical students. Medical students were randomized to two groups. Group 1 of 37 students had access to a computer-based dermatology tutorial. Group 2 of 36 students attended a lecture on skin morphology, identical to the tutorial, given by a dermatology faculty member. The main outcome was the total number of correct answers on a multiple-choice morphologic terminology final examination. The mean number of questions answered correctly was 16.14 and 14.89 for group 1 and group 2, respectively. Unpaired statistical t tests showed the difference in mean scores between the two groups to be 1.25 (95% confidence interval: -0.70 to 3.20, p value = .20). The study was small, with a small amount of material, and was brief in duration. Within the limits of our study, computer-assisted instruction is at least as effective as traditional lecture teaching of dermatology morphology to medical students.

Intelligent Computer-Aided Instruction for Medical Diagnosis

PubMed Central

Clancey, William J.; Shortliffe, Edward H.; Buchanan, Bruce G.

1979-01-01

An intelligent computer-aided instruction (ICAI) program, named GUIDON, has been developed for teaching infectious disease diagnosis.* ICAI programs use artificial intelligence techniques for representing both subject material and teaching strategies. This paper briefly outlines the difference between traditional instructional programs and ICAI. We then illustrate how GUIDON makes contributions in areas important to medical CAI: interacting with the student in a mixed-initiative dialogue (including the problems of feedback and realism), teaching problem-solving strategies, and assembling a computer-based curriculum.

TEACH-M: A pilot study evaluating an instructional sequence for persons with impaired memory and executive functions.

PubMed

Ehlhardt, L A; Sohlberg, M M; Glang, A; Albin, R

2005-08-10

The purpose of this pilot study was to evaluate an instructional package that facilitates learning and retention of multi-step procedures for persons with severe memory and executive function impairments resulting from traumatic brain injury. The study used a multiple baseline across participants design. Four participants, two males and two females, ranging in age from 36-58 years, were taught a 7-step e-mail task. The instructional package (TEACH-M) was the experimental intervention and the number of correct e-mail steps learned was the dependent variable. Treatment effects were replicated across the four participants and maintained at 30 days post-treatment. Generalization and social validity data further supported the treatment programme. The results suggest that individuals with severe cognitive impairments are capable of learning new skills. Directions for future research include application of the instructional package to other multi-step procedures.

Examining How Teachers' Beliefs about Communicative Language Teaching Affect Their Instructional and Assessment Practices: A Qualitative Study of EFL University Instructors in Colombia

ERIC Educational Resources Information Center

Kim, Ah-Young Alicia

2014-01-01

Although there has been a plethora of research on how Communicative Language Teaching (CLT) has been implemented in instruction, few have examined how teacher's beliefs about CLT affects assessment of their students and peers. Thus, this study examined how English as a foreign language (EFL) instructors' teaching beliefs affected not only their…

(Reinforcing) Factors Influencing a Physical Education Teacher's Use of the Direct Instruction Model Teaching Games

ERIC Educational Resources Information Center

Jayantilal, Kumar; O'Leary, Nick

2017-01-01

The purpose of this study was to explore how a physical education (PE) teacher employed the direct instruction model (DIM) teaching games in a United Kingdom secondary school. The research sought to identify how the teacher utilised the DIM and those factors that influenced his use of the model. Occupational socialization was used to identify the…

An Evaluation of a Self-Instructional Manual for Teaching Individuals How to Administer the Revised ABLA Test

ERIC Educational Resources Information Center

Boris, Ashley L.; Awadalla, Nardeen; Martin, Toby L.; Martin, Garry L.; Kaminski, Lauren; Miljkovic, Morena

2015-01-01

The Assessment of Basic Learning Abilities (ABLA) is a tool that is used to assess the learning ability of individuals with intellectual disability (ID) and children with autism. The ABLA was recently revised and is now referred to as the ABLA-Revised (ABLA-R). A self-instructional manual was prepared to teach individuals how to administer the…

Transforming information for computer-aided instruction: using a Socratic Dialogue method to teach gross anatomy.

PubMed

Constantinou, P; Daane, S; Dev, P

1994-01-01

Traditional teaching of anatomy can be a difficult process of rote memorization. Computers allow information presentation to be much more dynamic, and interactive; the same information can be presented in multiple organizations. Using this idea, we have implemented a new pedagogy for computer-assisted instruction in The Anatomy Lesson, an interactive digital teacher which uses a "Socratic Dialogue" metaphor, as well as a textbook-like approach, to facilitate conceptual learning in anatomy.

Twelve tips for using social media as a medical educator.

PubMed

Kind, Terry; Patel, Pradip D; Lie, Désirée; Chretien, Katherine C

2014-04-01

We now live, learn, teach and practice medicine in the digital era. Social networking sites are used by at least half of all adults. Engagement with social media can be personal, professional, or both, for health-related and educational purposes. Use is often public. Lapses in professionalism can have devastating consequences, but when used well social media can enhance the lives of and learning by health professionals and trainees, ultimately for public good. Both risks and opportunities abound for individuals who participate, and health professionals need tips to enhance use and avoid pitfalls in their use of social media and to uphold their professional values. This article draws upon current evidence, policies, and the authors' experiences to present best practice tips for health professions educators, trainees, and students to build a framework for navigating the digital world in a way that maintains and promotes professionalism. These practical tips help the newcomer to social media get started by identifying goals, establishing comfort, and connecting. Furthermore, users can ultimately successfully contribute, engage, learn, and teach, and model professional behaviors while navigating social media.

Enhancing Leadership Quality. TQ Source Tips & Tools: Emerging Strategies to Enhance Educator Quality

ERIC Educational Resources Information Center

National Comprehensive Center for Teacher Quality, 2008

2008-01-01

Teaching Quality (TQ) Source Tips & Tools: Emerging Strategies to Enhance Educator Quality is an online resource developed by the TQ Center. It is designed to help education practitioners tap into strategies and resources they can use to enhance educator quality. This publication is based on the TQ Source Tips & Tools topic area "Enhancing…

Increasing Instructional Efficiency When Using Simultaneous Prompting Procedure in Teaching Academic Skills to Students with Autism Spectrum Disorders

ERIC Educational Resources Information Center

Tekin-Iftar, Elif; Olcay-Gul, Seray

2016-01-01

A multiple probe design across behaviors replicated across participants was used to examine the effects of a simultaneous prompting procedure delivered along with instructive feedback and observational learning stimuli when teaching academic skills to a small group of students with ASD. Different target skills were taught to each student in the…

Audi-Tutorial Instruction in Basic Business

ERIC Educational Resources Information Center

Brown, Richard D.

1974-01-01

Results of a study in which audio-tutorial instruction was compared to illustrated lecture instruction are reported. No great differences in achievement levels in the two strategies of instruction were found. The development of such an alternative teaching strategy forces better teacher organization, leading to improvement of the illustrated…

Managing Large-Enrollment Courses in Hybrid Instruction Mode

ERIC Educational Resources Information Center

Khanna, Pooja

2016-01-01

This essay addresses the hitches and glitches in the hybrid instruction system of teaching and learning for large-enrollment courses. This new instructional methodology asks facilitators to redesign their entire traditional teaching and learning practices. The nature of subject to be taught via the hybrid mode further affects the success rate of…

A Criterion-Referenced Approach to Student Ratings of Instruction

ERIC Educational Resources Information Center

Meyer, J. Patrick; Doromal, Justin B.; Wei, Xiaoxin; Zhu, Shi

2017-01-01

We developed a criterion-referenced student rating of instruction (SRI) to facilitate formative assessment of teaching. It involves four dimensions of teaching quality that are grounded in current instructional design principles: Organization and structure, Assessment and feedback, Personal interactions, and Academic rigor. Using item response…

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

A Critique of Selected Instructional Strategies in Higher Institutions in Nigeria

ERIC Educational Resources Information Center

Sangoleye, Solomon Adebayo; Kolawole, C. O. O.

2016-01-01

Teaching is the heart of education. It involves the use of myriad of teaching methods, strategies and techniques. This paper critiques some of the instructional strategies used in higher institutions in Nigeria. Two of these instructional strategies (team teaching and questioning strategy) were identified. The "what", "how",…

Instructive Feedback Embedded within Group Instruction for Children Diagnosed with Autism Spectrum Disorder

ERIC Educational Resources Information Center

Leaf, Justin B.; Cihon, Joseph H.; Alcalay, Aditt; Mitchell, Erin; Townley-Cochran, Donna; Miller, Kevin; Leaf, Ronald; Taubman, Mitchell; McEachin, John

2017-01-01

The present study evaluated the effects of instructive feedback embedded within a group discrete trial teaching to teach tact relations to nine children diagnosed with autism spectrum disorder using a nonconcurrent multiple-baseline design. Dependent variables included correct responses for: primary targets (directly taught), secondary targets…

Explicit Instruction Elements in Core Reading Programs

ERIC Educational Resources Information Center

Child, Angela R.

2012-01-01

Classroom teachers are provided instructional recommendations for teaching reading from their adopted core reading programs (CRPs). Explicit instruction elements or what is also called instructional moves, including direct explanation, modeling, guided practice, independent practice, discussion, feedback, and monitoring, were examined within CRP…

DIMENSIONS OF TEACHER'S ATTITUDES TOWARD INSTRUCTIONAL MEDIA.

ERIC Educational Resources Information Center

TOBIAS, SIGMUND

TEACHERS' RATINGS ON SIX 7-POINT SEMANTIC DIFFERENTIAL SCALES (GOOD-BAD, WORTHLESS-VALUABLE, FAIR-UNFAIR, MEANINGLESS-MEANINGFUL, WISE-FOOLISH, DISREPUTABLE-REPUTABLE) WERE OBTAINED FOR THE FOLLOWING TERMS--AUTOMATED INSTRUCTION, SELF-INSTRUCTIONAL PROGRAM, TEACHING MACHINE, MECHANIZED TUTOR, PROGRAMED TEST, PROGRAMED INSTRUCTION, TUTOR TEXT, WORK…

Computer Designed Instruction & Testing.

ERIC Educational Resources Information Center

New Mexico State Univ., Las Cruces.

Research findings on computer designed instruction and testing at the college level are discussed in 13 papers from the first Regional Conference on University Teaching at New Mexico State University. Titles and authors are as follows: "Don't Bother Me with Instructional Design, I'm Busy Programming! Suggestions for More Effective Educational…

Vocabulary Intervention for Kindergarten Students: Comparing Extended Instruction to Embedded Instruction and Incidental Exposure

ERIC Educational Resources Information Center

Coyne, Michael D.; McCoach, D. Betsy; Kapp, Sharon

2007-01-01

The purpose of the two studies reported in this article was to evaluate the effectiveness of extended vocabulary instruction during storybook reading with kindergarten students within a small-group intervention setting. Extended vocabulary instruction is characterized by explicit teaching that includes both contextual and definitional information,…

The Minicourse Instructional Model.

ERIC Educational Resources Information Center

Borg, Walter R.

This paper, originally presented with a film introduction to the minicourse model, overviews the development of a series of microteaching courses designed to train teachers the specific teaching skills necessary to function effectively in the teaching-learning situation. Advantages of the instructional sequence are noted: focus on specific…

Transforming information for computer-aided instruction: using a Socratic Dialogue method to teach gross anatomy.

PubMed Central

Constantinou, P.; Daane, S.; Dev, P.

1994-01-01

Traditional teaching of anatomy can be a difficult process of rote memorization. Computers allow information presentation to be much more dynamic, and interactive; the same information can be presented in multiple organizations. Using this idea, we have implemented a new pedagogy for computer-assisted instruction in The Anatomy Lesson, an interactive digital teacher which uses a "Socratic Dialogue" metaphor, as well as a textbook-like approach, to facilitate conceptual learning in anatomy. Images Figure 1 PMID:7949881

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

Facilitating Changes in College Teaching Practices: Instructional Reform, Identity Conflict and Professional Community in a K-20 Partnership

ERIC Educational Resources Information Center

Olitsky, Stacy

2015-01-01

In this paper, I explain variation in the adoption of student-centred teaching practices among college faculty members in a program designed to promote K-20 instructional reform. I analyze data from a qualitative study of a Math and Science Partnership in order to understand why some faculty members had undergone extensive changes to their…

Instructional decision making of high school science teachers

NASA Astrophysics Data System (ADS)

Carver, Jeffrey S.

The instructional decision-making processes of high school science teachers have not been well established in the literature. Several models for decision-making do exist in other teaching disciplines, business, computer game programming, nursing, and some fields of science. A model that incorporates differences in science teaching that is consistent with constructivist theory as opposed to conventional science teaching is useful in the current climate of standards-based instruction that includes an inquiry-based approach to teaching science. This study focuses on three aspects of the decision-making process. First, it defines what factors, both internal and external, influence high school science teacher decision-making. Second, those factors are analyzed further to determine what instructional decision-making processes are articulated or demonstrated by the participants. Third, by analyzing the types of decisions that are made in the classroom, the classroom learning environments established as a result of those instructional decisions are studied for similarities and differences between conventional and constructivist models. While the decision-making process for each of these teachers was not clearly articulated by the teachers themselves, the patterns that establish the process were clearly exhibited by the teachers. It was also clear that the classroom learning environments that were established were, at least in part, established as a result of the instructional decisions that were made in planning and implementation of instruction. Patterns of instructional decision-making were different for each teacher as a result of primary instructional goals that were different for each teacher. There were similarities between teachers who exhibited more constructivist epistemological tendencies as well as similarities between teachers who exhibited a more conventional epistemology. While the decisions that will result from these two camps may be different, the six step

Physics Instruction for Radiologic Technologists

ERIC Educational Resources Information Center

Chaney, Edward L.; And Others

1974-01-01

Discusses the Denver collaborative training program in radiologic technology with emphasis upon identification of core topics, preparation of quality instructional materials, and use of innovative teaching techniques, such as computer-assisted instruction and video tape presentations. Included is a 10-week course outline. (CC)

Library Instruction Programs; A Wisconsin Directory.

ERIC Educational Resources Information Center

Stoffle, Carla J., Ed.; Chernik, Suzanne, Ed.

Compiled from a survey by the Task Force on Instruction in Academic Libraries of the Wisconsin Association of Academic Librarians, this directory lists 62 institutions of higher education in Wisconsin which offer some form of instruction in library use. Schools are listed by instruction provided, teaching methods used, types of print and non-print…

Knowledge and Teaching

ERIC Educational Resources Information Center

Rata, Elizabeth

2017-01-01

The paper addresses a major fissure in the sociology of knowledge with respect to the theories of knowledge which inform teaching and learning. Instructional teaching, or "teaching knowledge to the child", is compared to facilitation teaching, the "teaching the child" approach to show the extent to which their differences are…

Technology Instructional Package Mediated Instruction and Senior Secondary School Students' Academic Performance in Biology Concepts

ERIC Educational Resources Information Center

Yaki, Akawo Angwal; Babagana, Mohammed

2016-01-01

The paper examined the effects of a Technological Instructional Package (TIP) on secondary school students' performance in biology. The study adopted a pre-test, post-test experimental control group design. The sample size of the study was 80 students from Minna metropolis, Niger state, Nigeria; the samples were randomly assigned into treatment…

Ethics instruction in the dental hygiene curriculum.

PubMed

Kacerik, Mark G; Prajer, Renee G; Conrad, Cynthia

2006-01-01

Dental hygiene ethics is an essential component of the dental hygiene curriculum. The accreditation standards for dental hygiene education state that graduates must be competent in applying ethical concepts to the provision and/or support of oral health care services. Although the standards for entry into the profession of dental hygiene emphasize the importance of ethical reasoning, there is little published research specific to ethics instruction in dental hygiene programs. The purpose of this study was to assess how ethics is taught in the dental hygiene curriculum. A 17-item survey was designed and distributed to 261 accredited dental hygiene programs in the United States for a response rate of 56% (N=147). The survey requested that participants provide information on teaching and evaluation methodologies, didactic and clinical hours of instruction, individuals responsible for providing instruction, and the degree of emphasis placed on ethics and integration of ethical reasoning within the dental hygiene curriculum. Results of the survey reflect that dental hygiene programs devote a mean of 20. hours to teaching dental hygiene ethics in the didactic component of the curriculum. With regard to the clinical component of the curriculum, 63% of respondents indicated that 10 or less hours are devoted to ethics instruction. These results show an increase in didactic hours of instruction from previous studies where the mean hours of instruction ranged from 7 to 11.7 hours. Results showed 64% of respondents offered a separate course in ethics; however, 82% of programs surveyed indicated that ethics was incorporated into one or more dental hygiene courses with 98% utilizing dental hygiene faculty to provide instruction. Most programs utilized a variety of instructional methods to teach ethics with the majority employing class discussion and lecture (99% and 97% respectively). The type of institution-technical college, community college, four-year university with a

Possible relationships between literacy-based instructional coaching and effects on high school teachers' self-efficacy and attitudes toward teaching reading in the content areas

NASA Astrophysics Data System (ADS)

Jacobs, Jessica Lynn

Grounded in the Theory of Self-Efficacy and the Theory of Reasoned Action, this quantitative, correlational study examined if participation in literacy-based instructional coaching (one-on-one, small group) predicted both high school teachers' self-efficacy as measured by the Teachers' Sense of Efficacy Scale and teachers' attitudes toward teaching reading in the content areas measured by the Scale to Measure Attitudes Toward Teaching Reading in Content Classrooms. This study utilized a convenience sample of content teachers from three high schools in Northeastern Pennsylvania participating in a literacy coaching initiative. The volunteer sample of teachers completed the Likert-type questionnaires. The study used hierarchical regression analysis to determine values for each block of the regression models. The study correlated instances of literacy-based instructional coaching (one-on-one, small group) with the scores on the SMATTRCC and the TSES to examine predictive validity. Gender, years of experience, and content area were control variables in this study. The results of the first model indicated that there was a significant relationship between the number of coaching instances and attitudes toward teaching reading in the content area with participation in instructional coaching accounting for 9.6% of the variance in scores on the SMATTRCC. The results of the second model indicated that there was a significant relationship between the number of coaching instances and teachers' self-efficacy with participation in instructional coaching accounting for 6.1% of the variance in scores on the TSES.

On the Practice Architectures of Instructional Leadership

ERIC Educational Resources Information Center

Salo, Petri; Nylund, Jan; Stjernstrøm, Else

2015-01-01

This paper explores the concept of instructional leadership and principals' perceptions of the practices of instructional leadership. Despite the emphasis on the effects of school leadership regarding teaching practices and learning outcomes, research on direct instructional leadership is scarce. It is focused either on identifying overall…

Instructional Analysis for Health Occupations.

ERIC Educational Resources Information Center

East Texas State Univ., Commerce. Occupational Curriculum Lab.

This instructional analysis centers on identifying the skills, related knowledge, teacher activities, and student activities that are central to teaching various topics included in the core curriculum for health occupations courses. Addressed in the volume are the following instructional areas: first aid; medical terminology; medical asepsis;…

PROGRAMMED INSTRUCTION AND TEACHING MACHINES IN SCHOOLS OF DEVELOPING COUNTRIES AND TECHNOLOGY IN EDUCATION--PAST, PRESENT, AND FUTURE.

ERIC Educational Resources Information Center

SPAULDING, SETH

IN THE FIRST PART OF THE DOCUMENT, RESULTS OF GROUP DISCUSSIONS ON THE USE OF PROGRAMED INSTRUCTION (PI) AND TEACHING MACHINES IN DEVELOPING COUNTRIES ARE SUMMARIZED, EMPHASIZING (1) PROBLEMS OF DEVELOPING NATIONS, (2) QUESTIONS ON PI METHODS AND MATERIALS, AND (3) STRATEGIES FOR THE INTRODUCTION OF PI. THE SECOND PART OF THE DOCUMENT IS AN ESSAY…

Self-instruction: An analysis of the differential effects of instruction and reinforcement

PubMed Central

Roberts, Richard N.; Nelson, Rosemery O.; Olson, Terry W.

1987-01-01

This study investigated the impact of training 9 first- and second-grade children to use a full self-instructional regimen, and then differentially reinforced the use of self-instruction only, accuracy only, or both self-instruction and accuracy. Three comparison children received no training in self-instruction and were reinforced for accuracy only. Children improved dramatically in academic accuracy subsequent to self-instructional training, independent of the use of self-instruction and of the specific behavior consequated. Children who were reinforced for using self-instruction did use self-instruction, and those who were not, did not. Comparison group children showed little improvement until training in problem-solving strategies was given after 9 days of reinforcement for accuracy. Self-instructional training is discussed as one type of event that increases the likelihood of accurate performance. Its effectiveness may be explained in terms of a teaching strategy rather than in terms of modifying cognitive processes. PMID:16795700

Using Stimulus Equivalence-Based Instruction to Teach Graduate Students in Applied Behavior Analysis to Interpret Operant Functions of Behavior

ERIC Educational Resources Information Center

Albright, Leif; Schnell, Lauren; Reeve, Kenneth F.; Sidener, Tina M.

2016-01-01

Stimulus equivalence-based instruction (EBI) was used to teach four, 4-member classes representing functions of behavior to ten graduate students. The classes represented behavior maintained by attention (Class 1), escape (Class 2), access to tangibles (Class 3), and automatic reinforcement (Class 4). Stimuli within each class consisted of a…

Behaviors of Students and Teachers in the Command, Practice, and Inclusion Styles of Teaching: Instruction, Feedback, and Activity Level

ERIC Educational Resources Information Center

Byra, Mark; Sanchez, Beth; Wallhead, Tristan

2014-01-01

Validating selected theoretical assumptions associated with the Spectrum of Teaching Styles is critical to the pursuit of knowledge about effective instructional strategies. To assess these styles, a total of 77 college-aged students at one university enrolled in four physical activity classes and participated in three 50-minute lessons with…

Using Web-Based Instruction to Teach Music Theory in the Piano Studio: Defining, Designing, and Implementing an Integrative Approach

ERIC Educational Resources Information Center

Carney, Robert D.

2010-01-01

This dissertation rationalizes the best use of Web-based instruction (WBI) for teaching music theory to private piano students in the later primary grades. It uses an integrative research methodology for defining, designing, and implementing a curriculum that includes WBI. Research from the fields of music education, educational technology,…

What Are Successful Teaching Methods for Teaching French to First Graders?

ERIC Educational Resources Information Center

Williamson, Cassandra Wellington

This paper is about successful teaching methods for foreign language instruction in the primary grades, with emphasis on French in first grade. One teacher drew on the literature of elementary school second language instruction, and personal experience and ideas to develop a six-lesson instructional unit for first grade French instruction at Cale…

Explicit Instructional Interactions: Observed Stability and Predictive Validity during Early Literacy and Beginning Mathematics Instruction

ERIC Educational Resources Information Center

Doabler, Christian T.; Nelson-Walker, Nancy; Kosty, Derek; Baker, Scott K.; Smolkowski, Keith; Fien, Hank

2013-01-01

In this study, the authors conceptualize teaching episodes such as an integrated set of observable student-teacher interactions. Instructional interactions that take place between teachers and students around critical academic content are a defining characteristic of classroom instruction and a component carefully defined in many education…

Checking the Grammar Checker: Integrating Grammar Instruction with Writing.

ERIC Educational Resources Information Center

McAlexander, Patricia J.

2000-01-01

Notes Rei Noguchi's recommendation of integrating grammar instruction with writing instruction and teaching only the most vital terms and the most frequently made errors. Presents a project that provides a review of the grammar lessons, applies many grammar rules specifically to the students' writing, and teaches students the effective use of the…

Establishing Computer-Assisted Instruction to Teach Academics to Students with Autism as an Evidence-Based Practice.

PubMed

Root, Jenny R; Stevenson, Bradley S; Davis, Luann Ley; Geddes-Hall, Jennifer; Test, David W

2017-02-01

Computer-assisted instruction (CAI) is growing in popularity and has demonstrated positive effects for students with disabilities, including those with autism spectrum disorder (ASD). In this review, criteria for group experimental and single case studies were used to determine quality (Horner et al., Exceptional Children 71:165-179, 2005; Gersten et al., Exceptional Children 71:149-164, 2005; National Technical Assistance Center on Transition Center 2015). Included studies of high and adequate quality were further analyzed in terms of content, context, and specific instructional practices. Based on the NTACT criteria, this systematic review has established CAI as an evidence-based practice for teaching academics to students with ASD with support from 10 single-case and two group design studies of high or adequate quality. Suggestions for future research and implications for practice are discussed.

Using equivalence-based instruction to teach piano skills to college students.

PubMed

Griffith, Kristin R; Ramos, Amber L; Hill, Kelli E; Miguel, Caio F

2018-04-01

The purpose of the current study was to evaluate the effects of equivalence-based instruction (EBI) on the emergence of basic music reading and piano playing skills. Six female college students learned to identify three musical chord notations given their respective dictated names. Participants also learned to play chords on the piano following the dictated name of the chord, and to play the chords to a song on a keyboard. Results are consistent with past research, in that stimuli became substitutable for each other and acquired a common behavioral function. Data suggest that EBI was an effective and efficient procedure to teach adults to read musical notation, as well as play chords and a song on a piano keyboard. © 2018 Society for the Experimental Analysis of Behavior.

A Typology of FL Education with Particular Emphasis on Compensatory and Individualized Instruction.

ERIC Educational Resources Information Center

Jakobovits, Leon A.

A comparative analysis of foreign language teaching methods considered within the framework of the author's EBTA Cube (Eight Basic Approaches to Teaching) contrasts methods of instruction in three categories: (1) non-programed versus programed instruction, (2) mass versus individualized instruction, and (3) traditional versus compensatory…

Absolute and Relative Measures of Instructional Sensitivity

ERIC Educational Resources Information Center

Naumann, Alexander; Hartig, Johannes; Hochweber, Jan

2017-01-01

Valid inferences on teaching drawn from students' test scores require that tests are sensitive to the instruction students received in class. Accordingly, measures of the test items' instructional sensitivity provide empirical support for validity claims about inferences on instruction. In the present study, we first introduce the concepts of…

Instructional Cost Analysis: History and Present Inadequacies.

ERIC Educational Resources Information Center

Humphrey, David A.

The cost analysis of instruction is conducted according to principles of teaching and learning that have often become historically dated. Using today's costing systems prevents determination of whether cost effectiveness actually exists. The patterns of instruction in higher education and the systems employed for instructional cost analysis are…

Study of the 5E Instructional Model to Improve the Instructional Design Process of Novice Teachers

ERIC Educational Resources Information Center

Hu, Jiuhua; Gao, Chong; Liu, Yang

2017-01-01

This study investigated the effects of 5E instructional model on the teaching processes of novice teachers. First, we conducted a teaching design training project based on the 5E model for 40 novice teachers, and compared pre-texts of the teachers' teaching process from before the training with post-texts obtained immediately following the…

Tips for using mobile audience response systems in medical education

PubMed Central

Gousseau, Michael; Sommerfeld, Connor; Gooi, Adrian

2016-01-01

Background With growing evidence on the benefits of active learning, audience response systems (ARSs) have been increasingly used in conferences, business, and education. With the introduction of mobile ARS as an alternative to physical clickers, there are increasing opportunities to use this tool to improve interactivity in medical education. Aim The aim of this study is to provide strategies on using mobile ARS in medical education by discussing steps for implementation and pitfalls to avoid. Method The tips presented reflect our commentary of the literature and our experiences using mobile ARS in medical education. Results This article offers specific strategies for the preparation, implementation, and assessment of medical education teaching sessions using mobile ARS. Conclusion We hope these tips will help instructors use mobile ARS as a tool to improve student interaction, teaching effectiveness, and participant enjoyment in medical education. PMID:27942242

PROGRAMMED INSTRUCTION AND LANGUAGE LEARNING.

ERIC Educational Resources Information Center

LUELSDORFF, PHILIP A.

PROGRAMED INSTRUCTION, A TEACHING METHOD WHICH INCORPORATES (1) A DETAILED SPECIFICATION OF TERMINAL BEHAVIOR, (2) A CAREFUL SEQUENCING OF THE MATERIAL INTO GRADED STEPS, AND (3) THE REINFORCEMENT OF STUDENT RESPONSE, WORKS MORE FAVORABLY IN CERTAIN INSTRUCTIONAL MEDIA THAN IN OTHERS. CARROLL AND SKINNER BELIEVE THAT SUCCESS IN PROGRAMED…

Planning Guide for Instructional Computing.

ERIC Educational Resources Information Center

League for Innovation in the Community Coll., Laguna Hills, CA.

Designed to assist academic administrators at community colleges in developing strategies for the application of computers to teaching and learning, this guide provides background information and recommendations for the design and implementation of an instructional computing plan. Chapter 1 examines computers as a topic of instruction, as a medium…

BASIC Instructional Program: System Documentation.

ERIC Educational Resources Information Center

Dageforde, Mary L.

This report documents the BASIC Instructional Program (BIP), a "hands-on laboratory" that teaches elementary programming in the BASIC language, as implemented in the MAINSAIL language, a machine-independent revision of SAIL which should facilitate implementation of BIP on other computing systems. Eight instructional modules which make up…

Twelve tips for creating an academic teaching portfolio.

PubMed

Little-Wienert, Kim; Mazziotti, Mark

2018-01-01

An academic teaching portfolio is not only a requirement at many academic teaching institutions, but it is also important in a medical educator's growth and development through documentation, reflection, evaluation, and change. Creating an academic portfolio may appear daunting at first but with careful advanced preparation, organized evidence collection of your educational work, proof of scholarship, and thorough documentation of self-reflection and change, you can produce a successful product that accurately represents your educational beliefs, accomplishments, and growth throughout your career. This article provides medical educators with twelve steps for creating a successful academic teaching portfolio.

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…

Effects of Computer-Assisted Instruction on Students' Knowledge of the Self-Determined Learning Model of Instruction and Disruptive Behavior

ERIC Educational Resources Information Center

Mazzotti, Valerie L.; Wood, Charles L.; Test, David W.; Fowler, Catherine H.

2012-01-01

Instruction about goal setting can increase students' self-determination and reduce problem behavior. Computer-assisted instruction could offer teachers another format for teaching goal setting and self-determination. This study used a multiple probes across participants design to examine the effects of computer-assisted instruction on students'…

"Is This What You're Talking About?": Identity Negotiation in International Teaching Assistants' Instructional Interactions with U.S. College Students

ERIC Educational Resources Information Center

Chiang, Shiao-Yun

2016-01-01

The instructional performance of international teaching assistants (ITA) in U.S. universities is generally considered as problematic due to linguistic and cultural differences in existing studies. Drawing on interactional sociolinguistics, conversation analysis, and positioning theory, this study aims to find out how ITAs are juxtaposed between…

The extent to which Latina/o preservice teachers demonstrate culturally responsive teaching practices during science and mathematics instruction

NASA Astrophysics Data System (ADS)

Hernandez, Cecilia M.

2011-12-01

Complex social, racial, economic, and political issues involved in the practice of teaching today require beginning teachers to be informed, skilled, and culturally responsive when entering the classroom. Teacher educators must educate future teachers in ways that will help them teach all children regardless of language, cultural background, or prior knowledge. The purpose of this study was to explore the extent to which culturally and linguistically diverse (CLD) novice teachers described and demonstrated culturally responsive teaching strategies using their students' cultural and academic profiles to inform practice in science and mathematics instruction. This qualitative exploratory case study considered the culturally responsive teaching practices of 12, non-traditional, Latina/o students as they progressed through a distance-based collaborative teacher education program. Qualitative techniques used throughout this exploratory case study investigated cultural responsiveness of these student teachers as they demonstrated their abilities to: a) integrate content and facilitate knowledge construction; b) illustrate social justice and prejudice reduction; and c) develop students academically. In conclusion, student teachers participating in this study demonstrated their ability to integrate content by: (1) including content from other cultures, (2) building positive teacher-student relationships, and (3) holding high expectations for all students. They also demonstrated their ability to facilitate knowledge construction by building on what students knew. Since there is not sufficient data to support the student teachers' abilities to assist students in learning to be critical, independent thinkers who are open to other ways of knowing, no conclusions regarding this subcategory could be drawn. Student teachers in this study illustrated prejudice reduction by: (1) using native language support to assist students in learning and understanding science and math content

The Effect of Curriculum-Generated Play Instruction on the Mathematics Teaching Efficacies of Early Childhood Education Pre-Service Teachers

ERIC Educational Resources Information Center

Sancar-Tokmak, Hatice

2015-01-01

This study aimed to investigate the effect of curriculum-generated play instruction on the mathematics teaching efficacy of early childhood education pre-service teachers. The study used a one group pre-test/post-test experimental research design, supported by a qualitative approach. The participants of the study consisted of 35 pre-service…

Teachers' Perceptions of Strategy Based Reading Instruction for Reading Comprehension

ERIC Educational Resources Information Center

Gibson, Katherine D.

2009-01-01

Strategy based reading instruction helps teachers differentiate the teaching of reading. It also supports many types of readers by explicitly teaching and modeling reading comprehension strategies. The purpose of this study is to explore the effectiveness of strategy based reading instruction for improving student reading comprehension. …

Instruction in high schools: the evidence and the challenge.

PubMed

Corcoran, Tom; Silander, Megan

2009-01-01

The combined effects of standards-based reforms and accountability demands arising from recent technological and economic changes, say Tom Corcoran and Megan Silander, are requiring high schools to accomplish something they have never been required to do-ensure that substantially all students achieve at a relatively high level. Meeting that challenge, say the authors, will require high schools to improve the effectiveness of their core technology-instruction. The authors first examine how organizational structures affect instruction. Most high schools, they say, organize instruction by subject or discipline, thus encouraging an isolated and independent approach to teaching rather than one in which teachers are guided by a shared vision or goals. Many schools have focused on increasing teacher collaboration, often through teaming, interdisciplinary teaching, or professional learning communities. Citing limited evidence that these reforms improve instruction and learning, Corcoran and Silander urge researchers to examine whether the changes help schools implement specific instructional reforms and support sustained efforts to improve instruction. Next the authors explore the effects on student learning of instructional strategies such as interdisciplinary teaching, cooperative learning, project-based learning, adaptive instruction, inquiry, and dialogic teaching. The evidence suggests the power of well-designed student grouping strategies, of allowing students to express their ideas and questions, and of offering students challenging tasks. But, the authors say, less than half of American high school students report working in groups, and little class time is devoted to student-centered discussions. The authors conclude that schools should promote the use of proven instructional practices. In addition, teachers should systematically monitor how students vary in what they are learning and adapt their instruction in response to students' progress and needs, in the

Educators' Preparation to Teach, Perceived Teaching Presence, and Perceived Teaching Presence Behaviors in Blended and Online Learning Environments

ERIC Educational Resources Information Center

Gurley, Lisa E.

2018-01-01

Teaching in blended and online learning environments requires different pedagogical approaches than teaching in face-to-face learning environments. How educators are prepared to teach potentially impacts the quality of instruction provided in blended and online learning courses. Teaching presence is essential to achieving student learning…

The Effectiveness of Instruction-Oriented Hypertext Systems Compared to Direct Instruction in E-Learning Environments

ERIC Educational Resources Information Center

Barhoumi, Chokri; Rossi, Pier Giuseppe

2013-01-01

The use of hypertext systems for learning and teaching complex and ill-structured domain of knowledge has been attracting attention in design of instruction. In this context, an experimental research has been conducted to explore the effectiveness of instructional design oriented hypertext systems. Cognitive flexibility hypertext theory is…

Schema-Based Instruction on Learning English Polysemous Words: Effects of Instruction and Learners' Perceptions

ERIC Educational Resources Information Center

Mitsugi, Makoto

2017-01-01

The purpose of this study is to investigate the effectiveness of two instruction methods for teaching polysemous English prepositions ("at, in, on") and to explore learners' perception on learning tools used in the instruction when learning polysemous words. The first study investigated the effectiveness of schema-based instruction…

Multiple Representation Instruction First versus Traditional Algorithmic Instruction First: Impact in Middle School Mathematics Classrooms

ERIC Educational Resources Information Center

Flores, Raymond; Koontz, Esther; Inan, Fethi A.; Alagic, Mara

2015-01-01

This study examined the impact of the order of two teaching approaches on students' abilities and on-task behaviors while learning how to solve percentage problems. Two treatment groups were compared. MR first received multiple representation instruction followed by traditional algorithmic instruction and TA first received these teaching…

Teaching and Learning Geometry in Drama Based Instruction

ERIC Educational Resources Information Center

Ubuz, Behiye; Duatepe-Paksu, Asuman

2016-01-01

This paper explains what drama-based instruction is and offers insights into the phases in drama-based instruction. Further, examples of drama-based lessons in geometry related to ring and circle, and altitude of a triangle together with the teacher and students perceptions related to the strengths and limitations of drama based instruction in…

Social Media Tips to Enhance Medical Education.

PubMed

Shah, Vikas; Kotsenas, Amy L

2017-06-01

In this article, we describe how social media can supplement traditional education, articulate the advantages and disadvantages of various social media platforms for both teachers and learners, discuss best practices to maintain confidentiality of protected health information, and provide tips for implementing social media-based teaching into the training curriculum. Copyright © 2017 The Association of University Radiologists. All rights reserved.

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…

A Comparison of Video Modeling, Text-Based Instruction, and No Instruction for Creating Multiple Baseline Graphs in Microsoft Excel

ERIC Educational Resources Information Center

Tyner, Bryan C.; Fienup, Daniel M.

2015-01-01

Graphing is socially significant for behavior analysts; however, graphing can be difficult to learn. Video modeling (VM) may be a useful instructional method but lacks evidence for effective teaching of computer skills. A between-groups design compared the effects of VM, text-based instruction, and no instruction on graphing performance.…

Virtual science instructional strategies: A set of actual practices as perceived by secondary science educators

NASA Astrophysics Data System (ADS)

Gillette, Tammy J.

2009-12-01

The purpose of this proposed research study was to identify actual teaching practices/instructional strategies for online science courses. The identification of these teaching practices/instructional strategies could be used to compile a set of teaching practices/instructional strategies for virtual high school and online academy science instructors. This study could assist online science instructors by determining which teaching practices/instructional strategies were preferred for the online teaching environment. The literature reviewed the role of online and face-to-face instructional strategies, then discussed and elaborated on the science instructional strategies used by teachers, specifically at the secondary level. The current literature did not reflect an integration of these areas of study. Therefore, the connectedness of these two types of instructional strategies and the creation of a set of preferred instructional practices for online science instruction was deemed necessary. For the purpose of this study, the researcher designed a survey for face-to-face and online teachers to identify preferred teaching practices, instructional strategies, and types of technology used when teaching high school science students. The survey also requested demographic data information from the faculty members, including years of experience, subject(s) taught, and whether the teacher taught in a traditional classroom or online, to determine if any of those elements affect differences in faculty perceptions with regard to the questions under investigation. The findings from the current study added to the literature by demonstrating the differences and the similarities that exist between online and face-to-face instruction. Both forms of instruction tend to rely on student-centered approaches to teaching. There were many skills that were similar in that both types of instructors tend to focus on implementing the scientific method. The primary difference is the use of

Forces and Issues Related to Curriculum and Instruction, K-6

ERIC Educational Resources Information Center

DeVault, M. Vere; Weaver, J. Fred

1970-01-01

Traces the development of elementary mathematics curriculum and instruction from colonial times to the present. Each section emphasizes four major issues: Why teach mathematics? What mathematics should be taught? How should the mathematics we teach be organized? How should we organize and implement instruction? Also included are several items…

Instructional Development for Early Career Academics: An Overview of Impact

ERIC Educational Resources Information Center

Stes, Ann; Van Petegem, Peter

2011-01-01

Background: Over the past decades, the issue of improving teaching in higher education has been seriously addressed. Centres for instructional development, aimed at enhancing teaching, have been set up in many countries. Instructional development for early career academics is perceived to be of particular importance. Given the considerable…

Quality of Instruction Improved by Evaluation and Consultation of Instructors

ERIC Educational Resources Information Center

Rindermann, Heiner; Kohler, Jurgen; Meisenberg, Gerhard

2007-01-01

One aim of student evaluation of instruction is the improvement of teaching quality, but there is little evidence that student assessment of instruction alone improves teaching. This study tried to improve the effects of evaluation by combining evaluation with individual counselling in an institutional development approach. Evaluation was…

Evaluation of the tip-bending response in clinically used endoscopes.

PubMed

Rozeboom, Esther D; Reilink, Rob; Schwartz, Matthijs P; Fockens, Paul; Broeders, Ivo A M J

2016-04-01

Endoscopic interventions require accurate and precise control of the endoscope tip. The endoscope tip response depends on a cable pulling system, which is known to deliver a significantly nonlinear response that eventually reduces control. It is unknown whether the current technique of endoscope tip control is adequate for a future of high precision procedures, steerable accessories, and add-on robotics. The aim of this study was to determine the status of the tip response of endoscopes used in clinical practice. We evaluated 20 flexible colonoscopes and five gastroscopes, used in the endoscopy departments of a Dutch university hospital and two Dutch teaching hospitals, in a bench top setup. First, maximal tip bending was determined manually. Next, the endoscope navigation wheels were rotated individually in a motor setup. Tip angulation was recorded with a USB camera. Cable slackness was derived from the resulting hysteresis plot. Only two of the 20 colonoscopes (10 %) and none of the five gastroscopes reached the maximal tip angulation specified by the manufacturer. Four colonoscopes (20 %) and none of the gastroscopes demonstrated the recommended cable tension. Eight colonoscopes (40 %) had undergone a maintenance check 1 month before the measurements were made. The tip responses of these eight colonoscopies did not differ significantly from the tip responses of the other colonoscopes. This study suggests that the majority of clinically used endoscopes are not optimally tuned to reach maximal bending angles and demonstrate adequate tip responses. We suggest a brief check before procedures to predict difficulties with bending angles and tip responses.

The science knowledge, conceptions of the nature of science, attitudes about teaching science, and science instructional strategies of bilingual and English-only elementary teachers

NASA Astrophysics Data System (ADS)

Alegria, Adelina Victoria

The goal of this study was to explore bilingual and English-only elementary teachers' science knowledge, their conceptions of the nature of science, their attitudes about teaching science, and their self-reported science instructional skills. In this study, a bilingual teacher was defined as a teacher who provides instruction in Spanish and English in core academic subjects and has completed and/or is completing a bilingual certification program. An English-only teacher was defined as a monolingual teacher that only speaks and instructs in English. The principal questions guiding this dissertation investigation were the following: How do bilingual elementary teachers differ from English-only elementary teachers in (a) their science knowledge, (b) their conceptions of the nature of science, (c) their attitude about teaching science, and (d) their self-reported science instructional skills? This dissertation study is a component of a three-year long Eisenhower Project granted to Hueneme School District and the University of California, Santa Barbara Southcoast Science Project. While the Project will last three years (1997--2000), this dissertation study was developed to answer only a subset of questions of the entire project and data was collected in 1998. The research design for this study consisted of a self-administered questionnaire that was given to Hueneme School District elementary teachers that teach science and was developed by reviewing the relevant literature about teachers' science knowledge, their conceptions of the nature of science, their attitudes about teaching science, and the instructional strategies that support science learning. The findings showed that both the bilingual and the English-only respondents demonstrated a similar science knowledge base, which is suggested, by this researcher, to be limited. That both bilingual and English-only teacher respondents demonstrated similar positive attitudes about teaching science and both reported making

Nasal tip plasty: the delivery approach revisited.

PubMed

Xavier, Rui

2013-02-01

The delivery approach, though very appropriate for remodeling the tip of the nose, has been overlooked in recent years and has often been passed over for the open approach. One reason for this is the intercartilaginous incision used for the delivery approach, which may cause scarring at the nasal valve area, leading to postoperative functional obstruction of the nose. The delivery of the alar cartilages is another negative, as this maneuver will disrupt the collagen fibers that attach the upper lateral cartilages to the cephalic margin of the alar cartilages, leading to a weakening of the tip's support. We propose a modification to the traditional delivery approach by using a transcartilaginous instead of an intercartilaginous incision to prevent damage to the valve area. We also suggest taking advantage of the interference to the tip's support caused by the disruption of the collagen fibers of the scroll area. The purpose of this article is to describe this modification of the delivery approach and to emphasize the advantages that this controlled interference to the tip's support may have in selected cases. This journal requires that authors assign a level of evidence to each article. For a full description of these Evidence-Based Medicine ratings, please refer to the Table of Contents or the online Instructions to Authors www.springer.com/00266 .

Using Technology and Instructional E-Material among Technical Teacher and Student into Teaching and Learning: A Qualitative Case Study

ERIC Educational Resources Information Center

Hashim, Mohamad Hisyam Mohd.

2015-01-01

The development of instructional electronic material or e-material for electrical and electronic studies was developed by many companies and institutions. However, the quality of the designed and the potentiality to use as a tool in teaching and learning is still doubtful. For this reason, the aim of this research was to understand the using…

Cognitive Apprenticeship as an Instructional Strategy for Solving Corporate Training Challenges

ERIC Educational Resources Information Center

Chan, Peter; Miller, Ronald; Monroe, Eula

2009-01-01

Cognitive apprenticeship is a teaching approach proponed by social constructivist educators that scaffolds upon students' "zones of proximal development" in authentic situations. It is an effective approach used by teachers of instructional technology when teaching student practitioners. Nevertheless, implementation of instructional design…

Teaching Beginning Chess Skills to Students with Disabilities.

ERIC Educational Resources Information Center

Storey, Keith

2000-01-01

This article discusses teaching higher-level thinking skills and concentration to students with disabilities through chess instruction. Guidelines for chess instruction are provided, including: teaching ideas and strategy first rather than specific lines of play, using a variety of instructional modalities, and building in reinforcement for…

Why Teach Spelling?

ERIC Educational Resources Information Center

Reed, Deborah K.

2012-01-01

This resource is a compilation of three documents that support the teaching of spelling in today's schools: a discussion of "Why Spelling Instruction Matters", a checklist for evaluating a spelling program, and tables of Common Core State Standards that are linked to spelling instruction. "Why Spelling Instruction Matters"…

Research on teaching methods.

PubMed

Oermann, M H

1990-01-01

Research on teaching methods in nursing education was categorized into studies on media, CAI, and other nontraditional instructional strategies. While the research differed, some generalizations may be made from the findings. Multimedia, whether it is used for individual or group instruction, is at least as effective as traditional instruction (lecture and lecture-discussion) in promoting cognitive learning, retention of knowledge, and performance. Further study is needed to identify variables that may influence learning and retention. While learner attitudes toward mediated instruction tended to be positive, investigators failed to control for the effect of novelty. Control over intervening variables was lacking in the majority of studies as well. Research indicated that CAI is as effective as other teaching methods in terms of knowledge gain and retention. Attitudes toward CAI tended to be favorable, with similar problems in measurement as those evidenced in studies of media. Chang (1986) also recommends that future research examine the impact of computer-video interactive instruction on students, faculty, and settings. Research is needed on experimental teaching methods, strategies for teaching problem solving and clinical judgment, and ways of improving the traditional lecture and discussion. Limited research in these areas makes generalizations impossible. There is a particular need for research on how to teach students the diagnostic reasoning process and encourage critical thinking, both in terms of appropriate teaching methods and the way in which those strategies should be used. It is interesting that few researchers studied lecture and lecture-discussion except as comparable teaching methods for research on other strategies. Additional research questions may be generated on lecture and discussion in relation to promoting concept learning, an understanding of nursing and other theories, transfer of knowledge, and development of cognitive skills. Few

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,…

Innovations in teaching plant pathology.

PubMed

Schumann, G L

2003-01-01

The teaching environment for plant pathology is changing in both positive and negative ways. Teaching expectations are increasing and resources are decreasing, but recent educational research and instructional technology offer new approaches to meet these challenges. Plant pathologists are teaching courses that may attract new students to the discipline or at least improve agricultural awareness. The Internet offers rapid access to information and images for both students and instructors. Instructional technology provides new tools for classroom presentations, communication with students, reaching new audiences, and distance learning, but using these new tools to enhance learning requires skilled and creative instructors. In the past, many plant pathology instructors worked in relative isolation, but new communication technologies and publishing opportunities for teaching scholarship should improve the sharing of instructional resources and methods.

Self-instructional "virtual pathology" laboratories using web-based technology enhance medical school teaching of pathology.

PubMed

Marchevsky, Alberto M; Relan, Anju; Baillie, Susan

2003-05-01

Second-year medical students have traditionally been taught pulmonary pathophysiology at the University of California-Los Angeles (UCLA) School of Medicine using lectures, discussion groups, and laboratory sessions. Since 1998, the laboratory sessions have been replaced by 4 interactive, self-instructional sessions using web-based technology and case-based instruction. This article addresses nature of transformation that occurred from within the course in response to the infusion of new technologies. The vast majority of the course content has been digitized and incorporated into the website of the Pathophysiology of Disease course. The teaching histological slides have been photographed digitally and organized into "cases" with clinical information, digital images and text, and audio descriptions. The students study the materials from these cases at their own pace in 2 "virtual pathology" laboratory, with a few instructors supervising the on-site sessions. The students discuss additional cases available on the website in 2 other laboratory sessions supervised by a pulmonologist and a pathologist. Marked improvement in student participation and satisfaction was seen with the use of web-based instruction. Attendance at laboratory sessions, where the students had previously been required to bring their own microscopes to study histological slides at their own pace, increased from approximately 30% to 40% of the class in previous years to almost 100%. Satisfaction surveys showed progressive improvement over the past 4 years, as various suggestions were implemented. The value of web-based instruction of pathology at the UCLA School of Medicine is discussed.

"DI Days:" Differentiating Instruction through Student Choice. Classroom Tips

ERIC Educational Resources Information Center

Hammond, Donald J.

2011-01-01

To better meet the needs of the author's high school students, who have a variety of abilities, interests and engagement levels, he often differentiates instruction through the use of "DI Days." On these days, students use a choice board to select from a wide range of activities offered in learning centers. Each center offers content-focused…

Tips for Working with ADHD Students of All Ages.

ERIC Educational Resources Information Center

Robelia, Beth

1997-01-01

Tips for working with students who have attention deficit hyperactivity disorder include putting them in charge of something, providing structure, giving feedback, using logical consequences for unwanted behavior, being patient, teaching in novel ways, helping them with their gear, pairing them with another student, allowing blow-out time, and…

Nine Instructional Exercises to Teach Silence.

ERIC Educational Resources Information Center

Crocker, Jim

1980-01-01

Outlines some recent theoretical discussions of silence as communication. Describes nine exercises the speech communication instructor can use to teach silence and shows which specific function of silence each exercise teaches. (JMF)

The Effects of Video Modeling with Voiceover Instruction on Accurate Implementation of Discrete-Trial Instruction

ERIC Educational Resources Information Center

Vladescu, Jason C.; Carroll, Regina; Paden, Amber; Kodak, Tiffany M.

2012-01-01

The present study replicates and extends previous research on the use of video modeling (VM) with voiceover instruction to train staff to implement discrete-trial instruction (DTI). After staff trainees reached the mastery criterion when teaching an adult confederate with VM, they taught a child with a developmental disability using DTI. The…

A comparison of video modeling, text-based instruction, and no instruction for creating multiple baseline graphs in Microsoft Excel.

PubMed

Tyner, Bryan C; Fienup, Daniel M

2015-09-01

Graphing is socially significant for behavior analysts; however, graphing can be difficult to learn. Video modeling (VM) may be a useful instructional method but lacks evidence for effective teaching of computer skills. A between-groups design compared the effects of VM, text-based instruction, and no instruction on graphing performance. Participants who used VM constructed graphs significantly faster and with fewer errors than those who used text-based instruction or no instruction. Implications for instruction are discussed. © Society for the Experimental Analysis of Behavior.

Comparative Outcomes of Two Instructional Models for Students with Learning Disabilities: Inclusion with Co-Teaching and Solo-Taught Special Education

ERIC Educational Resources Information Center

Tremblay, Philippe

2013-01-01

We compared two instructional models (co-teaching inclusion and solo-taught special education) for students with learning disabilities (LD) with regard to their effect on academic achievement and class attendance. Twelve inclusive classes (experimental group) and 13 special education classes (control group) participated in the study. In grade 1,…

A novel teaching system for industrial robots.

PubMed

Lin, Hsien-I; Lin, Yu-Hsiang

2014-03-27

The most important tool for controlling an industrial robotic arm is a teach pendant, which controls the robotic arm movement in work spaces and accomplishes teaching tasks. A good teaching tool should be easy to operate and can complete teaching tasks rapidly and effortlessly. In this study, a new teaching system is proposed for enabling users to operate robotic arms and accomplish teaching tasks easily. The proposed teaching system consists of the teach pen, optical markers on the pen, a motion capture system, and the pen tip estimation algorithm. With the marker positions captured by the motion capture system, the pose of the teach pen is accurately calculated by the pen tip algorithm and used to control the robot tool frame. In addition, Fitts' Law is adopted to verify the usefulness of this new system, and the results show that the system provides high accuracy, excellent operation performance, and a stable error rate. In addition, the system maintains superior performance, even when users work on platforms with different inclination angles.

A Novel Teaching System for Industrial Robots

PubMed Central

Lin, Hsien-I; Lin, Yu-Hsiang

2014-01-01

The most important tool for controlling an industrial robotic arm is a teach pendant, which controls the robotic arm movement in work spaces and accomplishes teaching tasks. A good teaching tool should be easy to operate and can complete teaching tasks rapidly and effortlessly. In this study, a new teaching system is proposed for enabling users to operate robotic arms and accomplish teaching tasks easily. The proposed teaching system consists of the teach pen, optical markers on the pen, a motion capture system, and the pen tip estimation algorithm. With the marker positions captured by the motion capture system, the pose of the teach pen is accurately calculated by the pen tip algorithm and used to control the robot tool frame. In addition, Fitts' Law is adopted to verify the usefulness of this new system, and the results show that the system provides high accuracy, excellent operation performance, and a stable error rate. In addition, the system maintains superior performance, even when users work on platforms with different inclination angles. PMID:24681669

Long-Term Retention after Self-Instructional Methods.

ERIC Educational Resources Information Center

Puskas, Jane C.; And Others

1992-01-01

A study of the effectiveness of self-instructional booklets and computer software for teaching dental students endodontic diagnosis found that the self-teaching method may be as effective as traditional lectures in teaching concepts central to development of clinical decision-making skills. Sampling difficulties created problems in assessment of…

Case-Based Instructional Practices: A Multiple-Case Study from Torts, Marketing, and Online Instructional Design Classes

ERIC Educational Resources Information Center

Jung, Ji yoon

2017-01-01

The purpose of this study is to provide a comprehensive account on case-based instructional practices. Semester-long participant observation records in torts, marketing, and online instructional design classes, instructor interviews, course syllabi and teaching materials were used to describe the within-class complexity of the practices in terms…

Teaching American History: Structured Inquiry Approaches. SSEC Publication No. 185.

ERIC Educational Resources Information Center

Linden, Glenn M., Ed.; Downey, Matthew T., Ed.

This paper is one of a series of ERIC/ChESS publications intended to give practical tips on teaching various topics and disciplines in the precollege social studies curriculum. The tips offered in this publication, written by seven authors, are intended to help teacheres deal with both content and teaching strategies in American history. Each of…

Direct Vocabulary Instruction in Preschool: A Comparison of Extended Instruction, Embedded Instruction, and Incidental Exposure

ERIC Educational Resources Information Center

Loftus-Rattan, Susan M.; Mitchell, Alison M.; Coyne, Michael D.

2016-01-01

Based on its coincidence with a significant period in language development for children, preschool provides a favorable setting to foster vocabulary growth. The purpose of this study was to evaluate the effectiveness of two instructional conditions and an incidental exposure condition for teaching targeted vocabulary words to preschool students…

Equity-Directed Instructional Practices: Beyond the Dominant Perspective

ERIC Educational Resources Information Center

Rubel, Laurie H.

2017-01-01

In this article, the author synthesizes four equity-directed instructional practices: standards-based mathematics instruction, complex instruction, culturally relevant pedagogy (CRP), and teaching mathematics for social justice (TMfSJ). The author organizes these practices according to the dominant and critical axes in Gutiérrez's (2007a) equity…

Evaluation of the tip-bending response in clinically used endoscopes

PubMed Central

Rozeboom, Esther D.; Reilink, Rob; Schwartz, Matthijs P.; Fockens, Paul; Broeders, Ivo A. M. J.

2016-01-01

Background and study aims: Endoscopic interventions require accurate and precise control of the endoscope tip. The endoscope tip response depends on a cable pulling system, which is known to deliver a significantly nonlinear response that eventually reduces control. It is unknown whether the current technique of endoscope tip control is adequate for a future of high precision procedures, steerable accessories, and add-on robotics. The aim of this study was to determine the status of the tip response of endoscopes used in clinical practice. Materials and methods: We evaluated 20 flexible colonoscopes and five gastroscopes, used in the endoscopy departments of a Dutch university hospital and two Dutch teaching hospitals, in a bench top setup. First, maximal tip bending was determined manually. Next, the endoscope navigation wheels were rotated individually in a motor setup. Tip angulation was recorded with a USB camera. Cable slackness was derived from the resulting hysteresis plot. Results: Only two of the 20 colonoscopes (10 %) and none of the five gastroscopes reached the maximal tip angulation specified by the manufacturer. Four colonoscopes (20 %) and none of the gastroscopes demonstrated the recommended cable tension. Eight colonoscopes (40 %) had undergone a maintenance check 1 month before the measurements were made. The tip responses of these eight colonoscopies did not differ significantly from the tip responses of the other colonoscopes. Conclusion: This study suggests that the majority of clinically used endoscopes are not optimally tuned to reach maximal bending angles and demonstrate adequate tip responses. We suggest a brief check before procedures to predict difficulties with bending angles and tip responses. PMID:27092330

Computer-Based Video Instruction to Teach the Use of Augmentative and Alternative Communication Devices for Ordering at Fast-Food Restaurants

ERIC Educational Resources Information Center

Mechling, Linda C.; Cronin, Beth

2006-01-01

In the study reported on here, the authors used computer-based video instruction (CBVI) to teach 3 high school students with moderate or severe intellectual disabilities how to order in fast-food restaurants by using an augmentative, alternative communication device. The study employed a multiple probe design to institute CBVI as the only…

Teaching About Economics.

ERIC Educational Resources Information Center

Paine, Carolyn; Arnold, Anne Jurmu

1983-01-01

A teaching unit on economics discusses basic background information, suggests classroom activities, and lists sources of instructional resources. Reproducible masters for two instructional levels are included and introduce economics law and basic financial management. (FG)

Increasing Oral Reading Fluency in Upper Elementary Students through Direct Phonics Instruction

ERIC Educational Resources Information Center

Benton, Turrah S.

2016-01-01

Over the years, teachers have looked for the best way to teach their students to read. There are those who believe that teaching sight words is the best way to teach while others believe that a foundation in phonics instruction is a must. The purpose of this study is to determine the effect that phonics instruction has on the oral reading fluency…

Twelve tips for implementing whole-task curricula: how to make it work.

PubMed

Dolmans, Diana H J M; Wolfhagen, Ineke H A P; Van Merriënboer, Jeroen J G

2013-10-01

Whole-task models of learning and instructional design, such as problem-based learning, are nowadays very popular. Schools regularly encounter large problems when they implement whole-task curricula. The main aim of this article is to provide 12 tips that may help to make the implementation of a whole-task curriculum successful. Implementing whole-task curricula fails when the implementation is not well prepared. Requirements that must be met to make the implementation of whole task models into a success are described as twelve tips. The tips are organized in four clusters and refer to (1) the infrastructure, (2) the teachers, (3) the students, and (4) the management of the educational organization. Finally, the presented framework will be critically discussed and the importance of shared values and a change of culture is emphasized.

Collaborative Common Assessments: Teamwork. Instruction. Results.

ERIC Educational Resources Information Center

Erkens, Cassandra

2015-01-01

Explore the practical steps teacher teams must take to establish clear, comprehensive assessment systems that guide instruction and strengthen PLCs. This book has the capacity to reignite passion and energy assessment practices bring as tools to guide teaching and learning. Strengthen instructional agility in professional learning communities with…

Differentiated Instruction in Reading: Easier than It Looks!

ERIC Educational Resources Information Center

Knowles, Liz

2009-01-01

Differentiated instruction has been around for over fifteen years, and like many educational practices, the attention to it is cyclical. In this article, the author talks about how differentiated instruction is used to teach reading. The author also talks about the role of library media specialists in differentiated instruction in reading.

Structured Instruction With Modified Storybooks to Teach Morphosyntax and Vocabulary to Preschoolers Who are Deaf/Hard of Hearing.

PubMed

Richels, Corrin G; Schwartz, Kathryn S; Bobzien, Jonna L; Raver, Sharon A

2016-10-01

Children who are deaf/hard of hearing (D/HH) are at risk for diminished morphosyntactical and vocabulary development. The purpose of this study was to examine the effects of repeated reading combined with structured instruction. Targets were a morphosyntactical form and novel vocabulary words. Participants were 3 preschoolers who are D/HH who were receiving instruction with an oral approach. Data from a multiple baseline design indicated that all children acquired the targeted skills and demonstrated high levels of generalization of these skills to untrained context. Implications for teaching young children who are D/HH using repeated storybook reading are discussed. © The Author 2016. Published by Oxford University Press. All rights reserved. For Permissions, please email: journals.permissions@oup.com.

"It's 1000 Degrees in Here When I Teach": Providing Preservice Teachers with an Extended Opportunity to Approximate Ambitious Instruction

ERIC Educational Resources Information Center

Stroupe, David; Gotwals, Amelia Wenk

2018-01-01

Teacher educators have a challenging task of designing opportunities for preservice teachers (PSTs) to learn ambitious science teaching (AST). However, with limited time in methods courses and the complexities of AST, opportunities for PSTs to "try out" ambitious instruction are difficult to construct and analyze. To address this…

Enhancement of Learning through an Integrated Teaching Environment (Project ELITE) Special Alternative Instruction Program. Final Evaluation Report, 1992-93. OER Report.

ERIC Educational Resources Information Center

Ventouratos, Despina

Enhancement of Learning through an Integrated Teaching Environment (Project ELITE), a federally-funded bilingual education program, served 233 students of limited English proficiency in two high schools in Queens (New York) in its second year of operation. Participating students received instruction in English as a Second Language (ESL),…

Characterization of Mathematics Instructional Practises for Prospective Elementary Teachers with Varying Levels of Self-Efficacy in Classroom Management and Mathematics Teaching

ERIC Educational Resources Information Center

Lee, Carrie W.; Walkowiak, Temple A.; Nietfeld, John L.

2017-01-01

The purpose of this study was to investigate the relationship between prospective teachers' (PTs) instructional practises and their efficacy beliefs in classroom management and mathematics teaching. A sequential, explanatory mixed-methods design was employed. Results from efficacy surveys, implemented with 54 PTs were linked to a sample of…

Pedagogies, Perspectives, and Practices: Mobile Learning through the Experiences of Faculty Developers and Instructional Designers in Centers for Teaching and Learning

ERIC Educational Resources Information Center

Hosler, Kim A.

2013-01-01

The purpose of this qualitative case study was to explore the experiences, perceptions, and pedagogy of nine self-identified faculty developers and instructional designers who work in centers for teaching and learning supporting faculty members requesting assistance with mobile learning. With the ever-increasing use of mobile devices across…

Teaching and Un-Teaching Source Evaluation: Questioning Authority in Information Literacy Instruction

ERIC Educational Resources Information Center

Angell, Katelyn; Tewell, Eamon

2017-01-01

This study details the design of library instruction sessions for undergraduate students that intended to encourage critical source evaluation and the questioning of established authorities, and appraises these instructional aims through a thematic analysis of 148 artifacts containing student responses to group and individual activities. The…

Outcomes of Nature of Science Instruction along a Context Continuum: Preservice Secondary Science Teachers' Conceptions and Instructional Intentions

ERIC Educational Resources Information Center

Bell, Randy L.; Mulvey, Bridget K.; Maeng, Jennifer L.

2016-01-01

This investigation examined outcomes associated with nature of science (NOS) instruction along a science-content context continuum on the development of secondary preservice science teachers' conceptions of and plans to teach NOS, moving beyond the common dichotomy of contextualized versus noncontextualized instruction. Participants comprised six…

How to Build a Course to Teach Accountants to Teach

ERIC Educational Resources Information Center

Noel, Christine Z. J.; Crosser, Rick L.; Kuglin, Christine L.; Lupomech, Lynn A.

2014-01-01

Faculty preparation in schools of business continues to offer little or no instruction on how to teach. University instructors, generally teaching the way they were taught, continue to rely on teaching methods with which they are familiar. To exacerbate the issue, a shortage exists in terminally qualified accounting instructors. More and more…

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…

Twelve tips for developing, implementing, and sustaining medical education fellowship programs: Building on new trends and solid foundations.

PubMed

Dewey, Charlene M; Turner, Teri L; Perkowski, Linda; Bailey, Jean; Gruppen, Larry D; Riddle, Janet; Singhal, Geeta; Mullan, Patricia; Poznanski, Ann; Pillow, Tyson; Robins, Lynne S; Rougas, Steven C; Horn, Leora; Ghulyan, Marine V; Simpson, Deborah

2016-01-01

Medical education fellowship programs (MEFPs) are a form of faculty development contributing to an organization's educational mission and participants' career development. Building an MEFP requires a systematic design, implementation, and evaluation approach which aligns institutional and individual faculty goals. Implementing an MEFP requires a team of committed individuals who provide expertise, guidance, and mentoring. Qualified MEFP directors should utilize instructional methods that promote individual and institutional short and long term growth. Directors must balance the use of traditional design, implementation, and evaluation methodologies with advancing trends that may support or threaten the acceptability and sustainability of the program. Drawing on the expertise of 28 MEFP directors, we provide twelve tips as a guide to those implementing, sustaining, and/or growing a successful MEFP whose value is demonstrated by its impacts on participants, learners, patients, teaching faculty, institutions, the greater medical education community, and the population's health.

No Child Left Behind Is Just the Tip of the Iceberg

ERIC Educational Resources Information Center

Tanner, Leigh

2008-01-01

Researchers have been documenting the unfortunate status of social studies in the elementary classroom since the 1980s (J. Stark 1987), and although a lack of teacher interest, poor instructional methods, and the No Child Left Behind Act may be the current contributing factors, these factors should be viewed as just the tip of the iceberg. The…

Effective Literacy Instructional Strategies in High Academic Growth Classrooms

ERIC Educational Resources Information Center

Jessup, Kathryn

2017-01-01

Instruction--the interaction that takes place between students, teachers, and content--is the foundation in which learning occurs. Effective literacy instruction considers the instructional strategies and foundational teaching components utilized by effective and highly effective teachers during literacy in classrooms of high academic growth. The…

Computer-assisted instruction: a library service for the community teaching hospital.

PubMed

McCorkel, J; Cook, V

1986-04-01

This paper reports on five years of experience with computer-assisted instruction (CAI) at Winthrop-University Hospital, a major affiliate of the SUNY at Stony Brook School of Medicine. It compares CAI programs available from Ohio State University and Massachusetts General Hospital (accessed by telephone and modem), and software packages purchased from the Health Sciences Consortium (MED-CAPS) and Scientific American (DISCOTEST). The comparison documents one library's experience of the cost of these programs and the use made of them by medical students, house staff, and attending physicians. It describes the space allocated for necessary equipment, as well as the marketing of CAI. Finally, in view of the decision of the National Board of Medical Examiners to administer the Part III examination on computer (the so-called CBX) starting in 1988, the paper speculates on the future importance of CAI in the community teaching hospital.

Understanding Instructions.

ERIC Educational Resources Information Center

Milburn, Val

This guide is intended to help adult basic education (ABE) teachers teach their students to understand instructions in their daily lives. The 25 learning activities included all develop students' skills in the area of following directions by using basic situations drawn from everyday life. The following activities are included: sequencing pictures…

The effect of instructional methodology on high school students natural sciences standardized tests scores

NASA Astrophysics Data System (ADS)

Powell, P. E.

Educators have recently come to consider inquiry based instruction as a more effective method of instruction than didactic instruction. Experience based learning theory suggests that student performance is linked to teaching method. However, research is limited on inquiry teaching and its effectiveness on preparing students to perform well on standardized tests. The purpose of the study to investigate whether one of these two teaching methodologies was more effective in increasing student performance on standardized science tests. The quasi experimental quantitative study was comprised of two stages. Stage 1 used a survey to identify teaching methods of a convenience sample of 57 teacher participants and determined level of inquiry used in instruction to place participants into instructional groups (the independent variable). Stage 2 used analysis of covariance (ANCOVA) to compare posttest scores on a standardized exam by teaching method. Additional analyses were conducted to examine the differences in science achievement by ethnicity, gender, and socioeconomic status by teaching methodology. Results demonstrated a statistically significant gain in test scores when taught using inquiry based instruction. Subpopulation analyses indicated all groups showed improved mean standardized test scores except African American students. The findings benefit teachers and students by presenting data supporting a method of content delivery that increases teacher efficacy and produces students with a greater cognition of science content that meets the school's mission and goals.

A National Study Assessing the Teaching and Learning of Introductory Astronomy; Part I: The Effect of Interactive Instruction

NASA Astrophysics Data System (ADS)

Prather, E. E.; Rudolph, A. L.; Brissenden, G.; Schlingman, W. M.

2011-09-01

We present the results of a national study on the teaching and learning of astronomy taught in general education, non-science major, introductory astronomy courses (Astro 101). Nearly 4000 students enrolled in 69 sections of Astro 101 taught at 31 institutions completed (pre- and post- instruction) the Light and Spectroscopy Concept Inventory (LSCI) from Fall 2006 to Fall 2007. The classes varied in size from very small (N < 10) to large (N˜180) and were from all types of institutions, including both 2-year and 4-year colleges and universities. To study how the instruction in different classrooms affected student learning, we developed and administered an Interactivity Assessment Instrument (IAI). This short survey, completed by instructors, allowed us to estimate the fraction of classroom time spent on learner- centered, active-engagement instruction such as Peer Instruction and collaborative tutorials. Pre-instruction LSCI scores were clustered around ˜25% (24 ± 2%), independent of class size and institution type; however, the gains measured varied from about (-)0.07-0.50. The distribution of gain scores indicates that differences were due to instruction in the classroom, not the type of class or institution. Interactivity Assessment Scores (IAS's) ranged from 0%-50%, showing that our IAI was able to distinguish between classes with higher and lower levels of interactivity. A comparison of class-averaged gain score to IAS showed that higher interactivity classes (IAS > 25%) were the only instructional environments capable of reaching the highest gains ( > 0.30). However, the range of gains seen for both groups of classes was quite wide, suggesting that the use of interactive learning strategies is not sufficient by itself to achieve high student gain.

As We Teach and Learn: Recognizing Our Catholic Identity. Module 3: Religion Curriculum Articulation: Faith as the Root of All Instruction.

ERIC Educational Resources Information Center

Ford, Elinor R.; Durante, Sheila Rae; Ristau, Karen, Ed.; Haney, Regina, Ed.

The As We Teach and Learn program consists of an instrument to assess the Catholic dimension of a school and is designed to be used with study modules in a faculty-meeting format. Module topics include: "Faith Community"; "Faith Development"; "Religion Curriculum Articulation: Faith as the Root of all Instruction";…

Instructional Software and Attention Disorders: A Tool for Teachers.

ERIC Educational Resources Information Center

Bice, Joe E.; And Others

This handbook provides information on 31 software programs designed to instruct students with attention disorders in individual and group settings. The most successful applications of instructional software are identified, and six broad categories of instructional software are discussed. Twenty-one strategies for teaching students with attention…

Safety Tips: Avoiding Negligence Suits in Chemistry Teaching.

ERIC Educational Resources Information Center

Gerlovich, Jack A.

1983-01-01

Discusses various aspects related to negligence on the part of chemistry teachers. Areas addressed include negligence in tort law, avoiding negligence suits, proper instructions, proper supervision, equipment maintenance, and other considerations such as sovereign immunity, and contributory versus comparative negligence. (JN)

Student Perceptions of University Physical Activity Instruction Courses Taught Utilizing Sport Education

ERIC Educational Resources Information Center

Mohr, Derek J.; Sibley, Benjamin A.; Townsend, J. Scott

2012-01-01

Limited research exists on effective teaching methods in university physical activity instruction (PAI) program courses. The purpose of this study was to evaluate PAI courses taught utilizing a sport education curriculum and instructional model. The Individual Development and Educational Assessment (IDEA) teaching evaluation was administered to…

Instructional leaders for all? High school science department heads and instructional leadership across all science disciplines

NASA Astrophysics Data System (ADS)

Sanborn, Stephen

Many high school science departments are responding to changes in state standards with respect to both curricular content and instructional practices. In the typical American high school organization, the academic department head is ideally positioned to influence change in the instructional practices of teachers within the department. Even though science department heads are well situated to provide leadership during this period of transition, the literature has not addressed the question of how well science department heads believe they can provide instructional leadership for all of the teachers in their department, whether they are teaching within and outside of the head's own sub-discipline. Nor is it known how science department heads view the role of pedagogical content knowledge in teaching different science disciplines. Using an online survey comprised of 26 objective questions and one open response question, a 54-respondent sample of science department heads provided no strong consensus regarding their beliefs about the role of pedagogical content knowledge in science instruction. However, science department heads expressed a significant difference in their views about their capacity to provide instructional leadership for teachers sharing their science content area compared to teachers instructing other science content areas. Given wide-spread science education reform efforts introduced in response to the Next Generation Science Standards, these findings may serve to provide some direction for determining how to best support the work of science department heads as they strive to provide instructional leadership for the teachers in their departments.

Flipped Classroom Instruction for Inclusive Learning

ERIC Educational Resources Information Center

Altemueller, Lisa; Lindquist, Cynthia

2017-01-01

The flipped classroom is a teaching methodology that has gained recognition in primary, secondary and higher education settings. The flipped classroom inverts traditional teaching methods, delivering lecture instruction outside class, and devoting class time to problem solving, with the teacher's role becoming that of a learning coach and…

Applying Pedagogical Principles to Grammar Instruction

ERIC Educational Resources Information Center

Kanda, Makiko; Beglar, David

2004-01-01

The purpose of this study was to investigate the effectiveness of two experimental methods of teaching the present progressive verb tense based on four instructional principles: teach form-function relations, compare similar grammatical forms, promote learner autonomy, and provide opportunities for generative use. Ninety-nine Japanese first-year…

Instruct coders' manual

NASA Technical Reports Server (NTRS)

Friend, J.

1971-01-01

A manual designed both as an instructional manual for beginning coders and as a reference manual for the coding language INSTRUCT, is presented. The manual includes the major programs necessary to implement the teaching system and lists the limitation of current implementation. A detailed description is given of how to code a lesson, what buttons to push, and what utility programs to use. Suggestions for debugging coded lessons and the error messages that may be received during assembly or while running the lesson are given.

PLE-based instruction concept

NASA Astrophysics Data System (ADS)

Javorcik, Tomas

2017-11-01

The paper is aimed at the description of a PLE (Personal Learning Environment)-based teaching model suitable for implementation in the instruction of upper primary school students. The paper describes the individual stages of the model and its use of ICT (Information and Communication Technologies) tools. The Personal Learning Environment is a form of instruction which allows for the meaningful use of information and communication technologies (including mobile technologies) in their entirety.

The Effect of Sequence of Instruction on Students' Cognitive Preferences and Recall in the Context of a Problem-Oriented Method of Teaching.

ERIC Educational Resources Information Center

Boreham, N. C.; And Others

1985-01-01

This study investigated the effects of two sequences of instruction--theory-to-application and application-to-theory--on medical students' cognitive preferences in preclinical science teaching. Results indicate that presenting an example of the clinical application of biochemical theory before presenting the theory itself increased students'…

Twelve tips for facilitating Millennials' learning.

PubMed

Roberts, David H; Newman, Lori R; Schwartzstein, Richard M

2012-01-01

The current, so-called "Millennial" generation of learners is frequently characterized as having deep understanding of, and appreciation for, technology and social connectedness. This generation of learners has also been molded by a unique set of cultural influences that are essential for medical educators to consider in all aspects of their teaching, including curriculum design, student assessment, and interactions between faculty and learners.  The following tips outline an approach to facilitating learning of our current generation of medical trainees.  The method is based on the available literature and the authors' experiences with Millennial Learners in medical training.  The 12 tips provide detailed approaches and specific strategies for understanding and engaging Millennial Learners and enhancing their learning.  With an increased understanding of the characteristics of the current generation of medical trainees, faculty will be better able to facilitate learning and optimize interactions with Millennial Learners.

The effects of modeling instruction on high school physics academic achievement

NASA Astrophysics Data System (ADS)

Wright, Tiffanie L.

The purpose of this study was to explore whether Modeling Instruction, compared to traditional lecturing, is an effective instructional method to promote academic achievement in selected high school physics classes at a rural middle Tennessee high school. This study used an ex post facto , quasi-experimental research methodology. The independent variables in this study were the instructional methods of teaching. The treatment variable was Modeling Instruction and the control variable was traditional lecture instruction. The Treatment Group consisted of participants in Physical World Concepts who received Modeling Instruction. The Control Group consisted of participants in Physical Science who received traditional lecture instruction. The dependent variable was gains scores on the Force Concepts Inventory (FCI). The participants for this study were 133 students each in both the Treatment and Control Groups (n = 266), who attended a public, high school in rural middle Tennessee. The participants were administered the Force Concepts Inventory (FCI) prior to being taught the mechanics of physics. The FCI data were entered into the computer-based Statistical Package for the Social Science (SPSS). Two independent samples t-tests were conducted to answer the research questions. There was a statistically significant difference between the treatment and control groups concerning the instructional method. Modeling Instructional methods were found to be effective in increasing the academic achievement of students in high school physics. There was no statistically significant difference between FCI gains scores for gender. Gender was found to have no effect on the academic achievement of students in high school physics classes. However, even though there was not a statistically significant difference, female students' gains scores were higher than male students' gains scores when Modeling Instructional methods of teaching were used. Based on these findings, it is recommended

TRANSLATE: New Strategic Approaches for English Learners

ERIC Educational Resources Information Center

Goodwin, Amanda P.; Jiménez, Robert

2016-01-01

This teaching tip shares a research-based instructional model that uses translation to improve the English reading comprehension of English Learners. Within this instruction, English learners work collaboratively in small groups and use translation to facilitate understandings of their required English language arts curriculum. Students are taught…

Texas Wills. Teachers Instructional Packet, TIP No. 14, Spring 1987.

ERIC Educational Resources Information Center

Texas A and M Univ., College Station. Texas Real Estate Research Center.

Part of a series of classroom aids designed for real estate instructors, this instructional packet was developed to help real estate students understand the different types of wills recognized in Texas, their preparation, provisions, and execution. First, information about wills is presented, including definitions of relevant terms and a…

INSTRUCTIONAL PROGRAMMING PROCEDURES, A PROGRAMED COURSE IN THE BASIC METHODS AND TECHNIQUES OF PREPARING PROGRAMED INSTRUCTIONAL MATERIALS.

ERIC Educational Resources Information Center

DETERLINE, WILLIAM A.

A PROGRAMED COURSE IN METHODS AND TECHNIQUES OF PREPARING PROGRAMED INSTRUCTIONAL MATERIALS WAS PRESENTED IN THIS DOCUMENT. AN ATTEMPT WAS MADE TO TEACH BASIC PROCEDURES WELL ENOUGH TO PRODUCE AN EMBRYO PROGRAMER AND TO PROVIDE HIM WITH REFERENCES HE WOULD NEED IN ORDER TO PRODUCE PROGRAMS. INCLUDED WERE PROGRAMED INSTRUCTIONS ON PREPARATORY…

The Influence of Cognitive Coaching on the Planning and Use of Instructional Conversations, with a Focus on Mathematics Instruction

ERIC Educational Resources Information Center

Lin, Chen-Ju

2012-01-01

Instructional conversations are a teaching method in which teacher and students discuss academic topics with students' previous experience or knowledge (Tharp & Gallimore, 1988). In order to improve student learning, providing students more opportunities to engage in instructional conversations is often recommended. As research indicates…

Investigating the effects of cognitive apprenticeship-based instructional coaching on science teaching efficacy beliefs

NASA Astrophysics Data System (ADS)

Cooper, Teo O. H.

The overall purpose of this collected papers dissertation was to examine the utility of a cognitive apprenticeship-based instructional coaching (CAIC) model for improving the science teaching efficacy beliefs (STEB) of preservice and inservice elementary teachers. Many of these teachers perceive science as a difficult subject and feel inadequately prepared to teach it. However, teacher efficacy beliefs have been noted as the strongest indicator of teacher quality, the variable most highly correlated with student achievement outcomes. The literature is scarce on strong, evidence-based theoretical models for improving STEB. This dissertation is comprised of two studies. STUDY #1 was a sequential explanatory mixed-methods study investigating the impact of a reformed CAIC elementary science methods course on the STEB of 26 preservice teachers. Data were collected using the Science Teaching Efficacy Belief Instrument (STEBI-B) and from six post-course interviews. A statistically significant increase in STEB was observed in the quantitative strand. The qualitative data suggested that the preservice teachers perceived all of the CAIC methods as influential, but the significance of each method depended on their unique needs and abilities. STUDY #2 was a participatory action research case study exploring the utility of a CAIC professional development program for improving the STEB of five Bahamian inservice teachers and their competency in implementing an inquiry-based curriculum. Data were collected from pre- and post-interviews and two focus group interviews. Overall, the inservice teachers perceived the intervention as highly effective. The scaffolding and coaching were the CAIC methods portrayed as most influential in developing their STEB, highlighting the importance of interpersonal relationship aspects in successful instructional coaching programs. The teachers also described the CAIC approach as integral in supporting their learning to implement the new inquiry

Tips from the Classroom: Introducing the Friendly and Useful Computer; Using Annotations to Identify Composition Errors; Building a Scaffold with Video Clips; Movie Karaoke; Gotcha.

ERIC Educational Resources Information Center

Dudley, Albert P.; And Others

1997-01-01

Presents various tips that are useful in the classroom for teaching second languages. These tips focus on teaching basic computer operations; using annotations to foster error corrections in language; using video clips as a part of a U.S. history or culture-based English-as-a-Second-Language lesson; using karaoke to speak with less inhibition; and…

In Search for Instructional Techniques to Maximize the Use of Germane Cognitive Resources: A Case of Teaching Complex Tasks in Physics

ERIC Educational Resources Information Center

Sliva, Yekaterina

2014-01-01

The purpose of this study was to introduce an instructional technique for teaching complex tasks in physics, test its effectiveness and efficiency, and understand cognitive processes taking place in learners' minds while they are exposed to this technique. The study was based primarily on cognitive load theory (CLT). CLT determines the amount of…

Predicting Student Achievement in University-Level Business and Economics Classes: Peer Observation of Classroom Instruction and Student Ratings of Teaching Effectiveness

ERIC Educational Resources Information Center

Galbraith, Craig S.; Merrill, Gregory B.

2012-01-01

We examine the validity of peer observation of classroom instruction for purposes of faculty evaluation. Using both a multi-section course sample and a sample of different courses across a university's School of Business and Economics we find that the results of annual classroom observations of faculty teaching are significantly and positively…

Twelve tips for applying the science of learning to health professions education.

PubMed

Gooding, H C; Mann, K; Armstrong, E

2017-01-01

Findings from the science of learning have clear implications for those responsible for teaching and curricular design. However, this data has been historically siloed from educators in practice, including those in health professions education. In this article, we aim to bring practical tips from the science of learning to health professions educators. We have chosen to organize the tips into six themes, highlighting strategies for 1) improving the processing of information, 2) promoting effortful learning for greater retention of knowledge over time, 3) applying learned information to new and varied contexts, 4) promoting the development of expertise, 5) harnessing the power of emotion for learning, and 6) teaching and learning in social contexts. We conclude with the importance of attending to metacognition in our learners and ourselves. Health professions education can be strengthened by incorporating these evidence-based techniques.

Instructional Improvement in Maryland: Impact on Educators and Students.

ERIC Educational Resources Information Center

Roberts, Jane M. E.; Kenney, Jane L.

The impact of the School Improvement Through Instructional Process (SITIP) program in Maryland schools was evaluated. The program encourages application of research on planned change to implement one or more of four instructional models: (1) Active Teaching--emphasis on direct instruction, review and discussion of homework, individually supervised…

Controlling Split Attention and Redundancy in Physical Therapy Instruction

ERIC Educational Resources Information Center

Pociask, Fredrick D.; Morrison, Gary R.

2008-01-01

In this study, we examined the effectiveness of instructional materials designed to control redundancy and split attention in the teaching of complex orthopedic physical therapy skills. Participants included 41 first-year physical therapy students. The modified instruction group received a modified unit of instruction designed to reduce cognitive…

Differentiated Instruction: Principles and Techniques for the Elementary Grades

ERIC Educational Resources Information Center

Good, Melinda E.

2006-01-01

Differentiated instruction is an educational approach that adjusts instruction to accommodate individual students' needs, rather than beginning at a predetermined set point. This approach is meant to increase both student learning and motivation. Because traditional instruction tends to "teach to the middle," or primarily focus on reaching average…

Reversing the Downward Spiral of Science Instruction in K-2 Classrooms

NASA Astrophysics Data System (ADS)

Sandholtz, Judith Haymore; Ringstaff, Cathy

2011-10-01

This study investigated the extent to which teacher professional development led to changes in science instruction in K-2 classrooms in rural school districts. The research specifically examined changes in (a) teachers' content knowledge in science; (b) teachers' self-efficacy related to teaching science; (c) classroom instructional time allotted to science; and (d) instructional strategies used in science. The study also investigated contextual factors contributing to or hindering changes in science instruction. Data sources included a teacher survey, a self-efficacy assessment, content knowledge tests, interviews, and classroom observations. After one year in the program, teachers showed increased content knowledge and self-efficacy in teaching science; they spent more instructional time on science and began using different instructional strategies. Key contextual factors included curricular demands, resources, administrative support, and support from other teachers.

A Self-Instructional System in Plastics.

ERIC Educational Resources Information Center

Greene, Mark M.; And Others

The purpose of this system is to teach rural high school students the process of forming objects with expandable polystyrene plastic beads. Instruction in the system generally follows a three-step sequence in which the student: 1) views one of the four demonstration films; 2) progresses through a corresponding programed instruction book; and 3)…

Explicit Instruction in Core Reading Programs

ERIC Educational Resources Information Center

Reutzel, D. Ray; Child, Angela; Jones, Cindy D.; Clark, Sarah K.

2014-01-01

The purpose of this study was to conduct a content analysis of the types and occurrences of explicit instructional moves recommended for teaching five essentials of effective reading instruction in grades 1, 3, and 5 core reading program teachers' editions in five widely marketed core reading programs. Guided practice was the most frequently…

Librarians and Teaching Faculty: Partners in Bibliographic Instruction.

ERIC Educational Resources Information Center

Carlson, David; Miller, Ruth H.

1984-01-01

This paper focuses on critical factors regarding the effectiveness of the course-related or course-integrated mode of bibliographic instruction: administrative problems (cost in time and personnel, coordination and scheduling materials development); critical role of faculty; consistency of instruction; transference of library knowledge from one…

Softball: Special Olympics Sports Skills Instructional Program.

ERIC Educational Resources Information Center

Special Olympics, Inc., Washington, DC.

One of seven instructional units on Special Olympics Sports Skills Instructional Programs, this guide presents suggestions for coaching softball for mentally retarded persons. An overview section provides information on teaching suggestions, followed by a list of program goals, objectives, and benefits. Sports skill assessments measure athletes'…

Computer-Assisted Instruction in Statistics. Technical Report.

ERIC Educational Resources Information Center

Cooley, William W.

A paper given at a conference on statistical computation discussed teaching statistics with computers. It concluded that computer-assisted instruction is most appropriately employed in the numerical demonstration of statistical concepts, and for statistical laboratory instruction. The student thus learns simultaneously about the use of computers…

Planning for Instructional Technology in the Classroom

ERIC Educational Resources Information Center

Garza Mitchell, Regina L.

2011-01-01

Community colleges are known for keeping abreast of the latest instructional technologies, but the constant and rapid growth of available technology also presents challenges. This chapter reviews the current literature regarding instructional technology usage, with a focus on beneficial applications of technology for teaching and learning, and…

Making Time for Instructional Leadership. Appendices

ERIC Educational Resources Information Center

Goldring, Ellen; Grissom, Jason A.; Neumerski, Christine M.; Murphy, Joseph; Blissett, Richard; Porter, Andy

2015-01-01

This three-volume report describes the "SAM (School Administration Manager) process," an approach that about 700 schools around the nation are using to direct more of principals' time and effort to improve teaching and learning in classrooms. Research has shown that a principal's instructional leadership is second only to teaching among…

How We Got Here: A Historical Look at the Academic Teaching Library and the Role of the Teaching Librarian

ERIC Educational Resources Information Center

Ariew, Susan

2014-01-01

This paper outlines a brief history of the academic teaching library and, in consequence, it examines the changing role of librarians. As part of that history, the paper also discusses distinctions among various terms used to describe instructional activities in teaching libraries, such as "bibliographic instruction" and…

Defining the "D" in ISD. Part 1: Task-General Instructional Methods.

ERIC Educational Resources Information Center

Clark, Ruth Colvin

1986-01-01

The first of two articles designed to provide guidelines for the instructional development phase of instructional systems development focuses on general instructional methods supporting all instructional tasks. Teaching methods that support selective attention, processing in working memory, and connecting in long-term memory are described and…