Academic literature on the topic 'More effective teaching methods'
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Journal articles on the topic "More effective teaching methods"
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Abdikalyk, K., Zh Alieva, and M. Kulanova. "EFFECTIVE METHODS OF TEACHING PROSAIC WORKS AT SCHOOL." BULLETIN Series of Philological Sciences 72, no. 2 (2020): 529–35. http://dx.doi.org/10.51889/2020-2.1728-7804.86.
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This article is devoted to the selection of modern teaching and learning methods in the updated educational content, methods for their effective use, the prose works that are studied in the school on Kazakh literature are analyzed. Also addresses the issue of developing students' critical thinking through the effective teaching of art compositions. The article covers the most effective methods such as reading with stops, the APF debate method (American Parliamentary Format), cubism, evening news when teaching prose works at school and in which classes they are more effective. The development of students' skills in realizing learning goals and creative abilities, using modern educational technologies in the process of studying art compositions.
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Zaripova, Aziza. "Effective methods of teaching for learners of English." Общество и инновации 2, no. 7/S (2021): 163–67. http://dx.doi.org/10.47689/2181-1415-vol2-iss7/s-pp163-167.
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This article is dedicated to help readers to make teaching more effective,by attending to learning and the inner mental world of the learner, and by then under standing how classroom activities and teacher decisions can create or limit,children’s opportunities for learning. It is about how to teach students and learners with the help of some helpful methods and exercises, by mentioning many intricacies, obscure rules, and exceptions.From an instructional view point,creating a meaningful context for language use it another advantage that games present.By using games,teachers can create contexts with enable unconscious learning because learners’ attention is on the message,not on the language.Therefore,when they completely focus on a game as an activity,children acquire language in the same way that they acquire their mother tongue,that is,without being aware of it.
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Fogarty, David J. "More Effective Teaching of Statistics Using the History of Analytics." Asian Education Studies 3, no. 1 (2018): 29. http://dx.doi.org/10.20849/aes.v3i1.308.
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There are many methods math and statistics teachers have used to make the teaching of statistics more interesting with the aim of improving student success. One of these methods is to relate the application to something interesting. However, an often overlooked method of making statistics more interesting is to go back into the history of why these techniques were created in the first place. This rich history can often give a more logical orientation to students and increase their learning and overall engagement in the classroom. This paper explores some of the historical aspects of statistics and discusses how including this information in the learning plan can potentially help students attempting to learn the subject.
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Bădicu, G. "Teaching Methods Used in Primary Education for Making Physical Education Class More Effective." Teorìâ ta Metodika Fìzičnogo Vihovannâ 18, no. 2 (2018): 86–92. http://dx.doi.org/10.17309/tmfv.2018.2.05.
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The objective is to demonstrate the importance of games that involve movement and of applicative pathways planning for making the class of physical education and sports in primary education more effective. Materials and methods. The participants in the research were 52 pupils (males: n=28 and females: n=24). The experiment was carried out between November 2016 and May 2017, at Andrei Mureşanu High School in Brasov county. In order to optimize physical education classes, we used dynamic games and applicative pathways throughout the research and within the instructive and educational process. Results. The average of the results of the final tests highlighted statistically significant differences compared to the initial test, for all students taking part in the experiment, with a materiality threshold of p<0.05. Conclusions. The experiment showed that the final scores achieved by the experimental group were much higher compared to the initial test. The use of movement games and applicative pathways led to an increased attractiveness of physical education classes, as the pupils took more pleasure in taking part in the teaching process. During the physical education class, teachers should use as many dynamic games as possible, as well as applicative pathways, routes etc., taking into account the positive effects that these factors have on the attractiveness of the teaching process. It is also important to take into consideration children’s physical and psychological characteristics when organizing these activities.
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Cunska, Aija. "IMPORTANT FACTORS FOR MORE EFFECTIVE LEARNING OF MATHEMATICS." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 2 (May 28, 2021): 139–50. http://dx.doi.org/10.17770/sie2021vol2.6466.
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Mathematics is an important and complex subject, and research in the field of neuroscience shows that 50% of people have a fear of mathematics. However, it is a subject that students will need for the rest of their lives. Educators recognize that every student needs an individual approach, but the teaching methods are still the same for the whole class. The poor results in mathematics also suggest that students' perceptions and interests have changed, and that old teaching methods are no longer as effective as before and that new solutions need to be invented. The aim of the research is to identify important factors that are necessary for more effective learning of mathematics in general education schools. Qualitative research methods were used for the research strategy - in-depth interviews, focus group discussions, surveys of pupils and students, information analysis in the media, pedagogical and business experience, as well as world success stories. As a result of the research, the following have been identified: 1) problems that were identified using the distance learning during the Covid19 pandemic; 2) students' wishes that arouse interest in mathematics; 3) the interests of students, which indicate the need for interdisciplinary approaches; 4) advantages of artificial intelligence (AI) in education. The study points to the necessity for collaboration between educators, industry professionals, entrepreneurs and researchers, and for AI solutions to create deeper, faster and more personalized learning of mathematics in general education schools in the future, increasing the growth of every student.
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Yin, Binglan. "Discussion on the Effective English Teaching Methods in Universities and Colleges." Review of Educational Theory 2, no. 1 (2019): 26. http://dx.doi.org/10.30564/ret.v2i1.354.
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As an international language, English is getting more and more attention. Middle school English is relatively simple, however, university and college English involves the English communication level in the later period of students, therefore, the requirements for English learning are higher, but the effect of university and college English teaching is not obvious. This paper puts forward some suggestions for several teaching methods in university and college English classroom.
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Sieberer-Nagler, Katharina. "Effective Classroom-Management & Positive Teaching." English Language Teaching 9, no. 1 (2015): 163. http://dx.doi.org/10.5539/elt.v9n1p163.
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<p>This article offers practical information for primary teachers to become more knowledgable, skilled and effective in their work. Aspects of positive teaching and learning are explored. Innovative methods for transforming common classroom management struggles into opportunities for positive change and for changing negative behaviors into positive interactions are explained.</p><p>Classroom climate, expectations, motivation, and methods for constructive reflection on mistakes are investigated to support teachers in developing a positive learning environment.<strong></strong></p>
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Bowers, Jeffrey S. "Reconsidering the Evidence That Systematic Phonics Is More Effective Than Alternative Methods of Reading Instruction." Educational Psychology Review 32, no. 3 (2020): 681–705. http://dx.doi.org/10.1007/s10648-019-09515-y.
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AbstractThere is a widespread consensus in the research community that reading instruction in English should first focus on teaching letter (grapheme) to sound (phoneme) correspondences rather than adopt meaning-based reading approaches such as whole language instruction. That is, initial reading instruction should emphasize systematic phonics. In this systematic review, I show that this conclusion is not justified based on (a) an exhaustive review of 12 meta-analyses that have assessed the efficacy of systematic phonics and (b) summarizing the outcomes of teaching systematic phonics in all state schools in England since 2007. The failure to obtain evidence in support of systematic phonics should not be taken as an argument in support of whole language and related methods, but rather, it highlights the need to explore alternative approaches to reading instruction.
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Mace, Chris, and Sharon Binyon. "Teaching psychodynamic formulation to psychiatric trainees Part 2: Teaching methods." Advances in Psychiatric Treatment 12, no. 2 (2006): 92–99. http://dx.doi.org/10.1192/apt.12.2.92.
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Teaching methods to help students appreciate the value of psychodynamic formulation and to become more skilled in producing formulations are described. These are closely related to the four levels of our model formulation, each level corresponding to a set of competencies through which students should normally progress. Accurate diagnosis of a student's current capabilities and needs is crucial to effective teaching. Teaching methods at each level are illustrated through detailed reference to a case example. The usefulness of small-group discussion for assimilating clinical material within a clear framework is emphasised throughout.
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Mauliandari, Riana, Made Sumarwati, and Arif Setyo Upoyo. "Peer Learning: An Effective Teaching-Learning Method for Improving Ability in Arterial Blood Gases Interpretation." Nurse Media Journal of Nursing 10, no. 3 (2020): 329–38. http://dx.doi.org/10.14710/nmjn.v10i3.28660.
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Background: Competent nurses are expected to be able to interpret arterial blood gases (ABGs). The benefits of peer learning, an innovative teaching-learning method today, have long been recognized. However, to date, no studies have compared the effect of this method and the traditional classical method in interpreting ABGs. Purpose: This study aimed to compare the effect of peer learning and classical learning methods on the nurses’ ability to interpret ABGs. Method: This was a quasi-experimental research with pre and post-test design. Forty ward nurses were invited in the peer learning method group, and another 40 ward nurses were invited in the classical learning method group through a randomization process. Data were collected using a questionnaire before and after the educational intervention. The classical class was taught by an experienced trainer, while peer groups, divided into groups of 5-6, were taught by one member of each group who obtained the best pre-test score and received special training first. The analysis of data was performed by t-test.Result: The result showed that after the intervention, the mean score of interpreting ABGs in the peer learning group increased by 3.18±1.12 (p<0.001), while in the classical learning method, it only increased by 2.32±0.988 (p<0.001). Although there were significant increases in ABGs analysis’s ability in both groups, the peer teaching-learning group demonstrated a significantly greater improvement in interpreting ABGs (p<0.001).Conclusion: The peer learning method facilitates a more significant improvement in the nurses’ ability for ABGs interpretation. Peer learning is appropriate as one of the methods in clinical education for nurses.
Dissertations / Theses on the topic "More effective teaching methods"
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Sander, Paul. "Understanding the learner for more effective university teaching." Thesis, Cardiff Metropolitan University, 2004. http://hdl.handle.net/10369/6355.
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Understanding the learner for more effective university Teaching. To teach students efficiently and effectively, it is helpful to understand their conceptions of teaching and learning. Given the higher proportion of school leavers entering Higher Education and greater undergraduate diversity, this is more imperative. With the greater likelihood of large class sizes, more formalised means of understanding students must be sought. Whilst using small group work as part of undergraduate teaching can help, some explicit attempts to collect profile information on students can help teachers offer better learning experiences. Student Expectation Research: The research programme started with a piece of action research (Stevenson, Sander and Naylor, 1996; Stevenson and Sander, 1998) with distance learning students, by collecting their expectations through both a telephone survey and a postal questionnaire. Action Research has very limited generalisability, but the principle of surveying students' expectations was promising and extended. The USET survey (Sander et al, 2000) found mismatches between the teaching that students hoped for and expected. Expectations do not have to be met, although there may be some merit in doing so (Stevenson, Sander and Naylor, 1997). Expectations may also be managed (Hill, 1995). One finding from the USET study was that different groups of students had different reasons for disliking student presentations, perhaps due to different levels of academic confidence. Students' reasons for disliking presentations were pursued through re-analysis of the USET qualitative data (Stevenson and Sand er, 2002, Sander and Stevenson, 2002). However, that students dislike presentations is worrying given their effectiveness (Sander, Sanders and Stevenson, 2OO2). Academic Confidence Research: To explore the possibility of a link between academic confidence and reasons for not liking student presentations, the Academic Confidence Scale was developed and validated (Sander and Sanders, 2003). ln addition to finding the hypothesised group differences in confidence, a startling drop in academic confidence during the first year was detected.
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Galler, Michael. "Methods for more efficient, effective and robust speech recognition." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0032/NQ64560.pdf.
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Kausar, Malka Yasmeen. "The Happy Pill: Is anti-depressant medication more effective than alternative methods or simply more cost effective for patients?" Scholarship @ Claremont, 2019. https://scholarship.claremont.edu/cmc_theses/2179.
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On average 322 million people worldwide are affected by depression. It is one of the leading causes of death in the United States and is often paired with anxiety. Although there are several ways to treat both depression and anxiety, the most popular way is through the use of anti-depressant medication. Typical alternative methods are talk therapy and acupuncture, which brings me to my question: Are anti-depressants truly the most effective way to treat depression or are they ultimately the most cost effective for patients suffering from the mental illness because they are the type of treatment most covered by insurance companies?
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Kloock, Lois Gayle. "Direct teaching methods naturally practiced by effective and less effective teachers." Diss., Virginia Tech, 1990. http://hdl.handle.net/10919/39749.
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During the past decade, direct instruction has been cited as one characteristic of effective schools. In response to increased accountability, many school districts and schools have incorporated the methods of direct instruction as a way to improve teaching performance and student achievement.
This study was designed to determine if the teachers who were identified as effective would naturally practice the elements of direct teaching to a greater extent than less effective teachers where neither the effective nor the less effective teachers had been trained in specific models of direct instruction.<br>Ed. D.
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Hooks, Laura Sebastian. "Towards More Effective Teacher Professional Development Initiatives." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/1586.
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The No Child Left Behind Act (2002) and Race to the Top (2009) legislation have forged new school accountability measures and led to a sharp increase in demand for teacher professional development (TPD). However, data revealed that there is a disconnection between the training that teachers receive and its implementation, limiting its impact on student achievement. This qualitative case study's purpose was to reveal major barriers to TPD implementation and provide suggestions for crafting more impactful TPD. Based on the social constructivist foundation, this study sought to address the factors that increase teachers' receptiveness to more effective teaching techniques. It explored middle school teachers' perceptions of TPD, its connection to student achievement, and factors influencing implementation. Semi-structured interviews with open-ended questions helped to identify emergent themes. Nine participants were purposefully selected to gather data from perspectives across race, gender, and various teaching experiences. This study took an inductive approach using the constant comparison methodology of data analysis. Participants identified influencing factors regarding TPD, such as the inclusion of a follow-up component for accountability and feedback. Also, the participants insisted that TPD must be seen as non-punitive, relevant, engaging, and non-hypocritical; for example, a lecture cannot teach teachers about the ineffectiveness of teaching via lecture. These findings encourage positive social change by providing insight into crafting more impactful TPD. Ultimately, improved TPD encourages better teaching methodologies, increased teacher morale, and higher student achievement.
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Mobley, Paul R. "Use of a priori information to produce more effective, automated chemometrics methods /." Thesis, Connect to this title online; UW restricted, 1997. http://hdl.handle.net/1773/8549.
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Barnwell, David. "Strategies to Overcome Barriers to a More Effective Leadership Style." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/1835.
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Disengaged employees and leaders lacking the skills to engage their employees account for an estimated $300 billion annual loss through lowered productivity. This study focused on a leader's understanding of employee engagement as a means of increasing productivity. Utilizing the theory of leadership styles and expectancy theory for the conceptual framework, this descriptive study explored strategies small business leaders have used to develop effective leadership styles to improve workplace engagement. Interviews with a purposive sample of 20 highest-ranking executives at small businesses with between 50 and 250 employees in the Mid-Atlantic region of the United States were analyzed using the modified van Kaam method to identify themes. The analysis of leaders' actions regarding strategies for overcoming barriers to employee engagement indicated a strategic need for meetings, open and candid communication, and more dedicated time to employees to avoid disengagement. The exploration of these strategies provides insight that organizational leaders could use to implement effective practices. The results of this study could contribute to social change by facilitating proactive recognition by organizational leaders of strategies for overcoming barriers preventing the adoption of a more effective leadership style. These contributions could assist leaders in reducing bureaucratization and shifting attitudes from impersonal judgment and extreme separation to engaging employees. These shifts could result in improving the employees' outlook on their future at their respective organizations, which may, in turn, positively impact their relationships with their families and communities.
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Jones, Heather Patti. "Researching Effective Methods for Teaching the Phases of the Moon." BYU ScholarsArchive, 2012. https://scholarsarchive.byu.edu/etd/3865.
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This study investigated the effectiveness of commonly used instructional methods for teaching the phases of the Moon to fifth and sixth grade students. The instructional methods investigated were the use of diagrams, animations, and models. The effectiveness of each method was tested by measuring students' understanding of Moon phases with a pre and post-assessment after receiving instruction with a specific method or combination of methods. These methods were then evaluated for their ability to help students learn essential concepts, reinforce relevant vocabulary and discourage misconceptions. Results showed that students had better scores with less prevalence of misconception when they were taught using two methods instead of one. Students taught with only computer animations had significantly lower scores and a higher prevalence of misconceptions when compared to the other methods. This may be due to some design errors in the animation used in this study. Even though students taught with only computer animations had significantly lower scores, students taught with computer animations followed by instruction with diagrams had significantly higher scores. Why this combination of instruction was more effective for student learning is a question that requires further research.
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Bossaer, John. "Four Strategies for Becoming a More Effective Educator – Part 3: Teaching Students to Think Critically." Digital Commons @ East Tennessee State University, 2020. https://dc.etsu.edu/etsu-works/7794.
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Tupy, Nina J. "Effective diversity training methods for student affairs professionals." Virtual Press, 2005. http://liblink.bsu.edu/uhtbin/catkey/1313952.
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The purpose of this study was to qualitatively analyze the perceptions of student affairs professionals in their experience with diversity training to find effective diversity training methods. Directors of student affairs departments at Ball State University were asked to name post-master's professionals in their area who they felt were committed to diversity. One professional was selected from each of the ten participating departments.The interpretation of qualitative data revealed that diversity was consistently described by the participants as "difference;" that commitment to diversity was derived from personal experience; and effective diversity training methods included connecting to personal experience, allowing ample time for training, encouraging contact with diverse groups, and utilizing effective presentation style. Departments could better prepare their professionals for dealing with issues of diversity by having extensive training throughout the year and making diversity a part of the department's values.<br>Department of Educational Studies
Books on the topic "More effective teaching methods"
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Dues, Greg. Enjoying God & teaching creatively: Insights and ideas for more effective religion classes. Twenty-Third Publications, 1999.
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Sabin, Winston J. How to use your textbook more effectively: A report of the methods of textbook utilization in the nation's most successful content area classes. Center for the Study of Reading Program Administration, 1987.
Find full textBook chapters on the topic "More effective teaching methods"
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Hativa, Nira. "Teaching Methods for Active Learning." In Teaching for Effective Learning in Higher Education. Springer Netherlands, 2000. http://dx.doi.org/10.1007/978-94-010-0902-7_8.
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Roso, Calvin G. "Effective Teaching and Jesus: Do Jesus’ Instructional Methods Align with Effective Teaching Research?" In The Pedagogy of Shalom. Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-10-2987-5_12.
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Burger, Benjamin. "Course Delivery Methods for Effective Distance Science Education." In Interdisciplinary Approaches to Distance Teaching. Routledge, 2015. http://dx.doi.org/10.4324/9781315694412-7.
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Chalin, Patrice. "Improving JML: For a Safer and More Effective Language." In FME 2003: Formal Methods. Springer Berlin Heidelberg, 2003. http://dx.doi.org/10.1007/978-3-540-45236-2_25.
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Cosgrove, Ellen M., Somnath Mookherjee, and Lynne Robins. "How to Use Teaching Scripts to Make Teaching More Effective and Efficient." In Handbook of Clinical Teaching. Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-33193-5_7.
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Howard, Patricia L. "9. Beyond the ‘grim resisters’: towards more effective gender mainstreaming through stakeholder participation." In Development Methods and Approaches. Oxfam Publishing, 2003. http://dx.doi.org/10.3362/9780855987008.009.
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Coyle, James P., Irene Carter, Derek Campbell, and Ori Talor. "Evaluation of Course Curriculum and Teaching." In Handbook of Research on Transnational Higher Education. IGI Global, 2014. http://dx.doi.org/10.4018/978-1-4666-4458-8.ch017.
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In order to be effective teachers, higher education instructors must do more than evaluate the content of their courses. They need to assess curriculum design and methods used for teaching and assessing student learning. This can be challenging since instructors may receive little training in effective methods for teaching adult learners. This chapter explains the reasons why instructors should evaluate their courses and describes the characteristics of effective course curricula, teaching methods, and procedures for assessing student learning. A Curriculum Evaluation Checklist is proposed as a useful tool that has practical benefits for instructors who evaluate their curricula and teaching.
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Eryılmaz, Meltem, Afaf Muftah Adabashi, and Ali Yazıcı. "Artificial Intelligence Methods in E-Learning." In Handbook of Research on Faculty Development for Digital Teaching and Learning. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-8476-6.ch015.
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Gathering and extracting knowledge from the large amount of data available today is becoming more and more important in our information society, and similarly, learning is an essential important part of our everyday lives. The new requirements of the competing world and the development of more advanced technologies have also changed traditional educational systems, which now employ better and more effective teaching and learning methods. In this regard, the integration of artificial intelligence (AI) technologies in the field of education offers both great challenges and opportunities in building e-learning systems. E-learning systems allow learners to access the educational materials ubiquitously from anywhere at any time. Therefore, these systems have to become adaptive to the needs and preferences of each individual learner. This chapter presents a review of the important concepts and background for research to include introduction and examination of e-learning systems and intelligent tutoring systems (ITSs), available today.
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Dalal, Rajiv A. "Effective Physical Therapy Education Through Increased Student Engagement." In Cases on Digital Learning and Teaching Transformations in Higher Education. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-9331-7.ch009.
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As technology grows, there are many applications into the educational arena. Educators are tasked with incorporating technology in teaching. This is best done through a systematic means to create effective change. The Digital Learning Initiative (DLI) was created with this in mind. This is a case study in the transformation of teaching methods through the DLI. The redesign was centered around the principles of assessment and course mapping. The course was reworked to allow for more feedback and interaction with the instructor. Digital apps were utilized to supplement content. Class sessions changed from traditional lecture into a flipped environment using active learning techniques. After the redesign, students improved in graded performance, as well as in engagement with the instructor and classmates. The instructor also reported increased engagement with students and more in-depth content coverage. Redesign is a dynamic process with some trial and error; however, with a solid framework based on assessment, there is potential for meaningful short and long-term course change.
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Snodgrass, Jennifer. "Assessment." In Teaching Music Theory. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780190879945.003.0008.
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Assessment is a vital part of the undergraduate experience, but there are more ways to be effective in gathering data on learning outcomes than just the traditional pencil-and-paper test. Assessment for the undergraduate music major begins well before the student arrives on the college campus in the form of auditions and performance juries. In many cases, this performance assessment begins at an early age. From placement exams to timed quizzes to final exams, college students are bombarded with assignments and tests. There are a multitude of other ways in which to gather information about student understanding, including low-stakes assessments, technology-based gaming, creative and collaborative projects, and even self-assessment. Standards-based grading also helps to shift the focus away from grades to a focus on mastering a set of level skills, which, in turn, gives students more ownership of their learning experiences and less anxiety than with traditional assessment methods.
Conference papers on the topic "More effective teaching methods"
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A. Grant, Kenneth, Michael Moorhouse, and Candace T Grant. "Effective Use of Case Teaching in Large Undergraduate Classes." In InSITE 2020: Informing Science + IT Education Conferences: Online. Informing Science Institute, 2020. http://dx.doi.org/10.28945/4591.
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Aim/Purpose: To guide faculty who wish to use the case method in large undergraduate classes Background: The paper reviews a range of case teaching methods and provides specific guidance on how to use them in various classroom situations. Methodology: Literature review, reflective experience, interviews, and surveys Contribution: This paper addresses a gap in case teaching research which tends to focus on its use in graduate classes Findings: Case teaching can be used effectively in large undergraduate classes, but needs to be used in different ways and with different techniques from those commonly recommended for graduate classes. Recommendations for Practitioners: Be creative and go beyond the Harvard: case method and draw on the broader range of techniques used in active and experiential learning Impact on Society: Better and more relevant classroom experiences Future Research: Examine and evaluate field examples of innovative case teaching, especially in hybrid and online environments.
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Tyagi, Pawan. "Student Presentation Based Effective Teaching (SPET) Approach for Advanced Courses." In ASME 2016 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2016. http://dx.doi.org/10.1115/imece2016-66029.
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A student activity based effective teaching approach can significantly improve student learning. However, implementing student activity based teaching for the advanced level courses can be very challenging. Incomplete course coverage and the amount of time required by an instructor for designing active teaching strategies are cited as the common inhibiting factors in the adoption of active student teaching. This paper discusses a student presentation based effective teaching (SPET) approach that covers more course material than that covered in the conventional or other student-active teaching methods. Moreover, SPET approach requires less preparation time on instructor behalf. This paper is based on the effective teaching experiments conducted on senior level science and technology courses at University of the District of Columbia. Under the SPET approach, students are given reading assignment to prepare ∼ 10–20 minutes long power point presentation on well-defined conceptual topics, questions, or chapter modules. In every class typically three presentations take place on the same questions or topics. However, non-presenter students are required to generate conceptual questions. These questions were asked during or after the presentation by the designated students. Students’ presentations were graded according to the rubric focusing on coverage of suggested topics, quality of presentation, and questions and answers. Hence, the whole class is engaged in understanding the topic either for making the presentation or for creating conceptual questions. These grades were posted right after the class in the Blackboard’s online grade center to provide quick feedback. The following are key advantages of this approach. (1) Students understand 50–100% about the intended topic during self-reading and while making a presentation or participating in class discussion. (2) Repeating same concepts thrice during a class period and occasionally with instructor’s insights enable deep learning. (3) Students get quick quantitative feedback after each class and qualitative feedback during the class from instructor and peers. (4) This approach allowed coverage of very complex topics. (5) Students improved their communication skills by making coherent presentations and doing class discussion. In the survey, students reflected a higher degree of satisfaction with their learning as compared to instructor’s lecture-based classroom education system. This approach is highly suitable for advanced-level elective courses with small enrollment.
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Liu, Xiaobin, and Shiliang Zhang. "Graph Consistency Based Mean-Teaching for Unsupervised Domain Adaptive Person Re-Identification." In Thirtieth International Joint Conference on Artificial Intelligence {IJCAI-21}. International Joint Conferences on Artificial Intelligence Organization, 2021. http://dx.doi.org/10.24963/ijcai.2021/121.
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Recent works show that mean-teaching is an effective framework for unsupervised domain adaptive person re-identification. However, existing methods perform contrastive learning on selected samples between teacher and student networks, which is sensitive to noises in pseudo labels and neglects the relationship among most samples. Moreover, these methods are not effective in cooperation of different teacher networks. To handle these issues, this paper proposes a Graph Consistency based Mean-Teaching (GCMT) method with constructing the Graph Consistency Constraint (GCC) between teacher and student networks. Specifically, given unlabeled training images, we apply teacher networks to extract corresponding features and further construct a teacher graph for each teacher network to describe the similarity relationships among training images. To boost the representation learning, different teacher graphs are fused to provide the supervise signal for optimizing student networks. GCMT fuses similarity relationships predicted by different teacher networks as supervision and effectively optimizes student networks with more sample relationships involved. Experiments on three datasets, i.e., Market-1501, DukeMTMCreID, and MSMT17, show that proposed GCMT outperforms state-of-the-art methods by clear margin. Specially, GCMT even outperforms the previous method that uses a deeper backbone. Experimental results also show that GCMT can effectively boost the performance with multiple teacher and student networks. Our code is available at https://github.com/liu-xb/GCMT .
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Bannò, Mariasole, and Giorgia Maria D'Allura. "Art-based methods: Theatre Teaches and Business Theatre." In Fifth International Conference on Higher Education Advances. Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/head19.2019.9249.
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The paper aims to investigate the use of arts in teaching, specifically the art of theater, to provide the new skills searched from the job market. Our work compares the two experiences of the Theatre Teaches performed at University of Brescia and of Business Theatre at University of Catania. The idea of the paper is based on the scientific collaboration among the two co-authors involved, during the last 10 years, on the development of innovative method of teaching focused on non- technical skills. After depicting the incumbent needs of non-technical skills searched from the job market, the comparison on the use of theatre in the two Universities highlighted how both methods support the development of relational, cognitive and managerial soft skills, even if in a different way: when using Theatre Teaches the major skills concern the cognitive ones, while when using Business Theatre the major skills concern the relational ones. Furthermore, it emerges that Theatre Teaches is more effective with cognitive engagement while Business Theatre with emotional engagement. Both are effective in the behavioral engagement (i.e. physical participation in an activity), which emerges as the distinctive characteristic of theatre art-based method.
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Vilinová, Katarína, and Veronika Kabátová. "Inquiry-based learning and its using in geography at the second level of primary schools." In 27th edition of the Central European Conference with subtitle (Teaching) of regional geography. Masaryk University Press, 2020. http://dx.doi.org/10.5817/cz.muni.p210-9694-2020-18.
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Current social needs emphasize the education of a person with creative thinking, capable of not only finding problems but also solving them. Different strategies are applied in the educational process according to the society's requirements for an educated individual. On this basis, the appropriate content of education, organizational forms, didactic methods and the use of the latest didactic techniques are also determined. One way to achieve this is to introduce other teaching methods, such as inquiry-based teaching, into the teaching process. Inquiry-based learning aims to make science lessons more effective, especially at primary schools, and at the same time seeks to attract students to study them. It has an irreplaceable role in new, modern and successful ways of teaching science. The aim of the paper is to design methodological sheets in the 5th year of elementary school in terms of inquiry-based learning and their application to the teaching process.
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Chin, Jessica, Ibrahim Zeid, Claire Duggan, and Sagar Kamarthi. "Why Engineering-Based Learning Can Revolutionize STEM Teaching in High Schools." In ASME 2012 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2012. http://dx.doi.org/10.1115/imece2012-86355.
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For many years, literature has documented the benefits of project-based learning (PBL) and its impact on student learning especially at the high school level. More often than not however, students are still losing interest in STEM (Science, Technology, Engineering, and Mathematics) education because current educational teaching pedagogies have become antiquated and are not impacting student learning, as it should. With that said, our discovery through elicitation of high school educators has cited the main reason for such disinterest is due to the inability of students to connect STEM abstract concepts and theory with STEM application to appreciate the value of learning STEM. With access to information easier than ever, students are forgetting that learning is not about getting the right answer but understanding how to solve a complex problem. In the past, PBL has benefited students in engaging them in hands-on learning however, with a more complex paradigm shift in student learning style, PBL and lecture-based learning are no longer the most effective methods of teaching. Engineering-based learning has the opportunity and potential to modify STEM education and revolutionize STEM teaching pedagogy by changing the one-size-fits-all model to an individual, student-centered learning approach where education is mass customized. This paper discusses a new teaching pedagogy dubbed Engineering-Based Learning (EBL) that is a more systematic approach to high school STEM teaching for open-ended problems. This paper presents the EBL model, the EBL tools, and its impact thus far on high school students. It also presents sample feedback from both teachers and students and how it has influenced their outlook of engineering and STEM in the real world. The purpose of this paper is also to disseminate this new teaching pedagogy to support the notion that STEM education can be successfully taught and provide students with a structured, systematic, hands-on approach, as well as the appropriate tools and resources allowing them to connect complex STEM theory and real-world application.
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Tyagi, Pawan. "Second Modified Student Presentation Based Effective Teaching (SPET) Method Tested in COVID-19 Affected Senior Level Mechanical Engineering Course." In ASME 2020 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2020. http://dx.doi.org/10.1115/imece2020-23615.
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Abstract Student presentation based effective teaching (SPET) approach was designed to engage students with different mindsets and academic preparation levels meaningfully and meet several ABET student learning outcomes. SPET method requires that students prepare themselves by guided self-study before coming to the class and make presentations to teach the whole class by (a) presenting complex concepts and systems appealingly and engagingly, and most importantly (b) serving as the discussion platform for the instructor to emphasize on complex concepts from multiple angles during different presentations. In class, SPET presentations address the conceptual questions that are assigned 1–2 weeks before the presentation day. However, the SPET approach becomes impractical for large class sizes because (i) during one class period all the students can not present, (ii) many students do not make their sincere efforts. This paper focuses on the second modification of SPET to make it practical for large classes. The method reported in this paper was tested on MECH 462 Design of Energy System Course. Unlike the first modified approach, all the students were expected to submit the response to the preassigned questions before coming to the class. In class, SPET group presentations were prepared by the group of 3–6 students, who prepared themselves by doing SPET conceptual questions individually. Students communicated with each other to make a cohesive presentation for ∼30 min. In two classes per week, we covered 5–6 group presentations to do enough discussions and repetition of the core concepts for a more in-depth understanding of the content. During the presentation, each student was evaluated for (a) their depth of understanding, (b) understanding other parts of the presentation covered by other teammates, and (c) quality of presentation and content. The student who appeared unprepared in the class group presentation were provided direct feedback and resources to address concerning areas. SPET approach was applied in the online mode during the campus shut down due to COVID-19. SPET was immensely effective and helped to complete the course learning outcomes without interruptions. SPET could be customized for the online version without any additional preparation on the instructor part.
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McKenna, Kelly, James Folkestad, and Marcia Moraes. "U-Behavior: Visual-Form Learning Analytics to Enhance Teaching and Learning." In Sixth International Conference on Higher Education Advances. Universitat Politècnica de València, 2020. http://dx.doi.org/10.4995/head20.2020.11129.
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Learning analytics have great potential to support students’ learning process and instructors’ learning design, specially when presented as a visualization, visual-form LA, designed in conjunction with student reflections. This presentation represents a multi-year mixed-methods study that collected students learning analytics from participation in retrieval practice activities, low-stake quizzes, and presented this data as visual-from LA to help students to be cognizant of and reflect on their learning practices in order to improve retention and recall by implementing high impact learning practices. Quantitative and qualitative data was collected, analyzed, and integrated to generate insights regarding the impact of the design on students’ study behaviors and students’ self-awareness of these behaviors. Findings suggest that the integration is successful in developing autonomous learners that more often recognize and implement effective learning behaviors.
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Marti´n-Gutie´rrez, Jorge, and Manuel Contero. "Augmented Books Applied to Engineering: An Attractive Tool for the Student and Useful for Learning." In ASME 2011 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. ASMEDC, 2011. http://dx.doi.org/10.1115/detc2011-48163.
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Learning and teaching procedures need to evolve, regarding the high technological profile most students have. The Teacher might consider that in some cases, outdated teaching methods create barriers for students who are used to interaction with modern technological gadgets and computers. Augmented Reality technology emerges as a great potential tool in the teaching environment. Augmented reality (AR) is a cost-effective technology which has the ability to coexist with paper books supplying students with more attractive and didactic contents meaning rebirth of classic textbooks. In this work we present the developed didactic material supported by AR technology for learning sketching, designation and rules of standard mechanical elements. This book has been included in the curriculum of engineering graphics subject of the Mechanical Engineering Degree in a Spanish University for performing a pilot study seeking comparison of academic performance acquired and motivation for study between two groups of students. One group uses AR based material meanwhile the other uses traditional class notes.
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Wallace, Rebekah. "P62 Is the use of patient simulation a more effective method of teaching medical students to recognise the early signs of clinical deterioration, compared to using videos and photographs?" In Abstracts of the Association for Simulation Practice in Healthcare Annual Conference, 6th to 7th November 2017, Telford, UK. The Association for Simulated Practice in Healthcare, 2017. http://dx.doi.org/10.1136/bmjstel-2017-aspihconf.144.
Full textReports on the topic "More effective teaching methods"
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McAlary, Todd. Development of More Cost-Effective Methods for Long-Term Monitoring of Soil Vapor Intrusion to Indoor Air Using Quantitative Passive Diffusive-Adsorptive Sampling. Defense Technical Information Center, 2014. http://dx.doi.org/10.21236/ada621744.
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McAlary, Todd. Development of More Cost-Effective Methods for Long-Term Monitoring of Soil Vapor Intrusion to Indoor Air Using Quantitative Passive Diffusive-Adsorptive Sampling Techniques. Defense Technical Information Center, 2015. http://dx.doi.org/10.21236/ada621730.
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Zachry, Anne, J. Flick, and S. Lancaster. Tune Up Your Teaching Toolbox! University of Tennessee Health Science Center, 2016. http://dx.doi.org/10.21007/chp.ot.fp.2016.0001.
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Occupational therapy (OT) educators strive to prepare entry-level practitioners who have the expertise to meet the diverse health care needs of society. A variety of instructional methods are used in the University of Tennessee Health Science Center (UTHSC) MOT program, including traditional lecture-based instruction (LBI), problem-based learning (PBL), team-based learning (TBL), and game-based learning (GBL). Research suggests that active learning strategies develop the critical thinking and problem-solving skills that are necessary for effective clinical reasoning and decision-making abilities. PBL, TBL, GBL are being successfully implemented in the UTHSC MOT Program to enhance the learning process and improve student engagement.
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Lemos, Renata, Karthik Muralidharan, and Daniela Scur. Personnel Management and School Productivity: Evidence from India. Research on Improving Systems of Education (RISE), 2021. http://dx.doi.org/10.35489/bsg-rise-wp_2021/063.
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This paper uses new data to study school management and productivity in India. We report four main results. First, management quality in public schools is low, and ~2σ below high-income countries with comparable data. Second, private schools have higher management quality, driven by much stronger people management. Third, people management quality is correlated with both independent measures of teaching practice, as well as school productivity measured by student value added. Fourth, private school teacher pay is positively correlated with teacher effectiveness, and better managed private schools are more likely to retain more effective teachers. Neither pattern is seen in public schools.
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Revina, Shintia, Rezanti Putri Pramana, Rizki Fillaili, and Daniel Suryadarma. Systemic Constraints Facing Teacher Professional Development in a Middle-Income Country: Indonesia’s Experience Over Four Decades. Research on Improving Systems of Education (RISE), 2020. http://dx.doi.org/10.35489/bsg-rise-wp_2020/054.
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Despite government efforts to reform teacher professional development (TPD) in the past four decades, Indonesian teacher quality remains low. Why have the improvement efforts failed? In the present study we investigate what caused these reforms to fail from two angles. First, we examine the efficacy of the latest teacher professional development (TPD) initiative in Indonesia, Pengembangan Keprofesian Berkelanjutan or PKB (Continuing Professional Development), and identify the factors affecting its efficacy. We found that some essential features of effective TPD are missing in PKB. The PKB programme has not targeted teachers based on years of experience, has not followed up teachers with post-training activities, has not incorporated teaching practice through lesson enactment, and has not built upon teacher existing practice. Second, our analysis demonstrates that PKB's weaknesses have existed in Indonesia's previous TPD initiatives as far back as four decades ago. This indicates that the long-term problem of TPD’s ineffectiveness is driven by different elements of the education system beyond the TPD’s technical and operational aspects. Our system-level analysis points out that merely improving the technical aspects of TPD would be insufficient given the Indonesian education system’s lack of coherence surrounding teacher quality. The problems surrounding the provision of effective TPD is more complex than simply a matter of replacing the “old” with the “new” initiative. The change requires a reorientation of the education system to produce high-quality teachers.
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Revina, Shintia, Rezanti Putri Pramana, Rizki Fillaili, and Daniel Suryadarma. Systemic Constraints Facing Teacher Professional Developmentin a Middle-Income Country: Indonesia’s Experience Over Four Decades. Research on Improving Systems of Education (RISE), 2020. http://dx.doi.org/10.35489/bsgrisewp_2020/054.
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Despite government efforts to reform teacher professional development (TPD) in the past four decades, Indonesian teacher quality remains low. Why have the improvement efforts failed? In the present study we investigate what caused these reforms to fail from two angles. First, we examine the efficacy of the latest teacher professional development (TPD) initiative in Indonesia, Pengembangan Keprofesian Berkelanjutan or PKB (Continuing Professional Development), and identify the factors affecting its efficacy. We found that some essential features of effective TPD are missing in PKB. The PKB programme has not targeted teachers based on years of experience, has not followed up teachers with post-training activities, has not incorporated teaching practice through lesson enactment, and has not built upon teacher existing practice. Second, our analysis demonstrates that PKB's weaknesses have existed in Indonesia's previous TPD initiatives as far back as four decades ago. This indicates that the long-term problem of TPD’s ineffectiveness is driven by different elements of the education system beyond the TPD’s technical and operational aspects. Our system-level analysis points out that merely improving the technical aspects of TPD would be insufficient given the Indonesian education system’s lack of coherence surrounding teacher quality. The problems surrounding the provision of effective TPD is more complex than simply a matter of replacing the “old” with the “new” initiative. The change requires a reorientation of the education system to produce high-quality teachers.
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Chou, Roger, Rongwei Fu, Tracy Dana, Miranda Pappas, Erica Hart, and Kimberly M. Mauer. Interventional Treatments for Acute and Chronic Pain: Systematic Review. Agency for Healthcare Research and Quality (AHRQ), 2021. http://dx.doi.org/10.23970/ahrqepccer247.
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Objective. To evaluate the benefits and harms of selected interventional procedures for acute and chronic pain that are not currently covered by the Centers for Medicare & Medicaid Services (CMS) but are relevant for and have potential utility for use in the Medicare population, or that are covered by CMS but for which there is important uncertainty or controversy regarding use. Data sources. Electronic databases (Ovid® MEDLINE®, PsycINFO®, the Cochrane Central Register of Controlled Trials, and the Cochrane Database of Systematic Reviews) to April 12, 2021, reference lists, and submissions in response to a Federal Register notice. Review methods. Using predefined criteria and dual review, we selected randomized controlled trials (RCTs) for 10 interventional procedures and conditions that evaluated pain, function, health status, quality of life, medication use, and harms. Random effects meta-analysis was conducted for vertebral compression fracture; otherwise, outcomes were synthesized qualitatively. Effects were classified as small, moderate, or large using previously defined criteria. Results. Thirty-seven randomized trials (in 48 publications) were included. Vertebroplasty (13 trials) is probably more effective at reducing pain and improving function in older (>65 years of age) patients, but benefits are small (less than 1 point on a 10-point pain scale). Benefits appear smaller (but still present) in sham-controlled (5 trials) compared with usual care controlled trials (8 trials) and larger in trials of patients with more acute symptoms; however, testing for subgroup effects was limited by imprecision. Vertebroplasty is probably not associated with increased risk of incident vertebral fracture (10 trials). Kyphoplasty (2 trials) is probably more effective than usual care for pain and function in older patients with vertebral compression fracture at up to 1 month (moderate to large benefits) and may be more effective at >1 month to ≥1 year (small to moderate benefits) but has not been compared against sham therapy. Evidence on kyphoplasty and risk of incident fracture was conflicting. In younger (below age for Medicare eligibility) populations, cooled radiofrequency denervation for sacroiliac pain (2 trials) is probably more effective for pain and function versus sham at 1 and 3 months (moderate to large benefits). Cooled radiofrequency for presumed facet joint pain may be similarly effective versus conventional radiofrequency, and piriformis injection with corticosteroid for piriformis syndrome may be more effective than sham injection for pain. For the other interventional procedures and conditions addressed, evidence was too limited to determine benefits and harms. Conclusions. Vertebroplasty is probably effective at reducing pain and improving function in older patients with vertebral compression fractures; benefits are small but similar to other therapies recommended for pain. Evidence was too limited to separate effects of control type and symptom acuity on effectiveness of vertebroplasty. Kyphoplasty has not been compared against sham but is probably more effective than usual care for vertebral compression fractures in older patients. In younger populations, cooled radiofrequency denervation is probably more effective than sham for sacroiliac pain. Research is needed to determine the benefits and harms of the other interventional procedures and conditions addressed in this review.
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McGee, Steven, Jennifer Kirby, Geneva Haertel, and Angela Haydel DeBarger. Taking students on a journey to El Yunque: An examination of cognitive apprenticeship. The Learning Partnership, 2006. http://dx.doi.org/10.51420/conf.2006.1.
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The Journey to El Yunque program was designed using the cognitive apprenticeship model. Students analyze the same data that scientists in the rainforest use for their research, while at the same time, covering all of the national middle school ecology standards. In this study we seek to build a framework that integrates design-based research methods with traditional evaluation. The resulting enactment of the curriculum provides formative feedback about the curriculum as well as about the design model itself. An ecology assessment was developed using publicly released state assessment items. A quasiexperimental design study was used to evaluate the effectiveness of the beta version of the program. The results show that Journey to El Yunque was more effective at helping students learn population dynamics, while the traditional ecology curriculum was more effective at helping students understand energy flow definitions. This difference in performance is consistent with the underlying design based on the cognitive apprenticeship model.
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Dy, Sydney M., Arjun Gupta, Julie M. Waldfogel, et al. Interventions for Breathlessness in Patients With Advanced Cancer. Agency for Healthcare Research and Quality (AHRQ), 2020. http://dx.doi.org/10.23970/ahrqepccer232.
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Objectives. To assess benefits and harms of nonpharmacological and pharmacological interventions for breathlessness in adults with advanced cancer. Data sources. We searched PubMed®, Embase®, CINAHL®, ISI Web of Science, and the Cochrane Central Register of Controlled Trials through early May 2020. Review methods. We included randomized controlled trials (RCTs) and observational studies with a comparison group evaluating benefits and/or harms, and cohort studies reporting harms. Two reviewers independently screened search results, serially abstracted data, assessed risk of bias, and graded strength of evidence (SOE) for key outcomes: breathlessness, anxiety, health-related quality of life, and exercise capacity. We performed meta-analyses when possible and calculated standardized mean differences (SMDs). Results. We included 48 RCTs and 2 retrospective cohort studies (4,029 patients). The most commonly reported cancer types were lung cancer and mesothelioma. The baseline level of breathlessness varied in severity. Several nonpharmacological interventions were effective for breathlessness, including fans (SMD -2.09 [95% confidence interval (CI) -3.81 to -0.37]) (SOE: moderate), bilevel ventilation (estimated slope difference -0.58 [95% CI -0.92 to -0.23]), acupressure/reflexology, and multicomponent nonpharmacological interventions (behavioral/psychoeducational combined with activity/rehabilitation and integrative medicine). For pharmacological interventions, opioids were not more effective than placebo (SOE: moderate) for improving breathlessness (SMD -0.14 [95% CI -0.47 to 0.18]) or exercise capacity (SOE: moderate); most studies were of exertional breathlessness. Different doses or routes of administration of opioids did not differ in effectiveness for breathlessness (SOE: low). Anxiolytics were not more effective than placebo for breathlessness (SOE: low). Evidence for other pharmacological interventions was limited. Opioids, bilevel ventilation, and activity/rehabilitation interventions had some harms compared to usual care. Conclusions. Some nonpharmacological interventions, including fans, acupressure/reflexology, multicomponent interventions, and bilevel ventilation, were effective for breathlessness in advanced cancer. Evidence did not support opioids or other pharmacological interventions within the limits of the identified studies. More research is needed on when the benefits of opioids may exceed harms for broader, longer term outcomes related to breathlessness in this population.
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Sanz, E., P. Alonso, B. Haidar, H. Ghaemi, and L. García. Key performance indicators (KPIs). Scipedia, 2021. http://dx.doi.org/10.23967/prodphd.2021.9.002.
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The project “Social network tools and procedures for developing entrepreneurial skills in PhD programmes” (prodPhD) aims to implement innovative social network-based methodologies for teaching and learning entrepreneurship in PhD programmes. The multidisciplinary teaching and learning methodologies to be developed will enable entrepreneurship education to be introduced into any PhD programme, providing students with the knowledge, skills, and motivation to engage in entrepreneurial activities. However, the use of the output of the project will depend on the nature and profile of the research or scientific field. In this context, key performance indicators (KPIs) form the base on which the quality and scope of the methodologies developed in the project will be quantified and benchmarked. The project’s final product will be an online tool that higher education students can use to learn entrepreneurship from a social network perspective. Performance measurement is one of the first steps of any project and involves the choice and use of indicators to measure the effectiveness and success of the project’s methods and results. All the KPIs have been selected according to criteria of relevance, measurability, reliability, and adequacy, and they cover the process, dissemination methods, and overall quality of the project. In this document, each KPI is defined together with the units and instruments for measuring it. In the case of qualitative KPIs, five-level Likert scales are defined to improve indicator measurability and reliability. The KPIs for prodPhD are divided into three main dimensions, depending on the stage of the project they evaluate. The three main dimensions are performance and development (which are highly related to the project’s process), dissemination and impact (which are more closely correlated with the project’s output), and overall project quality. Different sources (i.e., European projects and papers) have been drawn upon to define a set of 51 KPIs classified into six categories, according to the project phase they aim to evaluate. An Excel tool has been developed that collects all the KPIs analysed in the production of this document. This tool is shared in the Scipedia repository.