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Instructional Technique (instructional + technique)
Selected AbstractsClassroom Discussions with Student-Led Feedback: a Useful Activity to Enhance Development of Critical Thinking SkillsJOURNAL OF FOOD SCIENCE EDUCATION, Issue 4 2008Kirby D. Hayes ABSTRACT:, Critical thinking skills (CTS) are the core learning outcome measures for higher education. Generally, CTS are not extensively developed or practiced during primary and secondary education. As such, early cultivation of CTS is essential for mastery prior to collegiate matriculation. Weekly engagement in 50 min of classroom discussion with student feedback (CDSF) was utilized to develop the CTS of students in an introductory food science course at Purdue Univ. Students' critical thinking ability was assessed longitudinally over a 16-wk semester using the ACT-CAAPÔ (Collegiate Assessment of Academic Proficiency) critical thinking test. The ACT-CAAP measures the students' ability to analyze, evaluate, and extend an argument described in a short passage. We hypothesized that the implementation of CDSF for 16 wk would expedite development of CTS for students enrolled in the course. The CDSF intervention significantly increased critical thinking ability for non-native English speaking students as compared to native English speaking students. Students who were classified as sophomore status or above when compared to freshmen and students enrolled as food science majors when compared to other majors also demonstrated increased critical thinking ability. Recitation size also significantly influenced critical thinking ability where students enrolled in a relatively small recitation section had elevated critical thinking when compared to the abilities of those students enrolled in a large recitation. These observations suggest that engaging students in classroom discussions with student-led feedback is a useful instructional technique for developing CTS. Further, the data suggest the development of critical thinking skill among food science majors can be augmented when classroom discussions with student-led feedback are conducted in smaller sized recitations. [source] What can clinical teachers learn from Harry Potter and the Philosopher's Stone?MEDICAL EDUCATION, Issue 12 2002Jennifer J Conn Many clinical teachers acquire a working knowledge of the principles of teaching and learning through observation, by adopting positive and rejecting negative examples of clinical instruction. Well selected vignettes of teaching behaviours taken from contemporary film and literature may provide rich substrate by which to engage clinical teachers in discourse about instructional technique. This paper draws on J K Rowling's novel and its companion film, Harry Potter and the Philosopher's Stone, and critically analyses the teaching styles of the staff at Hogwarts School of Wizardry and Witchcraft in the context of contemporary generic and medical education literature. Specifically, it argues that effective teachers demonstrate not only an in-depth knowledge of their discipline but possess a keen appreciation of the cognitive changes that occur in their students during the learning process. They are, furthermore, proficient in core instructional skills such as small group facilitation, feedback and questioning. Most importantly, effective teachers model appropriate attitudes in their professional setting and possess highly developed personal qualities such as creativity, flexibility and enthusiasm. [source] Adolescents' collaboration in the classroom: Do peer relationships or gender matter?,PSYCHOLOGY IN THE SCHOOLS, Issue 8 2008Lisa M. Swenson Peer collaboration can be a useful tool in a school classroom to help students perform at their best. With whom should students be paired, though? Previous research yields inconsistent findings regarding whether the benefits of peer collaboration depend on the gender or friendship of collaborators. We paired students with a same-gender friend or a nonfriend in their classroom to examine whether friendship and specific dimensions of relationship quality were important for understanding adolescent (N = 132 high-school students) boys' and girls' performance on a scientific reasoning task. Dimensions of relationship quality were related to task performance with greater perceived conflict predicting poorer performance. Girls outperformed boys, but the difference was marginal and nonsignificant after accounting for dimensions of relationship quality. Friends' and nonfriends' performance was similar. Results are informative for educators who use collaboration as an instructional technique and for other professionals who work to support the development of effective reasoning and problem-solving skills among adolescents. © 2008 Wiley Periodicals, Inc. [source] When auditory presentations should and should not be a component of multimedia instructionAPPLIED COGNITIVE PSYCHOLOGY, Issue 4 2003Wayne Leahy Based on cognitive load theory, two experiments investigated the conditions under which audiovisual-based instruction may be an effective or an ineffective instructional technique. Results from Experiment 1 indicated that visual with audio presentations were superior to equivalent visual-only presentations. In this experiment, neither the auditory nor the visual material could be understood in isolation. Both sources of information were interrelated and were essential to render the material intelligible. In contrast, Experiment 2 demonstrated that a non-essential explanatory text, presented aurally with similar written text contained in a diagram, hindered learning. This result was obtained because when compared to a diagram only format, the aural material was unnecessary and therefore created a redundancy effect. Differences between groups were stronger when information was high in complexity. It was concluded that the effectiveness of multimedia instruction depends very much on how and when auditory information is used. Copyright © 2003 John Wiley & Sons, Ltd. [source] | ||||||||||