WorldWideScience

Sample records for teaching creative-thinking skills

  1. Roles of parents in enhancing children’s creative thinking skills

    OpenAIRE

    Pervin Oya Taneri

    2012-01-01

    Since creative thinking is an essential requirement in today’s societies, educational institutions have to make some reforms in order to prepare next generation according to the needs of the societies such as giving more emphasis on creative thinking. The main aims of this paper are to reveal the parents’ opinions about the creative thinking skills, to teach parents the meaning of creative thinking, and to teach parents to create home environments that enhance creative thinking skills. A ...

  2. Teaching Design of Cultivating Nursing Students' Creative Thinking

    Science.gov (United States)

    Xi-wen, Liu; Chun-ping, Ni; Rui, Yang; Xiu-chuan, Li; Cheng, Cheng

    2007-01-01

    Chinese nursing education levels have developed fast over the past few years. Many nursing educators are devoted to the research of nursing teaching. How to cultivate nursing students, creative thinking is one of the principle researches and has received increasing attention. In the course of nursing teaching, we renewed the teaching design based…

  3. Moods, Emotions and Creative Thinking: A Framework for Teaching

    Science.gov (United States)

    Newton, Douglas P.

    2013-01-01

    When planning and teaching, attention is generally given to cognition while the effect of mood and emotion on cognition is ignored. But students are not emotionless thinkers and the effect can make a difference to their thought. This is particularly evident when attempting to foster creative thinking. This article draws on research to describe…

  4. Effect of Collaborative Studies on Prospective Teachers’ Creative Thinking Skills while Designing Computer Based Material

    Directory of Open Access Journals (Sweden)

    Salih B?R??Ç?

    2011-06-01

    Full Text Available The purpose of this study to examine effect of collaborative studies on prospective teachers? creative thinking skills while designing computer based materials. One group pre-test and post-test design of the pre-experimental model was used to achieve the objectives of the study. This experimental study have been applied to 34 prospective teachers who studied at Artvin Coruh University Facult of Education Primary Education Department in 2009-2010 spring term within the context of “Computer-II” course. “Creative Thinking Skill Scale” was applied at two different stages as pre-test and post-test and opinions of students were gathered about the method in research via interview forms. As a result, it was found that there was a significant difference between the prospective teachers? creative thinking skills and scores taken from scale were increased in favor of post-test. Collaborative group works have a great importance in occurrence of this increase was revealed from student views.

  5. The Effect of Creative Drama Activities Performed at the “Design Studies-1” Studio on Development of Creative Thinking Skills of Architecture Students

    Directory of Open Access Journals (Sweden)

    Levent ARIDA?

    2012-02-01

    Full Text Available The aim of this research is determining the effectiveness of teaching methods based on creative drama activities performed at the “Design Studies-1” studio on creative thinking and design skills. The research’s work group consisted of 67 students who attended the 15-week Design Studies-1 studio (45 female, 22 male. The research is a one-group pretest-posttest experimental design. The theoretical basis of the research is cognitive creativity. The practices stimulating the imagination and flexible thinking skills with the basis of creative drama were used as the creativity-improving techniques. Based on the assumption that creative thinking is teachable, the hypothesis that the “Design Studies-1” program conducted by the first researcher will improve the students’ creative thinking skills was accepted. The data were collected through Creative Thinking Tests (Form A and B, which was developed by Torrance (1974 and 1984 and whose Turkish version was composed by Aslan (1999, 2006. For the data analysis, SPSS 13 program was used. In data analysis, related group t-test and Mann-Whitney U statistical test were applied. The pretest and posttest scores mean of the students were compared and significant positive results were found in favor of posttest between the means of figural fluency, figural originality, abstractness of the titles, expressiveness of the titles, intrinsic visualization, liveliness of imagery, richness of imagery, fantasy, verbal fluency, verbal flexibility and verbal originality.

  6. Influence of Kindergarten Curriculum on the Development of Creative Thinking Skills and Self-Efficacy among Kindergartners

    Directory of Open Access Journals (Sweden)

    Khalaf Ali Abbas Al-sagrat

    2015-01-01

    Full Text Available The current study aimed to identify the influence of kindergarten curriculum on the development of creative thinking skills and self-efficacy among kindergartners. The study was applied on a sample of (93 male and female kindergartners in Al-Karak governorate whom were randomly selected. Torrance test of creative thinking and the self-efficacy assessment scale (localized into Arabic version by the authors of this study were applied. The two instruments were applied at the early attendance of children to kindergarten and application was replicated at the end of the academic year. Results indicated no significant statistical differences between the two groups in the development of creative thinking or self-efficacy that are attributed to the influence of public and private curriculum. For gender variable, it was indicated that there were no significant statistical differences in self-efficacy while these differences existed in creative thinking in favor of females. 

  7. Enhancing Creative Thinking through Designing Electronic Slides

    OpenAIRE

    Al-Ali Khaled Mokaram; Ahmad Mohammad Al-Shabatat; Soon Fook Fong; Ahmad Abdallah Andaleeb

    2011-01-01

    During the shifting of teaching and learning methods using computer technologies, much emphasis was paid on the knowledge content more than the thinking skills. Thus, this study investigated the effects of a computer application, namely, designing electronic slides on the development of creative thinking skills of a sample of undergraduate students. A total number of 50 subjects, 25 in an experimental group and 25 in a control group were selected and a design of pre and post-test with an expe...

  8. The Levels of Creative Thinking and Metacognitive Thinking Skills of Intermediate School in Jordan: Survey Study

    OpenAIRE

    Majed Mohammad AL-khayat

    2012-01-01

    This study is aimed at investigating the levels of creative and metacognitive thinking skills among students as well as the effect of student’s gender on creative and metacognitive thinking skills in the intermediate stage at Al-Balqa Province in Jordan. The method of stratifi ed sampling was selected for the purpose of this study. The metacognitive inventory consisted of (52) items, and Torrance test (Figure B), has been Applied on (372) students.The results showed that there were...

  9. Effects of Motor Skill Intervention on Gross Motor Development, Creative Thinking and Academic Performance in Preschool Children

    Directory of Open Access Journals (Sweden)

    Judith Jiménez Díaz

    2010-08-01

    Full Text Available The purpose of this study was to investigate how students (mean= 6.08±0.5 years benefit from a physical education program in motor performance, creative thinking and academic achievement. Students (n = 39 were randomly assigned to comparison group (6 boys and 7 girls who received the regular preschool program (which includes 1 session of 30 minutes per week; intervention group 1 (6 boys and 7 girls who received the regular preschool program plus 1 session of 30 minutes per week of the intervention program; or intervention group 2 (6 boys and 7 girls, who received the regular preschool program plus 1 session of 60 minutes per week of the intervention program; during 8 weeks. All participants performed the Test of Gross Motor Development (TGMD-2 and the Torrance Test of Creative Thinking (TTCT before and after the study. The academic achievement score was given by the school. The ANOVA (Group x Gender x Time pre and post analysis revealed a significant triple interaction in the object control. Significant double interactions in the locomotor subscale and in the gross motor quotient were also found. After the post-hoc analysis, the results suggest that the physical education program benefits the gross motor performance and did not have an effect on the creative thinking or on the academic achievement.

  10. [An experience applying the teaching strategies of cooperative learning and creative thinking in a mental-health nursing practicum for undergraduates at a technical college].

    Science.gov (United States)

    Huang, Yu-Hsien; Lin, Mei-Feng; Ho, Hsueh-Jen; Chang, Lu-Na; Chen, Shiue

    2015-04-01

    Lack of knowledge and experience is prevalent in undergraduate students who are taking their clinical practicum for mental-health nursing. This issue negatively affects the learning process. This article shares an experience of implementing a practicum-teaching program. This program was developed by the authors to facilitate the cooperative learning and clinical care competence of students. A series of multidimensional teaching activities was designed by integrating the strategies of peer cooperation and creative thinking to promote group and individual learning. Results indicate that the program successfully encouraged the students to participate more actively in the learning process. Additionally, the students demonstrated increased competence in empathetic caring toward patients, stronger friendship relationships with peers, and improved self-growth. The authors hope this teaching program provides a framework to increase the benefits for students of participating in clinical practicums and provides a teaching reference for clinical instructors. PMID:25854950

  11. Physics textbooks: do they promote or inhibit students’ creative thinking

    Science.gov (United States)

    Klieger, Aviva; Sherman, Guy

    2015-05-01

    Creativity can be viewed from different perspectives, such as the creative thinking process, the product, the creative environment and the individual. The physics domain, which is based on experiments, research, hypotheses and thinking outside the box, can serve as an excellent grounding for creativity development. This article focuses on creative thinking in physics textbooks. Creative thinking includes divergent thinking, which consists of four core components: fluency, flexibility, novelty and elaboration. The purpose of our study is to understand whether and how physics textbooks (such as the Israeli high-school book Newtonian Mechanics) enable the promotion and development of creative thinking. Findings indicate that they do not, so there is a need to raise physics teachers’ awareness of the importance of creative thinking in learning materials. It is advisable for physics teachers to engage in professional development courses in appropriate teaching strategies for the development of this creativity.

  12. Assessing Creative Thinking in Design-Based Learning

    Science.gov (United States)

    Doppelt, Yaron

    2009-01-01

    Infusing creative thinking competence through the design process of authentic projects requires not only changing the teaching methods and learning environment, but also adopting new assessment methods, such as portfolio assessment. The participants in this study were 128 high school pupils who have studied MECHATRONICS from 10th to 12th grades…

  13. Investigating the Synergy of Critical Thinking and Creative Thinking in the Course of Integrated Activity in Taiwan

    Science.gov (United States)

    Chang, Yulin; Li, Bei-Di; Chen, Hsueh-Chih; Chiu, Fa-Chung

    2015-01-01

    The relationship lying between critical thinking and creative thinking is opposite or complementary, results of previous relevant researches have not yet concluded. However, most of researches put the effort to compare the respective effect of the thinking methods, either the teaching of creative thinking or that of critical thinking. Less of them…

  14. Collaboration Tools and Patterns for Creative Thinking

    OpenAIRE

    Kohls, Christian

    2015-01-01

    Many creativity methods follow similar structures and principles. Design Patterns capture such invariants of proven good practices and discuss why, when and how creative thinking methods match various situations of collaboration. Moreover patterns connect different forms with each other. Once we understand the underlying structures of creative thinking processes we can facilitate digital tools to support them. While such tools can foster the effective application of establis...

  15. A sample study on synectics activities from creative thinking methods: creativity from the perspective of children

    Directory of Open Access Journals (Sweden)

    Aysun Öztuna Kaplan

    2011-10-01

    Full Text Available The study was derived from an action research on the use of synectics in creative thinking methods in science and technology teaching. There were three main application steps in the action research, which was designed to help students in gaining creative thinking skills. In the research, which had lasted for one teaching semester, the teacher firstly fulfilled two different applications to make the students get used to the synectics technique. First of these applications was to redefine the concept of creativity. This was followed by the activity of designing a dynamometer. In the third stage, these students were asked to develop a creative project in three or four-person groups in one semester. The researcher continued synectics activities with the project group one by one in the same period. In the redefinition of the concept of creativity, which was the first stage of the action research, synectics methods were used. The research was made along the moment and action unit, which is the second unit of 7th grade science and technology class, in 2009-2010 teaching year. The population of the research was composed of 43 seventh graders in a public school in Istanbul. In the research, in which the students define the concept of creativity, “making the strange familiar” method (Hummell, 2004, which is one of the two basic implementations and is composed of six stages, was used. The students reached their own definitions of creativity at the end of this process, which started with building direct analogies and ended with creating original end-products. It was seen that the students began to see creativity in a different way and to perceive it as a process at the end of the synectics applications, rather than just an activity aiming at creation of an original product.

  16. Unleashing Creative Thinking: The Creative Reading Way.

    Science.gov (United States)

    Broussard, Lucretia-del J.

    Creative reading can develop creative thinking as it inspires readers to change their behavior to produce a new or different product or process. Some characteristics of a creative reading program are that it develops creative thought, develops creative behavior, avoids rigid conformity, provides satisfying reading experiences, gives the child…

  17. Teaching Creative Thinking through Architectural Design

    Science.gov (United States)

    Jeon, Kijeong; Cotner, Teresa L.

    2010-01-01

    Art and art education are open to broader definitions in the twenty-first century. It is time that teachers seriously think about including built environment design in K-12 art education. The term "built environment" includes interior design, architecture, landscape architecture, and urban planning. Due to increased exposure to built environment…

  18. Level of Student's Creative Thinking in Classroom Mathematics

    Science.gov (United States)

    Siswono, Tatag Yuli Eko

    2011-01-01

    It is reasonable to assume that people are creative, but the degree of creativity is different. The Idea of the level of student's creative thinking has been expressed by experts, such as Gotoh (2004), and Krulik and Rudnick (1999). The perspective of the mathematics creative thinking refers to a combination of logical and divergent thinking which…

  19. Leveling Students’ Creative Thinking in Solving and Posing Mathematical Problem

    OpenAIRE

    Tatag Yuli Eko Siswono

    2010-01-01

    Many researchers assume that people are creative, but their degree of creativity is different. The notion of creative thinking level has been discussed .by experts. The perspective of mathematics creative thinking refers to a combination of logical and divergent thinking which is based on intuition but has a conscious aim. The divergent thinking is focused on flexibility, fluency, and novelty in mathematical problem solving and problem posing. As students have various backgrounds and diffe...

  20. Physics Textbooks: Do They Promote or Inhibit Students' Creative Thinking

    Science.gov (United States)

    Klieger, Aviva; Sherman, Guy

    2015-01-01

    Creativity can be viewed from different perspectives, such as the creative thinking process, the product, the creative environment and the individual. The physics domain, which is based on experiments, research, hypotheses and thinking outside the box, can serve as an excellent grounding for creativity development. This article focuses on creative…

  1. Cultivating the College Students’ Creative Thinking in Industrial Design

    OpenAIRE

    Hua Cen; Chuandong Ma

    2013-01-01

    This paper probes into the source of “originality” in developing the creative thinking of the science students majoring in industrial design. The authors believe that the critical factors for the source of “originality” lie in not only the internal cause, but also the external cause. Whether the science students take a great consideration of art and humanity courses, in other words, whether they are aware of the relationship between artistical thought and industrial design or not, it...

  2. Collaborative dental skills teaching.

    Science.gov (United States)

    Gardiner, Andrew

    2015-05-01

    Periodontal disease is commonly encountered in companion animal practice and yet receives little coverage in British veterinary curricula. Andrew Gardiner of the Royal (Dick) School of Veterinary Studies explains how Edinburgh vet students polish their skills. PMID:25953886

  3. The Role of Teaching Poetry in Developing Literacy in Greek Primary School: A Case Study

    Science.gov (United States)

    Aravani, Evagelia

    2012-01-01

    The purpose of this case study is to examine the ways in which the systematic teaching of poetry reading at Greek primary school enhances children's interest in reading and helps develop their oral skills by enriching their vocabulary and creative thinking. The present poetry project was implemented at a Greek public kindergarten in Rethymno,…

  4. Teaching Problem-Solving Skills

    Science.gov (United States)

    2013-01-01

    This webpage offers some basic principles for teaching problem solving that foster critical thinking and decision-­making skills. It includes a 5-step implementation model developed by D.R. Woods and a brief list of references. [The Forshay & Kirkley paper is cataloged separately and linked as a related resource.

  5. Exploratory Examination of Relationships between Learning Styles and Creative Thinking in Math Students

    OpenAIRE

    Kuan Chen Tsai; Matthew Shirley

    2013-01-01

    It is believed that identifying any strong relationships between learning styles and creative thinking within the context of the math classroom will help improve instruction by providing course delivery strategies tailored to different learning preferences and promotion of creative thinking. Thus, the purpose of the current study is to identify which (if any) of the cognitive learning dimensions would be related to creative thinking in math students. The major findings of this study indicate ...

  6. Creative thinking in prospective teachers: the status quo and the impact of contextual factors

    OpenAIRE

    Hannetjie Meintjes; Mary Grosser

    2010-01-01

    To create unique and appropriate learning opportunities and environments and to nurture the development of creative thinking abilities among learners are some of the demands for creative thinking currently expected of teachers globally and also in South Africa. Creative thinking in academic context assumes, among other things, the ability to generate a variety of original ideas, to see different viewpoints and elaborate on ideas. We report on the findings of a quantitative pilot investigation...

  7. Creative thinking in prospective teachers: the status quo and the impact of contextual factors

    Scientific Electronic Library Online (English)

    Hannetjie, Meintjes; Mary, Grosser.

    Full Text Available To create unique and appropriate learning opportunities and environments and to nurture the development of creative thinking abilities among learners are some of the demands for creative thinking currently expected of teachers globally and also in South Africa. Creative thinking in academic context [...] assumes, among other things, the ability to generate a variety of original ideas, to see different viewpoints and elaborate on ideas. We report on the findings of a quantitative pilot investigation by means of experimental research utilizing an ex post facto design to determine the status quo regarding the creative thinking abilities of a hetrogeneous group of 207 pre-service teachers studying at a South African university, using the Abbreviated Torrance Test for Adults (ATTA) and a Partial Least Squares (PLS) exploration into the relationship between contextual factors and the students' creative thinking abilities. Strong correlations were found among a variety of contextual factors such as the type of school model and culture and creative thinking abilities and also between specific contextual factors such as the choice of role model and socio economic and acculturation factors and certain creative thinking abilities. This research explores a largely unknown field, namely, the creative thinking abilities of a group of South African pre-service teachers of different cultural groups and creates an awareness of the need for the development of creative thinking abilities among these prospective teachers.

  8. Cultivating the College Students’ Creative Thinking in Industrial Design

    Directory of Open Access Journals (Sweden)

    Hua Cen

    2013-08-01

    Full Text Available This paper probes into the source of “originality” in developing the creative thinking of the science students majoring in industrial design. The authors believe that the critical factors for the source of “originality” lie in not only the internal cause, but also the external cause. Whether the science students take a great consideration of art and humanity courses, in other words, whether they are aware of the relationship between artistical thought and industrial design or not, it is very important. In addition, creative capacity cannot be taught, and it only results from inspiration and guidance of teachers from multidisciplinary.

  9. Meeting the Demand: Teaching "Soft" Skills.

    Science.gov (United States)

    Wilhelm, William J.; Logan, Joyce; Smith, Sheila M.; Szul, Linda F.

    This document contains four papers (and an introduction by William Wilhelm) on teaching "soft" skills in business education programs. "The Skill Building Challenge: Preparing a Bridge for the Workforce Skills Gap" (Sheila M. Smith) examines the following topics: the workforce skills gap; the importance of academic and behavioral skills; and public…

  10. Designscholar: Examining Creative Thinking in an Online Learning Community for Interior Design Graduate Students

    Science.gov (United States)

    Ransdell, Marlo Evelyn

    2009-01-01

    This study examined the creative thinking of interior design graduate students in an online learning community. This study considered potential changes in creative thinking (fluency, flexibility, originality, and elaboration) about design research resulting from peer-led online discussions. It further studied the learner characteristics of…

  11. The Effects of Computer Use on Creative Thinking among Kindergarten Children in Jordan

    Science.gov (United States)

    Shawareb, Aseel

    2011-01-01

    The objective of the current study was to examine the effect of early computer experience, using quasi-experimental design, on creative thinking among Jordanian kindergarten children. It intended to answer two main research questions. First, does adding a computer to a kindergarten environment enhance children's creative thinking? Second, does…

  12. Strategy for teaching communication skills in dentistry

    OpenAIRE

    White, John G.

    2010-01-01

    AIM: To develop and evaluate a teaching strategy for teaching communication skills in dentistry. METHODOLOGY: Phase I: Development and implementation of a course in communication skills. Phase II: Implementation of a teaching strategy by means of an experiential learning strategy complemented by a didactic teaching strategy. SUBJECTS: Third year dental students (n = 67). The instruments included the following: (i) Study guide; (ii) Case study; (iii) Assessment rubric; (iv) Two questionnai...

  13. Development of future faculty teaching skills.

    Science.gov (United States)

    Penson, J B

    2010-01-01

    Doctoral and postdoctoral students considering a career as an educator would be well served by: (1) training in effective classroom communication skills, (2) the use of existing technology in teaching, (3) developing a new course or updating an existing course, and (4) availing themselves of campus teaching resources designed enhance their teaching portfolio. Universities need to place more attention on developing the teaching skills of their doctoral and postdoctoral students. This should include teaching methods and aids, communication skills, motivation, learning theory, testing, counselling and guidance, and course design. An important dimension from a guidance stand point is the conduct of a formal peer review process for beginning faculty. PMID:20491397

  14. Interactive Teaching in Interpersonal Skills

    DEFF Research Database (Denmark)

    Christensen, JØrgen Erik; Karhu, Markku

    2013-01-01

    Engineers are very much part of the ongoing globalization and they are encountering problems of cross-disciplinary nature. Team working skills respecting other peoples’ qualifications are required so therefore interpersonal skills are becoming more and more important, including communications skills, leadership and awareness. Consequently, educational programs for teaching engineers should work with the fact that the capability of communicating with people with different background competences is important, nevertheless the engineering education has traditionally focused on technical skills rather than on personal development. In order to reform the B.Sc. courses to guide students to become better and more efficient engineers on all levels, the DTU (Technical University of Denmark) and Helsinki Metropolia University of Applied Sciences (Metropolia) modified their education according to the CDIO (conceive, design, implement and operate) approach in the autumn of 2008. The CDIO pedagogy encouraged to develop aninteractive course in interpersonal skills, where the students have to take an active part in the exercises as well as involve themselves in the interactive communication process. The course consists of various exercises from which the participants will develop their awareness and knowledge of communication. It is the intention to give the students a personal understanding and idea of a different approach to communicating between people. The students evaluated the course, and the four key questions dealing with the quality of the course show a very high satisfaction with the instruction. The grades one and two (1 best/very much, 5 worst/very little) of the responses to these four questions are ranging on average from 69.5% to 88% (on a yearly basis). The positive responses indicate that the students are very satisfied with the course recognizing the need for education on international communication.

  15. Peer Assessment of Elementary Science Teaching Skills

    Science.gov (United States)

    Kilic, Gulsen Bagci; Cakan, Mehtap

    2007-01-01

    In this study, peer assessment was applied in assessing elementary science teaching skills. Preservice teachers taught a science topic as a team to their peers in an elementary science methods course. The peers participating in the science lesson assessed teacher-groups' elementary science teaching skills on an assessment form provided by the…

  16. Multimedia Techniques To Teach Mechanical Skills.

    Science.gov (United States)

    Johns, Janet Faye; Brander, Julianne Marie

    1997-01-01

    Discusses the use of multimedia computer-based training to effectively teach mechanical skills. Gives an example of teaching shaft alignment tasks that combines three-dimensional animations, simulations, and user interactions to allow the trainee to practice recognition and manipulation skills. (Author/LRW)

  17. Managerial Skills Teaching: Ten Questions and Answers.

    Science.gov (United States)

    McEnrue, Mary Pat

    2002-01-01

    Presents considerations for design and delivery of management skills courses as sets of questions in three categories: (1) preteaching (understanding and teaching skills, teacher qualities); (2) class (skills learning, learning barriers, cultural elements, learning assessment); and application/evaluation (lifelong learning, course evaluation,…

  18. Teamwork: Effectively Teaching an Employability Skill

    Science.gov (United States)

    Riebe, Linda; Roepen, Dean; Santarelli, Bruno; Marchioro, Gary

    2010-01-01

    Purpose: The purpose of this paper is to present a case study on improvements to professional teaching practice within an undergraduate university business programme to more effectively teach an employability skill and enhance the student experience of teamwork. Design/methodology/approach: A three-phase approach to teaching teamwork was…

  19. Teaching communication skills: beyond wishful thinking.

    Science.gov (United States)

    Junod Perron, Noelle; Sommer, Johanna; Louis-Simonet, Martine; Nendaz, Mathieu

    2015-01-01

    Communication skills tend to decline with time unless they are regularly recalled and practiced. However, most medical schools still deliver clinical communication training only during pre-clinical years although the clinical environment is considered to be ideal for acquiring and teaching clinical communication. The aim of this article is to review the barriers that prevent communication skills teaching and training from occurring in clinical practice and describe strategies that may help enhance such activities. Barriers occur at several levels: students, junior doctors and clinical supervisors sometimes have negative attitudes towards communication training; structured training in communication skills is often insufficient; clinical supervisors behave as poor role models and lack effective communication and teaching skills; finally, there are organisational constraints such as lack of time, competing priorities, weak hierarchy support and lack of positive incentives for using, training or teaching good communication skills in clinical practice. Given the difficulty of assessing transfer of communication skills in practice, only few studies describe successful educational interventions. In order to optimise communication skills learning in practice, there is need to: (1.) modify the climate and structure of the working environment so that that use, training and teaching of good communication skills in clinical practice becomes valued, supported and rewarded; (2.) extend communication skills training to any field of medicine; (3.) provide regular structured trainings and tailor them to trainees' needs. Practical implications of such findings are discussed at the end of this review. PMID:25664624

  20. Teaching Creativity and Inventive Problem Solving in Science

    OpenAIRE

    Dehaan, Robert L.

    2009-01-01

    Engaging learners in the excitement of science, helping them discover the value of evidence-based reasoning and higher-order cognitive skills, and teaching them to become creative problem solvers have long been goals of science education reformers. But the means to achieve these goals, especially methods to promote creative thinking in scientific problem solving, have not become widely known or used. In this essay, I review the evidence that creativity is not a single hard-to-measure property...

  1. Project-Based Activity: Root of Research and Creative Thinking

    Directory of Open Access Journals (Sweden)

    Rambely A. S.

    2013-05-01

    Full Text Available Decreasing of interest in mathematics and science subjects among students in Malaysia has been discussed lately. Applications of mathematics and science in real world settings might be able to facilitate increased interests in the subjects, especially in doing research. Therefore, the aim of this paper is to manifest that learning mathematics through project-based activity would cultivate interest in students towards research and foster research-like skill. Experience of teaching mathematics in School of Mathematical Sciences, UKM with integration of biological and physics problems are discussed. The level of interest is measured through students’ interest in doing their research projects in the final semester of the undergraduate study. The percentage of students interested in doing applied problems showed an increased in number. Thus it is concluded that the project-based activity led the students to identify their interest and hence head their interest into research.

  2. Teaching Social Work Students Practice Skills

    Science.gov (United States)

    Mumm, Ann Marie

    2006-01-01

    Field instructors have an essential role in the development of students' skills, yet they often struggle with how best to teach students practice skills. This study asked field practicum instructors and their students about the best practice strategies available. Forty-three student/field instructor pairs participated in this research study. Field…

  3. Assessing the teaching of technical skills.

    OpenAIRE

    Sarker, Sk; Vincent, C.; Darzi, Aw

    2005-01-01

    BACKGROUND: There is a lack of structured instruments to assess how technical skills are taught. We aimed to develop a practical assessment tool that is easy to use and will assess the teaching of technical skills. METHODS: A 5-point Likert global rating scale was constructed. An experienced surgeon independently assessed each surgery using the assessment tool. Trainees also used the assessment tool after the surgery. RESULTS: Forty-two surgeries were assessed: 26 open and 16 laparoscopic sur...

  4. Teaching pediatric communication skills to medical students

    Science.gov (United States)

    Frost, Katherine A; Metcalf, Elizabeth P; Brooks, Rachel; Kinnersley, Paul; Greenwood, Stephen R; Powell, Colin VE

    2015-01-01

    Background Delivering effective clinical pediatric communication skills training to undergraduate medical students is a distinct and important challenge. Pediatric-specific communication skills teaching is complex and under-researched. We report on the development of a scenario-based pediatric clinical communication skills program as well as students’ assessment of this module. Methods We designed a pediatric clinical communication skills program and delivered it five times during one academic year via small-group teaching. Students were asked to score the workshop in eight domains (learning objectives, complexity, interest, competencies, confidence, tutors, feedback, and discussion) using 5-point Likert scales, along with free text comments that were grouped and analyzed thematically, identifying both the strengths of the workshop and changes suggested to improve future delivery. Results Two hundred and twenty-one of 275 (80%) student feedback forms were returned. Ninety-six percent of students’ comments were positive or very positive, highlighting themes such as the timing of teaching, relevance, group sizes, and the use of actors, tutors, and clinical scenarios. Conclusion Scenario-based teaching of clinical communication skills is positively received by students. Studies need to demonstrate an impact on practice, performance, development, and sustainability of communications training. PMID:25653569

  5. Evaluating Creative Thinking of Rn-Bsn Students in the Course of Clinical Case Study and Practicum

    Science.gov (United States)

    Ku, Ya-Lie

    2015-01-01

    This case study evaluated creative thinking of RN-BSN students in the course of clinical case study and practicum. Study design used quantitative and qualitative evaluations of creative thinking of RN-BSN students by triangulation method in the course of clinical case study and practicum. Sixty RN-BSN students self-perceived the changing levels of…

  6. Teaching and Assessing Engineering Professional Skills

    Directory of Open Access Journals (Sweden)

    Ali M. Al-Bahi

    2013-05-01

    Full Text Available Engineering students are required to have, by the time of graduation, a set of professional skills related to teamwork, oral and written communications, impact of engineering solutions, life-long learning, and knowledge of contemporary issues. Teaching and assessment of these skills, as part of ABET accreditation, remains problematic. A systematic methodology to integrate these skills and their assessment in the curriculum is described. The method was recently applied in several engineering programs and proved to be efficient in generating data and evidences for evaluation and continuous improvement of these outcomes.

  7. Teach People Skills Totally Online?

    Science.gov (United States)

    Liebowitz, Jay

    2003-01-01

    Describes the adaptation for distance learning of an MBA organizational behavior course. Explains that the most effective strategy involved conducting group exercises and role plays synchronously in the chat room. A student survey indicated that online students developed skills comparable to face-to-face students. (EV)

  8. Developing and Teaching Ethical Decision Making Skills.

    Science.gov (United States)

    Robinson, John

    1991-01-01

    Student leaders and campus activities professionals can use a variety of techniques to help college students develop skill in ethical decision making, including teaching about the decision-making process, guiding students through decisions with a series of questions, playing ethics games, exploring assumptions, and best of all, role modeling. (MSE)

  9. DEVELOPMENT of CREATIVE THINKING through SPEECH SITUATIONS at the ENGLISH LESSONS

    Directory of Open Access Journals (Sweden)

    Alferova Olga Ivanovna

    2013-03-01

    Full Text Available The article deals with the issues of speech situations created at the English lessons. The purpose is to study one of the most efficient methods to involve pupils into the active speech activity through their imagination and creative thinking and show the essential condition which is pupils’ interest in the topic of speech situations.

  10. "Where's the Bear? Over There!"--Creative Thinking and Imagination in Den Making

    Science.gov (United States)

    Canning, Natalie

    2013-01-01

    This small scale research project examines opportunities for creative thinking and imagination through den making in a rural private day nursery with its own woodland area on the borders of England and Wales in the UK. The research is underpinned by sociocultural theory and is an ethnographic study of non-participant observations of children aged…

  11. QUEST FOR TEACHING EXPERIMENTAL SKILLS

    Directory of Open Access Journals (Sweden)

    B. Samrajya LAKSHMI

    2013-01-01

    Full Text Available In Andhra Pradesh, India, chemical experimenting in under graduate college labs by students is neglected because most of the intermediate (10+1 and 10+2 students concentrate on writing competitive exams like EAMCET (Engineering and Medical Common Entrance Test, IIT JEE (Indian Institute of Technology Joint Entrance Test, AIEEE (All India Engineering Entrance Examination, AFMS (Armed Forces Medical Services, AIMS (All India Institute of Medical Science. The students spend most of their time in preparing for competitive exams, practicing bits, and writing many model exams. Even Parents, staff, and management are also motivated and allow the students towards preparation for competitive exams because of the increase in number of engineering seats and demand of medical seats. Ultimately, the quality and quantity of students who join the B.Sc. (Bachelor of Science has been decreasing day by day. Even after joining the B.Sc., the students are motivated towards immediate white collared job oriented courses like M.C.A (Master of Computer Applications and M.B.A (Master Business Administration and spending their time for preparing for competitive exams for those courses. Only a few students are interested to join Post graduation in chemistry and try to learn experimental skills in chemistry laboratory. However, the motivated students towards undergraduate chemistry will be demotivated towards it due to lack of fundamentals in chemistry (in 10+2 level, which are essential for better job market. Ultimately, the students are in confusion and neglect learning the skills in doing experiments in chemistry lab. The present paper focuses on the thorough quest of one such teacher who strives for his own professional development. He has developed his own method of guiding the students for their improvement of skills in doing experiments in lab. The teacher explored solutions to his problems or problems of students by sorting out the critical incidents from his own laboratory experiences, documented through regular journal writing. The teacher cum researcher guided the students to overcome the difficulties in Ø Determination of melting point Ø Determination of Boiling Point Ø Test for Extra elements Ø Ignition Test for Aliphatic/Aromatic/Carbohydrate/Amide andØ Test for Functional groups Quest, Professional development, Organic Practical class, Laboratory Experiences, Experimental Skills.

  12. Technological and Technical Skills of the Teaching Faculty Members in Balqa Applied University / Jordan - In the Light of Comprehensive Quality Standards from the Viewpoint of a Number of Colleges Students

    Directory of Open Access Journals (Sweden)

    Burhan M Awad Al-Omari

    2012-09-01

    Full Text Available The aim of this study is to determine the reality of the practices of the faculty members of teaching skills in light of comprehensive quality standards from the viewpoint of Balqa applied University College students. To achieve the objective of the study the researcher designed a questionnaire included four axes on quality standards in teaching. The study found out that the teachers of these colleges have skills associated with qualities of teaching methods, strategies, teaching methods, techniques, interaction, communication and the evaluation. But they’re poor if some special skills like the inability to diversify in the initialization methods to lecture in various ways, to motivate students to learn, does not possesses the ability to provide feedback to students answers, does not support scientific and creative thinking. Never use modern teaching methods and techniques in the best way, and does not emphasize the student use of computers outside the classroom in organizing their daily duties and perform scientific tasks and scientific research. The study recommended the teachers of Applied University of Balqa colleges to increase the attention to skills associated with teaching methods and strategies, teaching methods and techniques, interaction and communication, and evaluation. Particular as regards to diversification in the initialization methods for lecture using the different available methods to stimulating students learning, such as using stories, realistic problems, current events, PowerPoint, scientific demonstration, and to develop their abilities in providing feedback to students answers and support their skills in scientific, creative and critic thinking and to use modern teaching methods and techniques, and the use of student computers outside the classroom in organizing their daily duties and perform scientific tasks and scientific research.

  13. Creative Thinking Development Program for Learning Activity Management of Secondary School Teachers

    OpenAIRE

    Sutinan Pukdeewut; Chalard Chantarasombat; Pattananusorn Satapornwong

    2013-01-01

    The objectives of this research were: to design a creative thinking development program for learning activity management of secondary school teachers, and to study the program’s efficiency and effectiveness of usage. The results of the study were as follows: the program includes the vision, principles, objectives, content, program development process, evaluation of performance and effectiveness. The process development had 5 stages and 8 activities of construction. The efficiency of the devel...

  14. ?he Contribution of Music and Movement Activities to Creative Thinking in Pre-School Children

    OpenAIRE

    Elena Chronopoulou; Vassiliki Riga

    2012-01-01

    As interest in creativity is rising, kindergarten teachers are looking for ways to strengthen the creative potential of young children. The aim of this study was to investigate the effect of music and movement activities to creative thinking in preschool children. A three month educational programme was designed and implemented, using an experimental research method. The effect on fluency, flexibility, originality and elaboration of thought of 5 year old children, as well as how the programme...

  15. Cogniton-based Enlightenment of Creative Thinking: Examplars in Computer Science

    Directory of Open Access Journals (Sweden)

    2013-01-01

    Full Text Available It is reputed that “Genius is 1% inspiration and 99% perspiration”, but it can also be noted that “sometimes, 1% inspiration is more important than 99% perspiration.” As this 1% is so important, can it be understood, and even learned? If so, how can cognition be used to enlighten a scientist's inspiration (creative thinking? Both questions are considered on the basis of cognitive theory in the paper. We illustrate our ideas with examples from computer science.

  16. The Teaching Methodology of Arabic Speaking Skills: Learners’ Perspectives

    OpenAIRE

    Sueraya Che Haron

    2013-01-01

    Teaching methodology plays an important role in transmitting knowledge and skills to learners. The effectiveness of both knowledge and skills depends greatly on the methodology used. This paper describes a study to investigate the learners’ perspectives on the teaching methodology used by the teachers at the Centre for Foundation Studies, International Islamic University Malaysia, to teach Arabic speaking skills. The data were collected using a focus group interview with 6 Arabic language l...

  17. Using Blended Learning in Developing Student Teachers Teaching Skills

    Science.gov (United States)

    Isman, Aytekin; Abanmy, Fahad AbdulAziz; Hussein, Hisham Barakat; Al Saadany, Mohammed Abdelrahman

    2012-01-01

    The research aims to determine the effectiveness of using blended learning Approach in developing student teachers teaching skills, and defining teaching skills that confront students of teachers college at King Saud University need it. The research uses the Quasi- Experimental approach, with four experimental groups (Mathematics (21)--Science…

  18. TEACHING INTERPERSONAL SKILLS : THE CONCEPT OF SOCIAL RISK ANALYSIS

    OpenAIRE

    Andersson, Niclas

    2009-01-01

    In addition to the traditional learning outcomes for technical disciplinary knowledge, the CDIO-syllabus also specifies personal and interpersonal learning outcomes. The argument for teaching interpersonal skills rest upon the team-based working environment that is typical for engineers, where knowledge and skills in teamwork, leadership, and communications are highly required. Thus, the practice of interpersonal skills need to be implemented in engineering teaching, not only in terms of lear...

  19. An appraisal of the literature on teaching physical examination skills.

    OpenAIRE

    Easton, G.; Stratford-martin, J.; Atherton, H.

    2012-01-01

    AIMS AND OBJECTIVES: To discover which models for teaching physical examination skills have been proposed, and to appraise the evidence for each. METHODS: We conducted a narrative review of relevant literature from 1990-2010. We searched the databases MEDLINE, PsycINFO, and ERIC (The Education Resource Information Centre) for the terms: 'physical examination' AND 'teaching' as both MESH terms and keyword searches. We excluded web-based or video teaching, non-physical examination skills (e.g. ...

  20. Application of situational teaching approach in nursing skills training

    Directory of Open Access Journals (Sweden)

    Feng ZHOU

    2014-11-01

    Full Text Available Objective: to improve the comprehensive ability of nursing students, to meet the need of clinical nursing. Methods: selected senior nursing students of two classes from grade 2012 , one class was taught by situational teaching method, the other class was in the traditional teaching method. By questionnaire with theory and skills examination, analyze the two groups of nursing students in the teaching effect. Results: the experimental group of situational teaching of nursing students generally agree that the experimental group nursing theory and skills examination scores were higher than control group (the value of T are 2.339, 2.339; P ? 0.05 respectively difference is statistically significant. Conclusion: the application of situational teaching method in nursing skill training, improves the teaching effect and the comprehensive ability of nursing students, worth wide application.

  1. A historical marker in the development of critical and creative thinking in psychiatric-mental health nursing education and practice

    Directory of Open Access Journals (Sweden)

    Christine M. Silverstein

    2013-01-01

    Full Text Available Background: This investigation focuses on traumatic events of World War II and postwar reconstruction in US society in the 1940s, taking into account the development of psychiatric nursing as a specialty within the context of nursing education and practice trends. Scotomas of historic world figures, including Hildegard Peplau, renowned educator and psychiatric nurse, are examined. These blind spots profoundly affected their reactions and behaviors, for the betterment of society or the destruction of it. Method: Psychohistory looks at the “why” of historical events and is concerned with the motivation in human behavior and with the underlying meaning lurking beneath the surface of logic. In this psychohistorical exploration, figurative snapshots highlight a historical marker that commemorates a fire that blazed out of control in 1948 at Highland Hospital, a mental institution in Asheville, North Carolina, where Peplau held directorship. This fire served as a springboard for the evolution of the nurse-patient relationship within the nursing profession, as influenced by Peplau. Relevant questions explored are: What nurses were implicated in the fire? What did the characters at the scene believe and perceive? What were the motivations of key players? Who qualified as nurses? What ramifications did the fire have for nursing education and practice in the development of analytical thought and theoretical concepts? Significance: Some view the historic fire as a black mark against nursing. Nurses, however, with the assistance of Peplau’s teachings, can see it as a benchmark that began the process of eradication of resistances that prevent growth and the illumination of educational curricula that promote advancement of critical and creative thinking. Today, nurses can take advantage of their knowledge base learned from the past and can create expansive innovation in nursing education and practice that is supportive of global health and safety in the 21st century.

  2. A Videotape Series for Teaching Job Interviewing Skills.

    Science.gov (United States)

    Veatch, Deborah J.

    1980-01-01

    Videotapes designed to teach job interview skills to deaf students were developed. Three interview situations featuring one hearing and two hearing impaired persons are presented in the videotapes. (CL)

  3. Using Goldenrod Galls to Teach Science Process Skills.

    Science.gov (United States)

    Peard, Terry L.

    1994-01-01

    Emphasizes the importance of using examples from the student's environment to aid in teaching science process skills. The author uses diagrams to aid in discussing the various uses of goldenrod (Solidago sp) galls in the classroom. (ZWH)

  4. Competence and teaching skills: reflections on the concept and assessment

    Directory of Open Access Journals (Sweden)

    Isabel Guzmán Ibarra

    2011-04-01

    Full Text Available This article discusses some concepts of competence, to identify their common elements that can be transferred to educational practices on competition. The intention is to establish levels of consistency among the components of the concept with educational practices and competitions. On this basis, we discuss some strategies for teaching skills to identify and propose strategies and tools that focus on authentic assessment to evaluate teaching skills.

  5. Rorschach interpretation with high-ability adolescent females: psychopathology or creative thinking?

    Science.gov (United States)

    Franklin, K W; Cornell, D G

    1997-02-01

    Highly intelligent and creative persons have long posed interpretation difficulties for users of the Rorschach Inkblot Test. This study examined Exner's (1993) Schizophrenia, Depression, and Coping Deficit indices as adjustment measures in a sample of 43 female adolescents enrolled in an early college entrance program and a comparison group of 19 girls enrolled in public high school gifted programs. Contrary to conventional interpretation, higher scores on the Rorschach Schizophrenia Index among the accelerants were correlated with healthy emotional adjustment on both the California Psychological Inventory and the Self-Perception Profile for Adolescents (SPPA). Further analyses offered support for the hypothesis that among accelerants, elevated scores on the Rorschach constellations did not indicate psychopathology, but rather their creative thinking style. PMID:9018850

  6. A Brief Review on Developing Creative Thinking in Young Children by Mind Mapping

    Directory of Open Access Journals (Sweden)

    Wen-Cheng Wang

    2010-06-01

    Full Text Available Mind mapping is a presentation form of radiant thinking, utilizing lines, colors, characters, numbers, symbols, image, pictures or keywords, etc. to associate, integrate and visualize the learned concept and evoke brain potential. Through mind maps, one’s attention, coordination ability, logic, reasoning, thinking, analyzing, creativity, imagination, memory, ability of planning and integration, speed reading, character, number, visuality, hearing, kinesthetic sense, sensation, etc. are significantly enhanced. “Picture” is not limited by nationality and language and is the best tool for young children to explore new things and learning. Because pictorial representation is one of the most primal human traits and drawing ability is better than writing ability in young children, learning and expressing through mind mapping prevents difficulties of writing, grammar and long description in children. Thus, this study reviews related researches to figure out whether mind mapping can be applied by young children to develop their creative thinking.

  7. Teaching and learning consultation skills for paediatric practice

    OpenAIRE

    Howells, R. J.; Davies, H. A.; Silverman, J. D.

    2006-01-01

    Effective consultations with patients and their families are important for patient satisfaction, adherence to treatment, and recovery from illness. Communication problems among health professionals are common. Fortunately, the skills of effective communication can be taught and learned. This paper highlights evidence based approaches to teaching these skills with minimal resources.

  8. Teaching LD Students Critical Reading Skills: A Systematic Replication.

    Science.gov (United States)

    Darch, Craig; Kameenui, Edward J.

    1987-01-01

    The effectiveness of two approaches (direct instruction and discussion/workbook) to teaching 25 elementary level learning disabled students three critical reading skills (argument analysis, embedded argument analysis, skill classification) was evaluated. Subjects in the direct instruction group were found to significantly outperform subjects in…

  9. Teaching Social Skills and Assertiveness to Students with Disabilities

    Science.gov (United States)

    Moffett, Aaron; Alexander, Melissa G. F.; Dummer, Gail M.

    2006-01-01

    This article discusses teaching social skills and assertiveness to students with disabilities. The National Association for Sport and Physical Education (NASPE) content standards for physical education emphasize teaching responsible personal and social behaviors to students of all abilities, to help them develop an understanding of and respect for…

  10. Teaching Beginning Chess Skills to Students with Disabilities.

    Science.gov (United States)

    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…

  11. Heritage in hospitals: Using museum objects to teach communications skills

    Directory of Open Access Journals (Sweden)

    Guy Noble

    2010-01-01

    Full Text Available Museum objects can be used to inspire a wide variety of teaching and learning. This paper discusses how museum objects can be used to teach communications skills to medical students as part of a project investigating the benefits of taking museum objects to patients at University College London Hospitals.

  12. Using professional interpreters in undergraduate medical consultation skills teaching

    OpenAIRE

    Bansal, Aarti; Swann, Jennifer; Smithson, William Henry

    2014-01-01

    The ability to work with interpreters is a core skill for UK medical graduates. At the University of Sheffield Medical School, this teaching was identified as a gap in the curriculum. Teaching was developed to use professional interpreters in role-play, based on evidence that professional interpreters improve health outcomes for patients with limited English proficiency. Other principles guiding the development of the teaching were an experiential learning format, integration to the core cons...

  13. TLC--Teaching, Learning, and Caring: Teaching Interpersonal Problem-Solving Skills to Behaviorally Disordered Adolescents.

    Science.gov (United States)

    Vaughn, Sharon

    1987-01-01

    The article describes "Teaching, Learning, and Caring" (TLC), a program designed for partially mainstreamed behavior disordered adolescents (ages 14-18). Eight TLC skill areas are the focus of interpersonal skills training: communication mode, empathy, goal identification, cue sensitivity, alternative thinking, skills implementation, consequential…

  14. The Teaching Methodology of Arabic Speaking Skills: Learners’ Perspectives

    Directory of Open Access Journals (Sweden)

    Sueraya Che Haron

    2013-12-01

    Full Text Available Teaching methodology plays an important role in transmitting knowledge and skills to learners. The effectiveness of both knowledge and skills depends greatly on the methodology used. This paper describes a study to investigate the learners’ perspectives on the teaching methodology used by the teachers at the Centre for Foundation Studies, International Islamic University Malaysia, to teach Arabic speaking skills. The data were collected using a focus group interview with 6 Arabic language learners at the centre. The findings show that the learners were dissatisfied with the teaching methodology as it emphasizes memorization. Instead they prefer a communicative approach where they can apply orally what they have learned, be corrected and improve.

  15. Teaching Writing Skills for Engineering Students

    OpenAIRE

    D.Vijaya Lakshmi*1; Ragini, K.

    2014-01-01

    This research paper focuses on the writing skills of the Engineering students of all the branches especially at the time of placements. Writing in English is almost a prerequisite for the job. Now- a-days testing the writing skills of the students is mandatory before going to attend the interviews. LSRW skills are essential in the acquisition of language. In order to help the students with these writing skills, teacher has to take the initiative to motivate them. Most of the students are ...

  16. Teaching the Mentally Retarded Job Interviewing Skills

    Science.gov (United States)

    Grinnell, Jr., Richard M.; Lieberman, Alice

    1977-01-01

    Examined the most effective usage of videotape in job interview skill training for 24 mentally retarded young adults utilizing the microcounseling model of instruction. Data revealed the microcounseling model is most effective with the two skill areas of eye contact and body posture regardless of the method of videotape utilization. (Author)

  17. An Interprofessional Approach to Teaching Communication Skills

    Science.gov (United States)

    Sargeant, Joan; MacLeod, Tanya; Murray, Anne

    2011-01-01

    Introduction: Recent research suggests that effective interprofessional communication and collaboration can positively influence patient satisfaction and outcomes. Health professional communication skills do not necessarily improve over time but can improve with formal communication skills training (CST). This article describes the development,…

  18. Teaching job interview skills to retarded clients.

    OpenAIRE

    Hall, C (Christopher); Sheldon-Wildgen, J; Sherman, J. A.

    1980-01-01

    Six retarded adults were taught job application and interview skills including introducing oneself, filling out a standard job application form, answering questions, and asking questions. A combination of instructions, modeling, role playing, and positive and corrective feedback was used across a multiple baseline experimental design. After training, the clients' performance in each area improved substantially over baseline levels. In addition, the newly taught skills appeared to generalize t...

  19. TEACHING INTERPERSONAL SKILLS : THE CONCEPT OF SOCIAL RISK ANALYSIS

    DEFF Research Database (Denmark)

    Andersson, Niclas

    2009-01-01

    In addition to the traditional learning outcomes for technical disciplinary knowledge, the CDIO-syllabus also specifies personal and interpersonal learning outcomes. The argument for teaching interpersonal skills rest upon the team-based working environment that is typical for engineers, where knowledge and skills in teamwork, leadership, and communications are highly required. Thus, the practice of interpersonal skills need to be implemented in engineering teaching, not only in terms of learning objectives, but realised in practical teaching activities and as an integrated part of the examination. This study aims at presenting and reviewing a practical approach to teaching of interpersonal skills, referred to as the Social Risk Analysis, which has been applied and integrated into the curriculum of two engineering courses. The Social Risk Analysis encourages and imposes a critical review of the social interaction in a small group of students and thus facilitates communication and teamwork operation. Students find the Social Risk Analysis being easy to apprehend and meaningful in engineering teaching, and most significantly, they perceive that the Social Risk Analysis facilitates the work performance. The study found it possible to successfully implement the Social Risk Analysis into the course curriculum of the two engineering courses. The implementation required, however, refinement of the pedagogical approach by integrating the Social Risk Analysis into the learning objectives, teaching activities and assessment of the course, and further, redesign of the engineering work assignments in order to impel cooperation, communication and participation of the students in a team. The establishment of an engineering context provides an important basis for the teaching of interpersonal skill using the Social Risk Analysis.

  20. TEACHING CULTURE AS A FIFTH LANGUAGE SKILL

    Directory of Open Access Journals (Sweden)

    Fatma ÖZÜORÇUN

    2014-01-01

    Full Text Available Many researchers like Wang (2008:3 believe that language teaching is culture teaching and foreign language teachers are actually foreign culture teachers. The main reason behind the idea of teaching the culture together with the language is that in many situations it is difficult to simply translate one language into another language especially when either of the languages lack these words or expressions. The foreign language lacks these words simply because the people do not have them in their own cultures. The paper includes examples of words that appear in Turkish and English because of the cultural importance of what they refer to. The present paper also includes reasons and recommendations for language teachers to indicate how important it is to include culture in their teaching.

  1. Description and Analysis of Educational Facilities Design Criteria Based on Creative thinking from the Perspective of Educational Technology Specialists

    OpenAIRE

    Shahin Valia; Faramarzmalekian; Mehrnaz Foroughinia

    2013-01-01

    The aim of this study is description and analysis of educational facilities design criteria based on creative thinking from the perspective of educational technology specialists. Study's method is descriptive-surveyand it is polling type. Method description - is a survey of surveys. Population consists of full-time faculty members in the field of educational technology at the University of Tehran that are 36 persons. Tools for data collection are questionnaire responses depending on the rese...

  2. Creative thinking as orchestrated by semantic processing versus cognitive control brain networks

    Directory of Open Access Journals (Sweden)

    Anna Abraham

    2014-02-01

    Full Text Available Creativity is primarily investigated within the neuroscientific perspective as a unitary construct. While such an approach is beneficial when trying to infer the general picture regarding creativity and brain function, it is insufficient if the objective is to uncover the information processing brain mechanisms by which creativity occurs. As creative thinking emerges through the dynamic interplay between several cognitive processes, assessing the neural correlates of these operations would enable the development and characterization of an information processing framework from which to better understand this complex ability. This article focuses on two aspects of creative cognition that are central to generating original ideas. “Conceptual expansion” refers to the ability to widen one’s conceptual structures to include unusual or novel associations, while “overcoming knowledge constraints” refers to our ability to override the constraining influence imposed by salient or pertinent knowledge when trying to be creative. Neuroimaging and neuropsychological evidence is presented to illustrate how semantic processing and cognitive control networks in the brain differentially modulate these critical facets of creative cognition.

  3. Cinemeducation: teaching family assessment skills using full-length movies.

    Science.gov (United States)

    Wilson, Astrid H; Blake, Barbara J; Taylor, Gloria A; Hannings, Glenda

    2013-05-01

    A thorough family assessment provides a foundation for the nursing process when working with families. Therefore, nurses, along with other health care providers must develop expertise in conducting family assessments to provide the best possible care within the community. This article describes an innovative educational strategy using movies to teach family assessment skills and puts forth recommendations for future research to provide evidence to support this teaching modality. PMID:23586768

  4. Teaching Writing Skills for Engineering Students

    Directory of Open Access Journals (Sweden)

    D.Vijaya Lakshmi*1

    2014-04-01

    Full Text Available This research paper focuses on the writing skills of the Engineering students of all the branches especially at the time of placements. Writing in English is almost a prerequisite for the job. Now- a-days testing the writing skills of the students is mandatory before going to attend the interviews. LSRW skills are essential in the acquisition of language. In order to help the students with these writing skills, teacher has to take the initiative to motivate them. Most of the students are coming from rural areas and basically from regional medium background. So they require support at every step. Writing becomes a Herculean task to them. Triggering their requirement is a pivotal role of the teacher. Different perspectives of writing skills like free writing, mechanics of writing, vocabulary, grammar, description of a picture, paragraph, essay and summary writing and report, resume, letter and e-mail writings are discussed in this paper. Activities like pair work or group work of all the tasks are added benefit to the students. Interest and command on the identified topic of the student is not identical. Analysis and feedback of each and every activity is an added grace to the teacher and advantage to the student. If the students are trained logically from the beginning of their first year of Engineering they achieve their dream of getting a placement before completing their Bachelor’s degree.

  5. Peer-assisted teaching of basic surgical skills

    Directory of Open Access Journals (Sweden)

    Ryan Preece

    2015-06-01

    Full Text Available Background: Basic surgical skills training is rarely emphasised in undergraduate medical curricula. However, the provision of skills tutorials requires significant commitment from time-constrained surgical faculty. Purpose: We aimed to determine how a peer-assisted suturing workshop could enhance surgical skills competency among medical students and enthuse them towards a career in surgery. Methods: Senior student tutors delivered two suturing workshops to second- and third- year medical students. Suturing performance was assessed before and after teaching in a 10-min suturing exercise (variables measured included number of sutures completed, suture tension, and inter-suture distance. Following the workshop, students completed a questionnaire assessing the effect of the workshop on their suturing technique and their intention to pursue a surgical career. Results: Thirty-five students attended. Eighty-one percent believed their medical school course provided insufficient basic surgical skills training. The mean number of sutures completed post-teaching increased significantly (p<0.001, and the standard deviation of mean inter-suture distance halved from ±4.7 mm pre-teaching, to ±2.6 mm post-teaching. All students found the teaching environment to be relaxed, and all felt the workshop helped to improve their suturing technique and confidence; 87% found the peer-taught workshop had increased their desire to undertake a career in surgery. Discussion: Peer-assisted learning suturing workshops can enhance medical students’ competence with surgical skills and inspire them towards a career in surgery. With very little staff faculty contribution, it is a cheap and sustainable way to ensure ongoing undergraduate surgical skills exposure.

  6. Teaching Job Interview Skills to Retarded Clients.

    Science.gov (United States)

    Hall, Christine; And Others

    1980-01-01

    Six retarded adults were taught job application and interview skills, including introducing oneself, filling out a standard job application form, answering questions, and asking questions. A combination of instructions, modeling, role playing, and positive and corrective feedback was used across a multiple baseline experimental design. (Author)

  7. Doll’s Pedagogical Theory and Its Enlightenment on British and American Literature Teaching

    Directory of Open Access Journals (Sweden)

    Xu Gang

    2015-02-01

    Full Text Available Due to the outmoded teaching method and the popularity of utilitarianism nowadays, the marginalization of British and American literature courses has become a prominent problem for the education of English majors in colleges and universities, but the American postmodern curriculum theorist, Prof. William E. Doll, Jr.’s pedagogical theory, which advocates the cultivation of students’ comprehensive ability in the process of teaching, can offer great enlightenment on British and American literature teaching. So this article will apply Doll’s pedagogical theory on teaching mode and academic evaluation to explore a more dynamic and instructive teaching method for British and American literature course so as to give full play to this important subject for English majors for the cultivation of their comprehensive ability, both language skills and creative thinking on literature analysis.

  8. Multimedia Shared Stories: Teaching Literacy Skills to Diverse Learners

    Science.gov (United States)

    Rivera, Christopher J.

    2013-01-01

    Through research, shared stories have demonstrated their effectiveness in teaching literacy skills to students with disabilities, including students who are culturally and linguistically diverse. In an effort to keep pace with ever-changing technology, shared stories can be transformed into a multimedia experience using software that is commonly…

  9. Can "Withitness Skills" Be Applied to Teaching with Laptops?

    Science.gov (United States)

    McDaniel, Larry; Jackson, Allen; Gaudet, Laura; Shim, Andrew

    2009-01-01

    It may amaze those in education that in this age of technology and computers, how basic concepts of classroom teaching are similar or even more important than they were 40 years ago when Kounin first defined withitness elements. New challenges, related to laptop Internet instruction, require instructors to develop "withitness" skills and…

  10. Can Distance Learning Be Used to Teach Automotive Management Skills?

    Science.gov (United States)

    Noto, Teresa L.

    2011-01-01

    Today's automotive college students will shape the future of the automobile industry. The success of college-level automotive programs has long been dependent on the students' ability to participate in hands-on classroom based interactions. In this article, distance learning and how it can be used to teach automotive management skills, as well as…

  11. Teaching the Soft Skills: Three Students Break It Down

    Science.gov (United States)

    Merz, Sandy

    2015-01-01

    Teaching soft skills (i.e., grit, empathy, collaboration, perseverance, communication, ethics, self-management) is a task that might seem overwhelming to new teachers, but this article offers practical advice from students about how to incorporate the lessons into the classroom.

  12. Involving Parents in Teaching Social Communication Skills to Young Children

    Science.gov (United States)

    Weiss, Amy L.; Theadore, Geraldine

    2011-01-01

    This article focuses on why and how speech-language pathologists and other professionals can encourage the involvement of parents in teaching social communication skills to their young children. Four main topics are explored: (1) the evidence that many of the children with special needs served by speech-language pathologists and other…

  13. Teaching Job Interviewing Skills with the Help of Television Shows

    Science.gov (United States)

    Bloch, Janel

    2011-01-01

    Because of its potential for humor and drama, job interviewing is frequently portrayed on television. This article discusses how scenes from popular television series such as "Everybody Loves Raymond," "Friends," and "The Mary Tyler Moore Show" can be used to teach effective job interview skills in business communication courses. Television…

  14. Teaching Listening Comprehension Skills: A Test-orientated Approach

    Directory of Open Access Journals (Sweden)

    Shao-Wen Su

    2012-05-01

    Full Text Available Attributed to a “receptive skill” in the communicative process, listening comprehension would be the most arduous task of all four language skills. It is likely that EFL (English as a foreign language students encounter various predicaments, of e.g. grasping main ideas of the dialogues in contexts, and in turn suffer from learning anxiety. The issue of how to assist the students in improving their listening competency is worth attention. This article is, therefore, intended for illustrating a test-orientated approach to teaching listening comprehension skills to EFL students through an analysis of sample questions about listening comprehension (i.e. Choosing the Right Picture, Short Questions, and Short Conversations on GEPT tests at the elementary level and through provision of tips (i.e. Skim, Scan, Listen, Guess/Infer, Choose & Write and Check on how to answer the questions effectively. Implications for teaching listening comprehension are also made at the end of the paper.

  15. Educational technologies in health sciences libraries: teaching technology skills.

    Science.gov (United States)

    Hurst, Emily J

    2014-01-01

    As technology rapidly changes, libraries remain go-to points for education and technology skill development. In academic health sciences libraries, trends suggest librarians provide more training on technology topics than ever before. While education and training have always been roles for librarians, providing technology training on new mobile devices and emerging systems requires class creation and training capabilities that are new to many librarians. To appeal to their users, many health sciences librarians are interested in developing technology-based classes. This column explores the question: what skills are necessary for developing and teaching technology in an academic health sciences library setting? PMID:24528269

  16. Educational Technologies in Health Science Libraries: Teaching Technology Skills

    Science.gov (United States)

    Hurst, Emily J.

    2014-01-01

    As technology rapidly changes, libraries remain go-to points for education and technology skill development. In academic health sciences libraries, trends suggest librarians provide more training on technology topics than ever before. While education and training have always been roles for librarians, providing technology training on new mobile devices and emerging systems requires class creation and training capabilities that are new to many. To appeal to their users, many health sciences librarians are interested in developing technology-based classes. This column explores the question: what skills are necessary for developing and teaching technology in an academic health sciences library setting? PMID:24528269

  17. Should we teach thinking skills to deaf children?

    Directory of Open Access Journals (Sweden)

    Emma Tamsin Kelty

    2006-04-01

    Full Text Available This pilot study aimed to identify the benefits of developing thinking skills with KS1 deaf children who used British Sign Language (BSL. It arose as a response to the findings of a variety of researches who had reported a number of ‘failings’ apparent in the educational and learning activity of deaf children. It used a case study approach involving five profoundly deaf Key stage 1 children and explored the extent to which, using materials grounded in the Somerset Thinking Skills Course, the teaching of thinking skills in a supportive environment could remediate some of these issues. The strongly visual nature of the material supported pupil exchanges mediated by the use of sign language. Analysis of video film was used to plot individual pupil development of scanning skills, their use of nouns versus adjectives, micro-skills and macro-abilities. Pupil reasoning skills, how they were supported, their ownership and role of the facilitator were also examined. The results showed that within eight weeks (equivalent to four hours in total the children were more able to express their perceptions. They watched other children in order to access their signed information and appeared to use this to develop, elaborate, extend and provide reasons when it was their turn to present. There was also evidence of enhanced creativity and originality in their contributions. This pilot study urges the need for further research and suggests that a priority should be given to developing this approach in the teaching of deaf children. Due to the complexity of thinking skills it further recommends that this area should be taught as a separate topic that can inform other subjects.

  18. Comparison of staff training strategies to promote generalized teaching skills.

    OpenAIRE

    Ducharme, J. M.; Feldman, M. A.

    1992-01-01

    Two studies compared the effectiveness of different strategies for promoting generalization of staff skills in teaching self-care routines to clients with developmental disabilities. In Study 1, 9 direct-care staff members of group homes were trained sequentially through four conditions; (a) the provision of written instructions, (b) performance-based training using a single client program exemplar and simulated clients (single case training), (c) performance-based training using actual devel...

  19. Taken with Surprise: Critical Incidents in Teaching

    Science.gov (United States)

    Pui-Lan, Kwok; Brown, William P.; Delamarter, Steve; Frank, Thomas E.; Marshall, Joretta L.; Menn, Esther; Riggs, Marcia Y.

    2005-01-01

    This collection of essays tackles thorny questions related to critical incidents in teaching. By using different pedagogical methods and techniques, each author provokes creative thinking about how to address specific concerns common to teaching. The authors demonstrate that the teaching and learning process must make room for--if not…

  20. Utilizing Teaching Interactions to Facilitate Social Skills in the Natural Environment

    Science.gov (United States)

    Kassardjian, Alyne; Taubman, Mitchell; Rudrud, Eric; Leaf, Justin B.; Edwards, Andrew; McEachin, John; Leaf, Ron; Schulze, Kim

    2013-01-01

    Individuals diagnosed with autism spectrum disorder often display deficits in social skills. While research has shown behavioral interventions to be effective in teaching and/or increasing a variety of appropriate social skills, limited research has shown generalization of these skills to the natural setting. The Teaching Interaction procedure…

  1. Going Beyond the Sentence: Implications of Discourse Analysis for the Teaching of the Writing Skill.

    Science.gov (United States)

    Ghadessy, Mohsen

    1984-01-01

    Questions the prevalent attitude of English as a second language teachers regarding the teaching of writing skills. Weaknesses in syllabi and teaching strategies are cited, indicating deficiencies in the teaching of discourse analysis--the manipulation of words, structures, and ideas--all skills necessary for the development and production of a…

  2. Effects of Student Teaching on the Classroom Management Beliefs and Skills of Music Student Teachers.

    Science.gov (United States)

    Brand, Manny

    1982-01-01

    Does the music student teaching experience affect student teachers' classroom management beliefs and skills, and as a result of student teaching, do the classroom management beliefs and skills of music student teachers and their cooperating teachers become more congruent? Research indicates that student teaching does not affect student teacher…

  3. Teaching office-based couples counseling skills: enhancing residents professional and personal relationship skills.

    Science.gov (United States)

    Stern, Patricia J; Carlton, Janice C

    2014-01-01

    Effective communication skills are essential for: 1) developing therapeutic physician-patient relationships; 2) negotiating within healthcare teams; and 3) maintaining meaningful personal relationships. This article describes a behavioral science seminar designed to teach residents the fundamentals of couple dynamics and familiarize them with a variety of tools for enhancing communication skills. The seminar consists of a didactic portion, a review of learning materials and instructional DVD, and group discussion. Learning objectives include: a) recognizing the developmental stages of relationships; b) identifying potential communication barriers; and c) use of communication skills tools in three contexts including patient care, healthcare teams, and personal relationships. The seminar is conducted for third-year residents on an annual basis; concepts and materials are reinforced throughout all 3 years of training. PMID:25084857

  4. Development and Validation of Teaching Practice Evaluation Instrument for Assessing Chemistry Students' Teaching Skills

    Science.gov (United States)

    Ezeudu, F. O.; Chiaha, G. T. U.; Eze, J. U.

    2013-01-01

    The study was designed to develop and factorially validate an instrument for measuring teaching practice skills of chemistry student-teachers in University of Nigeria, Nsukka. Two research questions guided the study. The design of the study was instrumentation. All the chemistry student-teachers in the Department of Science Education, University…

  5. Effective Training Skills. Workforce 2000 Partnership.

    Science.gov (United States)

    Enterprise State Junior Coll., AL.

    This curriculum package on effective training skills for hourly textile employees has been developed by the Workforce 2000 Partnership, a network of industries and educational institutions that provides training in communication, computation, and creative thinking to employees and supervisors in textile, apparel, and carpet industries at 15 plants…

  6. Inquiry-Based Learning through the Creative Thinking and Expression in Early Years Education

    OpenAIRE

    Aikaterini Michalopoulou

    2014-01-01

    Many different skills make up inquiry-based learning for children, and children need many opportunities to develop and use these skills as they progress through the Kindergarten years. Inquiry skills should not be taught in isolation, but integrated into interesting topics and ideas. Children need many opportunities to generate and discuss ideas, make plans, brainstorm solutions to problems, reflect and give reasons for their choices. The aim of the research conducted a...

  7. Use of Veterinary Records To Teach Laboratory Thinking Skills in Biology.

    Science.gov (United States)

    Woolverton, Christopher J.

    1999-01-01

    Describes a laboratory protocol using clinical veterinary data that teaches the cognitive, analytical, communication, and interpersonal skills necessary for students in a biology core laboratory course. (WRM)

  8. A Brief Analysis of Large Classroom’s English Teaching Management Skills

    OpenAIRE

    Weixuan Zhong

    2014-01-01

    Classroom is the basic place of teaching, where intertwined with a variety of teaching factors, and all these factors forms various kinds of connections. Scientific and effective class teaching management is the necessary and powerful measure of improving the teaching quality. Effective English teaching management skills are parts of the elements of successful large classroom teaching. Under the new educational situation, how to organize, regulate, manage large classrooms in order to train th...

  9. The Effects of Two Instructional Models--Tactical and Skill Teaching--On Skill Development and Game Play, Knowledge, Self-Efficacy, and Student Perceptions in Volleyball

    Science.gov (United States)

    Harrison, Joyce M.; Blakemore, Connie L.; Richards, Robert P.; Oliver, Jon; Wilkinson, Carol; Fellingham, Gilbert

    2004-01-01

    This study evaluated the effects of Skill Teaching and Tactical approaches on skill development, game play, knowledge, and self-efficacy for 169 high- and low-skilled players of 182 beginning university Volleyball students. Three instructors each taught one Tactical and one Skill Teaching class two days a week for 16 weeks. A random coefficients…

  10. An Investigation of an Arts Infusion Program on Creative Thinking, Academic Achievement, Affective Functioning, and Arts Appreciation of Children at Three Grade Levels.

    Science.gov (United States)

    Luftig, Richard L.

    2000-01-01

    Investigates the effects of an arts infusion program (SPECTRA+) on the creative thinking, academic achievement, self-esteem, locus of control, and appreciation of the arts by school children (n=615). Reports that SPECTRA+ program children scored higher than the control group in creativity, self-esteem, and arts appreciation, while data for…

  11. Teaching Safety Skills to Children: Prevention of Firearm Injury as an Exemplar of Best Practice in Assessment, Training, and Generalization of Safety Skills

    OpenAIRE

    Miltenberger, Raymond G

    2008-01-01

    The focus of this paper is on teaching safety skills to children with an emphasis on recent research on behavioral skills training for the prevention of firearm injury. Following a discussion of safety skills and methods for assessing these skills, the paper reviews recent research on behavioral skills training and in situ training for teaching safety skills to prevent firearm injury. Strategies for promoting generalization and increasing the efficiency of training are then discussed, along w...

  12. RADPED: an approach to teaching communication skills to radiology residents

    International Nuclear Information System (INIS)

    The Accreditation Council for Graduate Medical Education mandates that radiology residency programs teach communication skills to residents. The purpose of this paper is to present a mnemonic, RADPED, that can be used to enhance communication in the radiology setting. It reminds the resident of the salient points to address during an imaging encounter with pediatric patients and their families for the purpose of enhancing communication. Recent history and research in medical communication are reviewed. Various communication guides used by primary care physicians, such as SEGUE, and the Kalamazoo consensus statement are discussed. This methodology was adapted into a format that could be used to teach communication skills to radiology residents in the context of an imaging encounter. RADPED reminds the resident to establish rapportwith the patient, ask questionsas to why the patient and family are presenting for the study, discuss the exam, perform the procedure, use exam distractions, and discussthe results with the referring physician and family when appropriate. This guide is available with movie clips as part of an on-line pediatric radiology curriculum. This simple memory aid promotes the key points necessary to optimize the radiology resident's encounter with pediatric patients and their families. (orig.)

  13. Description and Analysis of Educational Facilities Design Criteria Based on Creative thinking from the Perspective of Educational Technology Specialists

    Directory of Open Access Journals (Sweden)

    Shahin Valia

    2013-02-01

    Full Text Available The aim of this study is description and analysis of educational facilities design criteria based on creative thinking from the perspective of educational technology specialists. Study's method is descriptive-surveyand it is polling type. Method description - is a survey of surveys. Population consists of full-time faculty members in the field of educational technology at the University of Tehran that are 36 persons. Tools for data collection are questionnaire responses depending on the research questions that the research was conducted on the Likert scale. Questionnaire's reliability obtained based on Cronbach's alpha coefficient that was 74%. To analyze data in statistical methods frequency distribution, percentage, frequency, mean, and statistical tables were used. Results of one-sample z-test were used for statistical analysis. Based on the results, obtained z for standard colors equals to 8.98, because the subjects' average (27.38 and compare it with the hypothetical average of (15 it can be said that obtained average by hypothetical population mean has significant difference. For sound scale (phoneme equals 3.52 based on testees' mean (27.77 and to compare it with society's hypothetical average (17.5 it can be said that that obtained average has significant difference with society's hypothetical average. For thermal condition scale (heat it was equal to 2,.26 because regarding testee's average ( 14.77 and to compare with society's hypothetical average (10 it can be said that obtained average has significant difference with society's hypothetical mean. Therefore it can be concluded that there is a significant relationshipbetween design criteria of educational facilities and increase in students' creative thinking from the perspective of educational technology specialists at the 5% level.

  14. Evaluating Behavioral Skills Training with and without Simulated in Situ Training for Teaching Safety Skills to Children

    Science.gov (United States)

    Miltenberger, Raymond; Gross, Amy; Knudson, Peter; Bosch, Amanda; Jostad, Candice; Breitwieser, Carrie Brower

    2009-01-01

    This study compared the effectiveness of behavioral skills training (BST) to BST plus simulated in situ training (SIT) for teaching safety skills to children to prevent gun play. The results were evaluated in a posttest only control group design. Following the first assessment, participants in both training groups and the control group who did not…

  15. Teaching Sexual History-Taking Skills Using the Sexual Events Classification System

    Science.gov (United States)

    Fidler, Donald C.; Petri, Justin Daniel; Chapman, Mark

    2010-01-01

    Objective: The authors review the literature about educational programs for teaching sexual history-taking skills and describe novel techniques for teaching these skills. Methods: Psychiatric residents enrolled in a brief sexual history-taking course that included instruction on the Sexual Events Classification System, feedback on residents'…

  16. Determining the Critical Skills Beginning Agriculture Teachers Need to Successfully Teach Welding

    Science.gov (United States)

    Pate, Michael L.; Warnick, Brian K.; Meyers, Tiffany

    2012-01-01

    Using the Delphi technique, agriculture teachers with significant experience teaching welding were asked to help determine the critical skills beginning agriculture teachers need to successfully teach welding. The study's objectives sought to (1) identify the knowledge and technical skill competencies that beginning agriculture teachers need to…

  17. Investigating the Efficacy of Practical Skill Teaching: A Pilot-Study Comparing Three Educational Methods

    Science.gov (United States)

    Maloney, Stephen; Storr, Michael; Paynter, Sophie; Morgan, Prue; Ilic, Dragan

    2013-01-01

    Effective education of practical skills can alter clinician behaviour, positively influence patient outcomes, and reduce the risk of patient harm. This study compares the efficacy of two innovative practical skill teaching methods, against a traditional teaching method. Year three pre-clinical physiotherapy students consented to participate in a…

  18. Practice Teaching in Multicultural Contexts: Lessons to Training in Intercultural Teaching Skills

    Directory of Open Access Journals (Sweden)

    Cristina Escalante Rivera

    2014-05-01

    Full Text Available This paper presents the results of a research project entitled Teaching Exercises in Multicultural Contexts: Lessons to Training in Intercultural Teaching Skills, which was conducted during 2011-2012 by the Department of Teaching Research and Studies from the Costa Rican Ministry of Public Education (Escalante, Fernández and Gaete, 2012, in order to explore cultural diversity in classrooms and educational institutions in Costa Rica. This multicultural phenomenon has forced authorities to pay special attention to the educational services provided, particularly in elementary. In addition, it has sparked a discussion regarding the teachers’ conceptual and pedagogical void and a gap in their teaching skills to deal with student populations of different origins. Similarly, it leads to a reflection about the basic national educational curriculum. The research was conducted in 12 elementary schools from different educational districts, which have a high cultural diversity among students. Using qualitative research techniques, the opinions of principals, teachers and students regarding this topic are explored. The most important conclusion reached in this study is the absence of an intercultural pedagogy in the country’s classrooms and the need to prepare teachers in this respect.

  19. Sequential bilingualism and the teaching of language skills to early primary school pupils in Nigeria

    OpenAIRE

    ADEGBITE, Wale

    2000-01-01

    This paper argues that the poor mastery of language skills in Nigeria's educational system can be attributed partly to the poor methods of teaching language skills in the system, especially in early primary education. Given the fact that the bilingual concept is entrenched in the 1977 (revised 1981) Nigeria National Policy on Education, the approach of ‘simultaneous’ bilingualism has been utilised in teaching mother tongue and English language skills - listening, speaking, reading and wri...

  20. The Use of Information and Communication Technology (ICT) in Teaching ESL Writing Skills

    OpenAIRE

    Melor Md. Yunus; Norazah Nordin; Hadi Salehi; Mohamed Amin Embi; Zeinab Salehi

    2013-01-01

    Despite the existence of many studies showing positive effects of using Information and Communication Technology (ICT) in the teaching and learning process in general, the use of ICT in teaching writing skills in English as a Second Language (ESL) classrooms is still not very encouraging. This study attempts to seek findings on the use of ICT in the teaching of ESL writing skills in Malaysian secondary schools. This paper just reports one part of the findings obtained from a big project which...

  1. Teaching effective problem solving skills to radiation protection students

    International Nuclear Information System (INIS)

    Full text: Problem solving skills are essential for all radiation protection personnel. Although some students have more natural problem solving skills than others, all students require practice to become comfortable using these skills. At the University of Ontario Institute of Technology (UOIT), a unique one-semester course was developed as part of the core curriculum to teach students problem solving skills and elements of modelling and simulation. The underlying emphasis of the course was to allow students to develop their own problem solving strategies, both individually and in groups. Direction was provided on how to examine problems from different perspectives, and how to determine the proper root problem statement. A five-point problem solving strategy was presented as: 1) Problem definition; 2) Solution generation; 3) Decision; 4) Implementation; 5) Evaluation. Within the strategy, problem solving techniques were integrated from diverse areas such as: De Bono 's six thinking hats, Kepner-Tregoe decision analysis, Covey's seven habits of highly effective people, Reason's swiss cheese theory of complex failure, and Howlett's common failure modes. As part of the evaluation step, students critically explore areas such as ethics and environmental responsibility. In addition to exploring problem solving methods, students learn the usefulness of simulation methods, and how to model and simulate complex phenomena of relevance to radiation protection. Computational aspects of problem solving are explored using the commercially available MATLAB computer code. A number of case studies are presented as both examples and problems to the students. Emphasis was placed on solutions to problems of interest to radiation protection, health physics and nuclear engineering. A group project, pertaining to an accident or event related to the nuclear industry is a course requirement. Students learn to utilize common time and project management tools such as flowcharting, Pareto analysis, Fishbone diagrams and Gantt charts. It has been found that the tools learned in this course are used through all subsequent courses. In addition, early student and employer feedback suggests that the problem solving, modeling and simulation skills of the undergraduate students make them extremely valuable in the workplace. (author)

  2. Creative Thinking in Schools: Finding the "Just Right" Challenge for Students

    Science.gov (United States)

    Fletcher, Tina Sue

    2011-01-01

    Spurred on by explosive technological developments and unprecedented access to information, leaders in the fields of business, industry, and education are all calling for creative, innovative workers. In an atmosphere of high-stakes testing and global competitiveness, educators around the world are examining their teaching methods to determine…

  3. Beyond the bounds of the dogmatic image of thought: the development of critical, creative thinking in the mental health professions.

    Science.gov (United States)

    Roberts, M

    2014-05-01

    Reflections upon what it might mean to think, and about what inherited presuppositions or images might influence what thinking is thought to consist of, are not readily considered in the mental health care literature. However, the work of the 20th century French philosopher Gilles Deleuze and, in particular, his account of 'the dogmatic image of thought' can be employed to illustrate how such considerations can be of relevance to the theoretical and practical concerns of mental health professionals. In doing so, Deleuze's work can be understood as seeking to sensitize mental health professionals to the dangers of unreflectively adopting a restrictive notion of what it means to think, as well as an exhortation to develop critical, creative thinking in the mental health professions that moves beyond the bounds of the traditional, dogmatic image of thought. Considerations about what it might mean to think, and about what inherited presuppositions determine what thinking is thought to consist of, are not readily reflected upon in the mental health care literature. However, this paper will propose that such considerations are of relevance to, and possess important implications for, the mental health professions, and it will do so within the context of the work of the 20th century philosopher Gilles Deleuze. In particular, the paper will provide an accessible exposition of what Deleuze refers to as the 'dogmatic image of thought', along with an examination of his suggestion that this traditional image, and its associated presuppositions, not only determine what is considered to be the ostensible 'nature' of thought, but also delineate what the activity of thinking ought to be concerned with. Moreover, it will be argued that Deleuze's exposition and critique of the image of thought can be understood as seeking to sensitize mental health professionals to the dangers of unreflectively perpetuating a restrictive notion of what it means to think, as well as being an exhortation to develop critical, creative thinking in the mental health professions that moves beyond the bounds of that traditional, dogmatic image of thought. PMID:23786235

  4. What instructional skills and strategies do competent mathematics teachers use in teaching statistics in school mathematics during PCK development

    OpenAIRE

    Ijeh, Sunday Bomboi; Onwu, Gilbert O. M.

    2013-01-01

    Pedagogical content knowledge (PCK) comprises subject matter, content knowledge, instructional skills and strategies, conceptions in statistics teaching, and learners’ learning difficulties. This study focuses on the instructional skills and strategies used for teaching statistics during PCK development. Research findings show that these skills and strategies are not always apparent. A clear understanding of these skills and strategies, however, would be useful for mathematics teac...

  5. The Role of Learning/Study Skills in "Re-Inventing" Secondary Schools.

    Science.gov (United States)

    Marshak, David

    1992-01-01

    The report "Workplace Basics: the Skills Employers Want" was based on interviews with hundreds of employers, who identified seven groups of desirable skills: reading, writing, and computation; listening and speaking; learning to learn, problem-solving and creative thinking; personal management; teamwork; and leadership and organizational…

  6. Developing Creative Teaching Module: Business Simulation in Teaching Strategic Management

    Directory of Open Access Journals (Sweden)

    Nor Liza Abdullah

    2013-05-01

    Full Text Available Globalization and liberalization in the business environment have changed the requirements of types and qualities of human capital needed by the corporate sector. In relation to this, business graduates not only need to have theoretical understanding, but they also need to have creative thinking, communication skills and decision making skills based on multidisciplinary knowledge. Simulation game in business education is suggested to fill the gap by exposing students to real business situations. This study evaluates the effectiveness of business simulation in teaching Strategic Management in Faculty of Economics and Management, Universiti Kebangsaan Malaysia (UKM. A total of 48 students participated in the business simulation game and answered a survey at the end of the Strategic Management course. The objective of this paper is to present the findings in terms of contextual and processual context of using business simulation as an approach in teaching strategic management. The important findings of this research are the ability of simulation in transferring theory to practice, applying multidisciplinary knowledge, managing team dynamics, making decisions in uncertainties and managing in realistic situation. This study highlights the potential of business simulations in developing competent business graduates that fulfill the requirements of the industry.

  7. From basic to critical and creative thinking : an exploratory study based on blogs

    OpenAIRE

    Ramos, Altina

    2009-01-01

    Nowadays, when we refer to the Web and its importance in the teaching and learning process, we no longer think of read-only contents, but in the supporting infrastructure which allows to create and share contents and a space for collaboration and discussion, ideas associated to the concept Web.2.0. The blog, as a means to deploy the concept ???on-line interaction??? is, according to Granieri, ???the most accessible and natural tool for sharing and publishing: in addition to text, images movie...

  8. Student teachers can be as good as associate professors in teaching clinical skills.

    DEFF Research Database (Denmark)

    Tolsgaard, Martin G; Gustafsson, Amandus

    2007-01-01

    AIM: The aim of this study is to compare student teachers and clinical associate professors regarding the quality of procedural skills teaching in terms of participants' technical skills, knowledge and satisfaction with the teaching. METHODS: This is an experimental, randomized, controlled study comparing the teaching of student teachers and associate professors regarding participants' learning outcome and satisfaction with the teaching. Two skills are chosen for the experiment, i.v.-access and bladder catheterization. Learning outcome is assessed by a pre- and post testing of the participants' knowledge and skills. Participants evaluate satisfaction with teaching on nine statements immediately after the teaching. RESULTS: In total 59 first year medical students are included as participants in the experiment. The students taught by student teachers perform just as well as the students taught by associate professors and in one skill--catheterization--they perform even better, mean post- minus pre-test scores 65.5 (SD 12.9) vs. 35.0 (SD 23.3), One-way ANOVA, p < 0.0001, effect size 1.62. Student teachers receive significantly more positive evaluations than associate professors on several statements. CONCLUSION: Trained student teachers can be as good as associate professors in teaching clinical skills. Udgivelsesdato: 2007-Sep

  9. The Effectiveness of the Constant Time Delay Procedure in Teaching Pre-School Academic Skills to Children with Developmental Disabilities in a Small Group Teaching Arrangement

    Science.gov (United States)

    Aldemir, Ozgul; Gursel, Oguz

    2014-01-01

    Children with developmental disabilities are trained using different teaching arrangements. One of these arrangements is called small-group teaching. It has been ascertained that a small-group teaching arrangement is more effective than a one-to-one teaching arrangement. In that sense, teaching academic skills to pre-school children in small-group…

  10. Teaching and Assessing Manipulative Motor Skills in High School Physical Education

    Science.gov (United States)

    Bert, Greg

    2015-01-01

    This article provides new ways to teach and assess motor skills in various lifetime sports such as tennis, golf, badminton, and other sports that students are likely to play as adults by focusing on five basic biomechanical principles.

  11. Secondary English Learners: Strengthening Their Literacy Skills through Culturally Responsive Teaching

    Science.gov (United States)

    Ramirez, Pablo C.; Jimenez-Silva, Margarita

    2014-01-01

    In high school English classrooms where English language learners may be at risk of academic failure, Culturally Responsive Teaching can help educators build an inclusive community in which all students can improve their literacy skills.

  12. A tool for using the control of character animation to help teach children communication skills

    OpenAIRE

    Ying, Liangzhong

    2012-01-01

    Effective Communication is an integral part of everyday life but recent studies show that in the UK many children fail to obtain this essential skill. The traditional approach to teaching communication skills is still important in school but new developments and the increasing availability of technology in the classroom, offer the potential for new ways to approach this teaching. A number of research institutions in the UK, for example the British Film Institute, are investigating how to use ...

  13. Teaching Efficacy in the Classroom: Skill Based Training for Teachers’ Empowerment

    OpenAIRE

    Mansoureh Karimzadeh; Hadi Salehi; Mohamed Amin Embi; Mehdi Nasiri; Mohammad Shojaee

    2014-01-01

    This study aims to use an experimental research design to enhance teaching efficacy by social-emotional skills training in teachers. The statistical sample comprised of 68 elementary teachers (grades 4 and 5) with at least 10 years teaching experience and a bachelor’s degree who were randomly assigned into control (18 female, 16 male) and experimental (20 female, 14 male) groups. During ten weekly sessions of training the experimental groups learned a set of social-emotional skills (interpe...

  14. Using video modeling and reinforcement to teach perspective-taking skills to children with autism.

    OpenAIRE

    Leblanc, Linda A.; Coates, Andrea M.; Daneshvar, Sabrina; Charlop-christy, Marjorie H.; Morris, Caroline; Lancaster, Blake M.

    2003-01-01

    We evaluated video modeling and reinforcement for teaching perspective-taking skills to 3 children with autism using a multiple baseline design. Video modeling and reinforcement were effective; however, only 2 children were able to pass an untrained task, indicating limited generalization. The findings suggest that video modeling may be an effective technology for teaching perspective taking if researchers can continue to develop strategies for enhancing the generalization of these new skills.

  15. Teaching Efficacy in the Classroom: Skill Based Training for Teachers’ Empowerment

    Directory of Open Access Journals (Sweden)

    Mansoureh Karimzadeh

    2014-07-01

    Full Text Available This study aims to use an experimental research design to enhance teaching efficacy by social-emotional skills training in teachers. The statistical sample comprised of 68 elementary teachers (grades 4 and 5 with at least 10 years teaching experience and a bachelor’s degree who were randomly assigned into control (18 female, 16 male and experimental (20 female, 14 male groups. During ten weekly sessions of training the experimental groups learned a set of social-emotional skills (interpersonal—intrapersonal skills. Bar-On social emotional scales (adult version and a researcher-made questionnaire for teaching efficacy were used to collect the required data. Independent t-tests, mix models of variance, multivariate analyses of variance, and regressions were used to compare the mean of social-emotional intelligence and its components and teaching efficacy differences between and within groups. The results showed that training had a significant effect on increasing social emotional skills and its components of the experimental group teachers. This research also showed a positive correlation between the enhancement of emotional skills and effective teaching. To be most effective, emotional skills training programs need to be applied in the classroom consistently across the curriculum, and teachers` involvement with these skills is needed to promote their social-emotional abilities.

  16. Implementation of teaching Skills & Strategies in the Schools: A study of graduates of a teacher education program : Implementation of teaching Skills & Strategies in the Schools: A study of graduates of a teacher education program

    DEFF Research Database (Denmark)

    Kinley, Kinley; Choeda, Choeda

    2013-01-01

    ‘Teaching Skills’ and ‘Teaching Strategies’ are two core (professional) modules offered at the two colleges of education in Bhutan to develop pedagogical knowledge and skills of student teachers. However, a tracer study (in press) done by Samtse College of Education [SCE] revealed teacher graduates’ (1) confusion over the two concepts, ‘teaching skill’ and ‘teaching strategy’ and (2) the lack of confidence in integrating the two in their daily teaching activities. Therefore, this study was carried out to find out the graduates’ understanding of the concepts and implementation of ‘Teaching Skills’ and ‘Teaching Strategies’ in the classroom. Further, it was aimed to find lapses, inappropriateness and irrelevancies in the two professional modules in which pedagogical concepts and skills were taught. Survey questionnaire, interview and participant observation were used to gather data to find out the use of teaching skills and strategies in the schools. Teacher graduates, both male and female having working experience of three years and above, teaching in Middle Secondary and Higher Secondary Schools, were selected as the participants in the study. Samples were drawn from the different parts of the country covering seventeen Dzongkhags. The study revealed adequate understanding of the concepts of professional modules. However, teachers were found to be grappling with the extra responsibilities affecting their planning to integrate skills and strategies into their teaching. Key words: Teaching skills, Teaching strategies, Microteaching

  17. A Proposal for Overcoming Problems in Teaching Interviewing Skills to Medical Students

    Science.gov (United States)

    Benbassat, Jochanan; Baumal, Reuben

    2009-01-01

    The objective of this paper is to draw attention to four features that distinguish the pedagogy of patient interviewing from the teaching of other clinical skills: (a) students are not naive to the skill to be learned, (b) they encounter role models with a wide variability in interviewing styles, (c) clinical teachers are not usually specialists…

  18. Kindergarten Teachers Adjust Their Teaching Practices in Accordance with Children's Academic Pre-Skills

    Science.gov (United States)

    Pakarinen, Eija; Lerkkanen, Marja-Kristiina; Poikkeus, Anna-Maija; Siekkinen, Martti; Nurmi, Jari-Erik

    2011-01-01

    This study examined the extent to which kindergarten children's academic pre-skills are associated with their teachers' subsequent teaching practices. The pre-skills in reading and math of 1268 children (655 boys, 613 girls) were measured in kindergarten in the fall. A pair of trained observers used the Classroom Assessment Scoring System…

  19. Teaching Direct Practice Skills Using Web-Based Simulations: Home Visiting in the Virtual World

    Science.gov (United States)

    Wilson, Amy Blank; Brown, Suzanne; Wood, Zoe Breen; Farkas, Kathleen J.

    2013-01-01

    Social work programs increasingly are engaged in deploying distance education models, yet questions remain about how to teach direct practice skills within this context. As field agency changes have limited practice opportunities for social work students, methods for helping interns develop direct practice skills in diverse field practicum…

  20. THE TEACHING OF FUNCTIONAL LANGUAGE SKILLS IN A SECOND LANGUAGE TO A CHILD WITH AUTISM

    OpenAIRE

    Renee Chong

    2006-01-01

    This article examined the rate of self-initiated communication acquisition, in a second language, of a child with autism. The language treatment objective was to teach functional communication skills in English through the use of Picture Exchange Communication System (PECS). The findings of this study show that it is possible for a child with autism to acquire functional communication skills in his second language even though he did not possess such communication skills in his first language.

  1. Can teaching agenda-setting skills to physicians improve clinical interaction quality? A controlled intervention

    OpenAIRE

    Rogers William H; Odigie Esosa G; Frankel Richard M; Anastario Michael P; Rodriguez Hector P; von Glahn Ted; Safran Dana G

    2008-01-01

    Abstract Background Physicians and medical educators have repeatedly acknowledged the inadequacy of communication skills training in the medical school curriculum and opportunities to improve these skills in practice. This study of a controlled intervention evaluates the effect of teaching practicing physicians the skill of "agenda-setting" on patients' experiences with care. The agenda-setting intervention aimed to engage clinicians in the practice of initiating patient encounters by eliciti...

  2. Teaching Decision-Making Skills to a Sixth Grade Population.

    Science.gov (United States)

    Hammes, Michael; Petersen, Dan

    1986-01-01

    Attempted to determine whether sixth-grade students (N=95) could learn resistance to persuasion skills (RPS) and to identify those skills. Findings suggest that resistance to persuasion skills can be taught and successfully learned in a school health education environment and that a child's self-concept and social status is not associated with…

  3. An Analysis of Studies Conducted Video Modeling in Teaching Social Skills

    Science.gov (United States)

    Gul, Seray Olcay; Vuran, Sezgin

    2010-01-01

    The video model method is an application with evidence basis, defined as watching and taking as a model the target behavior exhibited by the person on the videotape. The video model method is a teaching method that can be used in teaching many different skills to children displaying normal development and to children with developmental…

  4. Impact of Milieu Teaching on Communication Skills of Young Children with Autism Spectrum Disorder

    Science.gov (United States)

    Christensen-Sandfort, Robyn J.; Whinnery, Stacie B.

    2013-01-01

    This 5-month study examined the impact of a behaviorally based naturalistic teaching strategy, milieu teaching, on the communication skills of preschool-aged children with Autism Spectrum Disorder (ASD) in an early childhood special education (ECSE) classroom. A multiple baseline across participants design was used. Communication targets were…

  5. Teaching Residents Practice-Management Knowledge and Skills: An "in Vivo" Experience

    Science.gov (United States)

    Williams, Laurel Lyn

    2009-01-01

    Objective: This article explores the relevant data regarding teaching psychiatric residents practice management knowledge and skills. This article also introduces a unique program for teaching practice management to residents. Methods: A literature search was conducted through PubMed and "Academic Psychiatry". Additionally residents involved in…

  6. Developing Student Critical Thinking Skills through Teaching Psychology: An Interview with Claudio S. Hutz.

    Science.gov (United States)

    McCarthy-Tucker, Sherri

    2001-01-01

    Presents an interview with Claudio S. Hutz, who is dean of Instituto de Psicologia at Universidade Federal do Rio Grande do Sul in Porto Alegre, Brazil, where he has been teaching psychology since 1977. Discusses topics such as teaching psychology in Brazil and developing critical thinking skills. (CMK)

  7. High Tech Cooking: A Literature Review of Evolving Technologies for Teaching a Functional Skill

    Science.gov (United States)

    Mechling, Linda C.

    2008-01-01

    This review synthesizes the empirical literature (1986-2006) focusing on teaching cooking skills to persons with moderate to severe intellectual disabilities. Twenty-two studies were identified which provided information on four forms of technologies currently being used to teach food preparation: (a) picture-based systems; (b) Palmtop personal…

  8. An Analysis of the Use of Social Stories in Teaching Social Skills to Children with Autism Spectrum Disorders

    Science.gov (United States)

    Sani Bozkurt, Sunagul; Vuran, Sezgin

    2014-01-01

    Social stories play a significant part in the teaching skills and behaviors to children with ASD who lack social skills. The purpose of this study is to analyze studies in which social stories were used for teaching social skills to individuals with Autism Spectrum Disorders (ASD). The present study includes a descriptive review and meta-analysis…

  9. Implementation of Teaching Skills and Strategies in the Schools : A study of graduates of a teacher education program

    DEFF Research Database (Denmark)

    Choeda, Choeda; Kinley, Kinley

    2013-01-01

    ‘Teaching Skills’ and ‘Teaching Strategies’ are two core (professional) modules offered at the two colleges of education in Bhutan to develop pedagogical knowledge and skills of student teachers. However, a tracer study (in press) done by Samtse College of Education [SCE] revealed teacher graduates’ (1) confusion over the two concepts, ‘teaching skill’ and ‘teaching strategy’ and (2) the lack of confidence in integrating the two in their daily teaching activities. Therefore, this study was carried out to find out the graduates’ understanding of the concepts and implementation of ‘Teaching Skills’ and ‘Teaching Strategies’ in the classroom. Further, it was aimed to find lapses, inappropriateness and irrelevancies in the two professional modules in which pedagogical concepts and skills were taught. Survey questionnaire, interview and participant observation were used to gather data to find out the use of teaching skills and strategies in the schools. Teacher graduates, both male and female having working experience of three years and above, teaching in Middle Secondary and Higher Secondary Schools, were selected as the participants in the study. Samples were drawn from the different parts of the country covering seventeen Dzongkhags. The study revealed adequate understanding of the concepts of professional modules. However, teachers were found to be grappling with the extra responsibilities affecting their planning to integrate skills and strategies into their teaching. Key words: Teaching skills, Teaching strategies, Microteaching

  10. How to teach practical skills in medicine: out of hospital training

    OpenAIRE

    Higgins, M.F.; Macken, Alan P; Coyle, O; Cullen, Walter; McGrath, D; O'Gorman, Clodagh S

    2013-01-01

    “See one, do one, teach one” is the traditional paradigm for teaching medicine while working, the apprenticeship model. This paradigm is based on training during long working hours and with evaluation by mentors1. More recently, medical education is turning towards more structured programmes of teaching skills, where formal training can be objectively assessed using competency-based assessment2. At an undergraduate level this is driven by the requirement of a newly-qu...

  11. Supporting Teaching and Learning Via the Web: Transforming Hard-Copy Linear Mindsets into Web-Flexible Creative Thinking.

    Science.gov (United States)

    Borkowski, Ellen Yu; Henry, David; Larsen, Lida L.; Mateik, Deborah

    This paper describes a four-tiered approach to supporting University of Maryland faculty in the development of instructional materials to be delivered via the World Wide Web. The approach leverages existing equipment and staff by the design of Web posting, editing, and management tools for use on the campus-wide information server, "inforM" (a…

  12. Asynchronous teaching of psychomotor skills through VR annotations: evaluation in digital rectal examination.

    Science.gov (United States)

    Rissanen, Mikko J; Kume, Naoto; Kuroda, Yoshihiro; Kuroda, Tomohiro; Yoshimura, Koji; Yoshihara, Hiroyuki

    2008-01-01

    Many VR technology based training systems use expert's motion data as the training aid, but would not provide any short-cut to teaching medical skills that do not depend on exact motions. Earlier we presented Annotated Simulation Records (ASRs), which can be used to encapsulate experts' insight on psychomotor skills. Annotations made to behavioural parameters in training simulators enable asynchronous teaching instead of just motion training in a proactive way to the learner. We evaluated ASRs for asynchronous teaching of Digital Rectal Examination (DRE) with 3 urologists and 8 medical students. The ASRs were found more effective than motion-based training with verbal feedback. PMID:18391332

  13. Teaching the "Soft Skills": A Professional Development Curriculum to Enhance the Employability Skills of Business Graduates

    Science.gov (United States)

    Winstead, Ann S.; Adams, Barbara L.; Sillah, Marion Rogers

    2009-01-01

    Today's business climate requires that management recruits not only know the technical aspects of their jobs, but also possess communication, teambuilding and leadership skills. Most business school curricula, however, focus only on technical skills, and do not address the "soft skills" in a formal setting or on a consistent basis. As…

  14. Comparison of four teaching methods on Evidence-based Practice skills of postgraduate nursing students.

    Science.gov (United States)

    Fernandez, Ritin S; Tran, Duong Thuy; Ramjan, Lucie; Ho, Carey; Gill, Betty

    2014-01-01

    The aim of this study was to compare four teaching methods on the evidence-based practice knowledge and skills of postgraduate nursing students. Students enrolled in the Evidence-based Nursing (EBN) unit in Australia and Hong Kong in 2010 and 2011 received education via either the standard distance teaching method, computer laboratory teaching method, Evidence-based Practice-Digital Video Disc (EBP-DVD) teaching method or the didactic classroom teaching method. Evidence-based Practice (EBP) knowledge and skills were evaluated using student assignments that comprised validated instruments. One-way analysis of covariance was implemented to assess group differences on outcomes after controlling for the effects of age and grade point average (GPA). Data were obtained from 187 students. The crude mean score among students receiving the standard+DVD method of instruction was higher for developing a precise clinical question (8.1±0.8) and identifying the level of evidence (4.6±0.7) compared to those receiving other teaching methods. These differences were statistically significant after controlling for age and grade point average. Significant improvement in cognitive and technical EBP skills can be achieved for postgraduate nursing students by integrating a DVD as part of the EBP teaching resources. The EBP-DVD is an easy teaching method to improve student learning outcomes and ensure that external students receive equivalent and quality learning experiences. PMID:23107585

  15. Effects of Play Practice on Teaching Table Tennis Skills

    Science.gov (United States)

    Zhang, Peng; Ward, Phillip; Li, Weidong; Sutherland, Sue; Goodway, Jackie

    2012-01-01

    The purpose of this study was to examine the effects of Play Practice (PP) instruction on the performance of table tennis skills. Fifty-six college students in four intact classes were taught by two instructors using PP and Skill-focused Instruction (SI). A nonequivalent control/comparison group experimental design with pre and post measures was…

  16. Teaching Comments: Intercultural Communication Skills in the Digital Age

    Science.gov (United States)

    Ware, Paige

    2013-01-01

    This paper explores the pedagogical and conceptual issues that accompany the integration of intercultural communication skills into the secondary curriculum by analyzing the interactions of 102 adolescents in Spain and the USA during a 15-week, classroom-based, international online exchange. Focusing on the skills of discovery and interaction…

  17. Teaching Coin Skills to EMR Children: A Curriculum Study.

    Science.gov (United States)

    Frank, Alan R.; McFarland, Thomas D.

    1980-01-01

    The purpose of the study was twofold: to determine the kinds of money skills attained by a sample of 100 educable mentally retarded (EMR) children and to construct and field-test a portion of a coin skills curriculum which was judged to be at an appropriate level for elementary age EMR students. (Author/SB)

  18. Skill Development: How Brain Research Can Inform Music Teaching

    Science.gov (United States)

    Walter, Donald J.; Walter, Jennifer S.

    2015-01-01

    Practice is a major element in cultivating musical skill. Some psychologists have proposed that deliberate practice, a specific framework for structuring practice activities, creates the kind of practice necessary to increase skill and develop expertise. While psychologists have been observing behavior, neurologists have studied how the brain…

  19. Adivinanzas audiovisuales para ejercitar el pensamiento creativo infantil Audiovisual Riddles to Stimulate Children’s Creative Thinking

    Directory of Open Access Journals (Sweden)

    Jorge Montalvo Castro

    2011-03-01

    Full Text Available Para resolver una adivinanza hay que asociar ideas, analizar metáforas, descubrir analogías. Por eso, impulsar esta forma de entretenimiento infantil es un modo de ejercitar el pensamiento creativo. Sin embargo, existe un problema: las adivinanzas tradicionales son formas literarias que corresponden a una época pre-digital. ¿Cómo lograr, entonces, que tengan mayor aceptación entre los nativos digitales? Una posible solución sería crear adivinanzas audiovisuales diseñadas especialmente para YouTube. En esta investigación se realizaron cinco prototipos de adivinanzas audiovisuales con características creativas diferentes y se validaron con estudiantes de tercero a sexto grado de educación primaria. Los resultados de la validación permitieron identificar las actitudes, reacciones, interpretaciones y modos de razonamiento de los niños y niñas cuando intentan resolver este tipo de adivinanzas. También se identificaron los recursos de lenguaje y formatos creativos que funcionan mejor en una adivinanza audiovisual. En las conclusiones se destaca la necesidad de formular correctamente los enunciados de las adivinanzas audiovisuales y sus respectivas «pistas» para que los niños y niñas tengan la satisfacción intelectual y emocional de resolverlas. Se precisa, además, que leer o escuchar una adivinanza tradicional representa una experiencia cognitiva y sensorial muy distinta que interactuar con esa misma adivinanza en un lenguaje multimedia. Finalmente, se discute y analiza el rol mediador del docente y la importancia del aprendizaje colaborativo en los proyectos educativos que emplean tecnologías digitales.Solving riddles involves association of ideas, analysis of metaphors, and discovery of analogies. Therefore, promoting this type of children’s entertainment is a way to develop creative thinking. However, there is a problem: traditional riddles are literary forms that correspond to a pre-digital era. How can we increase its acceptance among the digital natives? One way might be creating audiovisual riddles specially designed for YouTube. In this research we made five prototypes of audiovisual riddles with different creative characteristics and validated them among 8-12 years old students. The validation results helped us to identify the attitudes, reactions, interpretations and ways of thinking of children when they try to solve such riddles. We also identified the resources of language and creative formats that fit best in audio-visual riddles. The outcome of this research emphasizes the need to correctly formulate the audiovisual riddle statements and their «clues» for children; this way we assure an intellectual and emotional satisfaction when solving them. It also concludes that reading or listening to traditional riddles are cognitive and sensory experiences that are very different from interacting with the same riddle in a multimedia language. Finally, we discuss and analyze the mediating role of the teacher and the importance of collaborative learning in educational projects using digital technologies.

  20. LANGUAGE SKILLS AND THE CRITICAL THINKING D?L BECER?LER? VE ELE?T?REL DÜ?ÜNME

    Directory of Open Access Journals (Sweden)

    Adnan KARADÜZ

    2010-07-01

    Full Text Available Critical thinking is one of the eight basic skills in the primary school curriculum which has been prepared with a constructivist approach. Teaching critical thinking in Turkish language lessons has an importance in reaching curricular aims. Critical thinking has bonds with skills such as creative thinking, communication, research making, problem solving, using ICT, entrepreneurship, and using Turkish appropriatelyCritical thinking is involved with questioning, interpreting and decision making skills in a skeptical approach. It contains sub-skills such as identifying cause and effect relations, catching similarities and differences, making classifications using certain criteria, determining validity of information, making analysis, evaluation, and inferencesTo develop and conserve language skills, teaching critical thinking skills is a very important task. Developing students’ critical thinking skills is essential in order to develop language skills such as listening, speaking, and writing. Curricular aims involved with critical reading, critical listening, and critical writing depend on critical thinking. Instructional methods which foster critical thinking skills should be employed in educational settings to develop basic language skills. Teacher’s role, approach and competency in critical thinking are also essential to create a critical thinking atmosphere.Connecting language skills with general skills is a part of learning philosophy in a constructivist approach. The goal of language teaching, the main mean of thinking that preparing students who can critically think become also one of the main goals of learning. When the expected achievement in language skills occurs in critical thinking, language development could be affected with individuals’ thinking development symmetrically. Critical reading, listening, speaking and creative writing could support development of such foundational skills; students’ creative thinking, communication skills, problem solving, and researching and decision making. For the purpose of what to do and what decision to make, individuals have to be problem solver, conscious to assessment and judgments, and explaining these judgments. The foundation of critical thinking is based on healthy, disciplined, systematic and queried thinking and for the development of critical thinking skills individuals should have enough thinking previously. The development of thinking and learning thinking help individuals to become themselves and structuring their own ideas. When the development in students’ reading skills turn to critical thinking for the students, they are more able to understand what they read and come to conclusion easily. Critical readers judge what they read and they may make comments and critics about what they read. They try to find implementation of the ideas that the writer explains in the content. Individuals’ understanding skills can occur both with reading and with listening. Critical listening is, in another way, a process of checking the accuracy of the information, understanding of this information, and discussing it. Speaking and writing skills which are part of explanation skills also helps the development of critical thinking. People who do critical explanations also have social skills, ability to be in groups, and ability to collaborate. In a learning setting where critical approach is used, students are more able to express their ideas in oral and in writings and these students are able to make comment about issues and provide solutions for these issues. During the process of critical writing, individuals come up with new ideas and start to have a broader perspective. The model of this study is literature review. Literature about critical thinking skills has been reviewed. Afterwards methods that should be employed in Turkish language lessons to foster critical thinking skills have been studied Yap?land?rmac? ö?renme yakla??m?na göre olu?turulan ilkö?retim program?nda yer verilen sekiz temel beceriden birisi de ele?tirel dü?ün

  1. A Four-Step Model for Teaching Selection Interviewing Skills

    Science.gov (United States)

    Kleiman, Lawrence S.; Benek-Rivera, Joan

    2010-01-01

    The topic of selection interviewing lends itself well to experience-based teaching methods. Instructors often teach this topic by using a two-step process. The first step consists of lecturing students on the basic principles of effective interviewing. During the second step, students apply these principles by role-playing mock interviews with…

  2. Optimizing Basic French Skills Utilizing Multiple Teaching Techniques.

    Science.gov (United States)

    Skala, Carol

    This action research project examined the impact of foreign language teaching techniques on the language acquisition and retention of 19 secondary level French I students, focusing on student perceptions of the effectiveness and ease of four teaching techniques: total physical response, total physical response storytelling, literature approach,…

  3. The teaching of non-technical skills through medical simulation

    OpenAIRE

    Silva, Juliana Andreia Da Costa E.

    2011-01-01

    Introduction: To meet society‘s expectations that physicians ?can and will attend equally to all aspects of health care,? the Association of American Medical Colleges‘ Medical School Objectives Project Report I has stated that physicians must be altruistic, knowledgeable, skillful, and dutiful. Considering that skills may be defined as actions and reactions performed by an individual in a competent way in order to achieve a goal, there is no doubt that this goal will be better managed...

  4. CRITICAL THINKING SKILLS AND MEANING IN ENGLISH LANGUAGE TEACHING

    OpenAIRE

    Harits Masduqi

    2011-01-01

    Many ELT experts believe that the inclusion of critical thinking skills in English classes is necessary to improve students’ English competence. Students’ critical thinking skills will be optimally increased if meaning is prioritized in English lessons. Those two inter-related elements can be implemented when teachers do collaborative activities stimulating students’ thinking process and meaning negotiation. Yet, the realization might be counter-productive if they are applied without ca...

  5. Teaching Listening Comprehension Skills: A Test-orientated Approach

    OpenAIRE

    Shao-Wen Su; Chung-Hsiang Liu

    2012-01-01

    Attributed to a “receptive skill” in the communicative process, listening comprehension would be the most arduous task of all four language skills. It is likely that EFL (English as a foreign language) students encounter various predicaments, of e.g. grasping main ideas of the dialogues in contexts, and in turn suffer from learning anxiety. The issue of how to assist the students in improving their listening competency is worth attention. This article is, therefore, intended for i...

  6. Teaching child-care skills to mothers with developmental disabilities.

    OpenAIRE

    Feldman, M. A.; Case, L; Garrick, M; MacIntyre-Grande, W; Carnwell, J; Sparks, B

    1992-01-01

    The present study identified and remediated child-care skill deficits in parents with developmental disabilities to reduce their risk of child neglect. Eleven mothers with developmental disabilities who were considered by social service and child welfare agencies to be providing neglectful child care were found in baseline to have several important child-care skill deficits (e.g., bathing, diaper rash treatment, cleaning baby bottles) compared to nonhandicapped mothers. Parent training (consi...

  7. Learning clinical teaching skills at the baccalaureate level.

    Science.gov (United States)

    Byrne, C; McKnight, J; Roberts, J; Rankin, J

    1989-08-01

    Nurses returning to work after obtaining their baccalaureate degree in nursing find increased expectations to participate in student and staff clinical education. Often these nurses are not prepared for this role. This paper describes a project that involved final year post-diploma registered nurse students in the clinical teaching of second year basic degree students in a baccalaureate nursing programme. Results of a pilot study to determine if the perceptions of the students involved in the teaching project changed following the experience, show a more positive change in teacher behaviours in these student tutors compared to students doing a traditional clinical experience. Course evaluations indicate the experience increased knowledge and comfort in clinical teaching and point to positive changes in the perceptions of behaviours conducive to clinical teaching. PMID:2778204

  8. The Impact of Active Learning Approach on Improving the Reading Skills in Native Language Teaching

    OpenAIRE

    Ahmet Güneyli

    2008-01-01

    In this research, the effectiveness of active learning approach in native language education has been emphasized. This research is an experimental one that is used by Turkish Teaching organized by active learning approach for determining learning levels of the students concerning their reading comprehension skills. Data have been obtained by utilizing “Turkish Reading Comprehension Skill Test”. The research was conducted at fifth class level in ªehit Tuncer and Geçitkale primary schools by ge...

  9. Leveraging Online Learning Resources to Teach Core Research Skills to Undergraduates at a Diverse Research University

    OpenAIRE

    Mcfarlin, Brian K.; Breslin, Whitney L.; Carpenter, Katie C.; Strohacker, Kelley; Weintraub, Randi J.

    2010-01-01

    Today’s students have unique learning needs and lack knowledge of core research skills. In this program report, we describe an online approach that we developed to teach core research skills to freshman and sophomore undergraduates. Specifically, we used two undergraduate kinesiology (KIN) courses designed to target students throughout campus (KIN1304: Public Health Issues in Physical Activity and Obesity) and specifically kinesiology majors (KIN1252: Foundations of Kinesiology). Our progra...

  10. Teaching Communication Skills Using Role-Play: An Experience-Based Guide for Educators

    OpenAIRE

    Jackson, Vicki A.; Back, Anthony L.

    2011-01-01

    Teaching advanced communication skills requires educators who are not only excellent communicators themselves but have the ability to deconstruct the components of the interaction and develop a cognitive approach that can be used across a variety of learners, diverse content, and under different time constraints while helping the learner develop the skill of self-reflection in a ‘safe’ and effective learning environment. The use of role-play in small groups is an important method to help ...

  11. Teaching Communication Skills: A five year experience from a private medical school of Nepal

    OpenAIRE

    Dr Indrajit Banerjee, Mbbs

    2013-01-01

    Communication with the patient is an art. A medical professional can earn a lot of degrees but communicating with the patient always remains a problem for some of them. Communication plays a key role to make him/her successful in Life .Communication Skill is an important part of the pharmacology teaching and learning session followed at Manipal College of Medical Sciences. Most of the textbooks that are commonly followed in Nepal merely tell about communication skills. In Communication Skil...

  12. Criteria of Total Quality Management of Faculty Teaching Skills: Perceptions of University Students

    OpenAIRE

    Awatif M. Abu-Al-Sha'r; Mohammad Aboud AL-Harahsheh

    2013-01-01

    This study aimed to identify the degree of faculty members' practice of the teaching skills in the light of the criteria of Total Quality Management (TQM) from the university students' perceptions at Al al-Bayt University. The study focuses on the impact of gender, college and degree of the faculty members' practice of the teaching skills in the light of TQM. The sample of the study consisted of (451) male and female students. A questionnaire of 72 items in four areas (planning, implementatio...

  13. DEVELOPMENT OF STUDENT’S DISCOURSE SKILLS THROUGH TEACHING BY USING VISUAL MATERIAL

    Directory of Open Access Journals (Sweden)

    ???? ?. ???????

    2014-02-01

    Full Text Available Development of discourse skills is a lifetime process. However, school offers a great variety of discourse that helps in that development. For us, an undeniable connection between discourse skills occurring in childhood and the ones developing during school years is important. Having in mind communication in different situations, as well as the main purpose of teaching, development of these skills is necessary during foreign language teaching. The aim of this paper is to explain the importance of visual material and to highlight its support and productiveness in terms of development of discourse skills in children. It seems that the there is a lot to gain from this type of teaching and that the effectiveness of this material is irreplaceable when we talk about visualization of a certain context. We emphasize communicative teaching as a technique used to accomplish better results in this process of development. This paper also offers practical pieces of advice for working with visual material, and theoretical framework for the development of discourse skills with the help of visual aid will be provided.

  14. Teaching evaluation: putting anthropological research skills to work

    OpenAIRE

    Blum-ross, Alicia

    2011-01-01

    In this essay I reflect on the process of teaching evaluation not only as a general theoretical principle, but also as a form of practice. I describe and analyse how I have incorporated evaluation strategies within my first few years of teaching. My views are grounded in my recent experience as an undergraduate tutor at the University of Oxford, as well as my previous professional experience working as a project evaluator and facilitator for arts and media organizations. I begin this essay by...

  15. The Use of Video Role Play for Teaching Therapeutic Communication Skills

    OpenAIRE

    Elaine Ng; Anthony O’Brien; Sandra Mackey; Hong-Gu He; Arthur, David G.

    2011-01-01

    Background: Effective Communication is a fundamental skill for practice across health care settings and is a component ofundergraduate nursing programs around the world. Resource materials appropriate for the teaching of communication in an Asiancontext are lacking.Aim: The aim of this study was to evaluate the usefulness of a self-developed video using role play in facilitating teaching andlearning associated with therapeutic communication.Methods: Videos were produced which demonstrated the...

  16. An Alternative Approach for Designing and Teaching Communication Skills to University of Technology Students

    OpenAIRE

    Ernest Pineteh

    2014-01-01

    This article examines the contents and teaching strategies of communication skills courses at a South African higher institution: Cape Peninsula University of Technology (CPUT). It seeks to understand why the courses have not been very responsive to increasing academic and professional challenges undergraduate students’ experience at this university. Also, it proposes alternative contents and methods of teaching that can ensure that these courses remain relevant to the diversity of vocational...

  17. TEACHING EARLY BRAILLE LITERACY SKILLS WITHIN A STIMULUS EQUIVALENCE PARADIGM TO CHILDREN WITH DEGENERATIVE VISUAL IMPAIRMENTS

    OpenAIRE

    Toussaint, Karen A.; Tiger, Jeffrey H.

    2010-01-01

    Despite the need for braille literacy, there has been little attempt to systematically evaluate braille-instruction programs. The current study evaluated an instructive procedure for teaching early braille-reading skills with 4 school-aged children with degenerative visual impairments. Following a series of pretests, braille instruction involved providing a sample braille letter and teaching the selection of the corresponding printed letter from a comparison array. Concomitant with increases ...

  18. Evaluation of a learner-designed course for teaching health research skills in Ghana

    OpenAIRE

    Agbenyega Tsiri; Bedu-Addo George; Ansong Daniel; Bates Imelda; Akoto Alex; Nsiah-Asare Anthony; Karikari Patrick

    2007-01-01

    Abstract Background In developing countries the ability to conduct locally-relevant health research and high quality education are key tools in the fight against poverty. The objective of our study was to evaluate the effectiveness of a novel UK accredited, learner-designed research skills course delivered in a teaching hospital in Ghana. Methods Study participants were 15 mixed speciality health professionals from Komfo Anokye Teaching Hospital, Kumasi, Ghana. Effectiveness measures included...

  19. Teaching information literacy skills to sophomore-level biology majors.

    Science.gov (United States)

    Thompson, Leigh; Blankinship, Lisa Ann

    2015-05-01

    Many undergraduate students lack a sound understanding of information literacy. The skills that comprise information literacy are particularly important when combined with scientific writing for biology majors as they are the foundation skills necessary to complete upper-division biology course assignments, better train students for research projects, and prepare students for graduate and professional education. To help undergraduate biology students develop and practice information literacy and scientific writing skills, a series of three one-hour hands-on library sessions, discussions, and homework assignments were developed for Biological Literature, a one-credit, one-hour-per-week, required sophomore-level course. The embedded course librarian developed a learning exercise that reviewed how to conduct database and web searches, the difference between primary and secondary sources, source credibility, and how to access articles through the university's databases. Students used the skills gained in the library training sessions for later writing assignments including a formal lab report and annotated bibliography. By focusing on improving information literacy skills as well as providing practice in scientific writing, Biological Literature students are better able to meet the rigors of upper-division biology courses and communicate research findings in a more professional manner. PMID:25949754

  20. Teaching Information Literacy Skills to Sophomore-Level Biology Majors

    Science.gov (United States)

    Thompson, Leigh; Blankinship, Lisa Ann

    2015-01-01

    Many undergraduate students lack a sound understanding of information literacy. The skills that comprise information literacy are particularly important when combined with scientific writing for biology majors as they are the foundation skills necessary to complete upper-division biology course assignments, better train students for research projects, and prepare students for graduate and professional education. To help undergraduate biology students develop and practice information literacy and scientific writing skills, a series of three one-hour hands-on library sessions, discussions, and homework assignments were developed for Biological Literature, a one-credit, one-hour-per-week, required sophomore-level course. The embedded course librarian developed a learning exercise that reviewed how to conduct database and web searches, the difference between primary and secondary sources, source credibility, and how to access articles through the university’s databases. Students used the skills gained in the library training sessions for later writing assignments including a formal lab report and annotated bibliography. By focusing on improving information literacy skills as well as providing practice in scientific writing, Biological Literature students are better able to meet the rigors of upper-division biology courses and communicate research findings in a more professional manner. PMID:25949754

  1. Teaching Information Literacy Skills to Sophomore-Level Biology Majors

    Directory of Open Access Journals (Sweden)

    Leigh Thompson

    2015-02-01

    Full Text Available Many undergraduate students lack a sound understanding of information literacy. The skills that comprise information literacy are particularly important when combined with scientific writing for biology majors as they are the foundation skills necessary to complete upper-division biology course assignments, better train students for research projects, and prepare students for graduate and professional education. To help undergraduate biology students develop and practice information literacy and scientific writing skills, a series of three one-hour hands-on library sessions, discussions, and homework assignments were developed for Biological Literature, a one-credit, one-hour-per-week, required sophomore-level course. The embedded course librarian developed a learning exercise that reviewed how to conduct database and web searches, the difference between primary and secondary sources, source credibility, and how to access articles through the university’s databases. Students used the skills gained in the library training sessions for later writing assignments including a formal lab report and annotated bibliography. By focusing on improving information literacy skills as well as providing practice in scientific writing, Biological Literature students are better able to meet the rigors of upper-division biology courses and communicate research findings in a more professional manner.

  2. The Role of Emotional Intelligence Skills in Teaching Excellence: The Validation of a Behavioral Skills Checklist

    Science.gov (United States)

    Harville, Pamela Cherie

    2012-01-01

    The role of emotional intelligence in effective teaching can be developed and enhanced through the use of an assessment instrument as a new evaluation and learning process for teachers. This involves a formative learning process for the qualities associated with excellent teaching characteristics and behaviors for use with teacher evaluation…

  3. The Use of Information and Communication Technology (ICT in Teaching ESL Writing Skills

    Directory of Open Access Journals (Sweden)

    Melor Md Yunus

    2013-06-01

    Full Text Available Despite the existence of many studies showing positive effects of using Information and Communication Technology (ICT in the teaching and learning process in general, the use of ICT in teaching writing skills in English as a Second Language (ESL classrooms is still not very encouraging. This study attempts to seek findings on the use of ICT in the teaching of ESL writing skills in Malaysian secondary schools. This paper just reports one part of the findings obtained from a big project which was conducted in Malaysian secondary schools in five areas of Malaysia. This study focuses solely on the data collected from four English teachers in a secondary school in Kuala Lumpur who were interviewed by the researcher. This study revealed that the use of ICT in the teaching of ESL writing was very low. Advantages of using ICT were reported to be attracting students’ attention, facilitating students’ learning process, helping to improve students’ vocabulary and promoting meaningful learning. Disadvantages found included the difficult class control, distraction and the students’ tendency to use short forms in their writing. It was also revealed that teachers are generally weak in managing problems and planning activities involving the use of ICT in the teaching of ESL writing. The results of this study are hoped to provide insights to the Ministry of Education in Malaysia to improve the low use of ICT in teaching ESL writing skills.

  4. Comparing Video Modeling and Graduated Guidance Together and Video Modeling Alone for Teaching Role Playing Skills to Children with Autism

    Science.gov (United States)

    Akmanoglu, Nurgul; Yanardag, Mehmet; Batu, E. Sema

    2014-01-01

    Teaching play skills is important for children with autism. The purpose of the present study was to compare effectiveness and efficiency of providing video modeling and graduated guidance together and video modeling alone for teaching role playing skills to children with autism. The study was conducted with four students. The study was conducted…

  5. An Application of Educational Theories and Principles of Teaching and Learning Communication Skills for General Practitioners in Oman

    OpenAIRE

    Al-wahaibi, Ahmed; Almahrezi, Abdulaziz

    2009-01-01

    This article discusses the crucial role of teaching and learning communication skills for general practitioners, based on the theory of experiential and self-directed learning. It also outlines the proposed ways and methods to teach these communication skills in this project.

  6. Ex-vivo porcine organs with a circulation pump are effective for teaching hemostatic skills

    OpenAIRE

    Izawa Yoshimitsu; Hishikawa Shuji; Muronoi Tomohiro; Yamashita Keisuke; Suzukawa Masayuki; Lefor Alan T

    2012-01-01

    Abstract Surgical residents have insufficient opportunites to learn basic hemostatic skills from clinical experience alone. We designed an ex-vivo training system using porcine organs and a circulation pump to teach hemostatic skills. Residents were surveyed before and after the training and showed significant improvement in their self-confidence (1.83 ± 1.05 vs 3.33 ± 0.87, P < 0.01) on a 5 point Likert scale. This training may be effective to educate residents in basic hemostatic skills.

  7. Manifestation of critical thinking skills in the English textbooks employed by language institutes in Iran

    Directory of Open Access Journals (Sweden)

    Birjandi, Parviz

    2013-01-01

    Full Text Available Scholars in the field of education have unanimously subscribed to the pivotal role of critical thinking in individuals' life in general and their academic life in particular (Bloom, 1956; Ennis, 2003; Dewey, 1933. The thrust of the current study was to investigate the extent to which the books employed for Teaching English as Foreign Language include critical thinking skills. To attain this goal, 3 series of English books, namely, Top notch, Interchange, and English files series utilized by language institutes in Iran were targeted. Next, a seventy two-item critical thinking checklist based on Likert-scale and consisting of twelve skills; namely, comprehension, application, analysis, synthesis, evaluation, deduction, induction, balanced-thinking, multiple perspective-taking, creative thinking, building community of thinkers, and knowledge was developed. The target skills on the checklist were mainly based on Bloom's taxonomy and the related literature on critical thinking. The checklist was validated by the researchers themselves and some experts in the field and the reliability coefficient was also estimated at 0.86. Then, two raters conducted a content analysis on the books and determined the magnitude of each skill. The data were analyzed through descriptive statistics and inferential statistics (Chi-square and Kruskal-Wallis Non-parametric tests. Findings of the study revealed that the books mainly tapped knowledge, comprehension, application and building community of thinkers skills and failed to acceptably include other skills reported to be of utmost importance for students' academic success. The comparison of the mean rank of the skills in the three books also disclosed that as for lower order thinking skills there wasn’t a significant difference among the books; however, as for other skills Top notch was marginally higher. The paper also discusses the lack of critical thinking in the classroom and materials and proposes some ways to include more critical thinking skills in the materials. The results of the study have significant implications for material developers, educational policy makers and teachers.

  8. A comparison of telemedicine teaching to in-person teaching for the acquisition of an ultrasound skill?-?a pilot project.

    Science.gov (United States)

    Brisson, Anne-Marie; Steinmetz, Peter; Oleskevich, Sharon; Lewis, John; Reid, Andrew

    2015-06-01

    Telemedicine is widely used for medical education but few studies directly investigate how telemedicine teaching compares to conventional in-person teaching. Here we determine whether telemedicine teaching is as effective as in-person teaching for the acquisition of an ultrasound skill important in trauma care. Nurses with no prior ultrasound experience (n?=?10) received study material and a teaching session on how to locate and image the hepatorenal space (Morison's pouch). One group of nurses was taught in-person (In-person Group) and the other group was taught via telemedicine (Telemedicine Group). Telemedicine allowed two-way audio and visual communication between the instructor and the nurses. A comparison of the teaching techniques showed that telemedicine teaching was equivalent to in-person teaching for the acquisition of practical and theoretical skills required to locate Morison's pouch. The average time required to locate Morison's pouch after teaching was similar between both groups. The results demonstrate that telemedicine teaching is as effective as in-person teaching for the acquisition of bedside ultrasound skills necessary to identify Morison's pouch. Remote teaching of these bedside ultrasound skills may help in the diagnosis of intra-abdominal bleeding in rural healthcare centers. PMID:25766853

  9. Strategic Teaching: Fostering Communication Skills in Diverse Young Learners

    Science.gov (United States)

    Chen, Jennifer J.; Shire, Suzanne H.

    2011-01-01

    Effective communication is essential for young children's academic and social competence. During the preschool years, children acquire the language and communication skills necessary to express their needs, thoughts, and feelings in social interactions, and they learn to respond appropriately to others. Through effective communication, they also…

  10. Teaching Dining Skills to Students with Emotional and Behavior Disorders

    Science.gov (United States)

    Shepherd, Terry L.

    2009-01-01

    Children with emotional and behavior disorders often have difficulties understanding social cues, responding appropriately in social situations, and initiating age-appropriate interactions with peers and adults. A real-life social activity that is often neglected in social skills training is dining. Dining involves dining etiquette, personal…

  11. Teaching Professional Engineering Skills : Industry Participation in Realistic Role Play Simulation

    DEFF Research Database (Denmark)

    Andersson, Niclas; Andersson, Pernille Hammar

    2010-01-01

    Engineering education aims at providing students with sufficient disciplinary knowledge of science and engineering principles in order for them to become successful engineers. However, to fulfil their roles as professional engineers, students also need to develop personal and interpersonal skills, as well as professional skills, in order to implement and apply their theoretical and technical knowledge in a real context. CDIO constitutes a comprehensive approach to engineering education in which these additional skills represent fundamental principles besides the predominant technical knowledge. The implementation of professional skills as well as personal and interpersonal skills in engineering teaching must be done, however, without reducing the existing curriculum of technical disciplines and still allow for the continuous acquisition of new technical knowledge. The general purpose of this study is to discuss how to facilitate the teaching of professional skills in engineering education in parallel with thetechnical disciplines. The objective is to test and evaluate extensive role play simulation in which the students interact with professional engineers in a realistic, industrial context. The underlying argument for this approach is to establish a realistic learning environment that will foster the learning of professional skills. The role play simulation has been applied and reviewed in two engineering courses, i.e. at Lund University in Sweden and at the Technical University of Denmark. Course evaluations, a questionnaire, and discussions with students confirm a genuinely positive attitude towards the role play simulation. The students engage in the role play and express an increased understanding of the requirements and the implicit rules of real-life engineering. The interaction between students and the professional engineers act as a prime mover for the students to perform their best, which in turn strengthens the learning of the technical content. The study concludes that role play with participation ofrepresentatives from the industry can facilitate the teaching of professional skills in engineering education.

  12. Teaching Emotion Recognition Skills to Children with Autism

    Science.gov (United States)

    Ryan, Christian; Charragain, Caitriona Ni

    2010-01-01

    Autism is associated with difficulty interacting with others and an impaired ability to recognize facial expressions of emotion. Previous teaching programmes have not addressed weak central coherence. Emotion recognition training focused on components of facial expressions. The training was administered in small groups ranging from 4 to 7…

  13. Teaching Effective Communication Skills with ACE: Analyzing, Composing, & Evaluating

    Science.gov (United States)

    Snyder, Lisa Gueldenzoph; Shwom, Barbara

    2011-01-01

    Most business communication classes teach students to use a writing process to compose effective documents. Students practice the process by applying it to various types of writing with various purposes-reports, presentations, bad news letters, persuasive memos, etc. However, unless students practice that process in other contexts outside of the…

  14. Teaching Web Search Skills: Techniques and Strategies of Top Trainers

    Science.gov (United States)

    Notess, Greg R.

    2006-01-01

    Here is a unique and practical reference for anyone who teaches Web searching. Greg Notess shares his own techniques and strategies along with expert tips and advice from a virtual "who's who" of Web search training: Joe Barker, Paul Barron, Phil Bradley, John Ferguson, Alice Fulbright, Ran Hock, Jeff Humphrey, Diane Kovacs, Gary Price, Danny…

  15. "Say Cheese": Teaching Photography Skills to Adults with Developmental Disabilities

    Science.gov (United States)

    Edrisinha, Chaturi; O'Reilly, Mark F.; Choi, Ha Young; Sigafoos, Jeff; Lancioni, Giulio E.

    2011-01-01

    We evaluated a video prompting procedure to teach adults with developmental disabilities to take a digital photograph and print it using a laptop computer and a printer. Participants were four men with developmental disabilities. Training was conducted at the participants' residential facility. During baseline, participants were told to take a…

  16. The Why, What, and How of Teaching Children Social Skills

    Science.gov (United States)

    McArthur, Janice R.

    2002-01-01

    Lack of courtesy among children is a social trend that, along with the decline of the family, the troubling character of some young people, and the lack of shared ethical values, is of some concern. In this article, the author discusses why it is important to teach pro-social behavior and suggests some ways of doing so in the classroom.

  17. Socially ADDept: Teaching Social Skills to Children with ADHD, LD, and Asperger's, Revised Edition

    Science.gov (United States)

    Giler, Janet Z.

    2011-01-01

    "Socially ADDept" helps educators and parents teach the hidden rules of social behavior to children with limited social skills, notably those with special needs like ADHD, learning disabilities, Asperger's and high-functioning autism, Tourette Syndrome, and nonverbal learning disabilities. The author provides all the information parents and…

  18. Measuring Graduate Students' Teaching and Research Skills through Self-Report: Descriptive Findings and Validity Evidence

    Science.gov (United States)

    Gilmore, Joanna; Feldon, David

    2010-01-01

    This study extends research on graduate student development by examining descriptive findings and validity of a self-report survey designed to capture graduate students' assessments of their teaching and research skills. Descriptive findings provide some information about areas of growth among graduate students' in the first years of their…

  19. Perceptions and Practices of Adapted Physical Educators on the Teaching of Social Skills

    Science.gov (United States)

    Samalot-Rivera, Amaury; Porretta, David L.

    2009-01-01

    The purpose of this study was to determine adapted physical educators' perceptions and practices about teaching social skills to students with disabilities. A questionnaire based on Bandura's social learning theory concept of modeling was developed and mailed to an entire frame of 426 adapted physical education teachers in the state of Ohio. Face…

  20. Examining the Epistemological Beliefs and Problem Solving Skills of Preservice Teachers during Teaching Practice

    Science.gov (United States)

    Erdamar, Gurcu; Alpan, Gulgun

    2013-01-01

    This study aims to examine the development of preservice teachers' epistemological beliefs and problem solving skills in the process of teaching practice. Participants of this descriptive study were senior students from Gazi University's Faculty of Vocational Education ("n" = 189). They completed the Epistemological Belief…

  1. A PBLT Approach to Teaching ESL Speaking, Writing, and Thinking Skills

    Science.gov (United States)

    Shahini, Gholamhossein; Riazi, A. Mehdi

    2011-01-01

    This paper introduces Philosophy-based Language Teaching (PBLT) as a new approach to developing productive language and thinking skills in students. The approach involves posing philosophical questions and engaging students in dialogues within a community of enquiry context. To substantiate the approach, the paper reports a study in which 34…

  2. Teaching Play Skills to Children with Autism through Video Modeling: Small Group Arrangement and Observational Learning

    Science.gov (United States)

    Ozen, Arzu; Batu, Sema; Birkan, Binyamin

    2012-01-01

    The purpose of the present study was to examine if video modeling was an effective way of teaching sociodramatic play skills to individuals with autism in a small group arrangement. Besides maintenance, observational learning and social validation data were collected. Three 9 year old boys with autism participated in the study. Multiple probe…

  3. Information Literacy for Health Professionals: Teaching Essential Information Skills with the Big6 Information Literacy Model

    Science.gov (United States)

    Santana Arroyo, Sonia

    2013-01-01

    Health professionals frequently do not possess the necessary information-seeking abilities to conduct an effective search in databases and Internet sources. Reference librarians may teach health professionals these information and technology skills through the Big6 information literacy model (Big6). This article aims to address this issue. It also…

  4. Teaching, Learning, and the Development of Leadership Skills through Constructive Engagement

    Science.gov (United States)

    Liberman, Aaron; Scharoun, Kourtney; Rotarius, Timothy; Fottler, Myron; Dziuban, Charles; Moskal, Patsy

    2005-01-01

    This study seeks to determine the level of acceptance of the Constructive Engagement Method (CEM) as a teaching, learning, and leadership skills development model. Employing a modified debate format, constructive engagement requires active student participation, even among the most introverted of students, and it fosters a learning environment…

  5. Pre-Service Geography Teachers' Confidence in Geographical Subject Matter Knowledge and Teaching Geographical Skills

    Science.gov (United States)

    Harte, Wendy; Reitano, Paul

    2015-01-01

    This research tracked the confidence of 16 undergraduate and postgraduate pre-service geography teachers as they completed a single semester, senior phase geography curriculum course. The study focused specifically on the pre-service teachers' confidence in geographical subject matter knowledge and their confidence in teaching geographical skills

  6. Teaching Critical-Thinking Skills Using Course Content Material: A Reversal of Roles

    Science.gov (United States)

    Thomas Lauer

    2005-05-01

    The strategy of getting students to understand science content using critical thinking has been widely used by instructors for decades. The methodology presented here was used to teach and improve critical-thinking skills in an atmosphere that focused on content material and was devoid of educational terminology.

  7. Effects of Most to Least Prompting on Teaching Simple Progression Swimming Skill for Children with Autism

    Science.gov (United States)

    Yilmaz, Ilker; Konukman, Ferman; Birkan, Binyamin; Yanardag, Mehmet

    2010-01-01

    Effects of most to least prompting on teaching simple progression swimming skill for children with autism were investigated. A single subject multiple baseline model across subjects with probe conditions was used. Participants were three boys, 9 years old. Data were collected over a 10-week with session three times a week period using the single…

  8. Effectiveness of the Modified Intensive Toilet Training Method on Teaching Toilet Skills to Children with Autism

    Science.gov (United States)

    Ardiç, Avsar; Cavkaytar, Atilla

    2014-01-01

    The purpose of this study was to determine effectiveness of a modified version of Azrin and Foxx's (1971) intensive toilet training method on teaching of toilet skills to children with autism. This method consists of administering extra fluids and a time schedule, but does not use overcorrection procedures. Implementation requires a study of…

  9. Teaching Early Braille Literacy Skills within a Stimulus Equivalence Paradigm to Children with Degenerative Visual Impairments

    Science.gov (United States)

    Toussaint, Karen A.; Tiger, Jeffrey H.

    2010-01-01

    Despite the need for braille literacy, there has been little attempt to systematically evaluate braille-instruction programs. The current study evaluated an instructive procedure for teaching early braille-reading skills with 4 school-aged children with degenerative visual impairments. Following a series of pretests, braille instruction involved…

  10. Teaching MBA Students Teamwork and Team Leadership Skills: An Empirical Evaluation of a Classroom Educational Program

    Science.gov (United States)

    Hobson, Charles J.; Strupeck, David; Griffin, Andrea; Szostek, Jana; Rominger, Anna S.

    2014-01-01

    A comprehensive educational program for teaching behavioral teamwork and team leadership skills was rigorously evaluated with 148 MBA students enrolled at an urban regional campus of a Midwestern public university. Major program components included (1) videotaped student teams in leaderless group discussion (LGD) exercises at the course beginning…

  11. Learning 21st-Century Skills Requires, 21st-Century Teaching

    Science.gov (United States)

    Saavedra, Anna Rosefsky; Opfer, V. Darleen

    2012-01-01

    For students to learn 21st-century skills, we will have to teach them differently than we have in the past. The outdated, transmission model, through which teachers transmit factual knowledge to students via lectures and textbooks, remains the dominant approach to compulsory education in much of the world, yet it is not the most effective way to…

  12. Can Student Teachers Acquire Core Skills for Teaching from Part-Time Employment?

    Science.gov (United States)

    Wylie, Ken; Cummins, Brian

    2013-01-01

    Part-time employment among university students has become commonplace internationally. Research has largely focused on the impact of part-time employment on academic performance. This research takes an original approach in that it poses the question whether students can acquire core skills relevant to teaching from their part-time employment. The…

  13. Evaluating New Approaches to Teaching of Sight-Reading Skills to Advanced Pianists

    Science.gov (United States)

    Zhukov, Katie

    2014-01-01

    This paper evaluates three teaching approaches to improving sight-reading skills against a control in a large-scale study of advanced pianists. One hundred pianists in four equal groups participated in newly developed training programmes (accompanying, rhythm, musical style and control), with pre- and post-sight-reading tests analysed using…

  14. Teaching Interview Skills to Undergraduate Engineers: An Emerging Area of Library Instruction

    Science.gov (United States)

    Nelson, Megan Sapp

    2009-01-01

    Librarianship is one of a limited number of disciplines that deliberately learn and practice the art of the interview. For engineering librarians, this gives expertise and a role in teaching professional skills that are increasingly expected in the engineering profession. The reference interview and design interview have many similarities. Some…

  15. The Impact of Faculty Teaching Practices on the Development of Students' Critical Thinking Skills

    Science.gov (United States)

    Shim, Woo-jeong; Walczak, Kelley

    2012-01-01

    Colleges and universities recognize that one of the primary goals of higher education is to promote students' ability to think critically. Using data from the Wabash National Study of Liberal Arts Education (WNS), this study examined the relationship between faculty teaching practices and the development of students' critical thinking skills

  16. Feasibility of Using Video to Teach a Dialectical Behavior Therapy Skill to Clients with Borderline Personality Disorder

    Science.gov (United States)

    Waltz, Jennifer; Dimeff, Linda A.; Koerner, Kelly; Linehan, Marsha M.; Taylor, Laura; Miller, Christopher

    2009-01-01

    This study tested the feasibility of using a psychoeducational video recording to teach a behavioral skill from the Dialectical Behavior Therapy (DBT; Linehan, 1993a, 1993b) skills training program to individuals meeting criteria for borderline personality disorder. A video presenting a DBT emotion-regulation skill was developed and the extent to…

  17. A Brief Group Intervention Using Video Games to Teach Sportsmanship Skills to Children with Autism Spectrum Disorders

    Science.gov (United States)

    Ferguson, Bill R.; Gillis, Jennifer M.; Sevlever, Melina

    2013-01-01

    Impaired social skills represent a fundamental deficit for children with Autism Spectrum Disorders (ASD). Despite the potential importance of "good sportsmanship," this social skill has received relatively little attention in the literature. The current study utilized a Behavioral Skills Training (BST) approach to teach three…

  18. An Alternative Approach for Designing and Teaching Communication Skills to University of Technology Students

    Directory of Open Access Journals (Sweden)

    Ernest Pineteh

    2014-03-01

    Full Text Available This article examines the contents and teaching strategies of communication skills courses at a South African higher institution: Cape Peninsula University of Technology (CPUT. It seeks to understand why the courses have not been very responsive to increasing academic and professional challenges undergraduate students’ experience at this university. Also, it proposes alternative contents and methods of teaching that can ensure that these courses remain relevant to the diversity of vocational diploma programmes offered by the university. The article is written against the backdrop of conceptions of ‘unpreparedness’ and ‘disadvantage’ repeatedly used by academics of this institution to justify the poor academic performance of students.The article draws on data gleaned from sustained one-on-one interviews with fifteen students and four communication skills lecturers as well as on course reflections with 1st year students collected during one academic year. This empirical data revealed that Communication courses provide a unique space for the development of generic cognitive skills which are critical for academic development and which can put graduates at a competitive advantage in the workplace. However it argues that for these courses to provide students with lifelong academic and professional skills, existing curricula and teaching approaches should be revised. This is because the current delivery methods are seemingly very pedantic, less stimulating and do not promote higher-order thinking in students. This piece therefore recommends a model, which focuses on the development of metacognitive skills such as critical thinking, creative and innovative thinking as well as problem solving.

  19. Using peer-assisted learning to teach and evaluate residents’ musculoskeletal skills

    Directory of Open Access Journals (Sweden)

    Johanna Martinez

    2015-05-01

    Full Text Available Although direct observation and corrective feedback are established methods of increasing select aspects of residents’ musculoskeletal (MSK clinical skills, the evaluation and management of patients with MSK complaints remains an underemphasized part of internal medicine training. This paper reports on the development of an innovative peer-assisted learning (PAL model to teach five MSK areas (back, knee, shoulder, neck, or hip pain. Based on data from 42 participating interns and 44 senior residents from an urban US academic medical center, results from an objective structured clinical exam (OSCE demonstrate gains in both knowledge and self-reported confidence in MSK skills. Moreover, subsequent focus group results reveal a strong preference for the PAL model. In conclusion, an educational module that utilizes the OSCE format holds much promise for teaching MSK skills to both intern and senior residents.

  20. Educational Technologies in Health Science Libraries: Teaching Technology Skills

    OpenAIRE

    Hurst, Emily J.

    2014-01-01

    As technology rapidly changes, libraries remain go-to points for education and technology skill development. In academic health sciences libraries, trends suggest librarians provide more training on technology topics than ever before. While education and training have always been roles for librarians, providing technology training on new mobile devices and emerging systems requires class creation and training capabilities that are new to many. To appeal to their users, many health sciences li...

  1. A case study for teaching information literacy skills

    OpenAIRE

    Kingsley Karl; Kingsley Karla V

    2009-01-01

    Abstract Background The Internet has changed contemporary workplace skills, resulting in a need for proficiency with specific digital, online and web-based technologies within the fields of medicine, dentistry and public health. Although younger students, generally under 30 years of age, may appear inherently comfortable with the use of technology-intensive environments and digital or online search methods, competence in information literacy among these students may be lacking. Methods This p...

  2. Increasing Social Skills and Pro-Social Behavior for Three Children Diagnosed with Autism through the Use of a Teaching Package

    Science.gov (United States)

    Leaf, Justin B.; Taubman, Mitchell; Bloomfield, Stephanie; Palos-Rafuse, Letty; Leaf, Ron; McEachin, John; Misty L. Oppenheim

    2009-01-01

    This study assessed the effectiveness of a Teaching Interaction procedure for four social skills across three participants diagnosed with autism. All social skills fell into four broad domains (i.e., social-communication, play, emotion skills, and choice/selection skills). In addition, a teaching package was used to increase communication between…

  3. Teaching Communication Skills: A five year experience from a private medical school of Nepal

    Directory of Open Access Journals (Sweden)

    Dr. Indrajit Banerjee, MBBS, MD

    2013-05-01

    Full Text Available Communication with the patient is an art. A medical professional can earn a lot of degrees but communicating with the patient always remains a problem for some of them. Communication plays a key role to make him/her successful in Life .Communication Skill is an important part of the pharmacology teaching and learning session followed at Manipal College of Medical Sciences. Most of the textbooks that are commonly followed in Nepal merely tell about communication skills. In Communication Skills it is taught that how to speak/communicate with the patient right from the beginning when a student is admitted to the medical school. This activity makes the student confident. Some of the important concepts of Communication Skill are mentioned in this paper.

  4. On Cultivation of Cross-cultural Awareness in College English Teaching:Take Integrated Skills of English as an Example

    OpenAIRE

    Yang, Ying

    2011-01-01

    Abstract: Language is an indispensable part of culture. To understand language means knowing about culture first. Culture teaching plays an essential role in English language teaching. The cultural orientation in language communication should be highly valued and the relevant cultural background should be led in where necessary. This paper discusses the training of cross-cultural awareness in college English teaching by taking Integrated Skills of English as an example. Besides teaching langu...

  5. Teaching communication skills using role-play: an experience-based guide for educators.

    Science.gov (United States)

    Jackson, Vicki A; Back, Anthony L

    2011-06-01

    Teaching advanced communication skills requires educators who are not only excellent communicators themselves but have the ability to deconstruct the components of the interaction and develop a cognitive approach that can be used across a variety of learners, diverse content, and under different time constraints while helping the learner develop the skill of self-reflection in a 'safe' and effective learning environment. The use of role-play in small groups is an important method to help learners cultivate the skills required to engage in nuanced, often difficult conversations with seriously ill patients. To be effective, educators utilizing role-play must help learners set realistic goals and know when and how to provide feedback to the learners in a way that allows a deepening of skills and a promotion of self-awareness. The challenge is to do this in a manner that does not cause too much anxiety for the learner. In this article we outline an approach to teaching communication skills to advanced learners through the use of different types of role-play, feedback, and debriefing. PMID:21651366

  6. Teaching interpersonal skills in an international design-build course

    DEFF Research Database (Denmark)

    Christensen, JØrgen Erik; Karhu, Markku

    2011-01-01

    The Technical University of Denmark (DTU) and Helsinki Metropolia University of Applied Sciences (Metropolia) started the CDIO concept in the autumn of 2008. The aim with this was to reform the B.Sc. courses to guide students to become better and more efficient engineers. The working conditions of a typical engineer involve many other fields than just those requiring technical skills. Interpersonal skills are becoming increasingly important, including communication, teamwork and leadership. The purpose of this paper is to describe the co-operation between DTU and Metropolia on the development of an International Communication Course for the engineering students and to emphasize the importance of including a course like this into the CDIO concept, to be worked on in the process of further development. The course described in this paper is a strictly non-engineering course in communication; it is special in that its chief purpose is to bring into focus the fact that students have to take an active part in the exercises as well as involve themselves in the interactive communication process. This is in stark contrast to a teacher giving lectures about communication, leaving the students passive listeners. The personal involvement aroused a negative reaction from several students at the beginning of the course however, during the one- week course the students gained a better understanding of the importance of learning how to communicate appropriately. Altogether, the four key questions dealing with the quality of the course show a very high satisfaction with the instruction. The grades one and two (1 best/very much, 5 worst/very little) of the responses to these four questions are ranging on average from 69.5% to 88% (on a yearly basis). The positive responses indicate that the students are very satisfied with the course recognising the need for education on international communication.

  7. Teaching of reading and writing skills: Process syllabus and global issues

    Directory of Open Access Journals (Sweden)

    Sezgi Sarac

    2008-09-01

    Full Text Available This study aims to present a suggested syllabus that can set an example for process and task based syllabus applications for the teaching of reading and writing skills in a foreign language. It proposes a teaching model and the related evaluative data analysis. In the spring term of 2006-2007 academic year, 50 first year pre-service teachers at Hacettepe University, Division of English Language Teaching attended the course ‘Reading and Writing Skills II’. The course was designed in line with process and task based syllabus. While desinging the course syllabus, the aim was to develop an alternative teaching model. Therefore, the main goals were identified as improving critical reading skills, achieving student autonomy and focusing on global issues. To achieve these goals, the participants identified 5 global issues to do research and reading/writing activities on. Hence, these issues composed the syllabus and its sequence. The course work and materials were collected in personal portfolios which took the place of the coursebook and encouraged library and the Internet search and written personal reflections. Those subjects identified by the participants were terorism, great middle east project, freedom of expression, multi-lingualism/culturalism and sexism. The qualitative data gathered during and after the application and also the quantitative data and feedback collected at the end of the application provided sound findings on both the syllabus and its evaluation. In these findings, it is observable that the syllabus/teaching model encouraging the students to choose the reading texts on their own, to compose portfolios and to manage the teaching/learning process appreciated by the participants and achieved student participation and motivation.

  8. Effectiveness of the Gynecology Teaching Associate in Teaching Pelvic Examination Skills.

    Science.gov (United States)

    Guenther, Susan M.; And Others

    1983-01-01

    The effectiveness of using gynecology teaching associates is compared with training by gynecology residents on clinic patients for teaching the gynecologic examination. Sophomore medical students at the University of Iowa participated in the instruction and an evaluation session with a simulated patient trained to rate the students' examination…

  9. Does the inclusion of 'professional development' teaching improve medical students' communication skills?

    Directory of Open Access Journals (Sweden)

    Kubacki Angela M

    2011-06-01

    Full Text Available Abstract Background This study investigated whether the introduction of professional development teaching in the first two years of a medical course improved students' observed communication skills with simulated patients. Students' observed communication skills were related to patient-centred attitudes, confidence in communicating with patients and performance in later clinical examinations. Methods Eighty-two medical students from two consecutive cohorts at a UK medical school completed two videoed consultations with a simulated patient: one at the beginning of year 1 and one at the end of year 2. Group 1 (n = 35 received a traditional pre-clinical curriculum. Group 2 (n = 47 received a curriculum that included communication skills training integrated into a 'professional development' vertical module. Videoed consultations were rated using the Evans Interview Rating Scale by communication skills tutors. A subset of 27% were double-coded. Inter-rater reliability is reported. Results Students who had received the professional development teaching achieved higher ratings for use of silence, not interrupting the patient, and keeping the discussion relevant compared to students receiving the traditional curriculum. Patient-centred attitudes were not related to observed communication. Students who were less nervous and felt they knew how to listen were rated as better communicators. Students receiving the traditional curriculum and who had been rated as better communicators when they entered medical school performed less well in the final year clinical examination. Conclusions Students receiving the professional development training showed significant improvements in certain communication skills, but students in both cohorts improved over time. The lack of a relationship between observed communication skills and patient-centred attitudes may be a reflection of students' inexperience in working with patients, resulting in 'patient-centredness' being an abstract concept. Students in the early years of their medical course may benefit from further opportunities to practise basic communication skills on a one-to-one basis with patients.

  10. Teaching Students to Learn and to Work Well with 21st Century Skills: Unpacking the Career and Life Skills Domain of the New Learning Paradigm

    Directory of Open Access Journals (Sweden)

    Charles Kivunja

    2014-10-01

    Full Text Available In Do You Want Your Students to Be Job-Ready With 21st Century Skills? Kivunja (2014a draws on the work by the Partnership For Teaching 21st Century Skills (P21 reported by Trilling and Fadel (2009, to articulate that the skills that young people need to succeed as individuals, citizens and workers in the 21st century fall into four domains. As reported by Trilling and Fadel (2009 those four domains are the Traditional Core subjects and Skills domain, the Learning and Innovations Skills domain, the Career and Life Skills domain, as well as the Digital Literacies Skills domain. The pedagogical move from teaching the traditional core skills of literacy and numeracy to include these additional themes and skills of the 21st century is characterized by Kivunja (2014a as the pedagogical shift that is needed to ensure that on graduation, students will be job-ready with the skills most in demand in the 21st century workplace. Arguing that the components of the Traditional Core Skills domain such as the orthodoxy 3Rs of reading, -riting and rithmentic are well known, Kivunja (2014b in Innovative Pedagogies in Higher Education to Become Effective Teachers of 21st Century Skills, draws on the excellent work of the Partnership for 21st Century Skills (P21, 2008 and on the Framework for 21st Century Learning (P21, 2011 to unpack the skills of the Learning and Innovations Skills domain (LIS. In that discussion, Kivunja (2014b argues strongly that it is essential that students be explicitly taught the skills of critical thinking and problem solving, effective communication, collaboration, as well as creativity and innovation, so as to make sure that they are well equipped with the Learning and Innovation Skills (LIS. This article, builds on the work of Kivunja cited above, (Kivunja, 2014a and 2014b, to extend an understanding of the new learning paradigm by discussing its Career and Life Skills (CLS domain. The article explains what the skills in this domain involve and discusses how the relevant skills can be taught to help prepare students for success in whatever workplaces, trades, occupations or professions they will join on their graduation into the 21st century Digital Economy.

  11. Learning Theories and Skills in online Second Language Teaching and Learning : Dilemmas and challenges.

    DEFF Research Database (Denmark)

    Petersen, Karen Bjerg

    2014-01-01

    For decades foreign and second language teachers have taken advantage of the technology development and ensuing possibilities to use e-learning facilities for language training. Since the 1980s, the use of computer assisted language learning (CALL), Internet, web 2.0, and various kinds of e-learning technology has been developed and researched comprehensively to extend predominantly communicative language teaching approaches focusing on training language skills. While international, in the 2000s the use of web 2.0 technologies in particular has been introduced for developing reading and writing skills in Denmark with special attention towards the development of web-based materials for Danish pronunciation. This paper sets out to introduce differences between the international and Danish use of web-based language learning and teaching. Finally, dilemmas and challenges for the use of CALL, IT, and web 2.0 in

  12. Learning theories and skills in online second language teaching and learning : dilemmas and challenges

    DEFF Research Database (Denmark)

    Petersen, Karen Bjerg

    2014-01-01

    For decades foreign and second language teachers have taken advantage of the technology development and ensuing possibilities to use e-learning facilities for language training. Since the 1980s, the use of computer assisted language learning (CALL), Internet, web 2.0, and various kinds of e-learning technology has been developed and researched comprehensively to extend predominantly communicative language teaching approaches focusing on training language skills. While international, in the 2000s the use of web 2.0 technologies in particular has been introduced for developing reading and writing skills in Denmark with special attention towards the development of web-based materials for Danish pronunciation. This paper sets out to introduce differences between the international and Danish use of web-based language learning and teaching. Finally, dilemmas and challenges for the use of CALL, IT, and web 2.0 in

  13. Developing teaching skills for the internationalized university: A Danish project

    DEFF Research Database (Denmark)

    Lauridsen, Karen M.; Cozart, Stacey Marie

    As an increasing number of higher education institutions offer degree programs taught in English, university management as well as teachers on the ground realize that while the English proficiency of faculty and students is important, there is more to it than just that; students and faculty not only have different first languages, they also come from different cultures, with tacit knowledge and expectations about what is expected in the multilingual and multicultural classroom in which English is the one language shared by all, and in which linguistic, cultural and educational issues all play complex and interlocking roles. This has created a pressing need to explore, develop and share strategies for addressing the needs of English-medium lecturers faced with the challenges and opportunities presented by the multicultural classroom. This poster will present the outcomes of a major project that has attempted to address these needs by designing, piloting and revising a set of resources available online for lecturers teaching through the medium of English in multicultural university settings.

  14. Developing content standards for teaching research skills using a delphi method

    OpenAIRE

    Schaaf, M. F.; Stokking, K. M.; Verloop, N.

    2005-01-01

    The increased attention for teacher assessment and current educational reforms ask for procedures to develop adequate content standards. For the development of content standards on teaching research skills, a Delphi method based on stakeholders’ judgments has been designed and tested. In three rounds, 21 stakeholders judged and revised content standards. The support for the standards increased over the rounds. The method resulted in nine content standards with a high degree of support and c...

  15. Promoting Generalization and Maintenance of Skills Learned via Natural Language Teaching

    OpenAIRE

    Pete Peterson

    2007-01-01

    This paper addresses the ability of strategies associated with natural language teaching (NLT) to support the generalization of language skills by children with developmental disabilities. A discussion of critical issues (e.g., specific NLT procedures, generalization) is followed by a systematic review of 57 studies. The studies were selected from the results of a PsychLit search if they met specific criteria (e.g., they were published in a peer-reviewedjournal, described original research, i...

  16. The Impact of Teaching Critical Thinking Skills on Reading Comprehension of Iranian EFL Learners

    OpenAIRE

    Mansoor Fahim; Maryam Sa’eepour

    2011-01-01

    In line with the studies confirming the positive relationship between critical thinking ability and language proficiency, this study intended to investigate the impact of teaching critical thinking skills on reading comprehension ability, as well as the effect of applying debate on critical thinking of EFL learners. For this purpose 60 intermediate students were assigned to two experimental and control groups after being homogenized through a Nelson test. Afterwards, a reading comprehension a...

  17. Trigger Points: Enhancing Generic Skills in Accounting Education Through Changes to Teaching Practices

    OpenAIRE

    Ted Watts; C. J. McNair

    2008-01-01

    In 2001 a small Australian university implement particular intervention strategies designed to improvespecific educational outcomes in its accounting degree program. These outcomes mirrored the three coreareas of the Graduate Careers Council of Australia’s Course Experience Questionnaire: (1) good teaching,(2) overall satisfaction, and (3) generic skills. Five areas were identified for intervention: (1) the effectiveallocation of full-time staff, (2) the effective use of sessional staff, (3...

  18. Diagnostic models of intelligent tutor system for teaching skills to construct control object frequency characteristics

    OpenAIRE

    Kulik, Anatoly; Chukhray, Andrey

    2007-01-01

    In this paper one solution for teaching skills to construct the control object frequency characteristics method is described. Student's mistakes are discovered and classified. Based on signal-parametric approach to fault diagnosis in dynamic systems mathematical diagnostic models which allow detecting mistake classes by comparing student calculated results and system calculated results are created. Features of proposed diagnostic models application are presented. Intelligent tutor system is d...

  19. Diagnostic models of intelligent tutor system for teaching skills to solve algebraic equations

    OpenAIRE

    Andrey Grigoriyevich Chukhray; Anatoliy Stepanovich Kulik; Marina Chukhray

    2007-01-01

    In this paper one solution for teaching skills to solve n-power algebraic equation by Lobachevsky-Greffe-Dandelen method is described. Student’s mistakes are discovered and classified. Based on signal-parametric approach to fault diagnosis in dynamic systems mathematical diagnostic models which allow detecting mistake classes by comparing student calculated results and system calculated results are created. Features of proposed diagnostic models application are presented. Intelli...

  20. Testing and teaching functional versus generic skills in early childhood education in developing countries

    Science.gov (United States)

    Baine, David

    1987-06-01

    This paper critiques a number of pre-academic and readiness tasks commonly found in tests and curricula used in early childhood education in North America and Europe and frequently adopted in developing countries. Some of the tasks discussed are: putting pegs in a pegboard, reproducing bead patterns, and completing picture puzzles. Evidence is presented to challenge a number of commonly held assumptions associated with these tasks: a) that the `generic skills' acquired when children learn these tasks are prerequisite to learning higher level skills, b) that the skills acquired will generalize to the performance of more functional activities, c) that handicapped children should be taught skills corresponding to their mental age level, and d) that handicapped children in developing countries should be tested and taught skills that are frequently found in the tests and curricula of normal functioning children in North America and Europe. Although much of the evidence cited has been available for some time, it has not generally influenced testing and teaching practices in developing countries. The tragic result is that very limited economic and manpower resources are often wasted on the use of ineffective methods. The final section of the paper describes recently developed methods of conducting ecological inventories for designing ecologically valid tests and curricula of functional skills in developing countries.

  1. Effectiveness Of Value Analysis Model Of Teaching In Developing Value Processing Skills Among Secondary School Students

    Directory of Open Access Journals (Sweden)

    G. Lokanadha Reddy

    2013-09-01

    Full Text Available Abstract:Value education is of having great significance as it helps in the full development of child's personality in its physical, mental, emotional and spiritual aspects, and inculcate good manners and responsibility and cooperative citizenship and develop respect for the individual and society. Such value education should help to eliminate obscurantism, religious fanaticism, violence, superstitions and fatalism. In every individual, there is not one value but many and often in contradiction. When different values make claim on man at the same time and in the same situation, then he makes use of processing of values. The value processing skills in this study are; choosing freely, choosing from alternatives, choosing after consideration of consequences, prizing and cherishing, publicly affirming when appropriate, acting when situation demands, and acting with consistency and repetition. The experimental method was carried out for a sample of 248 secondary school students. The tools used in this study are the comprehensive instructional material based on value analysis model of teaching, worksheet for this model, and value processing skills scale. The major findings of the study revealed the comprehensive instructional material based on value analysis model of teaching is effective in developing value processing skills of secondary school students than activity oriented method of teaching.

  2. A Novel Educational Game for teaching Emotion Identification Skills to Preschoolers with Autism Diagnosis

    DEFF Research Database (Denmark)

    Christinaki, Eirini; Vidakis, Nikolaos

    2014-01-01

    Emotion recognition is essential in human communication and social interaction. Children with autism have been reported to exhibit deficits in understanding and expressing emotions. Those deficits seem to be rather permanent so intervention tools for improving those impairments are desirable. Educational interventions for teaching emotion recognition should occur as early as possible. It is argued that Serious Games can be very effective in the areas of therapy and education for children with autism. However, those computer interventions require considerable skills for interaction. Before the age of 6, most children with autism do not have such basic motor skills in order to manipulate a mouse or a keyboard. Our approach takes account of the specific characteristics of preschoolers with autism and their physical inabilities. By creating an educational computer game, which provides physical interaction with natural user interface (NUI), we aim to support early intervention and to enhance emotion recognition skills.

  3. A SURVEY AND STUDY OF THE STUDENTS TOWARDS MICRO TEACHING PROGRAMME FOR IMPROVING TEACHING SKILL

    OpenAIRE

    Dr. Pawar Vatsala Udhav; Mr.jitendra Jalkute

    2012-01-01

    A teacher can never truly teach unless he is still learning himself. A lamp can never light another lamp unless it continuous to burn its own flame. Above quotation of Tagore clearly indicates that teacher should always learn new things and should update and enrich his/her knowledge. Teacher education has been facing many problems related to curriculum 'teaching methods learning strategies and related to the evaluation system. Now days, there are so many challenges and threats in teacher educ...

  4. The Effect of Teaching Practice Conducted by Using Metacognition Strategies on Students’ Reading Comprehension Skills

    Directory of Open Access Journals (Sweden)

    Cevat Eker

    2014-08-01

    Full Text Available The purpose of this research is to determine the effect of teaching practise conducted by using metacognitive strategies on students’ reading comprehension skills at Turkish language course. For this purpose, this study has been carried out with 65 students at 5th grade of secondary education in 2012–2013 academic year. In the research, pre-test post-test control group design of experiment method has been used. While the subjects have been taught to students in experimental group by using metacognitive strategies in addition to teacher’s book, the same subjects have been taught to students in control group as they are stated within the curriculum and teacher’s book. The study took a total of 6 weeks. As data collection tool, Achievement Test For Measuring Students’ Reading Comprehension Skills which was developed by the researcher to determine the effect of metacognitive strategies on students’ reading comprehension skills was used. As a result of the reliability and validity studies, the reliability coefficient of the test was found to be 0.91, the average difficulty was found to be 0.64. At the end of the research, at teaching practice in which metacognitive strategies(planning, monitoring and regulation were used, a significant increase on students’ reading comprehension skills was found in favor of the experimental group.

  5. The Calm and Alert Class: Using Body, Mind and Breath to Teach Self-Regulation of Learning Related Social Skills

    Science.gov (United States)

    McGlauflin, Helene M.

    2010-01-01

    This article documents an action research pilot study called "The Calm and Alert Class" which utilized the body, mind and breath of students to teach the self-regulation of learning related social skills. Sixty first graders in four classrooms at a public elementary school were offered a 30 minute class for 28 weeks, which taught explicit skills…

  6. Using Parent-Delivered Graduated Guidance To Teach Functional Living Skills to a Child with Cri du Chat Syndrome.

    Science.gov (United States)

    Denny, Michael; Marchand-Martella, Nancy; Martella, Ronald C.; Reilly, Jennifer R.; Reilly, Jason F.; Cleanthous, Charalambos C.

    2000-01-01

    The parents of a child with Cri du Chat syndrome successfully implemented a gradated guidance procedure the mother had read about in the training manual, "Teaching Developmentally Disabled Children: The ME Book" (Lovaas et al., 1981), to teach their child eating and ball rolling. Skills were maintained at a 52-week follow-up. (Contains…

  7. WWC Review of the Report "The Iterative Development and Initial Evaluation of We Have Skills!, an Innovative Approach to Teaching Social Skills to Elementary Students." What Works Clearinghouse Single Study Review

    Science.gov (United States)

    What Works Clearinghouse, 2015

    2015-01-01

    For the 2014 study, "The Iterative Development and Initial Evaluation of We Have Skills!, an Innovative Approach to Teaching Social Skills to Elementary Students", researchers examined the effects of We Have Skills! (WHS), a supplemental, video-based social skills program for early elementary students. WHS consists of three components:…

  8. Rapid Training of a Community Job Skill to Nonvocal Adults with Autism: An Extension of Intensive Teaching

    OpenAIRE

    Lattimore, L. Perry; Parsons, Marsha B.; Reid, Dennis H.

    2009-01-01

    We evaluated an intensive program in a simulated format for rapidly teaching a job skill to nonvocal adults with autism. Following baseline probes with a new work task of assembling mailing boxes at a publishing company, 3 supported workers individually received repeated teaching sessions at a simulated work site. All workers met criterion with 1 day of simulation teaching, with subsequent criterion level performance upon returning to the job (1 worker required booster trials). Intensive teac...

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

    Directory of Open Access Journals (Sweden)

    Chunyan He

    2013-05-01

    Full Text Available With the coming of the information age, computer-based teaching model has had an important impact on English teaching. Since 2004, the trial instruction on Network-assisted Language Teaching (NALT Model integrating the English instruction and computer technology has been launched at some universities in China, including China university of Geosciences (Beijing (CUGB. The purpose of this paper is to provide experimental evidence about whether NALT Model can enhance undergraduate English skills more effectively than the traditional teaching model. In this study, an experimental study is conducted to get the data (students’ exam scores from experimental group and control group. Then a comparison method is utilized to analyze the experiment data that is the final examinations of every semester from the fall semester of 2005 to the fall semester of 2006 at CUGB. The results of a separate independent t-test demonstrate significant differences between experimental and control groups in mid-test and post-test with SPSS 11.5. Then a graphical model  Plane Analysis Model (Li & Xie, 1994 is used to analyze the statistical characteristics of both groups’ scores. The results show that the whole distribution of the experimental group’s scores in the post-test is totally in the best state. Above study results indicate NALT model is indeed more effective than the traditional classroom teaching model in improving undergraduate English skills. This study contributes to the better realization of the effect of NALT model, and urges researchers to deepen the study of this field in future.

  10. Teaching Comprehension Skills using Context –Based Texts in Second Language Learning at Tertiary Level

    Directory of Open Access Journals (Sweden)

    Hajah Siti Akmar Abu Samah

    2008-11-01

    Full Text Available Content-based reading texts play a vital role in the acquisition of knowledge and information in various fields of studies. Reading these texts at higher institution demands a great deal of effort from the students who are learners of English as a Second Language (ESL. These students who are generally school leavers,  whose level or reading exposure  is confined to Bahasa Malaysia-based text in their primary and secondary education, have to tackle on their own the tremendous demand of reading and comprehending the English content-based texts. These texts are derived from reference books or lecture notes, which are in English and may pose language barriers for the ESL learners. These are also ESL learners when first enter tertiary level; have met a minimum requirement of at least a credit in English as a second language at secondary school level. These reading materials pose comprehension difficulties when they are streamlined into specific field of studies. This paper attempts to look into the training of selected comprehension skills that language lecturers, particularly new ones in the teaching field, can apply the teaching skills to help learners to alleviate the comprehension challenges when reading content-based texts. This paper is also intended to assist new language lecturers who are embarking in ESL teaching of reading comprehension using content-based texts.

  11. Measurement Invariance of Torrance Test of Creative Thinking Figural Scores across Age: A study in Spanish-Speaking Children and Adolescents.

    Directory of Open Access Journals (Sweden)

    Gabriela L. Krumm

    2013-12-01

    Full Text Available On the basis of a previous study carried out with Spanish-speaking children which indicates that the Creativity construct, operationalized by means of the Torrance Tests of Creative Thinking (TTCT-Figural, consists of two factors –Innovation and Adaptation– (Krumm, Lemos & Arán Filippetti, in press, the objective of the present work was to prove whether this structure is invariant across age. A sample of 652 Spanish-speaking children and adolescents aged 9-17 years of both sexes was tested. It was in turn divided into three age groups: (a 9-10, (b 11-13 and (c 16 -17 years. Confirmatory Factor Analysis (CFA showed that in each group of the sample, the structure of the TTCT is composed of two correlated factors, namely Innovation and Adaptation. In addition, Multigroup CFA demonstrated that the two-factor solution was actually invariant (configural and metric across age, meaning that children and adolescents equally conceptualize the Creativity construct. Finally, MANOVA showed a significant age effect on every subscale. These data suggest the relevance of considering the age factor when assessing the creative potential through the TTCT-Figural.

  12. Description and evaluation of a bench porcine model for teaching surgical residents vascular anastomosis skills

    Directory of Open Access Journals (Sweden)

    Jauch Karl-Walter

    2010-07-01

    Full Text Available Abstract Background Numerous models, of variable quality, exist to impart the complex skills required to perform vascular anastomosis. These models differ with regard to the kinds of materials used, as well as their sizes, the time needed for their preparation, their availability, and the associated costs. The present study describes a bench model that uses formalin-fixed porcine aorta, and its evaluation by young surgical residents during a recent skills course. Findings The aortic segments used were a by-product of slaughtering. They were fixed and stored after harvesting for eventual use. Ten young surgical residents participated, and each performed one end-to-side vascular anastomosis. The evaluation was a questionnaire maintaining anonymity of the participant containing questions addressing particular aspects of the model and the experiences of the trainee, along with their ratings concerning the need for a training course to learn vascular anastomosis techniques. The scoring on the survey was done using a global 6-point rating scale (Likert Scale. In addition, we ranked the present model by reviewing the current literature for models that address vascular anastomosis skills. The trainees who participated were within their first two years of training (1.25 ± 0.46. A strong agreement in terms of the necessity of training for vascular anastomosis techniques was evident among the participating trainees (5.90 ± 0.32, who had only few prior manual experiences (total number 1.50 ± 0.53. The query revealed a strong agreement that porcine aorta is a suitable model that fits the needs for training vascular anastomosis skills (5.70 ± 0.48. Only a few bench models designed to teach surgical residents vascular anastomosis techniques were available in the literature. Conclusions The preparatory and financial resources needed to perform anastomosis skills training using porcine aorta are few. The presented bench model appears to be appropriate for learning vascular anastomosis skills, as rated by the surgical trainees themselves.

  13. Teaching citizen science skills online: Implications for invasive species training programs

    Science.gov (United States)

    Newman, G.; Crall, A.; Laituri, M.; Graham, J.; Stohlgren, T.; Moore, J.C.; Kodrich, K.; Holfelder, K.A.

    2010-01-01

    Citizen science programs are emerging as an efficient way to increase data collection and help monitor invasive species. Effective invasive species monitoring requires rigid data quality assurances if expensive control efforts are to be guided by volunteer data. To achieve data quality, effective online training is needed to improve field skills and reach large numbers of remote sentinel volunteers critical to early detection and rapid response. The authors evaluated the effectiveness of online static and multimedia tutorials to teach citizen science volunteers (n = 54) how to identify invasive plants; establish monitoring plots; measure percent cover; and use Global Positioning System (GPS) units. Participants trained using static and multimedia tutorials provided less (p Trained volunteers struggled with plot setup and GPS skills. Overall, the online approach used did not influence conferred field skills and abilities. Traditional or multimedia online training augmented with more rigorous, repeated, and hands-on, in-person training in specialized skills required for more difficult tasks will likely improve volunteer abilities, data quality, and overall program effectiveness. ?? Taylor & Francis Group, LLC.

  14. Skype™ Conference Calls: A Way to Promote Speaking Skills in the Teaching and Learning of English

    Directory of Open Access Journals (Sweden)

    Yeferson Romaña Correa

    2015-01-01

    Full Text Available This article presents the results of a research project on the teaching and learning of English through the use of Skype™ conference calls. The research was carried out with a group of 12 English as a foreign language adult learners in the language institute of Universidad Distrital Francisco José de Caldas, Bogotá, Colombia. The findings of this study suggest that Skype™ conference calls might be considered as an influential computer-mediated communication tool in order to promote English as a foreign language adult A1 learners’ speaking skill, especially for social interaction purposes and oral reinforcement of both language fluency and course contents outside of classroom settings.

  15. The Effectiveness of Scaffolding Design in Training Writing Skills Physics Teaching Materials

    Directory of Open Access Journals (Sweden)

    Parlindungan Sinaga

    2015-01-01

    Full Text Available Result of field studies showed low writing skill of teachers in teaching material. The root of the problem lies in their inability on translating description of teaching material into writing. This research focused on the effectiveness of scaffolding design. The scaffolding design was tested in the selected topics of physics courses for pre-service teachers through learning to write activity approach. The treatment effectiveness was determined by considering the effect size and normalized gain percentage, while the hypothesis was tested using “the Kruskal-Wallis test”. The research results showed that scaffolding between the stages of planning and translating plans into text was effective in improving pre-service physics teachers’ ability of writing physics teaching materials and was similarly effective in improving their conceptual understanding of the topics of electromagnetism, waves, and optics. Learning to write activity implemented in the course of physics with selected topics was effective in improving the ability of pre-service teachers in translating among different modes of representation and making multiple concept representations. The hypothesis test demonstrated that there was a significant difference in the abilities of writing teaching materials and conceptual understanding between experimental and control classes.

  16. Evaluating the Use of Role Playing Simulations in Teaching Negotation Skills to University Students

    Directory of Open Access Journals (Sweden)

    John Andrew

    2012-10-01

    Full Text Available This paper critically evaluates the use of role-playing simulations in a negotiation course taught to graduate students. The course consisted primarily of a series of simulations involving the alternative dispute resolution (ADR processes of negotiation, facilitation and mediation. Data were obtained from two sets of questionnaires completed by 41 students before and after the course. A review of previous research reveals that despite the widespread use of role-playing simulations in education, there has been very little empirical evaluation of their effectiveness, especially in conflict resolution and planning. Comparison of the data acquired from the two surveys generated findings regarding student understanding of ADR processes and key issues in conflict resolution; the educational value of simulations; the amenability of types of planning and planning goals to ADR; appropriate learning objectives; the importance of negotiation skills in planning; challenges in conducting effective simulations; the value of simulations in resolving real conflicts; the utility of negotiation theory; and obstacles to applying ADR to planning disputes. More generally, the paper concludes that role-playing simulations are very effective for teaching negotiation skills to students, and preparing them to manage actual conflicts skillfully and to participate effectively in real ADR processes. However, this technique is somewhat less valuable for teaching aspects of planning other than conflict resolution. Surprisingly, prior experience with simulations had no significant influence on the responses to the pre-course survey. Also surprising was the lack of a significant correlation between final exam scores and responses to relevant questions on the post-course survey.

  17. The Skill-Focused Approach to Interpretation Teaching: An Empirical Exploration

    Directory of Open Access Journals (Sweden)

    Xu Han

    2013-05-01

    Full Text Available This paper conducts an empirical study to testify the necessity and feasibility of the skill-focused interpretation teaching for undergraduate English majors, aiming at probing into the issue of accurate positioning of interpretation course. The participants in the experiment are 72 fourth-year students with 36 in the experimental class and 36 in the control class. The pedagogical principles and procedures between the experimental class and control class are rather different. The former follows the language-focused approach while the latter implements the skill-focused one. Results indicate that the mean of experimental class (77.69 is higher than that of the control class (72.48 in the post-test, and there is significant difference between them (p = .000. On the whole, experimental class produces better overall interpreting performance than control class, especially in terms of completeness, accuracy, re-expression, and adaptability. There are significant differences between all of them (p < .05. Empirical evidence shows that the skill-focused approach has its advantages over the traditional language-focused approach.

  18. Comparative effectiveness of videotape and handout mode of instructions for teaching exercises: skill retention in normal children

    OpenAIRE

    Gupta Garima; Sehgal Stuti

    2012-01-01

    Abstract Background Teaching of motor skills is fundamental to physical therapy practice. In order to optimize the benefits of these teaching and training efforts, various forms of patient education material are developed and handed out to patients. One very important fact has been overlooked. While comparative effectiveness of various modes of instruction has been studied in adults, attention has not been paid to the fact that learning capabilities of children are different from that of adul...

  19. Desarrollo del pensamiento creativo en la formación laboral juvenil / Developement of creative thinking in youth work training

    Scientific Electronic Library Online (English)

    Rosa, Pérez del Viso de Palou.

    2008-11-01

    Full Text Available Proyecto de investigación que analiza las representaciones educativo-laborales sobre las atribuciones de valor a la creatividad, motivación e innovación en jóvenes de la educación formal y no formal que se preparan para el mundo del trabajo. La desarticulación educativa entre oferta, demanda y neces [...] idad, exige búsquedas que complementen la didáctica homogénea de un pensamiento convergente con otras vertientes que favorecen el pensamiento divergente. Se asume la creatividad como un concepto teórico, no observable, que difícilmente se da en forma espontánea y se reconoce solo como atributo exclusivo de artistas, siendo necesario generarla en todos los sujetos y disciplinas para una construcción de valores y desarrollo a escala humana. Avanza sobre nuevas aristas didácticas integradoras que cubren un extenso espectro de pertenencias culturales, con disimilitudes de conocimientos, de abstracción, de lenguajes e ideologías. Se opta por una integración metodológica para ampliar las posibilidades de los contextos de descubrimiento y validación priorizando el primero. La metodología comprensivista apunta más directamente a las metas propuestas con los aportes de la etnografía, interaccionismo simbólico y la etnometodología. Los primeros resultados parciales evidencian que las actitudes y motivaciones de los jóvenes, dentro y fuera de las aulas e instituciones, cambian radicalmente, apareciendo estrategias creativas e innovadoras para actividades que responden a intereses diferentes a los contenidos curriculares. En jóvenes alumnos de posgrado en educación, se relevan dificultades para enseñar y desconocimiento de didácticas orientadas al pensamiento divergente, pero interés por interiorizarse en la teoría e instrumentación de las mismas. Abstract in english This research project analyzes the education-labour representations on value attributions to creativity, motivation and innovation in youth with formal and non-formal education that are training for the job world. The educational detachment between offer, demand and need, requests a search that can [...] complement the homogeneous didactics of a converging line of thought with other currents that favour divergent thinking. Creativity is considered a theoretical concept, non observable, that can hardly happen in a spontaneous way and is solely an attribute of artists, but also necessary to be generated in all individuals and disciplines for a construction of values and development at a human scale. It makes progress over new integrating didactic aspects that cover a wide spectrum of cultural belongings, with dissimilar knowledge, of abstraction, of languages and ideologies. A methodological integration is chosen to enlarge the possibilities of the discovery and validation contexts prioritizing the former. The comprehensive methodology aims more directly to intended goals with contributions from ethnography, symbolic interaction and ethnomethodology. The first partial results show that attitudes and motivation in youngsters, inside and outside classrooms and institutions, change radically, giving rise to creative and innovative strategies that respond to different interests to those in curricular contents. Among young postgraduate students in education, difficulties in teaching and both an ignorance but also an interest in didactics oriented to diverging thought are shown.

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

    Science.gov (United States)

    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…

  1. A gesture-controlled Serious Game for teaching emotion recognition skills to preschoolers with autism

    DEFF Research Database (Denmark)

    Christinaki, Eirini; Triantafyllidis, Georgios

    The recognition of facial expressions is important for the perception of emotions. Understanding emotions is essential in human communication and social interaction. Children with autism have been reported to exhibit deficits in the recognition of affective expressions. With the appropriate intervention, elimination of those deficits can be achieved. Interventions are proposed to start as early as possible. Computer-based programs have been widely used with success to teach people with autism to recognize emotions. However, those computer interventions require considerable skills for interaction. Such abilities are beyond very young children with autism as they have major restriction in their ability to interact with computers. Our approach takes account of the specific characteristics of preschoolers with autism and their physical inabilities. By creating an educational computer game which provides physical interaction, we aim to support early intervention and to foster emotion learning.

  2. The value of intelligent multimedia simulation for teaching clinical decision-making skills.

    Science.gov (United States)

    Garrett, B M; Callear, D

    2001-07-01

    This paper examines the value of using intelligent multimedia simulation for the teaching of nursing clinical decision-making skills. The possibilities of multimedia-based educational resources are examined and the rapid growth and questionable effectiveness of current multimedia computer-based learning applications for nursing students are discussed. The advantages and disadvantages of this technology and the problems developing intelligent agent-based systems are examined. A case study is presented which uses a modular design with an integrated intelligent agent and knowledge base. It is argued that by using this type of approach, the real value of intelligent CBL to provide individual formative advice to students in a simulated experience can be realized. PMID:11403585

  3. Trigger Points: Enhancing Generic Skills in Accounting Education Through Changes to Teaching Practices

    Directory of Open Access Journals (Sweden)

    Ted Watts

    2008-06-01

    Full Text Available In 2001 a small Australian university implement particular intervention strategies designed to improvespecific educational outcomes in its accounting degree program. These outcomes mirrored the three coreareas of the Graduate Careers Council of Australia’s Course Experience Questionnaire: (1 good teaching,(2 overall satisfaction, and (3 generic skills. Five areas were identified for intervention: (1 the effectiveallocation of full-time staff, (2 the effective use of sessional staff, (3 greater commitment by sessional staff,(4 the introduction of common subject outlines, and (5 the proactive response to student evaluations. Theresults indicate a statistically significant improvement in 2003 in the three core areas, supporting theargument that improving student satisfaction with their educational experience will improve studentoutcomes. A similar, but less significant, improvement of grades in the three final year accounting subjectswas identified. Suggestions for the decline from 2004 are also explored.

  4. Managing the teaching of critical thinking skills in English home language to second language speakers in the further education and training phase / P. Pillay

    OpenAIRE

    Pillay, Parvathy

    2011-01-01

    The purpose of this study is to investigate and analyse the effectiveness and necessity of managing the teaching of critical thinking skills in English Home Language to second language speakers in the Further Education and Training phase, by focusing on critical thinking skills; classroom management; management skills of professional teachers; the relationship between teaching and management; guidelines for effective classroom management; the National Curriculum Statement Grades 10-12; the Na...

  5. Paper versus Pixel: Effectiveness of Paper versus Electronic Maps to Teach Map Reading Skills in an Introductory Physical Geography Course

    Science.gov (United States)

    Pedersen, Paula; Farrell, Pat; McPhee, Eric

    2005-01-01

    This article addresses the lack of outcome-based research on the integration of technology into pedagogy at the undergraduate college level. It describes a study performed at a Midwestern university, testing the relative effectiveness of paper and electronic topographic maps for teaching map-reading skills, and considers the relationship between…

  6. Problem-Based Learning on Students' Critical Thinking Skills in Teaching Business Education in Malaysia: A Literature Review

    Science.gov (United States)

    Zabit, Mohd Nazir Md

    2010-01-01

    This review forms the background to explore and to gain empirical support among lecturers to improve the students' critical thinking skills in business education courses in Malaysia, in which the main teaching and learning methodology is Problem-Based Learning (PBL). The PBL educational approach is known to have maximum positive impacts in…

  7. Use of Computer-Based Interventions to Teach Communication Skills to Children with Autism Spectrum Disorders: A Systematic Review

    Science.gov (United States)

    Ramdoss, Sathiyaprakash; Lang, Russell; Mulloy, Austin; Franco, Jessica; O'Reilly, Mark; Didden, Robert; Lancioni, Giulio

    2011-01-01

    The purpose of this review is to provide a systematic analysis of studies involving the use of computer-based interventions (CBI) to teach communication skills to children with autism spectrum disorders (ASD). This review evaluates intervention outcomes, appraises the certainty of evidence, and describes software and system requirements for each…

  8. The Relative Value of Skills, Knowledge, and Teaching Methods in Explaining Master of Business Administration (MBA) Program Return on Investment

    Science.gov (United States)

    van Auken, Stuart; Wells, Ludmilla Gricenko; Chrysler, Earl

    2005-01-01

    In this article, the authors provide insight into alumni perceptions of Master of Business Administration (MBA) program return on investment (ROI). They sought to assess the relative value of skills, knowledge, and teaching methods in explaining ROI. By developing insight into the drivers of ROI, the real utility of MBA program ingredients can be…

  9. Teaching Academic Skills as an Answer to Behavioural Problems of Students with Emotional or Behavioural Disorders: A Review

    Science.gov (United States)

    van der Worp-van der Kamp, Lidy; Pijl, Sip Jan; Bijstra, Jan O.; van den Bosch, Els J.

    2014-01-01

    Academic learning has always been a serious issue for students with emotional and behavioural disorders (EBD) and their teachers. However, teaching academic skills could be an important protective and curative factor for the problem behaviour of these students. The current review was conducted to study the effect of interventions developed to…

  10. A Review of Technology-Based Interventions to Teach Academic Skills to Students with Autism Spectrum Disorder

    Science.gov (United States)

    Knight, Victoria; McKissick, Bethany R.; Saunders, Alicia

    2013-01-01

    A comprehensive review of the literature was conducted for articles published between 1993 and 2012 to determine the degree to which technology-based interventions can be considered an evidence-based practice to teach academic skills to individuals with Autism Spectrum Disorder (ASD). Criteria developed by Horner et al. ("Except Child"…

  11. A Report on Using General-Case Programming to Teach Collateral Academic Skills to a Student in a Postsecondary Setting

    Science.gov (United States)

    Chezan, Laura C.; Drasgow, Erik; Marshall, Kathleen J.

    2012-01-01

    The authors' purpose in this report is to examine the application of general-case programming to teach collateral academic skills to a student with pervasive developmental disorder-not otherwise specified (PDD-NOS) and with a mild intellectual disability who was attending college. The authors use data drawn from their work with Tom to explain and…

  12. Prospective Middle School Mathematics Teachers' Reflective Thinking Skills: Descriptions of Their Students' Thinking and Interpretations of Their Teaching

    Science.gov (United States)

    Jansen, Amanda; Spitzer, Sandy M.

    2009-01-01

    In this study, we examined prospective middle school mathematics teachers' reflective thinking skills to understand how they learned from their own teaching practice when engaging in a modified lesson study experience. Our goal was to identify variations among prospective teachers' descriptions of students' thinking and frequency of their…

  13. Evaluation of a learner-designed course for teaching health research skills in Ghana

    Directory of Open Access Journals (Sweden)

    Agbenyega Tsiri

    2007-06-01

    Full Text Available Abstract Background In developing countries the ability to conduct locally-relevant health research and high quality education are key tools in the fight against poverty. The objective of our study was to evaluate the effectiveness of a novel UK accredited, learner-designed research skills course delivered in a teaching hospital in Ghana. Methods Study participants were 15 mixed speciality health professionals from Komfo Anokye Teaching Hospital, Kumasi, Ghana. Effectiveness measures included process, content and outcome indicators to evaluate changes in learners' confidence and competence in research, and assessment of the impact of the course on changing research-related thinking and behaviour. Results were verified using two independent methods. Results 14/15 learners gained research competence assessed against UK Quality Assurance Agency criteria. After the course there was a 36% increase in the groups' positive responses to statements concerning confidence in research-related attitudes, intentions and actions. The greatest improvement (45% increase was in learners' actions, which focused on strengthening institutional research capacity. 79% of paired before/after responses indicated positive changes in individual learners' research-related attitudes (n = 53, 81% in intention (n = 52 and 85% in action (n = 52. The course had increased learners' confidence to start and manage research, and enhanced life-long skills such as reflective practice and self-confidence. Doing their own research within the work environment, reflecting on personal research experiences and utilising peer support and pooled knowledge were critical elements that promoted learning. Conclusion Learners in Ghana were able to design and undertake a novel course that developed individual and institutional research capacity and met international standards. Learning by doing and a supportive peer community at work were critical elements in promoting learning in this environment where tutors were scarce. Our study provides a model for delivering and evaluating innovative educational interventions in developing countries to assess whether they meet external quality criteria and achieve their objectives.

  14. A Cross-Cultural Investigation of Teachers' and Reporting Officers' Self-Ratings on Teaching and Leadership Skills across Singapore and Bahrain

    Science.gov (United States)

    Jonathan, Wee Pin Goh; Kim, Lee Ong; Salleh, Hairon

    2009-01-01

    Self-rating bias is particularly likely in organizational behavior research as individuals tend to inflate their expertise, skills and character. This study aims to examine how two culturally diverse groups of teachers and their reporting officers respond to self-ratings of their own teaching skills and leadership skills respectively. It is…

  15. Structural and social constraints in the teaching of Life Skills for HIV/AIDS prevention in Malawi primary schools

    Scientific Electronic Library Online (English)

    Grames, Chirwa; Devika, Naidoo.

    Full Text Available The Ministry of Education in Malawi introduced a life skills education program with the intention to empower children with appropriate information and skills to deal with social and health problems affecting the nation, including the fight against HIV infections. This study investigated factors affe [...] cting the teaching of the life skills education in four primary schools in the Zomba district, Malawi. Cornbleth's (1990) notions of the structural and social contexts and Whitaker's (1993) identification of key role players in curriculum implementation framed the study. Data was collected through interviews with teachers and principals and observations of teachers' lessons. Findings suggest that the teaching of life skills is constrained by a variety of social and structural contextual factors such as the poor conditions under which teachers are working; greater attention given to subjects such as maths and languages; the cascade model of training teachers and the short duration of training; the inaccessible language in teachers guides; hunger and poverty of learners; lack of community support for sex education; both teachers and learners being infected or affected by the AIDS/HIV pandemic; teachers felt it is inappropriate to teach sexual education to 9 and 10 year old learners. The structural and social barriers to effective life skills education within the current framework indicate the need for alternative sex HIV/AIDS education complementary to the primary school curriculum.

  16. Can teaching agenda-setting skills to physicians improve clinical interaction quality? A controlled intervention

    Directory of Open Access Journals (Sweden)

    Rogers William H

    2008-01-01

    Full Text Available Abstract Background Physicians and medical educators have repeatedly acknowledged the inadequacy of communication skills training in the medical school curriculum and opportunities to improve these skills in practice. This study of a controlled intervention evaluates the effect of teaching practicing physicians the skill of "agenda-setting" on patients' experiences with care. The agenda-setting intervention aimed to engage clinicians in the practice of initiating patient encounters by eliciting the full set of concerns from the patient's perspective and using that information to prioritize and negotiate which clinical issues should most appropriately be dealt with and which (if any should be deferred to a subsequent visit. Methods Ten physicians from a large physician organization in California with baseline patient survey scores below the statewide 25th percentile participated in the agenda-setting intervention. Eleven physicians matched on baseline scores, geography, specialty, and practice size were selected as controls. Changes in survey summary scores from pre- and post-intervention surveys were compared between the two groups. Multilevel regression models that accounted for the clustering of patients within physicians and controlled for respondent characteristics were used to examine the effect of the intervention on survey scale scores. Results There was statistically significant improvement in intervention physicians' ability to "explain things in a way that was easy to understand" (p = 0.02 and marginally significant improvement in the overall quality of physician-patient interactions (p = 0.08 compared to control group physicians. Changes in patients' experiences with organizational access, care coordination, and office staff interactions did not differ by experimental group. Conclusion A simple and modest behavioral training for practicing physicians has potential to positively affect physician-patient relationship interaction quality. It will be important to evaluate the effect of more extensive trainings, including those that work with physicians on a broader set of communication techniques.

  17. THE EFFECT OF A FIGURE WHERE SYMMETRY USED IN TEACHING OF MATHEMATICS IS APPLIED ON WRITING SKILLS OF TURKISH LANGUAGE AND PRIMARY MATHEMATICS TEACHING 1ST GRADE STUDENTS

    Directory of Open Access Journals (Sweden)

    Mine AKTA?

    2011-08-01

    Full Text Available With this study, it is aimed to afford an artistic development for science of mathematics with using literary language and learn with associating visual themes and imaginariness in essays. In the study, different written expression works, which are composed about same symmetric figure, of first grade preservice teachers of Turkish Language and Mathematics Teaching are compared.This study will put forth the grasp of communication skill of preservice students who are implementers of new program of Turkish and Mathematics lesson used from 2005 and in which the importance of this skill is emphasized. Also this study will contribute education of preservice students henceforwards.

  18. Assessing elementary school pupils' narrative skills. A longitudinal study of the impact of current Greek language teaching practices

    Directory of Open Access Journals (Sweden)

    Fterniati Anna

    2015-01-01

    Full Text Available The aim of the present paper is to discuss the findings of a research study focusing on the narrative writing skills of Greek elementary school 6th grade pupils, comparing the pupils' performance before the current language teaching material was introduced, and both one and six years after its implementation. An effort was also made to explore whether the pupils' skills are influenced by gender, social background and teachers' practices regarding written discourse production. The research participants come from 10 public elementary schools. The findings of the study indicate that, already after the first year, the pupils' narrative skills display a remarkable improvement, which is even further increased after six years. It also suggests that their skills relate to their gender, social background, and current teachers' practices. Despite a general enhancement, the pupils of the sample overall display a mediocre performance.

  19. Effectiveness of current teaching methods in Cardiology: the SKILLS (medical Students Knowledge Integration of Lower Level clinical Skills) study

    OpenAIRE

    Lavranos, G.; Koliaki, C.; Briasoulis, A.; Nikolaou, A.; Stefanadis, C.

    2013-01-01

    Introduction: The aim of the study is to assess reported changes in medical students’ capacity to attain five basic cardiological clinical skills, following a one-month intensive cardiology course provisioned in the core curriculum.

  20. Effective teaching values and strategies under the support of digital education resources

    Directory of Open Access Journals (Sweden)

    Yuan-zhi TONG

    2014-07-01

    Full Text Available It is of great importance and practical value to explore the connotation, the value and the implementing methods under the condition of digital teaching resources . This kind of teaching style is helpful to accelerate role transformation of the teachers, the construction of a new teaching mode, the students' learning style, and the cultivation of the students' creative thinking. We hope to promote the common development of teachers and students, and vigorously promote the reform of education and teaching to a higher level by putting this teaching style into practice.

  1. 'Trochars no more': Teaching chest drain insertion to remote and rural practitioners using a mobile skills unit.

    Science.gov (United States)

    Skinner, J; Hardie, L; Beasant, B; Baker, A; Ker, J; O'neill, A; Morse, J

    2014-08-26

    Abstract Background: There are a number of approaches to teaching high-risk clinical skills, such as a large bore chest drain insertion, although effectiveness is limited and realism is only achieved at great expense. Summary of work: In response to a training needs' analysis of practitioners in remote and rural areas in Scotland, training in chest drains was identified as an urgent priority need. Subsequently, the Clinical Skills Managed Educational Network (CSMEN) developed an evidence-based multi-professional clinical skills pack. This e-learning resource encompasses all aspects of chest drain management, both pre and in-hospital. The pack and an interactive workshop is used to deliver 'blended' chest drain training on a mobile clinical skills unit. Evaluation confirms that the chest drain training is a valuable resource and has been widely used to deliver skills training in remote and rural areas. Feedback from all professional groups is positive. Conclusions: Developing shared national resources, with standardised workshops taught in local contexts via a mobile skills unit is one approach to the challenges associated with delivering high-risk clinical skills education. PMID:25155281

  2. A taxonomy for teaching transfer skills in the Danish VET system

    DEFF Research Database (Denmark)

    Aarkrog, Vibe

    2011-01-01

    The educational system is grounded in the belief that you can teach people in one setting — the school — in order that they will be able to perform in other settings outside school. The vital process of applying knowledge and skills acquired in an educational situation to working life is known as ‘transfer’. The transfer process poses a continual challenge to all spheres of education and training, for while transfer is positively influenced by identical elements shared by the training and transfer situations, more often than not, the two are markedly dissimilar. This discussion is confined to the transfer process solely within the specialised vocational and education and training (VET) stream in Denmark. The existence of many identical elements in both training and transfer situations is known as ‘near transfer’, and is most readily achieved when training is conducted within company premises. Students find the relevance of their theoretical training to in-house application highly motivating. Cognitively, transfer is facilitated by the concrete similarities between training and its application. However, the purpose of school-based education is to develop the students’ mastery of ‘far transfer’; in other words, their ability to apply knowledge and skills to a broad range of situations. To adapt to frequent changes in the labour market, students need to develop general competences that will enable them to move to other jobs and other companies. Therefore the pedagogy of VET should provide a progression from near to far transfer. The aim of this article is to describe and discuss some of the pedagogical challenges for VET of near and far transfer.

  3. The First Clinical Skills: Students Teach Students To Take Vital Signs

    Directory of Open Access Journals (Sweden)

    R. Gregg Dwyer, M.D., Ed.D.

    2002-10-01

    Full Text Available Abstract: Transition from the role of passive student to medical practitioner begins with learning the first clinical skill. This transition can be stressful for those experiencing it and to some extent by those coordi-nating it. Logistically, it requires demonstration of the techniques to the entire class by a single practitio-ner or to smaller groups of students by multiple practitioners. The former reduces the opportunity for close observation of technique and is less conducive to questions, while the latter requires multiple practi-tioners, which can be prohibitive given their already dense schedules. To reduce the stress for all in-volved and to maximize learning opportunities, an innovative approach to teaching the first skill, vital signs measurement, was developed. Small group instruction and practice were facilitated by senior medi-cal student volunteers in a simulated outpatient clinic using actual equipment. Instruction was provided in a relaxed, but guided format. Students were provided with a lesson plan that detailed both, technique and brief physiology points, as well as check sheets to use during the lab and later as a refresher guide. The lesson plan, instructions for facilitators, and student check sheets were developed by a senior medical stu-dent and reviewed by the course faculty. Recruitment and briefing of student facilitators and conduct of the lab were also performed by the senior student. The purpose of this trend article is to describe the de-velopment of a new course format and to report our experience with implementation of the new format. It is intended to spark interest in applying similar approaches to other curricular issues

  4. Teaching methodologies to promote creativity in the professional skills related to optics knowledge

    Science.gov (United States)

    Fernández-Oliveras, Alicia; Fernandez, Paz; Peña-García, Antonio; Oliveras, Maria L.

    2014-07-01

    We present the methodologies proposed and applied in the context of a teaching-innovation project developed at the University of Granada, Spain. The main objective of the project is the implementation of teaching methodologies that promote the creativity in the learning process and, subsequently, in the acquisition of professional skills. This project involves two subjects related with optics knowledge in undergraduate students. The subjects are "Illumination Engineering" (Bachelor's degree in Civil-Engineering) and "Optical and Optometric Instrumentation" (Bachelor's degree in and Optics and Optometry). For the first subject, the activities of our project were carried out in the theoretical classes. By contrast, in the case of the second subject, such activities were designed for the laboratory sessions. For "Illumination Engineering" we applied the maieutic technique. With this method the students were encouraged to establish relationships between the main applications of the subject and concepts that apparently unrelated with the subject framework. By means of several examples, the students became aware of the importance of cross-curricular and lateral thinking. We used the technique based on protocols of control and change in "Optical and Optometric Instrumentation". The modus operandi was focused on prompting the students to adopt the role of the professionals and to pose questions to themselves concerning the practical content of the subject from that professional role. This mechanism boosted the critical capacity and the independent-learning ability of the students. In this work, we describe in detail both subject proposals and the results of their application in the 2011-2012 academic course.

  5. An Investigation of the Impact of Teaching Critical Thinking on the Iranian EFL Learners’ Speaking Skill

    Directory of Open Access Journals (Sweden)

    Ali Malmir

    2012-07-01

    Full Text Available This study has attempted to determine the effect of critical thinking on Iranian EFL learners’ speaking ability. There were two equal-sized groups of 20 learners: a control group and an experimental one. The subjects were advanced EFL learners at Shokouh Language Institute in Hamedan, Iran. There were 10 male and 10 female learners in each group. In both groups, similar topics were proposed for group discussion such as air pollution, global warming, friendship, drug addiction, happiness, etc. In the experimental group, in addition to having discussion on the given issues, the teacher devoted some time for teaching critical thinking techniques during the class time. In the very first session, the teacher explicitly elaborated on what critical thinking processes are. Then, during the following sessions the teacher taught critical thinking techniques for about 20 minutes and gave learners time to practice these skills. The findings of the current study revealed that those students who received instruction on critical thinking strategies did better on the oral interview post-test. In addition, it was observed that within the experimental group there was not any significant difference between the performances of male vs. female Iranian EFL learners’ speaking ability after giving the treatment.

  6. The Effect of Problem Solving Teaching with Texts of Turkish Lesson on Students’ Problem Solving Skills

    Directory of Open Access Journals (Sweden)

    Havva ILGIN

    2012-08-01

    Full Text Available In this research, by carrying out activities based on texts, effect of providing problem solving skill on students’ levels of problem solving attainment was tried to be identified. Research was performed according to pretest-posttest Experimental Model with Control Group, in 2008-2009 educational year at second grade of an elementary school in Denizli province. For nine weeks, four hours in a week, while teacher guide book was being followed in control group in Turkish language lesson, texts were carried out with problem solving activities in experimental group. In the research, “Problem Solving Test” which were used as data collection tools, were developed by benefiting from matching of attainment-problem solving steps-cognitive domain steps. Problem Solving Test is made up of 16 multiple choice and 9 open ended questions. In the analysis of data, t test was used. It was found that problem solving teaching succeeded at “identifying different possible solutions in the light of collected data, applying the decided way of solution, evaluating types of solutions, evaluating used problem solving method” stages of problem solving.

  7. The Effects of Two Direct Instruction Teaching Procedures to Basic Skills to Two Students with Disabilities

    Directory of Open Access Journals (Sweden)

    Annelie Fjortoft

    2014-06-01

    Full Text Available The first study focused on increasing her ability to identify letters and to write these letters. The research was conducted in a resource room setting located in a public school in a large urban school district. The effects of employing DI flashcards on letter recognition and letter writing were evaluated in a multiple baseline design. Overall the effects of the experiment were positive; the participant improved her accuracy letter identification accuracy and her skills at writing her letters from the alphabet. The time, cost, and effort needed for Experiment I was minimal and the student enjoyed the procedures. A second study was conducted with a first grade boy. We wanted to determine the effectiveness of Teach Your Child to Read in 100 Easy Lessons along with a DI flashcard procedure to improve a first grade student’s ability to identify sounds and sight words within a public school behavior intervention (BI classroom setting. Overall the effects of the second experiment were also quite positive. The participant improved his accuracy and ability to say the letter-sounds and target words. Suggestions for future research were made.

  8. Teaching practices for the development of the problem solving skills of gr 9 natural sciences learners / Ann Elizabeth Vicente

    OpenAIRE

    Vicente, Ann Elizabeth

    2013-01-01

    A goal of Natural Sciences education is to ensure that learners become scientifically literate. Scientific literacy refers to learners? ability to solve problems that relate to policies and practices that affect the natural world. To achieve this goal, teachers need to ensure that their learners become effective problem solvers. This study explored the nature of teaching and assessment practices for the development of the problem solving skills of Gr 9 Natural Sciences learners and makes re...

  9. Analysis of the Roles of “Serious Games” in Helping Teach Health-Related Knowledge and Skills and in Changing Behavior

    OpenAIRE

    Lewis, Matthew W.

    2007-01-01

    Researchers are developing sophisticated games specifically targeted to teach health-related knowledge and skills and to change health-related behaviors. Although these interventions, generally called “serious games,” show promise, there has been limited evaluation of their effectiveness. This article offers a broad “consumer guide” for evaluating such health education interventions. Improving the development and evaluation of healthrelated serious games and educating potential purcha...

  10. Teaching clinical ethics as a professional skill: bridging the gap between knowledge about ethics and its use in clinical practice.

    OpenAIRE

    Myser, C.; Kerridge, I. H.; Mitchell, K. R.

    1995-01-01

    Ethical reasoning and decision-making may be thought of as 'professional skills', and in this sense are as relevant to efficient clinical practice as the biomedical and clinical sciences are to the diagnosis of a patient's problem. Despite this, however, undergraduate medical programmes in ethics tend to focus on the teaching of bioethical theories, concepts and/or prominent ethical issues such as IVF and euthanasia, rather than the use of such ethics knowledge (theories, principles, concepts...

  11. On the Relevance of Using Virtual Humans for Motor Skills Teaching : a case study on Karate gestures

    OpenAIRE

    Burns, Anne-marie

    2013-01-01

    The main question of that thesis is on the relevance of using virtual humans to teach complex motor skills. The first study explores the question of the feasibility of learning by imitation of a virtual human by comparing the improvement of the performance on three karate gestures for three groups, namely a traditional class, a video-based group and a virtual reality group. The second study investigates the influence on the learning task of having a self representation in the virtual environm...

  12. Teaching skills for accessing and interpreting information from systematic reviews/meta-analyses, practice guidelines, and the Internet.

    OpenAIRE

    Wolf, F. M.; Miller, J. G.; Gruppen, L. D.; Ensminger, W. D.

    1997-01-01

    Skills and practice related to accessing and interpreting clinical information from systematic reviews/meta-analyses, practice guidelines, and the Internet have been integrated into a new senior year elective designed to teach medical students how to critically appraise information from a variety of sources and evaluate it's applicability to patient care. Small groups of senior medical students under the direction of a multidisciplinary team (behavioral scientist, information specialist, phys...

  13. Review of "ToP" Teaching Strategies: Links to Students' Scientific Inquiry Skills Development

    Science.gov (United States)

    Tomcho, Thomas J.; Foels, Rob; Rice, Diana; Johnson, Jeremy; Moses, Tad P.; Warner, Douglas J.; Wetherbee, Rebecca; A. Amalfi, Tiffany

    2008-01-01

    A major function of instruction in psychology is to convey complex phenomena in a manner accessible to students. Instructors using well-designed teaching activities can help to make complex material accessible. We content analyzed teaching activities reported in the first 33 years of "Teaching of Psychology." We identified 15 general teaching…

  14. The ABC's of teaching social skills to adolescents with autism spectrum disorder in the classroom: the UCLA PEERS (®) Program.

    Science.gov (United States)

    Laugeson, Elizabeth A; Ellingsen, Ruth; Sanderson, Jennifer; Tucci, Lara; Bates, Shannon

    2014-09-01

    Social skills training is a common treatment method for adolescents with autism spectrum disorder (ASD), yet very few evidence-based interventions exist to improve social skills for high-functioning adolescents on the spectrum, and even fewer studies have examined the effectiveness of teaching social skills in the classroom. This study examines change in social functioning for adolescents with high-functioning ASD following the implementation of a school-based, teacher-facilitated social skills intervention known as Program for the Education and Enrichment of Relational Skills (PEERS (®) ). Seventy-three middle school students with ASD along with their parents and teachers participated in the study. Participants were assigned to the PEERS (®) treatment condition or an alternative social skills curriculum. Instruction was provided daily by classroom teachers and teacher aides for 14-weeks. Results reveal that in comparison to an active treatment control group, participants in the PEERS (®) treatment group significantly improved in social functioning in the areas of teacher-reported social responsiveness, social communication, social motivation, social awareness, and decreased autistic mannerisms, with a trend toward improved social cognition on the Social Responsiveness Scale. Adolescent self-reports indicate significant improvement in social skills knowledge and frequency of hosted and invited get-togethers with friends, and parent-reports suggest a decrease in teen social anxiety on the Social Anxiety Scale at a trend level. This research represents one of the few teacher-facilitated treatment intervention studies demonstrating effectiveness in improving the social skills of adolescents with ASD in the classroom: arguably the most natural social setting of all. PMID:24715256

  15. Role of SimMan in teaching clinical skills to preclinical medical students

    Directory of Open Access Journals (Sweden)

    Swamy Meenakshi

    2013-02-01

    Full Text Available Abstract Background Simulation training has potential in developing clinical skills in pre-clinical medical students, but there is little evidence on its effectiveness. Methods Twenty four first year graduate entry preclinical medical students participated in this crossover study. They were divided into two groups, one performed chest examination on each other and the other used SimMan. The groups then crossed over. A pretest, midtest and post-test was conducted in which the students answered the same questionnaire with ten questions on knowledge, and confidence levels rated using a 5 point Likert scale. They were assessed formatively using the OSCE marking scheme. At the end of the session, 23 students completed a feedback questionnaire. Data was analyzed using one-way ANOVA and independent t-test. Results When the two groups were compared, there was no significant difference in the pretest and the post-test scores on knowledge questions whereas the midtest scores increased significantly (P Mean confidence ratings increased from the pretest to midtest and then further in the post-test for both groups. Their confidence ratings increased significantly in differentiating between normal and abnormal signs [Group starting with SimMan, between pretest and midtest (P= 0.01 and group starting with peer examination, between midtest and post-test (P=0.02]. When the students’ ability to perform examination on each other for both groups was compared, there was a significant increase in the scores of the group starting with SimMan (P=0.007. Conclusions This pilot study demonstrated a significant improvement in the students’ knowledge and competence to perform chest examination after simulation with an increase in the student’s perceived levels of confidence. Feedback from the students was extremely positive. SimMan acts as a useful adjunct to teach clinical skills to preclinical medical students by providing a simulated safe environment and thus aids in bridging the gap between the preclinical and clinical years in medical undergraduate education.

  16. Using Standardized Clients in the Classroom: An Evaluation of a Training Module to Teach Active Listening Skills to Social Work Students

    Science.gov (United States)

    Rogers, Anissa; Welch, Benjamin

    2009-01-01

    This article describes the implementation of a module that utilizes drama students to teach social work students how to use active listening skills in an interview environment. The module was implemented during a semester-long micro skills practice course taught to 13 undergraduate social work seniors in a western liberal arts university. Four…

  17. Teaching Job Interview Skills to Alcoholics: Implications for Future Employment Rates.

    Science.gov (United States)

    Dunn, Gary E.; And Others

    1992-01-01

    Male veterans (n=47) who were inpatient alcoholics participated in a study on job-finding skills. Compared to control subjects (n=24), subjects (n=23) who completed a job-finding skills workshop demonstrated better job interview skills and a higher employment rate at three-month followup, when 66 percent of experimental group were employed…

  18. Use of Video Modeling and Video Prompting Interventions for Teaching Daily Living Skills to Individuals with Autism Spectrum Disorders: A Review

    Science.gov (United States)

    Gardner, Stephanie; Wolfe, Pamela

    2013-01-01

    Identifying methods to increase the independent functioning of individuals with autism spectrum disorders (ASD) is vital in enhancing their quality of life; teaching students with ASD daily living skills can foster independent functioning. This review examines interventions that implement video modeling and/or prompting to teach individuals with…

  19. Using Precision Teaching to Enhance the Word Reading Skills and Academic Self-Concept of Secondary School Students: A Role for Professional Educational Psychologists

    Science.gov (United States)

    Roberts, Will; Norwich, Brahm

    2010-01-01

    This article describes an investigation into the outcomes of a school-based initiative to improve the word reading skills of a group of secondary school students (n = 77). The project involved the delivery of an enhanced precision teaching (PT) programme across two cohorts of students by teaching assistants (TAs) in each school who themselves…

  20. Computers in the Teaching of English as a Foreign Language: Access to the Diversity of Textual Genres and Language Skills

    Science.gov (United States)

    Dos Santos, Roberto-Márcio; Sobrinho, Jerônimo Coura

    In the area of language teaching both language skills and textual genres can be worked with simultaneously (thus responding to the Brazilian Curricular Parameters and to the trends in contemporary education, which emphasize contextualized teaching) by means of computers. Computers can make the teaching process dynamic and rich, since they enable the access to the foreign language through virtual environments, which creates a larger number of learning contexts, with all their specific vocabulary and linguistic features in real communication. This study focuses on possible applications of this kind of approach. The computer online is a resource of diverse textual genres and can be an important tool in the language classroom as well as an access to authentic material produced in contextualized practice close to real-life communication. On the other hand, all these materials must be appropriately used without ever worshipping the technology as if it were a miraculous solution. After all, the professional pedagogic skills of the teacher should never be forgotten or taken for granted. In this study, a series of interviews with teachers was carried out - both with Brazilian teachers of the public sector (basic education) and language institutes (private English courses) as well as teacher trainers (university professors), in order to verify if the teachers were prepared to work with informatics in teaching practices, and check the professionals’ views on the subject. The ideas of Maingueneau and Marcuschi about textual genres are a theoretical base in this work, besides the concept of cognitive economy. The text and its typology are focused here as the basic material for teaching English, through digital technologies and hypermedia. The study is also based on Sharma and Barrett’s notion of blended learning as a balanced combination of technological resources and traditional practices in the classroom. Thus, this is an attempt to investigate the relevance of information and communication technologies in the education and professional practice of English teachers in Brazil in the context of the 21st century.

  1. Tapping the Potential of Skill Integration as a Conduit for Communicative Language Teaching

    OpenAIRE

    Shu-hua Wu; Sulaiman Alrabah

    2014-01-01

    The purpose of this classroom-based study was to discover the kinds of skill integration tasks that were employed by English teachers in Kuwait and to measure their attitudes toward implementing the skill integration technique in their classrooms. Data collection involved recording 25 hours of classroom-based observations, conducting interviews with the same group of teachers, and distributing a survey to further explore the teachers’ attitudes toward the skill integration technique. Data a...

  2. Approaches to Curriculum and Teaching Materials to Bring Out Better Skilled Software Engineers-An Indian Perspective

    CERN Document Server

    Padmini, H A; Nair, T R Gopalakrishnan

    2010-01-01

    Development of Curriculum and delivery materials has undergone changes over a period of time, in undergraduate engineering degree system in Indian universities. However, there exists a gap between industry expectations in IT field and skills and knowledge that the graduating engineers possess and this continues to grow. A similar situation has been seen in the developed countries like USA, UK and Australia. Several researchers and practitioners have discussed and tried to come up with innovative approaches to teaching software engineering and IT as a whole. In India, it is of vital importance that steps be taken to address this issue seriously. This paper discusses some of the measures that have been implemented so that this gap is reduced and software engineers with better skills are produced. Changes to curriculum, industry-academia collaboration through conferences, sabbaticals etc., industry internships and live projects for final year students are some of the measures that have been discussed in this pap...

  3. A two-year experience teaching computer literacy to first-year medical students using skill-based cohorts

    OpenAIRE

    Kenneth E. Gibson; Silverberg, Michael

    2000-01-01

    Because it is widely accepted that providing information online will play a major role in both the teaching and practice of medicine in the near future, a short formal course of instruction in computer skills was proposed for the incoming class of students entering medical school at the State University of New York at Stony Brook. The syllabus was developed on the basis of a set of expected outcomes, which was accepted by the dean of medicine and the curriculum committee for classes beginning...

  4. A national collaboration to disseminate skills for outpatient teaching in internal medicine: program description and preliminary evaluation.

    Science.gov (United States)

    Bowen, Judith L; Clark, Jeanne M; Houston, Thomas K; Levine, Rachel; Branch, William; Clayton, Charles P; Alguire, Patrick; Esham, Richard; Boulware, Dennis W; Ferenchick, Gary; Kern, David E

    2006-02-01

    The shift of clinical care and teaching to outpatient settings has challenged ambulatory and community-based teachers. To address this challenge, U.S. internal medicine organizations devised "Faculty Development for General Internal Medicine: Generalist Faculty Teaching in Ambulatory Settings," a national program to train leaders to create local faculty development projects. In 1999, teams from all 386 internal medicine training institutions were invited to apply. Participation required an acceptable plan for a local project and inclusion of an institutional leader, residency or clerkship director, and a community-based faculty member on the project team. Team members attended one of three national training conferences held in 1999 and 2000 that included plenary sessions, workshops, and team meetings. Participants were invited to a wrap-up conference to present their accomplishments. One hundred ten teams from 57 university and 53 non-university hospitals attended the training conferences; 412 (93%) participants returned conference evaluations. All sessions were rated highly. Participants preferred workshops and team meetings to plenary sessions. Two hundred thirty-five (57%) would have recommended the training conference to colleagues as an outstanding experience; 148 (36%) as a good experience; and 25 (6%) as a satisfactory experience. Forty-nine teams (122 participants) returned for the wrap up conference where 35 teams presented their local faculty development projects. Cost per team trained was US$11,818. This program demonstrated a national desire for training in teaching skills, reached a broad audience of ambulatory-based clinical teachers, provided highly rated faculty development conferences in teaching skills, and facilitated development of a variety of local projects at modest expense. Partnerships were forged between academic leaders and community-based teachers. PMID:16436586

  5. A Review of Self-Help Skills for People with Autism: A Systematic Teaching Approach, by Stephen R. Anderson, Amy L. Jablonski, Marcus L. Thomeer, and Vicki Madaus Knapp

    OpenAIRE

    Lucker, Kim D.

    2009-01-01

    An overriding goal for all children on the autism spectrum is for them to function independently in their completion of daily routine skills, such as getting dressed, eating, and using the toilet. Unfortunately, most published curricula and teaching guidelines have focused on communication and academic skills rather than on self-help skills. The book, Self-help skills for people with autism: A systematic teaching approach, by Anderson and colleagues, provides parents and professionals with a ...

  6. Autismo e ensino de habilidades acadêmicas: adição e subtração Autism and teaching academic skills: addition and subtraction

    Directory of Open Access Journals (Sweden)

    Camila Graciella Santos Gomes

    2007-12-01

    Full Text Available O ensino de habilidades acadêmicas para pessoas com autismo tem recebido pouca atenção de estudos, provavelmente porque os comprometimentos clássicos do transtorno relacionados à comunicação, interação social e comportamentos são vistos como prioritários no desenvolvimento de pesquisas. Porém, o desenvolvimento de tecnologias para o ensino de habilidades acadêmicas que atinjam esse público é fundamental, principalmente na realidade brasileira em que, com o advento da filosofia de inclusão escolar, a educação de pessoas com necessidades educacionais especiais, incluindo autistas, passou a ser direcionada para a escola regular. Assim, crianças com autismo estão cada vez mais expostas aos conteúdos acadêmicos nas salas de aula regulares e estratégias de ensino adequadas às suas necessidades são fundamentais para a entrada, permanência e progresso destas pessoas na escola. Assim, este trabalho descreve o ensino de habilidades de adição e subtração para uma adolescente com autismo e utilizou procedimentos adaptados com base em descrições sobre o quadro de autismo, princípios de aprendizagem da análise experimental do comportamento, técnicas de ensino e observação direta do repertório da participante. Para as tarefas acadêmicas foram utilizados estímulos visuais - gráficos e uso das mãos - que indicavam relações visualmente óbvias para explicar à participante como as operações aritméticas deveriam ser realizadas. Gradualmente, aumentou-se a complexidade das operações ensinadas, à medida que ia aumentando o número de acertos dela nas tarefas. Esses procedimentos foram realizados no decorrer de nove sessões. Os erros e acertos foram computados e serviram para representação gráfica. Os resultados demonstram a aprendizagem gradativa das habilidades ensinadas à medida que a intervenção ocorreu.The teaching of academic skills to individuals with autism has received little attention from research literature, probably because the classical deficits in communication, reciprocal social interaction and behaviors are seen as priorities in scientific investigations. Nevertheless, the development of technologies for teaching academic skills to this population is necessary, mainly in the context of Brazilian school inclusion. People with autism are being included with greater frequency in regular classes and, consequently, need adequate strategies to learn academic contents for their entrance, permanence and progress in the schools. Many studies describe characteristics and difficulties that people with autism have, which can influence the way they learn. These variables need to be considered when planning appropriate teaching strategies for this population. Among these variables are the ways in which these individuals respond to environmental stimuli, the way they think and their typical behaviors. This study describes strategies for teaching addition and subtraction to an adolescent with autism. These teaching procedures were elaborated based on the general characteristics of autism, principles derived from Applied Behavior Analysis, and the repertoire of the participant. The results show gradual learning of the taught skills.

  7. Autismo e ensino de habilidades acadêmicas: adição e subtração / Autism and teaching academic skills: addition and subtraction

    Scientific Electronic Library Online (English)

    Camila Graciella Santos, Gomes.

    2007-12-01

    Full Text Available O ensino de habilidades acadêmicas para pessoas com autismo tem recebido pouca atenção de estudos, provavelmente porque os comprometimentos clássicos do transtorno relacionados à comunicação, interação social e comportamentos são vistos como prioritários no desenvolvimento de pesquisas. Porém, o des [...] envolvimento de tecnologias para o ensino de habilidades acadêmicas que atinjam esse público é fundamental, principalmente na realidade brasileira em que, com o advento da filosofia de inclusão escolar, a educação de pessoas com necessidades educacionais especiais, incluindo autistas, passou a ser direcionada para a escola regular. Assim, crianças com autismo estão cada vez mais expostas aos conteúdos acadêmicos nas salas de aula regulares e estratégias de ensino adequadas às suas necessidades são fundamentais para a entrada, permanência e progresso destas pessoas na escola. Assim, este trabalho descreve o ensino de habilidades de adição e subtração para uma adolescente com autismo e utilizou procedimentos adaptados com base em descrições sobre o quadro de autismo, princípios de aprendizagem da análise experimental do comportamento, técnicas de ensino e observação direta do repertório da participante. Para as tarefas acadêmicas foram utilizados estímulos visuais - gráficos e uso das mãos - que indicavam relações visualmente óbvias para explicar à participante como as operações aritméticas deveriam ser realizadas. Gradualmente, aumentou-se a complexidade das operações ensinadas, à medida que ia aumentando o número de acertos dela nas tarefas. Esses procedimentos foram realizados no decorrer de nove sessões. Os erros e acertos foram computados e serviram para representação gráfica. Os resultados demonstram a aprendizagem gradativa das habilidades ensinadas à medida que a intervenção ocorreu. Abstract in english The teaching of academic skills to individuals with autism has received little attention from research literature, probably because the classical deficits in communication, reciprocal social interaction and behaviors are seen as priorities in scientific investigations. Nevertheless, the development [...] of technologies for teaching academic skills to this population is necessary, mainly in the context of Brazilian school inclusion. People with autism are being included with greater frequency in regular classes and, consequently, need adequate strategies to learn academic contents for their entrance, permanence and progress in the schools. Many studies describe characteristics and difficulties that people with autism have, which can influence the way they learn. These variables need to be considered when planning appropriate teaching strategies for this population. Among these variables are the ways in which these individuals respond to environmental stimuli, the way they think and their typical behaviors. This study describes strategies for teaching addition and subtraction to an adolescent with autism. These teaching procedures were elaborated based on the general characteristics of autism, principles derived from Applied Behavior Analysis, and the repertoire of the participant. The results show gradual learning of the taught skills.

  8. Using Emergence Theory-Based Curriculum to Teach Compromise Skills to Students with Autistic Spectrum Disorders

    Science.gov (United States)

    Fein, Lance; Jones, Don

    2015-01-01

    This study addresses the compromise skills that are taught to students diagnosed with autistic spectrum disorders (ASD) and related social and communication deficits. A private school in the southeastern United States implemented an emergence theory-based curriculum to address these skills, yet no formal analysis was conducted to determine its…

  9. Teaching Cafe' Waiter Skills to Adults with Intellectual Disability: A Real Setting Study

    Science.gov (United States)

    Cavkaytar, Atilla

    2012-01-01

    The purpose of the study was to examine effectiveness of the Cafe' Waiter Education Program by providing the least prompting to three adult subjects with intellectual disability in a real-life setting. A multiple probe research design across subjects was used. Cafe' waiter skills included five main tasks incorporating 125 skill steps. Task…

  10. Development of Teaching Expertise Viewed through the Dreyfus Model of Skill Acquisition

    Science.gov (United States)

    Lyon, Lucinda J.

    2015-01-01

    This study was designed to explore development of skill acquisition in dental education, utilizing the Dreyfus and Dreyfus continuum. By identifying what skill progression may be recognized in the expert dental educator and what experiences appear to influence this growth, the knowledge gained may inform more efficient, effective faculty support,…

  11. Prevention of Problem Behavior by Teaching Functional Communication and Self-Control Skills to Preschoolers

    Science.gov (United States)

    Luczynski, Kevin C.; Hanley, Gregory P.

    2013-01-01

    We evaluated the effects of the preschool life skills program (PLS; Hanley, Heal, Tiger, & Ingvarsson, 2007) on the acquisition and maintenance of functional communication and self-control skills, as well as its effect on problem behavior, of small groups of preschoolers at risk for school failure. Six children were taught to request teacher…

  12. Teaching and Assessing Critical Thinking Skills for Argument Analysis in Psychology

    Science.gov (United States)

    Bensley, D. Alan; Crowe, Deborah S.; Bernhardt, Paul; Buckner, Camille; Allman, Amanda L.

    2010-01-01

    Critical thinking is a valued educational outcome; however, little is known about whether psychology courses, especially ones such as research methods courses that might be expected to promote critical thinking skills, actually improve them. We compared the acquisition of critical thinking skills for analyzing psychological arguments in 3 groups…

  13. The Library Scavenger Hunt: Teaching Library Skills in Introductory Sociology Courses.

    Science.gov (United States)

    Glasberg, Davita Silfen; And Others

    1990-01-01

    Challenges the assumption that library skills are not a legitimate aspect of sociology courses. Argues that library skills are learned most effectively through an active process of participation and experience. Suggests and describes a library scavenger hunt as an effective learning exercise. (DB)

  14. Domain-Specific Knowledge and Why Teaching Generic Skills Does Not Work

    Science.gov (United States)

    Tricot, André; Sweller, John

    2014-01-01

    Domain-general cognitive knowledge has frequently been used to explain skill when domain-specific knowledge held in long-term memory may provide a better explanation. An emphasis on domain-general knowledge may be misplaced if domain-specific knowledge is the primary factor driving acquired intellectual skills. We trace the long history of…

  15. Teaching Listening Skills to Young Learners through "Listen and Do" Songs

    Science.gov (United States)

    Sevik, Mustafa

    2012-01-01

    In this article, the author examines the use of songs to improve the listening skills of young learners. He first provides a theoretical discussion about listening skills and YLs, and about songs and YLs in general; second, he provides a sample lesson for what can be called "Listen and Do" songs for YLs at the beginning level. These are the songs…

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

    Science.gov (United States)

    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 materials…

  17. Developing clinical piano improvisation skills : a structured approach to teaching and using musical techniques and therapeutic methods

    DEFF Research Database (Denmark)

    Wigram, Anthony Lewis

    2003-01-01

    Teaching piano improvisation skills for use in clinical work relies on the development of a range of musical techniques and therapeutic methods that are combined and integrated. Simple musical styles of playing such as melody dialogues, two chord accompaniments, walking basses (tonal and atonal), 6ths with octave grounds, pentatonic and Spanish style frameworks are easily learnt and applied through in combination with therapeutic approaches such as matching, supporting, frame-working grounding ? and many others. The use of transitions in therapeutic improvisation are a primary and musically skilful way of helping a client or group of clients move, or develop their musical expression (Wigram & Bonde 2002 pp 278-279). Frame-working is a method that offers a musical structure to the music of a client. This structure could have the goal of enhancing the music aesthetically, or guiding the client in a new direction. Structure and lack of structure play a balanced role in the clinical process, and reflects the skills of the therapist to musically meet the needs of the client. This workshop will provide teaching and practice tools for the participants that are intended to sustain the creativity of improvisation while adding some clear structure and method to it?s clinical application

  18. PRIMER ICT : #a #new blended learning paradigm for teaching ICT skills to older people

    OpenAIRE

    Kokol, Peter; S?tiglic, Gregor

    2012-01-01

    As the `third age' of human life becomes noticeably longer, the opportunity for elderly to obtain new skills reduces the tendency to consider this period of life as being disadvantaged. Hence, the fundamental aim of the project PRIMER-ICT was to educate older people in four participating countries (Slovenia, Ireland, UK and Austria) in Information and Communication Technologies (ICT) skills/practice by using an inter-generational and multisectoral approach empowering elderly to use ICT on eve...

  19. Description and evaluation of a bench porcine model for teaching surgical residents vascular anastomosis skills

    OpenAIRE

    Jauch Karl-Walter; Thasler Wolfgang E; Rentsch Markus; Kleespies Axel; Khalil Philipe N; Bruns Christiane J

    2010-01-01

    Abstract Background Numerous models, of variable quality, exist to impart the complex skills required to perform vascular anastomosis. These models differ with regard to the kinds of materials used, as well as their sizes, the time needed for their preparation, their availability, and the associated costs. The present study describes a bench model that uses formalin-fixed porcine aorta, and its evaluation by young surgical residents during a recent skills course. Findings The aortic segments ...

  20. LA EVALUACIÓN DE COMPETENCIAS DOCENTES EN EL MODELO DECA: ANCLAJES TEÓRICOS / ASSESSMENT OF TEACHING SKILLS IN THE DECA MODEL: THEORETICAL ANCHORS

    Scientific Electronic Library Online (English)

    Rigoberto, Marín; Isabel, Guzmán; Amelia, Márquez; Manuel, Peña.

    Full Text Available En este artículo se analizan algunos anclajes teóricos del Modelo para el Desarrollo y Evaluación de Competencias Académicas. Inicialmente se revisa el concepto de competencias y sus posibilidades de trasladarlo a momentos de práctica docente y de evaluación de competencias. Específicamente, se abor [...] dan conceptos relacionados con competencias y competencias docentes. De los dos dispositivos que el modelo integra, aquí se aborda el de evaluación de competencias docentes, concebido como un momento más de su desarrollo y se proponen estrategias e instrumentos centrados en la evaluación auténtica de competencias docentes que permitan evaluar profesores en procesos de formación centrados en sus producciones. Dentro del modelo, se destaca al portafolio docente como una estrategia para la formación y evaluación de profesores y como un dispositivo de práctica reflexiva que contribuye a los procesos de formación y evaluación de competencias docentes. Abstract in english This article discusses some theoretical anchors of the Model for Development and Assessment of Academic Skills. It initially reviews the concept of skills and the possibility of going to moments of teaching practice and skill assessment. It specifically addresses concepts related to skills and teach [...] ing skills. We herein address one of the two devices included in the model: the assessment of teaching skills, conceived as one more moments of their development; strategies and tools are proposed focused on an authentic assessment of teaching skills to evaluate teachers in their training processes, focusing on their productions. Within this model, the Teaching Portfolio is stressed as a strategy to train and evaluate teachers.

  1. Developing Speaking and Writing Skills of L1 Arabic EFL Learners through Teaching of IPA Phonetic Codes

    Directory of Open Access Journals (Sweden)

    Hussam Rajab

    2013-04-01

    Full Text Available This exploratory study investigated the development of speaking and writing skills of L1 Arabic EFL learners based on their level of perception and understanding of phonetic transcriptions through visualisation of letter-to-symbol representations using the International Phonetic Alphabet (henceforth IPA. The participants were 169 University-level Preparatory Year Program (PYP male Saudi EFL students. The study was carried out as a pedagogical approach to improve university first year students’ pronunciation, correct speech and writing skills. The students selected attended 6, 50-minute Integrated Pronunciation Teaching (IPT lessons which included IPA transcription codes using both audio and visual teaching methods in addition to one ICT aided lesson.  Throughout those lessons, students were initially introduced to the IPA phonetic codes in gradual increase of difficulty and were encouraged to use the monolingual (English-English, Longman Dictionary of Contemporary English (LDCE. Two written tests and one oral test were conducted using a number of carefully selected IPA transcription codes related questions and results were analysed and interpreted. Results obtained showed slight variations between higher and lower ability students in understanding the IPA transcription codes. As a whole, however, the results indicated that students reached a high level of understanding of letter-to-symbol representations – the IPA system - and oral test results proved that phonological awareness can help Saudi students at tertiary level education improve their writing and speaking skills. Above all, learning the phonetic transcription codes helped them develop a sense of autonomy and competence when using monolingual dictionaries. The study concluded with a brief discussion of the ramifications of the study and the potential for further research.

  2. The quantitative methods boot camp: teaching quantitative thinking and computing skills to graduate students in the life sciences.

    Science.gov (United States)

    Stefan, Melanie I; Gutlerner, Johanna L; Born, Richard T; Springer, Michael

    2015-04-01

    The past decade has seen a rapid increase in the ability of biologists to collect large amounts of data. It is therefore vital that research biologists acquire the necessary skills during their training to visualize, analyze, and interpret such data. To begin to meet this need, we have developed a "boot camp" in quantitative methods for biology graduate students at Harvard Medical School. The goal of this short, intensive course is to enable students to use computational tools to visualize and analyze data, to strengthen their computational thinking skills, and to simulate and thus extend their intuition about the behavior of complex biological systems. The boot camp teaches basic programming using biological examples from statistics, image processing, and data analysis. This integrative approach to teaching programming and quantitative reasoning motivates students' engagement by demonstrating the relevance of these skills to their work in life science laboratories. Students also have the opportunity to analyze their own data or explore a topic of interest in more detail. The class is taught with a mixture of short lectures, Socratic discussion, and in-class exercises. Students spend approximately 40% of their class time working through both short and long problems. A high instructor-to-student ratio allows students to get assistance or additional challenges when needed, thus enhancing the experience for students at all levels of mastery. Data collected from end-of-course surveys from the last five offerings of the course (between 2012 and 2014) show that students report high learning gains and feel that the course prepares them for solving quantitative and computational problems they will encounter in their research. We outline our course here which, together with the course materials freely available online under a Creative Commons License, should help to facilitate similar efforts by others. PMID:25880064

  3. The Quantitative Methods Boot Camp: Teaching Quantitative Thinking and Computing Skills to Graduate Students in the Life Sciences

    Science.gov (United States)

    Stefan, Melanie I.; Gutlerner, Johanna L.; Born, Richard T.; Springer, Michael

    2015-01-01

    The past decade has seen a rapid increase in the ability of biologists to collect large amounts of data. It is therefore vital that research biologists acquire the necessary skills during their training to visualize, analyze, and interpret such data. To begin to meet this need, we have developed a “boot camp” in quantitative methods for biology graduate students at Harvard Medical School. The goal of this short, intensive course is to enable students to use computational tools to visualize and analyze data, to strengthen their computational thinking skills, and to simulate and thus extend their intuition about the behavior of complex biological systems. The boot camp teaches basic programming using biological examples from statistics, image processing, and data analysis. This integrative approach to teaching programming and quantitative reasoning motivates students’ engagement by demonstrating the relevance of these skills to their work in life science laboratories. Students also have the opportunity to analyze their own data or explore a topic of interest in more detail. The class is taught with a mixture of short lectures, Socratic discussion, and in-class exercises. Students spend approximately 40% of their class time working through both short and long problems. A high instructor-to-student ratio allows students to get assistance or additional challenges when needed, thus enhancing the experience for students at all levels of mastery. Data collected from end-of-course surveys from the last five offerings of the course (between 2012 and 2014) show that students report high learning gains and feel that the course prepares them for solving quantitative and computational problems they will encounter in their research. We outline our course here which, together with the course materials freely available online under a Creative Commons License, should help to facilitate similar efforts by others. PMID:25880064

  4. ssessment of Learner Acceptance and Satisfaction with Video-Based Instructional Materials for Teaching Practical Skills at a Distance

    Directory of Open Access Journals (Sweden)

    Francis Donkor

    2011-06-01

    Full Text Available As video-based instructional materials become available to distance learners to learn practical skills at a distance, it is important to assess the instructional effectiveness of these materials and to understand how students respond to them. This paper is the second part of a larger exploratory study that assessed the instructional effectiveness of video-based instructional materials for teaching distance learners practical skills in block-laying and concreting and how learners respond to these instructional materials. Specifically, this paper aims to assess learners’ acceptance and satisfaction with the materials. It also aims to determine whether levels of learner satisfaction and acceptance differ according to study centres. Data were collected from 71 respondents at three study centres using a self-completion questionnaire comprising 17 Likert-type items. The data were analyzed using descriptive statistics, ANOVA, and Scheffe’s post hoc test at a 0.05 level of significance. Learners appeared positive about their learning experiences with the use of video-based instructional materials to learn practical skills at a distance as they rated highly all the items assessing their acceptance and satisfaction. Results of item-by-item ANOVA regarding learner acceptance indicated that the respondents, categorized according to study centres, exhibited similar levels of acceptance for nine of the ten items. For learner satisfaction, there were no statistically significant differences for six of the seven items. Thus, learners of different study centres exhibited about the same level of acceptance and satisfaction.

  5. Organic bench model to complement the teaching and learning on basic surgical skills Modelo de bancada orgânico para complementar o ensino-aprendizagem de habilidades cirúrgicas básicas

    OpenAIRE

    Rafael Denadai; Luís Ricardo Martinhão Souto

    2012-01-01

    PURPOSE: To propose an organic bench model made with fruits/vegetables as an alternative to complement the arsenal of simulators used in the teaching and learning of basic surgical skills during medical graduation and education. METHODS: They were described the training strategies, through the use of fruits (or vegetables) to the learning of different techniques of incision, sutures, biopsies and basic principles of reconstruction. The preparation of bench model, the processes of skill acquis...

  6. Comparative Study of Physical Education Students Teachers Style Interventions Teaching Styles Skill

    Directory of Open Access Journals (Sweden)

    Naila Bali

    2015-01-01

    Full Text Available The first classroom experiences are essential to learn how to teach. Anxiety and doubts related to their abilities to teach are the main characteristics that define the novice teachers (Scott, 1995. The aim of the research is to study the educational intervention of the physical education student teachers (PEST and their evolution in the period of the preparation training for the professional life from the perspective of teaching styles that they used. Participants who had accepted to participate in this study were physical education students registered at high institute of sports and physical education in Tunisia (ISSEP. All were young males (21 ± 1 years old enrolled in an introductory course to professional life, what we call in Tunisia introductory course to practice pedagogy (introductory practicum applied to pedagogy, where share of the curriculum was of the last year of the fundamental of physical education license. This professional learning activity was held in three high schools with mixed age classes (12 - 14 years old pupils of a rural area in Tunis. The activity lasted two semesters, four hours per week on Tuesday or Thursday for a cumulative total time of 116 hours of teaching. A macro analysis of the results showed that the preferred styles by PEST were command style, practical style and reciprocal style (Table 1. The micro analysis of each of these styles indicated that ten sessions (62.5% had been conducted with the command style of teaching, four (25% with the practical teaching style, and only two (12.5% with the reciprocal teaching style. Finally, this study shows that the plurality teachers prefer teaching with the style of command that represents the lower limit of individualization; autonomy and creativity as the teacher centers his intervention on its own activities and not on the activity of the student.

  7. The Teaching Reform of Strategies and Skills in Perspective of English Reading: A Case Study of Chinese Mongolian Students

    Directory of Open Access Journals (Sweden)

    Lili Zhao

    2015-02-01

    Full Text Available This thesis discusses some issues commonly observed in English reading. The purpose of the paper is to throw light on issues that arise from students’ reading obstacles and put forward some innovative and feasible teaching methodologies to improve the students’ reading abilities. A simple survey is conducted by the author, using six question items with each item representing an important issue about English reading in an attempt to explore the most common problems that Mongolian students may meet with during their reading process. These items/issues are as follows: (1 small vocabulary; (2 limited strategies and skills; (3 inadequate culture background knowledge; (4 unable to understand the context; (5 bad reading habits; and (6 lack of Language sense. The paper then discusses each issue one by one and makes some practical suggestions to help address these issues as a way to introduce some innovative teaching methods to give guidance to students. With due consideration of the analysis above, we may draw a conclusion that the teacher should take into account the comprehensive factors that affect English reading and strive for the inspiring teaching strategies to help improve students’ reading competence.

  8. Práctica docente en contextos multiculturales:: Lecciones para la formación en competencias docentes interculturales / Practice Teaching in Multicultural Contexts: Lessons to Training in Intercultural Teaching Skills

    Scientific Electronic Library Online (English)

    Cristina, Escalante Rivera; David, Fernández Obando; Marcelo, Gaete Astica.

    2014-08-01

    Full Text Available El presente artículo proviene de una investigación titulada Ejercicios docentes en contextos multiculturales: Lecciones para la formación en competencias docentes interculturales, realizada durante el 2011-2012, por el Departamento de Estudios e Investigación Educativa del Ministerio de Educación Pú [...] blica (Escalante, Fernández y Gaete, 2012), con la finalidad de explorar la diversidad cultural en las aulas e instituciones educativas en Costa Rica. Este fenómeno multicultural ha obligado a prestar especial atención a la oferta educativa que se brinda, principalmente, en primaria. Además, ha generado la discusión con respecto a los vacíos conceptuales y pedagógicos en el personal y en sus habilidades y destrezas en el proceso de enseñanza de estas poblaciones de origen distinto. De igual manera se impone una reflexión de los currículos educativos, los que resultan mayoritariamente nacionales y básicos. El estudio se realizó en 12 instituciones de primaria de diferente direcciones regionales, que tienen una alta diversidad cultural entre el alumnado. Por medio de técnicas cualitativas de investigación se explora las opiniones de directores, docentes y estudiantes al respecto. La conclusión más importante a la que se ha llegado es la ausencia de una pedagogía intercultural en las aulas nacionales y la necesidad de preparar al cuerpo docente en este sentido. Abstract in english This paper presents the results of a research project entitled Teaching Exercises in Multicultural Contexts: Lessons to Training in Intercultural Teaching Skills, which was conducted during 2011-2012 by the Department of Teaching Research and Studies from the Costa Rican Ministry of Public Education [...] (Escalante, Fernández and Gaete, 2012), in order to explore cultural diversity in classrooms and educational institutions in Costa Rica. This multicultural phenomenon has forced authorities to pay special attention to the educational services provided, particularly in elementary. In addition, it has sparked a discussion regarding the teachers’ conceptual and pedagogical void and a gap in their teaching skills to deal with student populations of different origins. Similarly, it leads to a reflection about the basic national educational curriculum. The research was conducted in 12 elementary schools from different educational districts, which have a high cultural diversity among students. Using qualitative research techniques, the opinions of principals, teachers and students regarding this topic are explored. The most important conclusion reached in this study is the absence of an intercultural pedagogy in the country’s classrooms and the need to prepare teachers in this respect.

  9. Tapping the Potential of Skill Integration as a Conduit for Communicative Language Teaching

    Directory of Open Access Journals (Sweden)

    Shu-hua Wu

    2014-10-01

    Full Text Available The purpose of this classroom-based study was to discover the kinds of skill integration tasks that were employed by English teachers in Kuwait and to measure their attitudes toward implementing the skill integration technique in their classrooms. Data collection involved recording 25 hours of classroom-based observations, conducting interviews with the same group of teachers, and distributing a survey to further explore the teachers’ attitudes toward the skill integration technique. Data analysis involved categorizing skill integration tasks, analyzing the interview data, and counting the means and standard deviations of the survey data. Findings indicated that the participating teachers performed a wide range of transactional and interactional tasks that involved the simultaneous integration of speaking, listening, reading, and writing in their classrooms. The findings also revealed that even though the skill integration technique was adopted by most of the English teachers, they were ambivalent toward its implementation in their classrooms. This was partly due to the negative washback effect of traditional English tests that measure students’ accurate application of grammar rules but not their fluency and ability to use the L2 as a tool for communication. Implications for L2 pedagogy were drawn regarding the need for teachers to expose students of all proficiency levels to both transactional and interactional tasks in the classroom. To counter the negative washback effect of conventional discrete-point tests, English teachers were encouraged to develop communicative tests that involve skill integration and emphasize the development of the four language skills in their daily classroom activities.

  10. A Mind of Their Own: Using Inquiry-based Teaching to Build Critical Thinking Skills and Intellectual Engagement in an Undergraduate Neuroanatomy Course

    OpenAIRE

    Greenwald, Ralf R.; Quitadamo, Ian J.

    2014-01-01

    A changing undergraduate demographic and the need to help students develop advanced critical thinking skills in neuroanatomy courses has prompted many faculty to consider new teaching methods including clinical case studies. This study compared primarily conventional and inquiry-based clinical case (IBCC) teaching methods to determine which would produce greater gains in critical thinking and content knowledge. Results showed students in the conventional neuroanatomy course gained less than 3...

  11. Benefits of Teaching Medical Students How to Communicate with Patients Having Serious Illness: Comparison of Two Approaches to Experiential, Skill-Based, and Self-Reflective Learning

    OpenAIRE

    Ellman, Matthew S.; Fortin, Auguste H.

    2012-01-01

    Innovative approaches are needed to teach medical students effective and compassionate communication with seriously ill patients. We describe two such educational experiences in the Yale Medical School curriculum for third-year medical students: 1) Communicating Difficult News Workshop and 2) Ward-Based End-of-Life Care Assignment. These two programs address educational needs to teach important clinical communication and assessment skills to medical students that previously were not consisten...

  12. Teaching self-catheterization skills to children with neurogenic bladder complications.

    OpenAIRE

    Neef, N A; Parrish, J M; Hannigan, K F; Page, T J; Iwata, B. A.

    1989-01-01

    We examined the effects of simulation training on the acquisition of self-catheterization skills in 2 female children with spina bifida. Based on a task analysis, the children were taught to perform on a doll each of the components of preparation, and, using a mirror to locate the urinary meatus, to insert and remove the catheter and to clean-up. Before, during, and after training, the children's performance of the skills on the doll and on themselves was assessed. Results of a multiple basel...

  13. O ensino de habilidades e atitudes: um relato de experiências / Teaching of attitudes and skills: an experience report

    Scientific Electronic Library Online (English)

    Sandra Odebrecht Vargas, Nunes; Evelin Massae Ogatta, Muraguchi; Olavo Franco, Ferreira Filho; Rose Meire Albuquerque, Pontes; Lucienne Tibery Queiroz, Cardoso; Cíntia Magalhães Carvalho, Grion; Renata Maciulis, Dip; Luiz Carlos Lúcio, Carvalho.

    2013-03-01

    Full Text Available Este artigo relata a experiência do ensino de Habilidades e Atitudes, na graduação em Medicina da Universidade Estadual de Londrina (UEL) com a metodologia de ensino da Aprendizagem Baseada em Problemas, ancorada no modelo biopsicossocial. O ensino de Habilidades e Atitudes implica a formulação diag [...] nóstica mutiaxial, descrição contextual e padronizada da condição clínica. Utiliza como instrumento a avaliação sistemática de eixos e domínios altamente informativos e relevantes para o tratamento. Eixo I: transtornos clínicos (mentais e condições médicas gerais); Eixo II: incapacidades nos cuidados pessoais, funcionamento ocupacional e com a família, e funcionamento social mais amplo; Eixo III: fatores contextuais (problemas interpessoais e outros psicossociais e ambientais); Eixo IV: qualidade de vida (refletindo primariamente as percepções do próprio paciente). A competência clínica foi avaliada por meio da discussão de casos clínicos, portfólios reflexivos e pelo Exame Clínico Estruturado por Objetivo (Osce), método que avalia as habilidades clínicas, as habilidades de atitudes e a comunicação dos estudantes de Medicina. Abstract in english This article describes an experience of teaching Attitudes and Skills in a medical course at the Londrina State University using the methodology of Problem-Based Learning grounded in a biopsychosocial model. The teaching of Attitudes and Skills requires from teachers a multi-axial diagnostic formula [...] tion in a contextual and standardized description of the clinical condition through a number of highly informative, therapeutically significant and systematically assessed axes or domains. The assessment of a patient should lead to multi-axial diagnostic formulation in a systematically assessed axes or domains. Axis I: clinical disorders (mental and general medical conditions); Axis II: disabilities (in personal care, occupational functioning, functioning with family, and broader social functioning); Axis III: contextual factors (interpersonal and other psychosocial and environmental problems); Axis IV: quality of life (primarily reflecting patient's self-perceptions).The assessment of clinical competence was performed through the discussion of clinical cases, the use of reflexive portfolios, and Objective Structured Clinical Exams (Osce), a method to evaluate the medical students' clinical skills, attitudes and communications skills.

  14. Effective Methods for Teaching Information Literacy Skills to Undergraduate Students: A Systematic Review and Meta-Analysis

    Directory of Open Access Journals (Sweden)

    Denise Koufogiannakis

    2006-09-01

    Full Text Available Objective The objective of this systematic review was to assess which library instruction methods are most effective for improving the information skills of students at an introductory, undergraduate level, using cognitive outcomes (measuring changes in knowledge. The study sought to address the following questions: 1 What is the overall state of research on this topic? 2 Which teaching methods are more effective? Methods This project utilised systematic review methodology. Researchers searched fifteen databases and retrieved 4,356 potentially relevant citations. They reviewed the titles and abstracts for relevance, and of those, 257 complete articles were considered in-depth using a predetermined inclusion/exclusion form. There were 122 unique studies that met the inclusion criteria and were subjected to an extensive data extraction and critical appraisal process. Of these studies, 55 met author?defined quality criteria to provide information on the effectiveness of different teaching methods. From this review there was a final group of 16 studies with sufficient information to enable meta-analyses and calculations of standardized mean differences. Results The overwhelming majority of studies were conducted in the United States (88%. Experimental or quasi-experimental research methods were used in 79 studies (65%. Teaching methods used in the studies varied, with the majority focused on traditional methods of teaching, followed by computer assisted instruction (CAI, and self?directed independent learning (SDIL. Studies measured outcomes that correlated with Bloom’s lower levels of learning (‘Remember’, ‘Understand’, ‘Apply’. Sixteen studies compared traditional instruction (TI with no instruction, and twelve of those found a positive outcome. Meta-analysis of the data from 4 of these studies agreed with the positive conclusions favouring TI. Fourteen studies compared CAI with traditional instruction (TI, and 9 of these showed a neutral result. Meta-analysis of 8 of these studies agreed with this neutral result. Another group of 6 studies compared SDIL with no instruction, and meta-analysis of 5 of these agreed that the result was positive in favour of SDIL. Conclusion Based on the results of the meta-analysis, there is sufficient evidence to suggest that CAI is as effective as TI. Evidence also suggests that both TI and SDIL are more effective than no instruction. Additional comparative research needs to be done across different teaching methods. Studies comparing active learning (AL, CAI, and SDIL would greatly enrich the research literature. Further studies utilizing appropriate methodologies and validated research tools would enrich our evidence base, and contribute to the growth of knowledge about effectiveness of particular teaching methods.

  15. Teaching Citizen Science Skills Online: Implications for Invasive Species Training Programs

    Science.gov (United States)

    Newman, Greg; Crall, Alycia; Laituri, Melinda; Graham, Jim; Stohlgren, Tom; Moore, John C.; Kodrich, Kris; Holfelder, Kirstin A.

    2010-01-01

    Citizen science programs are emerging as an efficient way to increase data collection and help monitor invasive species. Effective invasive species monitoring requires rigid data quality assurances if expensive control efforts are to be guided by volunteer data. To achieve data quality, effective online training is needed to improve field skills…

  16. Modeling Active Engagement and Technology Integration: Learning to Teach Literacy Skills and Strategies

    Science.gov (United States)

    Modla, Virginia B.; Wake, Donna Glenn

    2007-01-01

    The authors detail technology-based active literacy strategies that they employed with preservice teachers to enhance their skill and comfort level in providing appropriate technology-supported literacy instruction to future students. They examine four theoretical and pragmatic threads to include in course design: active learning, open-ended…

  17. Revisiting a Theory-Supported Approach to Teaching Cross-Cultural Management Skills

    Science.gov (United States)

    Sizoo, Steve; Serrie, Hendrick; Shapero, Morris

    2007-01-01

    Cross-cultural skills are a major criterion for success in the global business environment. For American managers in multinational organizations, this means learning to manage cultural difference at three levels: self, interpersonal, and organizational. Since literature indicates that training programs based on cross-cultural and learning theories…

  18. A Comparison of Methods for Teaching Critical Thinking Skills for U.S. Army Officers

    Science.gov (United States)

    Schumm, Walter R.; Webb, Farrell J.; Turek, David E.; Jones, Kenneth D.; Ballard, Glenn E.

    2006-01-01

    The U.S. Army has been conducting a variety of management education programs for commissioned officers. In both its traditional and its new distance education programs, the Army has established a goal of improving critical thinking and reasoning skills among its students to prepare its future leaders and managers more effectively for the…

  19. Using a Constant Time Delay Procedure to Teach Aquatic Play Skills to Children with Autism

    Science.gov (United States)

    Yilmaz, Ilker; Birkan, Bunyamin; Konukman, Ferman; Erkan, Mert

    2005-01-01

    Effects of a constant time delay procedure on aquatic play skills of children with autism was investigated. A single subject multiple probe model across behaviors with probe conditions was used. Participants were four boys, 7-9 years old. Data were collected over a 10-week period using the single opportunity method as an intervention. Results…

  20. Pictorial Treatment of Blacks and Teaching Picture Reading Skills in Order to Enrich Children's Vocabularies.

    Science.gov (United States)

    Bingham, Jane M.

    This paper discusses the relation of the treatment of black characters in illustrations in children's reading materials to children's picture reading skills and vocabularies. Pointing out that illustrations introduce children to a wide range of experiences, it argues that using illustrations of black characters strengthens children's critical…

  1. Improving the Business Communication Skills of Postgraduate Internal Audit Students: A South African Teaching Innovation

    Science.gov (United States)

    Plant, Kato; Slippers, Jana

    2015-01-01

    This article reports on the introduction of a business communication course in the curriculum of postgraduate internal audit students at a higher education institution in South Africa. Internal auditors should have excellent verbal and written communication skills in performing value-adding assurance and consulting services to their engagement…

  2. Minimum Knowledge and Skills Objectives for Alcohol and Other Drug Abuse Teaching.

    Science.gov (United States)

    American Psychiatric Association, Hartford, CT.

    This publication brings together statements concerning the minimum knowledge and skills objectives in alcohol and other drug abuse determined by the professional organizations of six medical specialties: pediatrics; emergency medicine; obstetrics and gynecology; psychiatry; general internal medicine; and family medicine for undergraduate,…

  3. Breaking the Culture of Silence: Teaching Writing and Oral Presentation Skills to Botswana University Students

    Science.gov (United States)

    Akindele, Dele; Trennepohl, Brian

    2008-01-01

    Collaborative learning (CL) methods were evaluated by a group of 101 university students in a first-year ESL course on Communication and Study Skills. The principal objective of the new approach was to encourage students to work together, to express their ideas more freely and to learn from each other. Student opinions on a course project…

  4. Teaching Undergraduates Psychoeducational Management Skills: From Theory to Practice with Preschool Children.

    Science.gov (United States)

    Molloy, Christine

    1989-01-01

    Described are positive classroom practices used for behavior management at a child development center, including proximity control, signal interference, touch control, decoding skills, antiseptic bouncing, planned ignoring with positive reinforcement, and supporting cooperative play. Also described is a situational crisis controlled through use of…

  5. Strategies for Teaching Self-Determination Skills in Conjunction with the Common Core

    Science.gov (United States)

    Rowe, Dawn A.; Mazzotti, Valerie L.; Sinclair, James

    2015-01-01

    College and career readiness for all students includes supporting the needs of students with disabilities. Ensuring students with disabilities are college and career ready goes beyond academics and must include self-determination skill development. As schools adapt to the implementation of the Common Core State Standards (CCSS) and multi-tiered…

  6. Developments Which Are Needed for Improved Teaching of Comprehension and Study Skills.

    Science.gov (United States)

    Schindler, Alvin W.

    The author believes that instruction for the development of comprehension and study skills in elementary and secondary schools is frequently accidental and inadequate. To some extent the blame may be placed on teachers and classroom conditions, but it also must be shared by authors of textbooks on reading instruction, by instructors who offer…

  7. Teaching Methods Effectiveness and the Acquisition of Psycho-Motor Skills.

    Science.gov (United States)

    Ikulayo, Philomena Bolaji

    An experimental study was conducted to discover the relative effectiveness of five different instructional strategies on the acquisition of four psycho-motor skills associated with four physical sports (continuous volleying in volleyball, zig-zag dribbling in field hockey, headstand in gymnastics, and sail long jump in athletics). The subjects…

  8. Using Video to Teach Social Skills to Secondary Students with Autism

    Science.gov (United States)

    Parsons, Lynn D.

    2006-01-01

    Many students with disabilities have difficulty acquiring social skills, especially those necessary for employment. Students with autism struggle because of problems with (1) theory of mind; (2) reading facial expressions; (3) auditory processing problems; and (4) a lack of exposure to social conventions. Virtual reality and video have been used…

  9. Effectiveness of the Touch Math Technique in Teaching Addition Skills to Students with Intellectual Disabilities

    Science.gov (United States)

    Calik, Nuray Can; Kargin, Tevhide

    2010-01-01

    The aim of this study was to investigate the effectiveness, generalizability, and the permanency of the instruction with the touch math technique. Direct instruction was used to the instruction of the basic summation skills of the students with mild intellectual disabilities. A multiple probe design across the subjects was used in this study. The…

  10. The Role of Reading in Improving Speaking Skill in the Context of Teaching English as a Foreign Language

    Directory of Open Access Journals (Sweden)

    Faheem Akbar

    2014-12-01

    Full Text Available Teaching foreign language is a challenging task; in language learning, speaking skill is considered a core productive part of learning. With this in mind, this article investigates how speaking can be made articulate and smooth. Furthermore, this article also determines the relationship between reading and speaking proficiency and extent to which teachers-led reading can affect students’ speaking performance. It is a known fact that lack of vocabulary makes learners stumbling and hesitant in speaking, because words precede communication ahead. In language learning hesitations/weakness in speaking can be overcome by encouraging learners to read a specific text. If teachers engage their students in worthwhile activities, such as providing appropriate and interesting reading texts in order to enable them to communicate what they have read. This article aims to reveal how reading gears speaking and reduces time in learning foreign language.

  11. How To Create and Use PowerPoint Presentations To Teach Reading Skills.

    Science.gov (United States)

    Yaworski, JoAnn

    2001-01-01

    Notes that PowerPoint is an especially useful program for teaching text structure to college reading students. Discusses how this may be accomplished, as well as directions for creating a presentation from the preexisting templates and backgrounds provided in the program. Directs how to print overheads and handouts of the presentation. (SG)

  12. The Web Quest: Its Impact on Developing Teaching Skills of Physical Education Student Teachers

    Science.gov (United States)

    Mohamed, Haythem Abdel Mageed; El Rheem, Rasha Nageh Ali Abd

    2010-01-01

    The purpose of this study was to determine the extent to which the use of WebQuests would impact the teaching performance of the physical education (PE) teacher candidates enrolled in Minia University. Twenty-eight, third-year teacher candidates were involved in the study (N = 28) and were randomly divided into two groups: a control and…

  13. Do Student Evaluations Influence the Teaching Skills of Clerkship Clinical Faculty?

    Science.gov (United States)

    Chandrasekhar, Arcot J.; Durazo-Arvizu, Ramon; Hoyt, Amy; McNulty, John A.

    2013-01-01

    Web-based student evaluations of clinical faculty were collected over an 8-year period. There were 19,881 medical student evaluations over the 8-year period for all clinical clerkships, representing a total of 952 faculty. Students used a 5-point Likert scale to rate the teaching effectiveness of faculty. Criterion-based methods and standard…

  14. Teaching Transferable Skills to Doctoral Level Engineers—The Challenge and the Solutions

    Directory of Open Access Journals (Sweden)

    P. Kapranos

    2014-05-01

    the SME Project where groups of students have to solve “real” problems and present their solutions within two working weeks. The teaching strategies and methods, learning objectives, assessment and feedback have all been constructively aligned within a flexible curriculum and we believe that the approach outlined above represents a paradigm shift in training tomorrow’s leaders for UK industry.  

  15. Effect of Teaching Comprehension Strategies on Improving Math Problem Solving Skills in a Title I School

    Science.gov (United States)

    Gresens, Ay-Shin

    2011-01-01

    Teaching math problem solving has been a challenge for many educators, especially in Title I schools. Textbooks provided by the district under study were the primary source of math instructional material. Moreover, the instruction of computation was the method used for preparing students for success with later problem solving lessons. The lack of…

  16. The Impact of Teaching Oxy-Fuel Welding on Gas Metal Arc Welding Skills

    Science.gov (United States)

    Sgro, Sergio D.; Field, Dennis W.; Freeman, Steven A.

    2008-01-01

    Industrial technology programs around the country must be sensitive to the demands of manufacturing and industry as they continue to replace "vocational" curriculum with high-tech alternatives. This article examines whether or not teaching oxyacetylene welding in the industrial technology classroom is required to learn arc welding processes. The…

  17. User-Friendly Communication Skills in the Teaching and Learning of Business English.

    Science.gov (United States)

    de Beaugrande, Robert

    2000-01-01

    Reports on a pilot project in teaching and learning business English at the University of Botswana, where English is the language of instruction and, for most learners, a second language. The project was tailored to the prevailing social and academic context as described from the standpoint of discourse analysis. (Author/VWL)

  18. Touch Cues: Teaching Pre-Language Skills to Infants with Multiple Handicaps

    Science.gov (United States)

    McKeirnan, Mark

    2006-01-01

    This article describes the use of touch as a strategy to teach children with multiple handicaps. Touch cues help children to anticipate events and to interpret information from the environment. Caregivers should first observe the child's existing repertoire of movements, and then create touch cues that build upon the child's preferred…

  19. The Impact of a Training Program Based on Pedagogical Knowledge on Improving the Speaking and Writing Skills Teaching Practices of Female English Language Teachers

    Science.gov (United States)

    Weshah, Hani A.; Tomok, Tamara N.

    2011-01-01

    This study investigated the impact of a training program based on pedagogical knowledge on improving the speaking and writing skills teaching practices of female English language teachers. The participants consisted of 30 teachers: 10 as an experimental group and 20 as a control group. To answer the study questions, the researchers developed a…

  20. Effectiveness and Efficiency of Peer and Adult Models Used in Video Modeling in Teaching Pretend Play Skills to Children with Autism Spectrum Disorder

    Science.gov (United States)

    Sani-Bozkurt, Sunagul; Ozen, Arzu

    2015-01-01

    This study aimed to examine whether or not there was any difference in the effectiveness and efficiency of the presentation of video modeling interventions using peer and adult models in teaching pretend play skills to children with ASD and to examine the views of parents about the study. Participants were two boys and one girl, aged 5-6 years…

  1. METHODOLOGY FOR DETERMINING A SKILL IN THE TEACHING OF PHYSIC IN SENIOR HIGH SCHOOL / METODOLOGÍA PARA DETERMINAR UNA HABILIDAD GENERALIZADORA EN LA ENSEÑANZA DE LA FÍSICA DE PREUNIVERSITARIO

    Directory of Open Access Journals (Sweden)

    Ramón Rubén González Nápoles

    2010-01-01

    Full Text Available In this work, it is proposed a methodology through which it is determined a skill for the development of the teaching-learning process of physic in senior high. It acquires such a connotation that it constitutes the maximum expression of logic in the referred process and it integrates in a system the abilities of such a discipline contribute with the formation of the students of this level. The referred skill is: solving problem, this allows to be used as a model of learning sciences. The newness lies on the usage of it as an essential theoretical support of the Didactic Theory of Invariant Skill, which was designed for the formation of professionals. For senior high, are just taken those concepts and methodological aspects that are not in contradiction of this teaching level.

  2. Teaching information literacy skills: a case study of the QU-core program in Qatar University

    OpenAIRE

    Hesham Azmi

    2006-01-01

    Purpose: The study examines students’ assessment of a general requirement course entitled “Basics of Information Technology”.Methodology: A written survey was distributed to 80 students in 3 different classes. 61 surveys (76% of the total) were returned within the study period.Results: Respondents stated that knowledge and skills acquired are essential to pursue their studies in the university and beyond. Using search engines and searching databases were identified as the most important...

  3. Comparison between videotape and personal teaching as methods of communicating clinical skills to medical students.

    OpenAIRE

    Mir, M. A.; Marshall, R. J.; Evans, R. W.; Hall, R.; Duthie, H. L.

    1984-01-01

    The efficacy of video recording in transmitting clinical knowledge and skills to medical students was tested by recording on videotape demonstrations of physical examinations given by five clinicians to a randomly selected group of 12 students (personal group) from the first clinical year and then showing these recordings, under identical conditions, to 13 students from the same year (video group). The efficacy of both the personal and video mediums in terms of whether content was retained wa...

  4. The First Clinical Skills: Students Teach Students To Take Vital Signs

    OpenAIRE

    R. Gregg Dwyer, M.D., Ed.D.

    2002-01-01

    Abstract: Transition from the role of passive student to medical practitioner begins with learning the first clinical skill. This transition can be stressful for those experiencing it and to some extent by those coordi-nating it. Logistically, it requires demonstration of the techniques to the entire class by a single practitio-ner or to smaller groups of students by multiple practitioners. The former reduces the opportunity for close observation of technique and is less conducive to quest...

  5. Evaluation of a Classwide Teaching Program for Developing Preschool Life Skills

    OpenAIRE

    Hanley, Gregory P; Heal, Nicole A; Tiger, Jeffrey H.; Ingvarsson, Einar T.

    2007-01-01

    Recently, nonmaternal center-based child care has been linked to problem behavior in young children (National Institute of Child Health and Human Development, 2003). In response, a comprehensive program to promote prosocial skills was evaluated in a classroom of 16 children between the ages of 3 and 5?years. Classroom observations were conducted during evocative situations to determine the likelihood of problem behavior (noncompliance, vocal or motor disruptions, aggression) and preschool l...

  6. Teaching reading comprehension : the effects of direct instruction and cognitive apprenticeship on comprehension skills and metacognition

    OpenAIRE

    Jager, Bernadet

    2002-01-01

    Governments, organisations and educators agree that education should not just focus on basic skills, but also on more complex outcomes such as metacognition. Youngsters must be prepared to deal with the rapidly changing society; they need to become life-long learners. Schools must provide opportunities for active, self-directed and independent learning to prepare students for this life-long learning. Metacognition plays an important role in this lifelong learning. This study ad...

  7. Teachers’ Perceptions about the Use of Play to Facilitate Development and Teach Prosocial Skills

    OpenAIRE

    Victor Bissonnette; Michelle Haney

    2011-01-01

    The purpose of this study was to investigate teachers’ perceptions about the use of play to promote social, emotional, and cognitive skills to support planning for a school program aimed at increasing inclusive play for young children. This research was inspired by Vivian Gussin Paley’s book, You Can’t Say You Can’t Play (1992). Participants included undergraduate students and graduate education students in the Teacher Education Program at a small liberal arts college, as well as prac...

  8. An Evaluation of Intraverbal Training and listener Training for Teaching Categorization Skills

    OpenAIRE

    Petursdottir, Anna Ingeborg; Carr, James E.; Lechago, Sarah A.; Almason, Season M.

    2008-01-01

    The effects of vocal intraverbal training and listener training on the emergence of untrained categorization skills were evaluated. Five typically developing preschool children initially learned to name a number of previously unfamiliar visual stimuli. Each child then received one of two types of training. Intraverbal training involved reinforcing vocally emitted category names by the child in the presence of a spoken exemplar name. Listener training involved reinforcing the selection of visu...

  9. The need for professional training programs to improve faculty members teaching skills

    OpenAIRE

    Elmahdi, Ismail A.; Muammar, Omar M.; Al-hattami, Abdulghani A.

    2013-01-01

    There is no doubt that the large majority of faculty members are expert and knowledgeable in their specializations. Yet, we still find that university graduates are not as qualified as they are supposed to be. The poorer university students are, the more likely they are taught by unskilled teachers. Ironically, many studies have concluded that faculty members tend to believe that students lack the basic skills for college-level work (UCLA Survey, 2005), ignoring that they themselves lack the ...

  10. Teaching surgical skills in obstetrics using a cesarean section simulator – bringing simulation to life

    OpenAIRE

    Venkata Sujatha Vellanki; Sarath Babu Gillellamudi

    2010-01-01

    Venkata Sujatha Vellanki1, Sarath Babu Gillellamudi21Department of Obstetrics and Gynaecology 2Department of General Surgery Kamineni Institute of Medical Sciences, Sreepuram, Narketpally, Nalgonda, Andhra Pradesh, IndiaPurpose: Cesarean section is the most common surgery performed in obstetrics. Incorporating a simulation model into training provides a safe, low-stress environment in which students can gain skills and receive feedback. The purpose of this study was to determine the effective...

  11. Enacting teaching and learning in the interaction process: “Keys” for developing skills in piano lessons through four-hand improvisations

    Directory of Open Access Journals (Sweden)

    Laroche Julien

    2014-06-01

    Full Text Available Embodied mind theories underline the role of the body in the act of knowing. According to the enactive approach, we learn to perceive and to know through our bodily interactions with the world (Varela, Thompson & Rosch, 1991. However, such an approach remains incomplete as long as sociality is not taken into account (Froese & Di Paolo, 2009. Recently, an inter-enactive approach has accordingly been proposed. Social interactions are seen as processes of coordinated sense-making that emerge from the dynamics of the inter-action process itself (De Jaegher & Di Paolo, 2007. As learning mainly takes place in intersubjective contexts (e.g. as an effect of teaching, this approach is relevant to the issue of pedagogy. Teaching settings are a special case though: cognitive interactions are reciprocal but asymmetrically guided by the teacher. In this paper, the question of the relations between body and education is thus addressed from the point of view of the inter-enactive approach. To this end, we first sketch out the phenomenological and theoretical contours of embodied intersubjectivity and intersubjective embodiment. Then, we present an interactive pedagogical method for musical learning (free spontaneous four-hand improvisations in the context of the Kaddouch pedagogy and discuss it using illustrative case studies. The teacher’s role appears to operate directly within the dynamics of the interaction process, a source of knowing and skill enaction for the learner

  12. Procedural Skills Training During Emergency Medicine Residency: Are We Teaching the Right Things?

    Directory of Open Access Journals (Sweden)

    Druck, Jeffrey

    2009-08-01

    Full Text Available Objectives: The Residency Review Committee training requirements for emergency medicine residents (EM are defined by consensus panels, with specific topics abstracted from lists of patient complaints and diagnostic codes. The relevance of specific curricular topics to actual practice has not been studied. We compared residency graduates’ self-assessed preparation during training to importance in practice for a variety of EM procedural skills.Methods: We distributed a web-based survey to all graduates of the Denver Health Residency Program in EM over the past 10 years. The survey addressed: practice type and patient census; years of experience; additional procedural training beyond residency; and confidence, preparation, and importance in practice for 12 procedures (extensor tendon repair, transvenous pacing, lumbar puncture, applanation tonometry, arterial line placement, anoscopy, CT scan interpretation, diagnostic peritoneal lavage, slit lamp usage, ultrasonography, compartment pressure measurement and procedural sedation. For each skill, preparation and importance were measured on four-point Likert scales. We compared mean preparation and importance scores using paired sample t-tests, to identify areas of under- or over-preparation.Results: Seventy-four residency graduates (59% of those eligible completed the survey. There were significant discrepancies between importance in practice and preparation during residency for eight of the 12 skills. Under-preparation was significant for transvenous pacing, CT scan interpretation, slit lamp examinations and procedural sedation. Over-preparation was significant for extensor tendon repair, arterial line placement, peritoneal lavage and ultrasonography. There were strong correlations (r>0.3 between preparation during residency and confidence for 10 of the 12 procedural skills, suggesting a high degree of internal consistency for the survey.Conclusions: Practicing emergency physicians may be uniquely qualified to identify areas of under- and over-preparation during residency training. There were significant discrepancies between importance in practice and preparation during residency for eight of 12 procedures. There was a strong correlation between confidence and preparation during residency for almost all procedural skills, re-enforcing the tenet that residency training is the primary locus of instruction for clinical procedures.[WestJEM. 2009;10:152-156.

  13. Comparative effectiveness of videotape and handout mode of instructions for teaching exercises: skill retention in normal children

    Directory of Open Access Journals (Sweden)

    Gupta Garima

    2012-01-01

    Full Text Available Abstract Background Teaching of motor skills is fundamental to physical therapy practice. In order to optimize the benefits of these teaching and training efforts, various forms of patient education material are developed and handed out to patients. One very important fact has been overlooked. While comparative effectiveness of various modes of instruction has been studied in adults, attention has not been paid to the fact that learning capabilities of children are different from that of adults. The intent of the present study is to compare the effectiveness of video and handout mode of instructions specifically on children. Methods A total of 115 normal elementary-age children aged 10 to 12 years of age were studied. The children were randomized into two groups: A the video group, and B the handout group. The video group viewed the video for physical therapy exercises while the handout group was provided with paper handouts especially designed according to the readability of their age group. Results Statistical analysis using the student's't' test showed that subjects of both the video and handout groups exhibited equal overall performance accuracy. There was no significant difference between the groups both in acquisition and retention accuracy tests. Conclusion The findings of the present study suggest that if the readability and instructional principles applicable to different target age groups are strictly adhered to, then both video as well as handout modes of instructions result in similar feedback and memory recall in ten to twelve year-old children. Principles of readability related to the patient age are of utmost importance when designing the patient education material. These findings suggest that the less expensive handouts can be an effective instructional aid for teaching exercises to children with various neuromuscular, rheumatic, and orthopedics conditions and the most costly videotape techniques are not necessarily better.

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

    OpenAIRE

    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 rou...

  15. Herramientas informáticas para la aplicación de técnicas de desarrollo de pensamiento creativo / Computing tools for the application of creative thinking development techniques

    Scientific Electronic Library Online (English)

    Anny, Castillo Rojas.

    2008-12-01

    Full Text Available El sistema educativo no escapa a la renovación de las técnicas para incentivar el pensamiento innovador. El objetivo de esta reflexión monográfica es mostrar la relación entre el desarrollo de la creatividad y los usos de los softwares educativos. Las técnicas seleccionadas son, el mapa mental y el [...] de conceptos, el mandala y las supernotas. Y los softwares empleados, son el Mind Manager, el Inspiración y el CMap Tool. El procedimiento hace referencia a los fundamentos teóricos argumentados por los autores y, a una descripción de las bondades de los tres softwares seleccionados. Como reflexión final se puede decir que los softwares seleccionados cumplen la función de herramienta mental-tecnológica, al desarrollar habilidades para procesar información de forma creativa. Abstract in english The educational system does not escape to renewing the techniques to motivate innovative thinking. The goal of this monographic reflection is to show the relation between creativity development and education software uses. The chosen techniques are, mental and concept map, the mandala and super note [...] -taking. The software used is the Mind Manager, Inspiration, and the CMap Tool. The procedure refers to the theoretical fundaments argued by the authors and, to a description of the goodness of the software used. As a final reflection it can be said that the software work as a mental-technological tool, by developing skills to process information in a creative way.

  16. Statistical study on bodily communication skills in volleyball to improve teaching methods

    Directory of Open Access Journals (Sweden)

    GAETANO RAIOLA

    2012-06-01

    Full Text Available Focus of the study is to verify the incidence of performance analysis data of bodily communication in volleyball. The sample was chosen to represent the scores obtained in three technical skills strongly influenced by bodily communication: the second ball goes to the opposite court instead of setting for attacking; the attack as fast as possible in the middle of the net and the off speed hit instead of power spike over the block. The purpose of this study is to measure the amount of the three technical skills points for each set, the total of them, the points awarded to the attack and the total points of each set, and so to read the relations between the different categories of scoring. The method used is the recruitment of the data with the use of video software Data Project by a team of operators made by the team’s official analyst, by the coach and by the single athlete, only for measurements concerning him. The assignment of the data is attributed by the team's official analyst after sharing with the coach and the athlete. The datum recruited must necessarily accepted by the coach, otherwise is not considered. The data recruited were compared with data on total points in the set and with the overall results of the attack, first individually and then together, in order to determine the relationship among points attributable to bodily communication and the final score. The dependency relationship, analyzed through a simple regression model, was statistically significant. The results show as this study can help the coach to train the team for improving the analyzed technical skills in different mode, creating a methodological system training to enhance the performance.

  17. Statistical study on bodily communication skills in volleyball to improve teaching methods

    OpenAIRE

    GAETANO RAIOLA; PIO ALFREDO DI TORE

    2012-01-01

    Focus of the study is to verify the incidence of performance analysis data of bodily communication in volleyball. The sample was chosen to represent the scores obtained in three technical skills strongly influenced by bodily communication: the second ball goes to the opposite court instead of setting for attacking; the attack as fast as possible in the middle of the net and the off speed hit instead of power spike over the block. The purpose of this study is to measure the amount of the three...

  18. Competencias docentes de profesores de pregrado: diseño y validación de un instrumento de evaluación / Teaching Skills in Undergraduate Level Teachers: Design and Validation of an Evaluation Instrument

    Scientific Electronic Library Online (English)

    ITALA MARINA, CAMARGO-ESCOBAR; CARLOS, PARDO-ADAMES.

    2008-08-01

    Full Text Available Se describe el diseño, construcción y validación de un instrumento para evaluar las competencias docentes de los profesores de pregrado de la Universidad Católica de Colombia. El instrumento evalúa siete competencias básicas para el ejercicio de la función docente: planificación curricular, utilizac [...] ión adecuada de diseño metodológico y organización de actividades de enseñanza, competencia científica tecnológica, interacción adecuada con estudiantes, competencia para evaluar, competencia para realizar tutorías, autorreflexión sobre la práctica docente. Se construyeron así los indicadores de competencias del docente de la Universidad Católica de Colombia, prueba que fue validada por medio del juicio de 60 expertos. Con los resultados se diseñó el instrumento de evaluación de las competencias, que una vez ajustado fue aplicado a 20 docentes de la Facultad de Psicología de la Universidad Católica de Colombia. Abstract in english We describe the design, construction and validation processes of a instrument aimed to the evaluation of teaching skills of the Catholic University of Colombia's undergraduate level teachers. The instrument evaluates seven skills that are basic to the exercise of teaching: curriculum planning, appro [...] priate usage of methodological designs and organization of teaching activities, scientific technological competence, appropriate interaction with students, evaluative competence, tutorial skills, and self-reflection on teaching practices. The indicators of teacher's competence were thus constructed, and the test was validated by the opinion of 60 expert judges. The results of this process were used to design the final instrument, which once adjusted, was applied to 20 teachers of the Catholic University of Colombia.

  19. Using Robotic Telescopes to Teach STEM Skills: Undergraduate and High School Students

    Science.gov (United States)

    McLin, Kevin M.

    2011-03-01

    Since 2004 the NASA Education and Public Outreach Group at Sonoma State University has run a small robotic telescope to be used for teaching at the undergraduate and high school levels. The telescope is part of the E/PO efforts of NASA's Fermi Gamma-ray Space Telescope. The telescope is generally run via a queue observing system as part of the PROMPT/Skynet program run out of the University of North Carolina. SSU E/PO Group members teach high school teachers and their students how to use the queue to request observations, how to retrieve their data and how to work with the images. Fundamentals of CCD imaging and data processing are taught, as are concepts basic to making scientific measurements, such as statistical and systematic errors, signal to noise and confidence in results. The telescope has been used in classrooms in high schools and small colleges and universities across the United States. We will describe some of the ways students have been able to access the telescope for their observing projects as well as innovative use of observations in general introductory astronomy classes. We will also describe some of the hurdles that must be overcome if the use of remote observatories is to become more widespread, especially at the high school level.

  20. O pensamento criativo de Paul Klee: arte e música na constituição da Teoria da Forma / The creative thinking of Paul Klee: art and music in the formation of the Theory of Form

    Scientific Electronic Library Online (English)

    Rosana Costa Ramalho de, Castro.

    Full Text Available Estudo sobre a Teoria da Forma concebida no início do século XX pelo artista plástico Paul Klee e publicado no livro O Pensamento Criativo (KLEE, 1920). A Teoria da Forma de Paul Klee é uma demonstração do pensamento artístico que adota pressupostos formais, previamente estabelecidos para resultar n [...] a prática da representação artística. Klee identificou as relações formais entre a música e as artes visuais, apresentando conexões entre a linha melódica e a linha no desenho; o ritmo e as seqüências de módulos e sub-módulos; os tempos dos compassos e as divisões da pintura; a métrica da música e a modulação da forma e da cor nas artes visuais. Klee também apresentou suas experiências com superposição de cores e texturas para representar visualmente a polifonia. A Teoria da Forma de Paul Klee é um exemplo de estudo que pressupõe modelos formais para a elaboração artística e projetual. Abstract in english Study on the Theory of Form conceived in the early twentieth century by artist Paul Klee and published in the book The Creative Thinking (KLEE, 1920). The Theory of Form of Paul Klee is a demonstration of an artistic thought that adopts the previously established formal prerequisites that result in [...] the practice of artistic representation. Klee identified the formal relationship between music and the visual arts, providing connections between the melodic line and the line in the drawing, rhythm and sequence of modules and sub-modules, the pulses of the measures and the divisions of the painting, metrics in music and the modulation of shape and color in the visual arts. Klee also presented his experiences with overlapping colors and textures to visually represent polyphony. The Theory of Form of Paul Klee is an example of a study that requires formal models for the artistic and design elaboration.

  1. Needs assessment and evaluation of a short course to improve faculties teaching skills at a former World Health Organization regional teacher training center

    Science.gov (United States)

    KOJURI, JAVAD; AMINI, MITRA; KARIMIAN, ZAHRA; DEHGHANI, MOHAMMAD REZA; SABER, MAHBOOBEH; BAZRAFCAN, LEILA; EBRAHIMI, SEDIGHEH; REZAEE, RITA

    2015-01-01

    Introduction: In the design of educational programs, much attention has been paid to teaching methods, needs assessment, an important part of the development of educational programs, generally is neglected. Another important aspect in educational program design is assessing effectiveness. The aims of this study were to design a formal needs assessment program to define the core contents of a faculty development program, and to determine whether participation in the faculty development program reinforced new teaching skills. Methods: A teacher-training program was designed at Shiraz University of Medical Sciences to help medical instructors boost their teaching skills. Needs assessment was done with nominal group technique followed by a 5-point Likert scale questionnaire. The program, imparted in workshop format, covered effective teaching methods, feedback, assessing knowledge and time management. Instruction was in the form of lectures, group discussions, case simulations, video presentations and role-plays. The program was evaluated in several phases using data triangulation and multi-item assessments of overall program quality in three major dimensions: Kirkpatrick program evaluation model, evaluation of the educational environment and qualitative analysis with open-ended questions. All participants in the study belonged to the academic staff of Shiraz University of Medical Sciences (n=396). Results: Seven main categories were derived from nominal group techniques and questionnaires. After the program, participants rated the quality of the program highly. They felt that the educational intervention was appropriate and had a positive impact on their knowledge of effective teaching methods, feedback, knowledge assessment and time management. Assessment of the effectiveness of the program showed that participants reported significant improvements in their teaching abilities. Conclusions: Our faculty development program  have a significant positive effect on medical university teaching staff members’ competencies. Further research is needed to investigate whether the faculty development program actually results in improved teaching performance. PMID:25587548

  2. Teachers’ Perceptions about the Use of Play to Facilitate Development and Teach Prosocial Skills

    Directory of Open Access Journals (Sweden)

    Victor Bissonnette

    2011-03-01

    Full Text Available The purpose of this study was to investigate teachers’ perceptions about the use of play to promote social, emotional, and cognitive skills to support planning for a school program aimed at increasing inclusive play for young children. This research was inspired by Vivian Gussin Paley’s book, You Can’t Say You Can’t Play (1992. Participants included undergraduate students and graduate education students in the Teacher Education Program at a small liberal arts college, as well as practicing elementary school teachers. The results indicated that graduate students and practicing teachers had a more accurate understanding about the developmental benefits of incorporating play into the classroom and a greater willingness to embrace the “you can’t say you can’t play” rule to promote inclusive play and acceptance. Implications for designing a preventative program for inclusive play in young children are discussed.

  3. Research and Teaching: Promoting the Use of Higher-Order Cognitive Skills in Qualitative Problem Solving

    Science.gov (United States)

    Jason Justice

    2008-05-01

    A study was conducted to promote higher order cognitive skills (HOCS) in a chemistry class using the GOAL (Gather, Organize, Analyze, and Learn) method. Students were assigned four qualitative problems specifically designed to be solved with the method over the course of the semester outside of normal homework and testing. The problems served as a platform to encourage students to use HOCS in their Learn responses. The study focused on students' use of HOCS in these Learn responses regardless of whether HOCS were used in the actual solving of the problems or not. The results of this study suggest that consistent use of the Learn response in problem solving promotes reflection with an accompanied increase in use of HOCS by students during a semester.

  4. Teaching surgical skills in obstetrics using a cesarean section simulator – bringing simulation to life

    Directory of Open Access Journals (Sweden)

    Venkata Sujatha Vellanki

    2010-12-01

    Full Text Available Venkata Sujatha Vellanki1, Sarath Babu Gillellamudi21Department of Obstetrics and Gynaecology 2Department of General Surgery Kamineni Institute of Medical Sciences, Sreepuram, Narketpally, Nalgonda, Andhra Pradesh, IndiaPurpose: Cesarean section is the most common surgery performed in obstetrics. Incorporating a simulation model into training provides a safe, low-stress environment in which students can gain skills and receive feedback. The purpose of this study was to determine the effectiveness of obstetrics simulator training for medical students doing their internship.Methods: Twenty-five students posted in the Department of Obstetrics and Gynecology received a formal lecture on cesarean section and demonstration of the procedure on a mannequin in the first week of their internship, The study group (n = 12 practiced their skills on an obstetrics simulator under the direct supervision of a faculty member. The control group received no simulator-based training (n = 13 or further instruction. All students were asked to complete a prevalidated questionnaire to assess their level of confidence in performing the procedure after the educational session.Results: Compared with their peers in the study, students in the simulator group were significantly more likely to define the steps of cesarean section (91% vs 61.5%, and were comfortable in assisting cesarean section (100% vs 46.15% as they were able to identify the layers of abdomen opened during cesarean section. All 12 students reported this as an excellent experience.Conclusion: We were able to construct an inexpensive cesarean section trainer that facilitates instruction in cesarean section technique in a low-stress environment.Keywords: simulation, obstetrics, medical students

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

    Science.gov (United States)

    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. PMID:24834168

  6. Establishing A Minimum Generic Skill Set For Risk Management Teaching In A Spreadsheet Training Course

    CERN Document Server

    Chadwick, David

    2008-01-01

    Past research shows that spreadsheet models are prone to such a high frequency of errors and data security implications that the risk management of spreadsheet development and spreadsheet use is of great importance to both industry and academia. The underlying rationale for this paper is that spreadsheet training courses should specifically address risk management in the development process both from a generic and a domain-specific viewpoint. This research specifically focuses on one of these namely those generic issues of risk management that should be present in a training course that attempts to meet good-practice within industry. A pilot questionnaire was constructed showing a possible minimum set of risk management issues and sent to academics and industry practitioners for feedback. The findings from this pilot survey will be used to refine the questionnaire for sending to a larger body of possible respondents. It is expected these findings will form the basis of a risk management teaching approach to b...

  7. Teaching Communication Skills in the Junior High: It's Time to Stop Waxing Poetic and Start Waxing Practical.

    Science.gov (United States)

    Beall, Melissa L.; Kay, Ruth

    The Target: Communication Skills program instituted in the Lincoln, Nebraska, public schools proposes that all students, K-12, in all subject areas be provided with opportunities to develop and improve their communication skills. The program emphasizes four basic skills: speaking, observing, listening, and nonverbal skills. In applying this…

  8. Benefits of teaching medical students how to communicate with patients having serious illness: comparison of two approaches to experiential, skill-based, and self-reflective learning.

    Science.gov (United States)

    Ellman, Matthew S; Fortin, Auguste H

    2012-06-01

    Innovative approaches are needed to teach medical students effective and compassionate communication with seriously ill patients. We describe two such educational experiences in the Yale Medical School curriculum for third-year medical students: 1) Communicating Difficult News Workshop and 2) Ward-Based End-of-Life Care Assignment. These two programs address educational needs to teach important clinical communication and assessment skills to medical students that previously were not consistently or explicitly addressed in the curriculum. The two learning programs share a number of educational approaches driven by the learning objectives, the students' development, and clinical realities. Common educational features include: experiential learning, the Biopsychosocial Model, patient-centered communication, integration into clinical clerkships, structured skill-based learning, self-reflection, and self-care. These shared features - as well as some differences - are explored in this paper in order to illustrate key issues in designing and implementing medical student education in these areas. PMID:22737055

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

    OpenAIRE

    Francis Donkor

    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 such alternative is the focus of this paper. The study sought to examine the instructional effectiveness of video-based instructional materials vis...

  10. READING BASED-CLASSROOM ACTIVITIES: AN EFFORT TOWARD THE INTEGRATION OF LANGUAGE SKILLS IN TEACHING ENGLISH AS A FOREIGN LANGUAGE IN INDONESIA

    OpenAIRE

    Hadi Hadi

    2006-01-01

    Abstract: This paper proposes the implementation of reading-based classroom activities for teaching English as a foreign language in Indonesia. Compared to other language skills, reading is viewed to provide a relatively stable foundation for Indonesian students to develop their communicative competence in English. It is argued that reading-focused activities stimulate confidence for Indonesian learners to get involved in listening, speaking, and writing related-activities in ways that ...

  11. Towards the development of a global communicative competence: the integration of oral and written skills in teaching and learning a foreign language

    OpenAIRE

    Constanzo Inzunza, Eduardo

    2009-01-01

    This article discusses the didactic perspectives that show dialogue is an essential basis for the teaching of writing. The integration of speaking and writing skills is grounded on the sociocultural theoretical framework, which considers that working in pairs stimulates the zone of proximal development (ZPD), as well as showing that inner speech is a key element in the planning process of writing. Based on these premises, we present a final theoretical proposal, which constitut...

  12. Simulated Electronic Health Record (Sim-EHR) Curriculum: Teaching EHR Skills and Use of the EHR for Disease Management and Prevention

    OpenAIRE

    Milano, Christina E.; Hardman, Joseph A.; Plesiu, Adeline; Rdesinski, Rebecca E.; Biagioli, Frances E

    2014-01-01

    Electronic health records (EHRs) can improve many aspects of patient care, yet few formal EHR curricula exist to teach optimal use to students and other trainees. The Simulated EHR (Sim-EHR) curriculum was introduced in January 2011 at Oregon Health & Science University (OHSU) to provide learners with a safe hands-on environment in which to apply evidence-based guidelines while learning EHR skills. Using an EHR training platform identical to the OHSU EHR system, learners review and correct a ...

  13. Teaching and learning social values: experience of resolution of conflicts in the classroom of physical education across the learning of social skills

    OpenAIRE

    MAR CEPERO GONZÁLEZ; Mª NIEVES MARÍN REGALADO; JUAN TORRES GUERRERO

    2010-01-01

    The main aim of this study has been the application of a sport and social program intervention to solve the daily problems of conviviality in the classroom of physical education, based on the teaching and learning of social values, attitudes and social skills. 24 children between 9-12 years of Guadix (Granada) have taken part in this study, learning social values that allow them to improve the social relations with their mates. In the data collection of information, three instruments were use...

  14. A Phenomenological Examination of Perceived Skills and Concepts Necessary for Teaching Scientific Thinking

    Science.gov (United States)

    Kapetanis, Ana Cristina

    The use of high stakes testing to improve educational outcomes falls short in many settings. Proposals for improvement include providing more opportunities for students to extend their thinking, gaining experience in the social nature of science, and learning how to interpret, explain, and justify results. This phenomenological qualitative project study took place in a small independent school in the southeastern United States that lacked a cohesive elementary science program and was looking to create a vertically aligned science curriculum based on constructivism. The research question asked what skills and concepts teachers believed should be included in an elementary science program in order for students to learn scientific inquiry to be better prepared for middle and upper school science subjects. Using focus groups, observations, and interviews of a small sample of 4 teachers, data were collected, transcribed, and categorized through open coding. Inductive analysis was employed to look for patterns and emerging themes that painted a picture of how teachers viewed the current science program and what attributes they felt were important in the creation of a new curriculum. The findings revealed that teachers felt there was lack of a vertically aligned science curriculum, availability of resources throughout the school, and consistent support to provide an effective science program. The recommendations called for developing an elementary science program that includes all strands proposed by the National Science Education Standards and would provide students with opportunities to engage in scientific inquiry, conduct detailed observations, and learn to support conclusions using data. The implications for positive social change include development of programs that result in integrated science learning.

  15. Building Information Modeling in engineering teaching : Retaining the context of engineering knowledge and skills

    DEFF Research Database (Denmark)

    Andersson, Niclas; Andersson, Pernille Hammar

    2010-01-01

    The application of Information and Communication Technology (ICT) in construction supports business as well as project processes by providing integrated systems for communication, administration, quantity takeoff, time scheduling, cost estimating, progress control among other things. The rapid technological development of ICT systems and the increased application of ICT in industry significantly influence the management and organisation of construction projects, and consequently, ICT has implications for the education of engineers and the preparation of students for their future professional careers. In engineering education there is an obvious aim to provide students with sufficient disciplinary knowledge in science and engineering principles. The implementation of ICT in engineering education requires, however, that valuable time and teaching efforts are spent on adequate software training needed to operate the ICT systems properly. This study takes on the challenge of using ICT in engineering education without diminishing the body of technical disciplinary knowledge and the understanding of the engineering context in which it is taught, practiced, and learned. The objective of the study is to describe and review an extensive role play simulation where students interact with real professional engineers. The role play simulation aims at providing a realistic learning context for the students in order to facilitate the learning objectives of the disciplinary knowledge of the course, which in this case is represented by adopting Building Information Modelling, BIM, for construction management purposes. Course evaluations, a questionnaire and discussions with students confirm a genuinely positive attitude towards the role-play simulation and interaction with industry professionals. The students engage in the role-play and express an increased understanding of the requirements and implicit rules of real-life engineering. The interaction between students and the professional engineers acts as a prime mover for the students to perform their best, which in turn strengthens the learning of the disciplinary subjects.

  16. Situated cognition and cognitive apprenticeship: a model for teaching and learning clinical skills in a technologically rich and authentic learning environment.

    Science.gov (United States)

    Woolley, Norman N; Jarvis, Yvonne

    2007-01-01

    The acquisition of a range of diverse clinical skills is a central feature of the pre-registration nursing curriculum. Prior to exposure to clinical practice, it is essential that learners have the opportunity to practise and develop such skills in a safe and controlled environment under the direction and supervision of clinical experts. However, the competing demands of the HE nursing curriculum coupled with an increased number of learners have resulted in a reduced emphasis on traditional apprenticeship learning. This paper presents an alternative model for clinical skills teaching that draws upon the principles of cognitive apprenticeship [Collins, A., Brown, J.S., Newman, S., 1989. Cognitive Apprenticeship: teaching the crafts of reading, writing and mathematics. In: Resnick, L.B. (Ed.) Knowing. Learning and Instruction: Essays in Honor of Robert Glaser. Lawrence Erlbaum Associates, New Jersey, pp. 453-494] and situated cognition within a technologically rich and authentic learning environment. It will show how high quality DVD materials illustrating clinical skills performed by expert practitioners have been produced and used in conjunction with CCTV and digital recording technologies to support learning within a pedagogic framework appropriate to skills acquisition. It is argued that this model not only better prepares the student for the time they will spend in the practice setting, but also lays the foundation for the development of a clinically competent practitioner with the requisite physical and cognitive skills who is fit for purpose [UKCC, 1999. Fitness for Practice: The UKCC Commission for Nursing and Midwifery Education. United Kingdom Central Council for Nursing Midwifery and Health Visiting, London]. PMID:16624452

  17. The relationship between the managerial skills and results of "performance evaluation "tool among nursing managers in teaching hospitals of Iran University of Medical Science.

    Science.gov (United States)

    Isfahani, Haleh Mousavi; Aryankhesal, Aidin; Haghani, Hamid

    2015-03-01

    Performance of different organizations, such as hospitals is mainly influenced by their managers' performance. Nursing managers have an important role in hospital performance and their managerial skills can improve the quality of the services. Hence, the present study was conducted in order to assess the relationship between the managerial skills and the results of their performance evaluation in Teaching Hospitals of Iran University of Medical Science in 2013. The research used the cross sectional method in 2013. It was done by distributing a managerial skills assessment questionnaire, with close-ended questions in 5 choice Likert scale, among 181 managers and head nurses of hospitals of Iran university of Medical Sciences; among which 131 answered the questions. Another data collection tools was a forms to record evaluation marks from the personnel records. We used Pearson and Spearman correlation tests and SPSS for analysis and description (frequency, mean and standard deviation). Results showed that the managerial skills of the nursing mangers were fair (2.57 out of 5) and the results of the performance evaluation were in a good condition (98.44). The mangers' evaluation results and the managerial skills scores were not in a meaningful correlation (r=0.047 np=0.856). The research showed no correlation between different domains of managerial skills and the performance evaluation marks: decision making skills (r=0.074 and p=0.399), leadership (correlation coefficient 0.028 and p=0.654), motivation (correlation coefficient 0.118 and p=0.163), communication  (correlation coefficient 0.116 and p=0.122), systematic thinking  (correlation coefficient 0.028 and p=0.828), time management (correlation coefficient 0.077 and p=0.401) and strategic thinking  (correlation coefficient 0.041 and p=0.756). Lack of any correlation and relation between managers' managerial skills and their performance evaluation results shows need to a fundamental revision at managers' performance evaluation form. PMID:25716403

  18. The Relationship Between the Managerial Skills and Results of "Performance Evaluation "Tool Among Nursing Managers in Teaching Hospitals of Iran University of Medical Science

    Directory of Open Access Journals (Sweden)

    Haleh Mousavi Isfahani

    2014-09-01

    Full Text Available Performance of different organizations, such as hospitals is mainly influenced by their managers’ performance. Nursing managers have an important role in hospital performance and their managerial skills can improve the quality of the services. Hence, the present study was conducted in order to assess the relationship between the managerial skills and the results of their performance evaluation in Teaching Hospitals of Iran University of Medical Science in 2013. The research used the cross sectional method in 2013. It was done by distributing a managerial skills assessment questionnaire, with close-ended questions in 5 choice Likert scale, among 181 managers and head nurses of hospitals of Iran university of Medical Sciences; among which 131 answered the questions. Another data collection tools was a forms to record evaluation marks from the personnel records. We used Pearson and Spearman correlation tests and SPSS for analysis and description (frequency, mean and standard deviation. Results showed that the managerial skills of the nursing mangers were fair (2.57 out of 5 and the results of the performance evaluation were in a good condition (98.44. The mangers’ evaluation results and the managerial skills scores were not in a meaningful correlation (r=0.047 np=0.856. The research showed no correlation between different domains of managerial skills and the performance evaluation marks: decision making skills (r=0.074 and p=0.399, leadership (correlation coefficient 0.028 and p=0.654, motivation (correlation coefficient 0.118 and p=0.163, communication  (correlation coefficient 0.116 and p=0.122, systematic thinking  (correlation coefficient 0.028 and p=0.828, time management (correlation coefficient 0.077 and p=0.401 and strategic thinking  (correlation coefficient 0.041 and p=0.756. Lack of any correlation and relation between managers’ managerial skills and their performance evaluation results shows need to a fundamental revision at managers’ performance evaluation form.

  19. Informing Pedagogy Through the Brain-Targeted Teaching Model

    Directory of Open Access Journals (Sweden)

    Mariale Hardiman

    2012-02-01

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

  20. Competencias en los procesos de enseñanza-aprendizaje virtual y semipresencial Teaching Skills in Virtual and Blended Learning Environments

    Directory of Open Access Journals (Sweden)

    Francisco Imbernón Muñoz

    2011-03-01

    Full Text Available Actualmente las universidades están inmersas en lo que se conoce como el proceso de «convergencia europea» y que llevará al Espacio Europeo de Educación Superior (EEES. El objetivo es dotar a Europa de un sistema universitario homogéneo, compatible y flexible que permita a los estudiantes y titulados universitarios europeos una mayor movilidad, así como ofrecer al sistema universitario europeo unos niveles de transparencia y calidad, mediante sistemas de evaluación, que le hagan atractivo y competitivo en el ámbito internacional dentro del actual proceso de globalización. En este artículo, interesa centrar la reflexión en dos de las modalidades de la educación a distancia que asumirán importancia en ese cambio universitario: el e-learning y el b-learning, que consisten básicamente en la virtualización de los procesos de aprendizaje a través del uso de equipos informáticos. Para ello se ha realizado una investigación cualitativa con metodología de estudio de casos. De entre los resultados se destaca el uso de las TIC por parte del profesorado para conseguir un mejor aprendizaje en los estudiantes, de igual forma un porcentaje importante de los profesores 78% utiliza alguna plataforma virtual como apoyo a la docencia. Como conclusión se resalta que las políticas de formación deberían fortalecer las competencias del profesorado universitario en el uso de dispositivos telemáticos, recursos e instrumentos relacionados con el aprendizaje semipresencial y virtual.Universities are currently immersed in what is known as the process of European convergence to create the European Higher Education Area (EHEA. The aim is to establish a standardized, compatible and flexible European university system that enables graduates and undergraduates to move easily from one institution to another within Europe. As a result of evaluation mechanisms, the system will be transparent and of high quality, which will make it attractive and competitive internationally in a globalized world. In this paper, we focus on two distance learning modes that will become more important as a result of this change in universities: e-learning and b-learning. These basically involve the virtualization of learning processes through the use of computer equipment. We carried out a qualitative study using the case study method. The results indicate that teaching staff use information and communication technology (ICT to improve student learning. Similarly, a high percentage (78% of lecturers use some form of digital platform as a support for teaching. In conclusion, training policies should strengthen university teachers’ skills in the use of ICT equipment, tools and resources related to blended and virtual learning.

  1. Teaching communication and stress management skills to junior physicians dealing with cancer patients: a Belgian Interuniversity Curriculum

    OpenAIRE

    Bragard, Isabelle; Razavi, Darius; Marchal, Serge; MERCKAERT, Isabelle; Delxaux, Nicole; Libert, Yves; Reynaert, Christine; Boniver, Jacques; Klastersky, Jean; Scalliet, Pierre; Etienne, Anne-Marie

    2006-01-01

    Background: Ineffective physicians' communication skills have detrimental consequences for patients and their relatives, such as insufficient detection of psychological disturbances, dissatisfaction with care, poor compliance, and increased risks of litigation for malpractice. These ineffective communication skills also contribute to everyday stress, lack of job satisfaction, and burnout among physicians. Literature shows that communication skills training programs may significantly improve p...

  2. A Comparison of Case Study and Traditional Teaching Methods for Improvement of Oral Communication and Critical-Thinking Skills

    Science.gov (United States)

    Noblitt, Lynnette; Vance, Diane E.; Smith, Michelle L. DePoy

    2010-01-01

    This study compares a traditional paper presentation approach and a case study method for the development and improvement of oral communication skills and critical-thinking skills in a class of junior forensic science majors. A rubric for rating performance in these skills was designed on the basis of the oral communication competencies developed…

  3. Examining the Effectiveness of a Program Developed for Teaching Social Skills to Hearing Impaired Students Based on Cooperative Learning

    Science.gov (United States)

    Avcioglu, Hasan

    2007-01-01

    The aim of this study is to determine whether a social skill instruction program, prepared according to the cooperative learning method, is effective for children with hearing disability in learning the basic social skills, starting and continuing a relationship, conducting a work with a group, and the generalization of these skills. Nine learning…

  4. Teaching evidence based medicine literature searching skills to medical students during the clinical years - a protocol for a randomised controlled trial

    Directory of Open Access Journals (Sweden)

    Misso Marie

    2011-07-01

    Full Text Available Abstract Background Two of the key steps in evidence based medicine (EBM are being able to construct a clinical question and effectively search the literature to source relevant information. No evidence currently exists that informs whether such skills should be taught to medical students during their pre-clinical years, or delivered to include both the pre-clinical and clinical years of study. This is an important component of curriculum design as the level of clinical maturity of students can affect their perception of the importance and uptake of EBM principles in practice. Methods/Design A randomised controlled trial will be conducted to identify the effectiveness of delivering a formal workshop in EBM literature searching skills to third year medical students entering their clinical years of study. The primary outcome of EBM competency in literature searching skills will be evaluated using the Fresno tool. Discussion This trial will provide novel information on the effectiveness of delivering a formal education workshop in evidence based medicine literature searching skills during the clinical years of study. The result of this study will also identify the impact of teaching EBM literature searching skills to medical students during the clinical years of study.

  5. Postdoctoral clinical-research training in psychiatry: a model for teaching grant writing and other research survival skills and for increasing clarity of mentoring expectations.

    Science.gov (United States)

    Reynolds, C F; Martin, C; Brent, D; Ryan, N; Dahl, R E; Pilkonis, P; Marcus, M D; Kupfer, D J

    1998-09-01

    The authors describe a model for teaching grant writing and other research survival skills to postdoctoral clinical-research fellows in psychiatry and for improving research mentoring. Over the past 4 years, the authors have developed a course on writing grant applications for postdoctoral clinical-research fellows, using peer-review processes modeled after a National Institutes of Health study section. At the same time, the authors have clarified expectations of mentors in ways designed to help fellows prepare "K" (Research Career Development) applications and to receive mentored practice in skills being taught in the course. Sixteen of 30 fellows have succeeded in receiving their first extramural support by the end of their two-year fellowship tenure or during the succeeding year. The authors conclude that by teaching grant-writing skills in a supportive peer environment, providing peer review of proposals, and sharpening expectations of mentors, it may be possible to reduce the time between the end of fellowship and the receipt of the first extramural grant. PMID:19617924

  6. A multi-method study to determine the effectiveness of, and student attitudes to, online instructional videos for teaching clinical nursing skills.

    Science.gov (United States)

    Kelly, Mary; Lyng, Colette; McGrath, Mary; Cannon, Gerald

    2009-04-01

    E-learning is regularly promoted in higher education settings as a way of fostering more flexible approaches to learning. It has been argued however that the 'potential benefits of new information and communication technology instruments in education' have not been subjected to critical scrutiny (Debande, O., 2004. ICTs and the development of e-learning in Europe: the role of the public and private sectors. European Journal of Education 39 (2), 191-208, p. 192). This paper outlines a multi-method evaluation of an e-learning innovation designed to teach clinical skills to student nurses. Responding to the challenges of teaching clinical skills to large class sizes, we developed a set of instructional videos for one undergraduate skills-based module, which are now integral to the module and available online to students on a continuous basis. Evaluation suggests that students' performance outcomes are unchanged. The students view the flexible and self-management aspects of this method of learning positively, with some attitudinal differences between male and female, and mature and non-mature students. However, it is best used to complement rather than replace lecturer demonstration, lending support to a 'blended' model (Collis, B., van der Wende, M., 2002. Models of Technology and Change in Higher Education: An International Comparative Survey on The Current and Future Use of ICT in Higher Education, University of Twente, Center for Higher Education Policy Studies, The Netherlands). PMID:19121875

  7. The nurturing of creativity in the History classroom through teaching methods: the views of teachers and learners

    Scientific Electronic Library Online (English)

    Byron, Bunt.

    Full Text Available Nurturing creative thinking abilities in all learning areas and subjects is one of the cornerstones and ideals of Outcomes-Based Education (OBE) in South Africa. This article reports on the results obtained with a pilot study that set out to determine the extent to which creativity is presently nurt [...] ured in the History classroom. A qualitative study by means of semi-structured, one-on-one interviews with learners (n = 4) and teachers (n = 2) of History at a secondary school was conducted to determine learner and teacher perceptions related to the nurturing of creativity through the instructional practices of teachers applied during teaching and learning. The results revealed that the nurturing of creativity has not yet become reality in the History classroom. It was disconcerting to note that direct instruction dominates the teaching and learning of History and that very little opportunity for practical experience and interaction during teaching and learning exists. The article concludes with recommendations to teachers on how to purposefully enhance creativity during the teaching of History. This pilot study was conducted as partial fulfillment of the requirements for a BEd Honours degree, and to set the scene for a more extended study on creative thinking in History with larger groups of learners and teachers.

  8. Simulator Network Project Report: A tool for improvement of teaching materials and targeted resource usage in Skills Labs

    OpenAIRE

    Damanakis, Alexander; Blaum, Wolf E.; Stosch, Christoph; Lauener, Hansjo?rg; Richter, Sabine; Schnabel, Kai P.

    2013-01-01

    During the last decade, medical education in the German-speaking world has been striving to become more practice-oriented. This is currently being achieved in many schools through the implementation of simulation-based instruction in Skills Labs. Simulators are thus an essential part of this type of medical training, and their acquisition and operation by a Skills Lab require a large outlay of resources. Therefore, the Practical Skills Committee of the Medical Education Society (GMA) introduc...

  9. Teaching water skills

    Energy Technology Data Exchange (ETDEWEB)

    Bentein, Jim

    2011-08-15

    In situ production in the oil sector will require water plant operators for steam-based technologies. Steam assisted gravity drainage (SAGD) operations require water treatment and there is no training program in the industry neither course specific to these operations, in Canada, to train water treatment plant operators. Five major oilsands producers, forming the Oil Sands Leadership Initiative (OSLI), developed a course which will be launched by the Southern Alberta Insitute of Technology in 2012 as a 12-month program including classes on industrial safety, environmental regulations, water chemistry and unit operations. An Internet component will also be accessible for operators working in the industry.

  10. Organic bench model to complement the teaching and learning on basic surgical skills Modelo de bancada orgânico para complementar o ensino-aprendizagem de habilidades cirúrgicas básicas

    Directory of Open Access Journals (Sweden)

    Rafael Denadai

    2012-01-01

    Full Text Available PURPOSE: To propose an organic bench model made with fruits/vegetables as an alternative to complement the arsenal of simulators used in the teaching and learning of basic surgical skills during medical graduation and education. METHODS: They were described the training strategies, through the use of fruits (or vegetables to the learning of different techniques of incision, sutures, biopsies and basic principles of reconstruction. The preparation of bench model, the processes of skill acquisition, feedback and evaluation were also delineated. RESULTS: A proposal for teaching based on an organic model with training delivered in multiple sessions, with increasing levels of difficulty, and with feedback and evaluation during all the process was structured. CONCLUSION: The organic model, being simple, versatile, portable, reproducible, readily available, and having low cost, is another option to complement the existing simulators for teaching and learning of basic surgical skills.OBJETIVO: Propor um modelo de bancada orgânico, confeccionado com legumes/frutas, como alternativa para complementar o arsenal de simuladores aplicados no ensino-aprendizagem das competências cirúrgicas básicas durante a graduação e o ensino médico. MÉTODOS: Foram descritas as estratégias de treinamento, através da utilização de frutas (ou legumes, para a aprendizagem de diferentes técnicas de incisão, suturas, biópsias e princípios básicos de reconstrução. A preparação do modelo de bancada, os processos de aquisição de habilidades e feedback e os métodos deavaliação também foram delineados. RESULTADOS: Estruturou-se uma proposta de ensino baseada em um modelo orgânico com o treinamento distribuído em várias sessões, com níveis crescentes de dificuldade e com feedback e avaliação de todo o processo. CONCLUSÃO: O modelo orgânico, por ser simples, versátil, portátil, reprodutível, disponível, de fácil aquisição e baixo custo é mais uma opção para complementar o arsenal de simuladores de ensino e aprendizagem existentes.

  11. Organic bench model to complement the teaching and learning on basic surgical skills / Modelo de bancada orgânico para complementar o ensino-aprendizagem de habilidades cirúrgicas básicas

    Scientific Electronic Library Online (English)

    Rafael, Denadai; Luís Ricardo Martinhão, Souto.

    2012-01-01

    Full Text Available OBJETIVO: Propor um modelo de bancada orgânico, confeccionado com legumes/frutas, como alternativa para complementar o arsenal de simuladores aplicados no ensino-aprendizagem das competências cirúrgicas básicas durante a graduação e o ensino médico. MÉTODOS: Foram descritas as estratégias de treinam [...] ento, através da utilização de frutas (ou legumes), para a aprendizagem de diferentes técnicas de incisão, suturas, biópsias e princípios básicos de reconstrução. A preparação do modelo de bancada, os processos de aquisição de habilidades e feedback e os métodos deavaliação também foram delineados. RESULTADOS: Estruturou-se uma proposta de ensino baseada em um modelo orgânico com o treinamento distribuído em várias sessões, com níveis crescentes de dificuldade e com feedback e avaliação de todo o processo. CONCLUSÃO: O modelo orgânico, por ser simples, versátil, portátil, reprodutível, disponível, de fácil aquisição e baixo custo é mais uma opção para complementar o arsenal de simuladores de ensino e aprendizagem existentes. Abstract in english PURPOSE: To propose an organic bench model made with fruits/vegetables as an alternative to complement the arsenal of simulators used in the teaching and learning of basic surgical skills during medical graduation and education. METHODS: They were described the training strategies, through the use o [...] f fruits (or vegetables) to the learning of different techniques of incision, sutures, biopsies and basic principles of reconstruction. The preparation of bench model, the processes of skill acquisition, feedback and evaluation were also delineated. RESULTS: A proposal for teaching based on an organic model with training delivered in multiple sessions, with increasing levels of difficulty, and with feedback and evaluation during all the process was structured. CONCLUSION: The organic model, being simple, versatile, portable, reproducible, readily available, and having low cost, is another option to complement the existing simulators for teaching and learning of basic surgical skills.

  12. READING BASED-CLASSROOM ACTIVITIES: AN EFFORT TOWARD THE INTEGRATION OF LANGUAGE SKILLS IN TEACHING ENGLISH AS A FOREIGN LANGUAGE IN INDONESIA

    Directory of Open Access Journals (Sweden)

    Hadi Hadi

    2006-01-01

    Full Text Available Abstract: This paper proposes the implementation of reading-based classroom activities for teaching English as a foreign language in Indonesia. Compared to other language skills, reading is viewed to provide a relatively stable foundation for Indonesian students to develop their communicative competence in English. It is argued that reading-focused activities stimulate confidence for Indonesian learners to get involved in listening, speaking, and writing related-activities in ways that are similar to normal daily life communication. The reasons for the proposed implementation of reading-based classroom activities in TEFLIN and the role of reading and its relation with other language skills are presented.

  13. Enhancing Reasoning Skills in the Process of Teaching and Learning Physics via Dynamic Problem Solving Strategies: a Preparation for Future Learning

    CERN Document Server

    Rojas, Sergio

    2011-01-01

    The large number of published articles in physics journals under the title "Comments on ..." and "Reply to ..." is indicative that the conceptual understanding of physical phenomena is very elusive and hard to grasp even to experts, but it has not stopped the development of Physics. In fact, from the history of the development of Physics one quickly becomes aware that, regardless of the state of conceptual understanding, without quantitative reasoning Physics would have not reached the state of development it has today. Correspondingly, quantitative reasoning and problem solving skills are a desirable outcomes from the process of teaching and learning of physics. Thus, supported by results from published research, we will show evidence that a well structured problem solving strategy taught as a dynamical process offers a feasible way for students to learn physics quantitatively and conceptually, while helping them to reach the state of an Adaptive Expert highly skillful on innovation and efficiency, a desired...

  14. Formación de habilidades profesionales en la enseñanza de la pediatría. Evolución histórica y tendencias Training of professional skills in the teaching of pediatrics. Historical development and trends

    Directory of Open Access Journals (Sweden)

    Emma Aurora Bastart Ortiz

    2011-07-01

    Full Text Available Se realizó una investigación observacional analítica, de carácter histórico, sobre las tendencias de la enseñanza de la pediatría, fundamentalmente a partir de 1959 en Cuba; para ello, los indicadores analíticos incluyeron la formación de habilidades profesionales en el proceso de enseñanza-aprendizaje en esa especialidad, atendiendo a la estructuración del modelo de profesional y la visión para el cambio paradigmático de formación en la carrera de medicina (de la tendencia curativa a la sociomédica.An analytical observational research of historical character on the trends of the teaching of pediatrics, primarily from 1959 in Cuba was conducted. Thus, analytical indicators included the training of professional skills in the teaching-learning process in that specialty based on the structure of the professional model and vision for the paradigm change of the training in medical career (from curative to socio-medical tendency.

  15. Formación de habilidades profesionales en la enseñanza de la pediatría. Evolución histórica y tendencias / Training of professional skills in the teaching of pediatrics. Historical development and trends

    Scientific Electronic Library Online (English)

    Emma Aurora, Bastart Ortiz; Reinaldo, Reyes Mediaceja; Ricardo, Maure Pichín.

    2011-07-01

    Full Text Available Se realizó una investigación observacional analítica, de carácter histórico, sobre las tendencias de la enseñanza de la pediatría, fundamentalmente a partir de 1959 en Cuba; para ello, los indicadores analíticos incluyeron la formación de habilidades profesionales en el proceso de enseñanza-aprendiz [...] aje en esa especialidad, atendiendo a la estructuración del modelo de profesional y la visión para el cambio paradigmático de formación en la carrera de medicina (de la tendencia curativa a la sociomédica). Abstract in english An analytical observational research of historical character on the trends of the teaching of pediatrics, primarily from 1959 in Cuba was conducted. Thus, analytical indicators included the training of professional skills in the teaching-learning process in that specialty based on the structure of t [...] he professional model and vision for the paradigm change of the training in medical career (from curative to socio-medical tendency).

  16. Group Solution of Examples--Application to a "Unitutor" Programme

    Science.gov (United States)

    Borak, Miroslav; Borakova, Helena

    1974-01-01

    The Unitutor effectively teaches special knowledge and mastery of the skills of group or individual work, of working with information, and of logical and creative thinking. Addressees, faced with a practical problem of economic life, must mobilize knowledge and skills to hypothesize, evaluate information, and freely come to decisions. (AJ)

  17. A Comparison of Three Instructional Methods for Teaching Math Skills to Secondary Students with Emotional/Behavioral Disorders

    Science.gov (United States)

    Billingsley, Glenna; Scheuermann, Brenda; Webber, Jo

    2009-01-01

    The purpose of this study was to determine the most effective of three instructional methods for teaching mathematics to secondary students with emotional and behavioral disorders. A single-subject alternating-treatments research design was used to compare three instructional methods: direct teach, computer-assisted instruction, and a combination…

  18. Teaching Competitive Intelligence Skills to North American and Overseas Audiences: A World of Difference in Pedagogical Effectiveness

    Science.gov (United States)

    Blenkhorn, David L.; Fleisher, Craig S.

    2010-01-01

    This article contrasts teaching methodologies and pedagogical effectiveness in executive development programs delivered in North America and three diverse regions of the world. Based on the authors' collective teaching experience exceeding 40 years encompassing over 24 countries, and augmented by a review of the literature, a theoretical model is…

  19. Teaching home safety and survival skills to latch-key children: a comparison of two manuals and methods.

    OpenAIRE

    Peterson, L.

    1984-01-01

    I evaluated the influence of two training manuals on latch-key children's acquisition of home safety and survival skills. The widely used, discussion-oriented "Prepared for Today" manual was compared with a behaviorally oriented "Safe at Home" manual. Data were scored by response criteria developed by experts and by parents' and experts' ratings of children's spontaneous answers. With both methods of scoring, three behaviorally trained children demonstrated clear and abrupt increases in skill...

  20. Die ontwikkeling van 'n DBS-reeks ter ondersteuning van leesvaardighede / Development and integration of multimedia teaching and learning support material (LTSM) to support reading skills

    Scientific Electronic Library Online (English)

    Audrey, Klopper; Carisma, Nel.

    2010-12-01

    Full Text Available The Department of Education, educators, parents and various stakeholders are concerned about the literacy levels of learners in South-African schools. Various national and international studies revealed shockingly low levels and underachievement. In 2006 the Department of Education revealed the dist [...] urbing fact that 61% of South African learners still cannot read by the end of grade 3. Results of a systemic evaluation that was undertaken in 2007 revealed an alarmingly low average of 36% for literacy. The Department of Education launched various investigations to establish why the levels of reading proficiency for South African learners are so poor. The Foundations for Learning Campaign was one of the responses to address these concerns and an effort to assist teachers in facilitating literacy skills effectively. South African educators are experiencing increased pressure to teach literacy skills (including reading) effectively. It is imperative that effective reading instruction should commence in the foundation phase, where the basis for more advanced skills is established. In order to help learners to become better readers, teachers need support to deal with problems typically experienced in South African classrooms. These problems include large classes, a lack of teaching expertise/ training as well as a lack of resources in many classrooms. The purpose of this study was to describe how recently developed multimedia learning and teaching support material (MLTSM) by means of a digital book disc (DBD) can enhance the reading skills of foundation phase learners. It also describes the benefits of the DBD for the South African school context and the potential it has to enrich and support reading instruction in the foundation phase. The DBD is a form of electronic mobile learning facilitated by a DVD player that can be used as MLTSM. The DBD uses multimedia (written and spoken words, visual illustrations or animation) presented in a mobile format (portable DVD players). According to Mayer's cognitive theory of multimedia learning, the working memory includes both visual and auditory channels and learning is enhanced when both these channels are used during multimedia supported learning activities. The proposed model provides guidelines for the development and integration of MTLSM on a DBD to enable learners to become skilled in reading and writing, while enjoying the process of becoming literate. The DBD focuses on phonemic awareness, word recognition, reading comprehension and fluency as important components of reading instruction. Shared reading instruction activities where learners follow the text and join in when they are able to do so, improves motivation. Stories, poems and songs that relate to the themes (context) in the classroom, are examples of the different kinds of text used on the DBD. Relevant teaching and learning principles that support reading proficiency while using the DBD, are discussed. These include active learner participation, motivation, reinforcement of positive attitudes, self assessment and immediate feedback. The study also demonstrates how relevant learning material that relate to the learner's experience, edutainment and scaffolding can contribute to effective reading instruction. Different multimedia principles that support and enhance reading profi ciency are also explained. The DBD enables the teacher to facilitate enrichment (additional stories) as well as remedial activities, where learners experiencing difficulties/problems, can repeat learning activities according to their individual needs. The differentiated stories allow learners with varying abilities to choose activities that relate to their developmental level providing the appropriate level of challenge. Thematic stories and other reading material can also be produced by individual teachers to enhance the relevancy of the content for the learner's world, experience and interest. The DBD addresses some of the problems typical of South African schools. These include a lack of electricity, educational and de

  1. Consideraciones epistemológicas acerca de la enseñanza de las habilidades profesionales en Pediatría / Epistemological considerations about the teaching of professional skills in Pediatrics

    Scientific Electronic Library Online (English)

    Emma Aurora, Bastart Ortiz; Reinaldo, Reyes Mediaceja; Caridad María, Tamayo Reus.

    2014-08-01

    Full Text Available Fundamento: se realiza una caracterización del estado actual de la formación de las habilidades profesionales para la atención al niño y al adolescente desde la asignatura Pediatría en la Facultad de Medicina No. 2 de la Universidad de Ciencias Médicas de Santiago de Cuba. Objetivo: caracterizar la [...] formación de las habilidades profesionales desde la asignatura Pediatría en la mencionada facultad. Métodos: teóricos: análisis y síntesis, hermenéutico-dialéctico y el sistémico estructural. Empíricos: análisis documental del programa de la asignatura, encuestas a estudiantes y profesores y observación de modos de actuación de profesores y estudiantes en actividades de la educación en el trabajo; y métodos estadísticos. Resultados: se constatan insuficiencias en el plano del microdiseño curricular en lo referido al sistema de habilidades y en la dinámica del proceso de enseñanza aprendizaje en la asignatura Pediatría, relacionadas con las destrezas del profesional de la salud, se observa falta de integralidad del proceso enseñanza aprendizaje, el cual se centra en lo cognoscitivo, se perciben carencias en su realización de modo, que a la vez que instruya, eduque y desarrolle, se evidencia el papel pasivo del estudiante, y las actividades de educación en el trabajo no se estructuran para desarrollar creatividad, reflexión e independencia. Conclusiones: el análisis del objeto de estudio corrobora la pertinencia del tema investigado y la necesidad de una conceptualización del proceso enseñanza aprendizaje del Médico General en la asignatura Pediatría a partir de las inconsistencias que se muestran en el proceso de estructuración de su sistema de habilidades. Abstract in english Background: a characterization is done about the current status in the training of professional skills for the care of children and adolescents in the subject Pediatrics, at the Medical Faculty number 2 of the Medical Sciences University of Santiago de Cuba. Objective: to characterize the training o [...] f professional skills in the subject Pediatrics in the above mentioned Faculty. Methods: theoretical, analysis-synthesis, dialectical-hermeneutical, and structural systemic; empirical, documentary analysis of the subject syllabus, surveys to students and teachers, and observation of the ways of performance of teachers and students in activities of education through work, and statistical methods. Results: insufficiencies were verified at the level of curricular microdesign, regarding the system of skills and the dynamics of the teaching-learning process in the subject Pediatrics, related to the skills of the health professionals; a lack of integrality was detected in the teaching-learning process, centered in the cognitive level; also deficiencies were found in their performance, in respect to not teaching, educating and developing the students simultaneously; it was also detected a passive role of the students, and the activities in the education through work were not structured for developing creativity, reflection and independence. Conclusions: the analysis of the study corroborates the relevance of the research theme and the need of a conceptualization of the teaching-learning process of the General Doctor in the subject Pediatrics, from the inconsistencies that are shown in the process of structuring its system of skills.

  2. Key skills for co-learning and co-inquiry in two open platforms: a massive portal (EDUCARED and a personal environment (weSPOT

    Directory of Open Access Journals (Sweden)

    Alexandra Okada

    2015-02-01

    Full Text Available This paper presents a qualitative investigation on key skills for co-learning and co-inquiry in the digital age. The method applied was cyber-ethnography with asynchronous observation (forum and wiki and synchronous discussions (webconference for analysing skills developed by a co-learning community. This study focuses on participants from different countries who interacted during nine months in two open platforms: the massive educational portal EDUCARED of the “7th International Conference on Education 2012-2013" and weSPOT, an European “Working Environment with Social Personal and Open Technologies for inquiry based learning”. As a result of this study, it was observed that the EDUCARED portal led to the development of more explicit digital literacies, possibly because it was a simpler and familiar interface (forum. And in the weSPOT environment, experienced participants with digital technologies had more opportunities to develop other skills related to Critical-Creative Thinking and Scientific Reasoning.

  3. Teaching Backpacking.

    Science.gov (United States)

    Felton, Harry F.

    1980-01-01

    A backpacking course offered at the Pennsylvania State University teaches safety and proper use of equipment. This well planned course resulted in an appreciation for the outdoors, ecological awareness, self-reliance, and attainment of new experiences and skills. (CJ)

  4. Unlocking the Power of Observation: Activities to teach early learners the fundamentals of an important inquiry skill

    Science.gov (United States)

    Dean M. Martin

    2006-09-01

    The dawn of a new school year is the perfect time to reflect on last year's successes while setting even higher expectations for the upcoming year. For several years, many of our new-school-year resolutions have revolved around a common theme: improving the introduction of inquiry skills to young (kindergarten through second grade) learners, particularly students with limited English-language skills. After experiencing many partial successes, we have found that following easy-to-implement workshop activities to be just what we needed to make our resolutions come true. The activities focus on observation and communication. These skills not only help to focus young children's natural curiosity but also build a solid foundation for future scientific learning.

  5. Segments of marketers based on a perceived importance of marketing knowledge and skills

    Directory of Open Access Journals (Sweden)

    Vesna Žabkar

    2009-07-01

    Full Text Available The purpose of this article is to define and empirically verify a range of knowledge and skills which are necessary in order to segment marketers, based on their perceptions of the importance of such marketing knowledge and skills. To empirically verify the importance of marketing knowledge and skills, a 28-item measurement instrument was developed. Responses from 235 marketing vice-presidents, marketing directors, sales directors or company presidents/owners in Slovenia were obtained (an 11.8% total response rate. The results reveal four clusters of marketers: marketing specialists, marketing generalists, non-marketers and marketing generals. General and leadership skills are highly evaluated, together with the knowledge and skills related to competition and the company’s market position. Consistent with the general prejudice about marketing people, creative thinking skills and imagination are very important, especially to marketing generalists in our survey. Yet, the knowledge and skills related to consumer behaviour and marketing communication are less important, especially to marketing generals and non-marketers. Certain implications for marketing education and practice arise from the survey.

  6. The Teaching Brain

    Science.gov (United States)

    Battro, Antonio M.

    2010-01-01

    Animals cannot teach as humans do. Therefore, we lack the experimental support of animal studies that are so important to understand the evolution of our basic learning skills but are useless to explore the development of the teaching skills, unique to humans. And most important: children teach! We have at least two new challenges in our Mind,…

  7. Effects of Video Prompting Techniques on Teaching Daily Living Skills to Children with Autism Spectrum Disorders: A Review

    Science.gov (United States)

    Domire, Sarah C.; Wolfe, Pamela

    2014-01-01

    Video-based instruction is becoming a common intervention in today's classrooms. Previous research has focused primarily on video modeling techniques that required the student to watch an entire video of the task before attempting to complete the task independently. Video prompting is a form of video instruction that breaks down target skills…

  8. Animal Diversity Web as a Teaching & Learning Tool to Improve Research & Writing Skills in College Biology Courses

    Science.gov (United States)

    Yahnke, Christopher J.; Dewey, Tanya; Myers, Phil

    2013-01-01

    Most teachers agree that writing is an important skill for students to master, yet not all teachers incorporate writing assignments in their courses. Employers agree that written communication is important for college graduates, yet in a survey, less than 10% of employers thought that colleges did a good job preparing students for work. Writing an…

  9. Uniting Active and Deep Learning to Teach Problem-Solving Skills: Strategic Tools and the Learning Spiral

    Science.gov (United States)

    Diamond, Nina; Koernig, Stephen K.; Iqbal, Zafar

    2008-01-01

    This article describes an innovative strategic tools course designed to enhance the problem-solving skills of marketing majors. The course serves as a means of preparing students to capitalize on opportunities afforded by a case-based capstone course and to better meet the needs and expectations of prospective employers. The course format utilizes…

  10. Teaching and Understanding the Concept of Critical Thinking Skills within Michigan Accredited Associate Degree Dental Hygiene Programs

    Science.gov (United States)

    Beistle, Kimberly S.

    2012-01-01

    This study explores dental hygiene faculty's perceptions regarding the issues surrounding the concept of critical thinking skills integration within Michigan accredited associate degree dental hygiene programs. The primary research goals are to determine faculty understanding of the concept of critical thinking, identify personal and…

  11. Knowledge, Skills and Abilities of International Business Majors: What We Teach Them "versus" What Companies Need Them to Know

    Science.gov (United States)

    Prestwich, Roger; Ho-Kim, Thu-Mai

    2007-01-01

    To compete in a global environment, firms need people with the appropriate international knowledge, skills and abilities (KSA). Undergraduate international business (IB) majors may not be taught the specific KSA that match those business needs. This study surveyed the most active international companies in Minnesota (USA) that had recently hired…

  12. Teaching Minds, Healing Bodies: A Canadian College Encourages Students to Enter Health Careers by Emphasizing Math and Science Skills.

    Science.gov (United States)

    Jalan, Rahael

    1992-01-01

    Describes Saskatchewan Indian Federated College's preprofessional, university-level science program and its focus on building math and science skills and on Indian culture, traditional medicine, current and future health care needs, and the goals of Indian people. Reports departmentwide enrollment increases. (DMM)

  13. Effects of teaching communication skills using a video clip on a smart phone on communication competence and emotional intelligence in nursing students.

    Science.gov (United States)

    Choi, Yeonja; Song, Eunju; Oh, Eunjung

    2015-04-01

    This study aims to verify the communication skills training for nursing students by using a video clip on a smart phone. The study settings were the nursing departments of two universities in South Korea. This study was a quasi-experimental one using a nonequivalent control group pre-posttest design. The experimental and control groups consisted of second-year nursing students who had taken a communication course. The experimental group included 45 students, and the control group included 42 students. The experimental group improved more significantly than the control group in communication competence and emotional intelligence. Using a video clip on a smart phone is helpful for communication teaching method. PMID:25858200

  14. Comparing Video Prompting to Video Modeling for Teaching Daily Living Skills to Six Adults with Developmental Disabilities

    Science.gov (United States)

    Cannella-Malone, Helen; Sigafoos, Jeff; O'Reilly, Mark; de la Cruz, Berenice; Edrisinha, Chaturi; Lancioni, Giulio E.

    2006-01-01

    We compared two procedures (video prompting versus video modeling) for teaching six adults with developmental disabilities to set a table and put away groceries. Video prompting involved 10 separate video clips, each showing one step of the task analysis. Video modeling involved a single video showing all 10 steps from beginning to end. After…

  15. Teaching Daily Living Skills to Seven Individuals with Severe Intellectual Disabilities: A Comparison of Video Prompting to Video Modeling

    Science.gov (United States)

    Cannella-Malone, Helen I.; Fleming, Courtney; Chung, Yi-Cheih; Wheeler, Geoffrey M.; Basbagill, Abby R.; Singh, Angella H.

    2011-01-01

    We conducted a systematic replication of Cannella-Malone et al. by comparing the effects of video prompting to video modeling for teaching seven students with severe disabilities to do laundry and wash dishes. The video prompting and video modeling procedures were counterbalanced across tasks and participants and compared in an alternating…

  16. Using Video Prompting and Constant Time Delay to Teach an Internet Search Basic Skill to Students with Intellectual Disabilities

    Science.gov (United States)

    Zisimopoulos, Dimitrios; Sigafoos, Jeff; Koutromanos, George

    2011-01-01

    We evaluated a video prompting and a constant time delay procedure for teaching three primary school students with moderate intellectual disabilities to access the Internet and download pictures related to participation in a classroom History project. Video clips were used as an antecedent prompt and as an error correction technique within a…

  17. Exploration of Teaching Strategies That Stimulate the Growth of Academic Skills of Children with ASD in Special Education School

    Science.gov (United States)

    Manti, Eirini; Scholte, Evert M.; Van Berckelaer-Onnes, Ina A.

    2013-01-01

    The cognitive growth of children with developmental disorders, like autism, can be seriously impaired due to the disorder. If so, in the Netherlands, these children can attend special schools where they are treated to ameliorate disorder symptoms and to stimulate cognitive growth. The aim of this paper was to identify teaching strategies that…

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

    Science.gov (United States)

    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…

  19. Comparing Simultaneous Prompting and Constant Time Delay to Teach Leisure Skills to Students with Moderate Intellectual Disability

    Science.gov (United States)

    Seward, Jannike; Schuster, John W.; Ault, Melinda Jones; Collins, Belva C.; Hall, Meada

    2014-01-01

    We compared the effects of simultaneous prompting and constant time delay in teaching two solitaire card games to five high school students with moderate intellectual disability. An adapted alternating treatments within a multiple probe design was used to evaluate the effectiveness and efficiency of the procedures. Both procedures were effective…

  20. Training teachers to teach mental health skills to staff in primary care settings in a vast, under-populated area

    OpenAIRE

    Goldberg, D P; Gask, L.; Zakroyeva, A; Proselkova, E; Ryzhkova, N; P. Williams

    2012-01-01

    Background The Arkhangelsk Oblast is an area the size of France with a sparsely distributed population. The existing primary care staff have had very little training in the management of mental health disorders, despite the frequency of these disorders in the population. They requested special teaching on depression, suicide, somatisation and alcohol problems.

  1. Peer-teaching in the food chemistry laboratory: student-produced experiments, peer and audio feedback, and integration of employability skills

    Directory of Open Access Journals (Sweden)

    Julie Lisa Dunne

    2014-10-01

    Full Text Available This paper describes the author’s experience over the last several years of implementing an alternative Food Chemistry laboratory practical model for a group of third-year BSc Nutraceuticals students. The initial main objectives were to prepare students for the more independent final-year research project; to incorporate innovative approaches to feedback; and to integrate key employability skills into the curriculum. These were achieved through building the skills required to ultimately allow students working in groups to research, design and run a laboratory for their class. The first year of the project involved innovative approaches to feedback, including weekly feedback sessions, report checklists and audio feedback podcasts. Student evaluation after one year suggested the case group felt more prepared for final-year research projects and work placement owing to the redesign of the laboratory assessment. This, together with general positive feedback across several indicators, was proof of concept, and was a foundation for an improved model. The improvements related to the organisation and management of the project, but the same pedagogical approach has been retained. The second year saw the introduction of a more rigorous and easier to manage peer evaluation though use of the online Comprehensive Assessment for Team-Member Effectiveness (CATME tool. The most recent revision has included a Project Wiki hosted on Blackboard to facilitate the organisation, communication, assessment and feedback of student-generated resources.More recently, the final-year students who had participated in the peer-teaching Food Chemistry labs when in third year have been evaluated. This evaluation took place following their research projects, and suggests that the peer-teaching model better prepared them for these activities, compared to traditional laboratories.

  2. The Value of Teaching Creativity in Adult Education

    Directory of Open Access Journals (Sweden)

    Kuan Chen Tsai

    2012-06-01

    Full Text Available In today’s postmodern world, change is the only thing for sure. As a result, creative capacity is the key. Learning creative thinking in fact is a useful vehicle for adult learners to polish their abilities and orientate the world around them. This article attempts to review creativity-related literature and to provide some salient considerations for adult educators with the desire to promote creativity in the classrooms. To begin, the definition of creativity was disclosed. Then the process of creativity was reviewed. Following this line, several factors, including personality traits, knowledge and expertise, motivation and self-efficacy, learning style and thinking style, teaching approaches, assessment and reward, and environment, that might facilitate or stifle creativity were discussed. Finally, some suggestions for adult educators were provided.      

  3. Creative Writing for Language, Content and Literacy Teaching

    Directory of Open Access Journals (Sweden)

    María Teresa Fleta Guillén

    2011-11-01

    Full Text Available This paper reports on pedagogies that promote language, content and literacy in English by stimulating learners’ creativity. The starting point to promote creativity among learners was music and art. There seems to be a natural connection between music, language and thinking which suggests that incorporating musical experiences into daily instruction results in creative thinking. By being exposed to music and art, learners of different ages and from different language contexts developed visualization abilities and invented stories. According to many authors, stories are excellent vehicles for teaching and learning because they contain all the ingredients from which learners can benefit. The learners in this study moved from listening to music, to the word and sentence levels, to finally telling their stories in English, and the stories the learners created proved to be a vehicle for internalizing language and for literacy development.

  4. Teaching Grammar

    Science.gov (United States)

    Crawford, William J.

    2013-01-01

    Grammar is a component in all language skills: reading, writing, speaking, and listening. Teachers need to know rules of grammar (teacher knowledge) as well as techniques that help students use grammar effectively and effortlessly (teaching knowledge). Using reflective practice to help teachers become comfortable with teaching grammar, this…

  5. Teaching and learning social values: experience of resolution of conflicts in the classroom of physical education across the learning of social skills

    Directory of Open Access Journals (Sweden)

    MAR CEPERO GONZÁLEZ

    2010-10-01

    Full Text Available The main aim of this study has been the application of a sport and social program intervention to solve the daily problems of conviviality in the classroom of physical education, based on the teaching and learning of social values, attitudes and social skills. 24 children between 9-12 years of Guadix (Granada have taken part in this study, learning social values that allow them to improve the social relations with their mates. In the data collection of information, three instruments were used; an initial and final sociogram (pre-post was carried out with the objective of know the social relations of the group; two group interviews, in which the students talked about their learning process and the diary of the teacher, in which the teacher analyzed the program and the advance of the students. The results of three used instruments were compared, the analysis of data shows that there had been considerable changes in the attitude of the students, therefore the personal conflicts that were frequent to the beginning of the research, were diminishing in a gradual way along the experience. The students and the teacher showed their satisfaction for the improvement of their social skills and relationships through the sport motor learning.

  6. Portfólios crítico-reflexivos: uma proposta pedagógica centrada nas competências cognitivas e metacognitivas / Critical and reflective portfolios: a pedagogical approach centered on cognitive and metacognitive skills / Portaforlios crítico-reflexivos: una propuesta pedagógica centrada en las competencias cognitivas y meta-cognitivas

    Scientific Electronic Library Online (English)

    Rosângela Minardi Mitre, Cotta; Glauce Dias da, Costa; Erica Toledo de, Mendonça.

    2015-09-01

    Full Text Available Objetivo avaliar o portfólio como método de ensino, aprendizagem e avaliação no âmbito da formação centrada em competências cognitivas e metacognitivas, almejando um aprendizado em que os estudantes atuem de maneira autônoma, responsável, crítica e criativa. Métodos pesquisa qualitativa; a coleta d [...] e dados se deu por meio das técnicas de análise documental (26 portfólios) e grupo focal. As competências desenvolvidas pelos estudantes durante a elaboração dos portfólios foram classificadas com base nos processos cognitivos e metacognitivos. Resultados a construção dos portfólios possibilitou o desenvolvimento dos pensamentos compreensivo, crítico e criativo nos estudantes, viabilizando um processo educativo dinâmico, crítico e reflexivo. Conclusões o portfólio configurou-se como um método de ensino, aprendizagem e avaliação inovador e potencializador de competências cognitivas e metacognitivas. Abstract in spanish Objetivo : evaluar el portafolio como método de enseñanza, aprendizaje y evaluación en el ámbito de la formación centrada en competencias cognitivas y meta-cognitivas, anhelando un aprendizaje en el que los estudiantes actúen de manera autónoma, responsable, crítica y creativa. Métodos : investigac [...] ión cualitativa; la colecta de datos se realizó por medio de las técnicas de análisis documental (26 portafolios) y grupo focal. Las competencias desarrolladas por los estudiantes durante la elaboración de los portafolios se clasificaron con base en los procesos cognitivos y meta-cognitivos. Resultados : la construcción de los portafolios posibilitó el desarrollo del pensamiento comprensivo, crítico y creativo en los estudiantes, viabilizando un proceso educativo dinámico, crítico y reflexivo. Conclusiones : el portafolio se configuró como un método de enseñanza, aprendizaje y evaluación, innovador y potencializador de competencias cognitivas y meta-cognitivas. Abstract in english Objective To evaluate portfolios as a teaching, learning and assessment method within an educational process centered on cognitive and metacognitive skills, with the aim of enabling learning in which students act autonomously, responsibly, critically and creatively. Methods It was a qualitative stu [...] dy. Data were gathered through the techniques of document analysis (26 portfolios) and a focus group. The skills developed by the students during portfolio construction were classified on the basis of cognitive and metacognitive processes. Results Portfolio construction enabled development of comprehensive, critical and creative thinking among students, through a dynamic, critical and reflective educational process. Conclusions Portfolios formed an innovative teaching, learning and assessment method that enhanced cognitive and metacognitive skills.

  7. Developing Speaking and Writing Skills of L1 Arabic EFL Learners through Teaching of IPA Phonetic Codes

    OpenAIRE

    Hussam Rajab

    2013-01-01

    This exploratory study investigated the development of speaking and writing skills of L1 Arabic EFL learners based on their level of perception and understanding of phonetic transcriptions through visualisation of letter-to-symbol representations using the International Phonetic Alphabet (henceforth IPA). The participants were 169 University-level Preparatory Year Program (PYP) male Saudi EFL students. The study was carried out as a pedagogical approach to improve university first year studen...

  8. Approaches to Curriculum and Teaching Materials to Bring Out Better Skilled Software Engineers-An Indian Perspective

    OpenAIRE

    Padmini, H. A.; Bharadwaj, A. Keshav; Nair, T R Gopalakrishnan

    2010-01-01

    Development of Curriculum and delivery materials has undergone changes over a period of time, in undergraduate engineering degree system in Indian universities. However, there exists a gap between industry expectations in IT field and skills and knowledge that the graduating engineers possess and this continues to grow. A similar situation has been seen in the developed countries like USA, UK and Australia. Several researchers and practitioners have discussed and tried to co...

  9. Teaching Writing Skills Based on a Genre Approach to L2 Primary School Students: An Action Research

    Directory of Open Access Journals (Sweden)

    Hyejeong Ahn

    2012-01-01

    Full Text Available This article, based on research findings, examines the effect of implementing a genre approach to develop writing competency of Year 5 and 6 L2 primary school students. Using action research, the genre approach was implemented over a 10-week term with two lessons per week in a culturally and linguistically diverse ESL class in a South Australian public metropolitan primary school. Two specific genres, Report and Essay writing, were taught using a three-staged teaching and learning cycle (TLC, based on Vygotsky’s notion of scaffolding. Assessment was conducted by comparing students’ writing samples, before and after the teaching intervention. The results indicated that the teacher’s active scaffolding processes at the early stage of the cycle benefited students by making them aware of the different ways texts are organised for different communicative purposes. In addition, students’ confidence level increased and the approach encouraged a positive attitude towards writing.

  10. Teaching Writing Skills Based on a Genre Approach to L2 Primary School Students: An Action Research

    OpenAIRE

    Hyejeong Ahn

    2012-01-01

    This article, based on research findings, examines the effect of implementing a genre approach to develop writing competency of Year 5 and 6 L2 primary school students. Using action research, the genre approach was implemented over a 10-week term with two lessons per week in a culturally and linguistically diverse ESL class in a South Australian public metropolitan primary school. Two specific genres, Report and Essay writing, were taught using a three-staged teaching and learning cycle (TLC)...

  11. Developing experiment based science teaching skills : a lifelong learning opportunity for teachers in a rural area of Turkey

    OpenAIRE

    Manuel F. M. Costa; Erol, Mustafa; Boyuk, Ugur; Sahingoz, Recep; Harrison, Tim

    2012-01-01

    Modular Mobile Education: Science Experiments (MOBILIM) is an innovative pilot project for the vocational training of science teachers in rural regions of central Turkey supported by the European Commission in the frames of the Leonardo da Vinci programme. In this project, a mobile science laboratory (MSL) was established in order to cope with the great disparities in opportunities between science teaching in urban and rural areas. Teacher training both in what concerns practical competencies...

  12. Teaching for a Democracy.

    Science.gov (United States)

    Miel, Alice

    1986-01-01

    Presents ideas to improve education, including employing increasingly effective group procedures, teaching techniques of cooperative planning and group problem solving, developing skills of cooperative assessment and self-evaluation, and developing skills of propaganda analysis. (CT)

  13. Computational Skills for Biology Students

    Science.gov (United States)

    Gross, Louis J.

    2008-01-01

    This interview with Distinguished Science Award recipient Louis J. Gross highlights essential computational skills for modern biology, including: (1) teaching concepts listed in the Math & Bio 2010 report; (2) illustrating to students that jobs today require quantitative skills; and (3) resources and materials that focus on computational skills.

  14. Computational Skills for Biology Students

    Science.gov (United States)

    Louis J. Gross (University of Tennessee, Knoxville; )

    2006-06-01

    The issue-focused interview explains how computational skills are essential for modern biology. Enhancements include teaching concepts listed in the Math & Bio 2010 report, illustrating to students that jobs today require quantitative skills, and the importance of using resources and materials that focus on computational skills.

  15. Developing a 3D Game Design Authoring Package to Assist Students' Visualization Process in Design Thinking

    Science.gov (United States)

    Kuo, Ming-Shiou; Chuang, Tsung-Yen

    2013-01-01

    The teaching of 3D digital game design requires the development of students' meta-skills, from story creativity to 3D model construction, and even the visualization process in design thinking. The characteristics a good game designer should possess have been identified as including redesign things, creativity thinking and the ability to…

  16. FORMACIÓN DEL PROFESORADO UNIVERSITARIO EN LAS COMPETENCIAS DOCENTES / UNIVERSITY TEACHER TRAINING IN TEACHING SKILLS / FORMAÇÃO DO PROFESSORADO UNIVERSITÁRIO NAS COMPETÊNCIAS DOCENTES

    Scientific Electronic Library Online (English)

    Antonio, Medina Rivilla; Mª Concepción, Domínguez Garrido; Fernando, Ribeiro Gonçalves.

    2011-12-01

    Full Text Available A pesquisa realizada sintetiza as contribuições de vários projetos, orientados à formação, o desenvolvimento profissional e ao conhecimento das competências mais valiosas para o professorado universitário. Construiuse um mapa das competências docentes mais estimadas por expertos, uma ampla mostra de [...] docentes e tutores, a partir do qual se desenha um modelo para impulsionar a formação do professorado universitário e a consolidação da identidade profissional, mediante a integração de métodos quantitativos e qualitativos. Destacam-se duas grandes modalidades de competências: as ligadas ao domínio das chaves do EEES, a sociedade do conhecimento, a comunicação, pesquisa e inovação da docência, e as ligadas à melhora do processo formativo: identidade profissional, planificação, tutoria, sistema metodológico, desenho de meios, avaliação; que iriam de integrar a teoria e prática docente nas instituições formativas. Abstract in spanish La investigación realizada sintetiza las aportaciones de varios proyectos orientados a la formación, el desarrollo profesional y al conocimiento de las competencias más valiosas a dominar por el profesorado universitario. Se construye un mapa de las competencias docentes más estimadas por expertos, [...] una amplia muestra de docentes y tutores, a partir del cual se diseña un modelo para impulsar la formación del profesorado universitario y la consolidación de la identidad profesional, mediante la integración de métodos cuantitativos y cualitativos. Se destacan dos grandes modalidades de competencias: Las ligadas al dominio de las claves del EEES, la sociedad del conocimiento, la comunicación, investigación e innovación de la docencia, y las ligadas a la mejora del proceso formativo: identidad profesional, planificación, tutoría, sistema metodológico, diseño de medios, evaluación; que han de integrar la teoría y práctica docente en las instituciones formativas. Abstract in english The research summarizes the contributions of research projects aimed at training, professional development and knowledge of the most valuable skills mastered by the faculty. We build a map of the teaching competencies most valued by experts, a large sample of teachers and tutors, at the end of the c [...] ycle, from which a model is designed to promote teacher training college and the consolidation of professional identity, or through the integration of quantitative and qualitative methods. It highlights two major forms of competence: domain linked to the keys of the EHEA, the society of knowledge, communication, research and innovation in teaching and those linked to improving the teaching process: professional identity, mentoring, planning, methodological system, media design, evaluation, they have to integrate teaching theory and practice in educational institutions.

  17. Teaching Self-Management Skills in Persons with Chronic Lower Limb Swelling and Limited Mobility: Evidence for Usability of Telerehabilitation

    Science.gov (United States)

    Faett, Becky L.; Brienza, David M.; Geyer, Mary Jo; Hoffman, Leslie A.

    2013-01-01

    The purpose of this study was to evaluate the usability of telerehabilitation as a method of teaching self-management for chronic swelling of the lower limbs in persons with limited mobility. An in-home telerehabilitation self-management education protocol for chronic swelling of the lower limbs, termed Telerehabilitation to Empower You to Manage and Prevent Swelling (TR-PUMPS), was implemented using the Versatile and Integrated System for Telerehabilitation (VISYTER) software platform. Participants (n=11) were 36–79 years old, predominately female (72.7%) and diagnosed with a variety of health conditions. Participants’ perceived usability scores of the remote delivery of TR-PUMPS was high with a median score of 6.67 (range 4.90 – 7.00) on a Likert scale: 1= disagree to 7= agree. There was no correlation between participants’ familiarity with information technology and their perception of telerehabilitation usability. These results support telerehabilitation as a viable method for teaching a home-based, self-management protocol for chronic swelling.

  18. ViSTREET: An Educational Virtual Environment for the Teaching of Road Safety Skills to School Students

    Science.gov (United States)

    Chuah, Kee Man; Chen, Chwen Jen; Teh, Chee Siong

    Virtual reality (VR) has been prevalently used as a tool to help students learn and to simulate situations that are too hazardous to practice in real life. The present study aims to explore the capability of VR to achieve these two purposes and demonstrate a novel application of the result, using VR to help school students learn about road safety skills, which are impractical to be carried out in real-life situations. This paper describes the system design of the VR-based learning environment known as Virtual Simulated Traffics for Road Safety Education (ViSTREET) and its various features. An overview of the technical procedures for its development is also included. Ultimately, this paper highlights the potential use of VR in addressing the learning problem concerning road safety education programme in Malaysia.

  19. Las Competencias Docentes en los Programas de Posgrado en Administración: Un Estudio de Diagnóstico / Teaching Skills in Graduate Administration Programs: A Diagnosis Study

    Scientific Electronic Library Online (English)

    Edgar O, Cardoso; María T, Cerecedo; Eduardo A, Vanegas.

    Full Text Available El objetivo de la investigación que se presenta fue diagnosticar las competencias docentes en los posgrados en administración. El estudio fue una investigación no experimental cuantitativa con un alcance exploratorio. Como instrumento para recopilar la información se utilizó un cuestionario organiza [...] do por los factores de docencia, investigación, planeación y evaluación. La muestra total fue de 59 docentes distribuidos en cuatro programas de maestría: a) en Administración Pública; b) en Administración de Negocios; c) en Alta Dirección y d) en Administración. Las principales conclusiones de la investigación fueron que el análisis ha mostrado que una estructura tetra-factorial es viable y adecuada. También se muestra que profesores le dan importancia al desarrollo de proyectos de investigación que les permitan avanzar en el conocimiento científico y a la publicación de sus resultados. Abstract in english The objective of the research presented in this paper was to determine the teaching skills in the graduate administration programs. The study was a non-experimental quantitative research with an exploratory range. A test organized by factors such as teaching, research, planning and evaluation was us [...] ed as an instrument to gather information. The total sample comprised 59 teachers assigned in four Master programs: a) Public Administration; b) Business Administration; c) Senior Management; and d) Administration. The main conclusions of this research were the viability and adequacy of a tetra-factorial structure. It is also shown that professors give special importance to research projects development and the publications of the results through publications allowing them to improve scientific knowledge.

  20. Nurturing 21st century physician knowledge, skills and attitudes with medical home innovations: the Wright Center for Graduate Medical Education teaching health center curriculum experience

    Directory of Open Access Journals (Sweden)

    Linda Thomas-Hemak

    2015-02-01

    Full Text Available Purpose. The effect of patient centered medical home (PCMH curriculum interventions on residents’ self-reported and demonstrated knowledge, skills and attitudes in PCMH competency arenas (KSA is lacking in the literature. This study aimed to assess the impact of PCMH curricular innovations on the KSA of Internal Medicine residents. Methods. Twenty four (24 Internal Medicine residents—12 Traditional (TR track residents and 12 Teaching Health Center (THC track residents—began training in Academic Year (AY 2011 at the Wright Center for Graduate Medical Education (WCGME. They were followed through AY2013, covering three years of training. PCMH curricular innovations were focally applied July 2011 until May 2012 to THC residents. These curricular innovations were spread program-wide in May 2012. Semi-annual, validated PCMH Clinician Assessments assessing KSA were started in AY2011 and were completed by all residents. Results. Mean KSA scores of TR residents were similar to those of THC residents at baseline for all PCMH competencies. In May 2012, mean scores of THC residents were significantly higher than TR residents for most KSA. After program-wide implementation of PCMH innovations, mean scores of TR residents for all KSA improved and most became equalized to those of THC residents. Globally improved KSA scores of THC and TR residents were maintained through May 2014, with the majority of improvements above baseline and reaching statistical significance. Conclusions. PCMH curricular innovations inspired by Health Resources and Services Administration (HRSA’s Teaching Health Center funded residency program expansion quickly and consistently improved the KSA of Internal Medicine residents.

  1. Comunicação no ensino médico: estruturação, experiência e desafios em novos currículos médicos / Communication skills in medical teaching: structure, experience and challenges in new medical curricula

    Scientific Electronic Library Online (English)

    Barbara, Turini; Daniel, Martins Neto; Marcelo de Sousa, Tavares; Sandra Odebrecht Vargas, Nunes; Vera Lucia Menezes da, Silva; Zuleika, Thomson.

    2008-06-01

    Full Text Available Este artigo relata a experiência de um grupo de docentes do curso de Medicina da Universidade Estadual de Londrina no ensino de comunicação no módulo de Habilidades do currículo integrado. A constatação da importância da comunicação no relacionamento médico-paciente e na evolução de doenças levou à [...] elaboração de uma estrutura com dificuldades progressivas ao longo dos quatro primeiros anos do curso. Os conteúdos abordados variam desde a observação de pacientes em sala de espera até a discussão técnica sobre a abordagem da transmissão de informações, adesão ao tratamento e manejo de grupos especiais de pacientes em diferentes fases da vida. As estratégias utilizadas incluem observação de pacientes, entrevistas, discussões em grupo, dramatizações, filmes, mesas-redondas, conferências e depoimentos de pacientes. A avaliação é feita em duas partes, formativa e cognitiva. O treinamento da comunicação visa desenvolver a competência do aluno em aprimorar seu vínculo com o paciente, potencializar os processos de obtenção e transmissão de informações, o manejo do paciente e a promoção da adesão ao tratamento. Abstract in english This article relates an experience of a group of teachers of the Integrated Medical Course of the State University of Londrina in teaching communication in the Skills Module. The awareness of the importance of communication skills not only in the doctor-patient relationship but also in the evolution [...] of diseases led to the design of a module with progressive difficulties throughout the first years of the course. The content of the module ranges from observation of patients in the waiting room to discussions on how to transmit information, treatment adherence and management of special groups of patients in different stages of life. The methods used include observation of patients, interviews, group discussions, role-playing, films, round tables, conferences and statements of patients. The evaluation occurs in two parts: formative and cognitive. The training of communication skills is aimed at developing the ability of the student to establish a good doctor-patient relationship, history taking and transmission of information and at promoting treatment adherence.

  2. Ver, oír y aprender: una filmación educativa para la enseñanza de habilidades en exploración física / Watch, listen and learn: an educational film for teaching physical examination skills

    Scientific Electronic Library Online (English)

    Jordi, Delás; Wilma, Penzo; Antoni, Delás; Raquel, González-Cardona; César, Morcillo; Gemma, Martín.

    2014-06-01

    Full Text Available Introducción. Hemos desarrollado un cortometraje educativo para la formación en exploración física de estudiantes de medicina de tercer año, sin experiencia previa en habilidades clínicas. Materiales y métodos. El estudio se ha realizado en el Servicio de Medicina Interna del Hospital Universitari S [...] agrat Cor de Barcelona durante dos años consecutivos. Se efectuaron evaluaciones sobre exploración física de los estudiantes antes y después de ver la película. La primera evaluación se llevó a cabo el primer día de estancia de los estudiantes en el hospital. A continuación, visualizaron la filmación y se les informó de que al cabo de 48 horas se efectuaría una segunda evaluación en la que deberían realizar una exploración física de acuerdo con lo que habían visto y oído en el cortometraje. Al final del período de seis semanas de estancia en el hospital se realizó una tercera evaluación. Todas las evaluaciones se llevaron a cabo por el mismo profesor, a partir de un listado de contenidos evaluativos elaborado previamente. Resultados. Después de ver la película, 48 horas después de su llegada al hospital, los estudiantes habían mejorado en las diferentes pruebas de exploración física, en una tasa media del 43,4%. Al cabo de seis semanas, se apreció un 14,3% de mejora en relación con la segunda evaluación del tercer día del curso. Conclusión. Un cortometraje es un buen medio para la formación en la exploración física normal, más rápido que otros sistemas de enseñanza y favorece la adopción de competencias estables. Abstract in english Introduction. We created a short educational film to teach third-year medical students on physical examination, without previous experience in clinical skills. Designed to be understood without other explanations than those which appear in the film, the students are shown the film on their first day [...] in the hospital. Materials and methods.The study has been made in the Department of Internal Medicine at the University Hospital Sagrat Cor of Barcelona during two consecutives course years. We assess the educational possibilities of this resource testing student skills before and after watching the film. The first evaluation was held on the students' first day in the hospital and they were informed that 48 hours later they would be given a second evaluation where they had to do a physical exploration according to the film. At the end of the 6-week period in the internal medicine department the third evaluation was given. All of these explorations were performed by the same professor with a same check list. Results. After watching the film, 48 hours after their arrival, the students had improved in the different tests on physical exploration, at an average rate of 43.4%. At the end of the stage their progression was of 14.3% improvement in relation to the third day of the course. Conclusion. A short film is a good element for training in normal physical exploration, faster than other teaching systems, and also gives permanent skills.

  3. Education Innovation: Case Studies in e-Learning and Face-to-Face Teaching in Higher Education: What is the Best?

    Science.gov (United States)

    Boon, J. A.

    Education innovation is here to stay. This chapter gives the results of a study of the application of information and communication technology to advanced teaching and learning activities. It is strategically important that the technology opens up new ways of teaching and learning. The purpose of this chapter is firstly to identify the typical advanced teaching and learning activities/functions that can be applied in e-Learning and face-to-face teaching and learning. Case studies were selected from a group of teachers who have already been involved in both teaching modes for some years and thus have experience in blended teaching and learning. A number of teaching activities/functions were seen as positive in their application in the e-Learning situation. Those that stand out are peer review and collaboration, promotion of reflection and stimulation of critical and creative thinking, team teaching, promotion of discovery/extension of knowledge, and problematization of the curriculum. In face-to-face teaching and learning, inviting engagement, how to come to know, involving metaphors and analogies, teaching that connects to learning, inspire change, promote understanding, and others stand out. As seen by the teachers in the case studies, both e-Learning and face-to-face teaching and learning are seen as complementary to each other. We define this view as blended teaching and learning.

  4. Teaching Teamwork and Problem Solving Concurrently

    Science.gov (United States)

    Goltz, Sonia M.; Hietapelto, Amy B.; Reinsch, Roger W.; Tyrell, Sharon K.

    2008-01-01

    Teamwork and problem-solving skills have frequently been identified by business leaders as being key competencies; thus, teaching methods such as problem-based learning and team-based learning have been developed. However, the focus of these methods has been on teaching one skill or the other. A key argument for teaching the skills concurrently is…

  5. Kritiese denke as opvoedkundige imperatief

    OpenAIRE

    Pieter van Veuren

    1993-01-01

    The purpose o f this paper is to stimulate debate on the teaching o f thinking skills in and across the university curriculum. Because RAU includes instruction in critical and creative thinking skills as an educational requirement in its mission statement, I take issue with this university's mission statement and argue that the leaching o f thinking skills is a useless endeavour unless it is done within the framework of a critical thinking approach: such an approach focuses on the affective d...

  6. TEXTUAL SKILLS: MANIPULATION WITH NARRATOLOGICAL UNITS IN THE FUNCTION OF VARYING AND ADAPTING NARRATIVE TEXT – FOR LITERATURE TEACHING PURPOSES

    Directory of Open Access Journals (Sweden)

    ?????? M. ????????

    2014-01-01

    Full Text Available This paper presents a synthesis of the most important findings of theoretical research of narratological constituent units in narrative texts and their manipulation capabilities in the process of varying. The grounds for analysis are the basic binary comparison criteria “What?/How?” and “Invariant/Variant”, as aspects of narration and certain narratological parameters that ensure preservation of the identity of the primordial text on the occasion of its varying on congenial grounds. The research shows that on the occasion of specified manipulations with primordial text, it is necessary to respect core-function, as well as, proper selection of qualitative-quantitative narratological variables (catalysts, indications and informants. This is because specified narratological units in their synergic actions ensure the preservation of referent narrative structure within the limits of congeniality when it comes to the important aspects of narration: the fable (events and basic action with a possible plot, characters, personalities, the way of discourse and story network, juxtaposition and distraction of storytelling, as well as the spirit and artistic-aesthetic qualities of the primordial text. Thus, special attention is given to deliberating issues with reference to the adaptability of four basic classes of narratological units (core-function, catalysts-retardants, indications, informants in a literary text from the aspect of susceptibility to the variation of the basic referent text. When it comes to preserving the identity of the primordial text varied on congenial grounds – the most sensitive narratological unit of the content is core-function (or more of them, no matter how many there are in the narrative. Due to its importance, it is by its essence exposed as an invariant (invariable constant and, together with it, the main character/characters and the appropriate choice of crucial narratological variables. The above mentioned phenomena and aspects are of crucial practical importance, for example, to students and teachers of literature and language, who must, due to the requirements of their professions, adapt the narrative text to a specific purpose (presentation of the text during lectures, school celebrations, literary and drama extra curricular activities, etc.. For the same reasons, this topic can be interesting to students and teachers at corresponding pedagogical groups, those who study rhetoric, theory of literature and arts, teaching methodology, etc. Therefore, in addition to the essential narratological breviary with explanations of most important narration aspects and narratological invariants, this paper also brings practical, experimental examples which provide educational support when manipulating the text not only for the needs of modern curricular and extracurricular practice but also for adapting the text for the purpose of its presentation in media (for example, on the radio as a radio novel, or in in the form of a radio drama, or on the alternative scene (school, amateur groups.

  7. Workshop for new leaders: innovative midwifery teaching for obstetrics and gynecology residents.

    Science.gov (United States)

    Steinhardt, Linda

    2015-05-01

    The Workshop for New Leaders represents an innovative project undertaken by the midwifery faculty at a teaching hospital in New England. The midwifery faculty sought to expand their educational offerings to the obstetrics and gynecology residents. Utilizing creative thinking strategies, the idea for a leadership workshop was originated in an effort to augment the professionalism curriculum mandated by the Accreditation Council of Graduate Medical Education for residents. Over time, this workshop has become a highlight for each class. Not only has this workshop facilitated transition from learner to leader as the residents approach their final year of training, it has also helped to enhance interprofessional relationships. This article is part of a special series of articles that address midwifery innovations in clinical practice, education, interprofessional collaboration, health policy, and global health. PMID:25959237

  8. Presentation skills for nurses.

    Science.gov (United States)

    Foulkes, Mark

    2015-02-18

    This article emphasises the importance of effective presentation skills. Such skills allow nurses to share knowledge and expertise and to communicate clearly in a range of workplace scenarios. Nurses are increasingly being asked to present in formal and informal situations, such as conferences, poster presentations, job interviews, case reports and ward-based teaching. This article explores the principles underpinning the development of these skills, discusses the situations in which they could be applied and demonstrates how nurses might improve and develop as presenters. PMID:25690236

  9. Die Ignorierung der Linguistik in der Theorie und Praxis des Schriftspracherwerbs. Uberlegungen zu einer Neubestimmung des Verhaltnisses von Padagogik und Phonetik/Phonologie (Ignoring Linguistics in the Theory and the Practice of the Teaching of Writing Skills. Reflections on a Redefinition of the Relation between Pedagogics and Phonetics/Phonology).

    Science.gov (United States)

    Rober-Siekmeyer, Christa; Spiekermann, Helmut

    2000-01-01

    Criticizes the practice of teaching writing skills and the research about teaching writing because it lacks the adequate linguistic foil for the analysis of the learning processes and the systematic representation of the written language that ought to be based on the structures of language as it is spoken by children. (CMK)

  10. Life skills need assessment in female high school students in Jahrom from the viewpoints of students, parents and teachers (2009-10

    Directory of Open Access Journals (Sweden)

    Mahnaz Solhi

    2010-11-01

    Full Text Available Introduction:To have a successful life, functional life skills are essential. However, in educational systems, there is not enough time for the realization of all the needs. One of the most fundamental goals of needs assessment activities is to identify the needs and goals and their importance for practical applications. The main purpose of this study was to determine the priorities of life skills for high school girls in the third grade, to design more desirable educational programs for them.Methods:In a descriptive study on the third grade students, teachers, advisors and parents, 200 subjects were selected through cluster sampling. The research instrument included three valid and reliable questionnaires in which there were 10 questions on the priorities of life skills.Results:Overall, life skill priorities from the viewpoint of all the subjects include self-awareness, decision making, effective communication, creative thinking, empathy, interpersonal relationship, coping with stress, problem solving, critical thinking, and coping with emotions. Of the 120 high school female students 7.56%, had not undergone any education on life skills.Conclusion:The priorities of life skills from the viewpoint of the three groups of third grade students, parents and teachers were different. More than half of the students (7.56% had no education on the skills. Self- awareness, effective communication with others and decision making were identified as the first three priorities.

  11. A Statics Skills Inventory

    Science.gov (United States)

    Danielson, Scott

    Engineering faculty recognize the value of assessment instruments to measure student learningand to evaluate changes in teaching. As a result, a number of engineering subject assessmentinstruments formulated as â??conceptâ? inventories have been developed. Taking a different tack,the authors of this paper decided to focus on assessment of student skills in statics and this paperprovides details of the development of a statics skills assessment tool. The use of only conceptinventories to provide proof of student learning is an incomplete assessment as effectiveapplication of engineering knowledge consists of both a sound understanding of conceptualknowledge and skill intertwined. For instance, while demonstrating understanding of theconcept of equilibrium is valuable, it is also important students are able to generate correctequations of equilibrium. A multi-step Delphi process involving statics educators was used toreach consensus on the important skills of statics. The Delphi rankings, including the importanceof the skill as judged by the Delphi participants as well as an estimate of the proportion ofstudents whom can perform the skill, were used to develop the final list of top ranked skills.Initial skill-based questions were developed to probe these areas and tested with students. Thecurrent status of the skill assessment instrument is discussed.

  12. Teaching Metacognition

    Science.gov (United States)

    Marsha Lovett

    This webpage features resources associated with the 2008 Educause Learning Initiative annual meeting session on Teaching Metacognition. It includes links to Marsha Lovett's powerpoint slides and a video of her presentation. The presentation describes effective methods of teaching students: (1) that their ability to learn is mutable, (2) how to plan and set goals for their learning, and (3) how to self-monitor their learning and make adjustments when necessary. The presentation also describes gains in student learning resulting from teaching these metacognitive skills in first-year science courses.

  13. Evolution of surgical skills training

    OpenAIRE

    Roberts, Kurt E.; Bell, Robert L.; Duffy, Andrew J.

    2006-01-01

    Surgical training is changing: one hundred years of tradition is being challenged by legal and ethical concerns for patient safety, work hours restrictions, the cost of operating room time, and complications. Surgical simulation and skills training offers an opportunity to teach and practice advanced skills outside of the operating room environment before attempting them on living patients.

  14. ENSEÑANZA DE LAS HABILIDADES NO INTERPRETATIVAS EN RADIOLOGÍA: REVISIÓN DE LA LITERATURA, EXPERIENCIA LOCAL Y PROYECCIONES FUTURAS TEACHING NON-INTERPRETIVE SKILLS IN RADIOLOGY TRAINING: LITERATURE SEARCH, LOCAL EXPERIENCE AND FUTURE TRENDS

    Directory of Open Access Journals (Sweden)

    Dulia Ortega T

    2009-01-01

    Full Text Available Se aborda el tema de la enseñanza de los aspectos humanísticos de la atención médica en radiología (Habilidades No Interpretativas: HNI a través de una revisión de la literatura disponible y de la experiencia local en el Departamento de Radiología de la Facultad de Medicina de la Universidad de Chile, entre los años 2000 y 2004. Tanto de lo publicado en la literatura como de la experiencia local, se deduce que la enseñanza de las HNI debería ser incluida en el programa de formación de especialistas en radiología. Sugerimos un modelo para su enseñanza en radiología, que haga más práctico su aprendizaje, e incluirlo formalmente en el "Programa de Formación de Especialistas en Radiología".We discuss the relevance of including the teaching of humanistic aspects of medical care in Radiology Residency Training Programs (i.e. "Non-interpretive skills", HNI, as per its Spanish acronym, through a review of available literature on this topic and our experience at the Department of Radiology, Faculty of Medicine, University of Chile, from 2000 to 2004. Based on the published literature and our own local experience, we conclude that including Non-interpretive skills such as communication abilities and interpersonal competences, in Radiology Residency Training Programs, is relevant. We propose a teaching model designed to enhance practica! learning of those skills.

  15. ENSEÑANZA DE LAS HABILIDADES NO INTERPRETATIVAS EN RADIOLOGÍA: REVISIÓN DE LA LITERATURA, EXPERIENCIA LOCAL Y PROYECCIONES FUTURAS / TEACHING NON-INTERPRETIVE SKILLS IN RADIOLOGY TRAINING: LITERATURE SEARCH, LOCAL EXPERIENCE AND FUTURE TRENDS

    Scientific Electronic Library Online (English)

    Dulia, Ortega T; César, García M.

    Full Text Available Se aborda el tema de la enseñanza de los aspectos humanísticos de la atención médica en radiología (Habilidades No Interpretativas: HNI) a través de una revisión de la literatura disponible y de la experiencia local en el Departamento de Radiología de la Facultad de Medicina de la Universidad de Chi [...] le, entre los años 2000 y 2004. Tanto de lo publicado en la literatura como de la experiencia local, se deduce que la enseñanza de las HNI debería ser incluida en el programa de formación de especialistas en radiología. Sugerimos un modelo para su enseñanza en radiología, que haga más práctico su aprendizaje, e incluirlo formalmente en el "Programa de Formación de Especialistas en Radiología". Abstract in english We discuss the relevance of including the teaching of humanistic aspects of medical care in Radiology Residency Training Programs (i.e. "Non-interpretive skills", HNI, as per its Spanish acronym), through a review of available literature on this topic and our experience at the Department of Radiolog [...] y, Faculty of Medicine, University of Chile, from 2000 to 2004. Based on the published literature and our own local experience, we conclude that including Non-interpretive skills such as communication abilities and interpersonal competences, in Radiology Residency Training Programs, is relevant. We propose a teaching model designed to enhance practica! learning of those skills.

  16. Teaching Tennis

    Science.gov (United States)

    Breag, Daniel

    2005-01-01

    This article describes an approach to teaching the basic skills of tennis to students in grades 4 and 5. It relates a five-lesson unit suitable to a near-weekly class schedule. The author found it effective when seeing his students as infrequently as once every four days for fifty minutes.

  17. Developing Language Skills in Science Classrooms

    Science.gov (United States)

    Jimenez-Silva, Margarita; Gomez, Conrado Laborin

    2011-01-01

    Science teachers need specific strategies to develop writing skills along with science content. Fortunately, research has demonstrated that science-teaching methodology can accomplish both the teaching of science content and various language skills, including writing. A technique suitable for and utilized by science teachers is the "mode…

  18. On teaching styles of water educators and the impact of didactic training

    Science.gov (United States)

    Pathirana, A.; Koster, J. H.; de Jong, E.; Uhlenbrook, S.

    2012-10-01

    Solving today's complex hydrological problems requires originality, creative thinking and trans-disciplinary approaches. Hydrological education that was traditionally teacher centred, where the students look up to the teacher for expertise and information, should change to better prepare hydrologists to develop new knowledge and apply it in new contexts. An important first step towards this goal is to change the concept of education in the educators' minds. The results of an investigation to find out whether didactic training influences the beliefs of hydrology educators about their teaching styles is presented. Faculty of UNESCO-IHE has been offered a didactic certification program named university teaching qualification (UTQ). The hypothesis that UTQ training will significantly alter the teaching style of faculty at UNESCO-IHE from expert/formal authority traits towards facilitator/delegator traits was tested. A first survey was conducted among the entire teaching staff (total 101, response rate 58%). The results indicated that there are significantly higher traits of facilitator and delegator teaching styles among UTQ graduates compared to faculty who were not significantly trained in didactics. The second survey which was conducted among UTQ graduates (total 20, response rate 70%), enquiring after their teaching styles before and after UTQ, corroborated these findings.

  19. Teaching Computer Skills in Anesthesia

    OpenAIRE

    Spackman, Thomas N.; Thompson, Edward S.

    1985-01-01

    The authors describe the effects of a structured orientation program on the use of a computerized anesthesia data acquisition system (COMANDAS). Following introduction of COMANDAS into the operating rooms, trainees were instructed on a one-to-one basis using experienced staff anesthetists. Difficulties with acceptance of the system were shown by a case utilization rate of less than 50% and a computer charting time which was nearly double the time required for manual charting. A structured ori...

  20. QUEST FOR TEACHING EXPERIMENTAL SKILLS

    OpenAIRE

    B. Samrajya LAKSHMI; B. Venkateswara RAO

    2013-01-01

    In Andhra Pradesh, India, chemical experimenting in under graduate college labs by students is neglected because most of the intermediate (10+1 and 10+2) students concentrate on writing competitive exams like EAMCET (Engineering and Medical Common Entrance Test), IIT JEE (Indian Institute of Technology Joint Entrance Test), AIEEE (All India Engineering Entrance Examination), AFMS (Armed Forces Medical Services), AIMS (All India Institute of Medical Science). The students spend most of their t...

  1. Determining the Study Skills of Student Teachers

    Science.gov (United States)

    Tural Dincer, Guner; Akdeniz, Ali Riza

    2008-01-01

    Background: It is known that success of a student is affected by the skills of motivation, time management. Studies have showed that there is positive relationship between academic achievement and study skills of a student. Purpose: It is thought that study skills of learners should be defined to be more successful on teaching-learning process.…

  2. Teaching Active Listening Skills to Pre-Service Speech-Language Pathologists: A First Step in Supporting Collaboration with Parents of Young Children Who Require AAC

    Science.gov (United States)

    Thistle, Jennifer J.; McNaughton, David

    2015-01-01

    Purpose: This study examined the effect of instruction in an active listening strategy on the communication skills of pre-service speech-language pathologists (SLPs). Method: Twenty-three pre-service SLPs in their 2nd year of graduate study received a brief strategy instruction in active listening skills. Participants were videotaped during a…

  3. The Sustainable Impact of a Short Comparative Teaching Placement Abroad on Primary School Language Teachers' Professional, Linguistic and Cultural Skills

    Science.gov (United States)

    Driscoll, Patricia; Rowe, Janet Elizabeth; Thomae, Manuela

    2014-01-01

    Recent research shows an increase in the number of trained teachers teaching foreign languages to learners aged 7-11 in English primary schools. Part of this increase stems from a government-funded four-week teaching placement abroad as part of a languages programme in initial teacher education (ITE). Student teachers' cultural, linguistic…

  4. TOTE Project. A Curriculum Source Book for Teaching Human Relations, Environmental Education, and Camping Skills in the Classroom and on the Trail.

    Science.gov (United States)

    Maughan, Durrell A.; And Others

    Backpacking serves as the vehicle for teaching basic secondary school subjects in this curriculum guide which suggests various learning activities for teaching human relations, environmental education, and camping. The activities, some for the classroom and some for the trail, are designed to help students observe, draw conclusions, and develop…

  5. Analysis of deposit of physiological and psychological theories of forming motive skills on development of theory of teaching to the physical drills

    Directory of Open Access Journals (Sweden)

    Khudolii O.N.

    2010-06-01

    Full Text Available Influence of different theories is certain on the construction of process of teaching motive actions of young gymnasts. The results of complete factor experiment are presented. They allowed to formulate principle settings to the construction of process of teaching the physical drills of young gymnasts at the age 7-13 years old. On the construction of teaching process influences more in all: theory of functional systems (43%, ?<0,001, theory of construction of motions (41%,?<0,001, theory of management mastering of knowledge, forming actions and concepts (2,6%, ?<0,05. The positive effect of teaching depends on the successive decision of tasks of teaching and rational application of methods.

  6. Developing critical thinking skills.

    Science.gov (United States)

    Cotter, Amanda J

    2007-07-01

    In a 1987 practicum report one researcher says, "Teaching children to become effective thinkers is increasingly recognized as an immediate goal of education ... If students are to function successfully in a highly technical society, then they must be equipped with the lifelong learning and thinking skills necessary to acquire and process information in an ever-changing world." There is no doubt that critical thinking skills will help you diagnose what is wrong with your patients and formulate a care plan, keep you and your partner safe, and make you more employable. PMID:17672280

  7. Teaching Effective Employment Interviewing.

    Science.gov (United States)

    Ralston, S. Michael

    1988-01-01

    Outlines an assignment for teaching job search skills, including writing a cover letter, resume, and interview follow-up letter. Proposes that the instructor act as interviewer, video tape each interview, and analyze each student's performance. (JAD)

  8. Distributed creativity : Thinking outside the box of the creative individual

    DEFF Research Database (Denmark)

    Glaveanu, Vlad Petre

    2014-01-01

    This book challenges the standard view that creativity comes only from within an individual by arguing that creativity also exists ‘outside’ of the mind or more precisely, that the human mind extends through the means of action into the world. The notion of ‘distributed creativity’ is not commonly used within the literature and yet it has the potential to revolutionise the way we think about creativity, from how we define and measure it to what we can practically do to foster and develop creativity. Drawing on cultural psychology, ecological psychology and advances in cognitive science, this book offers a basic framework for the study of distributed creativity that considers three main dimensions of creative work: sociality, materiality and temporality. Starting from the premise that creativity is distributed between people, between people and objects and across time, the book reviews theories and empirical examples that help us unpack each of these dimensions and above all, articulate them into a novel and meaningful conception of creativity as a simultaneously psychological and socio-material process. The volume concludes by examining the practical implications in adopting this perspective on creativity.

  9. Peer-teaching in the food chemistry laboratory: student-produced experiments, peer and audio feedback, and integration of employability skills

    OpenAIRE

    Julie Lisa Dunne

    2014-01-01

    This paper describes the author’s experience over the last several years of implementing an alternative Food Chemistry laboratory practical model for a group of third-year BSc Nutraceuticals students. The initial main objectives were to prepare students for the more independent final-year research project; to incorporate innovative approaches to feedback; and to integrate key employability skills into the curriculum. These were achieved through building the skills required to ultimately all...

  10. Recursos multimídia no ensino de habilidades sociais a crianças de baixo rendimento acadêmico / Multimedia resources to teach social skills to children with low academic achievement

    Scientific Electronic Library Online (English)

    Daniele Carolina, Lopes; Zilda Aparecida Pereira Del, Prette; Almir Del, Prette.

    Full Text Available Programas de intervenção em habilidades sociais associados a recursos audiovisuais e multimídia podem ser utilizados para superar déficits e contribuir no desempenho acadêmico. Este estudo avaliou os efeitos de um programa, baseado nas vinhetas de vídeo do RMHSC-Del-Prette, sobre o repertório de hab [...] ilidades sociais e o desempenho acadêmico de crianças com baixo rendimento escolar. Sob delineamento experimental, 14 crianças foram avaliadas com o Sistema de Avaliação de Habilidades Sociais antes e depois de um programa de 22 sessões grupais. O Grupo Experimental apresentou ganhos significativamente maiores que o Grupo Controle em habilidades sociais e no desempenho acadêmico. Discute-se a utilidade e viabilidade do uso do RMHSC-Del-Prette em programas de intervenção e questões ligadas à sua disseminação no contexto escolar. Abstract in english Social skills programs using audiovisual or multimedia resources may help to overcome social skills deficits and low academic performance. This study evaluated the effects of a program based on video vignettes of RMHSC-Del-Prette on social skills repertoire and academic performance of children with [...] low academic achievement. Under an experimental design, 14 children were assessed with the Social Skills Rating System before and after interventions composed by 22 sessions. Experimental Group showed significantly higher gains than the Control Group in social skills and academic performance. The usefulness of RMHSC-Del-Prette in social skills programs and issues related to its dissemination in the school context are discussed.

  11. How to Leverage Virtual Learning Communities for Teaching Agile Communication Skills? The eGroups Case at the University of Münster in Germany and Massey University in New Zealand

    Directory of Open Access Journals (Sweden)

    Christina vom Brocke

    2011-12-01

    Full Text Available Global business life nowadays is marked by quickly evolving forms of cooperation. These are often set in virtual space where various members from different countries are brought together in order to collaborate. This trend calls for specific abilities in communication that respond to the challenges evoked by the ever evolving and newly forming nature of international virtual project teams. In this paper, these abilities are called “agile communication skills”. The paper reports on the conceptualisation and implementation of a Virtual Learning Community (VLC in a longitude study designed to foster so-called “agile communication skills”. Our research presents an approach where VLCs are used in order to create authentic evolving cooperations between students. For this matter internet technology seemed to prove as a key enabler. However, the mere use of technology does not suffice on its own. We, thus, identified design principles of VLCs that appear to be critical factors for successfully implementing such communities. We applied design-oriented research by grounding our model in prior work and formatively evaluating it in multiple case studies over a period of two years. In this paper we present the matured model and show what features characterise an eLearning environment to teach agile communication skills in a university setting. In addition we report on evaluating this model in a real-life application scenarios by giving illustrating examples from the final case study between the players involved: the Massey University in New Zealand and the University of Münster in Germany.

  12. Teaching Tips: Innovations in Undergraduate Science Instruction (e-book)

    Science.gov (United States)

    2004-01-01

    Like a spirited idea exchange among experienced professors, Teaching Tips: Innovations in Undergraduate Science Instruction brings you the best thinking from campuses nationwide about how to engage undergraduate science students. Published to commemorate the 25th anniversary of the founding of the Society for College Science Teachers (SCST), Tips is a quick-read compilation of more than 50 innovative approaches that SCST members have found especially effective. The book is organized into three parts: ? Pedagogical Practices includes using instant messaging as an involvement tool, encouraging active learning in large classes, and using "peer coercion" to stimulate teamwork ? Assessment Activities covers pretests and post-tests to encourage more effective learning, Web-based warm-up exercises to assess student misconceptions, and poetry-writing exercises to encourage creative thinking in the sciences ? Content Challenges offers approaches to teaching specific topics from calculations and conversions to conceptual physics, and ways to encourage active learning (using a portfolio approach, games like bingo and Jeopardy, substances like Jell-O, and even student-drawn comic strips) Most of the ideas in the book are applicable across the sciences. Because the tips are only 500 to 700 words each, all contributors have provided contact information so you can learn more by e-mailing them directly.

  13. An Exploration of the Pay Levels Needed to Attract Students with Mathematics, Science and Technology Skills to a Career in K-12 Teaching

    Directory of Open Access Journals (Sweden)

    Anthony Milanowski

    2003-12-01

    Full Text Available In an exploratory study (Note 1 of the role of salary level and other factors in motivating undergraduate math, science, and technology majors to consider a career as a K-12 teacher, the salary level students said would motivate them to consider a career in teaching was related to the salary expected in their chosen non-teaching occupation, but not to three of the Big 5 personality dimensions of extroversion, agreeableness, and openness, nor concern for others or career risk aversion. An annual starting salary 45% above the local average would attract 48% of the sophomore students and 37% of the juniors. Focus group results suggested that low pay was an important reason for not considering K-12 teaching, but that perceived job demands and abilities and interests were also important reasons for not being attracted to a teaching career.

  14. Learning Daily Skills Prepares Kids with Autism for Adult Life

    Science.gov (United States)

    ... that the focus is often on teaching social communication skills and speech therapy, rather than on practical, if mundane, skills. "So our findings suggest the importance of working with families on just these kinds ...

  15. Medical students’ perceptions of their development of ‘soft skills’ Part II : The development of ‘soft skills’ through ‘guiding and growing’

    OpenAIRE

    Bergh, Anne-marie; Van Staden, C W; Joubert, Pierre M.; Kruger, Christa; Pickworth, G.E.; J.L. Roos; W. J. Schurink; Du Preez, R.R.; Grey, Somarie V.; Lindeque, B.G.

    2006-01-01

    BACKGROUND: This paper reports on medical students’ views on the ways in which their ‘soft skills’ were developed. It is the result of a study on soft skills among two groups of students before and after curriculum reform at the School of Medicine of the University of Pretoria. One of the aims of the reform was to provide more teaching and learning opportunities for the development of soft skills. Soft skills include professional interpersonal and social skills, communication skills,...

  16. Strategies for Leaving Teaching.

    Science.gov (United States)

    Grob, Lila K.

    1983-01-01

    Suggests that teachers changing careers must be able to assess their special skills and explore how these skills translate into careers outside teaching. Presents a sample cover letter and resume letter, and several specific examples of teachers who found new careers in other fields. (JAC)

  17. Teaching Java Backwards

    Science.gov (United States)

    Machanick, Philip

    2007-01-01

    Teaching programming concepts in a more object-oriented way is a growing trend in Computer Science education. This paper takes the idea of abstraction-first teaching a step further, by using Bloom's Taxonomy to design a course to present factual content early, followed by higher-level cognitive skills. In the course described here, factual content…

  18. Inculcation of Science Process Skills in a Science Classroom

    Directory of Open Access Journals (Sweden)

    Rose Amnah Abd Rauf

    2013-05-01

    Full Text Available Teachers play an important role for teaching science process skills in class through planning and arranging learning activities and teaching how to reach scientific information. The purpose of this study was to investigate whether the teaching aproaches used in the teaching and learning process of a science class are able to provide the opportunity to inculcate science process skills and to identify which science process skills were inculcated (if any during the lesson without actually planning to teach science process skills. This is a qualitative case study in two Smart Schools in Malaysia. 24 students aged 14 years old and two science teachers were the sample of this study This study revealed that the process of teaching and learning science that uses various teaching approaches in one science lessons has additional advantages in terms of providing opportunities for the inculcation of science process skills. It also managed to provide the students with the opportunity to learn independently in acquiring some of the skills. The use of various teaching approaches is in juxtaposition to each other. Science teaching and learning process is a dynamic process, where the movement from one teaching approach to another occur and not necessarily always occur in an orderly sequence. Hence, the use of various teaching approaches in a single lesson can create more opportunities for inculcation and acquisition of science process skills in the classroom.

  19. A Vision for Teaching Practice

    Science.gov (United States)

    Hollins, Etta R.

    2011-01-01

    "Teaching practice" refers to the professional discourse, knowledge, skills, tools, and habits of mind underlying the interpretive processes that characterize expert teaching practice. Such expert practice is located within and responsive to micro- and macrocontexts and situations. In a well-articulated vision, learning teaching practice is…

  20. An Exploration of the Pay Levels Needed to Attract Students with Mathematics, Science and Technology Skills to a Career in K-12 Teaching

    OpenAIRE

    Anthony Milanowski

    2003-01-01

    In an exploratory study (Note 1) of the role of salary level and other factors in motivating undergraduate math, science, and technology majors to consider a career as a K-12 teacher, the salary level students said would motivate them to consider a career in teaching was related to the salary expected in their chosen non-teaching occupation, but not to three of the Big 5 personality dimensions of extroversion, agreeableness, and openness, nor concern for others or career risk aversion. An ann...