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Effective Teaching (effective + teaching)
Selected AbstractsBeyond Conceptual Change: Using Representations to Integrate Domain-Specific Structural Models in Learning MathematicsMIND, BRAIN, AND EDUCATION, Issue 2 2007Florence Mihaela Singer ABSTRACT, Effective teaching should focus on representational change, which is fundamental to learning and education, rather than conceptual change, which involves transformation of theories in science rather than the gradual building of knowledge that occurs in students. This article addresses the question about how to develop more efficient strategies for promoting representational change across cognitive development. I provide an example of an integrated structural model that highlights the underlying cognitive structures that connect numbers, mathematical operations, and functions. The model emphasizes dynamic multiple representations that students can internalize within the number line and which lead to developing a dynamic mental structure. In teaching practice, the model focuses on a counting task format, which integrates a variety of activities, specifically addressing motor, visual, and verbal skills, as well as various types of learning transfer. [source] Framing French Success in Elementary Mathematics: Policy, Curriculum, and PedagogyCURRICULUM INQUIRY, Issue 3 2004FRANCES C. FOWLER ABSTRACT For many decades Americans have been concerned about the effective teaching of mathematics, and educational and political leaders have often advocated reforms such as a return to the basics and strict accountability systems as the way to improve mathematical achievement. International studies, however, suggest that such reforms may not be the best path to successful mathematics education. Through this qualitative case study, the authors explore in depth the French approach to teaching elementary mathematics, using interviews, classroom observations, and documents as their data sets. They apply three theoretical frameworks to their data and find that the French use large-group instruction and a visible pedagogy, focusing on the discussion of mathematical concepts rather than on the completion of practice exercises. The national curriculum is relatively nonprescriptive, and teachers are somewhat empowered through site-based management. The authors conclude that the keys to French success with mathematics education are ongoing formative assessment, mathematically competent teachers, policies and practices that help disadvantaged children, and the use of constructivist methods. They urge comparative education researchers to look beyond international test scores to deeper issues of policy and practice. [source] Using Film Text to Support Reluctant WritersENGLISH IN EDUCATION, Issue 1 2002Collette Higgins Abstract This article is the result of working with several schools concerned with improving achievement in boys' writing. It begins by describing a range of effective teaching and learning strategies, observed in my role as a Literacy Consultant, which had a positive influence on writers especially boys. The article goes on to explore how a small group of boys, described by their teacher as ,reluctant writers', were encouraged by the use of film text to make the most of their preferences for action-driven narratives to improve story writing. It suggests that ,slowing down' this action in the author's eye gives pupils, and boys in particular, an opportunity to consider detail to enhance composition in the same way that a film director uses camera angles to capture the viewer's attention. [source] Simulation-based learning in nurse education: systematic reviewJOURNAL OF ADVANCED NURSING, Issue 1 2010Robyn P. Cant Abstract Title.,Simulation-based learning in nurse education: systematic review. Aim., This paper is a report of a review of the quantitative evidence for medium to high fidelity simulation using manikins in nursing, in comparison to other educational strategies. Background., Human simulation is an educational process that can replicate clinical practices in a safe environment. Although endorsed in nursing curricula, its effectiveness is largely unknown. Review methods., A systematic review of quantitative studies published between 1999 and January 2009 was undertaken using the following databases: CINAHL Plus, ERIC, Embase, Medline, SCOPUS, ProQuest and ProQuest Dissertation and Theses Database. The primary search terms were ,simulation' and ,human simulation'. Reference lists from relevant papers and the websites of relevant nursing organizations were also searched. The quality of the included studies was appraised using the Critical Appraisal Skills Programme criteria. Results. Twelve studies were included in the review. These used experimental or quasi-experimental designs. All reported simulation as a valid teaching/learning strategy. Six of the studies showed additional gains in knowledge, critical thinking ability, satisfaction or confidence compared with a control group (range 7,11%). The validity and reliability of the studies varied due to differences in design and assessment methods. Conclusion. Medium and/or high fidelity simulation using manikins is an effective teaching and learning method when best practice guidelines are adhered to. Simulation may have some advantage over other teaching methods, depending on the context, topic and method. Further exploration is needed to determine the effect of team size on learning and to develop a universal method of outcome measurement. [source] Sound and faulty arguments generated by preservice biology teachers when testing hypotheses involving unobservable entities,JOURNAL OF RESEARCH IN SCIENCE TEACHING, Issue 3 2002Anton E. Lawson A sample of preservice biology teachers (biology majors) enrolled in a teaching methods course formulated and attempted to test six hypotheses to answer a causal question about why water rose in a jar inverted over a burning candle placed in a pan of water. The students submitted a lab report in which arguments and evidence for testing each hypothesis were presented in an if/then/therefore hypothetico-predictive form. Analysis of written arguments revealed considerable success when students were able to manipulate observable hypothesized causes. However, when the hypothesized causes were unobservable, such that they could be only indirectly tested, performance dropped, as shown by use of three types of faulty arguments: (a) arguments that had missing or confused elements, (b) arguments whose predictions did not follow from hypotheses and planned tests, and (c) arguments that failed to consider alternative hypotheses. Science is an enterprise in which unobservable theoretical entities and processes (e.g., atoms, genes, osmosis, and photosynthesis) are often used to explain observable phenomena. Consequently, if it is assumed that effective teaching requires prior understanding, then it follows that these future teachers have yet to develop adequate hypothesis-testing skills and sufficient awareness of the nature of science to teach science in the inquiry mode advocated by reform guidelines. © 2002 Wiley Periodicals, Inc. J Res Sci Teach 39: 237,252, 2002 [source] ,Can you take a student this morning?' Maximising effective teaching by practice nursesMEDICAL EDUCATION, Issue 5 2009Pat Smith Objectives, Little is known about the contribution nurses make to medical student learning. This study set out to explore the nature of practice nurse teaching during the general practice clerkship and to investigate ways in which the teacher and learner (the practice nurse and the medical student) can be best supported to maximise learning. Methods, Mixed focus groups were conducted with general practitioner educational supervisors and practice nurses. Further focus groups were conducted with students on completion of clerkships. Results, There is wide variation in the delivery, organisation and expectations of practice nurse teaching. Although there is some evidence of a passive learning experience, the learning dynamic and the student,nurse relationship are regarded highly. Conclusions, Time spent with practice nurses is an important part of the clerkship in general practice. The nature of the practice nurse,medical student relationship differs from that of the educational supervisor,medical student relationship and can be built upon to maximise learning during the clerkship. The experience for the practice nurse, medical student and supervisor can be enhanced through formal preparation for delivering teaching. [source] Student views on the effective teaching of physical examination skills: a qualitative studyMEDICAL EDUCATION, Issue 2 2009Merel J C Martens Objectives, The lack of published studies into effective skills teaching in clinical skills centres inspired this study of student views of the teaching behaviours of skills teachers. Methods, We organised focus group discussions with students from Years 1,3 of a 6-year undergraduate medical curriculum. A total of 30 randomly selected students, divided into three groups, took part in two sessions. They discussed what teaching skills helped them to acquire physical examination skills. Results, Students' opinions related to didactic skills, interpersonal and communication skills and preconditions. Students appreciated didactic skills that stimulate deep and active learning. Another significant set of findings referred to teachers' attitudes towards students. Students wanted teachers to be considerate and to take them seriously. This was reflected in student descriptions of positive behaviours, such as: ,responding to students' questions'; ,not exposing students' weaknesses in front of the group', and ,[not] putting students in an embarrassing position in skill demonstrations'. They also appreciated enthusiasm in teachers. Important preconditions included: the integration of skills training with basic science teaching; linking of skills training to clinical practice; the presence of clear goals and well-structured sessions; good time management; consistency of teaching, and the appropriate personal appearance of teachers and students. Conclusions, The teaching skills and behaviours that most facilitate student acquisition of physical examination skills are interpersonal and communication skills, followed by a number of didactic interventions, embedded in several preconditions. Findings related to interpersonal and communication skills are comparable with findings pertaining to the teaching roles of tutors and clinical teachers; however, the didactic skills merit separate attention as teaching skills for use in skills laboratories. The results of this study should be complemented by a study performed in a larger population and a study exploring teachers' views. [source] A randomized, controlled, single-blind trial of teaching provided by a computer-based multimedia package versus lectureMEDICAL EDUCATION, Issue 9 2001Christopher Williams Background Computer-based teaching may allow effective teaching of important psychiatric knowledge and skills. Aims To investigate the effectiveness and acceptability of computer-based teaching. Method A single-blind, randomized, controlled study of 166 undergraduate medical students at the University of Leeds, involving an educational intervention of either a structured lecture or a computer-based teaching package (both of equal duration). Results There was no difference in knowledge between the groups at baseline or immediately after teaching. Both groups made significant gains in knowledge after teaching. Students who attended the lecture rated their subjective knowledge and skills at a statistically significantly higher level than students who had used the computers. Students who had used the computer package scored higher on an objective measure of assessment skills. Students did not perceive the computer package to be as useful as the traditional lecture format, despite finding it easy to use and recommending its use to other students. Conclusions Medical students rate themselves subjectively as learning less from computer-based as compared with lecture-based teaching. Objective measures suggest equivalence in knowledge acquisition and significantly greater skills acquisition for computer-based teaching. [source] Promoting effective teaching and learning: hospital consultants identify their needsMEDICAL EDUCATION, Issue 2 2000Gibson Objectives The aim of this study was to help hospital consultants identify their needs in relation to teaching skills, leading to the development of a teacher training programme. Design The study was directed at all 869 consultants in the region and initially involved a postal questionnaire which had a 60·5% response rate. Setting Hospitals throughout Northern Ireland. Subjects Hospital consultants. Results Results from this questionnaire indicated that while the majority of respondents were interested teachers, only 34% had received any teacher training. The questionnaire was followed by a focus group study involving three groups of consultants drawn randomly from those who had responded to the questionnaire. Participants in these groups identified the following key areas of hospital education: qualities of hospital teachers; selection procedures; problems of teaching in hospitals; the need for teacher training and how it should be provided. Conclusion The study highlighted that hospital teachers need to acquire and update their teaching skills through attending courses that should include basic teaching and assessment/appraisal skills. These courses should last 1 or 2 days and be provided at a regional or subregional level. As a result of this study, teacher training courses have been developed in this region. [source] Critical thinking as the key to the Learning College: A professional development modelNEW DIRECTIONS FOR COMMUNITY COLLEGES, Issue 130 2005Linda Elder Critical thinking is foundational to the effective teaching of any subject, and it must be at the heart of any professional development program. This chapter presents a long-term professional development model based on a substantive concept of critical thinking, and ties critical thinking to the concept of the Learning College. [source] Making Decisions: The Use of Electronic Technology in Online ClassroomsNEW DIRECTIONS FOR TEACHING & LEARNING, Issue 84 2000Michael Simonson Professors can consult guidelines to help them choose which electronic technologies to use to promote effective teaching in the online classroom. [source] | |||||||||||||