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Sample records for teaching creative-thinking skills

  1. Teaching Creative Thinking Skills

    OpenAIRE

    Nagamurali Eragamreddy

    2013-01-01

    It is internationally recognized that teachers play a significant role in developing suitable values in their pupils. Students also learn strategies for identifying problems, making decisions, and finding solutions both in and out of school. Among them creative thinking skills play a prominent role in their learning process. Techniques developed specifically to teach creative thinking and examine how they may be applied to the classroom, are precise things to be considered. Awareness with ...

  2. 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 ...

  3. 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…

  4. Creative Thinking and Teaching for Creativity in Elementary School Science

    Science.gov (United States)

    Newton, Lynn; Newton, Douglas

    2010-01-01

    While it is important to nurture creativity in young children, it is popularly associated more with the arts than the sciences. This paper reports on a series of studies designed to explore teachers' conceptions of creative thinking in primary school science. Study #1 examines pre-service primary teachers' ideas of what constitutes creativity in…

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

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    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.

  6. Enhancing Creative Thinking through Designing Electronic Slides

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    Al-Ali Khaled Mokaram

    2011-01-01

    Full Text Available 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 experimental and a control group was employed in this study. Torrance Test for creative thinking (TTCT form (A was applied on both groups. The experimental group was taught to design electronic instructional slides using Microsoft PowerPoint. After six weeks, both groups were given the TTCT form (A again. Using Analysis of Covariance (ANCOVA, the findings revealed significant differences between the two groups favoring the experimental group over the control in the total creative thinking scores. Designing electronic slides can enhance the creative thinking skills for students, and the expansion of using computer applications in promoting thinking and learning skills is recommended.

  7. Teaching creative thinking in regular science lessons: Potentials and obstacles of three different approaches in an Asian context

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    Vivian M. Y. CHENG

    2010-06-01

    Full Text Available In response to the recent school creativity reforms in Asian places, this paper studied three different approaches of integrating creative thinking training into regular science lessons. They include developing creative thinking through science process, science content and science scenario. Three teacher case studies were conducted to examine the potentials and obstacles of implementing these approaches in classroom of Hong Kong. This study found that all the approaches were useful in developing student creative thinking, yet teachers experienced different tensions and dilemmas in different approaches. This paper suggests that the science content approach may be more readily accepted by teachers and students in an educational system which is dominated by knowledge content and examinations. However, with the limited skills and experience in creativity, teachers and students may feel that the science process and science scenario approach are easier to start with, as they are less constrained by the rigid content in the syllabus. Among various hindering factors, the most crucial one was found to be the original heavy knowledge-content, which in fact is a common characteristic of secondary science curriculum in many Asian places. In our future research and educational reforms, the dilemma between creative thinking and content learning needs to be seriously considered and solved at both individual and system levels.

  8. The Effects of Educational Multimedia for Scientific Signs in the Holy Quran in Improving the Creative Thinking Skills for Deaf Children

    Science.gov (United States)

    Abusaleh, Sumaya; Abdelfattah, Eman; Alabadi, Zain; Sharieh, Ahmad

    This paper investigates the role of the scientific signs in the holy Quran in improving the creative thinking skills for the deaf children using multimedia. The paper investigates if the performance made by the experimental group's individuals is statistically significant compared with the performance made by the control group's individuals on Torrance Test for creative thinking (fluency, flexibility, originality and the total degree) in two cases:

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

    OpenAIRE

    Aysun Öztuna Kaplan; Serhat Ercan

    2011-01-01

    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 c...

  10. The Learner-Directed Classroom: Developing Creative Thinking Skills through Art

    Science.gov (United States)

    Jaquith, Diane B., Ed.; Hathaway, Nan E., Ed.

    2012-01-01

    Educators at all levels want their students to develop habits of self-directed learning and critical problem-solving skills that encourage ownership and growth. In "The Learner-Directed Classroom," practicing art educators (PreK-16) offer both a comprehensive framework for understanding student-directed learning and concrete pedagogical strategies…

  11. Student Perceptions of Cognitive Classroom Structure and Development of Creative Thinking and Problem Solving Skills.

    Science.gov (United States)

    Houtz, John C.; Denmark, Robert M.

    1983-01-01

    Among the research results on the perceptions of 207 intermediate grade students was the indication that, while problem-solving performance related only to intelligence and math achievement scores, ideational fluency related significantly to student perceptions of emphasis on higher level thinking skills in the classroom and positive classroom…

  12. Teaching creative thinking in regular science lessons: Potentials and obstacles of three different approaches in an Asian context

    OpenAIRE

    Cheng, Vivian M. Y.

    2010-01-01

    In response to the recent school creativity reforms in Asian places, this paper studied three different approaches of integrating creative thinking training into regular science lessons. They include developing creative thinking through science process, science content and science scenario. Three teacher case studies were conducted to examine the potentials and obstacles of implementing these approaches in classroom of Hong Kong. This study found that all the approaches were useful in develop...

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

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    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.

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

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    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

  15. Developmental Patterns in Problem Solving and Creative Thinking Abilities in Gifted Elementary School Children.

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    Rosenfield, Sylvia; Houtz, John C.

    Development of problem-solving and creative thinking ability was examined through administration of experimental tasks to 240 gifted children (grade 2 to grade 6). Different patterns of development were noted: problem-solving skills grew steadily from grade 2 through grade 6; while creative thinking increased from grade 2 through grade 4, with no…

  16. The effectiveness of teaching strategies for creativity in a nursing concepts teaching protocol on the creative thinking of two-year RN-BSN students.

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    Ku, Ya-Lie; Kao Lo, Chi-Hui; Wang, Jing-Jy; Lee Hsieh, Jane; Chen, Kuei-Min

    2002-06-01

    Because of changes in the medical environment, nurses must maintain the ability of divergent thinking to solve the health problems of patients. However, many nurses whose work in clinical practice has become routine have lost the ability of creativity. To cultivate nurses creativity should be a goal of nursing education. The purpose of this study is to evaluate a nursing concepts teaching protocol by utilizing teaching strategies directed toward creativity to promote creativity in two-year RN-BSN students. This study design is a time series and one group experiment utilizing multiple instances of treatment. Teaching strategies for creativity were applied to a teaching unit and 52 two-year RN-BSN students were tested for creativity before the end of each semester. This study was conducted from March, 1999 to May, 2000, but only 30 students completed all tests and reached a 58% return rate. Torrance s (1974) definitions of creativity includ fluency, flexibility, and uniqueness were followed and the instrument, a questionnaire on Creativity in the application of the Nursing Process Tool (CNPT), was designed based on Emerson (1988). The content validity of Chinese-version CNPT was.79. The inter-coder reliability between two researchers was.84 following a coding guide that ten nursing education experts had established. The results indicated that 30 two-year RN-BSN students had improved fluency and flexibility. The improvements reached a significant level after the third semester. Only uniqueness declined. It is suggested that nursing faculty apply teaching strategies uniqueness more often in a teaching protocol of nursing concepts. By utilizing teaching strategies of creativity in a teaching protocol of nursing concepts, it is expected that two-year RN-BSN students can acquire characteristics of creativity for problem-solving skills in clinical settings. PMID:12119595

  17. 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…

  18. Teaching Organizational Skills

    Science.gov (United States)

    Bakunas, Boris; Holley, William

    2004-01-01

    Kerr and Zigmond (1986) found that 67 percent of all high school teachers surveyed viewed organizational skills as crucial for student success in school. How can teachers get their students to agree? One way is to teach organizational skills just as they would teach writing or computation skills. Explain and demonstrate what students are to do,…

  19. Relationship among Measures of Evaluation Ability (Problem Solving), Creative Thinking, and Intelligence.

    Science.gov (United States)

    Houtz, John C.; And Others

    1979-01-01

    Tasks graded in terms of fluency, flexibility, originality, and elaboration of responses were administered to fourth graders in order to identify relationships between these measures of creativity, intelligence, and evaluation skills. With intelligence controlled, the relationship between creative thinking scores and evaluation ability was near…

  20. The pedagogy of ingenuity in science: An exploration of creative thinking in the secondary science classroom

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    Antink, Allison

    The importance of creative thinking in science cannot be overstated. Creativity is integral to the development of knowledge about the natural world and the knowledge, skills and abilities that support it are in need of greater understanding. The Next Generation Science Standards (2012) include practices that implicitly emphasize the creative thinking in science that students should develop by the 12th grade. These science practices were utilized in a framework to explore a group of secondary science classrooms in order to investigate potential relationships between classroom variables and student creative thinking in science. A measure of scientific creative thinking (Hu & Adey, 2002) was used with 284 student participants from 21 different classes, six different schools and from seven different teachers. Students' performance on a pre to post-administration of the measure was compared against case studies that were developed of each classroom to determine trends. Those case studies were developed across one semester using 2-3 observations per class per semester and the collection and analysis of teachers' labs and other instructional materials. The outcomes of a pre to post-administration of the measure, when coupled with the case studies, suggested three distinct trends in relationships between classroom variables and students' scientific creative thinking. These trends: originality in the use of scientific tools, originality and variety in the development of scientific questions, and the role of context in the development of original, engineering-type design tasks are discussed in the context of research on creative thinking in science and in the science practices in the Next Generation Science Standards (NRC, 2012).

  1. Teaching Creative Thinking through Architectural Design

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    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…

  2. Teaching Presentation Skills

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    Baker, William H.; Thompson, Michael P.

    2004-01-01

    Effective teaching of presentation skills focuses on the most important element of the presentation--the message itself. Some instructors place the heaviest emphasis on the messenger (the presenter) and focus their presentation feedback on all the presenter is doing wrong--saying "um," gesturing awkwardly, and so forth. When students receive this…

  3. THE CREATIVE THINKING LEVELS OF STUDENTS AT SIXTH CLASS OF PRIMARY EDUCATION

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    Esen ERSOY

    2009-10-01

    Full Text Available Today it is necessary to develop an education model that is special to creative individuals and their creativeness. It is also required to discover children and young people who have creative qualities at an early stage and improve creative thinking in their minds. For this aim, it is very important to determine the high-level thinking skills, especially creative thinking levels of children at primary education period. Therefore, there are considerable duties available for the teachers.In this study, the creative thinking levels of two distinct student groups from different primary schools who study at sixth class of primary education are explored and a comparison is made between their levels. The goal of this research is to find out how the fluency, flexibility and originality dimensions of these students differ. In the way of this purpose, there are fourty-three sixth class of primary education students, who study at two different primary schools in ?zmir, formed the research sampling. Twenty-six of these students are female while seventeen students are male. The Torrance Creative Thinking Test Linguistic –A Form is used as a data collecting tool in the study. The application and form evaluation periods have done by the researchers. At the end of the research, there are meaningful differences obtained between the two schools about the fluency, flexibility and originality levels of students attended to the research. When it is considered in terms of total creative levels, it is seen that the fluency points of those two schools attended to this study are the highest while the flexibility points are the lowest. This situation betrays that the students participated in this study can not use their skill of producing many ideas in terms of handling cases from all points of views.

  4. Teaching Soft Skills Employers Need

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    Ellis, Maureen; Kisling, Eric; Hackworth, Robbie G.

    2014-01-01

    This study identifies the soft skills community colleges teach in an office technology course and determines whether the skills taught are congruent with the soft skills employers require in today's entry-level office work. A qualitative content analysis of a community college office technology soft skills course was performed using 23 soft…

  5. Creative Thinking of Practical Engineering Students During a Design Project

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    Waks, Shlomo; Merdler, Moti

    2003-01-01

    Creativity in engineering design had become an economic necessity and not merely the privilege of unique individuals. The search for new, innovative and effective ideas in engineering design stands in center of daily creative performance. This search requires sensitivity to gaps of knowledge and information, and the ability to evoke numerous, different and unique ideas about engineering problems. The source of such information or knowledge can be either extrinsic-such as provided by an instructor or expert or intrinsic, which might involve transformation from one field or context to another. Furthermore, interaction with an exterior source as well as developing an inherent drive, have an impact on the motivation to perform creatively. This article, which is based on a study conducted among Israeli practical engineering students, deals with the variations in creative thinking during various stages of a design project and the relation between creative thinking and motivation factors.

  6. 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...

  7. The Relationship Between Creative Thinking And Empathy With Self-awareness In High School Students In India

    OpenAIRE

    Ayatollah Karimi; Venkatesh Kumar, G.

    2012-01-01

    Previous studies revealed that there is moderate to strong correlation between creative thinking and empathy with self-awareness as three important skills in human life and the aim of the present study is to find out the relationship between these three aspects of life skills. The participants in the study contained of 96(54 males and 42 females) 10 grade of high school students from Mysore in India. Life skill questionnaire - India (LSQI), carried out on the group sample and date analyzed th...

  8. 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...

  9. 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 ...

  10. Teaching Interpersonal Skills

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    Farrell, Marie

    1977-01-01

    A systematic approach to developing and evaluating a course in basic communication skills for beginning nursing students is described. The project results indicated that a sequential introduction to interpersonal relationships through selected audiovisual materials can enhance the student's ability to respond to a variety of clients in an…

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

    Directory of Open Access Journals (Sweden)

    Hannetjie Meintjes

    2010-01-01

    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.

  12. 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.

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

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    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.

  14. Modern Aspects of Schoolchildren’s Creative Thinking Development

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    Zhanar E. Sarsekeeva

    2014-11-01

    Full Text Available This article is about actual problems of schoolchildren’s creative thinking development. The changes happening in our society show absolutely different requirements to the younger generation than they were before which will become not only an active component of the state, but also the leading force in its further development in the closest future. Pedagogy of ideological dogmas, reproductive training, compounding and regulation of teacher and pupils’ activity corresponded to the society of totalitarian consciousness, priority of a political and ideological orientation in full measure. Nowadays pedagogical technologies differ in the rigid organization of school life, suppression of pupils’ initiative and independence, application of requirements and coercions. The personal focused technologies which gained new development at present moment are characterized by anthropocentricity, humanistic and psychotherapeutic orientation. They are aimed at versatile, free and creative development of the child. Only such active, creative personality is capable to realize in difficult social relationship of modern society. From the carried-out analysis of psychology and pedagogical literature it is possible to note that schoolchildren’s creative thinking development is becoming the priority direction.

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

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    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…

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

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    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…

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

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    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…

  18. 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...

  19. The Effect of Guided Fantasy on the Creative Thinking and Writing Ability of Gifted Students.

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    Hershey, Myrliss; Kearns, Phyllis

    1979-01-01

    To study the effects of guided fantasy on the creative thinking of students, 51 fourth, fifth, and sixth grade students were assigned to one of two groups (relaxation techniques and guided fantasy or an arithmetic lesson). (PHR)

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

    Directory of Open Access Journals (Sweden)

    Kuan Chen Tsai

    2013-08-01

    Full Text Available 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 that creative thinking, assessed by RAT, and learning preferences, evaluated by ILS, are not highly correlated. Over all, students in this study show a balanced learning preference across four dimensions. In summary, this study directs a possible path for future researchers to investigate this phenomenon.

  1. 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

  2. Language Skills: Questions for Teaching and Learning

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    Paran, Amos

    2012-01-01

    This paper surveys some of the changes in teaching the four language skills in the past 15 years. It focuses on two main changes for each skill: understanding spoken language and willingness to communicate for speaking; product, process, and genre approaches and a focus on feedback for writing; extensive reading and literature for reading; and…

  3. Instructional Design as Critical and Creative Thinking: A Journey through a Jamestown-Era Native American Village

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    Baum, Liesl M.; Newbill, Phyllis Leary

    2010-01-01

    The role of critical and creative thinking has been debated within the field of instructional design. Through an instructional design and development project we have identified how critical and creative thinking are essential to the instructional design process. This paper highlights a recent project focused on a virtual Native American village…

  4. A Short Take on: Teaching Strategies for Workplace Skills

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    Desai, Raj

    2006-01-01

    The American workplace needs a workforce competent in a trade area and proficient in communication skills, group interaction skills, computer skills, and critical thinking skills. Many may argue that it is not possible to teach a technician all these skills in just two years--hence the need for new teaching strategies. Thus, in this article, the…

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

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    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…

  6. Developing Creative Thinking through an Integrated Arts Programme for Talented Children.

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    Eriksson, Gillian I.

    1989-01-01

    The Schmerenbeck Multi-Racial Educational Centre (South Africa) implemented "Integrated Arts Workshops" to develop the creative thinking of gifted/talented children. Professional artists and teachers are brought together with groups of children, and ideas are explored through sensory stimulation, creative problem-solving, and reflection.…

  7. 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

  8. Teaching Organizational Skills in Middle School

    Science.gov (United States)

    Boller, Barbara

    2008-01-01

    The transition to middle school is an educational milestone, marking significant and sometimes unspoken changes in expectations. The overriding expectation is that students will become more independent. This article discusses some tips that will help teachers in teaching organizational skills to middle school students. Middle school teachers…

  9. 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.

  10. Teaching pediatric communication skills to medical students

    Directory of Open Access Journals (Sweden)

    Frost KA

    2015-01-01

    Full Text Available Katherine A Frost,1,2 Elizabeth P Metcalf,3 Rachel Brooks,2,3 Paul Kinnersley,3 Stephen R Greenwood,3 Colin VE Powell1,2,4 1Noah’s Ark Children’s Hospital for Wales, 2Department of Pediatrics, 3Institute of Medical Education, 4Molecular and Experimental Medicine, School of Medicine, Cardiff University, Cardiff, Wales 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. Keywords: communication training, undergraduates, pediatrics, actors

  11. 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.

  12. An Approach to Teaching Organizational Skills to Adults

    Science.gov (United States)

    Issa, Sandra Tompson

    2009-01-01

    In English language teaching, it is not unusual to come across a student who seems to lack certain basic organizational skills. However, many of the language teaching techniques and materials require students to rely heavily on these skills. The use of textbooks and handouts, the assigning of tasks and homework, and the planning of a syllabus or…

  13. Teaching Listening Skills to JFL Students in Australia.

    Science.gov (United States)

    Danaher, Mike

    1996-01-01

    Examines issues affecting the teaching and learning of listening skills within the study of Japanese as a Foreign Language. Listening within foreign-language learning is a complex skill, and students encounter several difficulties in learning to listen for comprehension. Teachers face concerns ranging from resource availability to how to teach…

  14. 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...

  15. An Evaluation of Computerized Behavioral Skills Training to Teach Safety Skills to Young Children

    Science.gov (United States)

    Vanselow, Nicholas R.; Hanley, Gregory P.

    2014-01-01

    Previous research has demonstrated the efficacy of behavioral skills training (BST) and in situ training (IST) for teaching children to protect themselves. However, BST may be resource intensive and difficult to implement on a large scale. We evaluated a computerized version of BST (CBST) to teach safety skills and determined the extent to which…

  16. 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.

  17. Evaluation Of Behavioral Skills Training For Teaching Abduction-Prevention Skills To Young Children

    OpenAIRE

    Johnson, Brigitte M.; Miltenberger, Raymond G.; Egemo-helm, Kristin; Jostad, Candice M.; Flessner, Christopher; Gatheridge, Brian

    2005-01-01

    This study examined the effectiveness of individual behavioral skills training in conjunction with in situ training in teaching 13 preschool children abduction prevention skills. Children's performance was measured during baseline, training, and at 2-week, 1-month, and 3-month follow-ups using in situ assessments in which abduction prevention skills were measured in naturalistic settings. Results revealed that all the children learned the skills and all the children available at the 2-week an...

  18. Old dogs and new tricks: teaching computer skills to adults

    OpenAIRE

    Geaorge Geddes

    2006-01-01

    A review of the issues in teaching computer skills to adults, with particular emphasis on the needs of the older adult. Three main areas are considered: adult and lifelong learning, including personal issues and pressures facing the learner; the specific demands of teaching practical computer skills, including the classroom environment; and the particular problems faced by learners as they get older, such as physiological changes.The paper draws on evidence from work in all of these areas, as...

  19. Teaching Pedestrian Skills to Individuals with Developmental Disabilities

    Science.gov (United States)

    Batu, Sema; Ergenekon, Yasemin; Erbas, Dilek; Akmanoglu, Nurgul

    2004-01-01

    The purpose of the present study was to examine the effectiveness of most to least prompting on teaching pedestrian skills to individuals with developmental disabilities. Five individuals with developmental disabilities were taught three different pedestrian skills, all related to crossing the streets, using simulation activities on a road model…

  20. Teaching Two Household Safety Skills to Children with Autism

    Science.gov (United States)

    Summers, Jay; Tarbox, Jonathan; Findel-Pyles, Rachel S.; Wilke, Arthur E.; Bergstrom, Ryan; Williams, W. Larry

    2011-01-01

    Appropriate reactions to potentially hazardous situations may help prevent children from incurring injury or abduction. However, children with autism and other developmental disorders may not develop safety skills without explicit intervention. This study used a simple behavioral skills training package for teaching children with autism to respond…

  1. 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…

  2. Tapping into Multiple Intelligences to Teach Information Literacy Skills

    Science.gov (United States)

    Brewer, Sally

    2005-01-01

    One of the major questions that classroom teachers wrestle with is what strategy or method to use when teaching their students. This is a question that plagues school library media specialists also. One of the theories that library media specialists are finding to be effective as they teach information literacy skills is Howard Gardner's theory…

  3. 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...

  4. Higher order thinking skills competencies required by outcomes-based education from learners

    Directory of Open Access Journals (Sweden)

    MM Chabeli

    2006-09-01

    Full Text Available Outcomes-Based Education (OBE brought about a significant paradigm shift in the education and training of learners in South Africa. OBE requires a shift from focusing on the teacher input (instruction offerings or syllabuses expressed in terms of content, to focusing on learner outcomes. OBE is moving away from ‘transmission’ models to constructivistic, learner-centered models that put emphasis on learning as an active process (Nieburh, 1996:30. Teachers act as facilitators and mediators of learning (Norms and Standards, Government Gazette vol 415, no 20844 of 2000. Facilitators are responsible to create the environment that is conducive for learners to construct their own knowledge, skills and values through interaction (Peters, 2000. The first critical cross-field outcome accepted by the South African Qualification Framework (SAQA is that learners should be able to identify and solve problems by using critical and creative thinking skills. This paper seeks to explore some higher order thinking skills competencies required by OBE from learners such as critical thinking, reflective thinking, creative thinking, dialogic / dialectic thinking, decision making, problem solving and emotional intelligence and their implications in facilitating teaching and learning from the theoretical perspective. The philosophical underpinning of these higher order thinking skills is described to give direction to the study. It is recommended that a study focusing on the assessment of these intellectual concepts be made. The study may be qualitative, quantitative or mixed methods in nature (Creswell 2005.

  5. Using professional interpreters in undergraduate medical consultation skills teaching.

    Science.gov (United States)

    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 consultation skills curriculum, and sustainable delivery. The session was aligned with existing consultation skills teaching to retain the small-group experiential format and general practitioner (GP) tutor. Core curricular time was found through conversion of an existing consultation skills session. Language pairs of professional interpreters worked with each small group, with one playing patient and the other playing interpreter. These professional interpreters attended training in the scenarios so that they could learn to act as patient and family interpreter. GP tutors attended training sessions to help them facilitate the session. This enhanced the sustainability of the session by providing a cohort of tutors able to pass on their expertise to new staff through the existing shadowing process. Tutors felt that the involvement of professional interpreters improved student engagement. Student evaluation of the teaching suggests that the learning objectives were achieved. Faculty evaluation by GP tutors suggests that they perceived the teaching to be worthwhile and that the training they received had helped improve their own clinical practice in consulting through interpreters. We offer the following recommendations to others who may be interested in developing teaching on interpreted consultations within their core curriculum: 1) consider recruiting professional interpreters as a teaching resource; 2) align the teaching to existing consultation skills sessions to aid integration; and 3) invest in faculty development for successful and sustainable delivery. PMID:25473325

  6. Teaching Information Literacy Skills to Nontraditional Learners

    OpenAIRE

    Lauren Hays

    2014-01-01

    Different teaching methods should be used when instructing adults versus those used to teach children. Adults have many life experiences, they have a need to know, and they are often highly motivated to learn as it relates to career growth and personal advancement. In this paper, the author discusses andragogy and how adult learning theory affects the learner. The principles of andragogy provide the librarian instructor with a foundation for how to teach the adult learner. Suggestions for how...

  7. 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...

  8. 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.

  9. 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,…

  10. Teaching Information Literacy Skills to Nontraditional Learners

    Directory of Open Access Journals (Sweden)

    Lauren Hays

    2014-02-01

    Full Text Available Different teaching methods should be used when instructing adults versus those used to teach children. Adults have many life experiences, they have a need to know, and they are often highly motivated to learn as it relates to career growth and personal advancement. In this paper, the author discusses andragogy and how adult learning theory affects the learner. The principles of andragogy provide the librarian instructor with a foundation for how to teach the adult learner. Suggestions for how to apply the principles of andragogy are listed in the paper. The paper will also benefit those working in public libraries who work with lifelong learners.

  11. Teaching job interview skills to retarded clients.

    OpenAIRE

    Hall, C.; 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...

  12. 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.

  13. Teaching intercultural negotiation and communication skills: an international experiment

    OpenAIRE

    Poncini, Gina; Charles, Mirjaliisa

    2005-01-01

    This paper reports on the initial phase of an international teaching experiment involving the use of videoconferencing for the teaching of intercultural business communication and negotiation skills. The experiment has the following aims: (a) to give insight into how students from different cultures operate in nearly identical situations, (b) to give students exposure to intercultural communication through videoconferencing, (c) to allow students to assess videoconferencing as a tool for inte...

  14. Thinking skills and communicative language teaching: a curriculum perspective

    OpenAIRE

    Swatz, Johann J.

    2013-01-01

    Second Language teaching in South Africa and concludes that many L2 teachers have resisted using this approach. This may be attributed to a misunderstanding of the basic principles of communicative language teaching (CLT), as well as to uncertainty regarding its practical application. He proposes an innovative way of implementing CLT, involving the integration of thinking skills with selected language content within a communicative framework To demonstrate this, he gives a detailed descriptio...

  15. 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.

  16. [Gender differences in EEG coherence changes during figural creative thinking: the efficacy coupling].

    Science.gov (United States)

    Vol'f, N V; Tarasova, I V; Razumnikova, O M

    2009-01-01

    The study was aimed to explore the features of interaction between cortical areas during figural creative task performance in high- and low-creative men and women. We divided the participants into two groups with high and low creativity by the median of originality score. EEG was recorded at rest and during task performance (Torrance Tests of Creative Thinking "Incomplete figures"). The EEG coherence was computed in six frequency bands from theta1 to beta2. We analyzed the total values of coherence for each of 16 sites, calculated separately for intrahemispheric and interhemispheric connections. In the theta2, alphal, and alpha2 bands, coherence values decreased in task performance as compared to baseline in subjects with lower originality scores, whereas in subjects with higher scores, they increased in the theta2 and alpha1 bands. The decrease in the alpha2 band in the higher-creativity group was significantly lower in comparison with the decrease in the lower-score group. In the alpha2 band, the interaction of gender, creativity, laterality, and electrode position factors was also found during analysis of task-induced coherence changes. Further examination of the interaction showed the similarity of EEG coherence patterns in men and women with opposite creative abilities and higher values of task-induced coherence changes in the anterior regions of the left hemisphere and posterior regions of the right hemisphere in high-creative in comparison with low-creative men. The findings are discussed in terms of different cognitive strategies used by men and women that may have the same results in creative problem solving. PMID:19795805

  17. Using professional interpreters in undergraduate medical consultation skills teaching

    Directory of Open Access Journals (Sweden)

    Bansal A

    2014-11-01

    Full Text Available Aarti Bansal,1 Jennifer Swann,1 William Henry Smithson2 1Academic Unit of Primary Medical Care, University of Sheffield, UK; 2Department of General Practice, University College Cork, Cork, Ireland Abstract: 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 consultation skills curriculum, and sustainable delivery. The session was aligned with existing consultation skills teaching to retain the small-group experiential format and general practitioner (GP tutor. Core curricular time was found through conversion of an existing consultation skills session. Language pairs of professional interpreters worked with each small group, with one playing patient and the other playing interpreter. These professional interpreters attended training in the scenarios so that they could learn to act as patient and family interpreter. GP tutors attended training sessions to help them facilitate the session. This enhanced the sustainability of the session by providing a cohort of tutors able to pass on their expertise to new staff through the existing shadowing process. Tutors felt that the involvement of professional interpreters improved student engagement. Student evaluation of the teaching suggests that the learning objectives were achieved. Faculty evaluation by GP tutors suggests that they perceived the teaching to be worthwhile and that the training they received had helped improve their own clinical practice in consulting through interpreters. We offer the following recommendations to others who may be interested in developing teaching on interpreted consultations within their core curriculum: 1 consider recruiting professional interpreters as a teaching resource; 2 align the teaching to existing consultation skills sessions to aid integration; and 3 invest in faculty development for successful and sustainable delivery. Keywords: interpreter, communication skills, curriculum

  18. Teaching Advanced SQL Skills: Text Bulk Loading

    Science.gov (United States)

    Olsen, David; Hauser, Karina

    2007-01-01

    Studies show that advanced database skills are important for students to be prepared for today's highly competitive job market. A common task for database administrators is to insert a large amount of data into a database. This paper illustrates how an up-to-date, advanced database topic, namely bulk insert, can be incorporated into a database…

  19. Teaching Life Skills for Student Success

    Science.gov (United States)

    Gamble, Baxter

    2006-01-01

    Chicago Public Schools (CPS) recognized that their graduates were still struggling to find employment. They also concluded that those graduates who found employment were having difficulty retaining their jobs. Chicago educators hired the company All Students Can Learn to write curriculum that addresses employability skills for junior high school…

  20. Teaching Chinese Engineering Students Oral Presentation Skills.

    Science.gov (United States)

    Mueller, Elizabeth Ann

    This paper is a virtual transcript of a conference presentation. It discusses the context of the course: the students, the expectations of the faculty and employers and the administrative constraints, and the course itself at the University of Hong Kong, an English-medium institution. Teaching non-native speakers to make effective oral…

  1. Using Music Sampling to Teach Research Skills

    Science.gov (United States)

    Wakefield, Sarah R.

    2006-01-01

    One way to teach the research paper is by first discussing sampling, the musical practice of using other artists' work. By studying the lyrics of Sean "P. Diddy" Combs, a widely known hip-hop sampler, students gain an understanding of quoting, paraphrasing, and summarizing sources.

  2. Teaching Interactive Decisionmaking Skills to Preservice Teachers.

    Science.gov (United States)

    Stuempfig, Daniel W.

    A report is given of a program that was developed to train student teachers in how to make effective decisions while they are engaged in the act of teaching. This type of thinking has been labeled "interactive decisionmaking" (IDM). As a result of the training, the beginning teachers were expected to make improvements in their classroom decisions.…

  3. 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…

  4. Teaching Organizational Skills through Self-Regulated Learning Strategies

    Science.gov (United States)

    Cahill, Susan M.

    2008-01-01

    This article presents a case story of how an occupational therapist worked with Joe, a junior high student with Asperger's Syndrome, to develop better organizational skills. Self-regulated learning strategies were used to teach Joe how to keep track of his assignments as well as his grades. In addition, the case story provides a clear example of…

  5. 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…

  6. 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…

  7. 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…

  8. A Computer-Based Strategy for Practical Skills Teaching

    OpenAIRE

    Atanasova, Polina; Zheliazkova, Irina; Levi, Avram

    2008-01-01

    An adaptive learning technology embedded in e-learning environments ensures choice of the structure, content, and activities for each individual learner according to the teaching team’s domain and didactic knowledge and skills. In this paper a computer-based scenario for application of an adaptive navigation technology is proposed and demonstrated on an example course topic.

  9. 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.

  10. 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.

  11. A Preliminary Evaluation of Two Behavioral Skills Training Procedures for Teaching Abduction-Prevention Skills to Schoolchildren

    OpenAIRE

    Johnson, Brigitte M.; Miltenberger, Raymond G.; Knudson, Peter; Egemo-helm, Kristin; Kelso, Pamela; Jostad, Candice; Langley, Linda

    2006-01-01

    Although child abduction is a low-rate event, it presents a serious threat to the safety of children. The victims of child abduction face the threat of physical and emotional injury, sexual abuse, and death. Previous research has shown that behavioral skills training (BST) is effective in teaching children abduction-prevention skills, although not all children learn the skills. This study compared BST only to BST with an added in situ training component to teach abduction-prevention skills in...

  12. Old dogs and new tricks: teaching computer skills to adults

    Directory of Open Access Journals (Sweden)

    Geaorge Geddes

    2006-12-01

    Full Text Available A review of the issues in teaching computer skills to adults, with particular emphasis on the needs of the older adult. Three main areas are considered: adult and lifelong learning, including personal issues and pressures facing the learner; the specific demands of teaching practical computer skills, including the classroom environment; and the particular problems faced by learners as they get older, such as physiological changes.The paper draws on evidence from work in all of these areas, as well as research into the views and needs of the learners themselves. Rather than reach specific conclusions for such a diverse group of learners, the paper identifies some key factors which the adult learning tutor should consider when teaching practical computer skills, particularly when older adults are involved, for example the class composition and the presentation of handouts.There is no indication that older people cannot learn these skills, but the tutor must be aware of the specific characteristics and needs of the group.

  13. The teaching of clinical skills at a postgraduate hospital.

    Science.gov (United States)

    Creed, F; Murray, R M

    1981-05-01

    The teaching of 'clinical skills' is generally held to be central to postgraduate training in psychiatry, but the term itself has so far escaped exact definition. In an effort to study some of the component clinical abilities, their inter-relationships, and the factors promoting their transmission, all junior psychiatrists at the Maudsley Hospital were surveyed for their views on the clinical training they had received. Three hundred and seventy three assessement on 43 units were made. Trainees perceived the academic instruction and advice on formulating cases which they had received as being quite unrelated to the quality of help with interview skills and instruction in practical management, but feedback from the consultant to the trainee on the latter's performance was necessary for a high standard of both academic and practical instruction. Encouragement to do research was transmitted independently of other clinical teaching. Over a 3-year period the standard of multi-disciplinary teamwork appeared to improve, but there was a decline in the standard of academic instruction and in encouragement to do research. These overall differences were due to changes in the teaching staff, rather than alterations in teaching methods. Surveys such as this may help to define the goals of postgraduate clinical training, and also monitor the extent to which an institution is achieving these goals. PMID:7267879

  14. Decision story strategy: a practical approach for teaching decision making.

    Science.gov (United States)

    Smith, D L; Hamrick, M H; Anspaugh, D J

    1981-12-01

    Teachers are usually very enthusiastic in their evaluations of decision stories. Decision Story Strategies offer a change of pace, promote student involvement and stimulate creative thinking, problem solving and everpresent creative teaching-learning opportunities. The real-life problems presented within the structure of a decision story provide meaningful learning opportunities for students. Students begin to think in a broader perspective when considering other points of view and information sources. The Decision Story Strategy used with the Decision-Making Model provides a powerful tool for health educators to develop skills for making and evaluating decisions in an interesting and meaningful context. It may not be a panacea for all health educators, but is an effective strategy for the teacher concerned with developing independent decision makers. Most importantly, students are provided opportunities to solve their present problems as well as develop decision-making skills for the future. PMID:6916032

  15. Teaching the Dance Class: Strategies to Enhance Skill Acquisition, Mastery and Positive Self-Image

    Science.gov (United States)

    Mainwaring, Lynda M.; Krasnow, Donna H.

    2010-01-01

    Effective teaching of dance skills is informed by a variety of theoretical frameworks and individual teaching and learning styles. The purpose of this paper is to present practical teaching strategies that enhance the mastery of skills and promote self-esteem, self-efficacy, and positive self-image. The predominant thinking and primary research…

  16. A Systematic Approach for Teaching Notetaking Skills to Students with Mild Learning Handicaps.

    Science.gov (United States)

    Beirne-Smith, Mary

    1989-01-01

    A five-step method for teaching notetaking skills in students with mild learning handicaps includes evaluating current performance, teaching preskills, teaching a notetaking system, providing for distributed practice, and providing for skill generalization. Additional practical suggestions for teachers are provided. (MSE)

  17. 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…

  18. Teaching Physicians Procedural Skills at a National Professional Meeting

    Directory of Open Access Journals (Sweden)

    Patrick Alguire, MD

    2004-01-01

    Full Text Available [Background: Practicing physicians often wish to improve their procedural skills but have limited educational opportunities to do so. Description: To summarize the effects of two procedural workshops on participants? confidence, proficiency, and practice patterns. Evaluation: Following completion of a skin biopsy or arthrocentesis workshop, participants completed a post-course and an 8-month follow up evaluation. Recipients of this training rated it highly and reported that following training they performed more procedures, referred less, and noted an increase in their confidence that was still evident eight months after the workshop. Conclusion: Skin biopsy and arthrocentesis/joint injection skills can be taught to practicing physicians in a workshop setting at national professional meetings. Key Words: clinical competence; internal medicine; teaching; educational measurement

  19. Let's Have Fun! Teaching Social Skills through Stories, Telecommunications, and Activities

    Science.gov (United States)

    Zhang, Kaili Chen

    2011-01-01

    This article concerns social skills interventions for children with emotional/behavioral disorders. Drawing on the author's teaching experience and the findings of research on social skills training in schools, and exploring effective ways to facilitate children's social skill development, the paper describes how social skills interventions can be…

  20. 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...

  1. 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…

  2. 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.)

  3. Thinking skills and communicative language teaching: a curriculum perspective

    Directory of Open Access Journals (Sweden)

    Johann J. Swatz

    2013-02-01

    Full Text Available Second Language teaching in South Africa and concludes that many L2 teachers have resisted using this approach. This may be attributed to a misunderstanding of the basic principles of communicative language teaching (CLT, as well as to uncertainty regarding its practical application. He proposes an innovative way of implementing CLT, involving the integration of thinking skills with selected language content within a communicative framework To demonstrate this, he gives a detailed description of a language teaching module for senior secondary pupils. He then discusses the communicative nature of the activities contained in the module and points out what additional benefits this approach may offer L2 pupils. Die skrywer evalueer die impak wat die kommunikatiewe benadering op Engels tweede taalonderrig in Suid-Afrika gehad het en kom tot die gevolgtrekking dat menige tweede taalonderwysers teenstand bied teen die gebruik van die benadering. Dit kan toegeskryf word aan die feit dat daar 'n wanbegrip bestaan van die basiese beginsels van kommunikatiewe taalonderrig, asook 'n onsekerheid rakende die praktiese toepassing daarvan. Hy stel 'n innoverende uyse van aanbieding voor wat die integrasie van denkvaardighede met geselekteerde taalinhoude binne 'n kommunikatiewe raamwerk behels. Om dit te demonstreer gee hy 'n gedetailleerde beskrywing van 'n taalonderrigmodule vir senior sekondere leerlinge. Daama bespreek hy die kommunikatiewe aard van die aktiwiteite wat die module bevat en dui oak aan watter addisionele voordele hierdie benadering vir tweede taal-leerlinge inhou.

  4. 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…

  5. Re-introducing Skills Teaching to Nurse Education: An Action Research Project.

    Science.gov (United States)

    Pfeil, Michael

    2001-01-01

    A small nursing school sought to improve teaching of skills in communication, observation, care planning, nursing, technology, and professional/personal development. Skills were identified in questionnaires and group interviews, and ways to implement teaching without the multidisciplinary resources of larger institutions were developed. (Contains…

  6. 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…

  7. 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.

  8. Teaching Research Skills at the K-12 Level

    Science.gov (United States)

    Huebner, P. J.

    2004-12-01

    Few programs have as much of an impact on students' understanding of science as science fair projects. Science fair projects allow students to learn the scientific process through observation and discovery, and provides them the opportunity to share the excitement of their discoveries with practicing scientists and engineers. With the increasing demand to meet State and National student achievement levels, schools are focusing on content rather than process. To provide teachers with the knowledge and skills to develop project-based instruction pedagogy, American Indian Programs (AIP) at Arizona State University initiated a State Science Fair. Through the Arizona American Indian Science and Engineering Fair, teachers and students develop scientific skills and knowledge through actively engaging in research. Teaching these skills at the K-12 level increases students' interest in the sciences and provides them the skills to actively engage in research at the post secondary level. With American Indians being the most underrepresented minority in the sciences this effort can have a major influence in students choosing a career in the sciences. Because most teachers lack even a basic understanding of research or the scientific method, AIP has developed a three-day teacher workshop designed to promote greater understanding in the scientific process, research and how to support high quality research projects. Referred to as the AIP Intel Educator Academy, the demand for this type of teacher training is reflective in this workshop being requested and presented in other States as well as internationally. This session will provide: An overview of the workshop, the development of school-based science fair programs, partnerships to support science learning in schools, how to get involved, and the efforts of AIP to reform science teaching at Arizona Tribal schools through participation in science fairs. Networking through the AISEF e-mentor program. In depth information on the AISEF and International Science and Engineering Fair. A CD resource guide. A CD with all the information needed to participate in the AISEF and International Science and Engineering Fair.

  9. 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

  10. 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...

  11. Killing Two Birds with the Same Stone. Higher Order Skills Embedded in E-teaching Strategies

    OpenAIRE

    Monica Giuchici

    2011-01-01

    Meta-cognitive skills have become a sine qua non in any 21st century teaching approach from primary, lower- and upper-secondary education, tertiary or university level. Whilst the traditional recipe of instruction based on “what to teach” has consumed so much effort, time, and energies meant at transmitting and acquiring knowledge, little or no attention has been allotted to higher-order skills which, once embedded in a curriculum and further-on released within a teaching-learning-evaluat...

  12. Improving Computer-Assisted Instruction in Teaching Higher-Order Skills

    Science.gov (United States)

    Sinclair, Kelsey J.; Renshaw, Carl E.; Taylor, Holly A.

    2004-01-01

    Computer-assisted instruction (CAI) has been shown to enhance rote memory skills and improve higher order critical thinking skills. The challenge now is to identify what aspects of CAI improve which specific higher-order skills. This study focuses on the effectiveness of using CAI to teach logarithmic graphing and dimensional analysis. Two groups…

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

    Directory of Open Access Journals (Sweden)

    Weixuan Zhong

    2014-05-01

    Full Text Available 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 the students' English proficiency within certain time, which is very important to improve English classes management efficiency and teaching quality.

  14. 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.

  15. The Relationship between Multiple Intelligences with Preferred Science Teaching and Science Process Skills

    Directory of Open Access Journals (Sweden)

    Mohd Ali Samsudin

    2015-02-01

    Full Text Available This study was undertaken to identify the relationship between multiple intelligences with preferred science teaching and science process skills. The design of the study is a survey using three questionnaires reported in the literature: Multiple Intelligences Questionnaire, Preferred Science Teaching Questionnaire and Science Process Skills Questionnaire. The study selected 300 primary school students from five (5 primary schools in Penang, Malaysia. The findings showed a relationship between kinesthetic, logical-mathematical, visual-spatial and naturalistic intelligences with the preferred science teaching. In addition there was a correlation between kinesthetic and visual-spatial intelligences with science process skills, implying that multiple intelligences are related to science learning.

  16. Fantasy and Futurism: Strategies for Creative Teaching

    Science.gov (United States)

    Olmo, Barbara G.

    1977-01-01

    Using the nine traits of creativity suggested by Guilford and illustrated in tests of creative thinking by Torrance, high school teachers of varied subjects developed teaching strategies. Both students and teachers learned more about creativity by confronting the unknow future, predicting from limited data, and writing stories using fantasy.…

  17. 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.

  18. Comparison of Hiring and Promotion Criteria Linked to Teaching, Educational Development and Professional Engineering Skills

    OpenAIRE

    Theodorsdottir, Asdis Hlokk; Saemundsdottir, Ingunn; Malmqvist, Johan; Turenne, Sylvain; Rouvrais, Siegfried

    2013-01-01

    Within the higher education system, criteria for promotion based on research quality and contribution are well established and widely accepted. For teaching, on the other hand, such criteria have generally not been developed and implemented to the same degree. This poses a challenge for the implementation of the Conceive-Design-Implement-Operate (CDIO) standards 9 and 10, which deal with the enhancement of faculty CDIO skills and faculty teaching skills. To be able to implement these standard...

  19. The design, delivery and evaluation of an essential teaching skills course for preceptors in family medicine

    OpenAIRE

    Macdonald, Colla J.; Douglas Archibald; Madeleine Montpetit; Martha McKeen; Donna Leith-Gudbranson; Hogue, Rebecca J.; Christine Rivet

    2013-01-01

    Objectives: This paper outlines the design, delivery and evaluation of a hybrid face-to-face/online Essential Teaching Skills for Preceptors in Family Medicine course. Methods: Eighty-six preceptors attended one of ten four-hour Essential Teaching Skills for Preceptors course workshops. Data were collected through post-workshop evaluation surveys, post-module online evaluation surveys, post-workshop focus groups, and a final online reflective exercise. Focus groups were audiotaped, transcribe...

  20. 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.

  1. 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

  2. Getting It All Together (GIAT): Teaching Human Relationships and Communication Skills in Nursing Homes.

    Science.gov (United States)

    Dickman, Irving R.

    The purpose of this booklet is to offer some guidelines for inservice educators who are interested in teaching human relationships and communication skills in nursing homes. Getting It All Together (GIAT) was developed for people to improve their basic communication skills through a new approach to communication and interpersonal relationships. It…

  3. Teaching Menu Planning and Grocery Shopping Skills to a Mentally Retarded Mother.

    Science.gov (United States)

    Sarber, Richard E.; And Others

    1983-01-01

    The effects of an instructional package for teaching menu planning and grocery shopping skills to a mildly mentally retarded mother were examined. After training, the mother could plan three days of nutritious meals and could locate each item required for those meals in a grocery store, with subsequent skill maintenance. (Author)

  4. Teaching Skills to Promote Clinical Reasoning in Early Basic Science Courses

    Science.gov (United States)

    Elizondo-Omana, Rodrigo Enrique; Morales-Gomez, Jesus Alberto; Morquecho-Espinoza, Orlando; Hinojosa-Amaya, Jose Miguel; Villarreal-Silva, Eliud Enrique; Garcia-Rodriguez, Maria de los Angeles; Guzman-Lopez, Santos

    2010-01-01

    Basic and superior reasoning skills are woven into the clinical reasoning process just as they are used to solve any problem. As clinical reasoning is the central competence of medical education, development of these reasoning skills should occur throughout the undergraduate medical curriculum. The authors describe here a method of teaching…

  5. Teaching Critical Decision-Making Skills to Students Concerning Patients with Acute Abdominal Pain.

    Science.gov (United States)

    Hill, David; And Others

    1994-01-01

    The clinical performance of junior hospital staff concerning the management of patients with acute abdominal pain may be enhanced by placing greater emphasis on teaching clinical decision-making skills during the preintern year. Final year medical students took part in a teaching session in which groups of six to eight rotated through six stations…

  6. 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…

  7. 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…

  8. 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…

  9. A Suggested Syllabus for Advanced Writing Skills at English Language Teaching Departments

    Science.gov (United States)

    Altay, Ismail Firat

    2010-01-01

    As is known, writing is an indispensable part of language education. As far as English Language Teaching Departments are concerned, writing courses, especially Advanced Writing Skills, are taken as a course of higher importance. However, forming a syllabus for Advanced Writing Course for English Language Teaching Departments is not an easy matter.…

  10. 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.

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

    Directory of Open Access Journals (Sweden)

    Renee Chong

    2006-01-01

    Full Text Available 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.

  12. Teaching and Maintaining Behavior Management Skills in the Nursing Home.

    Science.gov (United States)

    Burgio, Louis D.; Stevens, Alan; Burgio, Kathryn L.; Roth, David L.; Paul, Penelope; Gerstle, John

    2002-01-01

    Examines the efficacy of a comprehensive behavior management skills training program for improving certified nursing assistants' (CNAs) skill performance in the nursing home. Results reveal improvement in five out of seven communication skills. Although CNAs showed a reduction in the use of ineffective behavior management strategies, they did not…

  13. 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…

  14. Teaching Number Skills and Concepts with Stern Structural Arithmetic Materials

    Science.gov (United States)

    Horner, Vikki

    2007-01-01

    This paper discusses the use of Stern teaching materials with children with Down syndrome. The theory underlying the design of the materials is discussed, the teaching approach and methodology are described and evidence supporting effectiveness is outlined. (Contains 2 figures.)

  15. Development of Teaching Skills and Relations to Theory of Mind in Preschoolers

    Science.gov (United States)

    Davis-Unger, Angela C.; Carlson, S. M.

    2008-01-01

    The aims of this research were to examine the development of teaching skills in preschool children and to explore the relation between teaching and theory of mind (ToM). After learning a new board game, 3.5-, 4.5-, and 5.5-year-old children (N = 46) were asked to teach a confederate who "doesn't know how to play the game." They also received two…

  16. Nursing faculty teaching a module in clinical skills to medical students: a Lebanese experience

    Science.gov (United States)

    Abdallah, Bahia; Irani, Jihad; Sailian, Silva Dakessian; Gebran, Vicky George; Rizk, Ursula

    2014-01-01

    Nursing faculty teaching medical students a module in clinical skills is a relatively new trend. Collaboration in education among medical and nursing professions can improve students’ performance in clinical skills and consequently positively impact the quality of care delivery. In 2011, the Faculty of Medicine in collaboration with the Faculty of Health Sciences at the University of Balamand, Beirut, Lebanon, launched a module in clinical skills as part of clinical skills teaching to first-year medical students. The module is prepared and delivered by nursing faculty in a laboratory setting. It consists of informative lectures as well as hands-on clinical practice. The clinical competencies taught are hand-washing, medication administration, intravenous initiation and removal, and nasogastric tube insertion and removal. Around sixty-five medical students attend this module every year. A Likert scale-based questionnaire is used to evaluate their experience. Medical students agree that the module provides adequate opportunities to enhance clinical skills and knowledge and favor cross-professional education between nursing and medical disciplines. Most of the respondents report that this experience prepares them better for clinical rotations while increasing their confidence and decreasing anxiety level. Medical students highly appreciate the nursing faculties’ expertise and perceive them as knowledgeable and resourceful. Nursing faculty participating in medical students’ skills teaching is well perceived, has a positive impact, and shows nurses are proficient teachers to medical students. Cross professional education is an attractive model when it comes to teaching clinical skills in medical school. PMID:25419165

  17. Teaching pervasive skills to South African accounting students

    OpenAIRE

    Barac, Karin

    2014-01-01

    Professional accountants need to retain and maintain a broad skills set. In response to this need, the South African Institute of Chartered Accountants (SAICA) emphasises the mastering of pervasive skills in its competency framework and expects South African universities offering its accredited programmes to produce graduates able to demonstrate such skills at acceptable levels of competence upon entry into the workplace. This study investigates the manner in which SAICA-accredited South Afri...

  18. 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.…

  19. The Teaching of Test Taking Skills, Grades 7 and 9.

    Science.gov (United States)

    Prince George's County Public Schools, Upper Marlboro, MD.

    The information and activities in this guide are offered to teachers who want to assist junior high school students in developing test taking skills. The introductory sections discuss test wisdom, give advice to teachers about testing, provide tips to students on test taking skills, offer practice sheets on completing test forms, and define…

  20. Teaching Content and Skills through Integrated Literacy Circles

    Science.gov (United States)

    Wood, Karen D.; Pilonieta, Paola; Blanton, William E.

    2009-01-01

    The authors maintain that developing an awareness of the skills and tasks involved in proficient reading is necessary in the middle grades and that success with these skills and tasks develops through peer interaction and meaningful activity, not through teacher-dominated discussion. To that end, in this column, the authors introduce the…

  1. 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…

  2. 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…

  3. Teaching Information Evaluation and Critical Thinking Skills in Physics Classes

    Science.gov (United States)

    Popescu, Adriana; Morgan, James

    2007-01-01

    The physics curriculum at all educational levels can be enriched to include tools for strengthening students' information evaluation skills. The "Report of the Joint APS-AAPT Task Force on Graduate Education in Physics" calls for such training to be part of graduate programs, but training to acquire these lifetime skills can be incorporated in the…

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

    Directory of Open Access Journals (Sweden)

    Ismail A. Elmahdi

    2013-07-01

    Full Text Available 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 effective teaching skills. The Saudi government as such has realized that 21st century requires generic skills to be integrated in the curriculum which in turn obligates faculty members to improve their teaching skills accordingly. Saudi universities expect the Deanships for Academic Development across all universities to provide trainings on different teaching and learning skills to improve the quality of their faculty members. The purpose of this study was to investigate the need and the competencies that are required by facultymembers to acquire in Saudi universities to enable them achieve the standards stated by the NCAAA. A questionnaire and semistructured interviews were utilized to get the data. The sample consisted of 882 participants (students, faculty members, chairmen and colleges boards, colleges’ deans, and deanships’ deans from some universities in the eastern province of Saudi Arabia. The results showed the great need and importance of providing training programs to enhance and elevate faculty members' professional abilities in teaching. Many participants emphasized that in-service trainings should be mandated to ensure quality teaching.

  5. Teaching "Yes, And" … Improv in Sales Classes: Enhancing Student Adaptive Selling Skills, Sales Performance, and Teaching Evaluations

    Science.gov (United States)

    Rocco, Richard A.; Whalen, D. Joel

    2014-01-01

    In an application of experiential learning, assessment, and career development, this article reports a field experiment of teaching sales students adaptive selling skills via an "Improvisational (Improv) Comedy" technique: "Yes, And." Students learn this well-established theatrical improv method via classroom lecture,…

  6. The Effect of Teaching Reading Comprehension Skills on Translation Quality of Iranian EFL learners

    Directory of Open Access Journals (Sweden)

    Mehrdad Vasheghani Farahani

    2015-01-01

    Full Text Available The purpose of this study was to investigate the effect of teaching reading comprehension skills on translation quality of EFL. In other words, this study sought to see if teaching reading comprehension skills had statically any significant impact translation quality of Iranian EFL learners and if yes, which reading comprehension skill was the most predictive of translation quality of  Iranian EFL learners. In order to put this study into practice, these steps were taken. First, in order to assign subjects homogeneity, an OPT (oxford placement test was given to BA students of   English Literature at Beheshti University. Then, a pre- test on translation and a pre-test on reading comprehension were given to the subjects.  In the next step, a treatment, on reading comprehension skills only, was given to the subjects. After that a test based on the treatment was given to the subjects. In the final step, two other post-tests, on reading comprehension and translation were given to the subjects to determine if teaching reading comprehension skills had any impact on translation quality of EFL subjects.  As the data represents the translation quality of EFL students although increased after they were given some treatments on their reading comprehension; the correlation between reading comprehension skills and the translation quality was not significant (0.585.Keywords: Reading Comprehension, Reading Comprehension Skills Translation, Translation Quality

  7. Should we teach thinking skills to deaf children?

    OpenAIRE

    Emma Tamsin Kelty

    2006-01-01

    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,...

  8. 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...

  9. 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...

  10. Exploring Effectiveness of Problem Based Learning on Developing Logical Thinking Skills in Science Teaching

    Directory of Open Access Journals (Sweden)

    Süleyman YAMAN

    2005-05-01

    Full Text Available The purpose of this study is to determine whether students acquire logical thinking skills in different teaching methods and strategies which are used during the given the course. To that end, PBL approach was used as an alternative to traditional methods in laboratuvar applications in this study. In that context, main research problem of this study is “is there any statistically significant between logical thinking skills of prospective teachers who continue education according to PBL approach and traditional teaching methods in science education and their gender and their according to ranking preference of department?”

  11. 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 ...

  12. 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...

  13. 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...

  14. Improving musculoskeletal clinical skills teaching. A regionwide audit and intervention study

    OpenAIRE

    Kay, L.; Walker, D.

    1998-01-01

    OBJECTIVE—To identify factors that influence medical students' perceptions of the quality of a clinical skills course; to apply these factors to the course at one hospital; to measure the effect of this change.?DESIGN—Cross sectional questionnaire survey; application of identified factors; repeat questionnaire survey.?SETTING—Three teaching hospitals and five district general hospitals in north east England.?SUBJECTS—Third year medical students attending locomotor clinical skill...

  15. Nursing faculty teaching a module in clinical skills to medical students: a Lebanese experience

    Directory of Open Access Journals (Sweden)

    Abdallah B

    2014-11-01

    Full Text Available Bahia Abdallah,1 Jihad Irani,2 Silva Dakessian Sailian,1 Vicky George Gebran,1 Ursula Rizk1 1Nursing Program at the Faculty of Health Sciences, University of Balamand, 2Faculty of Medicine and Medical Sciences, University of Balamand, Beirut, Lebanon Abstract: Nursing faculty teaching medical students a module in clinical skills is a relatively new trend. Collaboration in education among medical and nursing professions can improve students' performance in clinical skills and consequently positively impact the quality of care delivery. In 2011, the Faculty of Medicine in collaboration with the Faculty of Health Sciences at the University of Balamand, Beirut, Lebanon, launched a module in clinical skills as part of clinical skills teaching to first-year medical students. The module is prepared and delivered by nursing faculty in a laboratory setting. It consists of informative lectures as well as hands-on clinical practice. The clinical competencies taught are hand-washing, medication administration, intravenous initiation and removal, and nasogastric tube insertion and removal. Around sixty-five medical students attend this module every year. A Likert scale-based questionnaire is used to evaluate their experience. Medical students agree that the module provides adequate opportunities to enhance clinical skills and knowledge and favor cross-professional education between nursing and medical disciplines. Most of the respondents report that this experience prepares them better for clinical rotations while increasing their confidence and decreasing anxiety level. Medical students highly appreciate the nursing faculties' expertise and perceive them as knowledgeable and resourceful. Nursing faculty participating in medical students' skills teaching is well perceived, has a positive impact, and shows nurses are proficient teachers to medical students. Cross professional education is an attractive model when it comes to teaching clinical skills in medical school. Keywords: cross-professional education, CPE, clinical skills, medical education, nursing faculty, clinical performance

  16. Implementing a Holistic Teaching in Modern ELT Classes: Using Technology and Integrating Four Skills

    OpenAIRE

    Aykut, Arslan

    2008-01-01

    This conceptual paper explores the framework of which language teaching approaches are required to integrate the recent technologies in modern English Language Teaching (ELT) classes. Driven on the relevant literature of ELT and Computer Assisted Language Learning (CALL), we argue that integration of language skills in a holistic way and the technology as the enabler can facilitate the learners’ obtaining the knowledge of the language and the knowledge about how to use the la...

  17. Using mother delivered simultaneous prompting for teaching independent toileting skills to a child with developmental disability

    OpenAIRE

    Nesrin Sönmez; Ç???l Aykut

    2011-01-01

    The purpose of the study is to give a sample of an application that a mother delivered home-based instruction via simultaneous prompting for teaching independent toilet skill to her child with developmental disability. Simultaneous prompting (SP) is one of the systematic teaching methods, and studies showing the effectiveness of this method has increased in recent years in literature. Although many studies have showed an increase in development and learning of the children with disability if ...

  18. 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...

  19. 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…

  20. 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.

  1. Teaching Organizational Skills in Middle School: Moving toward Independence

    Science.gov (United States)

    Boller, Barbara

    2008-01-01

    In this article, the author examines organizational skills from a developmental perspective and provides middle school teachers with strategies to help students manage academic tasks. An underlying assumption in middle school is that students are old enough to juggle multiple assignments, plan and organize projects, and regulate their time and…

  2. Teaching Motor Skills to Individuals with Autism Spectrum Disorders

    Science.gov (United States)

    Todd, Teri

    2012-01-01

    Autism Spectrum Disorders (ASDs) are commonly characterized by deficits in the social and communication domains. However, up to 80 percent of this population also have poor motor skills. Individuals with an ASD experience difficulties in motor planning, imitation, and postural stability. A better understanding of these deficits and of strategies…

  3. 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…

  4. 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…

  5. 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…

  6. 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…

  7. "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…

  8. 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…

  9. 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.

  10. Team-Based Learning Exercise Efficiently Teaches Brief Intervention Skills to Medicine Residents

    Science.gov (United States)

    Wamsley, Maria A.; Julian, Katherine A.; O'Sullivan, Patricia; McCance-Katz, Elinore F.; Batki, Steven L.; Satre, Derek D.; Satterfield, Jason

    2013-01-01

    Background: Evaluations of substance use screening and brief intervention (SBI) curricula typically focus on learner attitudes and knowledge, although effects on clinical skills are of greater interest and utility. Moreover, these curricula often require large amounts of training time and teaching resources. This study examined whether a 3-hour…

  11. Teaching Test-Taking and Note-Taking Skills to Learning Disabled High School Students.

    Science.gov (United States)

    Anderman, Robert C.; Williams, Jane M.

    The materials were developed to help prepare eleventh and twelfth graders to be successful in an academic environment when their school history indicated little chance for success. The booklet includes instructional materials to teach test-taking and note-taking, two skills many failing students lack. A syllabus is included for each unit along…

  12. Using the Computer to Teach Methods and Interpretative Skills in the Humanities: Implementing a Project.

    Science.gov (United States)

    Jones, Bruce William

    The results of implementing computer-assisted instruction (CAI) in two religion courses and a logic course at California State College, Bakersfield, are examined along with student responses. The main purpose of the CAI project was to teach interpretive skills. The most positive results came in the logic course. The programs in the New Testament…

  13. The Effects of Direct Teaching Styles on Motor Skill Acquisition of Fifth Grade Children.

    Science.gov (United States)

    Goldberger, Michael; Gerney, Philip

    1986-01-01

    This study tested the effects of three teaching styles on the motor skill acquisition of fifth grade children from low and high socio-economic status. Results revealed that, while one style was most productive with average children, exceptional children prospered under another style. (Author/MT)

  14. Teaching Organizational Skills to Children with High Functioning Autism and Asperger's Syndrome

    Science.gov (United States)

    Dorminy, Kimberly Powers; Luscre, Deanna; Gast, David L.

    2009-01-01

    A multiple baseline design across participants was used to evaluate the effectiveness of a file box system plus self-monitoring on the organizational skills of four fourth and fifth grade students with high functioning autism (HFA) and Asperger's Syndrome (AS). Instruction took place in general education classrooms and consisted of teaching…

  15. The Benefits of Teaching Self-Management Skills to Students of Psychology

    Science.gov (United States)

    Kazemi, Ellie; Rice, Brian; Rylander, Alyssa; Morgan, Shannon F.

    2011-01-01

    The various student gains and reported satisfaction with self-management projects have been well documented. However, we found that few psychology programs explicitly teach these skills. In this paper we demonstrate how self-management projects can meet nine out of the ten undergraduate student learning goals outlined by the APA Task Force (2002).…

  16. Teaching Critical Management Skills: The Role of Problem-Based Learning

    Science.gov (United States)

    Joham, Carmen; Clarke, Marilyn

    2012-01-01

    This paper explores problem-based learning (PBL) as a vehicle for developing critical management skills and preparing students for their future careers. Using student reflections and facilitator observations the paper presents the nature of individuals' experiences with learning and teaching in a PBL setting in the management discipline. The study…

  17. Could MOOCs Answer the Problems of Teaching AQF-Required Skills in Australian Tertiary Programmes?

    Science.gov (United States)

    Fraser, Kym; Ryan, Yoni

    2013-01-01

    From 2015, Australian universities will be required to demonstrate that their programmes explicitly teach and assess achievement of, knowledge and skills, and the application of both as specified by the Australian Qualifications Framework (AQF). Over the last twenty years, the sector has applied significant effort and resources to embedding the…

  18. Learning and Teaching about the Nature of Science through Process Skills

    Science.gov (United States)

    Mulvey, Bridget K.

    2012-01-01

    This dissertation, a three-paper set, explored whether the process skills-based approach to nature of science instruction improves teachers' understandings, intentions to teach, and instructional practice related to the nature of science. The first paper examined the nature of science views of 53 preservice science teachers before and after a…

  19. Teaching Basic Math Skills to Preschoolers Using "Connecting Math Concepts Level K"

    Science.gov (United States)

    McKenzie, Michelle A.; Marchand-Martella, Nancy E.; Moore, Marion E.; Martella, Ronald C.

    2004-01-01

    This study investigated the effects of teaching basic math skills to 16 children (11 typically developing, 5 with developmental delays) in an integrated university preschool. "Connecting Math Concepts Level K (CMC--K"; Engelmann & Becker, 1995) was delivered by the classroom teacher to small groups of 4 to 6 children over 6.5 weeks. All children…

  20. The Million Dollar Difference and 21st Century Teaching Skills Project

    Science.gov (United States)

    Moon, Debi; Moolenaar-Wirsiy, Pamela

    2008-01-01

    With a limited budget, but a critical need to develop 21st century marketplace skills, Georgia Perimeter College (GPC) developed the Million Dollar Difference Campaign. Focusing on how quality instruction affects retention and student outcomes, GPC re-energized a 1000-faculty workforce in one year through a series of innovative teaching…

  1. Teaching Interaction Procedures: Effects upon the Learning of Social Skills by an Emotionally Disturbed Child.

    Science.gov (United States)

    Ford, Dennis; And Others

    1982-01-01

    The study investigated the effects of a behavioral teaching interaction strategy on greeting, departure, and telephone skills of a 10-year-old emotionally disturbed youngster in a residential setting. The interaction included instruction, modeling, rehearsal, and reinforcement components and was found effective in increasing and maintaining the…

  2. "Mouse Calls:" A Storytelling Approach to Teaching First Aid Skills to Young Children.

    Science.gov (United States)

    Marchand, Nancy E.; McDermott, Robert J.

    1986-01-01

    Preschoolers are an important group to teach first aid skills because most of their injuries occur in the home. "Mouse Calls" is a program aimed at four-to-eight year olds that involves puppets who treat frostbite, a bee string, burns, bruises, possible broken bones, and minor lacerations. The program is briefly described. (MT)

  3. The Use of Music to Teach Life Skills to Students with Emotional Disabilities in the Classroom

    Science.gov (United States)

    Obiozor, Williams Emeka

    2010-01-01

    This article discusses the teaching of life skills to urban American youths who are highly fascinated with the hip-hop culture--songs, raps, miming, lyrics, dressing and musical rhythms, especially individuals with emotional disabilities in the public schools. This is an instructional curriculum strategy to encourage positive and active…

  4. 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…

  5. 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…

  6. 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.

  7. Training residential supervisors to provide feedback for maintaining staff teaching skills with people who have severe disabilities.

    OpenAIRE

    Parsons, M. B.; Reid, D. H.

    1995-01-01

    We evaluated procedures for training supervisors in a residential setting to provide feedback for maintaining direct-service staff members ' teaching skills with people who have severe disabilities. Using classroom-based instruction and on-the-job observation and feedback, 10 supervisors were initially trained to implement teaching programs themselves. The training improved supervisors' teaching skills but was insufficient to improve the quality of feedback they provided to direct-service sta...

  8. 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…

  9. Teaching Time and Organizational Management Skills to First Year Health Science Students: Does Training Make a Difference?

    Science.gov (United States)

    Adamson, Barbara; Covic, Tanya; Lincoln, Michelle

    2004-01-01

    The present study reports on new research conducted to determine whether teaching time and organizational skills using a training package can improve these skills. The Abbreviated Time Management Indicator (ATMI) developed by Roberts et al. was used to assess time and organizational management skills. This scale consists of six dimensions, namely…

  10. 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…

  11. 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...

  12. 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...

  13. Killing Two Birds with the Same Stone. Higher Order Skills Embedded in E-teaching Strategies

    Directory of Open Access Journals (Sweden)

    Monica Giuchici

    2011-11-01

    Full Text Available Meta-cognitive skills have become a sine qua non in any 21st century teaching approach from primary, lower- and upper-secondary education, tertiary or university level. Whilst the traditional recipe of instruction based on “what to teach” has consumed so much effort, time, and energies meant at transmitting and acquiring knowledge, little or no attention has been allotted to higher-order skills which, once embedded in a curriculum and further-on released within a teaching-learning-evaluating paradigm, could make a qualitative difference. This paper aims at providing a scaffolding strategy of launching a blended learning curriculum online,as any specialist in education would love to “kill two birds with the same stone”.

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

    Directory of Open Access Journals (Sweden)

    Elaine Ng

    2011-01-01

    Full Text Available 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 fundamental communication skills of listening, understanding,exploring and comforting/supporting, using role play. These were shown to Year 1 nursing students in tutorials over four weeks.Their usefulness was evaluated using a self-developed questionnaire. Among 74 questionnaires distributed at the end of thefourth tutorial, 72 were returned, with a 97% response rate.Results: Most students agreed that the video clips provided useful examples for role-playing the communication skills (89%,helped trigger them to perform role-playing (74%, were useful to improve understanding of different communication skills(93% and helped them learn from other students’ role-playing performance (87%. Overall impression of using the videos in thetutorial teaching was very useful (27% and useful (68%.Conclusions: Most students valued the videos developed purposely for teaching therapeutic communication and recommendedthat the videos be used in the future. Using video role plays facilitated the teaching and learning process and enhancedundergraduate nursing students’ understanding and application of communication skills. More video clips will be developed inthe future, with improved quality and with a broader range of health care communication scenarios demonstrated in order to beused more widely.

  15. Teaching Intercultural Communicative Competence through the Four Skills

    OpenAIRE

    Uso? Juan, Esther; Marti?nez Flor, Alicia

    2008-01-01

    Nowadays, the most accepted instructional framework in second or foreign language (L2) programs is Communicative Language Teaching, whose main goal is to increase learners’ communicative competence. This theoretical term means being able to use the linguistic system effectively and appropriately in the target language and culture. However, the implementation of a communicative methodology is not an easy task since it requires an understanding of the integrated nature of th...

  16. Teaching Reading Skills in the EFL Class. A Practical Approach

    OpenAIRE

    Ovidiu Aniculaese

    2008-01-01

    Teaching reading first requires careful consideration regarding the choice of text that may yield the richest and most relevant exposure to language. Reading is most effective through a top-down approach and students must develop speed and efficiency by avoiding sub-vocalisation, focusing on key words and taking in clusters of meaning at one time. Pre-reading for gist speeds up understanding by discovery of the text’s structure and of the type of paragraph in question. Explanatory paraphras...

  17. Difficult conversations: teaching medical oncology trainees communication skills one hour at a time.

    Science.gov (United States)

    Epner, Daniel E; Baile, Walter F

    2014-04-01

    Difficult conversations about prognosis, end of life, and goals of care arise commonly in medical oncology practice. These conversations are often highly emotional. Medical oncologists need outstanding, patient-centered communication skills to build trust and rapport with their patients and help them make well-informed decisions. Key skills include exploring patients' perspectives, responding to emotion with empathy, and maintaining mindfulness during highly charged conversations. These skills can be taught and learned. Most previously described communication skills training curricula for oncology providers involve multiday retreats, which are costly and can disrupt busy clinical schedules. Many curricula involve a variety of oncology providers, such as physicians and nurses, at various stages of their careers. The authors developed a monthly, one-hour communication skills training seminar series exclusively for physicians in their first year of medical oncology subspecialty training. The curriculum involved a variety of interactive and engaging educational methods, including sociodramatic techniques, role-play, reflective writing, and Balint-type case discussion groups. Medical oncologists in their second and third years of training served as teaching assistants and peer mentors. Learners had the opportunity to practice skills during sessions and with patients between sessions. Learners acquired important skills and found the curriculum to be clinically relevant, judging by anonymous surveys and anonymous responses on reflective writing exercises. Results from the current curriculum are preliminary but lay the foundation for enhanced and expanded communication skills training programs in the future. PMID:24556763

  18. 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.

  19. The design, delivery and evaluation of an essential teaching skills course for preceptors in family medicine

    Directory of Open Access Journals (Sweden)

    Colla J. MacDonald

    2013-07-01

    Full Text Available Objectives: This paper outlines the design, delivery and evaluation of a hybrid face-to-face/online Essential Teaching Skills for Preceptors in Family Medicine course. Methods: Eighty-six preceptors attended one of ten four-hour Essential Teaching Skills for Preceptors course workshops. Data were collected through post-workshop evaluation surveys, post-module online evaluation surveys, post-workshop focus groups, and a final online reflective exercise. Focus groups were audiotaped, transcribed and analyzed by grouping common codes together to form themes. Evaluation surveys were analyzed using descriptive statistics and response frequencies. Results: A total of 79(68/86 workshop participants completed the post-workshop evaluation survey. However, only 36(31/86 of workshop participants completed the online modules and online evaluation surveys. Preceptors' responses from the focus groups and open-ended questions on the workshop evaluation survey emerged into seven themes: Sharing, Content, Support, Learning, Back to Basics, Course Facilitators, and Improvements. Conclusions: Faculty appreciated that the course development team addressed their expressed desire to become better teachers and offered 'in-house' faculty development. Low participation in the online modules indicated that preceptors preferred the face-to-face workshop. It is our expectation that other family medicine departments, as well as faculties of medicine, can benefit from our experiences designing and teaching the Essential Teaching Skills course as well as from using or adapting the ready-made workshop participant guide.

  20. 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

  1. Teaching Reading Skills in the EFL Class. A Practical Approach

    Directory of Open Access Journals (Sweden)

    Ovidiu Aniculaese

    2008-11-01

    Full Text Available Teaching reading first requires careful consideration regarding the choice of text that may yield the richest and most relevant exposure to language. Reading is most effective through a top-down approach and students must develop speed and efficiency by avoiding sub-vocalisation, focusing on key words and taking in clusters of meaning at one time. Pre-reading for gist speeds up understanding by discovery of the text’s structure and of the type of paragraph in question. Explanatory paraphrasing and context clues should be sought when difficult vocabulary is encountered. Correct answers to comprehension questions may come from an awareness of the range of distracters possible, the writer’s attitude and the focus of the question.

  2. The Role of Human Resources Management on Enhancing the Teaching Skills of Faculty Members

    Science.gov (United States)

    Rafiei, Nafiseh; Davari, Fereshte

    2015-01-01

    Introduction: Human performance in organizations reflects on the knowledge, skills, behaviors, and values. Since the abilities and skills will help the organization to better performance and productivity, any expenditure on education and development is a long term investment that as long as the organization can benefit from it. The aim of this research is assessment of influence of structured workshops by resource management at different levels of acquaintance, skills, updates, and upgrades in field of teaching before teaching for invited professors and tuition. Methodology: So in a case study in the first semester of the academic year of 91- 92, 30 teachers with no teaching experience in tuition PNU after internal interview was selected as a sample. Then their awareness of indicators of effective teaching and training allowance of two categories before and after the workshop assessed and evaluated by a questionnaire. Results: The results of descriptive and inferential statistical analysis indicates that the 52/4% of the professors of the age group 25-30, and 38/1% are in the age group 31-36. Also 76/2% percent of teachers have graduated from the National University and the rest of the teacher have graduated from Azad or Payamenoor University. Also there is significant difference between the knowledge of laws and regulations and effective teaching index before and after the workshop on four indicators: evaluation of students, teaching methods, planning, behavioral patterns and rules and regulations PNU. So it shows the impact of targeted workshops and the role of education experts in the process of recreating human resource management in higher education systems.

  3. 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.

  4. 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.

  5. 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

  6. 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.

  7. 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...

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

    OpenAIRE

    Ted Watts; Mcnair, C. J.

    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...

  9. 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...

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

    OpenAIRE

    Xu Han

    2013-01-01

    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 follo...

  11. IDENTIFYING RELATIONSHIP INVOLVING LEARNING STYLES AND PROBLEM SOLVING SKILLS AMONG VOCATIONAL STUDENTS

    Directory of Open Access Journals (Sweden)

    Muhammad Rashid Rajuddin

    2011-09-01

    Full Text Available The purpose of this study was to determine the relationship between students’ learning styles and problem solving skills among students in Building Construction Course at Vocational School. This study also investigated the differences between the students’ type of learning styles and their ability to solve the problem using their creative thinking. A survey was carried out on 68 vocational students in Building Construction Course from two Vocational Schools. Felder-Soloman’s Index of Learning Styles (ILS and elements of creative thinking in problem solving for Vocational Education were the tools used in this study. Creative thinking in problem solving elements was categorized from the subject specification used in Building Construction curriculum. In brief, the ILS have five dimension; Processing, Perception, Input, Understanding and Perception. The results show that the Input style dominates the learning styles of Building Construction’s students in Vocational School and manipulating idea is the dominant creative thinking elements to solve the problem which students preferred. In conclusion, type of students’ learning styles will influence how they can cater their learning to improve their academic achievement and how they can use their creativity to solve the problem in actual situation in Building Construction work. However, learning styles are not main indicator to predict how students excellent are.

  12. 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...

  13. A Comparison of Discrete Trial Teaching with and without Gestures/Signs in Teaching Receptive Language Skills to Children with Autism

    Science.gov (United States)

    Kurt, Onur

    2011-01-01

    The present study was designed to compare the effectiveness and efficiency of two discrete trial teaching procedures for teaching receptive language skills to children with autism. While verbal instructions were delivered alone during the first procedure, all verbal instructions were combined with simple gestures and/or signs during the second…

  14. 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.

  15. 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.

  16. Using the Interactive Whiteboard to Scaffold a Metalanguage: Teaching Higher Order Thinking Skills in Preservice Teacher Education

    Science.gov (United States)

    Harrison, Neil

    2013-01-01

    This research focuses on how the interactive whiteboard (IWB) can be effectively used to teach higher order thinking skills to primary preservice teachers in the history classroom. The case study finds that skills such as analysis, evaluation and inference constitute a valuable metalanguage that needs to be explicitly taught to preservice…

  17. Presenting Chained and Discrete Tasks as Non-Targeted Information when Teaching Discrete Academic Skills through Small Group Instruction

    Science.gov (United States)

    Falkenstine, Karen Jones; Collins, Belva C.; Schuster, John W.; Kleinert, Harold

    2009-01-01

    Special education teachers often search for effective strategies to teach a variety of skills to students with moderate to severe disabilities through small group instruction. The investigators examined the acquisition of academic skills as well as chained and discrete tasks presented as nontargeted information by a small group of students with…

  18. Effectiveness of Structured Teaching Programme on the Level of Knowledge of Communication Skill among Nurses Working at NIMHANS, Bangalore

    OpenAIRE

    Banu M. R; Lalitha K.

    2014-01-01

    Background: Mental disorders of different kinds leave the clients with communication problems that make the interaction difficult to understand. Almost all the mental disorders lead to a pathological communication pattern. Like other skills of professional nursing, communication requires intense education. Aims and Objectives: 1. To develop structured teaching programme on communication skill for nurses 2. To identify the socio demographic characteristics of the nurses...

  19. Preparing Teachers and Librarians to Collaborate to Teach 21st Century Skills: Views of LIS and Education Faculty

    Science.gov (United States)

    Latham, Don; Gross, Melissa; Witte, Shelbie

    2013-01-01

    This article discusses the results of an exploratory research project in which library and information studies (LIS) faculty and education faculty were asked about their views on teaching pre-service school librarians and teachers 21st Century Skills (as defined by the Partnership for 21st Century Skills) and librarian-teacher collaboration.…

  20. 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.

  1. 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...

  2. 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.

  3. Purposely Teaching for the Promotion of Higher-order Thinking Skills: A Case of Critical Thinking

    Science.gov (United States)

    Miri, Barak; David, Ben-Chaim; Uri, Zoller

    2007-10-01

    This longitudinal case-study aimed at examining whether purposely teaching for the promotion of higher order thinking skills enhances students’ critical thinking (CT), within the framework of science education. Within a pre-, post-, and post-post experimental design, high school students, were divided into three research groups. The experimental group ( n = 57) consisted of science students who were exposed to teaching strategies designed for enhancing higher order thinking skills. Two other groups: science ( n = 41) and non-science majors ( n = 79), were taught traditionally, and acted as control. By using critical thinking assessment instruments, we have found that the experimental group showed a statistically significant improvement on critical thinking skills components and disposition towards critical thinking subscales, such as truth-seeking, open-mindedness, self-confidence, and maturity, compared with the control groups. Our findings suggest that if teachers purposely and persistently practice higher order thinking strategies for example, dealing in class with real-world problems, encouraging open-ended class discussions, and fostering inquiry-oriented experiments, there is a good chance for a consequent development of critical thinking capabilities.

  4. 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.

  5. 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 <.001) correct species identifications (63% and 67%) than did professionals (83%) across all species, but they did not differ (p =.125) between each other. However, their ability to identify conspicuous species was comparable to that of professionals. The variability in percent plant cover estimates between static (??10%) and multimedia (??13%) participants did not differ (p =.86 and.08, respectively) from those of professionals (??9%). 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.

  6. Investigation on Requirements of Robotic Platforms to Teach Social Skills to Individuals with Autism

    Science.gov (United States)

    Nikolopoulos, Chris; Kuester, Deitra; Sheehan, Mark; Dhanya, Sneha

    This paper reports on some of the robotic platforms used in the project AUROSO which investigates the use of robots as educationally useful interventions to improve social interactions for individuals with Autism Spectrum Disorders (ASD). Our approach to treatment uses an educational intervention based on Socially Assistive Robotics (SAR), the DIR/Floortime intervention model and social script/stories. Requirements are established and a variety of robotic models/platforms were investigated as to the feasibility of an economical, practical and efficient means of helping teach social skills to individuals with ASD for use by teachers, families, service providers and other community organizations.

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

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    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.

  8. 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 SciELO Argentina | Language: Spanish Abstract in spanish 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.

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

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    Mansoor Fahim

    2011-07-01

    Full Text Available 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 and a critical thinking appraisal pretest were administered to the two groups. During the term the experimental group received 8 sessions of treatment using debate as a classroom activity. To compare the two groups they were given the same tests as a posttest.The analysis of collected data showed significant difference between the two groups on reading comprehension test, but the difference on critical thinking test was non-significant. However, the results indicate that teaching critical thinking skills in EFL context can improve language learning. The study has implication for course designers, teachers and students.

  10. Learning and teaching about the nature of science through process skills

    Science.gov (United States)

    Mulvey, Bridget K.

    This dissertation, a three-paper set, explored whether the process skills-based approach to nature of science instruction improves teachers' understandings, intentions to teach, and instructional practice related to the nature of science. The first paper examined the nature of science views of 53 preservice science teachers before and after a year of secondary science methods instruction that incorporated the process skills-based approach. Data consisted of each participant's written and interview responses to the Views of the Nature of Science (VNOS) questionnaire. Systematic data analysis led to the conclusion that participants exhibited statistically significant and practically meaningful improvements in their nature of science views and viewed teaching the nature of science as essential to their future instruction. The second and third papers assessed the outcomes of the process skills-based approach with 25 inservice middle school science teachers. For the second paper, she collected and analyzed participants' VNOS and interview responses before, after, and 10 months after a 6-day summer professional development. Long-term retention of more aligned nature of science views underpins teachers' ability to teach aligned conceptions to their students yet it is rarely examined. Participants substantially improved their nature of science views after the professional development, retained those views over 10 months, and attributed their more aligned understandings to the course. The third paper addressed these participants' instructional practices based on participant-created video reflections of their nature of science and inquiry instruction. Two participant interviews and class notes also were analyzed via a constant comparative approach to ascertain if, how, and why the teachers explicitly integrated the nature of science into their instruction. The participants recognized the process skills-based approach as instrumental in the facilitation of their improved views. Additionally, the participants saw the nature of science as an important way to help students to access core science content such as the theory of evolution by natural selection. Most impressively, participants taught the nature of science explicitly and regularly. This instruction was student-centered, involving high levels of student engagement in ways that represented applying, adapting, and innovating on what they learned in the summer professional development.

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

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    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.

  12. Using the case study teaching method to promote college students' critical thinking skills

    Science.gov (United States)

    Terry, David Richard

    2007-12-01

    The purpose of this study was to examine general and domain-specific critical thinking skills in college students, particularly ways in which these skills might be increased through the use of the case study method of teaching. General critical thinking skills were measured using the Watson-Glaser Critical Thinking Appraisal (WGCTA) Short Form, a forty-item paper-and-pencil test designed to measure important abilities involved in critical thinking, including inference, recognition of assumptions, deduction, interpretation, and evaluation of arguments. The ability to identify claims and support those claims with evidence is also an important aspect of critical thinking. I developed a new instrument, the Claim and Evidence Assessment Tool (CEAT), to measure these skills in a domain-specific manner. Forty undergraduate students in a general science course for non-science majors at a small two-year college in the northeastern United States experienced positive changes in general critical thinking according to results obtained using the Watson-Glaser Critical Thinking Appraisal (WGCTA). In addition, the students showed cumulative improvement in their ability to identify claims and evidence, as measured by the Claim and Evidence Assessment Tool (CEAT). Mean score on the WGCTA improved from 22.15 +/- 4.59 to 23.48 +/- 4.24 (out of 40), and the mean CEAT score increased from 14.98 +/- 3.28 to 16.20 +/- 3.08 (out of 24). These increases were modest but statistically and educationally significant. No differences in claim and evidence identification were found between students who learned about specific biology topics using the case study method of instruction and those who were engaged in more traditional instruction, and the students' ability to identify claims and evidence and their factual knowledge showed little if any correlation. The results of this research were inconclusive regarding whether or not the case study teaching method promotes college students' general or domain-specific critical thinking skills, and future research addressing this issue should probably utilize larger sample sizes and a pretest-posttest randomized experimental design.

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

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    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.

  14. How do U.S. and Canadian dental schools teach interpersonal communication skills?

    Science.gov (United States)

    Yoshida, Toshiko; Milgrom, Peter; Coldwell, Susan

    2002-11-01

    The status of instruction in interpersonal communication was surveyed in forty U.S and Canadian dental schools. Key faculty members were identified, and syllabi and course descriptions were collected and content-analyzed. The following findings were obtained for responding schools: 1) only one-third of schools had courses specifically focusing on interpersonal communication; 2) more than half of the schools offered these types of courses only during the first two years; 3) the most common topics were communication skills, patient interviewing, and patient education/consultation; 4) the most frequently used method of teaching was lectures; active practice was used less often; 5) written examination was the primary instructional evaluation tool, whereas more sophisticated performance-oriented assessments were used less often; and 6) about half of the teachers did not have a D.D.S. degree; those not dentists were primarily psychologists. At least eight of the forty dental schools surveyed do not appear to meet the accreditation guidelines for predoctoral programs in this area of instruction. Some could not identify a faculty member responsible for such instruction. Schools offering more extensive instruction were more likely to offer active rather than passive teaching and use more sophisticated student evaluation strategies. This research suggests a need for reevaluation of teaching in this subject area. PMID:12484681

  15. EFFECTS OF TEACHING METACOGNITION STRATEGIES TO LISTENING OMPREHENSION SKILLS AND ATTITUDE TOWARD LISTENING

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    Mehmet KATRANCI

    2013-01-01

    Full Text Available The purpose of this research is determining the effect of teaching metacognition strategies to the fifth grade students according to their listening comprehension skills and students’ attitudes toward listening. The study group of the research consists of 65 fifth grade students at two elementary schools in the province of K?r?kkale. In the study, mixed method which both quantitative and qualitative research methods are used together for collecting, analysing and interpreting data. During the research process, in the experimental group, teaching metacognition strategies was carried out through the usage of listening texts activities. In the control group, listening activities were carried out according to Turkish Teaching Curriculum. Implementation process of the study was carried out for a total of 12 weeks, for two hours per week. Both control and experimental group students’ listening comprehension levels, their metacognitive awareness levels toward listening and attitudes toward listening were determined with the scale developed for the study both at the beginning and at the end of the implementation process. The data of the study were analysed with SPSS programme. According to the findings of the research, for control and experimental group students’ listening comprehension,their metacognitive awareness levels toward listening and their attitudes toward listening were found as significant difference in favor of experiment group.

  16. Affective Characteristics and Teaching Skills of English Language Teachers: Comparing Perceptions of Elementary, Secondary and High School Students

    OpenAIRE

    Ebru Melek Koç

    2013-01-01

    The present study aims to investigate the elementary, secondary and high school students’ perceptions on a good language teacher. The participants are 365 Turkish school students who are learning English as a foreign language. The present study has revealed that most of the student groups generally differ in terms of issues related to teaching skills when compared with the issues related to the affective skills. In the present study it has been also found that what students expect from a g...

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

    OpenAIRE

    Francis Donkor

    2011-01-01

    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 th...

  18. Motivation of Professional Creative Thinking

    OpenAIRE

    Kashapov, Mergal??s M.; Leybina, Anna V.

    2009-01-01

    The aim of this study was to reveal correlation between motivation and creative professional thinking. Four hundred and seventy-one Russians of different trades participated in the study. It was supposed that motivational structure and level of creative professional thinking were interrelated. The connection between motivational components and professional thinking was revealed. Tendencies of transition form situational level of thinking to oversituational one were determined. It was found ou...

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

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    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.

  20. 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…

  1. Developing Teaching Assistants' Skills in Positive Behaviour Management: An Application of Video Interaction Guidance in a Secondary School

    Science.gov (United States)

    Hayes, Ben; Richardson, Sally; Hindle, Sarah; Grayson, Katy

    2011-01-01

    This paper reports an action research project in a school in the UK designed to investigate the impact of a brief Video Interaction Guidance (VIG) intervention in promoting skills of non-teaching staff in positive behaviour management. A summary of the literature in relation to VIG is provided before describing the project and data collected. Ten…

  2. 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...

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

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    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.

  4. 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…

  5. Talking the Talk: Developing a Student Centered Approach for Teaching Communication Skills for Operational Policing

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    Amanda Davies

    2014-11-01

    Full Text Available The increasingly complex police - citizen situations in which the novice police officer may be placed demand that police training environments continually assess their education programs to ensure that such programs are contemporary and meet the expectations of stakeholders. One challenge facing recruit raining is the need to prepare the novice police officer to communicate effectively in often stressful and complicated situations. Police educators must develop learning strategies which provide opportunity for students to build their capacity to be effective communicators through autonomous, student - centered learning experiences. The communications teaching and learning opportunities within the Associate Degree in Policing Practice for New South Wales Police Force (NSWPF recruits is no exception. This paper discusses the changes that have occurred to the delivery of communication training to NSWPF recruits over the past 15 years. It considers the merits of incorporating authentic teaching strategies and learner assessment processes into the delivery of communication education and of creating experiential learning experiences that support autonomous, self-regulated learners. In particular, it discusses the use of role plays (verbal communication trials to provide a unique and authentic learning experience for students and to assess their verbal and non-verbal communication skills in a simulated policing environment.

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

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    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.

  7. 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

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    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.

  8. '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

  9. Space-Age City Planning--In the Classroom.

    Science.gov (United States)

    Rosser, Phyllis

    1979-01-01

    A City Building Education System uses the process of city planning to teach basic reading, writing, and math skills to children from kindergarten through junior high school and to stimulate creative thinking and problem solving abilities. (JMF)

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

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    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

  11. 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.

  12. 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.

  13. 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.

  14. 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.

  15. How do secondary school music teachers view creativity? A report on educators' views of teaching composing skills

    OpenAIRE

    Odena, O.

    2001-01-01

    This paper explores secondary school music teachers' views of creativity and some of their ideas about teaching composing skills. In order to do this, firstly an initial explanation of past and present controversies surrounding the meaning of the term creativity is given. The centralised production of music curricula during the 1990s has unified the knowledge pupils are expected to ‘attain’. However, issues concerning creativity, its meanings and their interpretation remain because they h...

  16. 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...

  17. 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...

  18. A Workshop to Teach Medical Students Communication Skills and Clinical Knowledge About End-of-Life Care

    OpenAIRE

    Torke, Alexia M.; Quest, Tammie E.; Kinlaw, Kathy; Eley, J. William; Branch, William T.

    2004-01-01

    We describe a half-day workshop to teach third-year medical students three focused end-of-life care skills: breaking bad news, discussing advance directives, and assessing and managing pain. Our workshop included a readers’ theater exercise and three role-play exercises. In two of the workshops, faculty members played the role of patients. We used readers’ theater to engage the students on an emotional level and set a reflective tone for the workshop. Evaluations reflected that most respo...

  19. Training teachers to teach mental health skills to staff in primary care settings in a vast, under-populated area.

    Science.gov (United States)

    Goldberg, D P; Gask, L; Zakroyeva, A; Proselkova, E; Ryzhkova, N; Williams, P

    2012-12-01

    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. Methods An educational intervention was developed in partnership with mental health and primary care staff in Russia, to develop mental health skills using established, evidence-based methods. After a preliminary demonstration of teaching methods to be employed, a 5-day full-time teaching course was offered to trainers of general practitioners and feldshers. Results The findings are presented by providing details of improvements that occurred over a 3-month period in four areas, namely depression in primary care, somatic presentations of distress, dealing with suicidal patients, and alcohol problems. We present preliminary data on how the training has generalised since our visits to Archangelsk. Conclusions Teachers who are used to teaching by didactic lectures can be taught the value of short introductory talks that invite discussion, and mental health skills can be taught using role play. The content of such training should be driven by perceived local needs, and developed in conjunction with local leaders and teachers within primary care services. Further research will be needed to establish the impact on clinical outcomes. PMID:24294296

  20. 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

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

    Directory of Open Access Journals (Sweden)

    Ying YANG

    2011-04-01

    Full Text Available 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 language, English teaching is to cultivate the students’ cross-cultural awareness and transform their linguistic competence into communicative competence in an effective way.Key words: Culture teaching; Cross-cultural awareness; Communicative competence; Integrated Skills of EnglishRésumé: La langue est un élément indispensable de la culture. Afin de comprendre une langue, il faut connaître la culture d'abord. L’enseignement de la culture joue un rôle essentiel dans l'enseignement de la langue anglaise. L'orientation culturelle dans la communication linguistique devrait être mise en valeur et le fond culturel approprié doit être introduit dans le cas échéant. Cet article discute la formation de sensibilisation interculturelle dans l'enseignement de l’anglais au collège en prenant des compétences intégrées en anglais comme un exemple. Outre l'enseignement de la langue, l’enseignement de l'anglais est de former la sensibilisation interculturelle des élèves et de transformer leurs compétences linguistiques en compétence communicative de manière efficace. Mots clés: Enseignement de la culture; Sensibilisation interculturelle; Compétence communicative; Compétences intégrées en anglais

  2. 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…

  3. Stacking the deck: teaching social skills to retarded adults with a modified table game.

    OpenAIRE

    Foxx, R. M.; Mcmorrow, M. J.; Schloss, C. N.

    1983-01-01

    This study developed and evaluated a social skills training program for institutionalized mildly or moderately retarded and dually diagnosed individuals. Social skills were conceptualized as requiring an action or reaction within six skill areas: compliments, social interactions, politeness, criticism, social confrontation, and questions/answers. The program taught social skills using a commercially available table game, Sorry, and a specially designed card deck. Each card represented one of ...

  4. Effectiveness of Combining Tangible Symbols with the Picture Exchange Communication System to Teach Requesting Skills to Children with Multiple Disabilities Including Visual Impairment

    Science.gov (United States)

    Ali, Emad; MacFarland, Stephanie Z.; Umbreit, John

    2011-01-01

    The Picture Exchange Communication System (PECS) is an augmentative and alternative communication (AAC) program used to teach functional requesting and commenting skills to people with disabilities (Bondy & Frost, 1993; Frost & Bondy, 2002). In this study, tangible symbols were added to PECS in teaching requesting to four students (ages 7-14) with…

  5. 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…

  6. Teaching Job Search Written and Oral Communication Skills through an Integrated Approach

    Science.gov (United States)

    Addams, Lon; Woodbury, Denise

    2009-01-01

    Business educators understand the value of improving students' written and oral communication skills. However, too often assignments used to develop these important skills are taught in isolation. The purpose of this article is to enhance a student's written and oral skills by integrating all aspects of the job search written documents…

  7. An Individualised Curriculum to Teach Numeracy Skills to Children with Autism: Programme Description and Pilot Data

    Science.gov (United States)

    Tzanakaki, Pagona; Grindle, Corinna Fay; Saville, Maria; Hastings, Richard Patrick; Hughes, John Carl; Huxley, Kathleen

    2014-01-01

    Teaching mathematics to children with autism is an area with limited research evidence. In this study we developed a teaching manual based on Maths Recovery, a numeracy programme designed for typically developing children. Six children with autism participated in the study and received daily numeracy teaching over a 20-week period. Our aims were…

  8. O ensino de habilidades de vida em escolas no Brasil / Teaching life skills in schools in Brazil

    Scientific Electronic Library Online (English)

    Ricardo, Gorayeb.

    Full Text Available Habilidades de Vida são capacidades para comportamento adaptativo positivo, que possibilitam-nos negociar eficazmente as demandas e desafios do cotidiano. Envolvem habilidades pessoais que potenciarão as relações interpessoais. A OMS sugere que programas sejam desenvolvidos para reduzir comportament [...] os de risco e aumentar cuidados com saúde física e mental. Adolescentes são uma população especial para estes programas, pela sua maior vulnerabilidade. Vimos desenvolvendo no Brasil programas para ensino de Habilidades de Vida com adolescentes, em escola pública de futuros professores, com conteúdo elaborado através de adaptação cultural de programas da OMS. O objetivo é capacitar adolescentes de hoje, e preparar multiplicadores para incorporar estas habilidades em suas práticas profissionais. Utiliza-se exposição oral, discussões, dramatizações e dinâmica de grupos, em sessões semanais. O programa foi adequadamente adaptado, e houve aumento do conhecimento sobre as habilidades. Os adolescentes incorporaram habilidades no seu cotidiano, melhorando a qualidade das relações interpessoais e aumentando sua competência social. Abstract in english Life Skills are skills for positive adaptive behavior that enable us to deal efficiently with daily demands and challenges. They include personal skills that enhance interpersonal relationships. The WHO has suggested the development of programs to reduce health risk behaviors and to improve physical [...] and mental health care. Teenagers are a special target population for these programs because of their increased vulnerability. We have been developing in Brazil programs to teach life skills to teenagers in a public school for future teachers, using culturally adapted material from WHO programs. The aim is to qualify today's teenagers and to train multipliers to incorporate these skills into their everyday professional practices. Oral expositions, group discussions, dramatization (role playing) and group dynamics techniques are utilized in weekly sessions. The program was adequately adapted and we observed an increase in knowledge concerning the skills. Teenagers incorporated skills into their everyday life, improving the quality of their personal interrelationships and increasing their social competence.

  9. 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.

  10. Employing Socratic Pedagogy to Improve Engineering Students Critical Reasoning Skills: Teaching by Asking Instead of by Tellling

    Science.gov (United States)

    Garlikov, Rick

    Engineering faculty agree almost universally that the development of students higher order intellectual or cognitive abilities is one of the most important educational tasks of engineering programs. These abilities underpin our students perceptions of the world and the consequent decisions they make. Specifically, critical thinking (critical intelligence) the capacity to probe and evaluate skillfully, analytically and fairly the quality of evidence, formulas, precepts and pieces of received wisdom that too often go unexamined and unchallenged and detect inaccuracies, error, hypocrisy, manipulation, dissembling, and bias is central to both personal success and national needs. This paper assumes that the capacity of undergraduate engineering students to learn to apply good reasoning to problem solutions can be nurtured and developed by an educational process aimed directly at developing students critical thinking skills. More specifically, the paper reports on the judicious and amiable use of the Socratic Method of teaching by systematic questioning instead of teaching by telling to emphasize and foster critical reasoning skills in electrical engineering, computer engineering and engineering physics undergraduate students at the University of the Pacific (Stockton, California). The selective, careful use of the Socratic Method (in combination with traditional lectures and active learning exercises) in electrical circuits, linear systems, signal processing, probability and statistics, electronic communications, and senior capstone design project courses, teaching laboratories and projects helped improve student participation, got the students actively involved and excited about the projects and the material being taught, motivated the students to better master course content and taught the students to learn to think and reason more clearly, accurately, relevantly, logically, rationally, ethically and responsibly.

  11. 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...

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

    Science.gov (United States)

    Gibson, K E; Silverberg, M

    2000-04-01

    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 in the fall of 1997. Prior to their arrival, students were asked to complete a self-assessment survey designed to elucidate their initial skill base; the returned surveys showed students to have computer skills ranging from complete novice to that of a systems engineer. The classes were taught during the first three weeks of the semester to groups of students separated on the basis of their knowledge of and comfort with computers. Areas covered included computer basics, e-mail management, MEDLINE, and Internet search tools. Each student received seven hours of hands-on training followed by a test. The syllabus and emphasis of the classes were tailored to the initial skill base but the final test was given at the same level to all students. Student participation, test scores, and course evaluations indicated that this noncredit program was successful in achieving an acceptable level of comfort in using a computer for almost all of the student body. PMID:10783971

  13. Is the use of videotape recording superior to verbal feedback alone in the teaching of clinical skills?

    Directory of Open Access Journals (Sweden)

    Yildirim Ediz

    2009-12-01

    Full Text Available Abstract Background In recent times, medical schools have committed to developing good communication and history taking skills in students. However, there remains an unresolved question as to which constitutes the best educational method. Our study aims to investigate whether the use of videotape recording is superior to verbal feedback alone in the teaching of clinical skills and the role of student self-assessment on history taking and communication skills. Methods A randomized controlled trial was designed. The study was conducted with 52 of the Dokuz Eylul University Faculty of Medicine second year students. All students' performances of communication and history taking skills were assessed twice. Between these assessments, the study group had received both verbal and visual feedback by watching their video recordings on patient interview; the control group received only verbal feedback from the teacher. Results Although the self-assessment of the students did not change significantly, assessors' ratings increased significantly for videotaped interviews at the second time. Conclusions Feedback based on videotaped interviews is superior to the feedback given solely based on the observation of assessors.

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

    OpenAIRE

    Chunyan He

    2013-01-01

    With the coming of the information age, computer-based teaching model has had an important impact on English teaching. Since 2004, the trial instruction on Network-assisted Language Teaching (NALT) Model integrating the English instruction and computer technology has been launched at some universities in China, including China university of Geosciences (Beijing) (CUGB). The purpose of this paper is to provide experimental evidence about whether NALT Model can enhance undergraduate English ski...

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

    OpenAIRE

    Gibson, Kenneth E.; 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...

  16. LIS Students' ICT Skills in Kuwait: Perspectives of Employers, Teaching Staff and Students

    Science.gov (United States)

    Buarki, Hanadi; Hepworth, Mark; Murray, Ian

    2011-01-01

    In Kuwait and elsewhere, developments in electronic information resources have led to the demand for employees with ICT (information and communication technology) skills especially in information handling institutions. There is, therefore, a need to prepare the students for this workplace. As a result, the ICT skills of current LIS (library and…

  17. Using an Interdisciplinary Approach to Teach Undergraduates Communication and Information Literacy Skills

    Science.gov (United States)

    Dinkelman, Andrea L.; Aune, Jeanine E.; Nonnecke, Gail R.

    2010-01-01

    For successful and productive careers, undergraduate students need effective communication and critical thinking skills; information literacy is a substantial component in the development of these skills. Students often perceive communication courses as distinct and separate from their chosen discipline. Faculty from the Departments of English and…

  18. 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 ...

  19. Using Content Reading Assignments in a Psychology Course to Teach Critical Reading Skills

    Directory of Open Access Journals (Sweden)

    Debbie Van Camp

    2013-02-01

    Full Text Available Liberal arts students are expected to graduate college with fully developed critical reading and writing skills. However, for a variety of reasons these skills are not always as well developed as they might be - both during and upon completion of college. This paper describes a reading assignment that was designed to increase students’ discipline-specific critical reading and writing skills. The assignment was piloted in a mid-level social psychology class. Pre-test/post-test comparisons indicate substantial improvement in students’ ability to identify thesis statements, recognize and interpret evidence, and other critical reading skills. Furthermore, students themselves rate the assignment as efficacious in helping them with both their reading and writing skills.

  20. 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

    OpenAIRE

    Awad Al-omari, Burhan M.; Mohammed Abu Rumman; Al, Amal Yaseen Majali; Al Shra’ah, Ata E. M.

    2012-01-01

    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, tec...

  1. Student perspectives of an online module for teaching physical assessment skills for dentistry, dental hygiene, and pharmacy students.

    Science.gov (United States)

    Leong, Christine; Louizos, Christopher; Currie, Chelsea; Glassford, Lorraine; M Davies, Neal; Brothwell, Douglas; Renaud, Robert

    2014-11-01

    Abstract The integration of web-based learning into the curriculum of healthcare education has significantly increased over the past decade. This article aims to describe the student perspectives of an online module to teach physical assessment skills for pharmacy, dentistry, and dental hygiene students. A total of 103 students completed the online module: 48 third-year pharmacy students, 29 first-year dentistry students, and 26 first-year dental hygiene students. Students were asked to rate a list of 10 statements on a 5-point Likert scale on the relevance, impact, and overall satisfaction of the online module. Eighty-four of the 103 students (81.6% response rate) completed the questionnaire. While most students responded positively to the online content, pharmacy students responded more favorably compared with students from Dentistry and Dental Hygiene. These findings provide useful information to identify areas in which the web-based module can be improved for teaching skills in physical assessment across multiple healthcare programs. PMID:25374378

  2. 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

  3. 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 SciELO Chile | Language: Spanish Abstract in spanish 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.

  4. Comparison the Effect of Teaching of SBAR Technique with Role Play and Lecturing on Communication Skill of Nurses

    Directory of Open Access Journals (Sweden)

    Narges Toghian Chaharsoughi

    2014-06-01

    Full Text Available Introduction: Ineffective communication is a main factor in engender of unwanted hospital errors and impede suitable patient care. SBAR technique (Situation-Background- Assessment- Recommendation is a standard tool for building communication among healthcare professionals. While educating the SBAR technique requires appropriate educational methods, but this issue has been less investigated. So, the aim of present study was to compare the effect of educating the SBAR technique with role play and lecturing on communication skills of nurses in transferring patients to next shift. Methods: This quasi-experimental study conducted by participating 78 nurses who assigned to role play and lecturing groups randomly. SBAR technique was educated to each group separately. At the end of the learning session in each group, the skills of the participants in performing SBAR technique were investigated by the standard SBAR scale. Data analysis was performed by using SPSS statistical software version 11.5. Results: Comparison the total score of performing SBAR technique using independent samples t-test showed statistical differences between mean score of role play and lecturing groups. Similarly, comparison the scores of skill in performing each four parts of SBAR technique showed statistical differences between two groups.Conclusion: Role play is an effective educational method in teaching SBAR technique for nurses and it can be used as a tool for build effective communication between healthcare professionals.

  5. PILOTing Undergraduate Students to Hands-On Teaching and Research Skills†

    OpenAIRE

    Borgon, Robert A.; Nicole Verity; Ken Teter

    2013-01-01

    Undergraduate research can make a positive impact on science education. Unfortunately, the one student-one mentor paradigm of undergraduate research generates a wide range of variability in the student’s experience and further limits its availability to a select few students. In contrast, a single faculty member can offer multiple undergraduate teaching positions that provide a consistent experience for the student. We attempted to combine the undergraduate research and teaching experiences...

  6. 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...

  7. Teaching first-year medical students in basic clinical and procedural skills - A novel course concept at a medical school in Austria

    OpenAIRE

    Mileder, L.; Wegscheider, T.; Dimai, Hp

    2014-01-01

    Introduction: Clerkships are still the main source for undergraduate medical students to acquire necessary skills. However, these educational experiences may not be sufficient, as there are significant deficiencies in the clinical experience and practical expertise of medical students.Project description: An innovative course teaching basic clinical and procedural skills to first-year medical students has been implemented at the Medical University of Graz, aiming at preparing students for c...

  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. 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...

  11. Teaching patient-centered communication skills: a telephone follow-up curriculum for medical students

    Directory of Open Access Journals (Sweden)

    George W. Saba

    2014-04-01

    Full Text Available Background: To encourage medical students’ use of patient-centered skills in core clerkships, we implemented and evaluated a Telephone Follow-up Curriculum focusing on three communication behaviors: tailoring education to patients’ level of understanding, promoting adherence by anticipating obstacles, and ensuring comprehension by having patients repeat the plans. Methods: The intervention group consisted of two different cohorts of third-year medical students in longitudinal clerkships (n=41; traditional clerkship students comprised the comparison group (n =185. Intervention students telephoned one to four patients 1 week after seeing them in outpatient clinics or inpatient care to follow up on recommendations. We used surveys, focus groups, and clinical performance examinations to assess student perception, knowledge and skills, and behavior change. Results: Students found that the curriculum had a positive impact on patient care, although some found the number of calls excessive. Students and faculty reported improvement in students’ understanding of patients’ health behaviors, knowledge of patient education, and attitudes toward telephone follow-up. Few students changed patient education behaviors or called additional patients. Intervention students scored higher in some communication skills on objective assessments. Conclusion: A patient-centered communication curriculum can improve student knowledge and skills. While some intervention students perceived that they made too many calls, our data suggest that more calls, an increased sense of patient ownership, and role modeling by clerkship faculty may ensure incorporation and application of skills.

  12. Teaching communication and therapeutic relationship skills to baccalaureate nursing students: a peer mentorship simulation approach.

    Science.gov (United States)

    Miles, Leslie W; Mabey, Linda; Leggett, Sarah; Stansfield, Katie

    2014-10-01

    The literature on techniques for improving student competency in therapeutic communication and interpersonal skills is limited. A simulation approach to enhance the learning of communication skills was developed to address these issues. Second-semester and senior nursing students participated in videorecorded standardized patient simulations, with senior students portraying the patient. Following simulated interactions, senior students provided feedback to junior students on their use of communication skills and other therapeutic factors. To integrate the learning experience, junior students completed a written assignment, in which they identified effective and noneffective communication; personal strengths and weaknesses; and use of genuineness, empathy, and positive regard. A videorecording of each student interaction gave faculty the opportunity to provide formative feedback to students. Student evaluations have been positive. Themes identified in student evaluations include the impact of seeing oneself, significance of practicing, getting below the surface in communication, and moving from insight to goal setting. PMID:25207556

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

    Directory of Open Access Journals (Sweden)

    Hesham Azmi

    2006-12-01

    Full Text Available 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 skills acquired. Discrepancy in course description, delivery methods and assessment tools were seen as the main obstacles. Practical implications: The study provides ideas, concepts and guidelines for introducing a new information skills course within Qatar University Core Curriculum.

  14. Nigerian Pre-service Science Teachers' Self-Perceptions of Acquired Pedagogical Knowledge and Skills after Teaching Practice Exposure

    Directory of Open Access Journals (Sweden)

    A.E. Okanlawon

    2014-02-01

    Full Text Available The purposes of this study were to investigate the teaching competencies acquired and those not acquired by science teachers-in-training after exposure to teaching practice. The investigator used a fifty-six item questionnaire, labeled as Perception of the Acquired Pedagogical Knowledge and Skills Scale (PAPS, to elicit information from two hundred and ten pre-service science teachers in south-west geopolitical zone of Nigeria. A panel of five science educators determined the content validity of the questionnaire. The sample of science education undergraduates were drawn from three randomly selected universities using stratified random sampling technique. The pre-service teachers were required to rate their performance level on each teaching competence on a five-point Likert scale ranging from - high performance level - to - no performance level - with - average performance level - as the pivotal point of the scale. Following that, the mean of each competence item were computed. Any competence statement that had a mean rating of less than 3.00 was considered to be of low performance cadre, since the mean value of the scale was 3.00. The findings of the study indicate that most of the teaching competencies that teachers-in-training have not acquired fall under theme 1 (planning instruction, theme 2(implementing instruction, theme 3 (evaluating instruction, and theme 7 (integrating technology and media in the classroom. The study also revealed that pre-service science teachers demonstrated proficiency in reinforcing learning, managing classroom, building professional links with colleagues and understanding learners' development. Based on the findings of this study, it was recommended that the principle of collaborative approaches for teacher learning should be incorporated into the teacher training program and that regular follow-up workshops aiming at developing Pedagogical Content Knowledge (PCK of pre-service science teachers should be scheduled as needs arise.

  15. What do we teach? What do we know? A methodology for describing archaeological skills and knowledge

    Directory of Open Access Journals (Sweden)

    John Collis

    2002-07-01

    Full Text Available I recommend that we should move to a flexible, modular system, in describing courses and training, in defining the skills needed to operate as archaeologists and professional career structures, and in describing ourselves as archaeologists. A 'Thesaurus' of skills and knowledge can be constructed, with levels of expertise, which will give us a simple and flexible tool for describing the range of activities necessary to the profession. Two or three examples are discussed, and ways in which quality can be controlled without too much bureaucracy. Potentially this approach has a world-wide application.

  16. 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 SciELO Brazil | Language: Portuguese Abstract in portuguese 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.

  17. 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.

  18. The Relationship between the Information Technology Skills Acquired by Secretarial Teachers in Nigeria Colleges of Education and Their Utilization of Internet for Effective Teaching

    Directory of Open Access Journals (Sweden)

    Adeshina, Tunde Joel

    2013-04-01

    Full Text Available This study established the relationship between the Information Technology skills acquired by Secretarial Teachersin Nigerian Colleges of Education and their utilization of Internet for effective teaching. 250 Secretarial Teachersdrawn from 58 Accredited Nigerian Colleges of Education responded to the questionnaire that was divided into 4parts. The questionnaire was used to obtained information on the respondents’ Bio-data and computer usebackground, Teacher Information Technology Skill Acquisition Competence (TITSC, Teacher InformationTechnology Skills Usage (TITSU, Teacher Information Technology Internet Knowledge (TITIK, and The extent ofusage of Internet information to teach the Secretarial courses. Data were analyzed using descriptive statistics andPearson Product Moment Correlation Coefficientat 0.01 level of significance. Using Choudhury’s Range, there was amoderate positive correlation or relationship between the IT skills of Secretarial Teachers and the ability to useinternet to access information for effective teaching. The implication of this result is that, if the secretarial teachers aremore competent in their IT skills, then the more will they be enabled to access information from the Internet foreffective teaching. In this study it was found that the secretarial teachers were not knowledgeable in the use of somevital and important Internet instructional delivery tools. Secretarial Teachers in the Nigeria Colleges of Educationlacked some vital Information Technology skills such as, ability to operate data base, ability to extract relevantinformation using integrated software packages, ability to extract information using electronic mails and applicationsoftware, ability to use voice recognition system and ability to operate other different technologies and appreciatetheir benefits. It was therefore recommended that, National Commission of Colleges of Education should bringtogether all the secretarial education stakeholders: curriculum experts, the teachers, representatives of ministries andindustries; to revisit the existing curriculum. The integration of latest Information Technology practices and therequisite Internet skills which the Secretarial Teachers lack, will reposition Secretarial Studies programme to meetthe challenges of an IT driven classroom.

  19. I Can Cook!: A Template System for Teaching Meal-Preparation Skills.

    Science.gov (United States)

    Schloss, Patrick J.; And Others

    1996-01-01

    Meal preparation skills and recipes for students with disabilities are organized into four types: foods requiring no cooking, stovetop use, baking, and microwave oven use. Templates for each type present frequently occurring words and procedures that can be used to prepare a number of foods, and recipes are presented involving the same set of…

  20. 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…

  1. Guidelines for the Teaching of Test Taking Skills--Senior High.

    Science.gov (United States)

    Prince George's County Public Schools, Upper Marlboro, MD.

    The information and activities in this guide are intended to help teachers provide senior high school students with assistance in test taking skills. The activities described in the guide focus on the development of positive attitudes toward testing, an understanding of the reasons for tests, and creating environments conducive to successful test…

  2. The Teaching of Test Taking Skills-Grade Three. Revised Edition.

    Science.gov (United States)

    Prince George's County Public Schools, Upper Marlboro, MD.

    The information and activities in this guide are offered to teachers who want to help their third grade students develop test taking skills. The introductory sections of the guide discuss test wisdom, the characteristics of third grade students, the teacher's role in testing programs, elementary words and terms, directional words and phrases for…

  3. The Use of Research in Teaching Practice Skills in Child Protective Services.

    Science.gov (United States)

    Sachdev, Paul; Thompson, J. Victor

    Presented at the Annual Program Meeting of the Council on Social Work Education in 1979, the paper extensively reviews the literature on child abuse, and provides a knowlege base to generate constellations of skills to guide child abuse practitioners' activity in dealing with child abuse cases. A multicausal model encompassing the interactive…

  4. Evaluating Instructional Effectiveness in the Teaching of Communication Skills to Associate Degree Nursing Students.

    Science.gov (United States)

    Henderson, Frances C.

    Fifty-nine students enrolled in Nursing II at the College of San Mateo completed an assessment tool designed to measure students' perceptions of their knowledge, skills, and understanding in terms of specific course objectives. The assessment instrument consisted of 16 objectives in eight subject areas (basic physical, emotional, and…

  5. Improving Higher Order Thinking Skills among Freshmen by Teaching Science through Inquiry

    Science.gov (United States)

    Hugerat, Muhamad; Kortam, Naji

    2014-01-01

    Twenty-eight freshmen majoring in biology and/or chemistry in an Arab college in Israel, were given a pre-test and a post-test in which they had to identify the control group and design a controlled experiment. During the course an intervention was used. Science was taught by inquiry while using strategies that promote higher-order thinking skills…

  6. 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…

  7. Finding Passion in Teaching and Learning: Embedding Literacy Skills in Content-Rich Curriculum

    Science.gov (United States)

    Freidus, Helen

    2010-01-01

    This study describes a collaboration between the American Museum of Natural History and the Bank Street College Reading and Literacy Program. The collaboration is a response to mandated curriculum that emphasizes instruction in basic skills at the expense of content knowledge acquisition. It is designed to demonstrate ways of embedding instruction…

  8. 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…

  9. Integrating Lecture Capture as a Teaching Strategy to Improve Student Presentation Skills through Self-Assessment

    Science.gov (United States)

    Smith, Charlene M.; Sodano, Todd M.

    2011-01-01

    As digital natives from the "wired" Net Generation permeate today's classrooms, and educators adapt to students' digital expectations, exploring the pedagogical use of educational technology is essential for today's faculty. Student competency in oral communication and presentation skills transcends disciplines in higher education, as does the…

  10. 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 SciELO Venezuela | Language: Spanish Abstract in spanish 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.

  11. 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…

  12. Passing on the Legacy: Teaching Capillary Filtration and Developing Presentation Skills Using Classic Papers

    Science.gov (United States)

    McGeown, J. Graham

    2006-01-01

    Capillary filtration is a key area in the understanding of cardiovascular function and has both physiological and pathophysiological relevance in nearly every organ system. This article describes how classic papers in the Legacy collection of American Physiological Society publications can be used in a teaching symposium exploring the evidence…

  13. Teaching Large Classes: Tools and Strategies. Survival Skills for Scholars, Volume 19.

    Science.gov (United States)

    Carbone, Elisa

    This book deals with the challenges of teaching large classes at institutions of higher learning, and addresses such issues as how instruction can be personalized and made more interactive with large numbers of students. The material for the book arose out of a "large classes project" at the University of Maryland, where the subject was identified…

  14. A Review of Technology Choice for Teaching Language Skills and Areas in the CALL Literature

    Science.gov (United States)

    Stockwell, Glenn

    2007-01-01

    The use of technology in language teaching and learning has been the focus of a number of recent research review studies, including developments in technology and CALL research (Zhao, 2003), CALL as an academic discipline (Debski, 2003), ICT effectiveness (Felix, 2005), and subject characteristics in CALL research (Hubbard, 2005), to name a few.…

  15. Teaching Motivational Interviewing Skills to Third-Year Psychiatry Clerkship Students

    Science.gov (United States)

    Roman, Brenda; Borges, Nicole; Morrison, Ann K.

    2011-01-01

    Background: Despite a large percentage of health care costs being related to smoking, obesity, and substance abuse, most physicians are not confident in motivating patients to change health behaviors. Motivational interviewing (MI) is a directive, patient-centered approach for eliciting behavior change. The purpose of this study was to teach…

  16. Preschool Teachers' Skills in Teaching Music: Two Steps Forward One Step Back

    Science.gov (United States)

    Ehrlin, Anna; Wallerstedt, Cecilia

    2014-01-01

    This study investigates through observations and interviews what importance further education has for preschool teachers' practice in two music-profiled preschool and their way of conceptualising it. A distinction between music as a method for teaching, on the one hand, and as a content of knowledge, on the other, is used in the analysis. The…

  17. 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…

  18. Preparing for Online Teaching: Web-Based Assessment and Communication Skills in K12

    Science.gov (United States)

    DeNisco, Alison

    2013-01-01

    Students are doing less hand-raising and more clicking as online classes become increasingly popular in K12 instruction, both in combination with brick-and-mortar classrooms and in independent full-time virtual schools. With online instruction comes a change in the nature of teaching, communicating with, and assessing students. As schools move to…

  19. Communication Skills for End-of-Life Nursing Care: Teaching Strategies from the ELNEC Curriculum.

    Science.gov (United States)

    Matzo, Marianne LaPorte; Sherman, Deborah Witt; Sheehan, Denice C.; Ferrell, Betty Rolling; Penn, Barbara

    2003-01-01

    Presents a key module in a 3-day train-the-trainer course in end-of-life nursing--competence in communicating with patients and families. Factors affecting communication, coping strategies for families, strategies for classroom and clinical teaching, and resources are described. (SK)

  20. How To Teach Comprehensive Geography Skills: "The Wreck of the Edmund Fitzgerald."

    Science.gov (United States)

    Gordon, Jeffrey J.

    1984-01-01

    "The Wreck of the Edmund Fitzgerald," a contemporary hit song by Canadian folksinger Gordon Lightfoot describing a shipwreck on Lake Superior in 1975, is used to illustrate how popular music can be used to teach geography to secondary students. Students analyze atlases, topographic maps, nautical charts, and weather maps. (RM)

  1. 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.

  2. Using Video Self-Modelled Social Stories to Teach Social Skills to a Young Child with Autism

    Science.gov (United States)

    Litras, Stacey; Moore, Dennis W.; Anderson, Angelika

    2010-01-01

    The present study investigated the effectiveness of combining Social Stories and Video Self-Modelling (VSM) to teach social skills to a three-year-old child with autism. A multiple-baseline across behaviors design revealed that video self-modelled Social Stories were effective at improving all three target behaviors: greeting, inviting to play, and contingent responding. In addition, these behaviors successfully generalized across settings, toys, and communication partners. Concomitant behavior changes, namely, increased levels of communicative behavior and levels of social engagement were also observed. These results support the effectiveness of video self-modelled Social Stories and illustrate the potential of combined intervention techniques for remedying the social deficits faced by this population. PMID:22937239

  3. The Effectiveness of Combining Tangible Symbols with the Picture Exchange Communication System to Teach Requesting Skills to Children with Multiple Disabilities Including Visual Impairment

    Science.gov (United States)

    Ali, Emad

    2009-01-01

    The Picture Exchange Communication System (PECS) is an augmentative and alternative communication program (Frost & Bondy, 2002). Although PECS has been effectively used to teach functional requesting skills for children with autism, mental retardation, visual impairment, and physical disabilities (e.g., Anderson, Moore, & Bourne, 2007; Chambers &…

  4. Microteaching Skills in Science Checklist: An Observational Instrument to be Used for Evaluation and Description of Science Teaching in the Elementary School.

    Science.gov (United States)

    Sunal, Dennis W.

    This document provides a 67-item observational instrument to be used for the evaluation and description of science teaching in the elementary school. No data regarding the instrument are provided. Sections of the instrument include: (1) use of intellectual development stages; (2) performance objectives; (3) lesson planning skills; (4) instruction…

  5. Microteaching Skills in Science Checklist: An Observational Instrument to be Used for Evaluation and Description of Science Teaching in the Elementary School. Revised Form.

    Science.gov (United States)

    Sunal, Dennis W.

    Presented is a 30-item observational instrument to be used for the evaluation and description of preservice or inservice science teaching in the elementary school. Sections of the instrument include (1) use of intellectual development stages, (2) performance objectives, (3) lesson planning skills, (4) instruction sequencing, (5) question asking…

  6. The Effect of Teaching Practical Physical Modalities on the Ordering Skills of Physical Medicine and Rehabilitation Residents

    Directory of Open Access Journals (Sweden)

    Bina Eftekhar Sadat

    2013-05-01

    Full Text Available Introduction: Physical modalities are performed by physiotherapists based on physiatrists’ orders, so the residents pay less attention to the need and importance of learning the practical modalities. The aim of this study was to determine the effect of teaching the practical aspects of modalities to residents of Physical Medicine and Rehabilitation in order to improve their skills and attitudes toward ordering and doing physical modalities. Methods: In an interventional, before after study, all residents of physical medicine and rehabilitation, took the medical history of the patients willingly participatedand performed physical examinationand ordered physical modalities. They were also assessed by performing the modalities on the patient. Following the primary assessment, an experienced physiotherapist taught the residents how to do physical modalities. After the practical education, residents were assessed by ordering the modalities and performing them on simulated patients. Their satisfaction of the educational program was evaluated after the intervention. Results: The mean scores of using modalities before and after the education were 23.08± 5.50 and 52±10.18 respectively (p=0.0001. The mean scores of ordering the modalities before and after the education were 1 and 1.66 (p=0.038. The mean score of satisfaction was 91.66±8.74 out of 100. Conclusion: Since physical medicine and rehabilitation residents and specialists who order physical modalities for patients do not perform it on their own patients, teaching the practical physical modalities can improve their skills. The satisfaction rate of residents with the course was very high.

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

    OpenAIRE

    R Gregg Dwyer, M. 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...

  8. 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 ...

  9. Teaching patient-centered communication skills: a telephone follow-up curriculum for medical students

    OpenAIRE

    Saba, George W.; Chou, Calvin L.; Jason Satterfield; Arianne Teherani; Karen Hauer; Ann Poncelet; Huiju Carrie Chen

    2014-01-01

    Background: To encourage medical students’ use of patient-centered skills in core clerkships, we implemented and evaluated a Telephone Follow-up Curriculum focusing on three communication behaviors: tailoring education to patients’ level of understanding, promoting adherence by anticipating obstacles, and ensuring comprehension by having patients repeat the plans. Methods: The intervention group consisted of two different cohorts of third-year medical students in longitudinal clerkships (...

  10. 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...

  11. Using television shows to teach communication skills in internal medicine residency

    OpenAIRE

    Ma Irene; Saber Sadra S; Wong Roger Y; Mark, Roberts J.

    2009-01-01

    Abstract Background To address evidence-based effective communication skills in the formal academic half day curriculum of our core internal medicine residency program, we designed and delivered an interactive session using excerpts taken from medically-themed television shows. Methods We selected two excerpts from the television show House, and one from Gray's Anatomy and featured them in conjunction with a brief didactic presentation of the Kalamazoo consensus statement on doctor-patient co...

  12. 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...

  13. 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...

  14. 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

  15. The Use of Computers in Teaching Approach to Improve Reading Skills among Primary School Pupils

    Directory of Open Access Journals (Sweden)

    Auzar Auzar

    2013-08-01

    Full Text Available This study aims to describe improvement in reading skills among a group of primary school pupils in Pekanbaru Riau, Indonesia, with the use of computers. These pupils came from different educational backgrounds, namely, pupils who completed kindergarten and pupils who did not complete kindergarten. The method used in this study is quasi-experimental design with confound which combines two groups of pupils who do not affect each other. This experiment involved a total of 42 pupils of whom 28 completed kindergarten, and 14 did not complete kindergarten. The pilot study was assessed using cronbach alpha, and value of 0.86 was gained for the summary score, indicating high levels of reliability. The results showed a much better improvement in reading skills among pupils who did not complete kindergarten, compared to the pupils who completed kindergarten, which is 35.44 as opposed to 16:42. As an implication of the findings, it is recommended that computers are used as a strategic effort by authorities in primary education to improve the reading skills among primary school pupils.

  16. 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...

  17. 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 SciELO Brazil | Language: Portuguese Abstract in portuguese 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.

  18. Video recording feedback: a feasible and effective approach to teaching history-taking and physical examination skills in undergraduate paediatric medicine.

    Science.gov (United States)

    Paul, S; Dawson, K P; Lanphear, J H; Cheema, M Y

    1998-05-01

    Medical educators have always recognized the need to teach and train medical graduates and undergraduates the skills of conducting a consultation. Several authors have established the efficacy of using constructive feedback on videotape of each student's interaction with a patient to teach and enhance such skills. This study reports 'students' perceptions' of the feedback process used in the Junior Paediatric Clerkship at the Faculty of Medicine of the United Arab Emirates University. An unexpected 73% of the respondents believed that self-observation influenced development of their clinical skills. More than 80% said that the feedback from instructors and peers helped them to improve their clinical skills, but they would have liked to have more than one of their consultations recorded and reviewed. It was found that 75% of the students felt that self-critique of their performance made them aware of their strengths and weaknesses and their skills in analysing and evaluating consultations had been enhanced. It was found from Kruskal Wallis one-way ANOVA that the students' professional attitude, empathy, and warmth towards the patients differed highly significantly (P = 0.0062, 0.0089, 0.0007, respectively) from self-assurance, self-confidence and competence. They were also deficient in certain areas of history-taking, interviewing skills, and physical examination techniques and perceived they needed more training in order to be proficient. PMID:9743791

  19. 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.

  20. The effects of teaching medical students psychotherapy skills in the outpatient department.

    Science.gov (United States)

    Frank, D; Propst, A; Goldhamer, P

    1987-04-01

    A psychiatric clerkship which emphasizes a clinical exposure to the conduct of outpatient psychodynamic psychotherapy is described and evaluated. Compared to more traditional inpatient based clerkships, an outpatient psychotherapy-oriented clerkship attracts significantly greater numbers of students. In addition, medical students taking such a rotation rate its educational value on its completion significantly more positively compared to other clerkship sites. Finally, students taking the psychotherapy oriented clerkship opt for psychiatry as a specialty significantly more frequently than students taking the more traditional clerkships. The impact of such a learning experience on interpersonal skills with non-psychiatric, medical patients is also discussed. PMID:3567833

  1. The effects of teaching clinical clerks psychotherapy skills in the outpatient department.

    Science.gov (United States)

    Frank, D; Propst, A; Goldhamer, P

    1984-01-01

    We have described a psychiatric clerkship which is highlighted by a clinical exposure for the students to the practice of psychodynamic psychotherapy on relatively well-functioning outpatients. Students assigned this rotation are shown to opt for psychiatry significantly more often and rate the educational experience as significantly more positive when compared to psychiatry clerks other teaching hospitals which do not emphasize this clinical experience in outpatient psychotherapy. In addition, students undergoing this type of clerkship are shown to significantly improve in their ability to the histories and interact with medically ill patients, suggesting a further beneficial effect of the experience in conducting psychotherapy during the clerkship. PMID:6571626

  2. Teaching English to the medical profession. Developing communication skills and bringing humanities to medicine

    Directory of Open Access Journals (Sweden)

    Jonathan McFarland

    2009-12-01

    Full Text Available This is a personal account of teaching English for medical purposes (EMP, explaining my interest in helping health professionals in Majorca improve their English. My main aim has been to enable them to communicate both orally at medical conferences and in written form for journals. The article explains how the teaching has been a twofold experience, with the professionals explaining their different specialities, while I have provided them with the necessary linguistic tools. Presentations have been integral to this, with humanities in medicine being a theme underlying the entire approach. The article concludes with a small section on the future of English in a medical context. ------------------------------------------------------- Enseñar inglés a los médicos: desarrollo de las habilidades de comunicación y acercamiento de las humanidades a la medicina. Este es un relato personal de mi experiencia en la enseñanza de inglés con fines médicos (IFM, en el que explico mi interés en ayudar a los profesionales sanitarios de Mallorca a mejorar su nivel de inglés. Mi objetivo principal ha sido capacitarlos para que pudieran comunicarse verbalmente en conferencias médicas y por escrito en las publicaciones correspondientes. Doy cuenta en él de la dualidad de la experiencia adquirida durante la enseñanza, en la que los profesionales explicaban sus distintas especializaciones mientras yo les proporcionaba las herramientas lingüísticas necesarias. Las presentaciones han sido un elemento crítico del proceso, y las humanidades médicas un tema subyacente al enfoque integral del proyecto. El artículo finaliza con una pequeña sección acerca del futuro del inglés en el contexto médico.

  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. 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.

  5. Teaching microsurgery to undergraduate medical students by means of high-definition stereo video microscopy: the Aachen skills lab experience

    Science.gov (United States)

    Ilgner, Justus; Park, Jonas Jae-Hyun; Westhofen, Martin

    2008-02-01

    Introduction: The master plan for innovative medical education established at RWTH Aachen Medical Faculty helped to set up an inter-disciplinary, interactive teaching environment for undergraduate medical students during their clinical course. This study presents our first experience with teaching microsurgery to medical students by means of highdefinition stereo video monitoring. Material and methods: A plastic model created for ear inspection with a handheld otoscope was modified with an exchangeable membrane resembling an eardrum plus a model of the human cochlea. We attached a 1280×1024 HD stereo camera to an operating microscope, whose images were processed online by a PC workstation. The live image was displayed by two LCD projectors @ 1280×720 pixels on a 1,25m rear-projection screen by polarized filters. Each medical student was asked to perform standard otosurgical procedures (paracentesis and insertion of grommets; insertion of a cochlear implant electrode) being guided by the HD stereoscopic video image. Results: Students quickly adopted this method of training, as all attendants shared the same high-definition stereoscopic image. The learning process of coordinating hand movement with visual feedback was regarded being challenging as well as instructive by all students. Watching the same image facilitated valuable feedback from the audience for each student performing his tasks. All students noted that this course made them feel more confident in their manual skills and that they would consider a career in a microsurgical specialty. Conclusion: High definition stereoscopy provides an easy access to microsurgical techniques for undergraduate medical students. This access not only bears the potential to compress the learning curve for junior doctors during their clinical training but also helps to attract medical students to a career in a microsurgical specialty.

  6. The Use of Art in the Teaching Practice for Developing Communication Skills in Adults

    Directory of Open Access Journals (Sweden)

    Niki Phillips

    2012-03-01

    Full Text Available The use of Art for educational reasons has been recently developing in Greece both in formal education and in Adult Education. Relevant theoretical texts and studies, (Dewey, 1934. Gardner, 1990. Perkins, 1994 pin point that training through the Arts can contribute to an integrated learning, since through systematic observation of works of art, the trainees´ critical thinking, creativity and fantasy can be generated.  The first part of the current paper, examines the reasons that necessitate the use of art in the training practice.The models of approaching and understanding art for educational reasons, as presented and analyzed by Feldman, Brondy, Anderson and Perkins, are presented in the second part.The method “Transformative Learning through an aesthetical experiences”, has been grounded and developed by A. Kokkos, and is presented in the third part. The different stages of this method are also analyzed.In the final part, an example of Kokkos´ method is being analyzed (stage by stage, regarding the training for an organization’s staff development of their communication skills.  Conclusions regarding the use of art in the training praxis, may be found at the final part of this paper.

  7. Teaching deception skills in a game-play context to three adolescents with autism.

    Science.gov (United States)

    Reinecke, D R; Newman, B; Kurtz, A L; Ryan, C S; Hemmes, N S

    1997-04-01

    Baron-Cohen (1992) found that students with autism are impaired in their ability to deceive. A multiple-baseline across-subjects design was conceptualized to test the hypothesis that such students could be taught to deceive. Two conditions were presented in baseline and treatment phases. In Condition 1, the student guessed in which hand a small object was hidden when the experimenter presented two closed fists. In Condition 2, the student hid the object and presented two closed fists to the experimenter for a guess. Reinforcement was delivered contingently upon independent guessing during Condition 1 in both baseline and treatment phases. Under Condition 2, reinforcement was delivered noncontingently during the baseline phase and contingently upon successive approximations to the target behavior of deception during the treatment phase. All students displayed the acquisition of at least three of the responses included in the deception response during the baseline phase, and two students showed an erratic acquisition of the total skill during the baseline phase. Results indicate that students with autism can learn to deceive, even without formal intensive training. PMID:9105964

  8. Creative Thinking: Processes, Strategies, and Knowledge

    Science.gov (United States)

    Mumford, Michael D.; Medeiros, Kelsey E.; Partlow, Paul J.

    2012-01-01

    Creative achievements are the basis for progress in our world. Although creative achievement is influenced by many variables, the basis for creativity is held to lie in the generation of high-quality, original, and elegant solutions to complex, novel, ill-defined problems. In the present effort, we examine the cognitive capacities that make…

  9. The Scientific Method - Critical and Creative Thinking

    Science.gov (United States)

    Cotton, John; Scarlise, Randall

    2011-10-01

    The ``scientific method'' is not just for scientists! Combined with critical thinking, the scientific method can enable students to distinguish credible sources of information from nonsense and become intelligent consumers of information. Professors John Cotton and Randall Scalise illustrate these principles using a series of examples and demonstrations that is enlightening, educational, and entertaining. This lecture/demonstration features highlights from their course (whose unofficial title is ``debunking pseudoscience'' ) which enables students to detect pseudoscience in its many guises: paranormal phenomena, free-energy devices, alternative medicine, and many others.

  10. 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

  11. The effects of teacher anxiety and modeling on the acquisition of a science teaching skill and concomitant student performance

    Science.gov (United States)

    Koran, John J., Jr.; Koran, Mary Lou

    In a study designed to explore the effects of teacher anxiety and modeling on acquisition of a science teaching skill and concomitant student performance, 69 preservice secondary teachers and 295 eighth grade students were randomly assigned to microteaching sessions. Prior to microteaching, teachers were given an anxiety test, then randomly assigned to one of three treatments; a transcript model, a protocol model, or a control condition. Subsequently both teacher and student performance was assessed using written and behavioral measures. Analysis of variance indicated that subjects in the two modeling treatments significantly exceeded performance of control group subjects on all measures of the dependent variable, with the protocol model being generally superior to the transcript model. The differential effects of the modeling treatments were further reflected in student performance. Regression analysis of aptitude-treatment interactions indicated that teacher anxiety scores interacted significantly with instructional treatments, with high anxiety teachers performing best in the protocol modeling treatment. Again, this interaction was reflected in student performance, where students taught by highly anxious teachers performed significantly better when their teachers had received the protocol model. These results were discussed in terms of teacher concerns and a memory model of the effects of anxiety on performance.

  12. ENHANCEMENT OF LEARNING AND TEACHING IN COMPUTER GRAPHICS THROUGH MARKER AUGMENTED REALITY TECHNOLOGY

    Directory of Open Access Journals (Sweden)

    Malinka Ivanova

    2011-01-01

    Full Text Available In this paper the experience gained at using low-cost interactive marker augmented reality (AR technology during course Computer graphics is presented. The preliminary exploration of AR technology adoption for teaching support and learning enhancement is done and several benefits are identified, summarized and analyzed via a model. Two learning scenarios are designed based on human-computer interaction principles to present important concepts virtually in interactive and engaging way. The students’ opinion is gathered and the results describe AR as promising and effective technology that allows better understanding of theory and facts and that supports creative thinking and development of more realistic 3D models and scenes.

  13. 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...

  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. Undergraduate technical skills training guided by student tutors – Analysis of tutors' attitudes, tutees' acceptance and learning progress in an innovative teaching model

    Directory of Open Access Journals (Sweden)

    Jünger Jana

    2008-04-01

    Full Text Available Abstract Background Skills labs provide a sheltered learning environment. As close supervision and individual feedback were proven to be important in ensuring effective skills training, we implemented a cross-year peer tutor system in our skills lab of internal medicine that allowed intense training sessions with small learning groups (3–4 students taught by one student tutor. Methods The expectations, experiences and criticisms of peer tutors regarding the tutor system for undergraduate skills lab training were investigated in the context of a focus group. In addition, tutees' acceptance of this learning model and of their student tutors was evaluated by means of a pre/post web-based survey. Results 14 voluntary senior students were intensely prepared by consultants for their peer tutor activity. 127 students participated in the project, 66.9% of which responded to the web-based survey (23 topics with help of 6-point Likert scale + free comments. Acceptance was very high (5.69 ± 0.07, mean ± SEM, and self-confidence ratings increased significantly after the intervention for each of the trained skills (average 1.96 ± 0.08, all p Conclusion This study demonstrates that peer teaching in undergraduate technical clinical skills training is feasible and widely accepted among tutees, provided that the tutors receive sufficient training and supervision.

  16. 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.

  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. 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…

  20. 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...

  1. 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 SciELO Colombia | Language: Spanish Abstract in spanish 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.

  2. 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.

  3. 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 SciELO South Africa | Language: English Abstract in english 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.

  4. Entry Skills for BSNs.

    Science.gov (United States)

    Stull, Mary K.

    1986-01-01

    Describes the Continuing Education for Consensus on Entry Skills project, designed to bring the expectations of nursing service and nursing education closer on entry-level competencies of new baccalaureate graduates. Discusses teaching and collaboration skills, planning and evaluation of patient care skills, interpersonal relations/communication…

  5. 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...

  6. 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 SciELO Brazil | Language: English Abstract in portuguese 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.

  7. 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.

  8. 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...

  9. 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.

  10. 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.

    1018-10-01

    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).

  11. 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.

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

    Directory of Open Access Journals (Sweden)

    Francis Donkor

    2010-03-01

    Full Text Available 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-à-vis traditional print-based instructional materials for teaching distance learners of a Block-Laying and Concreting practical skills programme. An experimental design was used and participants were randomly assigned to two treatment groups: Users of video-based instructional materials or users of print-based instructional materials. A researcher-designed performance test and an achievement test of 20 multiple-choice items were used to collect data from 34 participants who used print-based instructional materials and 35 participants who used video-based instructional materials to learn practical skills. The instruments were based on the instructional objectives of lessons on mortar and wall finish. Pilot test data for the achievement test yielded Cronbach’s alpha of 0.84. Descriptive statistics and t-test at a 0.05 level of significance were used to analyse the data. The results indicated that the two instructional materials were pedagogically equivalent in terms of theoretical knowledge acquired. Practical skills acquired, however, were significantly higher among users of video-based instructional materials. Finally, users of video-based instructional materials displayed significantly superior craftsmanship.

  13. Teaching Social Skills to Students with Autism to Increase Peer Interactions in an Integrated First-Grade Classroom.

    Science.gov (United States)

    Kamps, Debra M.; And Others

    1992-01-01

    Three seven-year-old males with autism included in social skills groups with nonhandicapped peers were successfully trained in such social skills as initiating, responding, keeping interactions going, greeting, conversing, giving and accepting compliments, taking turns and sharing, asking for help and helping others, and including others in…

  14. Using a Design-Orientated Project to Attain Graduate Attributes

    Science.gov (United States)

    Moalosi, Richie; Molokwane, Shorn; Mothibedi, Gabriel

    2012-01-01

    Nowadays universities are required not only to impart knowledge of specific disciplines but also generic graduate attributes such as communication, problem-solving, teamwork, creative thinking, research and inquiry skills. For students to attain these generic skills, educators are encouraged to use learner-centred approaches in teaching

  15. 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…

  16. Use of High Fidelity Human Simulation to Teach Physical Therapist Decision-Making Skills for the Intensive Care Setting

    OpenAIRE

    Shoemaker, Michael J.; Riemersma, Lena; Perkins, Ron

    2009-01-01

    Introduction and Purpose: There is a paucity of discussion in the professional literature about the use of high fidelity human simulation (HFHS) as a teaching intervention in physical therapist educational programs. Therefore, the purpose of this paper is to provide an example of the design and use of high fidelity human simulation (HFHS) to facilitate teaching of cardiopulmonary and intensive care concepts in a physical therapist education program. Case Description: HFHS was used at the end ...

  17. Teaching the skills that enable employees to manage change at Syncrude Canada Ltd. : case study March 2005

    Energy Technology Data Exchange (ETDEWEB)

    Kitagawa, K.

    2005-03-01

    Details of Syncrude's Effective Reading in Context (ERIC) workplace literacy program were presented as part of a series of case studies addressing best practices in the development of essential skills in the workplace. ERIC was designed to enhance supervisors' key essential skills, including reading comprehension, writing and the ability to deal with organizational changes and technological advances. Due to its success, Syncrude now offers ERIC to all of its employees and has made it available to a variety of businesses and institutions across Canada. ERIC was implemented due to a shortage of skilled workers, and concerns that a lack of essential skills in the workforce was affecting productivity. ERIC is delivered in 2 phases: a curriculum adaptation phase and a pilot workshop phase where the skills of all participants are assessed individually. Participants are given samples of printed materials they regularly encounter in their jobs. They are then assessed on how well they can generalize, synthesize and analyze the material. Program evaluations are reviewed to ensure that participants can transfer learned skills into new areas, including work tasks. It costs between $6000 and $12,000 to adapt ERIC for a specific workplace. Details of instructor training methods and course manuals were presented. Over the past 16 years, 6 large industry partners and 9 educational partners have been involved in the delivery of ERIC, which has been adapted to a variety of settings, including an Aboriginal pre-trades program at Keyano College. It was concluded that the implementation of ERIC in organizations has led to increased productivity and a decrease in work-related incidents. The Syncrude Essential Skills training program has now been expanded to include a math and writing component.

  18. Teaching

    Science.gov (United States)

    Brown, Kenneth W.

    1974-01-01

    Since philosophy is the controlling factor in teaching (because every teacher operates from a theoretical base), industrial arts teachers need to be familiar with the prevalent doctrine of Education as Formal Discipline and with Dewey's doctrine of Education as Growth, where industrial arts had its origins, to formulate successful programs. (AJ)

  19. Teaching Energy Science as Inquiry: Reflections on Professional Development as a Tool to Build Inquiry Teaching Skills for Middle and High School Teachers

    Science.gov (United States)

    Seraphin, Kanesa Duncan; Philippoff, Joanna; Parisky, Alex; Degnan, Katherine; Warren, Diana Papini

    2013-01-01

    A hybrid (face-to-face and online) professional development (PD) course focused on energy science for middle and high school teachers (N = 47) was conducted using the teaching science as inquiry (TSI) framework. Data from the PD indicates that online opportunities enhanced participation and that the TSI structure improved teachers' inquiry…

  20. 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.

  1. Teaching Energy Science as Inquiry: Reflections on Professional Development as a Tool to Build Inquiry Teaching Skills for Middle and High School Teachers

    Science.gov (United States)

    Seraphin, Kanesa Duncan; Philippoff, Joanna; Parisky, Alex; Degnan, Katherine; Warren, Diana Papini

    2013-06-01

    A hybrid (face-to-face and online) professional development (PD) course focused on energy science for middle and high school teachers (N = 47) was conducted using the teaching science as inquiry (TSI) framework. Data from the PD indicates that online opportunities enhanced participation and that the TSI structure improved teachers' inquiry implementation. Teachers found the TSI modes of inquiry easily accessible and effectively implemented them (modes correspond to the inquiry mechanisms of investigation, such as product evaluation, authoritative, inductive, deductive, and descriptive). On the other hand, the TSI phase structure (i.e. learning cycle) was most helpful for teachers novice to inquiry teaching, suggesting that modification of the PD is needed to promote more in-depth use of the phases in the TSI framework. In terms of content, teacher interest in energy science was high, which resulted in implementation of energy science activities across a range of disciplines. However, teachers' confidence in teaching energy science through inquiry was low compared to similar TSI PD courses on other subjects (mean perceived pedagogical content knowledge = 8.96 ± 2.07 SD for energy compared to 15.45 ± 1.83, 16.44 ± 1.81 and 15.63 ± 1.69, for elementary astronomy, high school aquatic science, and college aquatic science, respectively). These data support current findings on the complexities of teaching and understanding energy science content and suggest the need for additional teacher PD opportunities in energy science in order to provide opportunities for teachers to increase both their content knowledge and their confidence in teaching energy science.

  2. Ostomy Home Skills Program

    Medline Plus

    Full Text Available ... Interest Resident Resources Teaching Resources Online Guide to Choosing a Surgical Residency Educational Resources E-Learning Evidence- ... About the Patient Education Program The Recovery Room Choosing Wisely Patient Education Patients Medical Professionals Skills Programs ...

  3. 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.

  4. Teaching memory-impaired people to touch type: the acquisition of a useful complex perceptual-motor skill.

    Science.gov (United States)

    Todd, Mary; Barrow, Corinne

    2008-08-01

    This study provides ecological validity for laboratory findings that people with memory difficulties following brain injury can learn new skills. This was done by testing the acquisition of a useful real-world perceptual-motor skill. Using a conventional computer software training package supplemented by one-to-one coaching, a woman with severely impaired memory and a man with poor memory learned to touch type. They achieved the initial criterion of 20 wpm with over 90% accuracy; reached a top speed of 30 wpm and retained their skill a year later. The memory-impaired participants received short sessions of distributed practice and as far as possible were taught under error-free learning conditions. Their performance was broadly comparable with that of two non-memory-impaired comparison participants in terms of acquisition, consolidation and transfer, speed and accuracy, and retention. PMID:18576273

  5. 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,…

  6. Teaching Science through Research.

    Science.gov (United States)

    Hugerat, Muhamad; Zidani, Saleem; Kurtam, Naji

    2003-01-01

    Discusses the objectives of the science curriculum and the teacher's responsibility of passing through not only the required material, but also skills. Suggests that in order to improve teaching and learning skills, new strategies, such as teaching and learning through research must be utilized. Presents four examples of teaching and learning…

  7. Soft skills and dental education.

    Science.gov (United States)

    Gonzalez, M A G; Abu Kasim, N H; Naimie, Z

    2013-05-01

    Soft skills and hard skills are essential in the practice of dentistry. While hard skills deal with technical proficiency, soft skills relate to a personal values and interpersonal skills that determine a person's ability to fit in a particular situation. These skills contribute to the success of organisations that deal face-to-face with clients. Effective soft skills benefit the dental practice. However, the teaching of soft skills remains a challenge to dental schools. This paper discusses the different soft skills, how they are taught and assessed and the issues that need to be addressed in their teaching and assessment. The use of the module by the Faculty of Dentistry, University of Malaya for development of soft skills for institutions of higher learning introduced by the Ministry of Higher Education, Malaysia. PMID:23574183

  8. Taking Journal Clubs off Autopilot: A Case Study of Teaching Literature Evaluation Skills to Preclinical MD/PhD Students

    OpenAIRE

    Currier, Rebecca L.; Schneider, Marguerite Reid; Heubi, James E.

    2013-01-01

    Researchers designed learner-directed journal clubs to develop literature evaluation skills in preclinical students. Sessions balanced student-led discussion with structured objectives and faculty support. During the pilot with preclinical MD/PhD students, self-rated mastery improved over all 17 measured objectives. Six exercises have since been incorporated into the full medical school curriculum.

  9. Teaching Technical and Professional Skills Using a Laboratory Exercise: A Comparison of Two Methods of Plasmid Preparation

    Science.gov (United States)

    Brown, Lesley R.

    2006-01-01

    This laboratory exercise encourages upper level biochemistry students to build and expand upon previously developed laboratory skills and knowledge as they conduct a comparison of two methods of plasmid preparation based upon cost, quality of product, production time, and environmental impact. Besides creating an environment that mimics a more…

  10. 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)

  11. A Project Approach to Teaching Aquaculture and Entrepreneurial Skills in the Cage Culture of Salmonids Program at the Marine Institute.

    Science.gov (United States)

    Churchill, Edgar; Smith, Boyd

    Between September and December 1986, the Marine Institute in Newfoundland, Canada, used a "projects approach" to train aquaculture workers for 10 new salmon farms to be opened in spring 1987 by a producers' cooperative. The projects approach combined instruction in the aquaculture skills needed to operate a salmon farm and the entrepreneurial…

  12. Learning Style Differences in Adult Students' Perceptions of the Effectiveness of Classroom Techniques for Teaching Quantitative Skills

    Science.gov (United States)

    Deever, Walter Thomas

    2012-01-01

    More than half of adults in the USA have quantitative literacy ratings at or below a basic level. This lack of literacy often becomes a barrier to employability. To overcome this barrier, adults are returning to college to improve their quantitative skills and complete an undergraduate education, often through an accelerated degree program. A…

  13. 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…

  14. 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…

  15. 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…

  16. Enhancing Teaching Practices to Improve Language and Literacy Skills for Latino Dual-Language Learners. FPG Snapshot #62

    Science.gov (United States)

    FPG Child Development Institute, 2010

    2010-01-01

    Early childhood is a critical time in the development of all children, but Latino children may also face the added challenge of developing language and literacy skills in an entirely new language. To complicate matters, many early childhood teachers are generally unprepared to effectively educate children who are dual language learners (DLLs). The…

  17. Teaching and Learning English Functional Writing: Investigating Egyptian EFL Student Teachers' Currently-Needed Functional Writing Skills

    Science.gov (United States)

    Abdallah, Mahmoud M. S.

    2014-01-01

    At an age marked by the emergence of new literacies, vast technological developments, and social networking practices, language is currently approached from a pragmatic perspective that recognises its functional use to meet realistic communicative goals. Taking this into account, the present study sought to identify the functional writing skills…

  18. 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…

  19. Teaching of Critical Thinking Skills in the English Content Area in South Dakota Public High Schools and Colleges

    Science.gov (United States)

    Thurman, Becky A.

    2009-01-01

    Quality education is imperative in preparing students in the United States to succeed in a competitive and ever-changing global society. Critical thinking, an essential component of a quality educational program, has been identified as a key 21st Century skill. However, research indicates a gap in educational preparedness between high school and…

  20. The Efficacy of Orthographic Rime, Grapheme-Phoneme Correspondence, and Implicit Phonics Approaches to Teaching Decoding Skills

    Science.gov (United States)

    Christensen, Carol A.; Bowey, Judith A.

    2005-01-01

    This study compared the efficacy of two decoding skill-based programs, one based on explicit orthographic rime and one on grapheme--phoneme correspondences, to a control group exposed to an implicit phonics program. Children in both explicit decoding programs performed consistently better than the control group in the accuracy with which they read…

  1. 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…

  2. 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.; Williams, P.

    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.

  3. Competency-Based Training, Global Skills Mobility and the Teaching of International Students in Vocational Education and Training

    Science.gov (United States)

    Tran, Ly Thi; Nyland, Chris

    2013-01-01

    In Australia, all vocational education and training (VET) qualifications must be based on competency-based training (CBT) and training packages. Yet, since 2005, there has been a major expansion in the number of VET international students in Australia, 85% of whom are from Asia. Given this development, the teaching and learning contexts in which…

  4. 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

  5. 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.

  6. 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…

  7. 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.

  8. The impact of teaching two courses (electronic curriculum design, multimedia) on the acquisition of electronic content design skills

    OpenAIRE

    Gharaibeh, Natheer K.; Alsmadi, Mohareb A.

    2013-01-01

    The use of Multimedia applications in Learning provides useful concepts for Instructional Content Design. This study aimed to investigate the effect of design electronic curriculum and multimedia applications on acquiring e-content design skills, and improving their attitudes towards e-learning. To achieve the objective of the study, the researchers developed a test to measure the efficiencies of designing electronic content and the measure of attitudes towards e-learning, T...

  9. The Impact of Teaching Two Courses ( Electronic Curriculum Design and Multimedia ) on The Acquistion of Electronic Content Design Skills

    OpenAIRE

    Gharaibeh, Natheer K.; Alsmadi, Mohareb A.

    2013-01-01

    The use of Multimedia applications in Learning provides useful concepts for Instructional Content Design.This study aimed to investigate the effect of design electronic curriculum and multimedia applications onacquiring e-content design skills, and improving their attitudes towards e-learning. To achieve theobjective of the study, the researchers developed a test to measure the efficiencies of designing electroniccontent and the measure of attitudes towards e-learning, The results showed that...

  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. Estetoscópio digital como ferramenta inovadora no ensino da ausculta cardíaca Digital stethoscope as an innovative tool on the teaching of auscultatory skills

    Directory of Open Access Journals (Sweden)

    Claudio Tinoco Mesquita

    2013-02-01

    Full Text Available O exame físico cardiovascular, em particular a ausculta cardíaca, é uma das habilidades clínicas mais difíceis para os alunos durante seu treinamento médico. Estudos sugerem que o uso de tecnologias, como o estetoscópio digital, aumente a acurácia do exame clínico, entretanto, seu impacto no ensino da propedêutica da ausculta cardíaca em alunos de graduação de Medicina não é conhecido. O objetivo é demonstrar a utilidade do estetoscópio digital, em comparação com métodos tradicionais, como instrumento de ensino da ausculta cardíaca. Estudo de intervenção, longitudinal, controlado, unicêntrico e randomizado. Foram inscritos 38 alunos de medicina para um curso de semiologia cardiovascular com duração de oito semanas. Definiu-se um programa com aulas expositivas e à beira do leito nas enfermarias de Cardiologia. Nas aulas práticas, os alunos foram randomizados em dois grupos: 1 (n = 21 estetoscópio digital (Littmann® modelo 3200, 3M; e 2 (n = 17 estetoscópios convencionais. Foi realizada uma avaliação pré-treinamento, através de um teste utilizando o software Heart Sounds®, que foi repetida ao final do curso. As médias das avaliações foram comparadas pelo teste T pareado e não pareado. Observa-se que, ao final do curso, houve uma melhora significativamente maior no grupo que utilizou o estetoscópio digital (51,9% quando comparado ao grupo que utilizou o estetoscópio convencional (29,5%. Intervenções de curta duração para o ensino de semiologia cardíaca são capazes de contribuir de modo significativo para melhora da proficiência da identificação dos sons cardíacos. O uso do estetoscópio digital demonstrou ser um fator positivo no ensino dessas habilidades.Physical cardiovascular examination, particularly cardiac auscultation, is one of the most difficult clinical skills for students during their medical training. Studies suggest that the use of technologies such as digital stethoscope increase the accuracy of clinical examination, however, its impact on the teaching of cardiac auscultation for undergraduate students of medicine is not known. The objective is to demonstrate the usefulness of the digital stethoscope compared to traditional methods as a tool in the teaching of auscultatory skills. nterventional, longitudinal, controlled, unicenter and randomized study. Thirty-eight medicine students were enrolled for a cardiovascular semiology course lasting eight weeks. The course program included lectures and bedside practice in Cardiology wards. In the practical lessons, the students were randomized into two groups: 1 (n = 21 digital stethoscope (Littmann® Model 3200, 3M; and 2 (n = 17 conventional stethoscopes. A pre-training evaluation was conducted through a test using the software Heart Sounds®, which was repeated after the course. The average scores were compared by paired T test and unpaired T test. It is observed that, at the end of the course, there was a significantly greater improvement in the group that used the digital stethoscope (51.9% compared to the group using the conventional stethoscope (29.5%. Short-term interventions for cardiac semiology teaching are able to contribute significantly to improving proficiency in the identification of heart sounds. The use of digital stethoscope proved to be a positive factor in teaching these skills.

  12. Estetoscópio digital como ferramenta inovadora no ensino da ausculta cardíaca / Digital stethoscope as an innovative tool on the teaching of auscultatory skills

    Scientific Electronic Library Online (English)

    Claudio Tinoco, Mesquita; Jader Costa dos, Reis; Luciana Silveira, Simões; Eduardo Cardoso de, Moura; Gustavo Amarante, Rodrigues; Carolina Cunto de, Athayde; Hugo Lima, Machado; Pedro Gemal, Lanzieri.

    2013-02-01

    Full Text Available O exame físico cardiovascular, em particular a ausculta cardíaca, é uma das habilidades clínicas mais difíceis para os alunos durante seu treinamento médico. Estudos sugerem que o uso de tecnologias, como o estetoscópio digital, aumente a acurácia do exame clínico, entretanto, seu impacto no ensino [...] da propedêutica da ausculta cardíaca em alunos de graduação de Medicina não é conhecido. O objetivo é demonstrar a utilidade do estetoscópio digital, em comparação com métodos tradicionais, como instrumento de ensino da ausculta cardíaca. Estudo de intervenção, longitudinal, controlado, unicêntrico e randomizado. Foram inscritos 38 alunos de medicina para um curso de semiologia cardiovascular com duração de oito semanas. Definiu-se um programa com aulas expositivas e à beira do leito nas enfermarias de Cardiologia. Nas aulas práticas, os alunos foram randomizados em dois grupos: 1) (n = 21) estetoscópio digital (Littmann® modelo 3200, 3M); e 2) (n = 17) estetoscópios convencionais. Foi realizada uma avaliação pré-treinamento, através de um teste utilizando o software Heart Sounds®, que foi repetida ao final do curso. As médias das avaliações foram comparadas pelo teste T pareado e não pareado. Observa-se que, ao final do curso, houve uma melhora significativamente maior no grupo que utilizou o estetoscópio digital (51,9%) quando comparado ao grupo que utilizou o estetoscópio convencional (29,5%). Intervenções de curta duração para o ensino de semiologia cardíaca são capazes de contribuir de modo significativo para melhora da proficiência da identificação dos sons cardíacos. O uso do estetoscópio digital demonstrou ser um fator positivo no ensino dessas habilidades. Abstract in english Physical cardiovascular examination, particularly cardiac auscultation, is one of the most difficult clinical skills for students during their medical training. Studies suggest that the use of technologies such as digital stethoscope increase the accuracy of clinical examination, however, its impact [...] on the teaching of cardiac auscultation for undergraduate students of medicine is not known. The objective is to demonstrate the usefulness of the digital stethoscope compared to traditional methods as a tool in the teaching of auscultatory skills. nterventional, longitudinal, controlled, unicenter and randomized study. Thirty-eight medicine students were enrolled for a cardiovascular semiology course lasting eight weeks. The course program included lectures and bedside practice in Cardiology wards. In the practical lessons, the students were randomized into two groups: 1) (n = 21) digital stethoscope (Littmann® Model 3200, 3M); and 2) (n = 17) conventional stethoscopes. A pre-training evaluation was conducted through a test using the software Heart Sounds®, which was repeated after the course. The average scores were compared by paired T test and unpaired T test. It is observed that, at the end of the course, there was a significantly greater improvement in the group that used the digital stethoscope (51.9%) compared to the group using the conventional stethoscope (29.5%). Short-term interventions for cardiac semiology teaching are able to contribute significantly to improving proficiency in the identification of heart sounds. The use of digital stethoscope proved to be a positive factor in teaching these skills.

  13. 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…

  14. Creativity in the Science Classroom

    Science.gov (United States)

    Eulsun Seung

    2008-09-01

    Though many teachers would like to incorporate creative activities into their teaching, there are few practical suggestions to help them accomplish this goal (Yager 2000). In this article, the authors introduce four strategies to help integrate creative-thinking skills into high school science instruction: SCAMPER; Six Thinking Hats; Agreement, Disagreement, and Irrelevance; and Creative Problem Solving.

  15. 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.

  16. Simulated Electronic Health Record (Sim-EHR) Curriculum: Teaching EHR Skills and Use of the EHR for Disease Management and Prevention

    Science.gov (United States)

    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 simulated medical chart for a complex virtual patient with chronic diseases and years of fragmented care. They write orders and prescriptions, create an evidence-based plan of care for indicated disease prevention and management, and review their work in a small-group setting. Third-year students complete the Sim-EHR curriculum as part of the required family medicine clerkship; their chart work is assessed using a rubric tied to the curriculum’s general and specific objectives. As of January 2014, 406 third-year OHSU medical students, on campus or at remote clerkship sites, and 21 OHSU internal medicine interns had completed simulated charts. In this article, the authors describe the development and implementation of the Sim-EHR curriculum, with a focus on use of the curriculum in the family medicine clerkship. They also share preliminary findings and lessons learned. They suggest that the Sim-EHR curriculum is an effective, interactive method for providing learners with EHR skills education while demonstrating how a well-organized chart helps ensure safe, efficient, and quality patient care. PMID:24448035

  17. 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.

  18. Nurturing 21st century physician knowledge, skills and attitudes with medical home innovations: the Wright Center for Graduate Medical Education teaching health center curriculum experience.

    Science.gov (United States)

    Thomas-Hemak, Linda; Palamaner Subash Shantha, Ghanshyam; Gollamudi, Lakshmi Rani; Sheth, Jignesh; Ebersole, Brian; Gardner, Katlyn J; Nardella, Julie; Ruddy, Meaghan P; Meade, Lauren

    2015-01-01

    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. PMID:25699213

  19. Teaching Students with Autism Spectrum Disorder and Moderate Intellectual Disabilities to Use Counting-on Strategies to Enhance Independent Purchasing Skills

    Science.gov (United States)

    Cihak, David F.; Grim, Joan

    2008-01-01

    The demands of basic math skills often limit the ability of students with autism spectrum disorders to master purchasing skills. This study examined the use of counting-on math skills in conjunction with the next-dollar strategy to enhance independent purchasing skills. Four students with autism and intellectual disabilities successfully acquired…

  20. Cognitive behaviour modification: a technique for teaching subtraction skills to hearing and deaf/hard-of-hearing elementary students.

    Science.gov (United States)

    Al-Hilawani, Y A

    2000-09-01

    The purpose of this study was to examine the influence of using the Cognitive Behaviour Modification (CBM) technique on the subtraction skills of third grade hearing and deaf/hard-of-hearing students. The results indicated that the CBM deaf/hard-of-hearing students and the CBM and non-CBM hearing students made more progress in solving the subtraction problems than the non-CBM deaf/hard-of-hearing students. The results also showed that there were no significant differences between the CBM deaf/hard-of-hearing and the non-CBM hearing students; and there were no significant differences between the CBM and non-CBM hearing students. The results revealed that the CBM hearing students achieved significantly higher post-test scores than the CBM deaf/hard-of-hearing students. However, the CBM deaf/hard-of-hearing students obtained a significantly higher gain score compared to the CBM and non-CBM hearing students. Implications for teachers and suggestions for future research are discussed in this paper. PMID:11131624

  1. 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 SciELO Spain | Language: Spanish Abstract in spanish 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.

  2. Enseñanza de técnicas quirúrgicas básicas en simuladores biológicos: Experiencia pedagógica en el pregrado The teaching of basic surgical skills in the biologic simulators: Undergraduate educational experience

    Directory of Open Access Journals (Sweden)

    Ricardo Alberto Torres

    2003-12-01

    Full Text Available Introducción: las maniobras quirúrgicas básicas que un médico generalista debería aprender en el cursado de la Carrera de Medicina, implican la adquisición de destrezas y habilidades manuales de tipo cruentas. Estos procedimientos, por su carácter de invasivos, representan una dificultad en el proceso de enseñanza-aprendizaje tradicional realizada sobre el paciente. Se propone una alternativa pedagógica para la adquisición de habilidades quirúrgicas básicas en simuladores biológicos en el pregrado. Material y Métodos: durante el año 2002 se desarrollaron en la Facultad de Medicina de la Universidad Nacional del Nordeste dos cursos teórico-prácticos de Técnicas Quirúrgicas Básicas destinados a alumnos de los dos últimos años de la carrera. Los simuladores fueron trozos de carne, intestino delgado, corazón y pulmón de vaca, alas de pollo, cerdos vivos y cadáveres de los mismos. Los alumnos practicaron diferentes procedimientos quirúrgicos guiados por un tutor. La práctica estuvo precedida por una clase teórica de la técnica, aplicada al paciente. Las condiciones para aprobar el curso fueron: asistir al 80% de las jornadas y un examen final práctico sobre simuladores, de las destrezas adquiridas. Al finalizar debieron contestar una encuesta. Resultados: el cupo de 50 alumnos por curso fue cubierto completamente. El 100% de los alumnos aprobó el examen final práctico. La encuesta catalogó la modalidad pedagógica como excelente en un 96% y muy buena en el 4%. Conclusiones: en la búsqueda de una solución pedagógica de cómo adquirir habilidades y destrezas en maniobras quirúrgicas básicas, esta metodología resultó ser una excelente alternativa en el pregrado.Background: learning basic surgical procedures in medical school, involves acquisition of certain bloody skills. Therefore, to teach this kind of procedure on the patient is becoming more difficult nowadays. An educational alternative is proposed to teach basics surgical skills in undergraduate students in Medical School. Methods: during entire 2002, two theoretical-practical courses on Basic Surgical Maneuvers were developed in the Medicine School of UNNE. These courses were assigned to the 5th and 6th year’s students. Used models included meet piece, bovine’s bowel, heart and lungs, chick’s wings; additionally live anesthetized swine and cadavers. All the students had to practice different procedures leaded by an instructor. Before performing these procedures theoretical explanation was supplied in the classroom. Attend to al least 80% of all given class, and to pass a practical final test were the only conditions to pass these courses. All the students had to fill up a survey to assess the perfomance of these courses. Results: the quota of 50 students by each course was completely covered. All the students (100% passed successfully the courses. The survey reflected this experience as excellent (96% or very good (4% in teaching basic surgical procedures. Conclusion: the training in Biologic Models has shown as an excellent strategy to undergraduate surgical education.

  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. 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.

  6. Development and Application of a Scoring Rubric for Evaluating Students' Experimental Skills in Organic Chemistry: An Instructional Guide for Teaching Assistants

    Science.gov (United States)

    Chen, Hui-Jung; She, Jui-Lin; Chou, Chin-Cheng; Tsai, Yeun-Min; Chiu, Mei-Hung

    2013-01-01

    The purpose of this study was to develop a scoring rubric to assess students' manipulation skills and identify students' learning difficulties in conducting organic chemistry experiments. In constructing the scoring rubric, we first analyzed the skills needed in the experiment, then divided the skills into subskills, and finally…

  7. 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

  8. 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.

  9. A Problem in Online Interpersonal Skills Training: Do Learners Practice Skills?

    Science.gov (United States)

    Doo, Min Young

    2006-01-01

    One problem found when teaching interpersonal skills online is learners' lack of opportunity for skill practice. The online learning environment is deficient in face-to-face interaction, and opportunities for self-regulation make it difficult to ensure learners practice skills despite the positive effects of such practice on skill improvement. The…

  10. Teaching Adults to Read Critically.

    Science.gov (United States)

    Harvey, Rhonda L.

    1979-01-01

    The importance of critical reading skills is discussed. Motivation techniques and methods for adult instruction in analytical reading and thinking are suggested, together with ways for adult educators to evaluate their own teaching of critical reading skills. (SK)

  11. 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.

  12. Skill Sheets for Agricultural Mechanics.

    Science.gov (United States)

    Iowa State Univ. of Science and Technology, Ames. Dept. of Agricultural Education.

    This set of 33 skill sheets for agricultural mechanics was developed for use in high school and vocational school agricultural mechanics programs. Some sheets teach operational procedures while others are for simple projects. Each skill sheet covers a single topic and includes: (1) a diagram, (2) a step-by-step construction or operational…

  13. Hard Facts and Soft Skills

    Science.gov (United States)

    Terego, Alex

    2009-01-01

    The argument now raging in academic circles pits those who espouse teaching 21st century skills against those who believe that schools should be teaching explicit and well-sequenced content. This debate has largely been framed as an either-or proposition. In this author's view, portraying this debate as one between two mutually exclusive sides…

  14. 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…

  15. Map Skills

    Science.gov (United States)

    Mrs. Ali

    2010-02-23

    Map Skill Activities Map Skills Follow the directions below and write your answers on the worksheet provided. 1. Continents Quiz: Continents Quiz 2. Latitude/Longitude Reviews latitude and longitude quiz latitude/longitude map game lat/long multiple choice quiz 3. Map Scale Map Scale Activity 4.Map Skills map skills game map skills quiz ...

  16. Teaching Writing and Thinking Skills.

    Science.gov (United States)

    Pinkava, Barbara P.; Haviland, Carol P.

    1984-01-01

    Describes a collaborative project that grew out of the Montana State University nursing faculty's dissatisfaction with their students' writing and university writing center faculty's interest in integrating writing instruction into non-English classes. Discusses the Discovery Journal (an exercise in "freewriting"), case study assignments, and…

  17. The Effect of the Genre-Based Approach to Teaching Writing on the EFL Al-Azhr Secondary Students' Writing Skills and Their Attitudes towards Writing

    Science.gov (United States)

    Elshirbini Abd-ElFatah Elashri, Ismail Ibrahim

    2013-01-01

    This study aimed at developing some writing skills for second year secondary stage students and their attitudes towards writing through using the genre based approach. Hence, the problem of the study was stated in the following statement: "The students at Al Azhar secondary schools are not good at writing. As a result their writing skills are…

  18. 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…

  19. Conversions Rock! Lessons & Worksheets to Build Skills in Equivalent Conversions. Poster/Teaching Guide. Expect the Unexpected with Math[R

    Science.gov (United States)

    Actuarial Foundation, 2013

    2013-01-01

    "Welcome to Conversions Rock" is a new math program designed to build and reinforce the important skills of converting fractions, decimals, and percents for students in grades 6-8. Developed by The Actuarial Foundation, this program seeks to provide skill-building, real-world math to help students become successful in the classroom and beyond. [A…

  20. 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.…

  1. Study Skills of Teacher Education Students.

    Science.gov (United States)

    Jones, Craig H.; And Others

    1992-01-01

    The Study Habits Inventory examined strengths and weaknesses in secondary education majors' notetaking, studying, and test-taking skills and found students were well-prepared to teach important studying and testing skills. Research indicates that prospective teachers' academic skills may positively affect their achievement in academic settings.…

  2. 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.

  3. A Program for Training Creative Thinking: I. Preliminary Field Test.

    Science.gov (United States)

    Davis, Gary A.; And Others

    A program designed to develop the creative potential of sixth, seventh and eighth grade students, incorporates ideas from a three-part model which conceptualizes the components of creativity as appropriate creative attitudes, various cognitive abilities, and idea-generating techniques. It attempts to increase students' awareness of, and…

  4. Problem Solving Style, Creative Thinking, and Problem Solving Confidence

    Science.gov (United States)

    Houtz, John C.; Selby, Edwin C.

    2009-01-01

    Forty-two undergraduate and graduate students completed VIEW: An Assessment of Problem Solving Style, the non-verbal Torrance Test Thinking Creatively with Pictures, and the Problem Solving Inventory (PSI). VIEW assesses individuals' orientation to change, manner of processing, and ways of deciding, while the Torrance test measures several…

  5. Developing Geoscience Students' Quantitative Skills

    Science.gov (United States)

    Manduca, C. A.; Hancock, G. S.

    2005-12-01

    Sophisticated quantitative skills are an essential tool for the professional geoscientist. While students learn many of these sophisticated skills in graduate school, it is increasingly important that they have a strong grounding in quantitative geoscience as undergraduates. Faculty have developed many strong approaches to teaching these skills in a wide variety of geoscience courses. A workshop in June 2005 brought together eight faculty teaching surface processes and climate change to discuss and refine activities they use and to publish them on the Teaching Quantitative Skills in the Geosciences website (serc.Carleton.edu/quantskills) for broader use. Workshop participants in consultation with two mathematics faculty who have expertise in math education developed six review criteria to guide discussion: 1) Are the quantitative and geologic goals central and important? (e.g. problem solving, mastery of important skill, modeling, relating theory to observation); 2) Does the activity lead to better problem solving? 3) Are the quantitative skills integrated with geoscience concepts in a way that makes sense for the learning environment and supports learning both quantitative skills and geoscience? 4) Does the methodology support learning? (e.g. motivate and engage students; use multiple representations, incorporate reflection, discussion and synthesis) 5) Are the materials complete and helpful to students? 6) How well has the activity worked when used? Workshop participants found that reviewing each others activities was very productive because they thought about new ways to teach and the experience of reviewing helped them think about their own activity from a different point of view. The review criteria focused their thinking about the activity and would be equally helpful in the design of a new activity. We invite a broad international discussion of the criteria(serc.Carleton.edu/quantskills/workshop05/review.html).The Teaching activities can be found on the Teaching Quantitative Skills in the Geosciences website (serc.Carleton.edu/quantskills/). In addition to the teaching activity collection (85 activites), this site contains a variety of resources to assist faculty with the methods they use to teach quantitative skills at both the introductory and advanced levels; information about broader efforts in quantitative literacy involving other science disciplines, and a special section of resources for students who are struggling with their quantitative skills. The site is part of the Digital Library for Earth Science Education and has been developed by geoscience faculty in collaboration with mathematicians and mathematics educators with funding from the National Science Foundation.

  6. Microteaching, an efficient technique for learning effective teaching

    OpenAIRE

    Remesh, Ambili

    2013-01-01

    Microteaching, a teacher training technique currently practiced worldwide, provides teachers an opportunity to perk up their teaching skills by improving the various simple tasks called teaching skills. With the proven success among the novice and seniors, microteaching helps to promote real-time teaching experiences. The core skills of microteaching such as presentation and reinforcement skills help the novice teachers to learn the art of teaching at ease and to the maximum extent. The impac...

  7. 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.

  8. Motor skills and concepts acquisition and retention: a comparison between two styles of teaching. Adquisición y retención de habilidades motrices y de sus conceptos: una comparación entre dos estilos de enseñanza.

    Directory of Open Access Journals (Sweden)

    Maria Pachta

    2007-10-01

    Full Text Available AbstractThe purpose of the current study was to investigate the effect of the command and guided discovery teaching style on learning manipulative skills and concepts by primary schoolchildren. Fifty nine first grade children, 6 to 7 years of age, were randomly assigned into two treatment groups. The Test of Gross Motor Development (TGMD; Ulrich, 1985 was used for the assessment of motor performance. Skill concepts were assessed by a paper and pensil test based on those of Hopple (1995. Multivariate analysis of variance (2 styles of teaching X 3 measures for repeated measures was used for data analysis. Results showed that both groups significantly improved skill performance. However, children in the command group, contrary to those in the guided discovery group, exhibited significantly lower scores in the retention measure, compared to their acquisition scores. Skill concepts acquisition and retention was achieved by all children. It seems that both styles are effective for both motor skill and concept learning but the guided discovery style contributes to better motor learning gains.Resumen El propósito de este estudio es investigar el efecto que dos estilos de enseñanza diferentes, la enseñanza basada en el comando y la enseñanza mediante el descubrimiento guiado, producen en la adquisición de habilidades motrices y de sus conceptos, en alumnos de Enseñanza Primaria. Tras distribuir aleatoriamente a cincuenta nueve alumnos de Primer Grado, 6 a 7 años, en dos grupos, se les aplicó el test de Desarrollo Motor Grueso (Ulrich, 1985 para evaluar el rendimiento en habilidades motrices. Los conceptos de la habilidad fueron evaluados por un test escrito, basado en los de Hopple (1995. Para el análisis de datos, fue empleado el análisis de la variación multivariante (2 estilos de enseñanza X 3 mediciones para las medidas repetidas.Aunque los resultados demostraron que ambos grupos mejoraron significativamente el rendimiento en las habilidades, los niños del grupo con los que se utilizó el comando, contrariamente a los niños del grupo que trabajaron mediante el descubrimiento guiado, exhibieron puntuaciones notablemente más bajas en la medida de la retención que en la de la adquisición. Por otro lado, la adquisición y la retención de los conceptos, fueron alcanzadas por todos los niños. Por tanto, parece que ambos estilos son eficaces para el aprendizaje de las habilidades motrices y de sus conceptos, pero el descubrimiento guiado contribuye a mayores mejoras en el aprendizaje motriz.

  9. 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.

  10. Medical students’ perceptions of their development of ‘soft skills’ Part II : The development of ‘soft skills’ through ‘guiding and growing’

    OpenAIRE

    Bergh, Anne-marie; Staden, C. W.; Joubert, Pierre M.; Kruger, Christa; Pickworth, G. E.; Roos, J. L.; Schurink, W. J.; 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,...

  11. Presentation skills.

    Science.gov (United States)

    2015-03-01

    This article emphasises the importance of effective presentation skills. Nurses with such skills can share knowledge and expertise, and communicate clearly, in a range of workplace scenarios. PMID:25746884

  12. 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…

  13. Current Themes Regarding Library and Information Skills Instruction: Research Supporting and Research Lacking.

    Science.gov (United States)

    Eisenberg, Michael B.; Brown, Michael K.

    1992-01-01

    Reviews research that addresses four major themes about library and information skills instruction in library media programs: (1) the value of library and information skills instruction; (2) the content of library and information skills; (3) teaching library skills in the context of subject area curriculum; and (4) alternative methods for teaching…

  14. Audio-Visual Teaching Machines.

    Science.gov (United States)

    Dorsett, Loyd G.

    In describing how audiovisual teaching machines may be mixed with programed instruction to create a new discipline which concentrates primarily upon the teaching of specific skills and knowledge, this book discusses many aspects of both fields. These include a generalized description of an audiovisual teaching machine (AVTM) and more detailed…

  15. Teaching with a Global Perspective

    Science.gov (United States)

    Richardson, Percy

    2012-01-01

    The benefits of teaching from a global perspective far outweigh the disadvantages. Teaching from a global perspective provides the employer with global workers. Such teaching produces students who possess the knowledge of languages, culture, social systems, dress, religion, and cultural norms, as well as skills for employment in the global…

  16. 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.

  17. Using Internet Primary Sources To Teach Critical Thinking Skills in Government, Economics, and Contemporary World Issues. Greenwood Professional Guides in School Librarianship.

    Science.gov (United States)

    Shiveley, James M.; VanFossen, Phillip J.

    Teachers of political science, social studies, and economics, as well as school library media specialists, will find this resource guide invaluable for incorporating the Internet into their classroom lessons. The guide references over 150 primary Web sites and pairs them with questions and activities designed to encourage critical thinking skills

  18. Implementing the Teaching/Learning of Oral Skills in Secondary Education in Aragón: Gauging Teachers' Attitudes, Beliefs and Expectations

    Science.gov (United States)

    Plo, Ramón; Hornero, Ana; Mur-Dueñas, Pilar

    2014-01-01

    Curent national curicula, the Common European Framework of Reference for Languages, and EFL materials highlight the importance of the students' development of oral skils. This study stems from a cros-sectional survey of the teaching of oral skils in Secondary Education in a Spanish local context (Aragón) caried out in 2012 on both teachers…

  19. Psychomotor skills in medical ultrasound imaging: an analysis of the core skill set.

    Science.gov (United States)

    Nicholls, Delwyn; Sweet, Linda; Hyett, Jon

    2014-08-01

    Sonographers use psychomotor skills to perform medical ultrasound examinations. Psychomotor skills describe voluntary movements of the limb, joints, and muscles in response to sensory stimuli and are regulated by the motor neural cortex in the brain. We define a psychomotor skill in relation to medical ultrasound imaging as "the unique mental and motor activities required to execute a manual task safely and efficiently for each clinical situation." Skills in clinical ultrasound practice may be open or closed; most skills used in medical ultrasound imaging are open. Open skills are both complex and multidimensional. Visuomotor and visuospatial psychomotor skills are central components of medical ultrasound imaging. Both types of skills rely on learners having a visual exemplar or standard of performance with which to reference their skill performance and evaluate anatomic structures. These are imperative instructional design principles when teaching psychomotor skills. PMID:25063399

  20. “Teach to Goal”: Theory and Design Principles of an Intervention to Improve Heart Failure Self-Management Skills of Patients with Low Health Literacy

    OpenAIRE

    Baker, David W.; Dewalt, Darren A.; Schillinger, Dean; Hawk, Victoria; Ruo, Bernice; Bibbins-domingo, Kirsten; Weinberger, Morris; Macabasco-o Connell, Aurelia; Pignone, Michael

    2011-01-01

    Self-management is vital for achieving optimal health outcomes for patients with heart failure (HF). We sought to develop an intervention to improve self-management skills and behaviors for patients with HF, especially those with low health literacy. Individuals with low health literacy have difficulty reading and understanding written information and comprehending numerical information and performing calculations, and they tend to have worse baseline knowledge, short-term memory, and working...

  1. Needs assessment and evaluation of a short course to improve faculties teaching skills at a former World Health Organization regional teacher training center

    OpenAIRE

    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...

  2. The questioning skills in perspective of interrogation learning and condit?on of high school’s history textbooks in history teaching

    OpenAIRE

    Ahmet ?im?ek

    2008-01-01

    In turkey, text books are still in a central position in history teaching. Because of this, quality of text books are important. In this context, the level and quality of questions asked in the books are effective factors in student’s interrogation learning. In this study, The books, General Turkish History, History 1-2 and Turkish Revolution History and Kemalism, which are used in high schoolls in Turkey are investigated. The questions in these books are analyzed according to Bloom taksono...

  3. The use of a rating instrument to teach and assess communication skills of health-care workers in a clinic in the Western Cape

    OpenAIRE

    Steyn, M.

    1999-01-01

    Research in health communication shows communication to be an important aspect of successful health-care. Moreover, training courses which provide feedback have been shown to improve health professionals’ ability to conduct successful interviews. This article describes a rating instrument which was developed in order to facilitate teaching and assessing the communication aspects of health-care interviews. The instrument was found to be useful in a training programme offered to nursing staff...

  4. Using simulation to develop handover skills.

    Science.gov (United States)

    Collins, Guy

    This article outlines the potential impact of ineffective handover skills on nurses' confidence, competence and coordination, as well as on patient safety. It focuses on how student nurses can develop their communication skills by looking specifically at how the University of Derby used simulation to teach pre-registration student nurses effective handover techniques. PMID:24683692

  5. Learning Clinical Skills: An Interprofessional Approach.

    Science.gov (United States)

    Freeth, Della; Nicol, Maggie

    1998-01-01

    In a clinical skills center, nurses, doctors, and specialists helped nursing and medical students develop clinical and communication skills in the context of holistic patient care. Two aspects of the format received high ratings: realistic patient scenarios and interdisciplinary team teaching. (SK)

  6. Developmental Hierarchy of Arabic Phonological Awareness Skills

    Science.gov (United States)

    Tibi, Sana

    2010-01-01

    Research indicates a strong relationship between phonological awareness and reading success. Phonemic intervention programs clearly show the benefits of explicitly teaching phonological awareness skills. Phonological awareness skills vary in nature and degree of difficulty and appear to follow a developmental progression. This study examined a…

  7. Supporting Young Children's Motor Skill Development.

    Science.gov (United States)

    Benelli, Cecelia; Yongue, Bill

    1995-01-01

    Addresses importance of planned motor skill development, providing specific guidelines for adults working with three-, four-, and five-year olds. Describes the influence of motor development on cognitive, language, emotional, and social development. Suggests using verbal feedback, visual assistance, and demonstration for teaching motor skills

  8. Teaching clinical interviewing skills using role-playing: conveying empathy to performing a suicide assessment: a primer for individual role-playing and scripted group role-playing.

    Science.gov (United States)

    Shea, Shawn Christopher; Barney, Christine

    2015-03-01

    This article provides a useful introduction to the art of role-playing in both the individual format and the group format using scripted group role-playing (SGRP). Role-playing can provide powerful learning opportunities, but to do so it must be done well. This article imparts guidance toward this goal. SGRP may greatly enhance the acquisition of critical complex interviewing skills, such as suicide assessment and uncovering domestic violence, in health care providers across all disciplines, an educational goal that has not been achievable to date. Although research is at an early stage of development, the hope represented by SGRP is tangible. PMID:25725575

  9. Compass Games: An Introduction to Orienteering Skills

    Science.gov (United States)

    Sension-Hall, Debra

    2011-01-01

    Compasses are useful tools for teaching the basics of navigation. Knowing where you are, where you are going, and how to get there are important facets of outdoor recreation. Compass games are a fun way to teach introductory navigation skills, and this article describes how they can be used as innovative, nontraditional activities in physical…

  10. Communication Skills.

    Science.gov (United States)

    Carlisle, Lynn

    This document presents one module in a set of training resources for trainers to use with parents and/or professionals serving children with disabilities; focus is on communication skills. The modules stress content and activities that build skills and offer resources to promote parent-professional collaboration. Each training module takes about 2…

  11. A curriculum model for transferable skills development

    OpenAIRE

    Deesha Chadra

    2006-01-01

    This paper presents a model of curriculum development which can be adapted to fit a teaching framework for developing skills at undergraduate level. The model presented is based upon research conducted in the field of engineering and is promoted here as a theoretical model of best practice for developing skills by providing a holistic view of skills development throughout the curricula. It shows how a progression of implemented strategies is required to complement undergraduate progression fr...

  12. THE CONCEPT OF AN INVESTIGATIVE PROFESSOR: KNOWLEDGE AND SKILLS REQUIRED FOR REFLEXIVE TEACHING IN THE ACCOUNTING AREA O CONCEITO DE PROFESSOR INVESTIGADOR: OS SABERES E AS COMPETÊNCIAS NECESSÁRIAS À DOCÊNCIA REFLEXIVA NA ÁREA CONTÁBIL

    Directory of Open Access Journals (Sweden)

    Vilma Geni Slomski

    2008-11-01

    Full Text Available A culture of investigation is substantiated in the idea of educative science in which every classroom is a laboratory and each teacher member of the scientific community. This article aims at presenting, discussing and analyzing leading investigative trends on teacher formation in the reflexive perspective, and, thus, depicting the knowledge and skills required to aid such a teaching experience materialize, especially in the Accounting area. In order to reach such an objective, a theoretical essay was prepared consisting of a logical-reflexive exposition emphasizing personal arguments and interpretation. It was found that the concept of a reflexive professor in the Accounting area is applicable and viable, because it regards professional knowledge of teaching in general, and it especially concerns the implementation of a policy of graduation and personal-professional valorization of teachers, as well as their Universities. The knowledge and competencies required for reflexive teaching are mainly attitudinal, for action, methodological and communicative. To conclude, the reflexive model plays a fundamental role in the formation of professors and teachers, especially in Accounting, in that it aims at developing attitudes and competences related to the problems of teaching practices and reaching personal and professional autonomy for teachers. Uma cultura de investigação fundamenta-se na idéia de uma ciência educativa em que cada sala de aula é um laboratório e cada professor um membro da comunidade científica. Este artigo tem como objetivo apresentar, discutir e analisar as principais tendências investigativas sobre a formação de professores na perspectiva reflexiva e, desse modo, apontar os saberes e as competências exigidas para a concretização dessa prática de ensino, inclusive na área Contábil. Para o alcance desse objetivo, realizou-se um ensaio teórico, o qual consiste na exposição lógico-reflexiva com ênfase na argumentação e interpretação pessoal. Constatou-se a aplicabilidade e viabilidade do conceito de professor reflexivo à área Contábil por tratar-se de saberes profissionais da docência, de um modo geral, e, em especial, da implantação de uma política de formação e valorização pessoal-profissional dos professores e das IES onde atuam. Os saberes e as competências necessárias à docência reflexiva envolvem principalmente os saberes e competências atitudinais, de ação, metodológicas e de comunicação. Conclui-se, assim, que o modelo reflexivo é fundamental na formação de professores, especialmente na àrea Contábil, pois visa ao desenvolvimento de atitudes e competências problematizadoras das práticas de ensino e ao alcance da autonomia pessoal e profissional do corpo docente.

  13. Teaching ICT

    CERN Document Server

    Simmons, Carl

    2009-01-01

    &p. Reflective practice is at the heart of effective teaching, and this book helps you develop into a reflective teacher of ICT. Everything you need is here: guidance on developing your analysis and self-evaluation skills, the knowledge of what you are trying to achieve and why, and examples of how experienced teachers deliver successful lessons. The book shows you how to plan lessons, how to make good use of resources and how to assess pupils' progress effectively. Each chapter contains points for reflection, which encourage you to break off from your reading and think about the challenging q

  14. Enhancing Teacher Preparation and Improving Faculty Teaching Skills: Lessons Learned from Implementing ``Science That Matters'' a Standards Based Interdisciplinary Science Course Sequence

    Science.gov (United States)

    Potter, Robert; Meisels, Gerry

    2005-06-01

    In a highly collaborative process we developed an introductory science course sequence to improve science literacy especially among future elementary and middle school education majors. The materials and course features were designed using the results of research on teaching and learning to provide a rigorous, relevant and engaging, standard based science experience. More than ten years of combined planning, development, implementation and assessment of this college science course sequence for nonmajors/future teachers has provided significant insights and success in achieving our goal. This paper describes the history and iterative nature of our ongoing improvements, changes in faculty instructional practice, strategies used to overcome student resistance, significant student learning outcomes, support structures for faculty, and the essential and informative role of assessment in improving the outcomes. Our experience with diverse institutions, students and faculty provides the basis for the lessons we have learned and should be of help to others involved in advancing science education.

  15. Using Interactive Whiteboards in Teaching Retail Mathematics

    Science.gov (United States)

    Greene, Marla; Kirpalani, Nicole

    2013-01-01

    Undergraduate marketing students have sometimes been found to lack mathematical skills. It can therefore be challenging for instructors to effectively teach courses that depend on mathematical problem-solving skills. This paper discusses the use of interactive whiteboards as an innovative way to teach retail mathematics effectively. The authors…

  16. O ensino de habilidades motoras esportivas na escola e o esporte de alto rendimento: discurso, realidade e possibilidades / The teaching of sport motor skills in the school and the high performance sport: discourse, reality and possibilities

    Scientific Electronic Library Online (English)

    Go, Tani; Luciano, Basso; Sérgio Roberto, Silveira; Walter Roberto, Correia; Umberto Cesar, Corrêa.

    2013-09-01

    Full Text Available SciELO Brazil | Language: Portuguese Abstract in portuguese A massificação da prática esportiva começando pela escola tem sido sugerida como uma forma eficaz para transformar o Brasil numa potência no esporte de alto rendimento. O objetivo deste ensaio é analisar e refletir sobre o discurso, a realidade e as possiblidades de ensino do esporte na escola, tend [...] o como pano de fundo a relação entre a Educação Física Escolar e o esporte de alto rendimento. Em outras palavras, fazer uma análise crítica para qualificar a vinculação escola-esporte de alto rendimento com o intuito de deixar claro o papel social da escola e a sua eventual contribuição para a formação de atletas, e para discutir as possibilidades reais de se ensinar o esporte na escola, particularmente as habilidades motoras, consideradas as condições em que ela se encontra. Abstract in english The amplification of mass sport practice starting from school physical education has been suggested as an effective way to transform Brazil in a powerful high performance sport country. The objective of this essay is to analyze and reflect on discourse, reality and possibilities of teaching sport in [...] the schools having as a background the relationship between school physical education and high performance sport. In other words, to carry out a critical analysis to qualify the link school-high performance sport in order to make clear the social role of the school and its eventual contribution to the formation of athletes, and to discuss the real possibilities to teach sport in the schools, particularly motor skills, considering the conditions in which they now are.

  17. The Basic Study Skills Guide for Grades K-6.

    Science.gov (United States)

    Prince George's County Public Schools, Upper Marlboro, MD.

    This guide has been designed for use in teaching study skills to elementary school students, kindergarten through grade six. It contains lessons developed and refined over a three-year period in the skills areas of listening, scheduling and task analysis, memory, notetaking, and using a textbook. Each skills area is developed in the context of a…

  18. Communication Skills

    OpenAIRE

    Madhuri Ludbe

    2010-01-01

    Effective communication helps us better understand a person or situation and enables us to resolve differences, build trust and respect, and create environments where creative ideas, problem solving, affection, and caring can flourish. By learning these effective communication skills, you can better connect with your children, friends, and coworkers. Effective communication skills are fundamental to success in many aspects of life. Many jobs require strong communication ski...

  19. Formative Dialogues in Teaching Nonthreatening Peer Coaching

    OpenAIRE

    Rice, Gail

    2012-01-01

    Teaching universities, while claiming to value good teaching, do little to help individual faculty members improve learning in their classrooms. One effective way to help teachers reflect on their teaching and improve their teaching skills is to have a colleague observe and discuss the teaching episode, yet these dialogues seem to be rare. Visits to the classroom, if they occur at all, are usually summative, with little or no discussion, and typically used for the purposes of evaluation. The ...

  20. The Handy 5: Planning and Assessing Integrated Information Skills Instruction. Second Edition

    Science.gov (United States)

    Blume, Shelia; Fox, Carol; Lakin, Jacqueline McMahon; Losey, Betsy; Stover, Jan

    2007-01-01

    Information skills instruction is a fundamental and vital part of K-12 education in the 21st century. "The Handy 5", a proven effective model for planning, teaching, and assessing information skills instruction, was written to help library media specialists and teachers to collaborate more effectively in the teaching of information skills. This…

  1. Learning Through Reflective Writing: A Teaching Strategy. A Review of: Sen, B. A. (2010. Reflective writing: A management skill. Library Management, 31(1/2, 79-93.

    Directory of Open Access Journals (Sweden)

    Kristen L. Young

    2010-12-01

    Full Text Available Objective – To explore student thought on both reflection and reflective writing as a process, and to analyze the writing by the application of clearly defined and identifiable outcomes.Design – Mixed method approach consisting of a qualitative analysis of 116 written reflections from master’s level students as well as a quantitative statistical analysis.Setting –The University of Sheffield masters-level librarianship program’s course INF6005, “Management for LIS.”Subjects – Of the 31 students registered the course during the 2007-2008 academic year, 22 (71%, allowed their reflections to be used for the purposes of research. Of these, 7 students identified themselves as male, and 15 were female. All students included were over 21 years of age and had previous library experience, with varying degrees of management experience in supervisory roles. Not all supervisory experience was gathered within the library domain.Methods –A total of 116 reflective journal entries were submitted by the participating students during the eight month period from October 2008 to May 2009. In order to identify themes, qualitative analysis was applied to the reflective writing responses. Descriptive statistics were also applied to test the hypothesis, illustrate the relationships between reflective writing and outcomes, and locate identifiable outcomes.Main Results – Practising reflection demonstrated benefits for individuals groups both in and outside of the workplace. On the whole, individuals gained the most from reflection and saw it in the most positive light when it was practised as a daily activity. Quantitatively, when students began to master the practice of reflection, they demonstrated an increase in their ability to learn and an overall improvement of self-development and critical thinking skills, and gained a defined awareness of personal mental function. When decision making became easier, students understood they had begun to master the art of reflective practice and analytical reflective writing. Qualitatively, when the students’ reflections were assessed, ten different themes emerged: (1 Nature of reflection(2 Reflection seen as useful in providing support for a career and professional development(3 Reflective writing – benefits (4 Reflective writing – potential in future employment and workplace(5 Encouraging others to use reflective practice(6 Reflecting positively(7 Reflection applicable to both individuals and groups(8 Reflection in support of personal awareness(9 Exploration of different methods of reflection(10Difficulties in focusing enough to be able to reflect deeplyConclusion – Reflection is a skill that can be practised and developed. Initially, not all students enrolled in the class and participating in the study knew what reflective writing was or what it entailed. Students were given support to educate them in this area. Support included academic reading, lectures, reflective writing workshops and an overall opportunity to develop their skills further.Reflective writing was demonstrated to have a very positive relationship with several key outcomes. The areas impacted include academic learning, self-development, and critical review, with key outcomes including an increased awareness of personal mental function and increased support for decision making, as well as empowerment and emancipation. The clearest benefit was represented when students wrote about their analytical reflections.

  2. Underpinning Competence: The Current State of Teaching Qualifications in ABE.

    Science.gov (United States)

    Clarke, Julia; Moss, Wendy

    1996-01-01

    Survey of practitioners who have or teach for the Royal Society of Arts Diploma in Teaching of Literacy Skills to Adults or City and Guilds of London Certificate in Teaching Basic Skills identified advantages and disadvantages of both and the difficulties in applying National Vocational Qualifications' functional analysis of job tasks to the work…

  3. Teaching bioinformatics in concert.

    Science.gov (United States)

    Goodman, Anya L; Dekhtyar, Alex

    2014-11-01

    Can biology students without programming skills solve problems that require computational solutions? They can if they learn to cooperate effectively with computer science students. The goal of the in-concert teaching approach is to introduce biology students to computational thinking by engaging them in collaborative projects structured around the software development process. Our approach emphasizes development of interdisciplinary communication and collaboration skills for both life science and computer science students. PMID:25411792

  4. Fact versus fiction. The socio-economic benefits to be found in teaching critical thinking skills on nuclear waste issues in public schools

    International Nuclear Information System (INIS)

    The safe storage of radioactive wastes has been the topic of much heated debate. Many of the concerns raised demonstrate that the public is poorly informed about nuclear matters, bewildered by conflicting testimony and lacking the intellectual skills required to discriminate between statements of fact versus opinion or motive. Recently, the National Council for the Social Studies (NCSS) adopted a set of guidelines intended to encourage a stronger emphasis on urgent science-related social issues in the classroom and to provide for social studies teachers, rational and structure for the presentation of these issues. In this way, the NCSS is moving to meet the needs of the community for greater technological awareness. NCSS believes students need instruction and strategies for evaluating science-related material intelligently. As a case study in point, the topic ''Nuclear Waste: A Science Related Social Issue of Urgent Concern'' was brought before a recent NCSS national meeting. This paper discusses strategies for dealing with nuclear waste issues in the classroom and the potential socio-economic benefits to be found in dispelling myths surrounding nuclear issues

  5. Language teachers and teaching

    CERN Document Server

    Ben Said, Selim

    2013-01-01

    This volume gathers contributions from a range of global experts in teacher education to address the topic of language teacher education. It shows how teacher education involves the agency of teachers, which forms part of their identity, and which they take on when integrating into the teaching community of practice. In addition, the volume explores the teachers' situated practice dynamic negotiation of classroom situations, socialization into the professional teaching culture, and ""on the ground experimentation"" with pedagogical skills/techniques.

  6. Teaching Wellness Concepts Using Mosston's Spectrum of Teaching Styles

    Science.gov (United States)

    Wilkinson, Carol; Pennington, Todd; Zanandrea, Maria

    2011-01-01

    Teaching wellness principles in secondary physical education classes has become an important aspect of physical education as teachers work to help their students develop lifelong healthy lifestyle habits. Many schools now have a required wellness/fitness component as part of their state core requirements. Having developed their teaching skills by…

  7. Evaluating Skill Acquisition in Motivational Interviewing: The Development of an Instrument To Measure Practice Skills.

    Science.gov (United States)

    Barsky, Allan; Coleman, Heather

    2001-01-01

    Research identifies substance abuse intervention competencies using Motivational Interviewing that can be used to teach and evaluate social work students. The study established a set of skills related to Motivational Interviewing; designed a graduate social work class to teach the model; and used the instrument to rate interviewers. Results…

  8. Teaching Students to Listen Empathically.

    Science.gov (United States)

    Fernald, Peter S.

    1995-01-01

    Asserts the importance of empathy as a necessary condition for health service professionals. Describes classroom techniques and assignments that teach and assess empathic-listening skills. Includes students' ratings of 14 learning activities designed to enhance listening skills and empathy. (CFR)

  9. A Primer for Objective Structured Teaching Exercises

    OpenAIRE

    Sturpe, Deborah A.; Schaivone, Kathryn A.

    2014-01-01

    The objective structured teaching exercise (OSTE) is a high-fidelity training method for advancing the teaching and interpersonal communication skills of faculty members and preceptors. This paper is a primer for implementation of OSTEs as part of a comprehensive faculty development program. This primer addresses teaching and precepting skills that can be most effectively enhanced and assessed by the OSTE method. Development of case scenarios, recruitment and training of standardized students...

  10. Habilidades docentes en alumnos tutores en lectura crítica de investigación médica durante el internado de pregrado / Teaching skills of medical student tutors in research critical appraisal during internship

    Scientific Electronic Library Online (English)

    Héctor, Cobos-Aguilar; Patricia, Pérez-Cortés; Leonardo Alejandro, Bracho-Vela; Mario Alberto, Garza-Garza; Gabriel, Dávila-Rodríguez; Daniel Omar, López-Juárez; Evelyn, Maldonado-González; Liliana, Zapata-Aguirre.

    2014-06-01

    Full Text Available SciELO Mexico | Language: Spanish Abstract in spanish Introducción: Los alumnos pueden ser tutores en medicina en clínica u otras áreas. Objetivo: Evaluar las habilidades docentes de alumnos tutores en un curso de investigación por lectura crítica durante el internado de pregrado. Material y métodos: Se estudiaron dos grupos, G1 (n=5) con un profesor y [...] discusión grupal y G2 con cuatro alumnos tutores y discusión subgrupal (n=10). El curso duró 40 horas, se desarrolló con resolución de guías de lectura en casa y la discusión referida. Se aplicaron cinco instrumentos: 1) lectura crítica con 108 reactivos, 2) actividades subgrupales del profesor con 17 reactivos, 3) actividades de los estudiantes en la discusión subgrupal con 18 reactivos, 4) evaluación de aspectos cualitativos por los estudiantes al tutor con 8 reactivos y 5) una autoevaluación del alumno tutor con 10 reactivos. Los instrumentos 1, 2 y 4 se evaluaron antes y después del curso. El instrumento 1 se calificó sumando las respuestas correctas y restando las incorrectas utilizando las medianas. Se compararon ambos grupos (U de Mann Whitney y Wilcoxon) el avance ponderal y el azar. Se utilizó una escala de Likert con valor de 1 (mínimo) al 4 (máximo) en los instrumentos 2 al 5; los valores se sumaron y se utilizaron medianas. Se determinó la consistencia en los instrumentos 1 al 4. Resultados: En la lectura crítica no se observaron cambios significativos entre ambos grupos antes y después de las intervenciones, pero se observó avance ponderal y disminución del azar en G2. Los instrumentos 2, 3, 4 (Alfa de Cronbach > 0.75) reportaron medianas adecuadas en casi todos los aspectos. En instrumento 2, resultados cercanos al máximo al final en G2. Los tutores incrementan el afecto por sus alumnos. Discusión: Alumnos tutores pueden desarrollar habilidades docentes complejas apoyando el aprendizaje en estudiantes. Estas estrategias están subutilizadas en nuestro medio. Abstract in english Introduction: Students may be tutors in clinical medicine and other areas. Objective: To evaluate the teaching abilities of students as tutors in a critical appraisal research course, during their internship. Material and Methods: Two groups were studied: G1 (n=5) was taught by a Professor and inclu [...] ded group discussions, and G2 had four student tutors and engaged in sub-group discussions (n=10). The course lasted 40 hours and was conducted on the basis of resolving reading guide's in-house and referred discussion. Five instruments were applied: 1) critical reading including 108 items, 2) sub-group activities led by the professor, included 17 items, 3) student activities in sub-group discussions, with 18 items, 4) evaluation of the professor's qualitative characteristics by the students that included 8 items and 5) a self-evaluation of the student tutor consisting of 10 items. Instruments 1, 2 and 4 were evaluated before and after the course. Instrument 1 was graded by adding the correct answers and subtracting those that were incorrect; medians were recorded. Both groups were compared with Mann Whitney U and Wilcoxon tests, statistical weight and randomness. A Likert scale was also used with values ranging from 1 (minimum) to 4 (maximum), in instruments 2 to 5; the values were added and medians were used. Consistency was determined in instruments 1 to 4. Results: No significant differences were detected between both groups in critical reading before and after the interventions, although statistical weight did increase and randomness decreased in G2. Instruments 2, 3 and 4 (Cronbach's alpha > 0.75), reported adequate medians in almost all aspects; instrument 2 revealed almost maximum final results in G2. The tutors' affection for students increased. Discussion: Student tutors can develop complex teaching abilities and foster student learning. These strategies are underutilized in our milieu.

  11. Teaching Biodiversity: A Successful Approach

    Science.gov (United States)

    Gilbert, Lynne; Brown, Lucy

    2010-01-01

    This article takes you on a journey through the authors' school course unit, the "Variety of Life," which aims to unpick the idea of biodiversity and its many facets. The aims and principles of each teaching topic are defined, teaching activities suggested, resources described and the skills each topic develops listed. Whilst aimed at 11- to…

  12. Updating Language Teaching: Classroom Practices

    Science.gov (United States)

    Varela, L.

    1975-01-01

    The cognitive-code theory of learning has influenced the field of language teaching. Increased use of communicative practice and contextualization, simulation, concept-based teaching methods and increased integration of language skills are the result of this influence observed in the classroom. (CLK)

  13. Constructing communication skills through preparation, experience, reflection and feedback

    OpenAIRE

    Henning, Marcus A.; Hawken, Susan J.

    2012-01-01

    The skill of communication is one of the foundation stones of medical practice and profoundly influences patient-care and health outcomes. The importance of teaching, assessing, and learning communication skills in undergraduate medical education is supported by the literature, as is continually addressing these skills in continuing medical education practice. The following article explores the innovative nature of a communication skills examination and feedback from medical students early in...

  14. Further Glimpse at Intonation Teaching

    OpenAIRE

    Luu Trong Tuan

    2011-01-01

    This paper sought to find out why intonation has been neglected in the process of teaching pronunciation to EFL learners at Ho Chi Minh City University for Natural Resources and Environment (HCMUNRE) and corroborate that teaching intonation in Yes/No questions and Wh-questions to learners has positive influence on their English speaking skill. The research also suggested some useful in-class activities to teach intonation in Yes/No questions and Wh-questions to EFL learners.

  15. Employability Skills

    Science.gov (United States)

    This module from the Florida Advanced Technological Education (FL-ATE) Center will help students understand and develop their own set of personal employability skills, such as communication and teamwork. The activity aims to help students understand the importance of communication and teamwork in a business setting. The lesson should require one class period to complete.

  16. Study Skills.

    Science.gov (United States)

    Gleason, Mary M.; And Others

    1988-01-01

    Study strategies used to assist mildly handicapped students become more actively engaged and successful in gaining and responding to information in content area classes are described. They include using advance organizers, summarizing/paraphrasing what is read, enhancing listening skills, and improving the organization, appearance, and accuracy of…

  17. Leadership Skills

    Science.gov (United States)

    Parish, Thomas S.

    2006-01-01

    While this may not be a "complete list" of what leadership skills one needs to effectively lead in any/every situation, it should provide a great overview of many of the things s/he needs to do, at least initially.

  18. Theory and Practice in the Teaching of Interpreting.

    Science.gov (United States)

    Aarup, Hanne

    1993-01-01

    Identifies component features which are important for the skill of interpreting. Discusses differences between interpreting and translation and between consecutive and simultaneous interpreting. Provides methods for teaching component skills of interpreting to students. (HB)

  19. Teaching With Writing

    Science.gov (United States)

    2012-01-01

    Teaching writing can be a challenge, even for those who have been in front of a class full of students for years. The website of the Writing Center at Colorado State University is a great source of information for people who teach writing. A good place to start is the Teaching Guides area, which includes strategies on Planning & Conducting Classes, Teaching Specific Writing Skills, and Writing Across the Curriculum. Furthermore, the Teaching Activities section includes a range of compelling aides including Argument Quiz Discussion Starter, Evaluating Writing, and A Storyteller's Misguided Guide to Focus. Visitors also should also read the Across the Disciplines journal, which is "devoted to language, learning, and academic writing.� Other highlights include The Composition Archives and a crucial guide to dealing with plagiarism.

  20. Teaching with Box Tops.

    Science.gov (United States)

    Raiser, Lynne; D'Zamko, Mary Elizabeth

    1984-01-01

    Using environmental materials (such as the phone book and placemats from fast food restaurants) can be a motivating way to teach learning disabled students skills and concepts, as shown in an approach to reading, math, science and nutrition, and social studies instruction using a JELL-O brand gelatin box. (CL)