Academic literature on the topic 'Teaching methods and forms of working oganization'
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Journal articles on the topic "Teaching methods and forms of working oganization"
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Et. al., K. J. Rustamov,. "Innovative Approaches and Methods in Teaching Technical Subjects." Turkish Journal of Computer and Mathematics Education (TURCOMAT) 12, no. 5 (April 10, 2021): 1861–66. http://dx.doi.org/10.17762/turcomat.v12i5.2263.
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: Relevance. In the learning process, it is necessary to pay attention, first of all, to those methods in which listeners identify themselves with the educational material, are included in the studied situation, are encouraged to take active actions, experience a state of success and accordingly motivate their behavior.
Aim. The purpose of our experimental study was to determine the possibility and effectiveness of using active and interactive forms in teaching technical disciplines.
Methods. Scientific methods were applied such as working with documents, comparative analysis, literature review, questionnaires, statistics, etc.
Results. In the results of experimental work, the indicators of students are given for three years in three subjects: theoretical mechanics, practical mechanics and modelling.
Conclusion. In the conclusion, conclusions are given on this topic.
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Yelahina, N. I., and N. O. Fedchyshyn. "INNOVATIVE METHODS OF TEACHING PROFESSIONAL ENGLISH TO MEDICAL STUDENTS." Медична освіта, no. 2 (August 5, 2021): 100–106. http://dx.doi.org/10.11603/me.2414-5998.2021.2.12269.
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The given article is aimed at a thorough analysis of innovative methods of teaching Professional English, which have begun to develop actively and rapidly due to the growing need to master a foreign language. The situation with Covid-19 has made its own adjustments to this process, namely, we are talking about the transfer of all universities to distance learning, which prompted the search for new methods and forms of working with students. Special attention is paid to the use of these technologies in students’ foreign-language speech activities: dialogue / monologue, vocabulary work, reading a foreign-language text, translating and discussing it, studying lexical and grammatical phenomena of the English Professional language.
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Зенько, Сергей Иванович. "The Poster Report As a Means of Considerd Representation Of Results Of Teaching And Methodical Activity By Future Teachers Of Informatics During Teaching Practice Title." Russian Digital Libraries Journal 22, no. 6 (December 15, 2019): 583–88. http://dx.doi.org/10.26907/1562-5419-2019-22-6-583-588.
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The learning activities of students during pedagogical practice are aimed at preparing and conducting computer science lessons, and methodological – at analyzing the success of choosing and implementing various approaches, methods, forms and means when working with pupils. The poster report gives students the opportunity to present the results of these activities in a meaningful, considered and interrelated way.
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Raimbekova, A., М. Eshimov, and S. Nurtileuova. "USE OF INNOVATIVE FORMS OF TRAINING IN TEACHING RUSSIAN AS A FOREIGN LANGUAGE IN KAZAKHSTAN." BULLETIN Series of Philological Sciences 73, no. 3 (July 15, 2020): 368–75. http://dx.doi.org/10.51889/2020-3.1728-7804.58.
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The article considers innovative forms of studying and teaching Russian as a foreign language, methods of using new technologies in the practice of teaching non-native language, advantages and disadvantages of new multimedia educational systems. Since teaching a foreign language is, first of all, a communicative activity of students, the teacher needs to intensify the activity of each student in the process of mastering new lexical forms and structures, create living situations for their creative activity. To date, there are many non-standard forms of teacher work that increase the attention and interest of students in both foreign language and culture, history and spiritual heritage of the language studied. This article presents several types of innovative working methods when studying texts, vocabulary and performing practical tasks in a foreign audience.
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Savchak, I. V. "TEACHING INTERNATIONAL RELATIONS EXPERTS ENGLISH DIALOGUE COMMUNICATION." PRECARPATHIAN BULLETIN OF THE SHEVCHENKO SCIENTIFIC SOCIETY Word, no. 3(55) (April 12, 2019): 221–30. http://dx.doi.org/10.31471/2304-7402-2019-3(55)-221-230.
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In the article it is noted that Ukraine's entry into the world community is a clear indication of the urgent need for professionals able to possess not only professional qualities, but also knowledge of a foreign language, therefore foreign language training should become a priority task of higher education. The methodology of training international relations specialists to the English dialogue communication has been characterized. The interaction of competitive, cognitive-communicative, personal and professional-oriented approaches to learning has been analyzed. The basic principles (general-didactic and special) that ensure the effectiveness of the educational process have been defined. All defined principles, focused on the development of professional speech of students, are closely interconnected, each of them complements another, therefore they are also interdependent. The traditional methods of teaching English dialogue communication, such as verbal-informative, visual-heuristic and practical-research, and active learning methods (business games, project methods, case-method, analysis of specific situations) have been singled out. Technique as an integral part of the method has been described. Techniques of mental activity (didactic: comparison, generalization, assessment of activities) and techniques of teaching (methodical: the implementation of didactic tasks according to the model, making up a dialogue at a given beginning, working out of a presentation)have been single out. It has been proved that such forms of educational activities as conferences, presentations, excursions, and conducting classes of real professional activity were effective. Non-traditional forms of training contributed to immersing students into professional activities, help them to enhance their professional interest and allow them to demonstrate the ability to interact. The article states that the basis of the preparation of international relations specialists for the English dialogue communication is the expedient choice of forms and principles of training, the development of an excellent method of conducting classes, the use of balanced, thought-out and effective methods and means of teaching.
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Samorodova, Ekaterina A., Irina G. Belyaeva, and Sofia A. Bakaeva. "Analysis of communicative methods effectiveness in teaching foreign languages during the coronavirus epidemic: distance format." XLinguae 14, no. 1 (January 2021): 131–40. http://dx.doi.org/10.18355/xl.2021.14.01.11.
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The forced transition to distance learning in 2020 forced the world scientific community to pay special attention to researching the effectiveness of the methodology for teaching subject disciplines in a remote format. In this manuscript, the authors did attempt to study, analyze, and classify various methods of teaching a foreign language (English, French, and German) at MGIMO University. The present research is based not only on a direct professional experience of working at a distance but also on an anonymous survey conducted among students. The purpose of this study is to develop and describe the most effective model of teaching a foreign language in the specified conditions. In addition to the empirical approach - observation of students' work during the semester, the use of experimental control methods, comparison, comparative analysis of the results - the authors also use data from an anonymous survey among students and foreign language teachers, which emphasizes the practical significance and relevance of the study. During the students questioning, it was found out which teaching methods and specific exercises are the most effective in the framework of a distance lesson. The questioning of teachers made it possible to classify statistical results and identify methods that teachers use in teaching a foreign language in a distance format and which could be used by them but are not used. On the basis of the data obtained, the authors conclude that there is a discrepancy between the ideas of teachers and students about the effectiveness of using certain forms of online education. This conclusion will allow in the near future to adjust the methodological and teaching aids for working in a distance format in foreign language classes.
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Meiramova, Saltanat, and Akniet Zhanysbayeva. "The investigation of effectiveness of individual and group forms of learning a foreign language in Kazakhstan." Journal of Education Culture and Society 6, no. 2 (January 2, 2020): 382–93. http://dx.doi.org/10.15503/jecs20152.382.393.
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It is known that the language classroom is the place where teachers and learners come together for interaction and students can learn English in natural settings. Group work is a teaching strategy at all levels of education and researchers have observed that group based assignments and discussions are a common feature of tertiary education. The effective use of group work in the language class can provide a valuable learning experience to students and give them the opportunity to practically experience the language exposure of the ideas presented and strengthen their learning.
In this regard, this paper attempts to identify the efficiency of individual and group work teaching strategy of the students to excel at foreign language learning. Then, the paper aims to define the effect of individual and group work of students’ value participation in academic communication. Finally, the paper tries to determine the most effective methods for working in a group and individually with the help of the data obtained with the help of a purpose-designed questionnaire to assess their preference for different teaching methods.
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Mardashova, Ramziya, Tatyana Garnysheva, Zemfira Sharafetdinova, Elena Konovalova, Gulnara Khakimova, and Nailya Khakimova. "Issues of gender pedagogy: teaching boys the masculinity (preschool childhood stage)." E3S Web of Conferences 258 (2021): 10022. http://dx.doi.org/10.1051/e3sconf/202125810022.
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The article deals with the issues of supporting and developing the gender identity of boys at the stage of preschool childhood. The authors argue that it is possible to form the socially determined ideas about males in boys and to teach them the gender behavior based on these ideas but it should be carried out at the stage of pre-school childhood. The article contains the material of the experiment including specially selected forms, methods and conditions for teaching boys the masculinity at a senior pre-school age. The scientific novelty lies in the fact that the totality of the findings contains a solution to the problem: the special forms and methods of working with preschoolers used in teaching allowed us to form specific features of gender-role behavior at a pre-school age. The theoretical significance is that the study defines the components of gender identity (cognitive, emotional-personal, behavioral) and their content, and identifies the factors that contribute to the development of gender identity in boys. The practical significance of the study lies in the applied orientation of the findings that can be widely employed in the practice of pre-school educational organizations.
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Кniazieva, Оlena. "NEW APPROACHES TO EDUCATION UNDER CONDITIONS OF DIGITAL ECONOMY AND SOCIETY FORMATION." Collection of Scientific Papers of Uman State Pedagogical University, no. 1 (March 31, 2021): 120–31. http://dx.doi.org/10.31499/2307-4906.1.2021.228799.
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In a time of the digital economy and society formation, the issue of reviewing the forms and methods of teaching in higher educational institutions has become relevant, since the traditional methods are not able to ensure the acquisition of the competencies, necessary for working under the new management conditions. The most immediate problems have been determined and the number of areas for transforming teaching approaches have been offered.These approaches are capable of giving an impetus to the development of national education integrated with the world educational space.
Keywords: digital economy and society, educational process, educational institutions, digital services, transformation of approaches, clustering, competencies, development.
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Олександр Верітов. "FORMS AND METHODS OF ORGANIZATION OF STUDENT EDUCATION IN THE PROCESS OF FORMING ENTREPRENEURIAL CULTURE." Collection of Scientific Papers of Uman State Pedagogical University, no. 4 (September 4, 2020): 6–16. http://dx.doi.org/10.31499/2307-4906.4.2020.224068.
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It has been proved that the use of certain forms and methods of organization in training of future bachelors in physical culture and sports will contribute to the formation of entrepreneurial culture of students. The following organizational forms of training have been distinguished: training sessions, individual tasks, independent work, practical training and testing. It has been determined that the formation of entrepreneurial culture may be a subject of individual classes that require providing conditions to realize creative opportunities for students, who showed an aptitude for research and creative work. In compliance with the principles of freedom and variability, a key tool to assimilate educational material by students is considered to be independent work.A set of teaching methods proved to be the most effective and appropriate for the goal of the study, they are: methods of classroom work and practical training information (Information lecture, Lecture-presentation, Lecture-press conference), interactive learning (Round-table talks, Brainstorming, Working in small groups, Heuristictalks, Presentation and protection of the results of independent work), quasi-professional methods (Case method, Business games, Performing professional roles and functions in the workplace, SWOT-analysis), methods of consolidation of knowledge (Completion of educational tasks with regulated result), creative methods (Project method, Problem-solving training, Fantasizing method, Algorithmic analysis, Focal method objects, Creating an image of an ideal object), methods of ongoing monitoring and control (Oral face-to-face interview, Oral individual interview according to the plan, Testing knowledge on a specific topic, open answer questions) and distance learning methods are teaching methods for groups without feedback, methods of individual learning with feedback and methods that involve active interaction between all participants of the educational process. The concept map of the subject area “Forms and methods formation of entrepreneurial culture” can be used to simplify the process of developing training syllabus programs of certain disciplines. In particular, it will allow constructing the educational process in a more advanced technological way by comparing forms and teaching methods.
Dissertations / Theses on the topic "Teaching methods and forms of working oganization"
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Örnefors, Maria. "Olika arbetssätt och arbetsformer i matematikundervisningen : En kvalitativ studie om lärares val av arbetssätt och arbetsformer i matematikundervisningen i årskurserna 1-3." Thesis, Karlstads universitet, Institutionen för matematik och datavetenskap, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-38121.
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The purpose of this report is to examine which working methods and forms of work some teachers for grades 1-3, describes that they use in mathematics teaching, what makes them choose the working methods and forms of work, and if their attitude to mathematics teaching changed in recent years. In order to examine this, qualitative interviews with six teachers have been implemented. It emerged that these teachers partly use a variety of working methods and multiple forms of work in their mathematics teaching even if this differs between different teachers. Their arguments to the choice of working methods and forms of work are that they believe that the chosen working method, or form of work, works based on their own experience and partly because it is timesaving but also that changes in working methods in other topics inspired. All teachers think they have changed their attitude to mathematics teaching in different ways.Syftet med denna rapport är att undersöka vilka arbetssätt och arbetsformer som några lärare i årskurs 1-3 beskriver att de väljer att använda i matematikundervisningen, vad som gör att de valt just dessa arbetssätt och arbetsformer samt om deras inställning till matematikundervisningen förändrats de senaste åren. För att undersöka detta har en kvalitativ intervju med sex lärare genomförts. Det framkom att dessa lärare till viss del använder ett varierat arbetssätt och flera olika arbetsformer i sin matematikundervisning även om det skiljer sig mellan olika lärare. Deras argument till val av arbetssätt och arbetsformer är dels för att de anser att dessa arbetssätt och arbetsformer fungerar, baserat på deras egen erfarenhet, dels för att det är tidsbesparande men även för att ändrade arbetssätt i andra ämnen inspirerat. Samtliga lärare anser att de ändrat inställning till matematikundervisning på olika sätt.
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Pokorná, Kateřina. "Nadaný žák v současné škole." Master's thesis, 2011. http://www.nusl.cz/ntk/nusl-312884.
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Key words: gift, talent, education of gifted children, teaching methods and forms of working oganization This graduation theses is focused on gifted children and their signs. The theoretical part contains legislature relevant to educating of gifted children in the Czech Republic and various options of the optimalisation of educating process for gifted pupils. It also focus on different methods of recognising gifted children, educating them in school, options of educating and its problems, it deals with the formes of organisation of the teaching methods and basic approaches to educating of gifted pupils. The experimental part of this work is divided into two parts. The first one shows the pupils' oppinion about education, who visit the school for gifted children, the second one contents interview with teachers and examples of the good work with educating children.
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Fröding, Marina. "Lärarrollen och undervisning inom problemlösning. : En kvalitativ intervjustudie om lärarrollen och hur den påverkar lärarens undervisning inom problemlösning i matematik." Thesis, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-65709.
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As I have noticed how different teachers have various ways of organizing their teaching, despite following the same curriculum and having the same mission, a curiosity arose within me to investigate what makes the organization look so different between teachers. Therefore the aim with this report is to examine how teachers interpret the role teachers have in teaching and how this affects their teaching within problem solving in mathematics. To analyse this I have conducted a qualitative interview with ten active teachers who teach or has taught in primary school. The result of the study found that the teaching role is complex and varying, but is generally considered to be of the supervising and follow-up character within the working field of problem solving. The forms of work and the working methods are characterized by active learning where investigation and discussion are in focus. The difficulties are to create functional group dynamics to make the teaching rewarding, but also the higher requirements imposed on teachers´ competency. The positive effects generated by these forms of work and working methods are described as student motivating, but it also enhances discussions, leading to deeper understanding.Då jag har märkt av att olika lärare har olika sätt att organisera sin undervisning på trots att de följer samma styrdokument och har samma uppdrag, blev jag nyfiken att ta reda på vad det är som gör att organiseringen ser så olika ut mellan lärare. Därför är syftet med denna studie att undersöka hur lärare tolkar den roll läraren har i undervisningen och hur detta påverkar deras undervisning inom problemlösning i matematik. För att undersöka detta har jag genomfört en kvalitativ intervju av tio verksamma lärare som undervisar eller har undervisat i de lägre årskurserna. Resultatet av studien som framkom var att lärarrollen är komplex och varierande, men anses generellt vara av den handledande och uppföljande karaktärsrollen inom arbete med problemlösning. Arbetsformerna och arbetssättet karaktäriseras av aktivt lärande där undersökandet och diskussionen är i fokus. Svårigheterna är att skapa fungerande gruppdynamiker för att göra undervisningen givande, men också de högre kraven som ställs på lärares kompetens. De positiva effekter genererade av dessa arbetsformer och arbetssätt beskrivs som motiverande hos eleverna, men det berikar också diskussioner, som leder till djupare förståelse
Books on the topic "Teaching methods and forms of working oganization"
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Tkacheva, Viktoriya. Psycho-correction work with families of children with disabilities. ru: INFRA-M Academic Publishing LLC., 2017. http://dx.doi.org/10.12737/24759.
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In the educational-methodical manual deals with theoretical and conceptual frameworks, practical methods and techniques of psychological assistance to parents and other relatives of a child with disabilities.
The quality of teaching materials presented United by a common concept three technologies of psychocorrectional work with families of children with disabilities: methods of psychological assistance to families raising children with disabilities V. Tkachova; technology differentiated approach in the psychological work with parents of children with disabilities, developed by E. V. Ustinova; technology "Mozart" a systemic approach to family therapy N. P. Bolotova.
A teaching manual is addressed to psychologists, speech pathologists and other professionals working in the system, both General and special education, in social assistance centres for families and children, rehabilitation centres, health institutions which support the families raising children with disabilities. The book can be useful for teachers of preschool and school educational institutions, use of inclusive forms of education, and representatives of parent and of public associations.
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Borisova, M. Pedagogy of the camp. ru: INFRA-M Academic Publishing LLC., 2017. http://dx.doi.org/10.12737/25002.
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Academic edition is a part of the educational complex consisting of a tutorial and workshop, which is designed to help the students in mastering of educational disciplines included in the undergraduate program, and teaching practice. The textbook discusses the history of the emergence and development of summer camps, presents materials that are necessary for the organization of work in children's camp: theoretical foundations of organizing the activities of counselors, guidelines for working with children of different age groups, the performance of the regime moments, forms and methods of organization of process of education in DOLLARS, etc. In the workshop the material presented on the organization of different activities of children and adolescents in the camp. The allowance is aimed at assisting the counselor in working with the temporary children's collective in the conditions of the camp.
The content of the textbook meets the requirements of Federal state educational standard of higher education of the last generation.
For students of higher educational institutions enrolled in the fields of study within the enlarged group "Education and pedagogy", as well as professionals of education and all those interested in problems of children's recreation and recuperation.
Book chapters on the topic "Teaching methods and forms of working oganization"
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Antonova, Olha. "SYNTHETIC CHARACTER OF LEARNING ENVIRONMENT IN ORGANISATION OF DISTANT TEACHING OF CREATIVE AND PRACTICAL ACADEMIC SUBJECTS UNDER PANDEMICS AND SOCIAL CATACLYSMS (ON THE EXAMPLE OF THE COURSES “JOURNALISTIC SPECIALITY” AND “DESIGN IN ADVERTISING AND PR”)." In European vector of development of the modern scientific researches. Publishing House “Baltija Publishing”, 2021. http://dx.doi.org/10.30525/978-9934-26-077-3-10.
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The article is dedicated to the demarcation of the transformation specificity of creative and practical subjects into distant teaching in higher education institution. The particularities of the course didactic elements usage on the Moodle platform and within extra-platform resources were studied on example of the course "Journalistic Speciality (Photo Journalism)" which was located on the website of distant learning of Luhansk Taras Shevchenko National University, and "Design in Advertising and PR", educational and methodological package located on the web-portal of National University of Food Technologies. Academic subjects of such type aim to form students' practical skills and, thus, are based on imitation as a method of teaching which is hard to realize during distant teaching of an academic subject. The formation of necessity of creative seeing and self-realization within the academic subject is also important. Taking into consideration specific situation caused by the events in Luhansk region in 2014 and later and events, caused by the COVID-19 pandemics, it was particularly important to create psychological comfort and minimize stress situations connected to the absence of direct contact with a teacher and groupmates during the studying process. The aim of this research was to trace out the specificity of usage of the Moodle platform and extra-platform resources in distant teaching of creative and practical academic subjects (also with usage of computer technologies and specific equipment) to the students of humanities. The researcher also pursue the aim to lighten gained experience in search of optimal for distant learning forms and methods of teaching for provision of high educational result and psychological comfort of students. The author uses such methods of research as analysis of educational and methodological literature, programmes, manuals and methodological recommendation, available programme means and a platform for distant learning; approbation of chosen methodology in the conditions of distant learning in evacuated university and during the learning process under the conditions of lockdown; questionnaires and interviews with the students who took part in studying of the academic subject, working out and statistical analysis of the results; progress monitoring of students' educational activity, observation and evaluation of their extra-curriculum creative activity. The usage of both basic methodological forms of work and interactive and playing technologies (web-quests, glogs, and comics) realized due to combination of the Moodle elements and outside internet resources assisted to better mastering of learning material and helped to those students who faced distant learning for the first time to adapt quicker to the particularities of the Moodle distant learning platform and to make their integration into student community easier. The choice of platform and extra-platform educational resources allowed to meet psychological, educational, professional needs of the students and encouraged them to creative self-realization in open information space.
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Krasnoshchekova, Galina Alekseevna. "Theory and practice of language education of technical universities students." In Теория и практика языкового образования студентов технических вузов. Publishing house Sreda, 2019. http://dx.doi.org/10.31483/r-21952.
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The monograph "Theory and Practice of Language Education for Students of Technical Universities" summarized many years of experience in a technical university, presents the author's concept of the fundamentalization of language education for students in non-linguistic universities, embedded in the process of teaching students a foreign language to prove its effectiveness. In the first chapter of the monograph, the author describes the new requirements for proficiency for a foreign language specialists, written into the federal state educational standard of the new generation for higher education; problems that arise while teaching students foreign languages in technical universities, and ways to solve these problems. The methodological basis for the concept of the fundamentalization of language education of technical university students and the creation of conditions necessary for the implementation of this concept are described in details. The second chapter describes the modern system of teaching foreign languages of technical university students, the multi-level structure and content of language education at each stage of this structure, as well as the methods of teaching all types of students' speech activity using innovative communication and information technologies. The author of the monograph describes the important role of the teacher in the process of teaching students a foreign language, creating modern educational content that provides the learning process. The monograph contains scientific and methodological recommendations on the development and use of original pedagogical technologies, new forms of working with students using computer capabilities, creating computer training programs for self-study work of students, writing professionally oriented textbooks in foreign languages. The implementation of this system of training of technical university students proved its effectiveness, as evidenced by the results of experimental training conducted at the Department of Foreign Languages at the Southern Federal University. The quality of student learning improved due to the implementation of the concept of the fundamentalization of language education and modern educational technologies into the educational process.
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Richardson, Ita, Sarah Moore, Alan Malone, Valentine Casey, and Dolores Zage. "Globalizing Software Development in the Local Classroom." In IT Outsourcing, 1534–56. IGI Global, 2010. http://dx.doi.org/10.4018/978-1-60566-770-6.ch097.
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In the dynamic global economy that exists today the operation and structure of organisations have had to adapt to the reality of the information revolution which has taken place. This has been the case within the software industry where global software development (GSD) has become a popular strategy and software development has become a globally sourced commodity. Given the requirement for graduates to operate in this type of environment, we as educators considered how our teaching methods could be developed and enhanced to instil GSD competencies within our graduates. We provided students with the opportunity to take part in a learning experience that transcended geographical and institutional boundaries, giving them first-hand experience of working within globally distributed software teams. Two separate projects were undertaken. One was with Siemens Corporate Research which was part of a larger project. The focus of this project was the shadowing of the development of an actual geographically distributed software product. The second project was carried out in collaboration with Ball State University, and the focus of this endeavour was virtual team software testing. Extensive qualitative research was undertaken on the data provided by the students. We identified three specific forms of learning which had taken place: (1) pedagogical, (2) pragmatic, and (3) the achievement of specific globally distributed competencies. Our findings would confirm that mimicking real-work settings creates the possibility of giving rise to the range of learning benefits that are associated with truly problem-based learning environments.
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Richardson, Ita, Sarah Moore, Alan Malone, Valentine Casey, and Dolores Zage. "Globalising Software Development in the Local Classroom." In Software Applications, 2079–101. IGI Global, 2009. http://dx.doi.org/10.4018/978-1-60566-060-8.ch124.
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In the dynamic global economy that exists today the operation and structure of organisations have had to adapt to the reality of the information revolution which has taken place. This has been the case within the software industry where global software development (GSD) has become a popular strategy and software development has become a globally sourced commodity. Given the requirement for graduates to operate in this type of environment, we as educators considered how our teaching methods could be developed and enhanced to instil GSD competencies within our graduates. We provided students with the opportunity to take part in a learning experience that transcended geographical and institutional boundaries, giving them first-hand experience of working within globally distributed software teams. Two separate projects were undertaken. One was with Siemens Corporate Research which was part of a larger project. The focus of this project was the shadowing of the development of an actual geographically distributed software product. The second project was carried out in collaboration with Ball State University, and the focus of this endeavour was virtual team software testing. Extensive qualitative research was undertaken on the data provided by the students. We identified three specific forms of learning which had taken place: (1) pedagogical, (2) pragmatic, and (3) the achievement of specific globally distributed competencies. Our findings would confirm that mimicking real-work settings creates the possibility of giving rise to the range of learning benefits that are associated with truly problem-based learning environments.
Conference papers on the topic "Teaching methods and forms of working oganization"
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Urban, Maria, and Daina Vasilevska. "“Conflict of Goals” as a Barrier for Effective Use of Visual Models in Primary Math Education." In 14th International Scientific Conference "Rural Environment. Education. Personality. (REEP)". Latvia University of Life Sciences and Technologies. Faculty of Engineering. Institute of Education and Home Economics, 2021. http://dx.doi.org/10.22616/reep.2021.14.025.
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The formation of the ability to solve non-trivial life problems is one of the tasks of school education in the context of achieving sustainable development goals. In the process of teaching mathematics, one of the most effective ways to find solutions to problems is modelling – a teaching method that not only helps students to consciously assimilate mathematical content, but also forms the basis for selfstudy throughout life. Visual models, which reflect the essential characteristics of mathematical concepts by pictorial means, play a special role in the process of initial teaching of mathematics. Teachers can use active and passive techniques for working with visual models in mathematics lessons, which differ in the degree of children’s participation in building a visual model. The main goal of this article is to identify which techniques teachers prefer working with visual models in practice in mathematics lessons. To achieve this goal, the questionnaire method, the multi-criteria assessment method, and the moderation method were applied. This article presents the results of a study devoted to identifying teachers’ preferred methods of working with visual models when conducting mathematics lessons, identifying their theoretical ideas about the value of each group of techniques, as well as establishing the reasons for the revealed discrepancy between the practical preferences of teachers and their theoretical ideas.
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Latkovska, Evija, and Endija Zustrupa. "Differentiated Activities in the Context of Inclusive Education to Enhance the Acquisition of the English Language at Primary School." In 78th International Scientific Conference of University of Latvia. University of Latvia, 2020. http://dx.doi.org/10.22364/htqe.2020.08.
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In the 21st century one of the reasons for teachers to pursue continuous professional development is experiencing demanding situations in their lessons, because the concept of mixed-ability teaching has broadened schools being open to diversity. Consequently, different pupils learn together in comprehensive schools and have equal rights to quality education. That also regards language learning. In the present article the authors look upon a situation in which a teacher of English in a comprehensive school has to deal with groups of primary school pupils who have varied needs and preferences for learning a foreign language both academically and socially (for example, having problems with reading and understanding the read material, focusing and keeping attention, working in pairs or groups). Therefore, the use of differentiated activities to enhance primary school pupils’ acquisition of the English language is explored. The chosen research method is a case study in which 14 primary school pupils take part. Data collection methods used in the research are observation (a teacher’s diary to notice the pupils’ strengths and weaknesses of learning English and checklists to gather the evidence of the pupils’ learning achievement) and document analysis (test evaluation forms to record the pupils’ learning results and progress). The analysis of the gathered data shows that the use of the chosen differentiated activities, which are based on the ideas of mixed-ability teaching and inclusive education, has helped the pupils improve the acquisition of the English language The results of the case study allow the authors to conclude that the varied needs and preferences pupils have for learning a foreign language are a compelling reason for teachers to find new ways of teaching to be able to help each learner prosper.
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Francis, Krista, Michele Jacobsen, and Sharon Friesen. "The Use of Graphics to Communicate Findings of Longitudinal Data in Design-Based Research." In InSITE 2015: Informing Science + IT Education Conferences: USA. Informing Science Institute, 2015. http://dx.doi.org/10.28945/2240.
Full textAbstract:
Visuals and graphics have been used for communicating complex ideas since 1786 when William Playfair first invented the line graph and bar chart. Graphs and charts are useful for interpretation and making sense of data. For instance, John Snow’s scatter plot helped pinpoint the source of a cholera outbreak in London in 1854 and also changed understandings of how germs were spread. While popular in the field of information graphics, rarely are graphs beyond the bar chart found in educational research articles. When present, the graphs do not necessarily enhance the findings of the data. Nor do educational research methods textbooks promote or instruct how to create visual representations to aid with interpretation and communication of findings. This paper attempts to address this void by sharing our processes for creating meaningful visual graphs for communicating multi-dimensional statistical findings more effectively. A working hypothesis was that carefully crafted visual graphics would convey our longitudinal research findings more effectively to broader audiences than existing forms. Three visuals were constructed from survey data three-year longitudinal design based research study of teacher and student learning in a one-to-one laptop school. The study focused on learning designs that changed and improved student learning experiences and outcomes by adopting inquiry approaches to teaching that incorporate meaningful uses of technology. In field tests, our audiences found the visuals were useful for interpreting the findings. More and more frequently, academics are required to communicate their findings to broader audiences. A well-designed and well-constructed graph(ic) can provide a means for effective communication of complex, multi-dimensional statistical data. Such effective communication is beneficial for both an academic audience as well as for broader audiences. The authors presented this paper that was previously published in JITE: Research