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

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This study is aimed at investigating the levels of creative and metacognitive thinking skills among students as well as the effect of student’s gender on creative and metacognitive thinking skills in the intermediate stage at Al-Balqa Province in Jordan. The method of stratifi ed sampling was selected for the purpose of this study. The metacognitive inventory consisted of (52 items, and Torrance test (Figure B, has been Applied on (372 students.The results showed that there were statistical signifi cant differences between the average performance of males and females on the creative and metacognitive thinking for the benefit of males as well as a high level of Metacognitive thinking from the viewpoint of the students. The researcher recommended that further studies should be focus on training programs for students on metacognitive skills and impact on educational achievement and creative thinking.

Key words: Metacognitive thinking skills; Creative thinking skills; Education; Gender

Majed Mohammad AL-khayat

2012-08-01

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Assessing Creative Thinking in Design-Based Learning  

Science.gov (United States)

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…

Doppelt, Yaron

2009-01-01

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Visual Material Effect on Academic Achievement, Creative Thinking and Attitude towards Course  

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Full Text Available The aim of this study is to test the effectiveness of the visual materials’ usage in Social Sciences on students’ academic achievement, creative thinking skills and their attitudes towards the course. The study was based on the Social Sciences unit titled ‘’Geography and Our World’’ and conducted with a total number of 38 students, (18 of them were in the experimental group and 20 of them were in the control group. The participants were 6th grade students of Koç Primary School in Bolu. For data collection, Social Sciences Achievement Test, Torrance Creative Thinking Test and Attitude Scale were used as instruments. In the statistical analysis of data, Mean, Standard Deviation levels and Mann Whitney-U Test were used. The results of the study revealed that the program designed for the experimental group, increased the participants’ academic achievement and creative thinking skills and had a positive impact on their attitudes towards the course.© 2013 IOJES. All rights reserved

Serap Emir.

2013-08-01

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Activation of Community Television and its Influence on Students’ Creative Thinking Level  

Digital Repository Infrastructure Vision for European Research (DRIVER)

The goal of the research was to examine whether a relation exists between students’ experience in community television and changes in their creative thinking ability. Community television is a tool that enables the expression of wishes, opinions, ideas, thoughts, experiences and skills via community television broadcasts. Learning in community television affords experience with different types of activities. Each role requires different skills and characteristics. In the present research we...

Michal Aflalo; Baruch Offir

2010-01-01

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Level of Student's Creative Thinking in Classroom Mathematics  

Science.gov (United States)

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

Siswono, Tatag Yuli Eko

2011-01-01

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Efecto de una intervención motriz en el desarrollo motor, rendimiento académico y creatividad en preescolares Effects of Motor Skill Intervention on Gross Motor Development, Creative Thinking and Academic Performance in Preschool Children  

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Full Text Available El objetivo de este estudio fue determinar el efecto de un Programa Preescolar de Educación Física Integral (PPEFI en el desarrollo motor grueso, el rendimiento académico y la creatividad en un grupo de 39 niños y niñas de preescolar, con un promedio de edad de 6 años. Los niños(as fueron asignados aleatoriamente a uno de tres grupos: Grupo Control, el cual recibió el programa regular de preescolar (el cual incluye una sesión de 30 minutos de educación física. Grupo Experimental 1, el cual recibe el programa regular más una sesión de 30 minutos por semana de la intervención motriz. Grupo Experimental 2, el cual recibe el programa regular más una sesión de 60 minutos de la intervención motriz; durante 8 semanas. Todos los participantes fueron evaluados con el "Torrance Test of Creative Thinking" (TTCT y con el "Test of Gross Motor Development" antes y después del estudio. El rendimiento académico lo brindó la escuela. Por medio de análisis de varianza de 3 vías con medidas repetidas en el último factor (Grupo x Sexo x Medición, se determinó una interacción triple significativa (Grupo x Sexo x Medición en la variable de manipulación (p=0.01; y una interacción doble significativa (Grupo x Medición para las variables de locomoción (p=0.01 y el coeficiente de desarrollo motor (p=0.01. Luego de los análisis post-hoc realizados se concluye que PPEFI tuvo un efecto positivo en niños y niñas en el desarrollo motor grueso, pero no presentó efecto significativo en el rendimiento académico, ni en ningún componente de la creatividad en niños y niñas de preescolar. Palabras Clave: patrones fundamentales de movimiento, actividad física, funcionamiento cognitivo, pensamiento creativo. Normal 0 21 false false false ES X-NONE X-NONE 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.

Gerardo Araya

2009-12-01

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

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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.

Esen ERSOY

2009-10-01

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Secondary Teachers' Conceptions of Creative Thinking within the Context of Environmental Education  

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Creative thinking in Environmental Education (EE) remains greatly under researched topic. Research on teachers' conceptions of creative thinking within EE context is also limited, although their role in facilitating creative thinking in students is well documented. The small-scale qualitative study presented here investigates Greek secondary…

Daskolia, Maria; Dimos, Athanasios; Kampylis, Panagiotis G.

2012-01-01

9

Teaching Soft Skills Employers Need  

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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…

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

2014-01-01

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Cultivating the College Students’ Creative Thinking in Industrial Design  

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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 industria...

Hua Cen; Chuandong Ma

2013-01-01

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

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

Aravani, Evagelia

2012-01-01

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

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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...

Hannetjie Meintjes; Mary Grosser

2010-01-01

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Cultivating the College Students’ Creative Thinking in Industrial Design  

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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.

Hua Cen

2013-08-01

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

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Full Text Available The objectives of this research were: to design a creative thinking development program for learning activity management of secondary school teachers, and to study the program’s efficiency and effectiveness of usage. The results of the study were as follows: the program includes the vision, principles, objectives, content, program development process, evaluation of performance and effectiveness. The process development had 5 stages and 8 activities of construction. The efficiency of the development program in learning activity management of secondary school teachers by 82.15/80.81 was an established requirement. The findings indicated that the teachers attained knowledge, skill and attitude towards creative learning activity management after using the program at a higher than before using the program at .05 significant level.

Sutinan Pukdeewut

2013-11-01

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Project-Based Activity: Root of Research and Creative Thinking  

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Decreasing of interest in mathematics and science subjects among students in Malaysia has been discussed lately. Applications of mathematics and science in real world settings might be able to facilitate increased interests in the subjects, especially in doing research. Therefore, the aim of this paper is to manifest that learning mathematics through project-based activity would cultivate interest in students towards research and foster research-like skill. Experience of teaching mathematics ...

Rambely A. S.; Ahmad R. R.; Majid N.; M-Suradi N. R.; Din U. K. S.; A-Rahman I.; Mohamed F.; Rahim F.; Abu-Hanifah S.

2013-01-01

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Strategy for teaching communication skills in dentistry  

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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

2010-01-01

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Meeting the Demand: Teaching "Soft" Skills.  

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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…

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

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

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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.

Kuan Chen Tsai

2013-08-01

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Studies of the Turkish form of the Test for Creative Thinking-Drawing Production  

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This paper explains the results of multi-year applications of the Test for Creative Thinking-Drawing Production in a Turkish context with Turkish participants. The purpose of the study is to present the results of several empirical studies conducted by different Turkish samples, using the instrument which was developed by Jellen and Urban for measuring the creative thinking potentials of individuals. The number of the subjects of all the studies described here totaled to 1529. These participa...

Aysenur Yontar Togrol

2012-01-01

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Strategy for teaching communication skills in dentistry  

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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...

White, John G.

2010-01-01

 
 
 
 
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Project-Based Activity: Root of Research and Creative Thinking  

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

Rambely A. S.

2013-05-01

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

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Full Text Available As interest in creativity is rising, kindergarten teachers are looking for ways to strengthen the creative potential of young children. The aim of this study was to investigate the effect of music and movement activities to creative thinking in preschool children. A three month educational programme was designed and implemented, using an experimental research method. The effect on fluency, flexibility, originality and elaboration of thought of 5 year old children, as well as how the programme affected creative behaviours, was studied. The results, upon completion of the educational programme, showed that the growth rate of these variables in the experimental group was statistically significant compared to the corresponding rates in the control group. In addition, the emergence of creative behaviours, such as an increased freedom of expression, a tendency to explore and experiment, and a questioning of what is commonly accepted, were considered to be a consequence of the implementation of the specific educational programme. The experimental research produced valuable information about the design and philosophy of educational programmes, and about the teaching methods of music and movement activities in kindergarten.

Elena Chronopoulou

2012-04-01

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Interactive Teaching in Interpersonal Skills  

DEFF Research Database (Denmark)

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

Christensen, Jørgen Erik; Karhu, Markku

2013-01-01

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Teaching Creativity and Inventive Problem Solving in Science  

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

Dehaan, Robert L.

2009-01-01

25

Peer Assessment of Elementary Science Teaching Skills  

Science.gov (United States)

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

Kilic, Gulsen Bagci; Cakan, Mehtap

2007-01-01

26

Teaching Effectiveness and Social Skill Development.  

Science.gov (United States)

Explores relationships between adjudicated teaching-effectiveness scores, an observation-based assessment instrument, and social-skills scores of preservice teachers. Finds that an individual's nonverbal communication skills, skills in receiving and interpreting nonverbal communication, and ability to engage in social discourse were related to…

Hamann, Donald L.; Lineburgh, Nancy; Paul, Stephen

1998-01-01

27

Teamwork: Effectively Teaching an Employability Skill  

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

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

2010-01-01

28

Reflective Teaching in Teaching Social Skills: Utopia or Necessity?  

Science.gov (United States)

Social skills can be defined as the skills to be gained to the students at the beginning of the academic year, like engaging in, self introducing, and asking questions. Those skills can be gained by the teachers. Reflective teaching is very significant for teachers. Teachers pay attention to everything in the classroom during their instruction.…

Usakli, Hakan

2009-01-01

29

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

Science.gov (United States)

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…

Baum, Liesl M.; Newbill, Phyllis Leary

2010-01-01

30

Creative Thinking from an Information Processing Perspective: A New Approach to Mednick's Theory of Associative Hierarchies.  

Science.gov (United States)

To evaluate Mednick's theory of the creative thinking process, an associative priming paradigm was used to measure latencies to lexical decisions primed by associations of low, medium, or high strength with 20 high-creative and 20 low-creative high school students. Mednick's theory that creative individuals show a flatter associative hierarchy…

Coney, Jeffrey; Serna, Peta

1995-01-01

31

Using Experiential Learning to Teach Evaluation Skills.  

Science.gov (United States)

Of 98 8-18 year olds, 47 were taught livestock evaluation skills (conformance and performance) using live horses and 51 using video simulation. There were no significant differences related to teaching technique. Older students (12-18) learned conformance judging skills more quickly than younger ones. Audiovisual aids were considered effective for…

Wulff-Risner, Linda; Stewart, Bob

1997-01-01

32

Social Skills, Social Research Skills, Sociological Skills: Teaching Reflexivity?  

Science.gov (United States)

Asserts that training in social research methods is a central part of sociology education. Maintains that, while social and communication skills are managerially and epistemologically important to successful research, they often are ignored. Argues for the inclusion of these skills in research methods courses. (CFR)

Jenkins, Richard

1995-01-01

33

VISUOSPATIAL SKILLS AND TEACHING LEARNING PROCESS  

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Full Text Available This study is an attempt to discuss the visuospatial skills and teaching learning process. The teaching learning process depends on the skill based activities. The visuospatial skills are cognitive neuroscience aspects. Cognitive neuroscientists have begun to elucidate the psychological and neural mechanisms underlying emotional retention advantages in the how mental functions are supported by the human brain. Learning means acquiring knowledge or skills. Visuospatial skills include a wide variety of individual skills that vary from recognizing brightness/darkness, identifying complex intersecting angles and curves to recognizing faces from the shape of eyes, noses, mouths and hair. Impairment of these abilities can have a devastating effect on even simple daily functions that we take for granted. The notion of students having particular learning styles has implications for teaching strategies. Because preferred modes of input and output vary from one individual to another, it is critical that teachers use a range of teaching strategies to effectively meet the needs of individual learners.

N. Sasikumar

2014-04-01

34

TEACHING THE ESSENTIAL READING SKILLS IN SCIENCE.  

Science.gov (United States)

THE CURRENT DEBATE OVER THE READING SKILLS NECESSARY FOR SCIENCE LEARNING IS DISCUSSED. IN THE PAST, THE TEACHING OF READING WAS BASED ON THESE TWO MAJOR CONSIDERATIONS--THE RECOGNITION OF MEANINGS OF INDIVIDUAL WORDS AND THE ORGANIZATION OF THE WORD STIMULI RECEIVED FROM THE PRINTED PAGE INTO MEANINGFUL PATTERNS. THE RESURGENCE OF THE…

MALLINSON, GEORGE G.

35

QUEST FOR TEACHING EXPERIMENTAL SKILLS  

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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.

B. Samrajya LAKSHMI

2013-01-01

36

Teaching Elementary Students First-Aid Skills via Interactive Storytelling.  

Science.gov (United States)

Storytelling scenarios are suggested for teaching basic first-aid skills to children (ages 4-9) who have mild to severe disabilities. The method involves four steps: assembling materials; identifying skills and conducting task analyses; teaching the skills; and assessing discrimination among different types of injuries, generalization to new…

Marchand-Martella, Nancy E.; And Others

1991-01-01

37

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

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

Christine M. Silverstein

2013-01-01

38

An Experimental Study of the Effects of Improvisation on the Development of Children's Creative Thinking in Music  

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This article reports a quasi-experimental study of the effects of improvisation on the development of children's creative thinking in music. The study was conducted in a primary school classroom with two matched groups of 6-year-old children over a period of six months. The music lessons for the experimental group were enriched with a variety of…

Koutsoupidou, Theano; Hargreaves, David J.

2009-01-01

39

The Oxford Practice Skills Project: teaching ethics, law and communication skills to clinical medical students.  

Digital Repository Infrastructure Vision for European Research (DRIVER)

We describe the teaching programme in ethics, law and communication skills for clinical medical students which is being developed as part of the Oxford Practice Skills Project. These three elements of practice are approached in an integrated teaching programme which aims to address everyday clinical practice. The role of a central value of patient-centred health care in guiding the teaching is described. Although the final aim of the teaching is to improve actual practice, we have found three...

Hope, T.; Fulford, K. W.

1994-01-01

40

Conversation Analysis --A Discourse Approach to Teaching Oral English Skills  

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Full Text Available This paper explores a pedagocial approach to teaching oral English---Conversation Analysis. First, features of spoken language is described in comparison to written language. Second, Conversation Analysis theory is elaborated in terms of adjacency pairs, turn-taking, repairs, sequences, openings and closings, and feedback. Third, under the theoretical framework of Conversation Analysis, a syllabus for improving learners’ oral English skills is designed in consideration to learner profile, needs analysis and communicative events and materials employed in teaching. And a teaching model is explored with reference to Riggenbach(1999. Finally, two types of assessment are discussed to provide insights for teachers on the effect of teaching and learning. All the issues discussed above will provide teachers and scholars with a clear instruction on how to apply conversation analysis to teaching oral English skills and the discussion will lead to the feasibility of applying a converstion analysis approach to teaching learners’ oral English skills.

Yan Wu

2013-04-01

 
 
 
 
41

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

Directory of Open Access Journals (Sweden)

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.

MM Chabeli

2006-09-01

42

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

Science.gov (United States)

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. PMID:24605098

Abraham, Anna

2014-01-01

43

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

Directory of Open Access Journals (Sweden)

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.

AnnaAbraham

2014-02-01

44

Teaching and Assessing Teamwork Skills in Engineering and Computer Science  

Directory of Open Access Journals (Sweden)

Full Text Available To be successful in today's workplace, engineering and computer science students must possess high levels of teamwork skills. Unfortunately, most engineering programs provide little or no specific instruction in this area. This paper outlines an assessment-driven approach toward teaching teamwork skills. Working with the Industrial Advisory Board for the College, a set of performance criteria for teamwork was developed. This set of criteria was used to build an assessment instrument to measure the extent to which students are able to achieve the necessary skills. This set of criteria provides a clear basis for the development of an approach toward teaching teamwork skills. Furthermore, the results from the assessment can be used to adjust the teaching techniques to address the particular skills where students show some weaknesses. Although this effort is in the early stages, the approach seems promising and will be improved over time.

Robert W. Lingard

2010-02-01

45

Teaching Communication Skills with Videomodeling and Videofeedback in the University Classroom.  

Science.gov (United States)

Discusses a study to examine the use of videotape as a modeling and feedback device in skills-based interpersonal communication courses. Findings demonstrated the effectiveness of teaching communication skills and of videomodeling of skills as a teaching technique. (JOW)

Scott, Jean Pearson; And Others

1983-01-01

46

Methods Used for Teaching Psychomotor Skills in Crop Production.  

Science.gov (United States)

The purpose of this study was to determine the degree of psychomotor skill instruction in crop production provided by agricultural production teachers in Illinois and the methods used for this teaching. Responses from 79 of 100 teachers indicated that most do not have students observe or practice a procedure for skill improvement. More experienced…

Osborne, Edward W.

1988-01-01

47

Effect of teaching context and tutor workshop on tutorial skills.  

Science.gov (United States)

Effective faculty development workshops are essential to develop and sustain the quality of faculty's teaching. In an integrated problem-based curriculum, tutors expressed the needs to further develop their skills in facilitating students' content learning and small-group functioning. Based on the authors' prior observations that tutors' performance depends on their teaching context, a workshop was designed not only tailored to the tutors' needs but also organized within their respective teaching unit. The purposes of this study are (1) to evaluate whether this workshop is effective and improves tutors' teaching skills, and (2) to assess whether workshop effectiveness depends on tutors' performance before the workshop and on their teaching unit environment. Workshop effectiveness was assessed using (a) tutors' perception of workshop usefulness and of their improvement in tutorial skills, and (b) students' ratings of tutor performance before and after the workshop. In addition, an analysis of variance model was designed to analyse how tutors' performance before the workshop and their teaching unit influence workshop effectiveness. Tutors judged the workshop as helpful in providing them with new teaching strategies and reported having improved their tutorial skills. Workshop attendance enhanced students' ratings of tutors' knowledge of problem content and ability to guide their learning. This improvement was also long-lasting. The workshop effect on tutor performance was relative: it varied across teaching units and was higher for tutors with low scores before the workshop. A workshop tailored to tutors' needs and adapted to their teaching unit improves their tutorial skills. Its effectiveness is, however, influenced by tutors' level of performance before the workshop and by the environment of their teaching unit. Thus, to be efficient, the design of a workshop should consider not only individual tutors' needs, but also the background of their teaching units, with special attention to their internal organization and tutor group functioning. PMID:16807161

Baroffio, Anne; Nendaz, Mathieu R; Perrier, Arnaud; Layat, Carine; Vermeulen, Bernard; Vu, Nu V

2006-06-01

48

Using Children's Books to Teach Inquiry Skills  

Science.gov (United States)

Early childhood teachers realize the importance of inquiry-based instruction for children's science learning and their development of inquiry skills. The term "inquiry skills" refers to the science process skills scientists use to investigate the natural world--observing, inferring, posing questions, recording data, looking for patterns, and…

Sackes, Mesut; Trundle, Kathy Cabe; Flevares, Lucia M.

2009-01-01

49

TEACHING INTERPERSONAL SKILLS : THE CONCEPT OF SOCIAL RISK ANALYSIS  

DEFF Research Database (Denmark)

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.

Andersson, Niclas

2009-01-01

50

Teaching and Assessing Teamwork Skills in Engineering and Computer Science  

Digital Repository Infrastructure Vision for European Research (DRIVER)

To be successful in today's workplace, engineering and computer science students must possess high levels of teamwork skills. Unfortunately, most engineering programs provide little or no specific instruction in this area. This paper outlines an assessment-driven approach toward teaching teamwork skills. Working with the Industrial Advisory Board for the College, a set of performance criteria for teamwork was developed. This set of criteria was used to build an assessment instrument to measur...

2010-01-01

51

The Integrative Nature of BE Teaching: Knowledge and Skills  

Directory of Open Access Journals (Sweden)

Full Text Available With the great development of the international trade and communication after China’s entry into the WTO, the demand for talents qualified in both English and business is increasing, so more universities or colleges have paid their attention to the fostering and cultivation of business talents. Starting with the status quo of the market need for BE (Business English talents and the required knowledge and skills for them, this paper intends to explore effective BE teaching ways from the perspectives of teachers’ qualifications, course designs, teaching models and teaching methodologies.

Tingting Guo

2009-10-01

52

An evaluation of computerized behavioral skills training to teach safety skills to young children.  

Science.gov (United States)

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 safety skills generalized across different dangers. In Study 1, 11 children learned, via CBST and IST, to respond safely when asked to leave with a stranger. In Studies 2 and 3, IST was implemented with 16 children for 1 or 2 dangers after exposure to CBST for 3 dangers. Participants correctly self-protected from dangers after CBST and IST, and performance generalized to similar dangers for which participants did not receive IST. CBST may be an acceptable substitute for BST when combined with IST to improve efficiency and maintain efficacy in a comprehensive safety skills program. PMID:24535891

Vanselow, Nicholas R; Hanley, Gregory P

2014-01-01

53

Teaching Advanced SQL Skills: Text Bulk Loading  

Science.gov (United States)

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…

Olsen, David; Hauser, Karina

2007-01-01

54

Teaching information literacy skills: an evaluation.  

Science.gov (United States)

This paper describes an evaluation of a curriculum-integrated information literacy programme in an undergraduate nursing course. The aim of the programme was to provide students with an awareness of the discipline's literature and the skills to locate and retrieve the literature. A multidimensional process for determining nursing students' development was utilised in the evaluation of the programme. Pre- and post-programme questionnaires were distributed to a cohort of students who undertook the programme. A cohort of more senior students who had not undertaken the information literacy programme was utilised as a comparison group. Questionnaire results were analysed using a range of inferential statistics. This paper will focus on two main findings related to objective measures of information literacy skills. These include pre-programme/post-programme change in student performance and differences in student performance between those who undertook the programme and those who did not. The programme demonstrated its effectiveness in developing information literacy skills, however the challenge remains for both academics and students to ensure that these skills are consolidated and extended for effective life-long learning. PMID:10959137

Wallace, M C; Shorten, A; Crookes, P A

2000-08-01

55

Teaching Dressing Skills to a Blind Multihandicapped Six Year Old.  

Science.gov (United States)

A backward chaining procedure was used to train a 6-year-old blind, nonverbal, severely mentally retarded boy to dress himself. Trainers performed three types of procedures: no help, verbal instructions, and physical guidance and instructions. Results indicated that the procedure was successful in teaching the skills necessary for dressing, that…

Opdahl, Chris A.; Whitehead, Jayme S.

56

Can Distance Learning Be Used to Teach Automotive Management Skills?  

Science.gov (United States)

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…

Noto, Teresa L.

2011-01-01

57

A Computer-Based Strategy for Practical Skills Teaching  

Digital Repository Infrastructure Vision for European Research (DRIVER)

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.

Atanasova, Polina; Zheliazkova, Irina; Levi, Avram

2008-01-01

58

Using Music Sampling to Teach Research Skills  

Science.gov (United States)

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.

Wakefield, Sarah R.

2006-01-01

59

Teaching Listening Comprehension Skills: A Test-orientated Approach  

Directory of Open Access Journals (Sweden)

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.

Chung-Hsiang Liu

2012-05-01

60

Teaching an amnesic a complex cognitive skill.  

Science.gov (United States)

G.P., a Korsakoff's amnesic, was able to learn an algorithm for squaring two-digit numbers mentally over a 7-day period at a rate comparable to that of age-matched controls. He failed to show normal positive transfer to specific problems or to specific numbers used in components of the task. He also exhibited slight improvement in simple naming speed, forward digit span, simple multiplication speed, but no apparent improvement for the recall of repeated supraspan digit strings. He was unable to state the algorithm he had learned to square two-digit numbers, though he could implement it successfully. The results suggest that the compilation of a skill may involve two dissociable components: composition and proceduralization, with the former, but not the latter, occurring at normal rates for Korsakoff's amnesics. PMID:3196487

Charness, N; Milberg, W; Alexander, M P

1988-10-01

 
 
 
 
61

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

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

Shahin Valia

2013-02-01

62

Should we teach thinking skills to deaf children?  

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

Emma Tamsin Kelty

2006-04-01

63

Conversation Analysis --A Discourse Approach to Teaching Oral English Skills  

Digital Repository Infrastructure Vision for European Research (DRIVER)

This paper explores a pedagocial approach to teaching oral English---Conversation Analysis. First, features of spoken language is described in comparison to written language. Second, Conversation Analysis theory is elaborated in terms of adjacency pairs, turn-taking, repairs, sequences, openings and closings, and feedback. Third, under the theoretical framework of Conversation Analysis, a syllabus for improving learners’ oral English skills is designed in consideration to learner profile, n...

Yan Wu

2013-01-01

64

Development of Variational Thinking Skills in Programming Teaching  

Digital Repository Infrastructure Vision for European Research (DRIVER)

The paper presents an example of methodological approach to the development of variational thinking skills in teaching programming. Various ways in solving a given task are implemented for the purpose. One of the forms, through which the variational thinking is manifested, is related to trail practical actions. In the process of comprehension of the properties thus acquired, students are doing their own (correct or incorrect) conclusions for other, hidden properties and at the same time they ...

Grozdev, Sava; Todorka, Terzieva

2010-01-01

65

Teaching mental health skills to general practitioners and medical officers.  

Science.gov (United States)

David Goldberg opened by describing the research that had led up to the present WPA teaching package. Early research had demonstrated that many psychological illnesses were not detected in primary care settings (Goldberg & Huxley 1980; ibid 1992), and these findings have been replicated in 14 centres round the world, with broadly similar results (Ustun & Sartorius 1995). We have found that in the UK the problem is not defects in factual knowledge, but not having clinical skills to assist in the management of mental disorders in general medical settings. The clinical skills needed in primary care are seldom taught in medical schools, and cannot be learned by listening to a lecture: it is necessary to practice them after they have been demonstrated. To do this it is convenient to break complex clinical skills down into their components: these are called "micro-skills", and we will deal later with the way in which these are taught. The most powerful method for improving mental health skills in this setting is to provide doctors with feedback--either video or audio--of their interview with real patients. The emphasis of such teaching must be on the interview techniques used by the doctor, rather than the clinical problems displayed by the particular patient being interviewed (Gask et al 1991). The problem with this is that video-feedback teaching of the necessary type is not always available, so we have developed videotapes that we can send out to distant locations, and which focus the attention of both local tutor and postgraduates on what should be learned. Because it is essential that most of the teaching is done by the live teacher rather than the videotape, there are always several "discussion points" so that postgraduates can ask questions, or describe their own way of dealing with particular situations. The videotapes are supplied together with teaching notes for the tutor, power points slides which can be adapted to suit local conditions, "role plays" to allow postgraduates to practice each skill they wish to learn, and other support materials. There is also a paper written by ourselves in association with Norman Sartorius, who has encouraged us to prepare the teaching package under the auspices of the WPA. Linda Gask described the process of teaching specific 'microskills', by working through how the skills necessary for the management of people who present in primary and general medical settings have been described and taught in the UK (see box 1). A model of the strategies and skills to be [figure: see text] taught was first developed utilizing the experience professionals and teachers from both primary care and mental health. A videotape was produced in which the skills to be acquired were demonstrated by real primary care doctors in role-played interviews with the addition of subtitles to label particular skills. The videotape is then utilised in a group teaching session to model the specific component skills of the model or 'microskills' to the participants in order to demonstrate exactly how the strategies of the model are applied in a real consultation. Watching the videotape will not however change behaviour. To do this, it is necessary to role-play brief scenarios so that the professional is able to practice the actual words he or she would use. This role-play work may be carried out in pairs, with one doctor playing the professional and the other playing the patient, or in threes, with the addition of an observer who ensures that the participants keep to the task. At the end of the role-play all participants provide feedback. These methods are described in much more detail in Gask (1999). Finally, there is also the possibility of videotaping one of these role-played interviews and teaching on this tape with the group as a whole. The specific skills and methods required to do this are described in much more detail along with the research evidence for these methods in Gask (1998). Our approach to facilitating the group in the exercise of videofeedback teaching is summarised in b

Goldberg, David; Gask, Linda

2002-01-01

66

Teaching Basic Skills through Home Economics. Instructional Activities for Home Economics Students.  

Science.gov (United States)

This publication is designed to help home economics teachers as they identify and teach basic skills in their programs. Part I, "Basic Skills Instruction in Home Economics" (Miller), discusses strategies for supplementing basic skills through home economics content. It addresses preparation of home economics teachers to incorporate basic skills in…

Miller, Sandra W., Ed.; Tulloch, Charlotte R., Ed.

67

Teaching Physicians Procedural Skills at a National Professional Meeting  

Directory of Open Access Journals (Sweden)

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

Patrick Alguire, MD

2004-01-01

68

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.)

2005-04-01

69

RADPED: an approach to teaching communication skills to radiology residents  

Energy Technology Data Exchange (ETDEWEB)

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.)

Goske, Marilyn J.; Reid, Janet R.; Yaldoo-Poltorak, Dunya [Children' s Hospital, The Cleveland Clinic Foundation, Divisions of Radiology, Pediatrics, and Education, Cleveland, OH (United States); Hewson, Mariana [Cleveland Clinic Foundation, Division of Education, Cleveland, OH (United States)

2005-04-01

70

Rational Behavior Skills: A Teaching Sequence for Students with Emotional Disabilities.  

Science.gov (United States)

Rational behavior training is a proactive teaching model concerned with helping students with behavior disorders or serious emotional disturbances develop rational thinking and appropriate social skills. Describes a seven-session sequence for teaching rational behavior skills in a middle school setting. Pre- and posttest data revealed significant…

Patton, Patricia Lucey

1995-01-01

71

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

Science.gov (United States)

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…

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

2012-01-01

72

Developing Creative Teaching Module: Business Simulation in Teaching Strategic Management  

Directory of Open Access Journals (Sweden)

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.

Nor Liza Abdullah

2013-05-01

73

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

Digital Repository Infrastructure Vision for European Research (DRIVER)

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...

Adegbite, Wale

2000-01-01

74

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

Digital Repository Infrastructure Vision for European Research (DRIVER)

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

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

2013-01-01

75

Teaching effective problem solving skills to radiation protection students  

International Nuclear Information System (INIS)

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

2008-10-19

76

Developing Creative Teaching Module: Business Simulation in Teaching Strategic Management  

Digital Repository Infrastructure Vision for European Research (DRIVER)

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 situatio...

Nor Liza Abdullah; Mohd Hizam Hanafiah; Noor Azuan Hashim

2013-01-01

77

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

Science.gov (United States)

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

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

78

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

Directory of Open Access Journals (Sweden)

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

Jorge Montalvo Castro

2011-03-01

79

Learning and teaching motor skills in regional anesthesia: a different perspective.  

Science.gov (United States)

Existing literature on learning in regional anesthesia broadly covers the rate of skill acquisition and the structure of educational programs. A complementary body of literature spanning psychology to medical education can be found describing skill acquisition in other fields. Concepts described in this literature have direct application to the teaching of regional anesthesia. This review introduces a selection of these complementary educational concepts, applying them to ultrasound-guided regional anesthesia skills education. Key educational concepts presented in this article can be divided into 3 sections, namely, how residents acquire manual skills, how tutors teach, and type of feedback. PMID:24705687

Slater, Reuben J; Castanelli, Damian J; Barrington, Michael J

2014-01-01

80

The evaluation of a training program for improving residents' teaching skills.  

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As a response to the growing recognition of the need for improvement in medical instructional practices, a training program on teaching skills for resident physicians in the East Tennessee State University College of Medicine was implemented. The program consisted of 13 weekly, one-hour, small-group sessions attended by 20 residents. The microteaching method was utilized for practicing instructional techniques. Significant gains in teaching performance and in attitude toward participating in a teaching skills program were demonstrated, on the basis of videotaped teaching performances and a written questionnaire, indicating that short training programs can assist physicians in the process of instructional improvement. PMID:7452703

Lawson, B K; Harvill, L M

1980-12-01

 
 
 
 
81

Case study teaching in high school biology: Effects on academic achievement, problem solving skills, teamwork skills, and science attitudes  

Science.gov (United States)

The purpose of this study was to examine the constructivist-based " case study teaching methodology" in High School Biology classes, specifically investigating the effect this methodology had on Academic Achievement, Science Attitudes, Problem Solving Skills, and Teamwork Skills. The effect of Teacher Beliefs toward constructivist learning environments was also explored and investigated, using a quantitative measure (the Constructivist Learning Environment Survey, or CLES). A quasi-experimental design used eleven classes, five teachers, and two hundred fifty two high school biology students over two separate, consecutive quarters of a school year. Two researcher-made instruments measured Academic Achievement after each study quarter. T-Tests were used to compare the Experimental Group (Case Study Teaching Methodology) to the Control Group (Traditional Teaching) during each study quarter. Otis-Lennon School Ability Test (OLSAT) scores were used as a covariate for ANCOVA tests. Case Study Teaching Methodology had a statistically significant improvement on Academic Achievement during the first study quarter, but not the second quarter. Case Study Teaching Methodology had a statistically significant improvement on four of seven Science Attitudes, Problem Solving Skills, and Teamwork Skills during the second quarter of the study. This study is significant in that it addresses a knowledge gap regarding the effects of the constructivist-based case study teaching methodology on secondary science education. The theoretical implications of this study are meaningful: empirical evidence is added to the growing knowledge base regarding the benefits of constructivist theory. The practical implications are equally meaningful: case study teaching methodology is supported as an effective application of constructivist theory in the secondary science classroom.

Skolnick, Ronald

82

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

Digital Repository Infrastructure Vision for European Research (DRIVER)

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

Ying, Liangzhong

2012-01-01

83

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

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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.

2003-01-01

84

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

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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...

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

2013-01-01

85

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

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

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

2011-01-01

86

Using Simultaneous Prompting to Teach Independent Living and Leisure Skills to Adults with Severe Intellectual Disabilities  

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The acquisition of independent living and leisure skills enables adults to experience an enhanced quality of life by increasing competence, self-reliance, and the development of autonomy. This study examined the effectiveness of simultaneous prompting to teach behavior chains (i.e., independent living and leisure skills) to adults with SID…

Dollar, Chad A.; Fredrick, Laura D.; Alberto, Paul A.; Luke, Jaye K.

2012-01-01

87

A Dialogic Understanding of the Relationship between CSCL and Teaching Thinking Skills  

Science.gov (United States)

How to teach flexible thinking and learning skills, particularly creativity and the skill of "learning to learn," is a key concern for CSCL in the context of the emerging Networked Society. The currently dominant paradigms for supporting pedagogical design within CSCL, including socio-cultural theory, are limited in the support that they can offer…

Wegerif, Rupert

2006-01-01

88

College Instructors' Implicit Theories about Teaching Skills and Their Relationship to Professional Development Choices  

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Implicit theories about the malleability of skills/abilities have been shown to predict learners' willingness to participate in learning opportunities. The authors examined whether college professors' implicit theories about the malleability of teaching skills predicted their willingness to engage in professional development (PD) related to…

Thadani, V.; Breland, W.; Dewar, J.

2010-01-01

89

Teaching Clinical Reasoning and Problem-solving Skills Using Human Patient Simulation  

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This paper discusses using human patient simulation (HPS) to expose students to complex dynamic patient cases that require clinical judgment, problem-solving skills, and teamwork skills for success. An example of an HPS exercise used to teach multifaceted clinical concepts in a therapeutics course also is provided.

Vyas, Deepti; Ottis, Erica J.; Caligiuri, Frank J.

2011-01-01

90

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

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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 ...

Joekes Katherine; Noble Lorraine M; Kubacki Angela M; Ww, Potts Henry; Lloyd Margaret

2011-01-01

91

Mandating and Standardizing the Teaching of Critical Literacy Skills: A Cautionary Tale  

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In this article, I critique a component of the highly structured Open Court Reading curriculum designed to teach elementary children "inquiry and higher-order thinking" skills. The intended outcome of this component is, I argue, the production of critically literate and informed consumers of information. However, both the critical thinking skills…

Pandya, Jessica Zacher

2012-01-01

92

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

Science.gov (United States)

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…

Williams, Laurel Lyn

2009-01-01

93

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

Science.gov (United States)

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…

Mechling, Linda C.

2008-01-01

94

Relationship between Teachers Teaching Styles and Students Interest towards Integrated Living Skills Subjects in Schools  

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The focus of this study is to determine the relationship of teacher's teaching styles (expert, formal authority, personal model, delegation, and facilitator) towards student's interests in Integrated Living Skills (ILS) subjects. The research is designed to explore the common teaching styles applied by ILS teachers in schools and…

Pying, How Shwu; Rashid, Abdullah Mat

2014-01-01

95

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

Directory of Open Access Journals (Sweden)

Full Text Available 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, implementation, evaluation, communication followed a five–point Likert scale was answered. Software package of Statistical Sciences (SPSS was used to analyze the collected data. The results revealed that the faculty members' practice of teaching skills in light of the criteria of TQM is at a medium degree. However, the results showed no statistically significant differences in effect of the faculty members of the teaching skills in the light of the criteria of TQM in the fields of implementation, evaluation, and communication due to the variable of gender. Recommendations on applying TQM in teaching skills were included.

Awatif M. Abu-Al-Sha'r

2013-07-01

96

Teaching Oral Hygiene Skills to Elementary Students with Visual Impairments  

Science.gov (United States)

This study investigated the effects of a program that taught oral hygiene skills to students with visual impairments using group instruction and individual coaching. The results showed that the program enhanced the oral hygiene skills of the three participants significantly, and its effectiveness lasted for at least two months after the…

Shih, Yeng-Hung; Chang, Chien-Huey Sophie

2005-01-01

97

Teaching Coin Skills to EMR Children: A Curriculum Study.  

Science.gov (United States)

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

Frank, Alan R.; McFarland, Thomas D.

1980-01-01

98

Teaching Content and Skills through Integrated Literacy Circles  

Science.gov (United States)

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…

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

2009-01-01

99

Teaching Listening Comprehension Skills: A Test-orientated Approach  

Digital Repository Infrastructure Vision for European Research (DRIVER)

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

Shao-Wen Su; Chung-Hsiang Liu

2012-01-01

100

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

Directory of Open Access Journals (Sweden)

Full Text Available Abstract Surgical residents have insufficient opportunites to learn basic hemostatic skills from clinical experience alone. We designed an ex-vivo training system using porcine organs and a circulation pump to teach hemostatic skills. Residents were surveyed before and after the training and showed significant improvement in their self-confidence (1.83 ± 1.05 vs 3.33 ± 0.87, P

Izawa Yoshimitsu

2012-03-01

 
 
 
 
101

Using Communication Specialists in the Teaching of Interview Skills.  

Science.gov (United States)

A course to teach students how to interview medical patients, to allow for discussion of student concerns about entering into clinical work, and to make students aware of the complex psychosocial factors related to medical illness is described. (MLW)

Flaherty, Joseph A.; Sharf, Barbara F.

1981-01-01

102

Teaching evaluation: putting anthropological research skills to work  

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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...

Blum-ross, Alicia

2011-01-01

103

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

Digital Repository Infrastructure Vision for European Research (DRIVER)

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.

Al-wahaibi, Ahmed; Almahrezi, Abdulaziz

2009-01-01

104

The Effects of Teaching Questioning Skills to College Literature Students.  

Science.gov (United States)

The purpose of this study was to investigate the effects of classroom instruction about questioning skills on students' question-asking behaviors, as well as to inquire about student reactions to being taught "process" in a "content" course. Two sophomore college literature classes were involved as experimental and control groups in the study. The…

Bellman, Stewart Andrew

105

The Role of Examples and Explanations in Teaching Procedural Skills.  

Science.gov (United States)

This paper compares the content of two types of instruction presented to a student either by an intelligent tutoring system or by some conventional text, such as a textbook or a computer user's manual, when the educational goal is skills learning. Two distinct points of view are presented: (1) that of the "expounders," who believe that instruction…

Charney, Davida; Reder, Lynne

106

Integrating Library Skills Teaching into the Pharmacy School Curriculum.  

Science.gov (United States)

At the University of Maryland School of Pharmacy, library skills needed by graduating pharmacists have been defined and incorporated into an orientation course, a pharmaceutics course and a pharmacognosy course. Each is described briefly and an evaluation of the program is included. (JMD)

Sewell, Winifred; And Others

1980-01-01

107

Teaching Basic Jazz Piano Skills: A Mastery Learning Approach.  

Science.gov (United States)

Many classical pianists want to develop jazz piano skills because they have acquired: (1) an awareness of the importance of jazz as an art form; (2) an attraction to the sophistication and complexity of jazz music; (3) an interest in exploring contemporary music styles; and (4) a desire to become involved with a type of music which is viewed as…

Larsen, Janeen J.

108

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

Science.gov (United States)

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…

Obiozor, Williams Emeka

2010-01-01

109

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

Science.gov (United States)

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

Saavedra, Anna Rosefsky; Opfer, V. Darleen

2012-01-01

110

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

Science.gov (United States)

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…

Fraser, Kym; Ryan, Yoni

2013-01-01

111

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

Science.gov (United States)

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

Samalot-Rivera, Amaury; Porretta, David L.

2009-01-01

112

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

Science.gov (United States)

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)

Marchand, Nancy E.; McDermott, Robert J.

1986-01-01

113

Using Video Prompting to Teach Cooking Skills to Secondary Students with Moderate Disabilities  

Science.gov (United States)

Three secondary students with moderate disabilities acquired cooking skills through a constant time delay procedure used with video prompting. A multiple probe design was used to evaluate effectiveness of the procedure to teach preparation of a food item (a) on a stove, (b) in a microwave, and (c) on a counter top. The procedure was effective for…

Graves, Tara B.; Collins, Belva C.; Schuster, John W.; Kleinert, Harold

2005-01-01

114

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

Science.gov (United States)

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…

Nelson, Megan Sapp

2009-01-01

115

Teaching Social Skills to Children with Autism Using the Cool versus Not Cool Procedure  

Science.gov (United States)

This study evaluated the effects of the cool versus not cool procedure for teaching three children diagnosed with an autism spectrum disorder eight social skills. The cool versus not cool procedure is a social discrimination program used to increase children's ability to display appropriate social behaviors. In this study, the cool versus not cool…

Leaf, Justin B.; Tsuji, Kathleen H.; Griggs, Brandy; Edwards, Andrew; Taubman, Mitchell; McEachin, John; Leaf, Ronald; Oppenheim-Leaf, Misty L.

2012-01-01

116

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

Digital Repository Infrastructure Vision for European Research (DRIVER)

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...

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

1995-01-01

117

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

Science.gov (United States)

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…

Adamson, Barbara; Covic, Tanya; Lincoln, Michelle

2004-01-01

118

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

Science.gov (United States)

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…

Snyder, Lisa Gueldenzoph; Shwom, Barbara

2011-01-01

119

Orientation for new teachers. Workshop on clinical teaching skills.  

Digital Repository Infrastructure Vision for European Research (DRIVER)

Since 1987, McGill University's Department of Family Medicine has invited new faculty to an orientation workshop. Workshop topics cover learning agreements and principles of adult learning, effective teaching methods, and feedback and evaluation. Workshop methods aim to promote active participation and experiential learning.

Steinert, Y.; Lawn, N.; Handfield-jones, R.; Nasmith, L.; Lussier, D.; Levitt, C.

1995-01-01

120

An Integrative Approach to the Teaching of Technical Communication Skills.  

Science.gov (United States)

Examines the role of language in the teaching of technical report writing for first-year Engineering students at Temasek Polytechnic (Singapore). Describes, predicts, and critiques the communicative behaviors of students coming into contact with report writing. Findings indicate that good report writing can be learned through an integrative…

Yeo, Roland

2001-01-01

 
 
 
 
121

Teaching Written Communication Skills in Professional Selling: The Cover Letter  

Science.gov (United States)

The selling process steps have been an integral part of professional selling courses and textbooks for years. Although slight changes have been made in their wording and format, most textbooks are consistent in the recommended process for an effective sales interaction. In an effort to combine teaching the selling process with the increased demand…

West, Vicki L.

2006-01-01

122

PILOTing Undergraduate Students to Hands-On Teaching and Research Skills  

Directory of Open Access Journals (Sweden)

Full Text Available Undergraduate research can make a positive impact on science education. Unfortunately, the one studentone 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 in an internship practicum called Peer Instruction and Laboratory Occupational Training (PILOT. Students enrolled in PILOT served as teaching assistants for the upper division Quantitative Biological Methods (QBM laboratory course. In addition, PILOT students worked on an independent lab project that provided them with hands-on training and supported the QBM course. The development of presentation and teaching skills was also emphasized in PILOT. These activities were designed to improve student communication skills, lab skills, and knowledge of molecular biology content. Here, we describe the PILOT curriculum and report the results of an anonymous assessment survey administered to 75 students who had completed PILOT in the previous five semesters. Our data indicate that PILOT provides an effective format to expand undergraduate opportunities for research and teaching experiences.

Robert A. Borgon

2013-05-01

123

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

Directory of Open Access Journals (Sweden)

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”.

Monica Giuchici

2011-11-01

124

A case study for teaching information literacy skills  

Digital Repository Infrastructure Vision for European Research (DRIVER)

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 lackin...

Kingsley Karla V; Kingsley Karl

2009-01-01

125

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

Science.gov (United States)

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

Epner, Daniel E; Baile, Walter F

2014-04-01

126

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

Science.gov (United States)

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

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

2009-01-01

127

Teaching scientific thinking skills: Students and computers coaching each other  

Science.gov (United States)

Our attempts to improve physics instruction have led us to analyze thought processes needed to apply scientific principles to problemsâand to recognize that reliable performance requires the basic cognitive functions of deciding, implementing, and assessing. Using a reciprocal-teaching strategy to teach such thought processes explicitly, we have developed computer programs called PALs (P ersonal Assistants for Learning) in which computers and students alternately coach each other. These computer-implemented tutorials make it practically feasible to provide students with individual guidance and feedback ordinarily unavailable in most courses. We constructed PALs specifically designed to teach the application of Newton's laws. In a comparative experimental study these computer tutorials were found to be nearly as effective as individual tutoring by expert teachersâand considerably more effective than the instruction provided in a well-taught physics class. Furthermore, almost all of the students using the PALs perceived them as very helpful to their learning. These results suggest that the proposed instructional approach could fruitfully be extended to improve instruction in various practically realistic contexts.

Reif, Frederick; Scott, Lisa

2005-11-23

128

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

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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.

Dr. Indrajit Banerjee, MBBS, MD

2013-05-01

129

A case study for teaching information literacy skills  

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Full Text Available 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 project involved the design and assessment of a research-based assignment to help first-year, graduate-level health science students to develop and integrate information literacy skills with clinical relevance. Results One cohort of dental students (n = 78 was evaluated for this project and the results demonstrate that although all students were able to provide the correct response from the content-specific, or technology-independent, portion of the assignment, more than half (54% were unable to demonstrate competence with a web-based, technology-dependent section of this assignment. No correlation was found between any demographic variable measured (gender, age, or race. Conclusion More evidence is emerging that demonstrates the need for developing curricula that integrates new knowledge and current evidence-based practices and technologies, traditionally isolated from graduate and health-care curricula, that can enhance biomedical and clinical training for students. This study provides evidence, critical for the evaluation of new practices, which can promote and facilitate the integration of information literacy into the curriculum.

Kingsley Karl

2009-01-01

130

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

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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.

Sezgi Sarac

2008-09-01

131

Teaching interpersonal skills in an international design-build course  

DEFF Research Database (Denmark)

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

Christensen, Jørgen Erik

2011-01-01

132

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

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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.

Kubacki Angela M

2011-06-01

133

Developing teaching skills for the internationalized university: A Danish project  

DEFF Research Database (Denmark)

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

Lauridsen, Karen M.; Cozart, Stacey Marie

134

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

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

G. Lokanadha Reddy

2013-09-01

135

Developing Students’ Critical Thinking Skills by Task-Based Learning in Chemistry Experiment Teaching  

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Full Text Available Task-Based Learning (TBL is a student-centered, teacher-guided and task-performed teaching approach. This study was aimed to investigate the effects of task-based learning (TBL in chemistry experiment teaching on promoting high school students’ critical thinking skills in Xi’an, China. To achieve the aims, a pre-test and post-test experimental design with an experimental group and a control group was employed. Students in the experimental group were taught with TBL, while students in the control group were taught with lecturing teaching methods. Five chemical experiments were selected, and 119 students aged at 17 - 19 voluntarily participated in the research which lasted one semester. The California Critical Thinking Skills Test (CCTST was used as a data collection tool. Results showed there was an obvious significant difference (p 0.05 in the dimension of analyticity in the experimental group after TBL, while there were no significant differences in the total score, the evaluation and inference of CCTST. The findings provide an effective way for chemistry teachers to improve students’ critical thinking analyticity skills.

Qing Zhou

2013-12-01

136

Involving students in real-world research: a pilot study for teaching public health and research skills  

Digital Repository Infrastructure Vision for European Research (DRIVER)

Abstract Background There is some evidence that medical students consider population health issues less important than other domains in the health sciences and attitudes to this field may become more negative as training progresses. A need to improve research skills among medical students has also been suggested. Therefore we piloted an integrative teaching exercise that combined teaching of research skills and public health, with real-world research. Methods Th...

2009-01-01

137

A confirmatory factor analytic approach on perceptions of knowledge and skills in teaching (PKST).  

Science.gov (United States)

This paper reports the cross-validation of the factor pattern of the Perceptions of Knowledge and Skills in Teaching (PKST) survey, which was used to assess the self-perceived pedagogical knowledge and skills of pre-service and beginning teachers. The sample comprised 323 pre-service teachers enrolled in a 1-yr. post-graduate teacher education program in Singapore. The survey had 37 items distributed across six scales: student learning, lesson planning, instructional support, accommodating diversity, classroom management, and care and concern. A confirmatory factor analysis (CFA) was used to cross-validate the survey's factor pattern. The results showed that the model was an acceptable fit to the data. The PKST survey can thus be adapted by different teacher education programs to assess pre-service and beginning teachers' progress in developing their pedagogical knowledge and skills. PMID:22662412

Choy, Doris; Lim, Kam Ming; Chong, Sylvia; Wong, Angela F L

2012-04-01

138

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

DEFF Research Database (Denmark)

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.

Christinaki, Eirini; Vidakis, Nikolaos

2014-01-01

139

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

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

McGlauflin, Helene M.

2010-01-01

140

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

Scientific Electronic Library Online (English)

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.

Rosa, Pérez del Viso de Palou.

 
 
 
 
141

Teaching Problem-Solving Skills without Sacrificing Course Content: Marrying Traditional Lecture and Active Learning in an Organic Chemistry Class  

Science.gov (United States)

Promoting problem-solving skills is a challenge faced by all science instructors. Teaching students to integrate information without sacrificing content is critical. When taught with an active problem-centered teaching model, students' mean scores and score distributions on the American Chemical Society standardized exams were significantly improved without students' course content being sacrificed.

Jones-Wilson, T. M.

2005-09-01

142

Use of Video Modeling to Teach Vocational Skills to Adolescents and Young Adults with Autism Spectrum Disorders  

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As part of a collaborative project between a University Center for Excellence in Developmental Disabilities and a local private business, we examined the effects of video modeling to teach vocational skills to four adolescents and young adults with Autism Spectrum Disorders. Video modeling was used to teach the participants to wear a WalkAround[R]…

Allen, Keith D.; Wallace, Dustin P.; Renes, Diana; Bowen, Scott L.; Burke, Ray V.

2010-01-01

143

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

Digital Repository Infrastructure Vision for European Research (DRIVER)

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. Fel...

Mimi Mohaffyza Mohamad; Yee Mei Heong; Muhammad Rashid Rajuddin; Tee Tze Keong

2011-01-01

144

Effectiveness of a five-step method for teaching clinical skills to students in a dental college in India.  

Science.gov (United States)

This study conducted at the PDM Dental College and Research Institute, Haryana, India, had the purpose of developing a teaching method based upon a five-step method for teaching clinical skills to students proposed by the American College of Surgeons. This five-step teaching method was used to place fissure sealants as an initial procedure by dental students in clinics. The sealant retention was used as an objective evaluation of the skill learnt by the students. The sealant retention was 92 percent at six- and twelve-month evaluations and 90 percent at the eighteen-month evaluation. These results indicate that simple methods can be devised for teaching clinical skills and achieve high success rates in clinical procedures requiring multiple steps. PMID:22058401

Virdi, Mandeep S; Sood, Meenakshi

2011-11-01

145

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

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Full Text Available 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 the parents participate in the education of them, parent participation has been found very few in effective teaching literature. This study is a sample of an application for using SP by parents. Training processes of the study offered to the mother and used measuring instruments are reported in detail. At the end of the study, SP used by mother was caused the child has used toilet independently and he maintained this skill. It has been thought that more studies are need to be conducted by the SP delivered by parents of the children with developmental disability.

Nesrin Sönmez

2011-03-01

146

Instruction of Keyboarding Skills: A Whole Language Approach to Teaching Functional Literacy Skills to Students Who are Blind and Have Additional Disabilities  

Science.gov (United States)

This article describes an unconventional method to teach un-contracted braille reading and writing skills to students who are blind and have additional disabilities. It includes a keyboarding curriculum that focuses on the whole language approach to literacy. A special feature is the keyboard that is adapted with braille symbols. Un-contracted…

Stauffer, Mary

2008-01-01

147

A survey of physical examination skills taught in undergraduate nursing programs: are we teaching too much?  

Science.gov (United States)

Because content saturation is a growing concern, as reflected in the nursing literature, the content taught in undergraduate nursing curricula should be critically examined. The purpose of this descriptive cross-sectional research was to determine and analyze the physical assessment content currently taught in undergraduate nursing programs. A total of 198 individuals teaching in undergraduate nursing programs completed a Web-based survey. Of the 122 skills included on the survey, 81% were reportedly being taught in most of the nursing programs. Total scores for 18 systems-based assessment categories were significantly different among associate and baccalaureate nursing programs in all but three categories: assessment of integument, breast, and female genitals. Previous research has shown that nurses use less than 25% of these same skills regularly in clinical practice, regardless of their educational preparation. Findings from this research raise questions about the breadth to which physical examination content should be taught in undergraduate nursing education. PMID:19227752

Giddens, Jean Foret; Eddy, Linda

2009-01-01

148

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

Directory of Open Access Journals (Sweden)

Full Text Available In this paper one solution for teaching skills to solve n-power algebraic equation by Lobachevsky-Greffe-Dandelen method is described. Student’s mistakes are discovered and classified. Based on signal-parametric approach to fault diagnosis in dynamic systems mathematical diagnostic models which allow detecting mistake classes by comparing student calculated results and system calculated results are created. Features of proposed diagnostic models application are presented. Intelligent tutor system is developed and used on “Automatic Control Theory” practical training by third year students of National Aerospace University.

Andrey Grigoriyevich Chukhray

2007-10-01

149

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

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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.

Maryam Sa’eepour

2011-07-01

150

The Effect of Inquiry-Based Science Teaching on Elementary School Students' Science Process Skills and Science Attitudes  

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Full Text Available The purpose of this study was to determine Turkish elementary school students’ level of success on science process skills and science attitudes and if there were statistically significant differences in their success degree and science attitudes depending to their grade level and teaching method. The total 241 students comprised of 122 males, 119 females. For this purpose, a pretest-post test control group and experimental group design was used. The data were collected through using Basic Science Process Skill Test and Integrated Science Process Skill Test and Science Attitude Scale. Study was conducted during the two semesters. Results of the study showed that use of inquiry based teaching methods significantly enhances students’ science process skills and attitudes.

R. Ergul

2011-05-01

151

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

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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.

John Andrew

2012-10-01

152

Teachers' Classroom Assessment Skills: Influence Of Gender, Subject Area, Grade Level, Teaching Experience and In-service Assessment Training  

Digital Repository Infrastructure Vision for European Research (DRIVER)

A significant amount of teachers' professional time is devoted to classroom assessment-related activities. Suboptimal assessment practices might result in undesirable educational outcomes. As such, teachers' assessment skills should deserve recognition and investigation. This study aimed at investigating teachers' self-perceived assessment skills as a function of gender, subject area, grade level, teaching experience, and in-service assessment training. Participants were 213 Omani teachers fr...

2011-01-01

153

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

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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.

Mehmet KATRANCI

2013-01-01

154

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

Digital Repository Infrastructure Vision for European Research (DRIVER)

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

2012-01-01

155

Can a multisensory teaching approach impart the necessary knowledge, skills, and confidence in final year medical students to manage epistaxis?  

Science.gov (United States)

Objective The purpose of this study is to evaluate the efficacy of a multisensory teaching approach in imparting the knowledge, skills, and confidence to manage epistaxis in a cohort of fourth year medical students. Methods One hundred and thirty four fourth year medical students were recruited into the study from Aug 2011 to February 2012 in four groups. Students listened to an audio presentation (PODcast) about epistaxis and viewed a video presentation on the technical skills (VODcast). Following this, students completed a 5-minute Individual Readiness Assessment Test (IRAT) to test knowledge accrued from the PODcast and VODcast. Next, students observed a 10-minute expert demonstration of the technical skills on a human cadaver and spent half an hour practicing these techniques on cadaver simulators with expert guidance. The students’ confidence was assessed with Confidence Level Questionnaires (CLQs) before and after their laboratory session. The skill level of a subset of students was also assessed with a pre- and post-laboratory Objective Structured Assessment of Technical Skills (OSATS). Results Eighty two percent of the participants achieved a score of at least 80% on the IRAT. The CLQ instrument was validated in the study. There was a statistically significant improvement between the pre- and post-laboratory CLQ scores (pOSATS scores (p<0.01). Qualitative feedback suggested a student preference for this teaching approach. Conclusions This study provides further evidence that a multisensory teaching intervention effectively imparts the necessary knowledge, skill and confidence in fourth year medical students to manage epistaxis.

2013-01-01

156

Communicating with first year medical students to improve Communication Skills teaching in The University of the West Indies  

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Full Text Available Objectives: This paper reports first year Caribbean medical students' preferred and least preferred Communication Skills teaching styles. It also reports their views on assessment and what qualities they valued in a good Communication Skills teacher. Methods: Questionnaires were administered to first year students at the end of Semester One and the data compared with the results of a study using the same questionnaire format in the UK. Results: Caribbean medical students favoured interactive lectures with opportunities for discussion over the didactic formal lecture. The least preferred modes of teaching selected were private study, formal lecture, role play and student presentations. The qualities that students rated highly in their Communication Skills teachers were being a skilled teacher and being knowledgeable and approachable. The preferred assessment style was a 50-50 balance between coursework and exam. Conclusions: First year medical students in the Caribbean studying Communication Skills preferred interactive lectures with opportunities for discussion. Their explanations indicated that interactive lectures provided more stimulation allowing opportunities for learning and greater retention of information. Students also found small group discussions with constructive feedback helpful in developing their own communication skills. Other international faculty may find this approach of establishing students' preferences for teaching style useful in planning their curriculum delivery.

Stella Williams

2010-03-01

157

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

Digital Repository Infrastructure Vision for European Research (DRIVER)

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...

Pillay, Parvathy

2011-01-01

158

Investigating Changes in Pedagogical Knowledge and Skills from Pre-Service to the Initial Year of Teaching  

Science.gov (United States)

This study examined the levels of pedagogical knowledge and skills as perceived by student teachers who were enrolled in the Post Graduate Diploma in Education program at the National Institute of Education, Singapore, from the beginning of their initial teacher preparation program to the end of their first year of teaching. Their perceptions were…

Wong, Angela F. L.; Chong, Sylvia; Choy, Doris; Lim, Kam Ming

2012-01-01

159

Teaching College Level Content and Reading Comprehension Skills Simultaneously via an Artificially Intelligent Adaptive Computerized Instructional System  

Science.gov (United States)

This paper presents a behavioral model for conceptualizing advanced reading comprehension as a "higher order" behavior class. Also discussed are strategies and tactics utilized by an artificially intelligent adaptive tutoring and testing software system designed to shape such comprehension skills while also teaching subject-specific "content" to…

Ray, Roger D.; Belden, Noelle

2007-01-01

160

Comparison of Three Video-Based Instructional Procedures for Teaching Daily Living Skills to Persons with Developmental Disabilities  

Science.gov (United States)

This study compared the effectiveness of three different video-based instructional sequences, all used in conjunction with the system of least prompts, for teaching three different daily living skills to three young adults with developmental disabilities. The video-based instructional sequences (i.e., video rehearsal, video rehearsal plus photos,…

Van Laarhoven, Toni; Van Laarhoven-Myers, Traci

2006-01-01

 
 
 
 
161

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

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

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

2012-01-01

162

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

Science.gov (United States)

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…

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

2009-01-01

163

Staging the use of teaching aids in the development of manipulation skill.  

Science.gov (United States)

Skill development in manual therapies is influenced by a number of factors. The effects of the training program organization, mentor coaching, feedback in various forms, and electromechanical training aids are factors that have been studied. A significant gap exists in understanding when teaching aids might be most effective within a defined curriculum structure. This project used the ratio of instructional theory and laboratory practice to define the learning context. An electromechanical training aid (Dynadjust™) was introduced at different stages (year 2 and year 4) of training for high-velocity, low-amplitude (HVLA) manipulation. Learners were assigned to either the Aid group or the NoAid group. Independent assessment of skill was evaluated before and after 6 weeks by means of recording force-time profiles of HVLA performance. Repeated measures analysis of variance (ANOVA) evaluated change scores in the force amplitude and rate of rise in force. Program features were dominated by a low ratio of laboratory practice to didactic foundational education components. Use of the aid was not associated with any measurable gains for participants when used in year 2. Later participation in year 4 suggested enhanced development in rate of rise for force (p < 0.0597) and for peak force (p < 0.0303). Careful attention should be given to the sequencing of content and laboratory work in designing curricula for training programs. For programs using lower ratios of laboratory contact hours, teaching aids to augment practice may result in better performance gains when introduced later than if added early in the curriculum. PMID:24503216

Triano, John J; McGregor, Marion; Dinulos, Maricelle; Tran, Steven

2014-06-01

164

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

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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.

Agbenyega Tsiri

2007-06-01

165

Found in Translation: Exporting Patient-Centered Communication and Small Group Teaching Skills to China  

Science.gov (United States)

The Chinese Medical Doctor's Association asked us to develop a train-the-trainers program in doctor-patient communication and in teaching skills for a select group of Chinese health care professionals, who would then serve as trainers for practicing physicians throughout China. The request came in the context of increasing doctor-patient friction related, in part, to the dissolution of the socialist health care safety net in China. In this article we recount the implementation of our 5-day training program in Beijing. We explore cross-cultural issues that arose in presenting the program's two principal training domains: small group teaching and patient-centered doctor-patient communication. We also explore the linguistic challenges we encountered as non-Chinese speaking teachers. Finally, we reflect on the lessons learned from this project that may be of value to others called upon to export Western doctor-patient communications training to other cultures. In this age of increasing globalization, cross-cultural sharing of medical education represents a growing trend.

Blatt, Benjamin; Kallenberg, Gene; Lang, Forrest; Mahoney, Patrick; Patterson, JoEllen; Dugan, Beverly; Sun, Shaobang

2009-01-01

166

Found in translation: exporting patient-centered communication and small group teaching skills to China.  

Science.gov (United States)

The Chinese Medical Doctor's Association asked us to develop a train-the-trainers program in doctor-patient communication and in teaching skills for a select group of Chinese health care professionals, who would then serve as trainers for practicing physicians throughout China. The request came in the context of increasing doctor-patient friction related, in part, to the dissolution of the socialist health care safety net in China. In this article we recount the implementation of our 5-day training program in Beijing. We explore cross-cultural issues that arose in presenting the program's two principal training domains: small group teaching and patient-centered doctor-patient communication. We also explore the linguistic challenges we encountered as non-Chinese speaking teachers. Finally, we reflect on the lessons learned from this project that may be of value to others called upon to export Western doctor-patient communications training to other cultures. In this age of increasing globalization, cross-cultural sharing of medical education represents a growing trend. PMID:20165520

Blatt, Benjamin; Kallenberg, Gene; Lang, Forrest; Mahoney, Patrick; Patterson, JoEllen; Dugan, Beverly; Sun, Shaobang

2009-01-01

167

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

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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.

Rogers William H

2008-01-01

168

Improving the teaching skills of residents as tutors/facilitators and addressing the shortage of faculty facilitators for PBL modules  

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Full Text Available Abstract Background Residents play an important role in teaching of medical undergraduate students. Despite their importance in teaching undergraduates they are not involved in any formal training in teaching and leadership skills. We aimed to compare the teaching skills of residents with faculty in facilitating small group Problem Based Learning (PBL sessions. Methods This quasi experimental descriptive comparative research involved 5 postgraduate year 4 residents and five senior faculty members. The study was conducted with all phase III (Final year students rotating in Gastroenterology. The residents and faculty members received brief training of one month in facilitation and core principles of adult education. Different aspects of teaching skills of residents and faculty were evaluated by students on a questionnaire (graded on Likert Scale from 1 to 10 assessing i Knowledge Base-content Learning (KBL, ii PBL, iii Student Centered Learning (SCL and iv Group Skills (GS. Results There were 33 PBL teaching sessions in which 120 evaluation forms were filled; out of these 53% forms were filled for residents and 47% for faculty group. The faculty showed a statistically greater rating in "KBL" (faculty 8.37 Vs resident 7.94; p-value 0.02, "GS" (faculty 8.06 vs. residents 7.68; p-value 0.04. Differences in faculty and resident scores in "the PBL" and "SCL" were not significant. The overall score of faculty facilitators, however, was statistically significant for resident facilitators. (p = .05. Conclusion 1 Residents are an effective supplement to faculty members for PBL; 2 Additional facilitators for PBL sessions can be identified in an institution by involvement of residents in teacher training workshops.

Morahan Page S

2007-10-01

169

A taxonomy for teaching transfer skills in the Danish VET system  

DEFF Research Database (Denmark)

The educational system is grounded in the belief that you can teach people in one setting â?? the school â?? 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 â??transferâ??. 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 â??near transferâ??, 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 studentsâ?? mastery of â??far transferâ??; 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.

Aarkrog, Vibe

2011-01-01

170

Implementation of Cooperative Learning and Guided Discussion Methods in Science Teaching to Improve Professional Skills of Student Teachers  

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This study aims to investigate the effects of a combined approach including cooperative learning and guided discussion methods in science teaching on student teachers’ achievements and their professional skills development. Theoretical framework of this combined approach was settled and implemented by the researcher’ own experiences. Hence, action research method was chosen as a research methodology. Research sample consists of 133 (45+44+44) 3rd year elementary student teachers who take ...

2010-01-01

171

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

Digital Repository Infrastructure Vision for European Research (DRIVER)

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

Lewis, Matthew W.

2007-01-01

172

Using video modeling in teaching social skills to students with autism when making a purchase in a grocery store  

Digital Repository Infrastructure Vision for European Research (DRIVER)

The effects of video modeling in teaching social skills to students with autism were examined as students purchased grocery items in two community-based stores. Three students with autism, attending junior high school, participated in the study. A multiple baseline across students design was used to establish experimental control. Baseline, intervention and generalization sessions took place at a local grocery store. The community settings were chosen to assess the students' acquisition of sk...

2010-01-01

173

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

Digital Repository Infrastructure Vision for European Research (DRIVER)

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 behavi...

2010-01-01

174

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

Digital Repository Infrastructure Vision for European Research (DRIVER)

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

Vicente, Ann Elizabeth

2013-01-01

175

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

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

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

1997-01-01

176

Skill Enhancement for Health: An Evaluation of An Online Pilot Teaching Module on Epidemiology  

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Full Text Available Skill Enhancement for Health: An Evaluation of An Online Pilot Teaching Module on Epidemiology Rory McGREAL, PhD Athabasca University – Canada’s Open University Athabasca AB, CANADA Sue DAVIS, MSc. New Brunswick Community College–Saint John Saint John, CANADA Terry MURPHY, PhD Consortium for Information Technology in Education (CITE Saint John, CANADA Chris SMITH, BA Consortium for Information Technology in Education (CITE Saint John, CANADA ABSTRACT The evaluation of this pilot of an epidemiology course conducted online and delivered across Canada was based on four main criteria: design, content, process and outcomes. Data was collected through seven sources: participant online survey results, post-pilot workshop feedback, four focus groups, telephone interviews with participants, interviews with course developers, examination of online materials, and analysis of log files generated by the web server. The pilot course had the following outcomes: Findings on the delivery showed that the course took much more time than estimated; the online environment was challenging/frustrating for some; there were technical glitches; discussion boards were not regularly used; interaction with instructors was minimal; feedback from instructors was slow in coming; the short development time led to errors/mismatches between content and assessment; and the high student/teacher ratio of 1:48 made it difficult to provide timely feedback.

Terry MURPHY

2006-01-01

177

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

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

Ali Malmir

2012-07-01

178

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

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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.

Havva ILGIN

2012-08-01

179

Teaching communication skills in clinical settings: comparing two applications of a comprehensive program with standardized and real patients  

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Background Communication is important for the quality of clinical practice, and programs have been implemented to improve healthcare providers’ communication skills. However, the consistency of programs teaching communication skills has received little attention, and debate exists about the application of acquired skills to real patients. This study inspects whether (1) results from a communication program are replicated with different samples, and (2) results with standardized patients apply to interviews with real patients. Methods A structured, nine-month communication program was applied in two consecutive years to two different samples of healthcare professionals (25 in the first year, 20 in the second year). Results were assessed at four different points in time, each year, regarding participants’ confidence levels (self-rated), basic communication skills in interviews with standardized patients, and basic communication skills in interviews with real patients. Data were analyzed using GLM Repeated-Measures procedures. Results Improvements were statistically significant in both years in all measures except in simulated patients’ assessment of the 2008 group. Differences between the two samples were non-significant. Differences between interviews with standardized and with real patients were also non-significant. Conclusions The program’s positive outcomes were replicated in different samples, and acquired skills were successfully applied to real-patient interviews. This reinforces this type of program structure as a valuable training tool, with results translating into real situations. It also adds to the reliability of the assessment instruments employed, though these may need adaptation in the case of real patients.

2014-01-01

180

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

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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

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

2012-12-01

 
 
 
 
181

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

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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

Ying YANG

2011-04-01

182

Involving students in real-world research: a pilot study for teaching public health and research skills  

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Full Text Available Abstract Background There is some evidence that medical students consider population health issues less important than other domains in the health sciences and attitudes to this field may become more negative as training progresses. A need to improve research skills among medical students has also been suggested. Therefore we piloted an integrative teaching exercise that combined teaching of research skills and public health, with real-world research. Methods Third year medical students at the University of Otago (Dunedin, New Zealand filled in a questionnaire on their housing conditions and health. The students were given the results of the survey to discuss in a subsequent class. Student response to this teaching exercise was assessed using a Course Evaluation Questionnaire. Results Of the 210 students in the class, 136 completed the Course Evaluation Questionnaire (65%. A majority of those who responded (77% greatly supported or supported the use of the survey and seminar discussion for future third year classes. Most (70% thought that the session had made them more aware and concerned about societal problems, and 72% felt that they now had an improved understanding of the environmental determinants of health. Students liked the relevance and interaction of the session, but thought it could be improved by the inclusion of small group discussion. The findings of the students' housing and health were considered by the tutors to be of sufficient value to submit to a scientific journal and are now contributing to community action to improve student housing in the city. Conclusion In this pilot study it was feasible to integrate medical student teaching with real-world research. A large majority of the students responded favourably to the teaching exercise and this was generally successful in raising the profile of public health and research. This approach to integrated teaching/research should be considered further in health sciences training and continue to be evaluated and refined.

Wilson Nick

2009-07-01

183

Role of SimMan in teaching clinical skills to preclinical medical students  

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

Swamy Meenakshi

2013-02-01

184

Comparison of Computer Based Instruction to Behavior Skills Training for Teaching Staff Implementation of Discrete-Trial Instruction with an Adult with Autism  

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In the current study, behavior skills training (BST) is compared to a computer based training package for teaching discrete trial instruction to staff, teaching an adult with autism. The computer based training package consisted of instructions, video modeling and feedback. BST consisted of instructions, modeling, rehearsal and feedback. Following…

Nosik, Melissa R.; Williams, W. Larry; Garrido, Natalia; Lee, Sarah

2013-01-01

185

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

Digital Repository Infrastructure Vision for European Research (DRIVER)

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...

Debbie Van Camp; Wesley Van Camp

2013-01-01

186

Teaching Performance Excellence through Life Skills Instruction: An Integrated Curriculum (Part 1).  

Science.gov (United States)

Provides a six-lesson, upper elementary life skills curriculum that can be implemented by physical education teachers and coaches. It targets life skill development through introduction of, and practice with, intrapersonal skills in physical education classes or youth sports settings. The article highlights three of the six lessons, with the other…

Sherman, Clay

2000-01-01

187

A Child's Guide to Surviving in a Troubled Family. Breakthrough Strategies To Teach and Counsel Troubled Youth: Social Skills, School Skills, Coping Skills Lesson Series.  

Science.gov (United States)

This document is one of eight in a series of guides designed to help teach and counsel troubled youth. It differs from the others in the series in that it was written specifically for children who are struggling with serious family problems such as substance abuse, sexual abuse, domestic violence, and mental illness. The first of the 20 lessons in…

Wells, Ruth Herman

188

Improving the Teaching of Teamwork Skills in Engineering and Computer Science  

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It is important that engineering and computer science students learn teamwork skills as an integral part of their educational development. These skills are often not explicitly taught, but rather it is expected that students learn them on their own through participation in various team projects. Furthermore, the actual skills that students are expected to learn are usually not well articulated, or even understood. The approach outlined here attempts to address these problems by first establis...

Lingard, Robert W.

2010-01-01

189

Teaching functional community skills to autistic children using nonhandicapped peer tutors.  

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In this study, two autistic children were paired with normal peers who, after pretraining sessions, taught community skills to the autistic children. Data were collected during three conditions: baseline, modeling, and peer tutoring. Results demonstrated that no identified skills were acquired during the baseline and modeling conditions. However, direct instruction of each child by a peer tutor resulted in the learning and maintenance of functional community skills.

Blew, P. A.; Schwartz, I. S.; Luce, S. C.

1985-01-01

190

Precambrian Field Camp at the University of Minnesota Duluth - Teaching Skills Applicable to Mapping Glaciated Terranes of the Canadian Shield  

Science.gov (United States)

Since 2007, the central program of the Precambrian Research Center (PRC) at the University of Minnesota Duluth has been a six-week geology field camp focused on the Precambrian geology of the Canadian Shield. This field camp has two main purposes. First and foremost is to teach students specialized field skills and field mapping techniques that can be utilized to map and interpret Precambrian shield terranes characterized by sparse outcrop and abundant glacial cover. In addition to teaching basic outcrop mapping technique , students are introduced to geophysical surveying (gravity, magnetics), glacial drift prospecting, and drill core logging techniques in several of our geological mapping exercises. These mapping methodologies are particularly applicable to minerals exploration in shield terranes. The second and equally important goal of the PRC field camp is to teach students modern map-making and map production skills. During the fifth and sixth weeks of field camp, students conduct "capstone" mapping projects. These projects encompass one week of detailed bedrock mapping in remote regions of northern Minnesota that have not been mapped in detail (e.g. scales greater than 1:24,000) and a second week of map-making and map generation utilizing geographic information systems (currently ArcGIS10), graphics software packages (Adobe Illustrator CS4), and various imaging software for geophysical and topographic data. Over the past five years, PRC students and faculty have collaboratively published 21 geologic maps through the Precambrian Research Center Map Series. These maps are currently being utilized in a variety of ways by industry, academia, and government for mineral exploration programs, development of undergraduate, graduate, and faculty research projects, and for planning, archeological studies, and public education programs in Minnesota's state parks. Acquisition of specialized Precambrian geological mapping skills and geologic map-making proficiencies has enabled our students to be highly sought after for employment and/or subsequent graduate studies.

Miller, J. D.; Hudak, G. J.; Peterson, D.

2011-12-01

191

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

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Full Text Available 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 good English teacher is to have the ability to maintain discipline, motivate students, learn about the learner’ needs and establish good relations with them. The study also reveals striking results with respect to classroom discipline and teacher subject knowledge.

Ebru Melek Koç

2013-02-01

192

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

Directory of Open Access Journals (Sweden)

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.

Yildirim Ediz

2009-12-01

193

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

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

Camila Graciella Santos Gomes

2007-12-01

194

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

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

Cavkaytar, Atilla

2012-01-01

195

Teaching Secondary Students with Learning Disabilities to Self-Manage Classroom Survival Skills.  

Science.gov (United States)

A study of three males (grades 7-8) with learning disabilities investigated the effectiveness of a cognitive-behavioral self-management training package on the consistent use of specific classroom survival skills. Results demonstrated more consistent use of targeted classroom survival skills by all students in both learning support and mainstream…

Snyder, Mary C.; Bambara, Linda M.

1997-01-01

196

Teaching Interviewing Skills to Students in Clinical Years: A Comparative Analysis of Three Strategies.  

Science.gov (United States)

Eighty-four third- and fourth-year medical students participated in three clerkship groups: one with no formal attention paid to interviewing skills, one using readings, and one using observations, videotaped interviewing, and readings with formal feedback. The last method caused most improvement in interviewing skills. (MSE)

Quirk, Mark; Babineau, Robert A.

1982-01-01

197

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

Science.gov (United States)

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…

Buarki, Hanadi; Hepworth, Mark; Murray, Ian

2011-01-01

198

Improving the Teaching of Teamwork Skills in Engineering and Computer Science  

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Full Text Available It is important that engineering and computer science students learn teamwork skills as an integral part of their educational development. These skills are often not explicitly taught, but rather it is expected that students learn them on their own through participation in various team projects. Furthermore, the actual skills that students are expected to learn are usually not well articulated, or even understood. The approach outlined here attempts to address these problems by first establishing a process for defining what is meant by teamwork, by using this definition to assess the extent to which students are learning teamwork skills, and by using the assessment results to formulate approaches to improve student learning with respect to these skills. Specific attempts at the definition, assessment, and instruction improvement process are discussed.

Robert W. Lingard

2010-12-01

199

A Guide to Better Teaching: Skills, Advice, and Evaluation for College and University Professors  

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"A Guide to Better Teaching" is a self-help book that provides anyone teaching a college course with a thorough understanding of what it takes to be an effective teacher. Derived from the authors' extensive research, several interactive assessment tools are included that measure levels of effectiveness according to learner preferences. Each…

Jahangiri, Leila; Mucciolo, Tom

2011-01-01

200

Prospective Teachers' Skills in Planning and Applying Learning-Teaching Process  

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With the reconstruction of the curricula in Turkey, important changes have existed in the activities of education and teaching. That is why it has become an important case of research to determine how much student teachers know about the process of learning-teaching. This study aims to show how are student teachers capable are of planning and…

Selahattin, Arslan; Ilknur, Ozpinar

2010-01-01

 
 
 
 
201

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)

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.

Anny, Castillo Rojas.

202

The Digital Microscope: A Tool for Teaching Laboratory Skills in Distance Learning Courses  

Digital Repository Infrastructure Vision for European Research (DRIVER)

The majority of undergraduate students studying for a science degree will at some point carry out experiments in a laboratory setting, thus developing their practical skills and understanding of experimental principles. For distance learning students, there is no laboratory setting available for them to complete such work and as such there is a risk that they will lack these key skills. The Open University has developed a computerized tool, in the form of a Digital Microscope, to allow studen...

2008-01-01

203

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

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

Hussam Rajab

2013-04-01

204

A Comparison of Backward and Concurrent Chaining Strategies in Teaching Community Skills.  

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The study with four adults with moderate and severe mental handicaps found that both backward and concurrent chaining training strategies were equally effective in teaching use of a fast food restaurant and a supermarket. (Author/DB)

McDonnell, John; Laughlin, Brent

1989-01-01

205

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

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Description of using Classic Papers in a teaching symposium exploring the evidence supporting current concepts of capillary fluid exchange. Individual students are given papers to read, edit, and present to the class.

PhD J. Graham McGeown (Queen's University of Belfast, School of Medicine and Dentistry Cell and Metabolic Signaling Group)

2006-09-01

206

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

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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.

George W. Saba

2014-04-01

207

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

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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.

A.E. Okanlawon

2014-02-01

208

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

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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.

Hesham Azmi

2006-12-01

209

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

Scientific Electronic Library Online (English)

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.

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.

210

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

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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.

Denise Koufogiannakis

2006-09-01

211

A Comparative Study on the Effects of Core and Peripheral Teaching on Iranian EFL Learners’ Writing Skill in Conventional and Cyber Environments  

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Full Text Available

This study aimed to find outthe effects of core and peripheral teaching on Iranian EFL learners’ writing skills in conventional and cyber environments. After administrating a Nelson (Fowler and Coe, 1976 test, a group of 160 homogeneous students at language institute were selected from a total population of 200 at the intermediate level in Dehdasht, Kohgiloyeh & Boyer Ahmad province, Iran. Then, they were randomly assigned to control and experimental groups and each into subgroups. While experimental sub-group A was assigned to physical (conventional environment and received instructions regarding core and peripheral teaching, experimental sub-group B was assigned to cyber environment and received instructions regarding core and peripheral teaching. One sub-control group was assigned to physical environment and received no instruction, while the other control subgroup was assigned cyber environment. A T-test was conducted to compare the subjects’ means and to determine the effect of core and peripheral teaching. The results depicted that peripheral teaching in both physical and cyber environments had a significant effect on improving Iranian EFL learners’ writing skills, (P<.05.

Key words: Core teaching; Peripheral teaching; Conventional environment; Cyber environments

Seyyed Mohammad Reza Yousefi Far

2012-04-01

212

A Guide for the Teaching of Library Skills, Grades K-12.  

Science.gov (United States)

This curriculum guide suggests desirable units of instruction for students from kindergarten through the senior year of high school. The recommended units are planned for integration with subject matter curriculum, and include the basic skills which teachers and librarians usually agree are necessary to develop competency in using books and…

Oklahoma Curriculum Improvement Commission, Oklahoma City.

213

Curriculum Strategies for Teaching Social Skills to the Disabled: Dealing with Inappropriate Behaviors.  

Science.gov (United States)

This social skills curriculum has been developed as a guide to assist in instructing students with disabilities in determining what behaviors are and are not acceptable in our society. Chapters include: (1) "The Disabled, Classified and Defined" (George R. Taylor and J. Richard Rembold); (2) "Social Learning Theories: An Overview" (Taylor and…

Taylor, George R.

214

Teaching Mental Skills for Self-Esteem Enhancement in a Military Healthcare Setting  

Science.gov (United States)

The need exists for educational methods which can positively influence self-esteem, especially in demanding military healthcare settings. Warrior Transition Units (WTU's) are tasked with the challenging mission of caring for seriously injured or ill U.S. Army Soldiers. This paper explored the hypothesis that an educationally-based Mental Skills…

Hammermeister, Jon; Pickering, Michael A.; Ohlson, Carl J.

2009-01-01

215

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

Science.gov (United States)

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

Ikulayo, Philomena Bolaji

216

Enseignement et recherche: Guide pour le developpement des habiletes de recherche (Teaching and Research: Guide for the Development of Research Skills).  

Science.gov (United States)

Intended for use by both teachers and teacher-librarians, this guide for teaching library and information skills presents a five-step model for the research process: (1) planning the research project; (2) searching for relevant information; (3) selecting and evaluating the information found as it relates to the project; (4) presenting the results;…

Alberta Dept. of Education, Edmonton. Language Services Branch.

217

Comparison of Simultaneous Prompting Procedure in 1:1 and Small Group Instruction to Teach Play Skills to Preschool Students with Pervasive Developmental Disorder and Developmental Disabilities  

Science.gov (United States)

This study examined and compared the effectiveness of a simultaneous prompting procedure used in both 1:1 and small group instruction to teach pretend play skills to a group of preschool students, three having a diagnosis of pervasive developmental disorder and one having a diagnosis of severe developmental disabilities. The study also assessed…

Colozzi, Gail A.; Ward, Louise W.; Crotty, Kerry E.

2008-01-01

218

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

Science.gov (United States)

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

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

2010-01-01

219

The Capstone Course in Business Programs: Teaching the Application of International Business Research Skills  

Science.gov (United States)

An empirically based international business research project as a component in the capstone course in undergraduate business program can serve as an effective and integrative learning and teaching tool. Initiated and supervised by the instructor, conducted and completed by the students, the research project enables students working collaboratively…

Sanyal, Rajib N.

2003-01-01

220

The Impact of Teaching Thinking Skills as Habits of Mind to Young Children with Challenging Behaviours  

Science.gov (United States)

The present article provides a literature review and describes a study examining the effect of teaching young children (7-12 years of age) with social and emotional difficulties to use intelligent behaviours habitually when faced with a problem. While embedding a "habits of mind" (HOM) approach into the whole-school programme has become popular in…

Burgess, Jill

2012-01-01

 
 
 
 
221

You Can Save Money AND Teach Valuable Skills: In-House Yearbook Production  

Science.gov (United States)

The author teaches at a small, rural school district (K-12 enrollment is 280) in New York's northern Catskill Mountains. According to him, there is no industry in this area and little in the way of commercial business, so when they need to raise money for "extra expenses," it requires a lot of effort. When the cost of publishing their yearbook,…

Toroni, John

2006-01-01

222

The Value of Intelligent Multimedia Simulation for Teaching Clinical Decision-Making Skills.  

Science.gov (United States)

Examines advantages and disadvantages of multimedia simulation in nursing education. Provides an example of a modular design with an integrated intelligent agent and knowledge base for teaching clinical decision making. Concludes that this approach overcomes some of the problems of intelligent tutoring systems. Contains 40 references. (SK)

Garrett, Bernard M.; Callear, David

2001-01-01

223

An Evaluation of Grading and Instructional Feedback Skills of Graduate Teaching Assistants in Introductory Psychology  

Science.gov (United States)

This study explored graduate teaching assistant (GTA) grading on 480 papers across two writing assignments as integrated into large Introductory Psychology courses. We measured GTA accuracy, consistency, and commenting (feedback) quality. Results indicate that GTA graders improved, although unevenly, in accuracy and consistency from Time 1 to 2…

Doe, Sue R.; Gingerich, Karla J.; Richards, Tracy L.

2013-01-01

224

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

Science.gov (United States)

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…

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

2008-01-01

225

Children with Limited English: Teaching Strategies for the Regular Classroom. Survival Skills for Teachers Series.  

Science.gov (United States)

The guide, designed for regular classroom teachers, outlines principles and strategies for teaching limited-English-proficient children. The first chapter addresses the task of building a trusting relationship with students and establishing a comfortable learning environment. Topics include sensitivity to cultural and linguistic differences,…

Kottler, Ellen

226

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

Science.gov (United States)

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)

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

2003-01-01

227

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

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

Ramón Rubén González Nápoles

2010-01-01

228

A Study on Teaching Information Literacy Skills to Teachers Ö?retmenlere Bilgi Okuryazarl??? Becerilerinin Kazand?r?lmas? Üzerine Bir Çal??ma  

Directory of Open Access Journals (Sweden)

Full Text Available Teaching information literacy skills to the individuals of information society has a great importance. In this paper, necessity of equipping primary and secondary school teachers with information literacy skills is discussed. A study to teach information literacy skills to teachers and the findings of the study will also be introduced. Bilgi toplumunun bireylerine bilgi okuryazarl??? becerilerinin ö?retilmesi büyük önem ta??maktad?r. Bu yaz?da, ilkö?retim ve ortaö?retim ö?retmenlerinin bilgi okuryazarl??? becerileriyle donat?lmalar?n?n gereklili?i tart???lmaktad?r. Ö?retmenlere bilgi okuryazarl??? becerilerini kazand?rmaya yönelik bir çal??ma ile bu çal??madan elde edilen bulgular da aktar?lacakt?r.

Buket Akkoyunlu

2002-06-01

229

Using visualizations to teach problem-solving skills in mathematics: Which kind of visualization works?  

Digital Repository Infrastructure Vision for European Research (DRIVER)

In the experiment described in this paper we investigated the effects of different kinds of computer-based visualizations on the acquisition of problem-solving skills in the domain of probability theory. Learners received either purely text-based worked examples, text plus an instruction to mentally imagine the examples' contents, or they could retrieve either static pictures or concrete animations that depicted the problem statement and the problem states achieved by applying a specific solu...

2004-01-01

230

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

Directory of Open Access Journals (Sweden)

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.

Auzar Auzar

2013-08-01

231

Efecto de una intervención motriz en el desarrollo motor, rendimiento académico y creatividad en preescolares Effects of Motor Skill Intervention on Gross Motor Development, Creative Thinking and Academic Performance in Preschool Children  

Digital Repository Infrastructure Vision for European Research (DRIVER)

El objetivo de este estudio fue determinar el efecto de un Programa Preescolar de Educación Física Integral (PPEFI) en el desarrollo motor grueso, el rendimiento académico y la creatividad en un grupo de 39 niños y niñas de preescolar, con un promedio de edad de 6 años. Los niños(as) fueron asignados aleatoriamente a uno de tres grupos: Grupo Control, el cual recibió el programa regular de preescolar (el cual incluye una sesión de 30 minutos de educación física). Grupo E...

Judith Jimenez; Gerardo Araya

2009-01-01

232

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

Digital Repository Infrastructure Vision for European Research (DRIVER)

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...

GAETANO RAIOLA; PIO ALFREDO DI TORE

2012-01-01

233

Using peer-assisted learning and role-playing to teach generic skills to dental students: the health care simulation model.  

Science.gov (United States)

Increasing importance is attached to teaching generic skills to undergraduate students in various disciplines. This article describes an extracurricular, student-led activity for teaching generic skills using the Model United Nations over three months. The activity used the Health Care Simulation Model (HCSM) with peer learning and role-playing to accomplish its objectives. An interview was used to select from undergraduate and postgraduate dental students at Alexandria University, Alexandria, Egypt, to develop a group of staff to act as peer teachers after receiving training (n=77). These peer teachers provided training for 123 undergraduate dental students to serve as delegates who acted as trainees or peer learners. At the end of the training sessions, a conference was held in which the students played the roles of delegates representing officials responsible for health care systems in ten countries. The students reported improvement in generic skills, enjoyed several aspects of the experience, and disliked other aspects of the model to a lesser extent. In multivariate analysis, perceived usefulness of the HCSM was significantly greater for staff than delegates and increased as self-reported improvement in knowledge of health care systems increased. This study suggests that innovative, student-centered educational methods can be effective for teaching generic skills and factual information. PMID:24385528

El Tantawi, Maha M A; Abdelaziz, Hytham; AbdelRaheem, Amira S; Mahrous, Ahmed A

2014-01-01

234

Establishing A Minimum Generic Skill Set For Risk Management Teaching In A Spreadsheet Training Course  

CERN Multimedia

Past research shows that spreadsheet models are prone to such a high frequency of errors and data security implications that the risk management of spreadsheet development and spreadsheet use is of great importance to both industry and academia. The underlying rationale for this paper is that spreadsheet training courses should specifically address risk management in the development process both from a generic and a domain-specific viewpoint. This research specifically focuses on one of these namely those generic issues of risk management that should be present in a training course that attempts to meet good-practice within industry. A pilot questionnaire was constructed showing a possible minimum set of risk management issues and sent to academics and industry practitioners for feedback. The findings from this pilot survey will be used to refine the questionnaire for sending to a larger body of possible respondents. It is expected these findings will form the basis of a risk management teaching approach to b...

Chadwick, David

2008-01-01

235

Long-term prospective teaching effectivity of practical skills training and a first OSCE in Cranio Maxillofacial Surgery for dental students.  

Science.gov (United States)

Basic skills in oral/CMF surgery should be taught effectively to dental students as surgical skills training is traditionally under-represented in the dental curriculum compared to its later need in daily clinical practice. Rigid curricular time frames and prospectively condensed professional education foster new effective teaching and examination formats. Transmitting and assessing clinical competence objectively (independent of subjective bias), reliably (repeatable, inter-rater consistency) and valid (representative, structured task selection) was intended and evaluated in oral/CMF surgery skills acquisition starting in summer 2009. A small-group practical skills training (PST) day initiated a one-week practical training course, covering previously formulated learning objectives. An objective structured clinical evaluation (OSCE) was held at the end of each semester. Theoretical background knowledge and clinical skills should have to be memorized within a representative number of practical tasks (test stations). A first semester (26 students) used classical practical training alone as controls, the following semesters (171 students) had PST, considered as a study group. All 197 students were assessed with OSCE's over a 3-year period. An instructor held PST based on presentations, videos and practical training, including mannequins, with pairs of students. This included history taking, communication and interpretation of laboratory/image diagnostics, structured clinical facial examination, fracture diagnosis, venipuncture, suturing, biopsy and wire loops on pig jaws for manual and clinical skills, which were later incorporated in OSCE stations. OSCE average results increased from 63.3 ± 9.7% before and to 75.5 ± 10% after the inclusion of PST (p Students and faculty rated their learning/teaching experience "very good" to "good". PST was effective in optimizing clinical skills as evaluated by OSCE. PMID:24012014

Landes, Constantin A; Hoefer, Sebastian; Schuebel, Florian; Ballon, Alexander; Teiler, Anna; Tran, Andreas; Weber, Roxane; Walcher, Felix; Sader, Robert

2014-07-01

236

Teaching and learning social values: experience of resolution of conflicts in the classroom of physical education across the learning of social skills  

Digital Repository Infrastructure Vision for European Research (DRIVER)

The main aim of this study has been the application of a sport and social program intervention to solve the daily problems of conviviality in the classroom of physical education, based on the teaching and learning of social values, attitudes and social skills. 24 children between 9-12 years of Guadix (Granada) have taken part in this study, learning social values that allow them to improve the social relations with their mates. In the data collection of information, three instruments were use...

Cepero Gonza?lez, Mar; Mari?n Regalado, Mari?a Nieves; Torres Guerrero, Juan

2010-01-01

237

A Comparative Study on the Effects of Core and Peripheral Teaching on Iranian EFL Learners’ Writing Skill in Conventional and Cyber Environments  

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This study aimed to find outthe effects of core and peripheral teaching on Iranian EFL learners’ writing skills in conventional and cyber environments. After administrating a Nelson (Fowler and Coe, 1976) test, a group of 160 homogeneous students at language institute were selected from a total population of 200 at the intermediate level in Dehdasht, Kohgiloyeh & Boyer Ahmad province, Iran. Then, they were randomly assigned to control and experimental groups and each into subgr...

Seyyed Mohammad Reza Yousefi Far; Abdolreza Pazhakh

2012-01-01

238

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

Science.gov (United States)

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.

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

239

The nurturing of creativity in the History classroom through teaching methods: the views of teachers and learners  

Scientific Electronic Library Online (English)

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.

Bunt, Byron.

240

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)

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.

Jünger Jana

2008-04-01

 
 
 
 
241

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

Science.gov (United States)

A changing undergraduate demographic and the need to help students develop advanced critical thinking skills in neuroanatomy courses has prompted many faculty to consider new teaching methods including clinical case studies. This study compared primarily conventional and inquiry-based clinical case (IBCC) teaching methods to determine which would produce greater gains in critical thinking and content knowledge. Results showed students in the conventional neuroanatomy course gained less than 3 national percentile ranks while IBCC students gained over 7.5 within one academic term using the valid and reliable California Critical Thinking Skills Test. In addition to 2.5 times greater gains in critical thinking, IBCC teaching methods also produced 12% greater final exam performance and 11% higher grades using common grade performance benchmarks. Classroom observations also indicated that IBCC students were more intellectually engaged and participated to a greater extent in classroom discussions. Through the results of this study, it is hoped that faculty who teach neuroanatomy and desire greater critical thinking and content student learning outcomes will consider using the IBCC method. PMID:24693256

Greenwald, Ralf R; Quitadamo, Ian J

2014-01-01

242

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

Science.gov (United States)

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 < 0.002). Tutors received high global ratings (5.50 ± 0.07) and very positive anonymous individual feedback from participants. 82% of tutees considered the peer teaching model to be sufficient, and a mere 1% expressed the wish for skills training to be provided by faculty staff only. Focus group analyses with tutors revealed 18 different topics, including profit in personal knowledge and personal satisfaction through teaching activities. The ratio of 1:4 tutor/tutees was regarded to be very beneficial for effective feedback, and the personalized online evaluation by tutees to be a strong motivator and helpful for further improvements. The tutors ascribed great importance to the continuous availability of a contact doctor in case of uncertainties. 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.

Weyrich, Peter; Schrauth, Markus; Kraus, Bernd; Habermehl, Daniel; Netzhammer, Nicolai; Zipfel, Stephan; Junger, Jana; Riessen, Reimer; Nikendei, Christoph

2008-01-01

243

Teaching communication and stress management skills to junior physicians dealing with cancer patients: a Belgian Interuniversity Curriculum  

Digital Repository Infrastructure Vision for European Research (DRIVER)

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...

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

244

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)

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, a [...] ppropriate 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.

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

245

A multi-method study to determine the effectiveness of, and student attitudes to, online instructional videos for teaching clinical nursing skills.  

Science.gov (United States)

E-learning is regularly promoted in higher education settings as a way of fostering more flexible approaches to learning. It has been argued however that the 'potential benefits of new information and communication technology instruments in education' have not been subjected to critical scrutiny (Debande, O., 2004. ICTs and the development of e-learning in Europe: the role of the public and private sectors. European Journal of Education 39 (2), 191-208, p. 192). This paper outlines a multi-method evaluation of an e-learning innovation designed to teach clinical skills to student nurses. Responding to the challenges of teaching clinical skills to large class sizes, we developed a set of instructional videos for one undergraduate skills-based module, which are now integral to the module and available online to students on a continuous basis. Evaluation suggests that students' performance outcomes are unchanged. The students view the flexible and self-management aspects of this method of learning positively, with some attitudinal differences between male and female, and mature and non-mature students. However, it is best used to complement rather than replace lecturer demonstration, lending support to a 'blended' model (Collis, B., van der Wende, M., 2002. Models of Technology and Change in Higher Education: An International Comparative Survey on The Current and Future Use of ICT in Higher Education, University of Twente, Center for Higher Education Policy Studies, The Netherlands). PMID:19121875

Kelly, Mary; Lyng, Colette; McGrath, Mary; Cannon, Gerald

2009-04-01

246

Simulator Network Project Report: A tool for improvement of teaching materials and targeted resource usage in Skills Labs  

Digital Repository Infrastructure Vision for European Research (DRIVER)

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...

Damanakis, Alexander; Blaum, Wolf E.; Stosch, Christoph; Lauener, Hansjo?rg; Richter, Sabine; Schnabel, Kai P.

2013-01-01

247

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)

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.

Rafael, Denadai; Luís Ricardo Martinhão, Souto.

248

Enhancing Reasoning Skills in the Process of Teaching and Learning Physics via Dynamic Problem Solving Strategies: a Preparation for Future Learning  

CERN Document Server

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...

Rojas, Sergio

2011-01-01

249

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)

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.

Hadi Hadi

2006-01-01

250

Simulator Network project report: a tool for improvement of teaching materials and targeted resource usage in Skills Labs.  

Science.gov (United States)

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) introduced a new project, which aims to improve the flow of information between the Skills Labs and enable a transparent assessment of the simulators via an online database (the Simulator Network). PMID:23467581

Damanakis, Alexander; Blaum, Wolf E; Stosch, Christoph; Lauener, Hansjörg; Richter, Sabine; Schnabel, Kai P

2013-01-01

251

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)

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.

Emma Aurora Bastart Ortiz

2011-07-01

252

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)

Full Text Available SciELO Cuba | Language: Spanish Abstract in spanish 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).

Bastart Ortiz, Emma Aurora; Reyes Mediaceja, Reinaldo; Maure Pichín, Ricardo.

253

Teaching water skills  

Energy Technology Data Exchange (ETDEWEB)

In situ production in the oil sector will require water plant operators for steam-based technologies. Steam assisted gravity drainage (SAGD) operations require water treatment and there is no training program in the industry neither course specific to these operations, in Canada, to train water treatment plant operators. Five major oilsands producers, forming the Oil Sands Leadership Initiative (OSLI), developed a course which will be launched by the Southern Alberta Insitute of Technology in 2012 as a 12-month program including classes on industrial safety, environmental regulations, water chemistry and unit operations. An Internet component will also be accessible for operators working in the industry.

Bentein, Jim

2011-08-15

254

Evaluation of a Technology for Teaching Complex Social Skills to Young Adults with Visual and Cognitive Impairments.  

Science.gov (United States)

Two multiple baseline designs were used to evaluate a two-stage model for training four young adults with visual and cognitive impairments to grocery shop. A task-analytical flow chart of the behavioral skills involved in grocery shopping was used to increase completed skill steps and the number of correct items purchased. (Contains references.)…

Gumpel, Thomas P.; Nativ-Ari-Am, Hagit

2001-01-01

255

Teaching Competitive Intelligence Skills to North American and Overseas Audiences: A World of Difference in Pedagogical Effectiveness  

Science.gov (United States)

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…

Blenkhorn, David L.; Fleisher, Craig S.

2010-01-01

256

Developing Study Skills in the Reading Process.  

Science.gov (United States)

Study skills are comprised of both reading and thinking skills, and they can be classified as receptive, reflective, or expressive abilities. The objective of teaching study skills is to enable young people to study efficiently and independently in a variety of learning activities. The approaches to teaching study skills that are discussed in this…

Reid, Neil

257

Segments of marketers based on a perceived importance of marketing knowledge and skills  

Directory of Open Access Journals (Sweden)

Full Text Available The purpose of this article is to define and empirically verify a range of knowledge and skills which are necessary in order to segment marketers, based on their perceptions of the importance of such marketing knowledge and skills. To empirically verify the importance of marketing knowledge and skills, a 28-item measurement instrument was developed. Responses from 235 marketing vice-presidents, marketing directors, sales directors or company presidents/owners in Slovenia were obtained (an 11.8% total response rate. The results reveal four clusters of marketers: marketing specialists, marketing generalists, non-marketers and marketing generals. General and leadership skills are highly evaluated, together with the knowledge and skills related to competition and the company’s market position. Consistent with the general prejudice about marketing people, creative thinking skills and imagination are very important, especially to marketing generalists in our survey. Yet, the knowledge and skills related to consumer behaviour and marketing communication are less important, especially to marketing generals and non-marketers. Certain implications for marketing education and practice arise from the survey.

Vesna Žabkar

2009-07-01

258

Using Video Modeling Delivered Through an iPod Touch to Teach Purchasing Skill to Students With Severe Cognitive Disabilities  

Digital Repository Infrastructure Vision for European Research (DRIVER)

Video modeling is a recent buzzword in the vocabulary of special educators and other professionals who work with individuals with disabilities. This type of modeling has proven effective in many studies specifically for individuals with autism. Recent studies show the effectiveness of acquiring skills through observing a video recording of a model (themselves or another person) performing the skill correctly. The technique used in this study is video modeling with another individual as the mo...

2013-01-01

259

Teaching home safety and survival skills to latch-key children: a comparison of two manuals and methods.  

Digital Repository Infrastructure Vision for European Research (DRIVER)

I evaluated the influence of two training manuals on latch-key children's acquisition of home safety and survival skills. The widely used, discussion-oriented "Prepared for Today" manual was compared with a behaviorally oriented "Safe at Home" manual. Data were scored by response criteria developed by experts and by parents' and experts' ratings of children's spontaneous answers. With both methods of scoring, three behaviorally trained children demonstrated clear and abrupt increases in skill...

Peterson, L.

1984-01-01

260

A controlled trial to compare the teaching quality of clinical-skills training faculty: the clinician-educator career path in china.  

Science.gov (United States)

Background: Full-time clinician educators are becoming more predominant in China, yet their effect is unknown. Purposes: The purpose of this study was to compare the teaching quality of full-time (FT) faculty with that of part-time (PT) faculty in one Chinese medical school. Methods: In 3 consecutive years, 881 3rd year medical students were enrolled and randomly distributed into two groups, being taught by either a FT faculty member or a PT faculty member. Their teaching quality was evaluated with student performance on a written exam, the standardized patient exam, and student satisfaction. Results: The students in the FT group always scored better on the written exam (1st year = 79.82 ± 9.2 vs. 81.26 ± 8.2, p 3rd year = 75.15 ± 9.0 vs. 79.51 ± 8.7, p 3rd year = 75.8 ± 3.9 vs. 88.5 ± 3.5, all ps < .001). Conclusions: The teaching quality of FT faculty in clinical-skills training is better than PT faculty in this study. PMID:24702550

Zeng, Jing; Zuo, Chuan; Wang, Yiping

2014-01-01

 
 
 
 
261

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

Digital Repository Infrastructure Vision for European Research (DRIVER)

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 ...

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

2009-01-01

262

Alpine Skiing: Special Olympics Sports Skills Instructional Program.  

Science.gov (United States)

The first of five guides in the Sports Skills Instructional Program focuses on teaching alpine skiing to mentally retarded students. Each unit contains the following elements: overview, long-term goal, short-term objectives, modifications and adaptations, sports skill assessment, teaching skill, skill sequence, task analysis, teaching suggestions,…

Joseph P. Kennedy, Jr. Foundation, Washington, DC.

263

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)

Full Text Available SciELO Cuba | Language: Spanish Abstract in spanish 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.

Emma Aurora, Bastart Ortiz; Reinaldo, Reyes Mediaceja; Caridad María, Tamayo Reus.

264

Die ontwikkeling van 'n DBS-reeks ter ondersteuning van leesvaardighede / Development and integration of multimedia teaching and learning support material (LTSM) to support reading skills  

Scientific Electronic Library Online (English)

Full Text Available SciELO South Africa | Language: Afrikaner Abstract in english The Department of Education, educators, parents and various stakeholders are concerned about the literacy levels of learners in South-African schools. Various national and international studies revealed shockingly low levels and underachievement. In 2006 the Department of Education revealed the dist [...] urbing fact that 61% of South African learners still cannot read by the end of grade 3. Results of a systemic evaluation that was undertaken in 2007 revealed an alarmingly low average of 36% for literacy. The Department of Education launched various investigations to establish why the levels of reading proficiency for South African learners are so poor. The Foundations for Learning Campaign was one of the responses to address these concerns and an effort to assist teachers in facilitating literacy skills effectively. South African educators are experiencing increased pressure to teach literacy skills (including reading) effectively. It is imperative that effective reading instruction should commence in the foundation phase, where the basis for more advanced skills is established. In order to help learners to become better readers, teachers need support to deal with problems typically experienced in South African classrooms. These problems include large classes, a lack of teaching expertise/ training as well as a lack of resources in many classrooms. The purpose of this study was to describe how recently developed multimedia learning and teaching support material (MLTSM) by means of a digital book disc (DBD) can enhance the reading skills of foundation phase learners. It also describes the benefits of the DBD for the South African school context and the potential it has to enrich and support reading instruction in the foundation phase. The DBD is a form of electronic mobile learning facilitated by a DVD player that can be used as MLTSM. The DBD uses multimedia (written and spoken words, visual illustrations or animation) presented in a mobile format (portable DVD players). According to Mayer's cognitive theory of multimedia learning, the working memory includes both visual and auditory channels and learning is enhanced when both these channels are used during multimedia supported learning activities. The proposed model provides guidelines for the development and integration of MTLSM on a DBD to enable learners to become skilled in reading and writing, while enjoying the process of becoming literate. The DBD focuses on phonemic awareness, word recognition, reading comprehension and fluency as important components of reading instruction. Shared reading instruction activities where learners follow the text and join in when they are able to do so, improves motivation. Stories, poems and songs that relate to the themes (context) in the classroom, are examples of the different kinds of text used on the DBD. Relevant teaching and learning principles that support reading proficiency while using the DBD, are discussed. These include active learner participation, motivation, reinforcement of positive attitudes, self assessment and immediate feedback. The study also demonstrates how relevant learning material that relate to the learner's experience, edutainment and scaffolding can contribute to effective reading instruction. Different multimedia principles that support and enhance reading profi ciency are also explained. The DBD enables the teacher to facilitate enrichment (additional stories) as well as remedial activities, where learners experiencing difficulties/problems, can repeat learning activities according to their individual needs. The differentiated stories allow learners with varying abilities to choose activities that relate to their developmental level providing the appropriate level of challenge. Thematic stories and other reading material can also be produced by individual teachers to enhance the relevancy of the content for the learner's world, experience and interest. The DBD addresses some of the problems typical of South African sc

Klopper, Audrey; Nel, Carisma.

265

Teacher's communication skills  

Digital Repository Infrastructure Vision for European Research (DRIVER)

Teacher's communication skills are one of the most powerful tools in its work. His professional competence, the role of being the expert in teaching specific subject of the field of subjects, must always go hand in hand with his teaching competence, the ability and skills that enable methods and forms of work that are appropriate for students’ abilities. The focus of research is the analysis of communication relations between teacher and students and between teacher and parents. A modern sc...

2010-01-01

266

A Comparison of Forward and Concurrent Chaining Strategies in Teaching Laundromat Skills to Students with Severe Handicaps.  

Science.gov (United States)

In a study which taught four high school students with severe handicaps to use a commercial washing machine and laundry soap dispenser, a concurrent chaining strategy was found more efficient than forward chaining in facilitating skill acquisition. Concurrent chaining also resulted in better maintenance at four- and eight-week follow-up…

McDonnell, John; McFarland, Susan

1988-01-01

267

Knowledge, Skills and Abilities of International Business Majors: What We Teach Them "versus" What Companies Need Them to Know  

Science.gov (United States)

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…

Prestwich, Roger; Ho-Kim, Thu-Mai

2007-01-01

268

A Handbook of Basic Skills and Strategies for Beginning Teachers: Facing the Challenge of Teaching in Today's Schools.  

Science.gov (United States)

This handbook is designed to be a practical field-experience guide and methods text for beginning teachers, K-12. It presents basic skills and strategies that will enable beginning teachers to deal creatively and responsibly with the significant new challenges they face. This handbook is also applicable as a resource for teacher candidates during…

MacDonald, Robert E.

269

The Effect of Teaching Library Skills Using "The Pooh Step-by-Step Guide for Writing the Research Paper" at Lieder Elementary School in the Cypress Fairbanks Independent School District. A Research Report.  

Science.gov (United States)

This report describes an investigation of the effect of teaching library and research skills using the "Pooh Step-by-Step Guide for Writing the Research Paper" on the performance of fourth grade students on the reference materials portion of the SRA (Science Research Associates) Achievement Series tests. The random selection of two cluster…

Dewees, Kris B.

270

Problem Solving Skills and Learning Achievements through Problem-Based Module in teaching and learning Biology in High School  

Directory of Open Access Journals (Sweden)

Full Text Available The purpose of this study was to examine the effects of using problem-based module (PBM in the subject of Biology on high school students’ problem-solving skill and achievement. This research used the quasi-experiment method with Non-Equivalent Pretest and Posttest Control Group Design, which involved two science classes, in which one group was assigned as control group and another one as experiment group, in a high school in Pekan Baru, Indonesia. The problem-solving ability and the product of learning were descriptively analyzed before being inferentially analyzed. To find out whether or not there is any difference in their problem-solving skill, t-Test and N-gain test was conducted on the experimental group’s and control group’s concept mastery level and product of learning. The result shows that the problem-solving skill percentage of the experimental group was 95.47% (very good, whereas that of the control group was 25.12% (low. The average of student’s achievement in the experimental group was 84.26% (good, while that of the control group equaled 79.08% (moderate. The average of the product of learning was 89.89% (good for the experimental group, whereas that of the control group was 52.10% (low. The findings showed that PBM can actually increase problem-solving skill, students’ achievement, and students’ learning product, with the experimental group getting higher percentage in all three aspects compared to the control group by using PBM in their Biology class. The implication of this study is the increase in the quality of learning through learning innovation using learning module. The panned and organized implementation of this module by teachers will not only improve students’ thinking skills, but also increase the quality of science and technology, consistent with the aim of Indonesia education.

Wan Syafii

2013-08-01

271

Comparing Video Prompting to Video Modeling for Teaching Daily Living Skills to Six Adults with Developmental Disabilities  

Science.gov (United States)

We compared two procedures (video prompting versus video modeling) for teaching six adults with developmental disabilities to set a table and put away groceries. Video prompting involved 10 separate video clips, each showing one step of the task analysis. Video modeling involved a single video showing all 10 steps from beginning to end. After…

Cannella-Malone, Helen; Sigafoos, Jeff; O'Reilly, Mark; de la Cruz, Berenice; Edrisinha, Chaturi; Lancioni, Giulio E.

2006-01-01

272

Teaching Problem-Solving Skills without Sacrificing Course Content: Marrying Traditional Lecture and Active Learning in an Organic Chemistry Class  

Science.gov (United States)

In traditional science teaching, teachers expect the average student to implicitly learn and apply subtle concepts and to connect seemingly disjointed information. Teachers expect them to actively assemble the building blocks of critical thinking, often without example (Meyers 1986). The critical analysis of issues and problems is second nature to…

Jones-Wilson, T. Michelle

2005-01-01

273

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)

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.

MAR CEPERO GONZÁLEZ

2010-10-01

274

Teaching Writing Skills Based on a Genre Approach to L2 Primary School Students: An Action Research  

Digital Repository Infrastructure Vision for European Research (DRIVER)

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 cy...

Hyejeong Ahn

2012-01-01

275

Problem Solving Skills and Learning Achievements through Problem-Based Module in teaching and learning Biology in High School  

Digital Repository Infrastructure Vision for European Research (DRIVER)

The purpose of this study was to examine the effects of using problem-based module (PBM) in the subject of Biology on high school students’ problem-solving skill and achievement. This research used the quasi-experiment method with Non-Equivalent Pretest and Posttest Control Group Design, which involved two science classes, in which one group was assigned as control group and another one as experiment group, in a high school in Pekan Baru, Indonesia. The problem-solving ability and the produ...

2013-01-01

276

Best practice strategies for effective use of questions as a teaching tool.  

Science.gov (United States)

Questions have long been used as a teaching tool by teachers and preceptors to assess students' knowledge, promote comprehension, and stimulate critical thinking. Well-crafted questions lead to new insights, generate discussion, and promote the comprehensive exploration of subject matter. Poorly constructed questions can stifle learning by creating confusion, intimidating students, and limiting creative thinking. Teachers most often ask lower-order, convergent questions that rely on students' factual recall of prior knowledge rather than asking higher-order, divergent questions that promote deep thinking, requiring students to analyze and evaluate concepts. This review summarizes the taxonomy of questions, provides strategies for formulating effective questions, and explores practical considerations to enhance student engagement and promote critical thinking. These concepts can be applied in the classroom and in experiential learning environments. PMID:24052658

Tofade, Toyin; Elsner, Jamie; Haines, Stuart T

2013-09-12

277

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

Science.gov (United States)

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.

Milano, Christina E.; Hardman, Joseph A.; Plesiu, Adeline; Rdesinski, Rebecca E.; Biagioli, Frances E.

2014-01-01

278

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)

Full Text Available SciELO Chile | Language: Spanish Abstract in spanish 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.

Cardoso, Edgar O; Cerecedo, María T; Vanegas, Eduardo A.

279

Microteaching Handbook; Skills, Planning, and Critiquing.  

Science.gov (United States)

This handbook, developed for use in a microteaching laboratory, presents information on: (l) the history of microteaching; (2) research supporting microteaching; (3) advantages of microteaching; (4) teaching skill clusters (response repertoire, questioning skills, creating student involvement, increasing student participation, presentation…

Kasambira, K. Paul

280

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

Science.gov (United States)

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…

Cihak, David F.; Grim, Joan

2008-01-01

 
 
 
 
281

Life skills need assessment in female high school students in Jahrom from the viewpoints of students, parents and teachers (2009-10  

Directory of Open Access Journals (Sweden)

Full Text Available Introduction:To have a successful life, functional life skills are essential. However, in educational systems, there is not enough time for the realization of all the needs. One of the most fundamental goals of needs assessment activities is to identify the needs and goals and their importance for practical applications. The main purpose of this study was to determine the priorities of life skills for high school girls in the third grade, to design more desirable educational programs for them.Methods:In a descriptive study on the third grade students, teachers, advisors and parents, 200 subjects were selected through cluster sampling. The research instrument included three valid and reliable questionnaires in which there were 10 questions on the priorities of life skills.Results:Overall, life skill priorities from the viewpoint of all the subjects include self-awareness, decision making, effective communication, creative thinking, empathy, interpersonal relationship, coping with stress, problem solving, critical thinking, and coping with emotions. Of the 120 high school female students 7.56%, had not undergone any education on life skills.Conclusion:The priorities of life skills from the viewpoint of the three groups of third grade students, parents and teachers were different. More than half of the students (7.56% had no education on the skills. Self- awareness, effective communication with others and decision making were identified as the first three priorities.

Mahnaz Solhi

2010-11-01

282

Editorial Skills: Ready-to-Use Writing Workshop Activities Kits. A Practical and Systematic Way To Build Basic Writing Skills and Teach the Entire Writing Process in Grades 4 through 8. Kit IV.  

Science.gov (United States)

This handbook is one of a set of six which provide a systematic means to help students in grades 4 through 8 learn the process of writing while building specific writing skills. The handbook focuses on editorial skills, and offers 25 reproducible lessons, in a variety of formats, which focus on a specific writing improvement skill, such as writing…

Schifferle, Judith

283

On teaching styles of water educators and the impact of didactic training  

Directory of Open Access Journals (Sweden)

Full Text Available Solving today's complex hydrological problems requires originality, creative thinking and trans-disciplinary approaches. Hydrological education that was traditionally teacher centred, where the students look up to the teacher for expertise and information, should change to better prepare hydrologists to develop new knowledge and apply it in new contexts. An important first step towards this goal is to change the concept of education in the educators' minds. The results of an investigation to find out whether didactic training influences the beliefs of hydrology educators about their teaching styles is presented. Faculty of UNESCO-IHE has been offered a didactic certification program named university teaching qualification (UTQ. The hypothesis that UTQ training will significantly alter the teaching style of faculty at UNESCO-IHE from expert/formal authority traits towards facilitator/delegator traits was tested. A first survey was conducted among the entire teaching staff (total 101, response rate 58%. The results indicated that there are significantly higher traits of facilitator and delegator teaching styles among UTQ graduates compared to faculty who were not significantly trained in didactics. The second survey which was conducted among UTQ graduates (total 20, response rate 70%, enquiring after their teaching styles before and after UTQ, corroborated these findings.

A. Pathirana

2012-10-01

284

On teaching styles of water educators and the impact of didactic training  

Directory of Open Access Journals (Sweden)

Full Text Available Solving today's complex hydrological problems requires originality, creative thinking and trans-disciplinary approaches. Hydrological education that was traditionally teacher centred, where the students look up to the teacher for expertise and information, should change to better prepare hydrologists to develop new knowledge and apply it in new contexts. An important first step towards this goal is to change the concept of education in the educators' minds. The results of an investigation to find out whether didactic training influences the beliefs of hydrology educators about their teaching styles is presented. Faculty of UNESCO-IHE has been offered a didactic certification program named University Teaching Qualification (UTQ. The hypothesis that UTQ training will significantly alter the teaching style of faculty at UNESCO-IHE from expert/formal authority traits towards facilitator/delegator traits was tested. A first survey was conducted among the entire teaching staff (total 101, response rate 58%. The results indicated that there are significantly higher traits of facilitator and delegator teaching styles among UTQ graduates compared to faculty who were not significantly trained in didactics. The second survey which was conducted among UTQ graduates (total 20, response rate 70%, enquiring after their teaching styles before and after UTQ, corroborated these findings.

A. Pathirana

2012-03-01

285

DSM skills are marketing skills  

Energy Technology Data Exchange (ETDEWEB)

Skeptics may view DSM as a convenient cover for using ratepayer funds (in the form of rebates and other financial inducements) to keep customers on the grid, thus providing electric utilities with an unfair competitive advantage. Actually, the most powerful advantages may result from the marketing skills DSM fosters. Put simply, DSM teaches utilities to understand and meet customer needs more effectively. Managing customers use of electricity has taught utilities unprecedented amounts about specific end-use technologies, about customers fuel and equipment selection practices and preferences, and about what it costs to serve their customers. As DSM programs have become more market-driven, utilities have become better communicators and salesmen in order to win customer participation. The result: DSM departments play an increasingly central role in managing customer relationships overall and in developing and implementing competitive strategies.

Stone, C. (Easton Consultants, Inc., Stamford, CT (United States))

1993-10-01

286

Brain, a Computer Program to Aid Creative Thinking.  

Science.gov (United States)

This article describes 2 experiments conducted with a computer-aided problem-solving tool called BRAIN, involving 30 adults of varying backgrounds and 15 organizational executives. The BRAIN program encourages users to discover partially and fully formulated insights, through iterative generation of word lists and meaningful statements. Eighty…

Proctor, Tony

1991-01-01

287

Architectural placemaking of technology parks: encouragement of creative thinking ??????? ????????????? ??????????? ???????????, ?????????????? ??????????? ????????????????? ?????  

Digital Repository Infrastructure Vision for European Research (DRIVER)

The present-day postindustrial or information-oriented society features an ever growing role of creative and intellectual abilities. This trend facilitates transformation of the workforce, as the portion of manual labor is reduced, while the one of intellectual labor goes up. As a result, architectural placemaking has to meet the new requirements driven by the specific nature of social and physiological constituents of the headwork. The aim of the article is the identification of new challeng...

Rykov Kirill Nikolaevich

2012-01-01

288

Distributed Creativity : Thinking Outside the Box of the Creative Individual  

DEFF Research Database (Denmark)

This book challenges the standard view that creativity comes only from within an individual by arguing that creativity also exists â??outsideâ?? of the mind or more precisely, that the human mind extends through the means of action into the world. The notion of â??distributed creativityâ?? 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.

Glaveanu, Vlad Petre

2014-01-01

289

Inculcation of Science Process Skills in a Science Classroom  

Digital Repository Infrastructure Vision for European Research (DRIVER)

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 plann...

Rose Amnah Abd Rauf; Mohamad Sattar Rasul; Azlin Norhaini Mansor; Zarina Othman; Lyndon, N.

2013-01-01

290

Letter and Report Writing Skills: Ready-to-Use Writing Workshop Activities Kits. A Practical and Systematic Way To Build Basic Writing Skills and Teach the Entire Writing Process in Grades 4 through 8. Kit V.  

Science.gov (United States)

This handbook is one of a set of six which provide a systematic means to help students in grades 4 through 8 learn the process of writing while building specific writing skills. The handbook focuses on letter and report writing skills, and offers 25 reproducible lessons, in a variety of formats, which give students practical experience in writing…

Schifferle, Judith

291

Word Skills: Ready-to-Use Writing Workshop Activities Kits. A Practical and Systematic Way To Build Basic Writing Skills and Teach the Entire Writing Process in Grades 4 through 8. Kit I.  

Science.gov (United States)

This handbook is one of a set of six which provide a systematic means to help students in grades 4 through 8 learn the process of writing while building specific writing skills. The handbook focuses on word skills, and offers 30 reproducible lessons, in a variety of formats, to help students improve their use of vocabulary, different parts of…

Schifferle, Judith

292

Notetaking and Outlining Skills: Ready-to-Use Writing Workshop Activities Kits. A Practical and Systematic Way To Build Basic Writing Skills and Teach the Entire Writing Process in Grades 4 through 8. Kit VI.  

Science.gov (United States)

This handbook is one of a set of six which provide a systematic means to help students in grades 4 through 8 learn the process of writing while building specific writing skills. The handbook focuses on notetaking and outlining skills, and offers 25 reproducible lessons, in a variety of formats, which give students practical experience in…

Schifferle, Judith

293

Sentence Skills: Ready-to-Use Writing Workshop Activities Kits. A Practical and Systematic Way To Build Basic Writing Skills and Teach the Entire Writing Process in Grades 4 through 8. Kit II.  

Science.gov (United States)

This handbook is one of a set of six which provide a systematic means to help students in grades 4 through 8 learn the process of writing while building specific writing skills. The handbook focuses on sentence skills, and offers 30 reproducible lessons, in a variety of formats, to help students write simple, compound, and complex sentences. The…

Schifferle, Judith

294

ENSEÑANZA DE LAS HABILIDADES NO INTERPRETATIVAS EN RADIOLOGÍA: REVISIÓN DE LA LITERATURA, EXPERIENCIA LOCAL Y PROYECCIONES FUTURAS / TEACHING NON-INTERPRETIVE SKILLS IN RADIOLOGY TRAINING: LITERATURE SEARCH, LOCAL EXPERIENCE AND FUTURE TRENDS  

Scientific Electronic Library Online (English)

Full Text Available SciELO Chile | Language: Spanish Abstract in spanish Se aborda el tema de la enseñanza de los aspectos humanísticos de la atención médica en radiología (Habilidades No Interpretativas: HNI) a través de una revisión de la literatura disponible y de la experiencia local en el Departamento de Radiología de la Facultad de Medicina de la Universidad de Chi [...] le, entre los años 2000 y 2004. Tanto de lo publicado en la literatura como de la experiencia local, se deduce que la enseñanza de las HNI debería ser incluida en el programa de formación de especialistas en radiología. Sugerimos un modelo para su enseñanza en radiología, que haga más práctico su aprendizaje, e incluirlo formalmente en el "Programa de Formación de Especialistas en Radiología". Abstract in english We discuss the relevance of including the teaching of humanistic aspects of medical care in Radiology Residency Training Programs (i.e. "Non-interpretive skills", HNI, as per its Spanish acronym), through a review of available literature on this topic and our experience at the Department of Radiolog [...] y, Faculty of Medicine, University of Chile, from 2000 to 2004. Based on the published literature and our own local experience, we conclude that including Non-interpretive skills such as communication abilities and interpersonal competences, in Radiology Residency Training Programs, is relevant. We propose a teaching model designed to enhance practica! learning of those skills.

Ortega T, Dulia; García M, César.

295

Map Skills  

Science.gov (United States)

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 ...

Ali, Mrs.

2010-02-23

296

Projektbericht zum Simulatorennetzwerk: Ein Tool zur Verbesserung der Unterrichtsmaterialien und zum gezielten Einsatz von Ressourcen in Skills Labs [Simulator Network Project Report: A tool for improvement of teaching materials and targeted resource usage in Skills Labs  

Directory of Open Access Journals (Sweden)

Full Text Available [english] 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 introduced a new project, which aims to improve the flow of information between the Skills Labs and enable a transparent assessment of the simulators via an online database (the Simulator Network.[german] Die medizinische Ausbildung im deutschsprachigen Raum bemüht sich vermehrt in der letzten Dekade um mehr Praxisbezug. Dieser wird mittlerweile an vielen Fakultäten durch simulations-basierten Unterricht in Skills Labs implementiert. Simulatoren sind damit essentieller Bestandteil für diese Art der medizinischen Ausbildung. Ihre Beschaffung und der Betrieb im Rahmen eines Skills Lab verlangen einen großen Einsatz von Ressourcen. Hier soll daher ein Projekt des Ausschusses für praktische Fertigkeiten der Gesellschaft für medizinische Ausbildung vorgestellt werden, welches eine Online-Datenbank (das Simulatorennetzwerk für einen bessern Informationsfluss zwischen den Skills Labs und für eine transparente Bewertung der Simulatoren ermöglicht.

Schnabel, Kai P.

2013-02-01

297

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

Digital Repository Infrastructure Vision for European Research (DRIVER)

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 t...

2008-01-01

298

System of teaching tasks aimed at training the skill of making medical choices through the clinical method Sistema de tareas docentes para la formación de la habilidad toma de decisiones médicas mediante el método clínico  

Directory of Open Access Journals (Sweden)

Full Text Available Being able of making medical choices is an essential skill for those who have received a Doctor of Medicine Degree. This article presents a system of teaching tasks aimed at training such skills in medicine students. The essential content of the article is divided into four parts. The first one outlines the general structure of the teaching task, the second one presents the elaborated task system, the third one describes the didactic moments for the implementation of the tasks system and, finally, the fourth one shows some additional methodological considerations. The system of teaching tasks to train the skill of making medical choices in medicine students has been conceived as a knowledge that can undergo changes and corrections arising from criticism and its own process of implementationLa toma de decisiones médicas constituye una habilidad esencial para el médico general integral básico. En este artículo se presenta un sistema de tareas docentes dirigido a la formación de dicha habilidad en la carrera de Medicina. El contenido esencial del artículo está distribuido en cuatro acápites. En el primero se expone la estructura general de la tarea docente asumida; en el segundo se presenta el sistema de tareas elaborado; en el tercer acápite se describen los momentos didácticos para la aplicación del sistema de tareas y, por último, son expuestas algunas consideraciones metodológicas adicionales para su utilización. El sistema de tareas docentes para la formación de la habilidad toma de decisiones médicas ha sido concebido como un conocimiento sujeto a las transformaciones y correcciones que se deriven de la crítica y de su aplicación.

Alfredo Espinosa Brito

2010-12-01

299

Voting Changed My Teaching Approach  

Science.gov (United States)

In this article, the author shares how his fourth-grade students' creative thinking concerning a long-standing research problem stimulated changes in his instructional strategies. He begins by providing an example which illustrates that the standard tool of democracy, the plurality vote, suffers serious deficiencies: "The winner can be the voters'…

Saari, Donald G.

2012-01-01

300

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)

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.

Maria Pachta

2007-10-01

 
 
 
 
301

Paragraph Writing Skills: Ready-to-Use Writing Workshop Activities Kits. A Practical and Systematic Way To Build Basic Writing Skills and Teach the Entire Writing Process in Grades 4 through 8. Kit III.  

Science.gov (United States)

This handbook is one of a set of six which provide a systematic means to help students in grades 4 through 8 learn the process of writing while building specific writing skills. The handbook focuses on paragraph writing, and offers 25 reproducible lessons, in a variety of formats, to help students improve their use of descriptive, narrative,…

Schifferle, Judith

302

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)

Full Text Available SciELO Brazil | Language: Portuguese Abstract in portuguese 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.

Daniele Carolina, Lopes; Zilda Aparecida Pereira Del, Prette; Almir Del, Prette.

303

How to Leverage Virtual Learning Communities for Teaching Agile Communication Skills? The eGroups Case at the University of Münster in Germany and Massey University in New Zealand  

Directory of Open Access Journals (Sweden)

Full Text Available Global business life nowadays is marked by quickly evolving forms of cooperation. These are often set in virtual space where various members from different countries are brought together in order to collaborate. This trend calls for specific abilities in communication that respond to the challenges evoked by the ever evolving and newly forming nature of international virtual project teams. In this paper, these abilities are called “agile communication skills”. The paper reports on the conceptualisation and implementation of a Virtual Learning Community (VLC in a longitude study designed to foster so-called “agile communication skills”. Our research presents an approach where VLCs are used in order to create authentic evolving cooperations between students. For this matter internet technology seemed to prove as a key enabler. However, the mere use of technology does not suffice on its own. We, thus, identified design principles of VLCs that appear to be critical factors for successfully implementing such communities. We applied design-oriented research by grounding our model in prior work and formatively evaluating it in multiple case studies over a period of two years. In this paper we present the matured model and show what features characterise an eLearning environment to teach agile communication skills in a university setting. In addition we report on evaluating this model in a real-life application scenarios by giving illustrating examples from the final case study between the players involved: the Massey University in New Zealand and the University of Münster in Germany.

Christina vom Brocke

2011-12-01

304

An Application of Collaborative Learning in a CALL Website Construction  

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Full Text Available Rationale and features of collaborative learning and a CALL website construction is discussed to verify the validity of the application of collaborative learning in foreign language teaching. It shows that collaborative learning can effectively promote learners to communicate with others and enhance their abilities to solve problems with the support to group members. Thus it can improve the development of creative thinking and train lifelong learning skills.

Ji Song

2011-01-01

305

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)

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.

Anthony Milanowski

2003-12-01

306

The Skilled Counselor Training Model: Skills Acquisition, Self-Assessment, and Cognitive Complexity  

Science.gov (United States)

The authors evaluated the effectiveness of the Skilled Counselor Training Model (SCTM; M. H. Smaby, C. D. Maddux, E. Torres-Rivera, & R. Zimmick, 1999) in teaching counseling skills and in fostering counselor cognitive complexity. Counselor trainees who completed the SCTM had better counseling skills and higher levels of cognitive complexity than…

Little, Cassandra; Packman, Jill; Smaby, Marlowe H.; Maddux, Cleborne D.

2005-01-01

307

The Teaching Standards Movement and Current Teaching Practices  

Science.gov (United States)

In contrast to curriculum standards initiatives, the teaching standards movement advocates a broad teaching approach that includes teaching for understanding, skills development in context, collaborative activities, and diversity of content and method. Using this conceptualization to analyze teachers' responses to a survey, we found that their…

Beck, Clive; Hart, Doug; Kosnik, Clare

2004-01-01

308

Inculcation of Science Process Skills in a Science Classroom  

Directory of Open Access Journals (Sweden)

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.

Rose Amnah Abd Rauf

2013-05-01

309

Factors Influencing Preservice Teachers' End-of-Training Teaching Performance.  

Science.gov (United States)

This study investigated components of preservice training likely to influence the development of expertise in teaching. The study examined whether perceived self-efficacy, cognitive skills for teaching, basic teaching skills, beginning training teacher performance, knowledge of subject matter, knowledge of teaching, teacher work environment, and…

Jablonski, Ann M.

310

Teaching Java Backwards  

Science.gov (United States)

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…

Machanick, Philip

2007-01-01

311

Comparing the Teaching Interaction Procedure to Social Stories for People with Autism  

Science.gov (United States)

This study compared social stories and the teaching interaction procedure to teach social skills to 6 children and adolescents with an autism spectrum disorder. Researchers taught 18 social skills with social stories and 18 social skills with the teaching interaction procedure within a parallel treatment design. The teaching interaction procedure…

Leaf, Justin B.; Oppenheim-Leaf, Misty L.; Call, Nikki A.; Sheldon, Jan B.; Sherman, James A.; Taubman, Mitchell; McEachin, John; Dayharsh, Jamison; Leaf, Ronald

2012-01-01

312

The Medical Educator Teaching Portfolio: Its Compilation and Potential Utility  

Digital Repository Infrastructure Vision for European Research (DRIVER)

A revolution in thinking and redefinition of traditional scholarship by prioritising teaching skills and achievements has led to the birth of the Teaching Portfolio, designed to carry a comprehensive and dynamic record of the teaching activities of the faculty. A teaching portfolio documents the faculty’s teaching scholarship and effectiveness. It is a record of selected information on one’s teaching achievements, skills and strategies and dynamically represents the faculty’s growth, pr...

Lamki, Neela; Marchand, Mark

2006-01-01

313

Using a Self-Instructional Training Package To Teach Complex Problem-Solving Skills to Adults with Moderate and Severe Disabilities.  

Science.gov (United States)

A study assessed effects of a self-instructional package on complex problem-solving skills by three adults with intellectual disabilities. Problem situations were embedded in the participants' daily routines that consisted of multiple task sequences. The training package was effective in producing generalized, complex correct problem solving in…

Bambara, Linda M.; Gomez, Ophelia N.

2001-01-01

314

How to Change the Process of Teaching Basic Reading Skills in Secondary Schools. Phase II and Phase III. Final Report, Revised Materials.  

Science.gov (United States)

The third of three related reports, this document contains revised materials for the second and third phases of a study designed to identify teaching processes that are efficient in helping secondary school students learn to read. The materials in the document include an updated report of the effects of the teacher training workshops offered in…

Stallings, Jane; And Others

315

Using Point-of-View Video Modeling and Forward Chaining to Teach a Functional Self-Help Skill to a Child with Autism  

Science.gov (United States)

This study examined the effectiveness of point-of-view video modeling in a forward-chaining procedure to teach a 4-year-old boy with autism to serve himself an afternoon snack. Task analysis was undertaken, and the task was divided into 3 phases with 1 video produced for each phase. A changing criterion design was used to evaluate the effects of…

Shrestha, Akriti; Anderson, Angelika; Moore, Dennis W.

2013-01-01

316

El efecto de enseñar las destrezas del pensamiento crítico en un curso introductorio de enfermería / The result of teaching critical thought skills in a introductory nursing course  

Scientific Electronic Library Online (English)

Full Text Available SciELO Brazil | Language: Spanish Abstract in spanish En este estudio cuasi experimental se utilizó un modelo de enseñanza para el desarrollo del pensamiento crítico con un grupo de estudiantes de enfermería de primer año con el propósito de determinar si hubo acquisición de estas destrezas. Después de doce semanas de su implementación los resultados i [...] ndicaron que el tratamiento fue estadísticamente significativo. Se concluye que el método de instrucción utilizado para promover las destrezas del pensamiento crítico parece efectivo en cursos introductorios de Enfermería. Abstract in english This almost-experimental study utilized an education model to develop critical thought in a group of first year nursing students having as an objective to determine skills acquisition. Twelve weeks after its implementation the results showed the treatment statistical significance. Therefore, the ins [...] truction method utilized to promote critical thought skills produced education the intended result in introductory nursing courses

Lydia Gordón de, Isaacs.

317

El efecto de enseñar las destrezas del pensamiento crítico en un curso introductorio de enfermería The result of teaching critical thought skills in a introductory nursing course  

Directory of Open Access Journals (Sweden)

Full Text Available En este estudio cuasi experimental se utilizó un modelo de enseñanza para el desarrollo del pensamiento crítico con un grupo de estudiantes de enfermería de primer año con el propósito de determinar si hubo acquisición de estas destrezas. Después de doce semanas de su implementación los resultados indicaron que el tratamiento fue estadísticamente significativo. Se concluye que el método de instrucción utilizado para promover las destrezas del pensamiento crítico parece efectivo en cursos introductorios de Enfermería.This almost-experimental study utilized an education model to develop critical thought in a group of first year nursing students having as an objective to determine skills acquisition. Twelve weeks after its implementation the results showed the treatment statistical significance. Therefore, the instruction method utilized to promote critical thought skills produced education the intended result in introductory nursing courses

Lydia Gordón de Isaacs

1994-07-01

318

Programming generalization of in-class transition skills: teaching preschoolers with developmental delays to self-assess and recruit contingent teacher praise.  

Digital Repository Infrastructure Vision for European Research (DRIVER)

We investigated a self-management intervention package that taught preschoolers with developmental delays to self-assess performance of targeted skills and to recruit teacher praise. Self-assessment alone resulted in increases in active engagement across all participants during the training sessions, but generalization to classrooms was sporadic and short-lived. When recruitment of contingent praise was added to the training package, treatment effects generalized to the participants' classroo...

1993-01-01

319

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

Digital Repository Infrastructure Vision for European Research (DRIVER)

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...

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

320

Choosing an Occupation. Revised. Employability Skills Series.  

Science.gov (United States)

This student booklet on choosing an occupation is one of six in the Employability Skills Series, a set of instructional materials designed to teach secondary students and adults the skills involved in getting and keeping a job. The competency-based material is oriented to young adults but written at approximately the fifth-grade reading level. (An…

Kromhout, Ora M.; And Others

 
 
 
 
321

Your Job Search. Revised. Employability Skills Series.  

Science.gov (United States)

This student booklet on job searches is one of six in the Employability Skills Series, a set of instructional materials designed to teach secondary students and adults the skills involved in getting and keeping a job. The competency-based material is oriented to young adults but written at approximately the fifth-grade reading level. (An…

Kromhout, Ora M.; Morse, Linda W.

322

Personal Finances. Revised. Employability Skills Series.  

Science.gov (United States)

This student booklet on personal finances is one of six in the Employability Skills Series, a set of instructional materials designed to teach secondary students and adults the skills involved in getting and keeping a job. The competency-based material is oriented to young adults but written at approximately the fifth-grade reading level. (An…

Kromhout, Ora M.; And Others

323

Using simulation to develop handover skills.  

Science.gov (United States)

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

Collins, Guy

324

Information Literacy Skills: Comparing and Evaluating Databases  

Science.gov (United States)

The purpose of this database comparison is to express the importance of teaching information literacy skills and to apply those skills to commonly used Internet-based research tools. This paper includes a comparison and evaluation of three databases (ProQuest, ERIC, and Google Scholar). It includes strengths and weaknesses of each database based…

Grismore, Brian A.

2012-01-01

325

Assessing Business Student Thinking Skills  

Science.gov (United States)

The development of student thinking skills is a major goal of business education. As with other such goals, student outcomes assessment must be undertaken to measure goal achievement. Thinking is difficult to teach; it is also difficult to assess. The purpose of this article is to improve management educators' understanding of student…

Smith, Gerald F.

2014-01-01

326

The Physiotherapy eSkills Training Online resource improves performance of practical skills: a controlled trial  

Directory of Open Access Journals (Sweden)

Full Text Available Abstract Background E-learning is a common and popular mode of educational delivery, but little is known about its effectiveness in teaching practical skills. The aim of this study was to determine whether the Physiotherapy eSkills Training Online resource in addition to usual teaching improved the performance of practical skills in physiotherapy students. Method This study was a non-randomised controlled trial. The participants were graduate entry physiotherapy students enrolled in consecutive semesters of a neurological physiotherapy unit of study. The experimental group received the Physiotherapy eSkills Training Online resource as well as usual teaching. The Physiotherapy eSkills Training Online resource is an online resource incorporating (i video-clips of patient-therapist simulations; (ii supportive text describing the aim, rationale, equipment, key points, common errors and methods of progression; and (iii a downloadable PDF document incorporating the online text information and a still image of the video-clip for each practical skill. The control group received usual teaching only. The primary outcomes were the overall performance of practical skills as well as their individual components, measured using a practical examination. Results The implementation of the Physiotherapy eSkills Training Online resource resulted in an increase of 1.6 out of 25 (95% CI ?0.1 to 3.3 in the experimental group compared with the control group. In addition, the experimental group scored 0.5 points out of 4 (95% CI 0 to 1.1 higher than the control group for ‘effectiveness of the practical skill’ and 0.6 points out of 4 (95% CI 0.1 to 1.1 higher for ‘rationale for the practical skill’. Conclusion There was improvement in performance of practical skills in students who had access to the Physiotherapy eSkills Training Online resource in addition to usual teaching. Students considered the resource to be very useful for learning.

Preston Elisabeth

2012-11-01

327

How learning a musical instrument affects the development of skills  

Digital Repository Infrastructure Vision for European Research (DRIVER)

Previous research does not teach us much about the role of music for skill development. Learning a musical instrument during childhood may affect educational opportunities by improving cognitive skills, teaching non-cognitive skills or sending positive signals to school teachers. Our study is the first to examine these channels with data from the German Socio-Economic Panel (SOEP). In addition to assessing the duration and intensity of music practice during childhood, the SOEP contains detail...

Hille, Adrian; Schupp, Ju?rgen

2013-01-01

328

Geritalk: Communication Skills Training for Geriatrics and Palliative Medicine Fellows  

Digital Repository Infrastructure Vision for European Research (DRIVER)

Expert communication is essential to high quality care for older patients with serious illness. While the importance of communication skills is widely recognized, formal curricula for teaching communication skills to geriatrics and palliative medicine fellows is often inadequate or unavailable. We drew upon the educational principles and format of an evidence-based, interactive teaching method, to develop an intensive communication skills training course designed specifically to address the c...

Kelley, Amy S.; Back, Anthony L.; Arnold, Robert M.; Goldberg, Gabrielle R.; Lim, Betty B.; Litrivis, Evgenia; Smith, Cardinale B.; O’neill, Lynn B.

2012-01-01

329

The Physiotherapy eSkills Training Online resource improves performance of practical skills: a controlled trial  

Digital Repository Infrastructure Vision for European Research (DRIVER)

Abstract Background E-learning is a common and popular mode of educational delivery, but little is known about its effectiveness in teaching practical skills. The aim of this study was to determine whether the Physiotherapy eSkills Training Online resource in addition to usual teaching improved the performance of practical skills in physiotherapy students. Method This study was a non-randomised controlled trial. The participants were graduate entry phys...

2012-01-01

330

Using Interactive Whiteboards in Teaching Retail Mathematics  

Science.gov (United States)

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…

Greene, Marla; Kirpalani, Nicole

2013-01-01

331

Teaching Is Not a Dead-End Street.  

Science.gov (United States)

Listed are seven devices which a teacher can use to measure his/her classroom skills in order to improve teaching effectiveness. Also included is a description of various teaching partnerships, and ideas for transferring the skills of teaching to other professions. (KC)

Van Schaack, Herbert; And Others

1980-01-01

332

Effective laboratory teaching  

Digital Repository Infrastructure Vision for European Research (DRIVER)

Practical work has an important and time-honored place in the education of students, researchers and engineers. The practical work is the most expensive part of the education. The major goals of practical work are: (i) teaching manual and observational skills relevant to the subjects; (ii) improving understanding of methods of scientific enquiry; (iii) developing problem solving skills; and (iv) nurturing professional attitudes.Most of us hope that our students will develop a commitment to th...

2011-01-01

333

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)

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.

Kristen L. Young

2010-12-01

334

Using teaching resources to help students develop team and project skills pays off, both in terms of employability and shorter study time.  

DEFF Research Database (Denmark)

Since Aalborg University in Denmark was started in 1974 it has been using a special educational model, where Problem Based Learning is the turning point. Each semester the students on the Engineering Educations form groups of approximately 6 persons, which uses half of the study time within the semester to solve and document a real-world engineering problem. Working with problems gives the students a very deep learning of the subjects they study, but also very good problem solving skills and team work competencies that are highly recommended by the Danish companies. In the first years of the university many students had difficulties with practical issues such as collaboration, communication, and project management. An important aspect of the basic part of the education (first year), has therefore been the development of a course where the students gets tools and tricks for good communication, collaboration, learning and project management (CLP). Although the course was a good help to a lot of students it was not everyone that was using the tools in their project work, and since it is only possible to learn about these issues by actually doing them the students had to deliver not only a written report documenting the results of their project, but also an analysis of the working process getting there. Since year 1998 the teachers giving the CLP course have focused very much on these process analyses and as they are a part of the examination the students also have focused more on how they work together and plan and do the project. This has clearly improved the students team and project work skills, which the CLP-teachers can see and document because they have read all of the process analyses every year since year 1998. This paper will explain the content and the form of the CLP-course and give some examples of the studentâ??s exercises and outcome of the course in terms of the process analyses. Results from a new Danish survey will document that not only are the engineering students from Aalborg University highly requested by companies, but there is also a much lower drop out rate among the students and a dramatically higher rate of students finishes their study within the prescribed time, compared to other Danish universities and engineering schools.

Jensen, Lars Peter

2005-01-01

335

Blended Learning zur integrierten und standardisierten Vermittlung klinischer Untersuchungstechniken: Das KliFO-Projekt [A blended learning approach for the integrated and standardized teaching of clinical skills: The CliSO project  

Directory of Open Access Journals (Sweden)

Full Text Available [english] Objective: The medical faculties of LMU Munich and CAU Kiel have developed a joint blended learning concept for computer-based learning and practical training of clinical skills: "CliSO – Clinical Skills Online" (. CliSO is implemented in their core curricula with the intention to foster students’ medical examination skills at the preclinical and clinical level. Methods: Both partners contributed their special competencies in the fields of case-based learning (Munich: CASUS e-learning platform and systematic learning (Kiel: Nickels e-learning platform. The didactic concept comprises the integration of theory and practice. It combines the standardized teaching of the following three components: Clinical skills are trained and reviewed in face-to-face courses. In the e-learning environment, the well-directed combination of case-based and systematic learning together with the chosen diversity of media (video, audio, animation facilitates situated learning as well as the intelligible presentation of clinical skills and their biomedical background. Both faculties agreed on joint learning objectives and standards. Results and prospects: It was possible to apply the concept to the different target groups at both faculties (first and second study phases and the differently designed face-to-face courses (Kiel: students examine each other; Munich: patients are examined in addition. Evaluations and studies confirmed the success of this approach, so that a transfer of the concept to other faculties is intended. [german] Zielsetzung: Mit „KliFO – Klinische Fertigkeiten Online“ ( haben die Medizinischen Fakultäten der LMU München und der CAU Kiel ein gemeinsames Blended Learning-Konzept zum computergestützten Lernen und praktischen Trainieren von klinischen Untersuchungstechniken entwickelt und in Pflichtveranstaltungen der Curricula integriert. Ziele sind die Verbesserung der Vor- und Nachbereitung von Untersuchungskursen im vorklinischen und klinischen Studienabschnitt und damit einhergehend verbesserte Untersuchungsfertigkeiten der Studierenden bei den ersten Patientenkontakten. Methodik: Beide Partner brachten ihre speziellen Kompetenzen in den Bereichen fallbasiertes Lernen (München, Lernplattform CASUS und systematisches Lernen (Kiel, Lernplattform Nickels ein. Das didaktische Konzept beinhaltet die Integration von Theorie und Praxis. Es kombiniert die standardisierte Vermittlung der folgenden drei Komponenten: Im Präsenzunterricht werden die Untersuchungstechniken geübt und reflektiert. Computerbasiert werden durch gezielte Kombination von fallbasiertem und systematischem Lernen zusammen mit einem vielfältigen Medieneinsatz (Video, Audio, Animation situiertes Lernen gefördert, Untersuchungstechniken anschaulich dargestellt sowie Hintergrundwissen in inhaltlichem und zeitlichem Zusammenhang mit dessen Anwendung vermittelt. Beide Fakultäten haben sich auf gemeinsame Lernziele und Standards geeinigt. Ergebnisse und Ausblick: Das Konzept lässt sich auf die unterschiedlichen Zielgruppen an beiden Fakultäten (1. bzw. 2. Studienabschnitt und die unterschiedlich gestalteten Präsenzphasen (Kiel: gegenseitige Untersuchung der Studierenden, München: zusätzlich Untersuchungen an realen Patienten anwenden. Evaluationsergebnisse und Begleitstudien bestätigen den Erfolg dieses Konzepts, sodass nun ein Transfer von KliFO auf andere Fakultäten angestrebt wird.

Brüchner, Kirsten

2009-02-01

336

Improving Learners' Research Process Skills  

Science.gov (United States)

The Professional Development Program (PDP) supports participants as they design inquiry activities that help learners improve their research process skills. These skills include the cognitive or reasoning skills that scientists and engineers use while doing research; for example, making a testable hypothesis, coordinating results from multiple experiments, or identifying and evaluating tradeoffs. Past work in the PDP indicated that additional support was needed to help participants design instructional activities that would teach these important skills. A new workshop was therefore developed for the 2009 PDP cycle, entitled "Improving Learners' Process Skills." In this workshop, participants worked in small groups to define specific science and engineering skills found in four past PDP activity designs. Participants distinguished between "simple tasks" and "authentic inquiry" activities that learners could perform as demonstration of the skill. Through this new workshop, participants were able to explicitly discuss ways in which individual process skills are unique or inter-related. In addition, by identifying a "simple task," participants were able to pinpoint areas in which their own designs could be improved to better focus on authentic inquiry tasks. In 2010, the workshop was slightly modified to help participants reconnect the research process skills with the activity content. In addition, the idea of using generic and context-specific scaffolds was also introduced. To make the participants feel like they were contributing to the PDP community, four activity designs actively being worked on in the 2010 cycle were used. Based on participant feedback, this "Improving Learners' Process Skills" workshop should be strongly considered for future returning participants.

Quan, T. K.; Hunter, L.; Kluger-Bell, B.; Seagroves, S.

2010-12-01

337

Language teachers and teaching  

CERN Document Server

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.

Ben Said, Selim

2013-01-01

338

Teaching Social and Emotional Competence.  

Science.gov (United States)

Formal schooling generally does not include education in interpersonal and intrapersonal skills, although helping children develop socially and emotionally is important in academic progress. Describes the implementation of a social skills training program for elementary and middle school students called Connecting with Others: Lessons for Teaching…

Richardson, Rita Coombs

2000-01-01

339

Teaching Language, Teaching Culture.  

Science.gov (United States)

Essays and research reports on the relationship between teaching second languages and teaching culture include: "Teaching Culture as an Integrated Part of Language Teaching: An Introduction" (Chantal Crozet, Anthony J. Liddicoat); "Primary Socialization and Cultural Factors in Second Language Learning: Wending Our Way through Semi-Charted…

Liddicoat, Anthony J., Ed.; Crozet, Chantal, Ed.

1997-01-01

340

Teaching Writing: A Backward Glance.  

Science.gov (United States)

From his own teaching experience, the author presents his views on the essentials of effective writing instruction: diagnostic testing, student grouping, meaningful assignments, and the teacher as model. He also presents some of his techniques for teaching observational skills, exactness, and logical sequence. (SJL)

Goggin, William F.

1980-01-01

 
 
 
 
341

O ensino da comunicação na graduação em medicina: uma abordagem / The teaching of communication skills in medical schools: an approach / La enseñanza de la comunicación en la graduación en medicina: un enfoque  

Scientific Electronic Library Online (English)

Full Text Available SciELO Brazil | Language: Portuguese Abstract in portuguese Analisa-se o processo ensino/aprendizagem da comunicação na relação médico-paciente durante a graduação médica, discutindo concepções de alunos e de coordenadores sobre esse processo e identificando como e quando o currículo o contempla. Foram entrevistados 12 egressos e nove coordenadores de curso. [...] Apreendeu-se uma grande diversidade de concepções sobre comunicação, afirmando-se, principalmente, uma tendência em considerá-la uma habilidade instrumental para conseguir informações e se fazer entender no procedimento médico. O aprendizado da comunicação acontece, prioritariamente, de maneira implícita ao processo de formação, vinculado a algumas disciplinas, como a Semiologia e a Psicologia Médica, ou perpassando o currículo nos diferentes momentos de ensino/aprendizagem. A observação de atitudes e comportamentos no cotidiano do ensino, seja de professores ou de outros médicos em atividade, notadamente no internato, é a principal responsável pela aprendizagem desta habilidade pelos alunos. Os resultados encontrados nesta pesquisa, dada a relevância da comunicação no exercício da prática médica, apontam para a necessidade de um redimensionamento do olhar para essa temática nos projetos pedagógicos de formação de futuros médicos. Abstract in spanish El objetivo de este trabajo es analizar el proceso enseñanza/aprendizaje de la comunicación en la relación médico-paciente durante la graduación médica, discutiendo concepciones de alumnos y de coordinadores sobre ese proceso e identificando cómo y cuándo el currículo lo contempla. Fueron entrevista [...] dos doce egresados y nueve coordinadores de cursos. Aparece una gran diversidad de concepciones sobre comunicación, mostrando, principalmente, una tendencia a considerarla una habilidad instrumental para conseguir información y hacerse entender en el procedimiento médico. El aprendizaje de la comunicación ocurre, prioritariamente, de manera implícita al proceso de formación, vinculado a algunas disciplinas como la Semiología y la Sicología Médica o durante el desarrollo del currículo en los diferentes momentos de enseñanza/aprendizaje. La observación de modelos, tanto de profesores como de otros médicos en actividad, notadamente en el internado, son los principales responsables por ese proceso. Los resultados encontrados en esta investigación, dada la relevancia de la comunicación en el ejercicio de la práctica médica, indican la necesidad de redimensionamiento de perspectiva sobre esta temática en los proyectos pedagógicos de formación de futuros médicos. Abstract in english The purpose of this work is to analyze the process of teaching/learning communication within the doctor-patient relationship during the undergraduate medical course, discussing the ideas of students and of coordinators regarding this process, and identifying how and when the curriculum takes this is [...] sue into account. Twelve graduates and nine course coordinators were interviewed. We learned that there is a great diversity of ideas on communication, especially a tendency to think of it as an instrumental skill for obtaining information and making oneself understood within medical procedures. The learning of communication takes place primarily in an implicit way within the education of physicians, being connected with certain disciplines, such as Semiology and Medical Psychology, or being imbued in the curriculum during the different moments of teaching and learning. The observation of attitudes and behaviors in the daily practice of teaching, whether by professors or other physicians in practice, notably during internship, is the main factor responsible for student learning of this skill. The results found in this research, given the relevance of communication in the exercise of medical practice, indicate that it is necessary to reassess this theme in connection with the pedagogical practices used to train future physicians.

Pedro Santo, Rossi; Nildo Alves, Batista.

342

Constructing communication skills through preparation, experience, reflection and feedback  

Digital Repository Infrastructure Vision for European Research (DRIVER)

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...

Hawken, Susan J.; Henning, Marcus A.

2012-01-01

343

Teaching With Writing  

Science.gov (United States)

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.ââˆOther highlights include The Composition Archives and a crucial guide to dealing with plagiarism.

2012-01-01

344

Teaching Interviewing for Pediatrics  

Science.gov (United States)

A structured course for teaching interviewing is described which focuses on the interaction between the patient and the practitioner. The course focuses on relationship, communication, and feelings, and theoretical material is described behaviorally in checklist form. Different methods are used to help students apply skills in clinical situations.…

Zakus, Gloria; And Others

1976-01-01

345

Exploring Teacher Beliefs in Teaching EAP at Low Proficiency Levels  

Science.gov (United States)

Teaching English for Academic Purposes (EAP) requires teachers experienced in Communicative Language Teaching (CLT) to acquire additional skills, abilities and approaches. Beliefs about CLT teaching may not be appropriate for teaching EAP, especially to low level learners. Making teachers aware of their beliefs is the first step in helping them to…

Alexander, Olwyn

2012-01-01

346

Directorate for Education and Skills - OECD  

... Teacher effectiveness hampered by lack of incentives and bad behaviour in classrooms Three out of four teachers feel they lack incentives to improve the ...quality of their teaching, while bad behaviour by students in the classroom disrupts lessons in three schools out of five, according to a ... schools,training,education,learning,teacher,Teaching,students,classroom Directorate for Education and Skills - OECD Français Follow us E-mail Alerts Blogs OECD Home ...About Countries Topics Statistics Newsroom OECD Home › Directorate for Education and Skills › Teacher effectiveness hampered by lack of incentives and bad behaviour in classrooms ...

347

THINKING SKILL - THE MAIN LEARNING TOOL  

Directory of Open Access Journals (Sweden)

Full Text Available The method of teaching with help of four elementary skills - reading, speaking, writing and listening is definitely inconceivable to teaching any foreign language. But automatic answers following the exercise and students passive memorising does not make speaking language and its learning very natural. This has forced me to find and create the way how to make learners think and realise the point and meaning of learning itself. My paper is about special skill I have tried to apply –thinking skill. I have chosen it to complement other four which teacher normally uses when teaching foreign language (reading, speaking, listening skills. At the same time I put thinking skill into a role to support and enhance learning process. To find and use some methods how to make students think, make their own opinion and also teach them to apply their own experience to learning process was the main goal of this survey. The methods I have applied were provoking students to think before they learn.

Daniela Koteková

2010-06-01

348

Digital skills as a basis for TPCK  

Digital Repository Infrastructure Vision for European Research (DRIVER)

Pupils in today's elementary and secondary schools are in need totally different skills than 40 years ago. When they finish school, they must deal with technology-dense communities that are more complex than previously and continuously changing. This places new demands on schools and their teachers. TPCK is a suitable model to describe the skills teachers need to provide adequate teaching for their students‘ future. This paper presents results from research on newly qualified teachers about...

Øgrim, Leikny

2010-01-01

349

Die Checkliste PK "Professionelles ärztliches Kommunikationsverhalten" in Unterricht und Evaluation kommunikativer Fertigkeiten im Medizinstudium [Checklist "Professional Communication in Medicine" in teaching and assessing of anamnesis and communication skills in medical education  

Directory of Open Access Journals (Sweden)

Full Text Available [english] Objectives: The checklist „Professional Communication in Medicine“ serves as a tool for teaching and training medical students in communication skills, it has also been developed in order to evaluate the students’ performance at the end of their second year at the Medical University of Vienna. The checklist consists of three parts: 26 items referring to the contents of the interview according to George Engel’s ten step model of anamnesis, 10 items referring to the style of communication and 12 items deal with the relationship established. Methods: Teachers of communication skills in medicine were asked to check the list for objectivity (interrater- reliability. In a first step (learning, after they got to know how to handle the list, they were trained in applying this checklist with the help of videos – each presenting a complete anamnesis. The testing that followed looked at the items in terms of their level of consensus. Results: On the whole it can be said that a good level of consensus – in around 75 percent of all items - was reached in assessing all three parts, i.e. style of communication, contents and relationship. The highest levels of consensus were observed in part B: style of communication, the lowest in section C: relationship. Conclusion: Results have turned out satisfactorily as far as they provide consistent forms of assessment for the major part of items. However, improvements need to be made in areas dealing with question-building, psychosocial aspects but also personal development. All in all, the checklist can be seen as an essential contribution to quality assurance in medical communication, involving both, students and teachers. [german] Zielsetzungen: Die Checkliste PK „Professionelles ärztliches Kommunikationsverhalten“ ist als Unterrichtsmittel, für gezieltes Training und die Evaluation kommunikativer Fertigkeiten, im medizinischen Unterricht an der Medizinischen Universität Wien (MUW, entwickelt worden. Die Checkliste umfasst drei Bereiche: Gesprächsinhalt (Anamnese, Gesprächsstil und Beziehung/Kontakt. Methodik: Zur Überprüfung von Gütekriterien wurden Lehrende der skills line „ärztlichen Gesprächsführung“ herangezogen. Nach einer Einschulung in die Handhabung der Checkliste trainierten sie in einem ersten Schritt (Lernphase die Anwendung der Checkliste anhand von Videofilmen. In der anschließenden Testphase wurde die Bewertungen der Items hinsichtlich deren Übereinstimmung erfasst. Ergebnisse: Insgesamt stimmten die Bewertungen für alle drei Bereiche -Gesprächsstil, Gesprächsinhalt sowie Beziehung und Kontakt - bei drei Viertel aller Items (rund 75 % sowohl in Lern- wie in Testphase überein. Die höchste Übereinstimmung erzielten Items des Bereichs B (Gesprächsstil, die niedrigste Items des Bereichs C (Beziehung/Kontakt. Schlussfolgerung: Die Ergebnisse sind zufrieden stellend, in so ferne als für einen großen Teil der Items konsistente Einschätzungen vorliegen. Optimierungen in der Fragenkonstruktion ebenso wie in der Lehre sind vor allem in Bereichen, in denen psychosoziale Themen angesprochen werden, notwendig. Die Checkliste kann einen wesentlichen Beitrag zur Qualitätssicherung von Lehr- und Prüfungsbedingungen kommunikativer Fertigkeiten im medizinischen Unterricht leisten.

Pucher-Matzner, Ingeborg

2006-11-01

350

Teaching Languages, Teaching Cultures.  

Science.gov (United States)

This collection of papers examines what it means to teach culture as an integrated part of language from both the language learner's and the language teacher's perspectives. The 11 papers include the following: "Teaching Cultures as an Integrated Part of Language: Implications for the Aims, Approaches and Pedagogies of Language Teaching" (Chantal…

Liddicoat, Anthony J., Ed.; Crozet, Chantal, Ed.

351

Capacidades motoras envolvidas na habilidade psicomotora da técnica de ressuscitação cardiopulmonar: subsídios para o processo ensino-aprendizagem Capacidades motoras involucradas en la habilidad psicomotora de la técnica de resucitación cardiopulmonar: subsídios para el proceso ensenanza-aprendizaje Motor capacities involved in the psychomotor skills of the cardiopulmonary resuscitation: subsidies of the teaching-learning process  

Directory of Open Access Journals (Sweden)

Full Text Available Trata-se de uma estudo bibliográfico sobre a identificação das capacidades motoras envolvidas na habilidade psicomotora da técnica de ressuscitação cardiopulmonar (RCP cuja finalidade é obter subsídios para o planejamento do processo ensino-aprendizagem desta habilidade. Verificou-se que as capacidades motoras envolvidas na habilidade psicomotora da técnica de RCP são predominantemente cognitivas e motoras, envolvendo 9 capacidades perceptivo-motoras e 8 capacidades de proficiência física. A técnica de RCP é uma habilidade psicomotora classificada como aberta, seriada e categorizada como uma habilidade fina e global e o processo de ensino-aprendizagem da técnica de RCP tem alto grau de complexidade.Se trata de un estudio bibliográfico sobre la identificación de las capacidades motoras involucradas en la habilidad psicomotora de la técnica de resucitación cardiopulmonar (RCP cuya finalidad fue obtener subsidios para la planificación del proceso ensenanza-aprendizaje de esta habilidad. Se verifico que las capacidades motoras involucradas en la habilidad psicomotora de la técnica de RCP son predominantemente cognitivas y motoras, involucrando 9 capacidades perceptivo-motoras y 8 capacidades de proficiencia física. La técnica de RCP es una habilidad psicomotora clasificada como abierta, seriada y categorizada como una habilidad fina y global y el proceso de ensenanza-aprendizaje de la técnica de RCP tiene alto grado de complejidad.It is a bibliographic study about the identification of the motor capacities involved in the psychomotor skills of the cardiopulmonary resuscitation (CPR which aims to obtain subsidies to the planning of the teaching-learning process of this skill. It was found that: the motor capacities involved in the psychomotor skill of the CPR technique are predominantly cognitive and motor, involving 9 perceptive-motor capacities and 8 physical proficiency capacities. The CPR technique is a psychomotor skill classified as open, done in series and categorizedas a thin and global skill and the teaching-learning process of the CPR technique has an elevated degree of complexity.

Ana Maria Kazue Miyadahira

2001-12-01

352

Incorporating Information Literacy Skills into Analytical Chemistry: An Evolutionary Step  

Science.gov (United States)

The American Chemical Society (ACS) has recently decided to incorporate various information literacy skills for teaching analytical chemistry to the students. The methodology has been found to be extremely effective, as it provides better understanding to the students.

Walczak, Mary M.; Jackson, Paul T.

2007-01-01

353

A curriculum model for transferable skills development  

Directory of Open Access Journals (Sweden)

Full Text Available 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 from dependent to autonomous learning. The model is jargon-free, which should augment its appeal within engineering and in other disciplines.

Deesha Chadra

2006-06-01

354

Negotiating skills.  

Digital Repository Infrastructure Vision for European Research (DRIVER)

The Collins English Dictionary defines negotiation as "a discussion set up or intended to produce a "settlement or agreement." It is a skill everyone uses on a regular basis in daily life; often without realising. A plan to meet friends fo an evening meal for example involves agreeing a time and venue--this is negotiation. As it is the the process of coming to terms with the "other side" and trying to get the best deal possible it is necessary to accept the fact that a conflict of interest do...

Hughes, G.

1996-01-01

355

Teaching Creativity to Business Students: How Well Are We Doing?  

Science.gov (United States)

As calls for enhancing the ability of business students to think creatively and develop innovative goods and services have become universal, researchers in the area of creativity have expressed concerns that the U.S. educational system may not foster creative thinking. The authors' research is based on a sample of 442 undergraduate business…

Schlee, Regina Pefanis; Harich, Katrin R.

2014-01-01

356

TEACHING BUSINESS ENGLISH FOR COMMUNICATION IN ROMANIA  

Directory of Open Access Journals (Sweden)

Full Text Available The paper mentions the history of teaching Business English in Romanian universities in the past 20 years and focuses on Business English for communication nowadays. It discusses the evolution of the subject and, as today teaching Business English tends to cultivate business expertise rather than teach language skills, a more systematic Business English curriculum is aimed at. Since learners need to improve their ability to communicate in particular business and general communication situations( for example : when socialising, telephoning, presenting, taking part in meetings and negotiating., by teaching business English for communication students will be provided the opportunity to acquire the necessary skills.

Minodora Otilia Simion

2012-03-01

357

Teach what?: reflections on the transition from hospital teaching to teaching in the community.  

Science.gov (United States)

For a nurse educator, the sudden assignment to teaching in the community after years of hospital teaching and practice can cause distress. While persons with such experience do not possess the skills to teach the care of aggregate populations, they can be successful in teaching students to care for patients in their homes and in other community settings. Participating in on-site orientation, developing perspectives that recognize patient autonomy and the significance of family context, and using more discovery learning strategies enable faculty to achieve course goals and to contribute to curricular goals. PMID:9653206

Reed, F C; Wuyscik, M A

1998-01-01

358

The Investigation of Pre Service Teachers’ Perceived Communication Skills Level  

Directory of Open Access Journals (Sweden)

Full Text Available This study investigated the effects of pre-service teachers’ communication skills level on academic achievement of pre-service teachers. Students of Gazi Education Faculty were in the field of this study and sample of this study were 357 students of both teaching type day time and after 5 p.m. from various departments andprogrammes such as, Science Teaching Programme, Mathematics Teaching Programme, Primary School Teaching Programme, Social Studies Teaching Programme and English Language Teaching ProgrammeThe method of this study was review of literature and survey. Data were collected with questionnaire. Frequency and percentage of results were grouped and presented. For data analysis, independent t-test and ANOVA were used to compare means of groups at significance level 0.05.According to results of this study, it was found that there is no significant relation between socio-economiclevel and communication skills level. However, it was found that it was found that there is significant relation between academic achievement and communication skills level. gender and communication skills level. In addition, it was found that there is significant relation between teaching type and communication skills level.

Mehmet Arif ÖZERBA?

2007-06-01

359

Life Skills Literacy: An Intervention Model to Alleviate Family Poverty  

Science.gov (United States)

Life Skills Literacy (LSL) is a multidisciplinary intervention model that helps families living with limited resources (including poverty) achieve sustainable well-being. This model, based on ecological theory and a readiness for change framework, prepares people to learn from the program and teaches necessary life skills. The LSL project…

Johnson, Lee N.; Carswell, Andrew T.; Palmer, Lance; Sweaney, Annie L.; Mullis, Rebecca M.; Leonas, Karen K.; Moss, Joan Koonce; Mauldin, Teresa

2005-01-01

360

Improving Vocabulary Skills through Assistive Technology: Rick's Story  

Science.gov (United States)

This case study examines the use of two assistive technologies, the Franklin Language Master 6000b and Microsoft PowerPoint 2003, as visual support systems to aid in the vocabulary acquisition skills of a student with autism spectrum disorder (ASD). The intervention used children's literature and best practices in teaching vocabulary skills in…

Lindsey-Glenn, Pam F.; Gentry, James E.

2008-01-01

 
 
 
 
361

Enhancing Thinking Skills with School-University Collaboration.  

Science.gov (United States)

Describes a collaborative Purdue University and Twin Lakes School Corporation (Indiana) project to specify and demonstrate research-based instructional models facilitating the development of students' higher thinking skills. The project has developed a special site where student teachers can observe and practice teaching these skills. Includes 10…

McInerney, William D.; Kolter, Gerald E.

1988-01-01

362

European Geography Higher Education Fieldwork and the Skills Agenda  

Science.gov (United States)

The Bologna Declaration focuses on skill acquisition as a means of improving student employability and fieldwork is considered to be a pivotal teaching method for geography students to obtain such skills. This paper presents results from a major substantive survey of European geography academics and students which investigated their perspectives…

Wall, Glenda P.; Speake, Janet

2012-01-01

363

Coherence in the Assessment of Writing Skills  

Science.gov (United States)

Unhappy with the contradiction of teaching writing skills through a process-genre approach and testing them by means of a timed essay, the authors devised the Extended Writing Project (EWP) as an alternative evaluation mechanism. This requires students to write an extended text in consecutive sections that are drafted and revised with external…

Walker, Robin; Riu, Carmen Perez

2008-01-01

364

Infusing Counseling Skills in Test Interpretation.  

Science.gov (United States)

Presents an instructional model based on Neurolinguistic Programming that links counseling student course work in measurement and test interpretation with counseling techniques and theory. A process incorporating Neurolinguistic Programming patterns is outlined for teaching graduate students the counseling skills helpful in test interpretation.…

Rawlins, Melanie E.; And Others

1991-01-01

365

Communications Skills Project: What Really Went Wrong.  

Science.gov (United States)

A study examined the genesis or formation and operations of the Communication Skills Project (COMSKIP), whose primary aim was to revitalize the teaching and learning in the Use of English (UOE) curriculum in Nigeria. In the process of accessing the achievements of COMSKIP, there was limited synchronicity between the people who conceived of the…

Onukaogu, C. E.; Olowu, C. O.

366

Forms and Values of Implementing Simulation Teaching in Public Pedagogy  

Directory of Open Access Journals (Sweden)

Full Text Available Public pedagogy is a required course of higher teachers colleges in our country, but students lack interest in learning public pedagogy. Implementation of the simulation teaching in public pedagogy can greatly stimulate students' interest in learning public pedagogy in normal university because of its unique forms and important values. Implementation of simulation teaching in public pedagogy generally takes two kinds of forms: primary and middle school teaching content simulation teaching, and higher education of normal education teaching content simulation teaching. It has various values of improving classroom teaching skills and teaching practice abilities of the students of higher teacher college, training their innovation abilities, and shaping their teachers roles.

Yusheng Wang

2012-06-01

367

Reflection Of Student Teacher On Technology Based Teaching  

Directory of Open Access Journals (Sweden)

Full Text Available Practice teaching is core training programme in B Ed practicum component which is to build teaching competencies in student teachers. Quality education depends upon quality teaching. Practice teaching is integration of many skillsTechnology based teaching is an instructional strategy which involves use of technological means in teaching. In the age of knowledge explosion the use of technology in teaching learning process is inevitable. . The researcher has made attempt to find out the problems in conducting these lessons and remedies to overcome the difficulties in conducting lessons based on Technology based teaching.

Rajendra Patil

2013-07-01

368

Group Training for Social Skills: A Program for Court-Adjudicated, Probationary Youths.  

Science.gov (United States)

Describes a group training program for teaching social skills to juveniles on probation. The program teaches eight skills: giving positive feedback, giving negative feedback, accepting negative feedback, resisting peer pressure, problem-solving, negotiation, following instructions, and conversation. An eight-month follow-up showed good retention…

Hazel, J. Stephen; And Others

1982-01-01

369

O ensino de psiquiatria, habilidades de comunicação e atitudes no currículo integrado do curso de Medicina da Universidade Estadual de Londrina / The teaching of psychiatry, communication skills and attitudes in the integrated curriculum of the medical course at the Londrina State University  

Scientific Electronic Library Online (English)

Full Text Available SciELO Brazil | Language: Portuguese Abstract in portuguese Este artigo relata uma experiência de ensino de psiquiatria, habilidades de comunicação e atitudes no currículo integrado do curso de Medicina da Universidade Estadual de Londrina. O mapa conceitual do módulo temático de problemas mentais e do comportamento foi proposto para facilitar uma aprendizag [...] em interdisciplinar significativa de psiquiatria. O conhecimento de psiquiatria é adquirido utilizando-se a metodologia de Aprendizagem Baseada em Problemas. O treinamento de habilidades de comunicação e atitudes é realizado de diferentes formas, com pacientes verdadeiros, pacientes simulados, vídeos, relatos de casos, dramatizações e trabalhos em pequenos grupos. Os métodos de avaliação do conhecimento de psiquiatria, habilidades de comunicação e atitudes incluem avaliação somativa eformativa, que fornecem feedback ao estudante acerca de seu progresso, o exame clínico estruturado por objetivo (Osce), portfolios e relatórios de casos. As competências de conhecimento de psiquiatria, habilidades em comunicação e atitudes são internalizadas dependendo do método de treinamento de uma aprendizagem significativa e de como os estudantes são avaliados em sua prática da medicina. Abstract in english This article describes an experience of teaching psychiatry, communication skills, and attitudes in an integrated medical curriculum at the Londrina State University. The concept map of the thematic module of mental disorders and of behavior were proposed as a strategy promoting interdisciplinary me [...] aningful learning of Psychiatry. Psychiatric knowledge is acquired through problem-based learning. Communication skills and attitudes are taught in different ways, with patients, with simulated patients, using videos, case reports, role-playing, and work in small groups. The methods used for evaluating the knowledge in psychiatry, the communication skills and the attitudes include summative and formative assessment designed to give the student a feedback on his progress in objective structured clinical examination (Osce), portfolios, and case reports. The psychiatric knowledge, communication skills, and attitudes are assimilated depending on meaningful learning as a teaching method and on the way the students are evaluated in their medical practice.

Nunes, Sandra Odebrecht Vargas; Vargas, Heber Odebrecht; Liboni, Marcos; Martins Neto, Daniel; Vargas, Lúcia Helena Mendonça; Turini, Bárbara.

370

Predicting the Aspiration To Teach for Paraprofessionals.  

Science.gov (United States)

This study investigated factors encouraging or deterring paraprofessionals from pursuing teaching credentials, examining professional characteristics (years of experience, dual language skills, and attitudes toward the profession); personal characteristics (sex, age, marital status, offspring, and race); and access factors (perceived obstacles,…

Kelly, Candace

371

Medical simulation-based education improves medicos' clinical skills  

Digital Repository Infrastructure Vision for European Research (DRIVER)

Clinical skill is an essential part of clinical medicine and plays quite an important role in bridging medicos and physicians. Due to the realities in China, traditional medical education is facing many challenges. There are few opportunities for students to practice their clinical skills and their dexterities are generally at a low level. Medical simulation-based education is a new teaching modality and helps to improve medicos' clinical skills to a large degree. Medical simulation-based edu...

Wang, Zhaoming; Liu, Qiaoyu; Wang, Hai

2013-01-01

372

Teaching English Through Literature  

Directory of Open Access Journals (Sweden)

Full Text Available This paper aims at emphasizing the use of literature as a popular technique for teaching both basiclanguage skills (i.e. reading, writing, listening and speaking and language areas (i.e. vocabulary,grammar and pronunciation in our times. Reasons for using literary texts in foreign language classroomand main criteria for selecting suitable literary texts in foreign language classes are stressed so as tomake the reader familiar with the underlying reasons and criteria for language teachers’ using andselecting literary texts. Moreover, literature and the teaching of language skills, benefits of differentgenres of literature (i.e. poetry, short fiction, drama and novel to language teaching and some problemsencountered by language teachers within the area of teaching English through literature (i.e. lack ofpreparation in the area of literature teaching in TESL / TEFL programs, absence of clear-cut objectivesdefining the role of literature in ESL / EFL, language teachers’ not having the background and trainingin literature, lack of pedagogically-designed appropriate materials that can be used by language teachersin a classroom context are taken into account.

Murat Hi?mano?lu

2005-04-01

373

Effective laboratory teaching  

Directory of Open Access Journals (Sweden)

Full Text Available Practical work has an important and time-honored place in the education of students, researchers and engineers. The practical work is the most expensive part of the education. The major goals of practical work are: (i teaching manual and observational skills relevant to the subjects; (ii improving understanding of methods of scientific enquiry; (iii developing problem solving skills; and (iv nurturing professional attitudes.Most of us hope that our students will develop a commitment to the subject taught and that they will incorporate its values into their thinking and future actions. Practical work can, and should, provide opportunities for such attitudes to grow.

Nayeb Ali Ahmadi

2011-01-01

374

Ostomy Home Skills Program  

Medline Plus

Full Text Available ... Division of Education > Patient Education > Skills Programs > Ostomy Home Skills Program Prepare for your Operation Find a ... Center Specific Operations (ACS Materials) Skills Program Contact HOME DVD I want to learn about Colostomy/Illeostomy ...

375

Professional Development of Teacher Educators through Developing their Computer Skills  

Directory of Open Access Journals (Sweden)

Full Text Available The aim of this research was to study the professional development of college teacher educators by teaching them computer skills. The study covered 25 instructors and lecturers teaching at a teacher training college who participated in a course of computer applications in teaching. Each one of the teachers applied the skills acquired in the course in his classroom in his area of specialization. The data was gathered by means of an open-ended questionnaire and a survey of the teachers

Esther Zaretsky

2012-02-01

376

Teaching radioactivity  

...Teaching radioactivity Teaching radioactivity This site uses cookies. By continuing to use this site you agree to our use of cookies. To ...are here Education I am a teacher Resources for the classroom Teaching radioactivity I am a teacher Resources for the classroom Practical Physics Teaching ...Qualification (EPQ) in physics Teaching astronomy and space Teaching Medical Physics Teaching radioactivity Physics in Concert Voicebox: The Physics and Evolution of Speech ...SimPhysics The MODEL Project Other IOP resources Teaching radioactivity The Institute has produced a number of resources to support the teaching of radioactivity. ...

377

A Programmatic Description of a Social Skills Group for Young Children with Autism  

Science.gov (United States)

Deficits in social skills are a common problem for children with autism. One method of developing appropriate social skills in children with autism has been group instruction. To date, however, group instruction has produced mixed results. The purpose of this article is to describe a promising method of teaching social skills to children in small…

Leaf, Justin B.; Dotson, Wesley H.; Oppenheim-Leaf, Misty L.; Sherman, James A.; Sheldon, Jan B.

2012-01-01

378

Connected Teaching of Statistics  

Digital Repository Infrastructure Vision for European Research (DRIVER)

Statistics is considered to be a difficult science since it requires a variety of skills including handling of quantitative data, graphical insights as well as mathematical ability. Yet ever increasing special knowledge of statistics is demanded since data of increasing complexity and size need to be understood and analyzed. Although this changing demand on educated statisticians is visible, our methods of teaching statistics follow essentially the ideas developed by our grandfathers in the f...

Ha?rdle, Wolfgang; Klinke, Sigbert; Marron, J. S.

1999-01-01

379

Teaching Development Geography: Observations from the Periphery.  

Science.gov (United States)

Approaches to teaching the dynamics of development at South Africa's National University of Lesotho are criticized. Teaching development geography, which focuses on articulation and class formation and which rejects the spatial approach, is detrimental to the geography department. The objective should be to provide technical skills unavailable…

Wellings, Paul

1983-01-01

380

Improving Science Teaching for All Students.  

Science.gov (United States)

Describes an inservice program designed to enhance the knowledge and skills of elementary school teachers with regard to science content, effective teaching strategies, and gender equity. Finds that the project has a positive impact on science teaching content and pedagogy, and on female student interest and active participation in science.…

Feldman, Arnold; Arambula-Greenfield, Teresa

1997-01-01

 
 
 
 
381

Teaching Language Minority Students through the Newspapers.  

Science.gov (United States)

The newspaper can be a stimulating and effective teaching resource in the English-as-a-Second-Language (ESL) classroom, bilingual classroom, or any class with limited-English-proficient (LEP) students. ESL teachers can use English-language newspapers to teach both basic language skills and content areas (math, science, social studies). Mainstream…

Olivares, Rafael; Lisi-Pawlak, Clorinda

382

Cognitive Levels of Teaching and Learning.  

Science.gov (United States)

Includes "$20,000 Question" (Whittington); "Genius of the Agricultural Education Model for Nurturing Higher Order Thinking (HOT)" (Newcomb); "Effective Use of Discussion Method Teaching" (Cooke); "Insects in the Classroom" (Klowden); "Increasing Thinking Skill through HOT Teaching" (Torres, Cano); "WHY? Practices Used in Vocational Classrooms to…

Whittington, M. Susie; And Others

1995-01-01

383

Creative Problem Solving A Guide for Trainers and Management  

CERN Document Server

Creative problem solving (CPS) is a six-step process designed to help people systematically resolve nonroutine, ambiguous types of problems. Because most organizational problems tend to be nonroutine, skill in using CPS process can confer a significant competitive advantage. Creative Problem Solving gives training managers the information they need to develop and teach a course on CPS. VanGundy provides an overview of the process, elements of the creative climate needed to foster CPS and innovative thinking, creative thinking exercises designed to illustrate specific CPS principles, and easy-t

Van Gundy, Arthur B

1987-01-01

384

Capacidades motoras envolvidas na habilidade psicomotora da técnica de ressuscitação cardiopulmonar: subsídios para o processo ensino-aprendizagem / Motor capacities involved in the psychomotor skills of the cardiopulmonary resuscitation: subsidies of the teaching-learning process / Capacidades motoras involucradas en la habilidad psicomotora de la técnica de resucitación cardiopulmonar: subsídios para el proceso ensenanza-aprendizaje  

Scientific Electronic Library Online (English)

Full Text Available SciELO Brazil | Language: Portuguese Abstract in portuguese Trata-se de uma estudo bibliográfico sobre a identificação das capacidades motoras envolvidas na habilidade psicomotora da técnica de ressuscitação cardiopulmonar (RCP) cuja finalidade é obter subsídios para o planejamento do processo ensino-aprendizagem desta habilidade. Verificou-se que as capacid [...] ades motoras envolvidas na habilidade psicomotora da técnica de RCP são predominantemente cognitivas e motoras, envolvendo 9 capacidades perceptivo-motoras e 8 capacidades de proficiência física. A técnica de RCP é uma habilidade psicomotora classificada como aberta, seriada e categorizada como uma habilidade fina e global e o processo de ensino-aprendizagem da técnica de RCP tem alto grau de complexidade. Abstract in spanish Se trata de un estudio bibliográfico sobre la identificación de las capacidades motoras involucradas en la habilidad psicomotora de la técnica de resucitación cardiopulmonar (RCP) cuya finalidad fue obtener subsidios para la planificación del proceso ensenanza-aprendizaje de esta habilidad. Se verif [...] ico que las capacidades motoras involucradas en la habilidad psicomotora de la técnica de RCP son predominantemente cognitivas y motoras, involucrando 9 capacidades perceptivo-motoras y 8 capacidades de proficiencia física. La técnica de RCP es una habilidad psicomotora clasificada como abierta, seriada y categorizada como una habilidad fina y global y el proceso de ensenanza-aprendizaje de la técnica de RCP tiene alto grado de complejidad. Abstract in english It is a bibliographic study about the identification of the motor capacities involved in the psychomotor skills of the cardiopulmonary resuscitation (CPR) which aims to obtain subsidies to the planning of the teaching-learning process of this skill. It was found that: the motor capacities involved i [...] n the psychomotor skill of the CPR technique are predominantly cognitive and motor, involving 9 perceptive-motor capacities and 8 physical proficiency capacities. The CPR technique is a psychomotor skill classified as open, done in series and categorizedas a thin and global skill and the teaching-learning process of the CPR technique has an elevated degree of complexity.

Miyadahira, Ana Maria Kazue.

385

Further Glimpse at Intonation Teaching  

Directory of Open Access Journals (Sweden)

Full Text Available 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.

Luu Trong Tuan

2011-12-01

386

Leadership skills and beauty  

Digital Repository Infrastructure Vision for European Research (DRIVER)

This study utilizes the skills approach as a basis to explain how these four leadership skills (cognitive, interpersonal, business, and strategic skills) as well as beauty (variables that include gender, height, weight, age, personality, smile, and overall attractiveness) affects followers' perceptions toward leadership effectiveness. The skills approach estimates leadership effectiveness and personal attributes helps explain the influence on followers' attitudes toward their leaders. Underst...

2011-01-01

387

Changes in decision-making skill and skill execution in soccer performance: The intervention study [Zm?ny dovednosti v rozhodování a provedení ?innosti ve fotbalovém výkonu: Interven?ní studie  

Digital Repository Infrastructure Vision for European Research (DRIVER)

BACKGROUND: Previous studies have provided controversal results on the development of the skills of decision-making skill and skill execution when tactical models of the teaching of a game were used. OBJECTIVE: The purpose of the study was to examine the effects of two different combined technical-tactical instructional models on the development of decision-making skill and ball skill execution during a soccer match in female students. METHODS

Rudolf Psotta; Andrew Martin

2011-01-01

388

Teaching Geography for Social Transformation  

Science.gov (United States)

This paper considers how higher education geography is a discipline that can make a significant contribution to addressing inequality and engaging with the agenda for social change. It adopts the view that the teaching of geography can promote social transformation through the development of knowledge, skills and values in students that encourage…

Wellens, Jane; Berardi, Andrea; Chalkley, Brian; Chambers, Bill; Healey, Ruth; Monk, Janice; Vender, Jodi

2006-01-01

389

Teaching Material Lessons Marketing Management  

Digital Repository Infrastructure Vision for European Research (DRIVER)

Conjunto de Materiales Docentes aplicados a los contenidos y competencias de la asignatura Dirección de Marketing del Grado en Administración y Dirección de Empresas.Set of teaching materials applied to the content and skills of the subject Marketing Management Bachelor's Degree in Business Administration and Management.

Ferna?ndez Alles, Mari?a Teresa

2012-01-01

390

Teaching Writing: Craft, Art, Genre  

Science.gov (United States)

In today's educational climate, it is more important than ever that teachers prepare their students to be effective and competent writers who can write for a variety of purposes. How can teachers teach their students the skills they need to be successful while also fostering an appreciation for the process, craft, and art of writing? Drawing from…

Claggett, Fran

2005-01-01

391

Teaching Geography Using Cooperative Learning.  

Science.gov (United States)

Cooperative learning is a teaching strategy that promotes the positive interaction of children in small, heterogeneous groups. Each group contain three or four students of varying achievement levels, backgrounds, socio-economic status, and sex. Cooperative learning processes promote student motivation, build group skills, foster social and…

Lyman, Larry

392

Using Popular Culture Print to Increase Emergent Literacy Skills in One High-Poverty Urban School District  

Science.gov (United States)

This study has focused on using the text associated with popular culture print to teach early literacy skills to pre-kindergarten students. This study examined whether explicitly using popular culture print to teach alphabet knowledge and print concepts increased the achievement of these skills. Data revealed an increase in the mean rank of the…

Vera, Debbie

2011-01-01

393

Effects of modafinil on non-verbal cognition, task enjoyment and creative thinking in healthy volunteers  

Digital Repository Infrastructure Vision for European Research (DRIVER)

Background: Modafinil, a putative cognitive enhancing drug, has previously been shown to improve performance of healthy volunteers as well as patients with attention deficit disorder and schizophrenia, mainly in tests of executive functions. The aim of this study was to investigate the effects of modafinil on non-verbal cognitive functions in healthy volunteers, with a particular focus on variations of cognitive load, measures of motivational factors and the effects on creative problem-solvin...

Mu?ller, U.; Rowe, J. B.; Rittman, T.; Lewis, C.; Robbins, T. W.; Sahakian, B. J.

2013-01-01

394

R.E.A.C.H.ing Out to Creative Thinking.  

Science.gov (United States)

Described is Project Reach (Reaching Educators and Actualizing Children) which is designed for gifted students, and includes exercises in productive thinking, student participation in planning, decision making, forecasting, communication, creative problem solving, and mind stretching. (KC)

Gaffron, Norma Bondeson

1980-01-01

395

AUTOMATIC EVOLUTION OF IDEAS THROUGH MULTILAYER EVOLUTIONARY SYSTEM TO SUPPORT CREATIVE THINKING  

Directory of Open Access Journals (Sweden)

Full Text Available Creativity is a tool that helps in effective problem solving utilizing optimum scarce resources in anybusiness. This paper presents a conceptual framework of a multilayer evolutionary system that supportscreative thinking. The system evolves, using a genetic algorithm, new ideas from a set of basic ideas thatare casually provided through an interactive editor or selected from past transaction records. Thearchitecture proposed here encompasses three layers called system layer, database layer, and queryproducer and user interface layer. Besides the general architecture, the paper also describes the detailedmethodology, genetic procedure to evolve ideas, reproduction operators like modified mutation, crossover and selection; and fitness functions to evolve suitable and strong ideas. The system layer furtherdescribes algorithm of stimulus-generation process. The proposed architecture is easy to develop,generic, domain independent and works with databases, which increases scope and usability of thesystem. Above all, the interactive user interface makes the system friendly and easy to operate.

Priti Srinivas Sajja

2009-08-01

396

Give your ideas some legs: The positive effect of walking on creative thinking.  

Science.gov (United States)

Four experiments demonstrate that walking boosts creative ideation in real time and shortly after. In Experiment 1, while seated and then when walking on a treadmill, adults completed Guilford's alternate uses (GAU) test of creative divergent thinking and the compound remote associates (CRA) test of convergent thinking. Walking increased 81% of participants' creativity on the GAU, but only increased 23% of participants' scores for the CRA. In Experiment 2, participants completed the GAU when seated and then walking, when walking and then seated, or when seated twice. Again, walking led to higher GAU scores. Moreover, when seated after walking, participants exhibited a residual creative boost. Experiment 3 generalized the prior effects to outdoor walking. Experiment 4 tested the effect of walking on creative analogy generation. Participants sat inside, walked on a treadmill inside, walked outside, or were rolled outside in a wheelchair. Walking outside produced the most novel and highest quality analogies. The effects of outdoor stimulation and walking were separable. Walking opens up the free flow of ideas, and it is a simple and robust solution to the goals of increasing creativity and increasing physical activity. (PsycINFO Database Record (c) 2014 APA, all rights reserved). PMID:24749966

Oppezzo, Marily; Schwartz, Daniel L

2014-07-01

397

Creative Thinking in Music: Developing a Model for Meaningful Learning in Middle School General Music  

Science.gov (United States)

Creativity can be experienced in many roles of musicianship: performing, improvising, and composing. Yet, activities that encourage creative thought in our music classrooms can be a challenge to implement. A strong music education curriculum for middle school general music is important; as this may be the last time we reach students who do not…

Menard, Elizabeth

2013-01-01

398

Vocal Improvisation and Creative Thinking by Australian and American University Jazz Singers: A Factor Analytic Study  

Science.gov (United States)

In this study, the author investigated factors underlying vocal improvisation achievement and relationships with the singers' musical background. Participants were 102 college students in Australia and the United States who performed 3 jazz improvisations and 1 free improvisation. Jazz improvisations were rated on rhythmic, tonal, and creative…

Ward-Steinman, Patrice Madura

2008-01-01

399

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

Digital Repository Infrastructure Vision for European Research (DRIVER)

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 potenti...

Wen-Cheng Wang; Chung-Chieh Lee; Ying-Chien Chu

2010-01-01

400

Critter Lab.  

Science.gov (United States)

Teachers can use animals in the classroom to stimulate observation skills and creative thinking. Several learning activities featuring animals are described, and tips are given on selection and care. A reproducible sheet for recording observations is included. (IAH)

Markle, Sandra

1988-01-01

 
 
 
 
401

Skills training in laboratory and clerkship: connections, similarities, and differences  

Directory of Open Access Journals (Sweden)

Full Text Available Context: During the third semester of a 6 year long curriculum medical students train clinical skills in the skills laboratory (2 hours per week for 9 weeks as well as in an early, 8 week clinical clerkship at county hospitals. Objectives: to study students? expectations and attitudes towards skills training in the skills laboratory and clerkship. Subjects: 126 medical students in their 3rd semester. Methods: During the fall of 2001 three consecutive, constructed questionnaires were distributed prior to laboratory training, following laboratory training but prior to clerkships, and following clerkships respectively. Results: Almost all (98% respondents found that training in skills laboratory improved the outcome of the early clerkship and 70% believed in transferability of skills from the laboratory setting to clerkship. Still, a majority (93% of students thought that the clerkship provided students with a better opportunity to learn clinical skills when compared to the skills laboratory. Skills training in laboratory as well as in clerkship motivated students for becoming doctors. Teachers in both settings were perceived as being committed to their teaching jobs, to demonstrate skills prior to practice, and to give students feed back with a small but significant more positive rating of the laboratory. Of the 22 skills that students had trained in the laboratory, a majority of students tried out skills associated with physical examination in the clerkship, whereas only a minority of students tried out more intimate skills. Female medical students tried significantly fewer skills during their clerkship compared to male students. Conclusions: Students believe that skills laboratory training prepare them for their subsequent early clerkship but favour the clerkship over the laboratory

Berit Eika, MD, PhD

2003-03-01

402

Teaching Domain-Specific Skills before Peer Assessment Skills Is Superior to Teaching Them Simultaneously  

Science.gov (United States)

Instruction in peer assessment of complex task performance may cause high cognitive load, impairing learning. A stepwise instructional strategy aimed at reducing cognitive load was investigated by comparing it with a combined instructional strategy in an experiment with 128 secondary school students (mean age 14.0 years; 45.2% male) with the…

van Zundert, M. J.; Konings, K. D.; Sluijsmans, D. M. A.; van Merrienboer, J.J.G.

2012-01-01

403

ACQUIRING SKILL IN SPORT: An Introduction  

Directory of Open Access Journals (Sweden)

Full Text Available The book is a user-friendly, highly accessible text for the students to understand the basic concepts of sport skills acquisition. Each chapter covers important theoretical background and shows how this theory can be applied through practical examples from the world of sport. The book also examines the ways in which skills can be most effectively and addresses issues such as: characteristics and classifications of abilities and skills in sport, information processing in sport, motor programmes and motor control, phases of learning and presentation of skills and practices. PURPOSE This textbook aims to help readers develop an understanding of the basic concepts of motor skills in sport, dealing initially with the technical terms and then on focusing on the theories related to the learning of these skills. AUDIENCE A valuable resource for students and teachers in physical education, sport studies and sports science courses as well as for coaches who want to develop their theoretical knowledge. FEATURES The book guides the readers through the science that underlies sport skills, using practical examples to explain the concepts discussed. It is composed of 9 chapters which present the information in an order that is considered logical and progressive as in most texts. Chapter headings are: 1. Characteristics and classification of skills in sport, 2. Characteristics and classification of abilities in sport, 3. Information processing in sport, 4. Motor programmes and motor control, 5. Individual differences, 6. Theories of learning, 7. Phase of learning and learning curves, 8. Presentation of skills and practices, 10. Guidance, teaching and learning styles. ASSESSMENT This is an excellent book for the students in the field. Clearly written and illustrated throughout, with questions to test knowledge and understanding, this is an ideal introductory text for students of physical education, sport, human movement science and kinesiology, as well as coaches seeking to develop their understanding of sports skills. Students will enjoy the format of this book. The book is concise, easy to read and understand, and useful in everyday practise. I believe, therefore, the book will serve as a first-rate teaching tool and reference for students and teachers in physical education, sport studies and sports science courses as well as for coaches who want to develop their theoretical knowledge.

John Honeybourne

2006-12-01

404

The clinical skills unit.  

Digital Repository Infrastructure Vision for European Research (DRIVER)

Clinical skills units offer exciting and innovative ways of learning about clinical skills. Links between theoretical knowledge and clinical practice are appropriate for both undergraduate and postgraduate training. Students and doctors can practice and acquire technical and examination skills in a standardised and protected environment without being concerned about the distress such learning may cause real patients. Models and simulators used in skills units are being developed to keep pace ...

1995-01-01

405

Concrete Worker Skill Standards.  

Science.gov (United States)

This document contains skills standards for concrete construction workers that are designed for the following purposes: to inform prospective construction workers about the type of work and the skills required so that they can make informed career decisions; to inform educators about how academic, workplace, and life skills are applied in…

Laborers-AGC Education and Training Fund, Pomfret Center, CT.

406

Unions, Wages, and Skills.  

Science.gov (United States)

National Longitudinal Survey of Youth aptitude scores confirmed that differentials in union-nonunion wages are highest for workers with low measured skills and lowest for workers with high measured skills. Results suggest that unions are more successful where skills are homogenous and unionized employers are reluctant to hire both the most as well…

Hirsch, Barry T.; Schumacher, Edward J.

1998-01-01

407

The Technique of “Plan Do Check and Act” to Improve Trainee Teachers’ Skills  

Digital Repository Infrastructure Vision for European Research (DRIVER)

The purpose of this research was to discover the contribution of the use of PDCA (Plan Do Check and Act) on the enhancement in the score of the teaching skills as the measurement of a professional teacher. The study was also undertaken to investigate on the dominant teaching skills that were used in each of the teaching steps. The research sample consisted of 12 teacher candidates who participated in the lecture of Micro Teaching at the Faculty of Teacher Training and Education in the round s...

Rr. Sri Kartikowati

2013-01-01

408

Improving Soft Skills of University Students through Software Development Team Projects  

Directory of Open Access Journals (Sweden)

Full Text Available The success of a software project depends on many factors. It requires project team members to be well-equipped with technical knowledge and good soft skills. Among the many soft skills, the two basic soft skills that all project team members should possess are communication and negotiation skills. Today, communication skills are found to be lacking among the university graduates. This situation has resulted in the unemployment of 3 942 information technology graduates in 2006. A study was initiated to incorporate the teaching of communication and negotiation skills in the Project Management (PM course through team projects undertaken by members of multi-racial composition. This paper presents feedback from 67 students on the teaching of communication and negotiation skills, and project management concepts through team projects.

Siew Hock Ow

2009-02-01

409

Assessment of professional engineering skills - define, monitor and assess  

DEFF Research Database (Denmark)

The comprehensive pedagogical approach of CDIO is designed to meet the current and future requirements for engineering education. CDIO integrates the disciplinary technical knowledge and the professional engineering skills required in order to operate as an engineer in industry. Accordingly, professional engineering skills need to be included in the syllabus of engineering courses and study programs, which in turn call for the implementation of learning objectives, teaching activities as well as methods for assessing the professional performance of the engineering students. The implicit and intangible characteristics of professional skills, in comparison to the traditional disciplinary technical knowledge, require teaching activities, as well as assessment methods, that adapt to the nature and learning processes of these skills. Besides, university professors do not always have profound real life experience from industry and consequently, they might have limited knowledge about professional skills which of course delimits their ability to evaluate the studentsâ?? professional performance. The objective of this study is to design and test a method to assess professional skills in an engineering teaching context. A suggested approach, based on the three consecutive steps of Define â?? Monitor â?? Assess, was applied and tested in an engineering course in which the students and professional engineers from industry interacted in an extensive role play simulation. The studentsâ?? were actively involved in the three steps of defining the professional skills criteria, monitoring and documenting their professional performance on basis of direct feedback from the professional engineers and finally, assessing their learning process. The study concludes that the suggested approach is applicable in the assessment of professional skills with reference to a good alignment between the teaching activity of role playing and the assessment, the formative feedback from professional engineers monitoring the learning process and the realistic context provided by the location of the role play at the office premises of the respective professional engineers involved in the course.

Andersson, Niclas; Andersson, Pernille Hammar

2012-01-01

410

Assessment as a professional skill :report from a KUPP project  

Digital Repository Infrastructure Vision for European Research (DRIVER)

English: This report throws light on how teachers, in their teaching, develop assessment skills and how they use these skills in their practice. The starting point for this is the new expectations and demands placed on schools to develop a practice where assessment is a dynamic and active element in the pupils’ learning processes. It requires a different attitude to and understanding of how assessment works than what has been the traditional view in the Norwegian school system. The starting...

2006-01-01

411

Assessment as a professional skill :report from a KUPP project  

Digital Repository Infrastructure Vision for European Research (DRIVER)

English: This report throws light on how teachers, in their teaching, develop assessment skills and how they use these skills in their practice. The starting point for this is the new expectations and demands placed on schools to develop a practice where assessment is a dynamic and active element in the pupils’ learning processes. It requires a different attitude to and understanding of how assessment works than what has been the traditional view in the Norwegian school system. The starting...

2008-01-01

412

Assessing Writing Skills  

Science.gov (United States)

This is an encore presentation of what was presented at the 2012 AGU International Conference. It was entitled: 'ASSESSING CORE COMPETENCIES.' The poster presentation, however, has been redesigned and reorganized with new, revised perspectives. The importance of ASSESSMENT principles has been emphasized. Catherine Palomba and Trudy Banta offer the following definition of assessment, adapted from one provided by Marchese in 1987. Assessment is the systematic collection, review, and use of information about educational programs undertaken for the purpose of improving student learning and development. (Palomba and Banta 1999). Educational institutions are committing substantial resources to the establishment of dedicated technology-based laboratories, so that they will be able to accommodate and fulfill students' desire to master certain of these specific skills. This type of technology-based instruction may raise some fundamental questions about the core competencies of the student learner. Some of the most important questions are : 1. Is the utilization of these fast high-powered computers and user-friendly software programs creating a totally non-challenging instructional environment for the student learner ? 2. Can technology itself all too easily overshadow the learning outcomes intended ? 3. Are the educational institutions simply training students how to use technology rather than educating them in the appropriate field ? 4. Are we still teaching content-driven courses and analysis oriented subject matter ? 5. Are these sophisticated modern era technologies contributing to a decline in the Critical Thinking Capabilities of the 21st century technology-savvy students ? The author tries to focus on technology as a tool and not on the technology itself. He further argues that students must demonstrate that they have the have the ability to think critically before they make an attempt to use technology in a chosen application-specific environment. The author further argues that training-based instruction has a very narrow focus that puts modern technology at the forefront of the learning enterprise system. The author promotes education-oriented strategies to provide the students with a broader perspective of the subject matter. The author is also of the opinion that students entering the workplace should clearly understand the context in which modern technologies are influencing the productive outcomes of the industrialized world. References : Marchese, T. J. (1987). Third Down, Ten Years to go. AAHE Bulletin, Vol. 40, pages 3-8. Marchese, T. J. (1994). Assessment, Quality and Undergraduate Improvement. Assessment Update, Vol. 6, No. 3. pages 1-14. Montagu, A. S. (2001). High-technology instruction: A framework for teaching computer-based technologies. Journal on Excellence in College Teaching, 12 (1), 109-128. Palomba, Catherine A. and Banta, Trudy W.(1999). Assessment Essentials :Planning, Implementing and Improving Assessment in Higher Education. San Francisco : Jossey Bass Publishers.

Narayanan, M.

2013-12-01

413

Assessors for communication skills: SPs or healthcare professionals?  

Science.gov (United States)

Abstract Introduction: The complexity of modern medicine creates more challenges for teaching and assessment of communication skills in undergraduate medical programme. This research was conducted to study the level of communication skills among undergraduate medical students and to determine the difference between simulated patients and clinical instructors' assessment of communication skills. Methods: This comparative study was conducted for three months at the Clinical Skills and Simulation Centre of the International Medical University in Malaysia. The modified Calgary-Cambridge checklist was used to assess the communication skills of 50 first year and 50 second year medical students (five-minutes pre-recorded interview videos on the scenario of sore throat). These videos were reviewed and scored by simulated patients (SPs), communication skills instructors (CSIs) and non-communication skills instructors (non-CSIs). Results: Better performance was observed among the undergraduate medical students, who had formal training in communication skills with a significant difference in overall scores detected among the first and second year medical students (p?=?0.0008). A non-significant difference existed between the scores of SPs and CSIs for Year 1 (p?=?0.151). Conclusions: The SPs could be trained and involved in assessment of communication skills. Formal training in communication skills is necessary in the undergraduate medical programme. PMID:24787534

Liew, Siaw-Cheok; Dutta, Susmita; Sidhu, Jagmohni Kaur; De-Alwis, Ranjit; Chen, Nicole; Sow, Chew-Fei; Barua, Ankur

2014-07-01

414

Sobre algumas relações entre qualificação, trabalho docente e gênero / Some relations between skill, teaching work and gender / A propos de certaines relations entre qualification, travail d'enseignement et genre  

Scientific Electronic Library Online (English)

Full Text Available SciELO Brazil | Language: Portuguese Abstract in portuguese Este artigo, com base em uma revisão bibliográfica, apresenta uma análise da qualificação do trabalho docente como produto e produtora de uma construção social. Nessa ótica, argumenta que as condições sociais vividas pelos professores e professoras levam ao reconhecimento diferenciado do trabalho do [...] cente e que, embora a área educacional seja eminentemente feminina, ainda se reconhecem, como trabalho docente qualificado, os atributos masculinos. Além desse aspecto, argumenta que a configuração da qualificação do trabalho docente de homens e mulheres está condicionada aos processos de organização da instrução pública, aos fatores externos à escola e a experiências e saberes dos indivíduos, apropriados por eles e elas ao longo de suas vidas. Abstract in english This text, by bibliographic revision, presents an analyzes about skill of teacher's work as a producer and product of social construction. In addition, it discusses the social condition which had been experienced by male and female teachers resulting in different recognitions of male and female teac [...] hers' skills. Moreover, the skill of male and female teachers has been conditioned by the processes of public instruction organization, the external factors of the school and the experiences and knowledge of the individuals, which had been acquired by them throughout their lives.

Durães, Sarah Jane Alves.

415

Unconditional Teaching  

Science.gov (United States)

Teaching the whole child requires that one accept students for who they are rather than for what they do. The effect of unconditional teaching on students and also the conditions that help students flourish and that discourage them are discussed.

Kohn, Alfie

2005-01-01

416

Apreensão de tópicos em ética médica no ensino-aprendizagem de pequenos grupos: comparando a aprendizagem baseada em problemas com o modelo tradicional Acquisition of skills in medical ethics on the small group learning-teaching method: comparing the problem based learn with a traditional model  

Directory of Open Access Journals (Sweden)

Full Text Available OBJETIVO: O presente estudo tem como objetivo avaliar o ensino de ética médica durante o curso de medicina e se houve mudança na aquisição de conhecimentos em ética médica com o redirecionamento do modelo pedagógico da Faculdade de Medicina de Marília. MÉTODOS: Foi realizado estudo prospectivo e analítico, baseado na aplicação de questionários sobre temas gerais em Ética, em dois períodos distintos. RESULTADOS: Observou-se não haver diferenças significantes entre a aquisição de conhecimentos entre os dois métodos. Verificou-se que os alunos de anos mais próximos do término do curso apresentaram desempenho significativamente melhor que os ingressantes no curso. Os tópicos que apresentaram menor índice de acerto compreendiam o sigilo médico, o consentimento do responsável, a autonomia do paciente, a prescrição médica, o prontuário médico e o corporativismo em relação ao erro médico. CONCLUSÃO: A variável mais importante não foi o modelo pedagógico e sim o tempo de exposição ao tema. O modelo ABP dá chance de distribuir o tema em vários módulos e tutorias durante o curso médico ajudando a acelerar o processo de aquisição de conhecimentos em ética médica. Conclui-se que é necessário uma revitalização do ensino da Ética Médica em nossa instituição, visando a uma maior integração com a conjuntura socioeconômica de nosso país.BACKGROUND: Aiming to evaluate the acquisition of skills on Medical Ethics among medical students from Marilia Medical School, some of them from the small group learning-teaching method, others from traditional teaching method. METHODS: A prospective analytical study was done based on the application of questionnaires about general themes on Ethics, at two different times. RESULTS: There weren't significant differences on the skills' acquisition between the two methods. Students from late graduation years showed a significantly better performance than those from early years. The themes that presented worse results were medical secret, legal responsible consent, patient autonomy, medical prescription, medical handbook and corporative feeling in the presence of medical mistake. CONCLUSION: The most important difference between the groups was not the pedagogical pattern but the exposition time to the theme. PBL gives the chance to distribute the theme in differents situations accelerating the acquisition of knowledge in Medical Ethics. It was realized that a revitalization on Medical Ethics teaching is necessary at our institution, aiming a better integration with the socio-economical situation in our country.

Eliandro José Gutierres Figueira

2004-04-01

417

Open Water and Safe Harbors: An Intergenerational Life Skills Curriculum. A Teacher's Guide.  

Science.gov (United States)

The document is an intergenerational curriculum designed to teach that personal happiness, life satisfaction and economic well-being in later years are the products of personal aspiration, good decision-making skills, continuous development of abilities a...

B. S. Dowst

1988-01-01

418

42 CFR 409.33 - Examples of skilled nursing and rehabilitation services.  

Science.gov (United States)

...Services that qualify as skilled nursing services. (1) Intravenous...gases; (9) Rehabilitation nursing procedures, including the...teaching and adaptive aspects of nursing, that are part of active treatment...use of diapers and protective sheets; (7) General...

2010-10-01

419

Communication skills training for emergency department senior house officers—a qualitative study  

Digital Repository Infrastructure Vision for European Research (DRIVER)

Objective—To identify common weaknesses in senior house officer-patient consultation skills, and evaluate direct observation with feedback and negotiation of educational contracts, as a teaching tool in an emergency department setting.

2000-01-01

420

The Multidimensional Model: Teaching Students To Self-Manage High Communication Apprehension by Self-Selecting Treatments.  

Science.gov (United States)

Tests the Multidimensional Model for teaching students to self-manage communication apprehension by self-selecting treatment techniques. Finds significantly greater reduction in communication apprehension level when teaching the Multidimensional Model than when only using traditional skills training. (SR)

Dwyer, Karen Kangas

2000-01-01

 
 
 
 
421

Web-based Cooperative Learning in College Chemistry Teaching  

Directory of Open Access Journals (Sweden)

Full Text Available With the coming of information era, information process depend on internet and multi-media technology in education becomes the new approach of present teaching model reform. Web-based cooperative learning is becoming a popular learning approach with the rapid development of web technology. The paper aims to how to carry out the teaching strategy of web-based cooperative learning and applied in the foundation chemistry teaching.It was shown that with the support of modern web-based teaching environment, students' cooperative learning capacity and overall competence can be better improved and the problems of interaction in large foundation chemistry classes can be solved. Web-based cooperative learning can improve learning performance of students, what's more Web-based cooperative learning provides students with cooperative skills, communication skills, creativity, critical thinking skills and skills in information technology application.

Bin Jiang

2014-03-01

422

Curriculum sequencing and the acquisition of clock reading skills among Chinese and Flemish children  

Digital Repository Infrastructure Vision for European Research (DRIVER)

The present study reexamines the adoption of clock reading skills in the primary mathematics curriculum. In many Western countries, the mathematics curriculum adopts a number of age-related stages for teaching clock reading skills, that were defined by early research (e.g., Friedman & laycock, 1989; Piaget, 1969). Through a comparison of Flemish and Chinese student’s clock reading abilities, the current study examines whether these age-related stages are a solid base for teaching clock read...

Burny, Elise; Zhao, Ningning; Valcke, Martin; Desoete, Annemie; Steenbrugge, Hendrik

2013-01-01

423

Fundamentos teóricos y pedagógicos del enfoque de las destrezas integradas en la enseñanza de lenguas extranjeras / Theoretical and Pedagogical Bases of the Skills Integrated Approach in Foreign Language Teaching / Principes théoriques et pédagogiques de l?approche des compétences intégrées dans l?enseignement d?une langue étrangère / Fundamentos teóricos e pedagógicos do enfoque das habilidades incluídas no ensino de línguas estrangeiras  

Scientific Electronic Library Online (English)

Full Text Available SciELO Venezuela | Language: Spanish Abstract in portuguese Nas últimas duas décadas, a literatura especializada em metodologia de línguas estrangeiras (LE) tem salientado uma mudança de paradigma no referente à forma de ensinar as quatro habilidades da linguagem. Esta mudança pressupõe a passagem de uma perspectiva separatista (cada habilidade separadamente [...] e numa estrita ordem) para outra mais integracionista (duas ou mais habilidades juntas em atividades realistas e significativas). Esta tendência é denominada habilidades integradas. Porém, em muitas salas de aula de LE aparentemente ainda prevalecem práticas de tipo separatista. Este trabalho é uma primeira análise sobre as diferenças entre a teoria e a prática e mostra de maneira breve e sistemática as origens e os fundamentos teóricos e pedagógicos que apóiam este enfoque. O autor finaliza mostrando como esta problemática poderia ser encarada mais empiricamente através da pesquisa de campo. Abstract in spanish En las dos últimas décadas, la literatura especializada en metodología de lenguas extranjeras (LE) ha enfatizado un cambio de paradigma en lo referente a la manera de enseñar las cuatro destrezas del lenguaje. Dicho cambio implica el paso desde una perspectiva separatista (cada destreza por separado [...] y en un orden rígido) hacia una más integracionista (integrando dos o más destrezas en tareas realistas y significativas). Esta tendencia ha sido denominada el enfoque de las destrezas integradas. Sin embargo, en muchas aulas de LE parecen predominar aún prácticas de naturaleza separatista. El presente trabajo representa una primera aproximación a dicha disparidad entre teoría y práctica, al exponer de manera breve, pero sistemática, los orígenes y fundamentos teóricos y pedagógicos que subyacen al mencionado enfoque. El ar tículo finaliza con una propuesta de cómo esta problemática pudiese encararse de una manera más empírica a través de la investigación de campo. Abstract in english In the last two decades, specialized literature on Foreign Language (FL) teaching methodology has emphasized a paradigm shift regarding the way the four language skills are taught. This implies a shift from a segregationist perspective on the skills (each taught unconnectedly and in a fixed sequence [...] ) towards a more integrationist one (two or more skills integrated in realistic and meaningful tasks). The latter has been labeled as the skills-integrated approach. However, in many FL classrooms segregationist practices still seem to be dominant. This article proposes a first step towards solving the above mentioned disparity between theory and practice by briefly, yet systematically, describing the origins and main underlying bases of the approach. The author ends with a proposal on how this issue might be fur ther addressed through field research.

Mayora Pernía, Carlos Alberto.

424

How to Teach Aural English More Effectively  

Directory of Open Access Journals (Sweden)

Full Text Available As a means of communication, listening plays an important role in people’s life. In foreign language classroom, listening comprehension has never drawn the same attention of educators as it now does. So it is a vital importance to teach aural English more effectively. In view of present situation of aural English teaching and wrong ideas about it, the problems in traditional aural English teaching have been discussed, including monotonous pattern of teaching, ineffectiveness of teachers’ roles, students’ passivity, orientation at exams instead of students’ abilities and so forth. Then suggestions are presented on how to teach aural English more effectively: first, diversifying patterns of teaching should throw the emphasis on teaching in authentic environments and interaction between listening and other teaching activities; secondly, teachers should design listening activities for the class, build good interaction in the class and cultivate more creative methods in their teaching to change their ineffective roles; thirdly, students’ passive roles in class should also be modified by harmonizing their extrinsic motivations and intrinsic motivations; finally, the relationship between exams and development of abilities should be coordinated by using different strategies in different cases. Yet, there still exist a lot of problems in aural English teaching. For example, how to use authentic recordings in aural English teaching? Is it necessary to have audio equipment in order to train listening skills? And how to build the listeners’ confidence in listeners? etc. Therefore, there is still a long way to go for EFL educators.

Huan Huang

2009-08-01

425

Interactive Teaching Units: Green Chemistry  

Science.gov (United States)

As more and more organizations go "green", it makes sense that a number of educational institutions are participating as well. One such institution is the University of Glasgow which has developed this series of "green" chemistry teaching exercises known as Interactive Teaching units (ITUs). Currently, the site contains four ITU's, including "The Age of Refrigeration", "Titanium and the Titanium Dioxide Industry", and "The Atom Economy". The modules all draw on the concept of problem based learning to introduce key concepts of green chemistry and sustainability in an industrial context. All of these materials can be used in the college classroom in order to develop both teamwork and communication skills.

426

Communicative Language Teaching: Possibilities and Problems  

Directory of Open Access Journals (Sweden)

Full Text Available This paper investigates the teaching of English at undergraduate colleges in the state of Andhra Pradesh, India in the backdrop of Andhra Pradesh English Lecturers’ Retraining Program. The program was jointly sponsored and conducted by the Directorate of Collegiate Education, Government of AP and the US State Department English Language Fellow Program. The main aim of the program was to update the teaching skills of English teachers of undergraduate colleges in the State. The program trained teachers to adopt Communicative Language Teaching (CLT principles so as to enhance English language skills of their students. The paper attempts to identify the possibilities and problems in the implementation of CLT principles and techniques in these colleges. The results indicate that teachers should follow more learner centered ways in their teaching of English.

Pusuluri Sreehari

2012-10-01

427

Nevada Skills Standards  

Science.gov (United States)

This Nevada Department of Education Career & Technical Ed webpage hosts downloadable skills standards for various areas. Some areas of interest for the manufacturing industry are:Automotive Technology Computer-Aided Drafting & Design Metalworking Skills Standards Welding Skills Standards This resource is based on the Advanced Manufacturing Competency Model. A detailed description of the model is located at: http://www.careeronestop.org/CompetencyModel/pyramid.aspx?hg=Y

2009-11-26

428

Modeling Social Information Skills  

Digital Repository Infrastructure Vision for European Research (DRIVER)

in a modern economy, the most important resource consists in human talent: competent, knowledgeable people. Locating the right person for the task is often a prerequisite to complex problem-solving, and experienced professionals possess the social skills required to find appropriate human expertise. These skills can be reproduced more and more with specific computer software, an approach defining the new field of social information retrieval. We will analyze the social skills involved and sho...

Memmi, Daniel

2007-01-01

429

Medical Education: Entrusting Faith in Bedside Teaching  

Directory of Open Access Journals (Sweden)

Full Text Available Globally, patient safety and quality of health care services are the predominant challenges faced by the health care industry. To produce competent doctors it is essential to inculcate skills such as clinical reasoning, critical thinking, and self-directed learning among the medical students. Bedside teaching is a common teaching format in medical education where students are taught in an interactive manner with real patients in hospital wards which help them in acquiring the medical skills and interpersonal behavior nece