Relevant bibliographies by topics / Teaching and Learning Sequences

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
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Academic literature on the topic 'Teaching and Learning Sequences'

Author: Grafiati
Published: 4 June 2021
Last updated: 3 February 2022

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Journal articles on the topic "Teaching and Learning Sequences"

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Nakata, Martin, Vicky Nakata, Sarah Keech, and Reuben Bolt. "Rethinking Majors in Australian Indigenous Studies." Australian Journal of Indigenous Education 43, no. 1 (August 2014): 8–20. http://dx.doi.org/10.1017/jie.2014.3.

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The challenges of finding more productive ways of teaching and learning in Australian Indigenous Studies have been a key focal point for the Australian Indigenous Studies Learning and Teaching Network. This article contributes to this discussion by drawing attention to new possibilities for teaching and learning practices amid the priority being given to the more practice-oriented educational approaches for future professionals and the cultural competencies of all students and staff. We explore courses sequenced as Indigenous Studies Majors and discuss two different conceptualisations for framing teaching and learning in Indigenous Studies courses — decolonising theory and cultural interface theory — and the implications for some of the teaching and learning practices they facilitate, including the positioning of students and the development of dispositions for future professional practice. We suggest that those academic teams who structure course sequences in Indigenous Studies have a role to play in experimenting with shifts in teaching and learning frameworks and the design of course sequences to encourage approaches that are more focused on developing students’ breadth and depth of knowledge of the field, as well as their capacities for deeper engagements with Indigenous thought and the scholarly disciplines.
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Duschl, Richard, Seungho Maeng, and Asli Sezen. "Learning progressions and teaching sequences: a review and analysis." Studies in Science Education 47, no. 2 (September 2011): 123–82. http://dx.doi.org/10.1080/03057267.2011.604476.

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Taber, Keith S. "Researching moving targets: studying learning progressions and teaching sequences." Chemistry Education Research and Practice 18, no. 2 (2017): 283–87. http://dx.doi.org/10.1039/c7rp90003a.

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Rüütmann, Tiia, and Hants Kipper. "Teaching Strategies for Direct and Indirect Instruction in Teaching Engineering." International Journal of Engineering Pedagogy (iJEP) 1, no. 3 (October 10, 2011): 37. http://dx.doi.org/10.3991/ijep.v1i3.1805.

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<p class="MsoNormal" style="text-align: justify; margin: 0cm 0cm 10pt; tab-stops: 0cm;"><span class="AbstractChar"><span style="font-family: &quot;Times New Roman&quot;; font-size: 9pt;" lang="EN-US"><strong>It is important to select the proper instructional strategy for a specific learning outcome in teaching engineering. There are two broad types of learning outcomes: facts, rules and action sequences (on lower levels of complexity in the cognitive, affective and psychomotor domains), and concepts, patterns and abstractions (on higher level of complexity in the above named domains). Facts, rules and action sequences are taught using instructional strategies of direct instruction. Concepts, patterns and abstractions are taught using strategies of indirect instruction. Strategies of both types of learning may be combined, providing a menu of teaching strategies that help students solve problems, think critically and work cooperatively. This article presents teaching strategies suitable for direct and indirect instruction used in teaching engineering.</strong></span></span></p>
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Bernholt, Sascha, and Hannah Sevian. "Learning progressions and teaching sequences – old wine in new skins?" Chemistry Education Research and Practice 19, no. 4 (2018): 989–97. http://dx.doi.org/10.1039/c8rp90009d.

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Akahori, Kanji. "Generation of learning task sequences reflecting a fuzzy teaching strategy." Electronics and Communications in Japan (Part III: Fundamental Electronic Science) 75, no. 10 (1992): 80–90. http://dx.doi.org/10.1002/ecjc.4430751007.

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Méheut, Martine. "Designing and validating two teaching–learning sequences about particle models." International Journal of Science Education 26, no. 5 (April 16, 2004): 605–18. http://dx.doi.org/10.1080/09500690310001614726.

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Méheut, Martine, and Dimitris Psillos. "Teaching–learning sequences: aims and tools for science education research." International Journal of Science Education 26, no. 5 (April 16, 2004): 515–35. http://dx.doi.org/10.1080/09500690310001614762.

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Tiberghien, Andrée. "What is theoretical in the design of teaching-learning sequences." Studies in Science Education 48, no. 2 (September 2012): 223–28. http://dx.doi.org/10.1080/03057267.2012.729979.

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Avrahami, Judith, Yaakov Kareev, Yonatan Bogot, Ruth Caspi, Salomka Dunaevsky, and Sharon Lerner. "Teaching by Examples: Implications for the Process of Category Acquisition." Quarterly Journal of Experimental Psychology Section A 50, no. 3 (August 1997): 586–606. http://dx.doi.org/10.1080/713755719.

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A new paradigm, the “teaching-by-examples” paradigm, was used to shed new light on the process of category acquisition. In four experiments ( n = 90, 90, 115, 117), manipulating the variables of category structure, status of non-target category, learning mode, and teaching mode, participants first learned a category and then taught it to someone else. High agreement between participants on the teaching sequences was found across conditions, and a typical sequence was identified for each category structure. The typical participant-produced sequences started with several ideal positive cases, followed by an ideal negative case and then borderline cases. The efficiency of such sequences for teaching was tested in another experiment ( n = 60), in which they were compared with sequences emphasizing category borders and sequences emphasizing each dimension separately. The typical participant-produced sequences induced the most efficient learning. It is proposed that the pattern of performance may provide a rich source of data for testing and fine-tuning models of category acquisition.
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Dissertations / Theses on the topic "Teaching and Learning Sequences"

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Chan, Hang. "The effectiveness of teaching methods incorporating formulaic sequences for foreign language oral fluency." Thesis, University of Cambridge, 2014. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.648794.

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Clement, Benjamin. "Adaptive Personalization of Pedagogical Sequences using Machine Learning." Thesis, Bordeaux, 2018. http://www.theses.fr/2018BORD0373/document.

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Les ordinateurs peuvent-ils enseigner ? Pour répondre à cette question, la recherche dans les Systèmes Tuteurs Intelligents est en pleine expansion parmi la communauté travaillant sur les Technologies de l'Information et de la Communication pour l'Enseignement (TICE). C'est un domaine qui rassemble différentes problématiques et réunit des chercheurs venant de domaines variés, tels que la psychologie, la didactique, les neurosciences et, plus particulièrement, le machine learning. Les technologies numériques deviennent de plus en plus présentes dans la vie quotidienne avec le développement des tablettes et des smartphones. Il semble naturel d'utiliser ces technologies dans un but éducatif. Cela amène de nombreuses problématiques, telles que comment faire des interfaces accessibles à tous, comment rendre des contenus pédagogiques motivants ou encore comment personnaliser les activités afin d'adapter le contenu à chacun. Au cours de cette thèse, nous avons développé des méthodes, regroupées dans un framework nommé HMABITS, afin d'adapter des séquences d'activités pédagogiques en fonction des performances et des préférences des apprenants, dans le but de maximiser leur vitesse d'apprentissage et leur motivation. Ces méthodes utilisent des modèles computationnels de motivation intrinsèque pour identifier les activités offrant les plus grands progrès d'apprentissage, et utilisent des algorithmes de Bandits Multi-Bras pour gérer le compromis exploration/exploitation à l'intérieur de l'espace d'activité. Les activités présentant un intérêt optimal sont ainsi privilégiées afin de maintenir l'apprenant dans un état de Flow ou dans sa Zone de Développement Proximal. De plus, certaines de nos méthodes permettent à l'apprenant de faire des choix sur des caractéristiques contextuelles ou le contenu pédagogique de l'application, ce qui est un vecteur d'autodétermination et de motivation. Afin d'évaluer l'efficacité et la pertinence de nos algorithmes, nous avons mené plusieurs types d'expérimentation. Nos méthodes ont d'abord été testées en simulation afin d'évaluer leur fonctionnement avant de les utiliser dans d'actuelles applications d'apprentissage. Pour ce faire, nous avons développé différents modèles d'apprenants, afin de pouvoir éprouver nos méthodes selon différentes approches, un modèle d'apprenant virtuel ne reflétant jamais le comportement d'un apprenant réel. Les résultats des simulations montrent que le framework HMABITS permet d'obtenir des résultats d'apprentissage comparables et, dans certains cas, meilleurs qu'une solution optimale ou qu'une séquence experte. Nous avons ensuite développé notre propre scénario pédagogique et notre propre serious game afin de tester nos algorithmes en situation réelle avec de vrais élèves. Nous avons donc développé un jeu sur la thématique de la décomposition des nombres, au travers de la manipulation de la monnaie, pour les enfants de 6 à 8 ans. Nous avons ensuite travaillé avec le rectorat et différentes écoles de l'académie de bordeaux. Sur l'ensemble des expérimentations, environ 1000 élèves ont travaillé sur l'application sur tablette. Les résultats des études en situation réelle montrent que le framework HMABITS permet aux élèves d'accéder à des activités plus diverses et plus difficiles, d'avoir un meilleure apprentissage et d'être plus motivés qu'avec une séquence experte. Les résultats montrent même que ces effets sont encore plus marqués lorsque les élèves ont la possibilité de faire des choix
Can computers teach people? To answer this question, Intelligent Tutoring Systems are a rapidly expanding field of research among the Information and Communication Technologies for the Education community. This subject brings together different issues and researchers from various fields, such as psychology, didactics, neurosciences and, particularly, machine learning. Digital technologies are becoming more and more a part of everyday life with the development of tablets and smartphones. It seems natural to consider using these technologies for educational purposes. This raises several questions, such as how to make user interfaces accessible to everyone, how to make educational content motivating and how to customize it to individual learners. In this PhD, we developed methods, grouped in the aptly-named HMABITS framework, to adapt pedagogical activity sequences based on learners' performances and preferences to maximize their learning speed and motivation. These methods use computational models of intrinsic motivation and curiosity-driven learning to identify the activities providing the highest learning progress and use Multi-Armed Bandit algorithms to manage the exploration/exploitation trade-off inside the activity space. Activities of optimal interest are thus privileged with the target to keep the learner in a state of Flow or in his or her Zone of Proximal Development. Moreover, some of our methods allow the student to make choices about contextual features or pedagogical content, which is a vector of self-determination and motivation. To evaluate the effectiveness and relevance of our algorithms, we carried out several types of experiments. We first evaluated these methods with numerical simulations before applying them to real teaching conditions. To do this, we developed multiple models of learners, since a single model never exactly replicates the behavior of a real learner. The simulation results show the HMABITS framework achieves comparable, and in some cases better, learning results than an optimal solution or an expert sequence. We then developed our own pedagogical scenario and serious game to test our algorithms in classrooms with real students. We developed a game on the theme of number decomposition, through the manipulation of money, for children aged 6 to 8. We then worked with the educational institutions and several schools in the Bordeaux school district. Overall, about 1000 students participated in trial lessons using the tablet application. The results of the real-world studies show that the HMABITS framework allows the students to do more diverse and difficult activities, to achieve better learning and to be more motivated than with an Expert Sequence. The results show that this effect is even greater when the students have the possibility to make choices
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Fridley, Michael D. "A comparison of the effects of two learning sequences on the acquisition of music reading skills for the guitar: Traditional versus Kodaly-based." Scholarly Commons, 1993. https://scholarlycommons.pacific.edu/uop_etds/2618.

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The purpose of the study was to compare two methods for teaching guitar to fifth- and sixth-grade students: one based on the tonal learning sequence of the Kodaly method, the other on the traditional note learning sequence found in standard guitar method books. The null hypothesis was that there would be no significant differences on difference scores or attitude ratings by group, sex, grade, or years of experience. Lessons were designed to teach music reading for guitar to fifth- and sixth-grade students. Note sequences were traditional for the control group, Kodaly-based for the treatment group. The lessons were delivered to intact classes over a five-week period in the spring of 1992. A pre/posttest design was used for data collection. Reading tests, attitude scales, and a student profile were researcher-designed. Listening tests were adapted from Music Achievement Test (Colwell, 1968 & 1970). No significant differences were found on difference scores by group or grade, but significant differences were found by sex and years of experience. There was also a significant interaction between group and sex. When the data were divided by sex there were significant differences between the groups, favoring females in the control group and males in the treatment group. There were no significant differences on attitude rating differences by group, grade, or years of experience, but there were significant differences by sex. No significant interactions were found. The Kodaly sequence worked as well as the traditional sequence for teaching music reading for the guitar. The treatment group had 11% more males than the control group; males scored significantly lower than females. Additionally, the treatment group had 14% more students with no musical experience; students with less experience scored significantly lower than students with more experience. Despite this unequal composition, there were no significant differences between the groups. More research is needed to discover if there would be significant differences between the groups if they are evenly matched by sex and by years of experience. In addition, the finding that the control treatment favored females and the experimental treatment favored males needs to be examined further.
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MCDONALD, JUNE CLARKSON. "THE APPLICATION OF EDWIN GORDON'S EMPIRICAL MODEL OF LEARNING SEQUENCE TO TEACHING THE RECORDER." Diss., The University of Arizona, 1987. http://hdl.handle.net/10150/184116.

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A study was conducted with third-grade children in a university laboratory school to determine the relative effectiveness of a method for teaching recorder in which the sequential objectives are logically ordered by Edwin Gordon's empirical model of learning sequence and a traditional method which stresses note reading. The criteria used for comparison were change in the level of developmental music aptitude and performance achievement on the recorder. A review of the literature supported Edwin Gordon's theory of developmental music aptitude which proposes that until about age nine, environmental factors can affect the level of music aptitude, and, at about age nine, music aptitude stabilizes. The review of the literature also supported the use of singing activities with instrumental instruction, and the application of verbal association systems to tonal and rhythmic patterns as pedagogical techniques. Treatment for the control group involved a teaching-learning procedure in which individual fingerings, pitches, and rhythm symbols were presented in isolation and assembled in playing songs from notation. The method used with the experimental group involved a teaching-learning sequence in which children first learned to sing the song by rote. In learning to play the song on the recorder, each melodic and rhythmic pattern was isolated and initially sung or chanted. A verbal association system was then associated with the tonal and rhythmic pattern. The notation representing the pattern was introduced after extensive aural and verbal association experience, and after learning several songs. Primary sources of data included: pretest/posttest using Gordon's PMMA to measure developmental music aptitude change, and a rating scale test to measure recorder performance achievement. Results of the PMMA supported the alternative hypotheses that the experimental group had significantly higher mean composite and rhythmic increases than the control group. The mean increase in the tonal scores was greater for the experimental group, but not significantly higher at the .05 level. Results of the investigator-designed performance achievement tests supported the alternative hypotheses that the experimental method of teaching recorder was more effective in all dimensions--melodic, rhythmic, executive skills, and composite--than the traditional method.
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Llobet, Martí Bernat. "Analysis of the interactivity in a teaching and learning sequence with novice rugby players: the transfer of learning responsibility and control." Doctoral thesis, Universitat de Girona, 2016. http://hdl.handle.net/10803/399791.

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This thesis is a compilation of 3 articles, and the main focus of attention is the learning transfer mechanism. The first article explains the Rugby Attack Assessment instrument, a tool that assesses game performance of rugby union during a 5v5 small-sided game, taking into account simple actions and more complex tactical behaviours. The second paper explores the use of the Integrated Technique-Tactical Model used during the teaching and learning sequence, and reports the learning outcomes of this sequence. Results at a macro-level show no significant improvements. Results at a micro-level show an increase of some tactical behaviours frequencies. The third article analyses the interactivity among participants and the transfer of learning responsibility from the coach to the players. The units of analysis are the segments of interactivity. Results show that this process is linked to a slight decrease of segmentation, and mainly to the transfer of reflection from specific segments of discussion to reflections done during the guided practice
Aquesta tesi és una compilació de 3 articles, i l'objectiu principal és eñ mecanisme de traspàs de l'aprenentatge. El primer article explica el Rugby Attack Assessment Instrument, una eina que avalua el rendiment col·lectiuen el rugbi en una situació reduïda de 5x5, tenint en compte accions simples i comportaments tàctics més complexos. El segon article explica l'ús del Model Integrat Tècnic-Tàctic utilitzat durant la seqüència d'ensenyament i aprenentatge, i explica els resultats de l'aprenentatge d'aquesta seqüència. Els resultats en un nivell macro revelen que no hi ha millores significatives. Els resultats a nivell micro mostren un increment de la freqüència de determinats comportaments tàctics. El tercer article analitza la interactivitat entre els participants i el traspàs de la responsabilitat de l'aprenentatge de l'entrenador als jugadors. Les unitats d'anàlisi són els segments d'interactivitat. Els resultats mostren que aquest procés està lligat a un lleuger descens de la segmentació i principalment a un traspàs dels moments de reflexió des de segments específics de discussió cap a reflexions dutes a terme durant la pràctica guiada
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Andersson, Roger. "Teaching and learning geometrical optics with computer assisted instruction : changing conceptions about vision, image and ray." Licentiate thesis, Karlstad University, Faculty of Technology and Science, 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-720.

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The information and communication technology, ICT, is opening new possibilities for the educational arena. Previous research shows that achieving positive educational outcomes requires more than simply providing access to computer hardware and software. How does this new technology affect the teaching and learning of physics? This thesis focuses on the field of geometrical optics. It reports two studies, both in Swedish upper secondary school. Important for the use of the ICT in physics education is the teaching strategy for using the new technology. The first study investigates with a questionnaire, how 37 teachers in a region of Sweden use computers in physics education and what intentions they follow while doing so. The results of this study show that teachers’ intentions for using ICT in their physics teaching were to increase students' interest for physics, to increase their motivation, to achieve variation in teaching, and to improve visualization and explanation of the phenomena of physics. The second study investigates students’ conceptual change in geometrical optics during a teaching sequence with computer-assisted instruction. For this purpose we choose the computer software "Constructing Physics Understanding (CPU)", which was developed with a base in research on students conceptions in optics. The thesis presents the teaching sequence developed together with the teacher. The study is based on a constructivist view of learning. The concepts analysed in this study were vision, image, ray and image formation. A first result of this study is a category system for conceptions around these concepts, found among the students. With these categories we found that students even at this level, of upper secondary school, have constructed well-known alternative conceptions before teaching, e.g. about a holistic conception of image. The results show also some learning progress: some alternative conceptions vanish, in some cases the physics conceptions are more often constructed after teaching. The students and the teacher also report that the CPU program gave new and useful opportunities to model multiple rays and to model vision.

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Trask, Jill A. (Jill Ann). "The Effect of Sequencing Microeconomics and Macroeconomics on Learning." Thesis, University of North Texas, 1989. https://digital.library.unt.edu/ark:/67531/metadc330741/.

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The purpose of this study was to determine the effect on student learning from the sequence in which microeconomics and macroeconomics courses are taken. The sample for this study consisted of all students enrolled in 23 sections of Economics 1100 (Principles of Microeconomics) and 10 sections of Economics 1110 (Principles of Macroeconomics) during the fall semester, 1987, at the University of North Texas. The sample also consisted of all students enrolled in 14 sections of Economics 1100 and 12 sections of Economics 1110 during the spring semester, 1988, at the University of North Texas. The instruments chosen for use in measuring cognitive gains were two versions, each with 14 items, selected from the Joint council on Economic Educations's Revised Test of Understanding College Economics. Data were analyzed using hierarchical regression on five models. Each model used a different dependent variable to measure cognitive gain. The dependent variables were additive grade points, additive absolute improvement posttest scores, gap-closing posttest scores, microeconomic gap-closing scores and macroeconomic gap-closing posttest scores. The general hypothesis that students who complete microeconomics instruction followed by macroeconomics instruction have significantly higher cognitive gains than students who complete macroeconomics instruction followed by microeconomics instruction was not verified by the main effects. While the main effect of sequence was not significant, the interaction of sequence with previous high school economics was significant in the models using dependent variables of additive absolute improvement posttest score, gap-closing posttest score and microeconomic gap-closing posttest score. In addition, the interaction of sequence with previous college economics was significant on the dependent variable gap-closing posttest score. These findings seem to indicate that students who complete a sequence of macroeconomics followed by microeconomics with no previous exposure to economics have higher cognitive gains. In addition, students who complete a sequence of microeconomics followed by macroeconomics and had a previous college economics course have higher cognitive gain than students who complete the opposite sequence.
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Watt, Sarah Jean. "Teaching algebra-based concepts to students with learning disabilities: the effects of preteaching using a gradual instructional sequence." Diss., University of Iowa, 2013. https://ir.uiowa.edu/etd/2658.

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Teaching algebra-based concepts to students with learning disabilities: The effects of preteaching using a gradual instructional sequence by Sarah Jean Watt An Abstract of a thesis submitted in partial fulfillment of the requirements for the Doctor of Philosophy degree in Teaching and Learning Special Education) in the Graduate College of The University of Iowa May 2013 Thesis Supervisor: Associate Professor William J. Therrien Research to identify validated instructional approaches to teach math to students with LD and those at-risk for failure in both core and supplemental instructional settings is necessary to assist teachers in closing the achievement gaps that exist across the country. The concrete-to-representational-to-abstract instructional sequence (CRA) has been identified through the literature as a promising approach to teaching students with and without math difficulties (Butler, Miller, Crehan, Babbitt, & Pierce, 2003; Cass, Cates, Smith, & Jackson (e.g. CSA), 2003; Flores, 2010). The CRA sequence transitions students from the use of concrete manipulatives to abstract symbols through the use of explicit instruction to increase computational and conceptual understanding. The main purpose of this study was to assess the effects of preteaching essential pre-algebra skills on the overall algebra achievement scores for students with disabilities and those at-risk for failure in math. Specifically the study examined the following research questions: (1) What are the effects of preteaching math units using the CRA instructional sequence on the algebra achievement of students with LD and those at risk for math failure? (2) What are the effects of preteaching math units using the CRA instructional sequence on the transfer of algebra-based skills of students with LD and those at risk for math failure to the general education setting? (3) What are the effects of preteaching math units using the CRA instructional sequence on the maintenance of algebra-based skills for students with LD and those at risk for math failure? Summary of Study Design and Findings Thirty-two students enrolled in one of four 6th grade classrooms across two elementary schools participated in this study. Sixth grade students who currently receive tier 2 or tier 3 supplemental and intensive instruction in math; and those identified as having a math learning disability will be participants. A treatment and control, pre/post experimental design was used to examine the effect of the intervention on students' math achievement. The intervention was replicated across two math units related to teaching algebra-based concepts: Solving Equations and Fractions. The treatment condition consisted of a combination of preteaching and the use of the CRA instructional sequence. Prior to each unit, Solving Equations and Fractions, researchers pretaught students 3 essential prerequisite skills necessary for success in the upcoming unit, at the concrete, representational, and abstract levels of learning. Each preteaching session lasted for ten days, 30 minutes each day. Immediate, delayed, and follow-up measures were used to support the examination of the research questions and hypotheses. Overall findings indicate that the combination of preteaching using the CRA gradual sequence is effective at improving the overall algebra performance for students with disabilities.
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Zambrano, Chaguendo Alfonso Claret. "The history of heat and temperature and its relationship to the design of a teaching sequence and to a student conceptual framework." Thesis, University College London (University of London), 1993. http://discovery.ucl.ac.uk/10020207/.

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Mazeti, Lucas Jesus Bettiol. "Sequência didática: uma alternativa para o ensino de acústica para o ensino médio." Universidade Federal de São Carlos, 2017. https://repositorio.ufscar.br/handle/ufscar/8963.

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The present work consists of a teaching learning sequence in the theme of Acoustics, built under the theory of significant learning of David Ausubel, to assist teachers in the teaching of Physics on this topic. The proposal was implemented in a high school class of Colégio Integrado Monteiro Lobato school in the city of Itu, in the interior of São Paulo. The analysis of the data was qualitative and tried to identify if there was significant learning on the part of the students about the content of the Acoustics, so that a significantly appropriation of the concepts of acoustics was observed at the end of the work. It is believed that this material is very flexible, facilitating the application of the classroom and adapting to the reality of the teacher, since it is assembled in modules, propitiating the use in a wide variety of environments.
O presente trabalho consiste em uma sequência didática no tema de Acústica, construída sob a teoria da aprendizagem significativa de David Ausubel, para auxiliar os docentes no ensino da Física sobre esse tema. A proposta foi implementada em uma turma do ensino médio da escola Colégio Integrado Monteiro Lobato na cidade Itu, interior de São Paulo. A análise dos dados foi qualitativa e tentou identificar se houve aprendizagem significativa por parte dos alunos sobre o conteúdo da Acústica, de forma que se observou uma apropriação dos conceitos da acústica de forma significativa ao final do trabalho. Acredita-se que esse material é bastante flexível, facilitando a aplicação em sala de aula e adaptando-se à realidade do professor, uma vez que ele é montado em módulos, propiciando o uso numa grande variedade de ambientes.
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Books on the topic "Teaching and Learning Sequences"

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Psillos, Dimitris, and Petros Kariotoglou, eds. Iterative Design of Teaching-Learning Sequences. Dordrecht: Springer Netherlands, 2016. http://dx.doi.org/10.1007/978-94-007-7808-5.

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Schleuter, Stanley L. A sound approach to teaching instrumentalists: An application of content and learning sequences. 2nd ed. New York: Schirmer Books, 1997.

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Learning sequences in music: A contemporary music learning theory. 2nd ed. Chicago: GIA, 2007.

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Learning sequences in music: Skill, content, and patterns. [Chicago, IL: G.I.A. Publications, 1988.

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Learning sequences in music: Skill, content, and patterns : a music learning theory. Chicago: GIA Publications, 1993.

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Gordon, Edwin. Learning sequences in music: Skill, content, and patterns : a music learning theory. Chicago: GIA, 1997.

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Whitton, Diana. Learning for teaching: Teaching for learning. 2nd ed. South Melbourne, Vic: Cengage Learning Australia, 2010.

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Klopper, Christopher, and Steve Drew, eds. Teaching for Learning and Learning for Teaching. Rotterdam: SensePublishers, 2015. http://dx.doi.org/10.1007/978-94-6300-289-9.

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1927-, Gordon Edwin, ed. Learning sequences in music: Skill, content, and patterns : a music learning theory : study guide. Chicago: GIA, 1997.

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Webber, Sharon G. 2, 3, 4 "sequences galore". Greenville, SC: Super Duper School Co., 1999.

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Book chapters on the topic "Teaching and Learning Sequences"

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Psillos, Dimitris. "Teaching and Learning Sequences." In Encyclopedia of Science Education, 1036–38. Dordrecht: Springer Netherlands, 2015. http://dx.doi.org/10.1007/978-94-007-2150-0_180.

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Psillos, Dimitris. "Teaching and Learning Sequences." In Encyclopedia of Science Education, 1–4. Dordrecht: Springer Netherlands, 2013. http://dx.doi.org/10.1007/978-94-007-6165-0_180-2.

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Schmitt, Norbert, and Ronald Carter. "Formulaic sequences in action." In Language Learning & Language Teaching, 1–22. Amsterdam: John Benjamins Publishing Company, 2004. http://dx.doi.org/10.1075/lllt.9.02sch.

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Read, John, and Paul Nation. "Measurement of formulaic sequences." In Language Learning & Language Teaching, 23–35. Amsterdam: John Benjamins Publishing Company, 2004. http://dx.doi.org/10.1075/lllt.9.03rea.

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Schmitt, Norbert, Zoltán Dörnyei, Svenja Adolphs, and Valerie Durow. "Knowledge and acquisition of formulaic sequences." In Language Learning & Language Teaching, 55–86. Amsterdam: John Benjamins Publishing Company, 2004. http://dx.doi.org/10.1075/lllt.9.05sch.

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Jones, Martha A., and Sandra Haywood. "Facilitating the acquisition of formulaic sequences." In Language Learning & Language Teaching, 269–300. Amsterdam: John Benjamins Publishing Company, 2004. http://dx.doi.org/10.1075/lllt.9.14jon.

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Constantinou, Costas P., Dimitris Psillos, and Petros Kariotoglou. "Concluding Remarks: Science Education Research for Enhancing Classroom Learning." In Iterative Design of Teaching-Learning Sequences, 371–75. Dordrecht: Springer Netherlands, 2016. http://dx.doi.org/10.1007/978-94-007-7808-5_13.

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Psillos, Dimitris, and Petros Kariotoglou. "Introduction." In Iterative Design of Teaching-Learning Sequences, 1–8. Dordrecht: Springer Netherlands, 2016. http://dx.doi.org/10.1007/978-94-007-7808-5_1.

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Testa, Italo, and Gabriella Monroy. "The Iterative Design of a Teaching-Learning Sequence on Optical Properties of Materials to Integrate Science and Technology." In Iterative Design of Teaching-Learning Sequences, 233–86. Dordrecht: Springer Netherlands, 2016. http://dx.doi.org/10.1007/978-94-007-7808-5_10.

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Psillos, Dimitris, Anastasios Molohidis, Maria Kallery, and Euripides Hatzikraniotis. "The Iterative Evolution of a Teaching-Learning Sequence on the Thermal Conductivity of Materials." In Iterative Design of Teaching-Learning Sequences, 287–329. Dordrecht: Springer Netherlands, 2016. http://dx.doi.org/10.1007/978-94-007-7808-5_11.

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Conference papers on the topic "Teaching and Learning Sequences"

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Stanciu, Florentina. "Training in French communication skills in online learning through the efficient use of video sequences." In Condiții pedagogice de optimizare a învățării în post criză pandemică prin prisma dezvoltării gândirii științifice. "Ion Creanga" State Pedagogical University, 2021. http://dx.doi.org/10.46728/c.18-06-2021.p146-150.

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The last decades, characterized by changes in the transnational relationships, by the growth of the European Union and the increasing need to communicate in the globalized world, lead to a reevaluation of the practices, methodologies and materials used in teaching languages, especially in teaching French as a foreign language. Online learning completes the classical learning suggesting accessible information which can be accessed anytime through electronic platforms. Qualitative online learning involves planning online learning, online teaching and online learning its-self. Using multimedia contents in teaching constitutes an advantage in shaping the communicative competence of the students in French as a result of the pictures in general and particularly of the videos, which make learning efficient. Interaction and communication facilitate the learning-teaching-evaluation process and the authentic materials – the videos expose the learner to situations which enable them to improve the comprehension competences, the written and oral communication and the development of intercultural competences.
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Bringula, Rex, Ian Clement Fosgate, Josf Luinico Yorobe, and Neil Peter Garcia. "Exploring the Sequences of Synthetic Facial Expressions and Type of Problems Solved in a Personal Instructing Agent using Lag Sequential Analysis." In 2020 IEEE International Conference on Teaching, Assessment, and Learning for Engineering (TALE). IEEE, 2020. http://dx.doi.org/10.1109/tale48869.2020.9368492.

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Merino Rubilar, Cristian. "DESIGNING OF AUGMENTED REALITY TEACHING-LEARNING SEQUENCES TO PROMOTE THE ACCESSIBILITY AND VIZUALIZATION OF COMPLEX CONTENTS IN CHEMISTRY." In 11th International Conference on Education and New Learning Technologies. IATED, 2019. http://dx.doi.org/10.21125/edulearn.2019.2061.

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Kamalaruban, Parameswaran, Rati Devidze, Volkan Cevher, and Adish Singla. "Interactive Teaching Algorithms for Inverse Reinforcement Learning." In Twenty-Eighth International Joint Conference on Artificial Intelligence {IJCAI-19}. California: International Joint Conferences on Artificial Intelligence Organization, 2019. http://dx.doi.org/10.24963/ijcai.2019/374.

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We study the problem of inverse reinforcement learning (IRL) with the added twist that the learner is assisted by a helpful teacher. More formally, we tackle the following algorithmic question: How could a teacher provide an informative sequence of demonstrations to an IRL learner to speed up the learning process? We present an interactive teaching framework where a teacher adaptively chooses the next demonstration based on learner's current policy. In particular, we design teaching algorithms for two concrete settings: an omniscient setting where a teacher has full knowledge about the learner's dynamics and a blackbox setting where the teacher has minimal knowledge. Then, we study a sequential variant of the popular MCE-IRL learner and prove convergence guarantees of our teaching algorithm in the omniscient setting. Extensive experiments with a car driving simulator environment show that the learning progress can be speeded up drastically as compared to an uninformative teacher.
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Li, Kin Fun, Fayez Gebali, and Michael McGuire. "Teaching engineering design in a four-course sequence." In 2015 IEEE International Conference on Teaching, Assessment, and Learning for Engineering (TALE). IEEE, 2015. http://dx.doi.org/10.1109/tale.2015.7386059.

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Rouser, Kurt P. "Oral Assessments of Student Learning in Undergraduate Aerospace Propulsion and Power Courses." In ASME Turbo Expo 2017: Turbomachinery Technical Conference and Exposition. American Society of Mechanical Engineers, 2017. http://dx.doi.org/10.1115/gt2017-64082.

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A purposeful approach has been taken to match teaching pedagogies (techniques), learning experiences and assessment methods to various types of student learning in undergraduate aerospace propulsion courses at junior-level at the United States Air Force Academy and at the senior-level at Oklahoma State University. Prior studies in the scholarship of teaching and learning have shown the benefits of matching assessment methods, as well as teaching pedagogies and learning experiences, to the types of student learning associated with desired educational outcomes. Literature suggests that the best method for teaching and assessing student cognitive learning is through explanation and presentation. Oral assessments have been implemented at the Air Force Academy and Oklahoma State University to evaluate student cognitive learning in undergraduate aerospace propulsion and power courses. An oral midterm exam was developed to assess student acquisition of subject matter knowledge and understanding of fundamental concepts, the type of learning occurring early in course lesson sequences. End-of-semester design project poster sessions and presentations were used as summative oral assessments of student creative thinking, decision making, and professional judgement. Conversely, two written midterm exams and a final exam primarily focused on assessing student problem solving skills and less on comprehensive knowledge. Oral assessments also served as reflective thinking experiences that reinforced student learning. Student feedback on oral assessment methods was collected through surveys conducted after each assessment. Survey results not only revealed the effectiveness of using oral assessments but also how to improve their design and implementation, including the use of information technology and broader curricular employment.
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Hnida, Meriem, Mohammed Khalidi Idrissi, and Samir Bennani. "Adaptive teaching learning sequence based on instructional design and evolutionary computation." In 2016 15th International Conference on Information Technology Based Higher Education and Training (ITHET). IEEE, 2016. http://dx.doi.org/10.1109/ithet.2016.7760739.

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Xia, Kai, Liang Gao, Lihui Wang, Weidong Li, and Kuo-Ming Chao. "A Simplified Teaching-Learning-Based Optimization Algorithm for Disassembly Sequence Planning." In 2013 IEEE 10th International Conference on e-Business Engineering (ICEBE). IEEE, 2013. http://dx.doi.org/10.1109/icebe.2013.60.

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Öman, Anne. "Design and Redesign of a Multimodal Classroom Task – Implications for Teaching and Learning." In InSITE 2015: Informing Science + IT Education Conferences: USA. Informing Science Institute, 2015. http://dx.doi.org/10.28945/2242.

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Digital technologies are increasingly implemented in Swedish schools, which impact on educa-tion in the contemporary classroom. Screen-based practice opens up for new forms and multi-plicity of representations, taking into account that language in a globalized society is more than reading and writing skills. This paper presents a case study of technology-mediated instruction at the primary-school level including an analysis of the designed task and how the teacher orchestrated the digital resources during three introductory classes. The aim was also to explore the pupils’ redesigning of advertis-ing films based on teacher’s instructions and available digital resources. Sequences of a learning trajectory were video recorded and analysed from a multimodal perspective with a focus on the designed task and the processes of how pupils orchestrate meaning through their selection and configuration of available designs. The findings show a distinction between the selection of design elements in the teacher’s orches-tration of the laptop resources during instruction and the pupils’ redesigning of the task. Pupils’ work developed from the linguistic design provided by the teacher towards visual design and the use of images as the central mode of expression in the process of creating advertising films. The findings also indicate a lack of orientation towards subject content due to the teacher’s primary focus on introducing the software. This paper that was presented at the conference was previously published in the Journal of IT Education: Research
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López-Pérez, Maite, Sara Piñeiro-Fernández, Arrate Lasa, Marian Bustamante, Olaia Martínez, Jonatan Miranda, Idoia Larretxi, Edurne Simón, Itziar Txurruka, and Virginia Navarro. "NUTRITIONAL EDUCATION: A TEACHING LEARNING SEQUENCE ABOUT CELIAC AND GLUTEN FOR PRIMARY SCHOOL CHILDREN." In 11th International Conference on Education and New Learning Technologies. IATED, 2019. http://dx.doi.org/10.21125/edulearn.2019.1497.

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Reports on the topic "Teaching and Learning Sequences"

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Cleeremans, Axel, and James L. McClelland. Learning the Structure of Event Sequences. Fort Belvoir, VA: Defense Technical Information Center, June 1990. http://dx.doi.org/10.21236/ada225722.

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Laptinova, Yuliia. Unplugging in Language Learning and Teaching. Intellectual Archive, February 2020. http://dx.doi.org/10.32370/iaj.2280.

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Nakajima, Chikahito, Massimiliano Pontil, Bernd Heisele, and Tomaso Poggio. People Recognition in Image Sequences by Supervised Learning. Fort Belvoir, VA: Defense Technical Information Center, June 2000. http://dx.doi.org/10.21236/ada459706.

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Woolf, Beverly, Elliot Soloway, William Clancey, Kurt VanLehn, and Dan Suthers. Knowledge-Based Environments for Teaching and Learning. Fort Belvoir, VA: Defense Technical Information Center, July 1990. http://dx.doi.org/10.21236/ada225619.

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Pierpoint, Peter. Using Problem Based Learning in Teaching Economics. Bristol, UK: The Economics Network, February 2001. http://dx.doi.org/10.53593/n614a.

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Jackson, C. Kirabo, and Elias Bruegmann. Teaching Students and Teaching Each Other: The Importance of Peer Learning for Teachers. Cambridge, MA: National Bureau of Economic Research, August 2009. http://dx.doi.org/10.3386/w15202.

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DeWinter, Alun, Arinola Adefila, and Katherine Wimpenny. Jordan Opportunity for Virtual Innovative Teaching and Learning. International Online Teaching and Learning, with Particular Attention to the Jordanian Case. Coventry University, June 2021. http://dx.doi.org/10.18552/jovital/2021/0001.

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Chen, Runying. Teaching Merchandising Math: Aligning Four Perspectives on Learning Environments. Ames: Iowa State University, Digital Repository, 2013. http://dx.doi.org/10.31274/itaa_proceedings-180814-753.

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Lamar, Traci A. M. Teaching Critical Color Concepts through an Online Learning Module. Ames: Iowa State University, Digital Repository, 2017. http://dx.doi.org/10.31274/itaa_proceedings-180814-1915.

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Simpson, Les. Using Resource-based Learning in Teaching First Year Economics. Bristol, UK: The Economics Network, April 2001. http://dx.doi.org/10.53593/n586a.

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