The document discusses various teaching strategies that faculty can use to engage students and improve learning, including the lecture method, case method, discussion method, active learning, cooperative learning, integrating technology, and distance learning. It provides brief descriptions of each strategy and considerations for effective implementation. The overall message is that there is no single best approach and faculty should thoughtfully incorporate multiple strategies to maximize student comprehension and preparation for future roles.
Robert Marzano identifies several teacher-level factors and instructional strategies that influence student academic achievement, including presenting clear learning goals, asking students to set personal goals, organizing students into cooperative groups, providing feedback, and recognizing student progress. Marzano's research also identifies nine instructional strategies proven to improve achievement, such as identifying similarities and differences, summarizing and note-taking, and reinforcing effort. Effective pedagogy involves using instructional strategies, classroom management techniques, and designing curriculum around content knowledge, which Marzano categorizes as vocabulary, details, organizing ideas, skills and tactics, and processes.
A guide to instructional practice in teaching & learningKeithH66
The document discusses instructional practices and learning theories. It provides an overview of different learning theories including behavioral, cognitive, constructivist, and situative approaches. It also discusses aspects of instructional design like learning outcomes, resources, assessments, and applying learning theories to pedagogical approaches. Group activities are suggested to identify desirable stages of instructional practice and align them with theoretical models.
Designing and planning teaching and learning processCatherine Matias
This document discusses the process of designing and planning teaching-learning lessons. It explains that instructional planning involves determining learner needs, defining objectives, designing assessments and activities. Lesson plans have three parts - the beginning, middle (presentation) and end. When planning instruction, teachers should identify objectives, plan learning activities and assessments, sequence lessons meaningfully, create timelines, and plan closures. Backward design starts by focusing on outcomes, while traditional planning focuses on presenting content linearly. Both models can achieve standards when the goal is for students to master skills by year's end. Effective lesson planning is important for achieving positive student outcomes.
The document discusses instructional planning and effective lesson design. It emphasizes that instructional planning should use appropriate curricula, strategies, and resources to address students' diverse needs. Teachers are advised to consider learning objectives, activities to engage different learning styles, and assessments when planning lessons. A variety of activity types are also presented, such as sponge activities, warm-ups, and icebreakers to introduce lessons in an engaging way.
The document outlines best practices for instructional design including:
1) Aligning instructional goals and strategies to support student learning.
2) Using a variety of teaching methods like tutorials, simulations and group work.
3) Assessing student understanding through tests, projects and on-the-job evaluations.
4) Developing instructional materials and adapting teaching based on formative assessment to meet student needs.
An educational model consists of compiling different pedagogical theories to guide teaching and learning. It abstracts from real teaching behaviors and can represent learning or teaching theories. Knowing educational models helps teachers develop curricula and generate better classroom results. Traditional models focus on study programs without social factors, using lectures. 21st century models respond to economic/technological changes and develop skills for students' future careers. Effective learning models for students include hands-on activities, collaborative projects, experiential learning, and direct instruction.
Essential requirements of teaching physical sciencesajeena81
The document discusses the essential requirements and competencies needed for teaching physical science. It states that teachers require expertise in a wide range of competencies, including mastery of subject content knowledge, pedagogical content knowledge, and technological pedagogical knowledge. They must integrate professional judgment and apply evidence-based competencies. The document then examines different types of teacher competencies in more depth, including subject competencies, pedagogical competencies, and technological competencies.
The teacher's influence on student achievement is greater than any other variable. Effective teachers use explicit instruction, which introduces new skills directly and provides corrective feedback, controlling the language used. Instruction moves from explicit to implicit over time through connected lesson plans with cumulative review. Features of explicit instruction include scaffolding learning, immediate error correction, and practice examples. Scaffolding provides temporary support as students learn, using a "I do, we do, you do" approach. Instructional intensity, the number of positive interactions per day, can be increased through more instructional time and smaller groups. Variables that can be altered to enhance instruction include delivery, time, grouping, and materials.
This document discusses assessment in social science education. It defines assessment as tools used to evaluate students' academic skills and progress. Assessment plays a key role in how students learn and teachers teach. There are three types of assessment: assessment for learning provides feedback to guide instruction; assessment as learning involves students reflecting on their own learning; and assessment of learning evaluates achievement at a point in time. When assessing students in social science, teachers should evaluate various skills, interests, participation, and development on a continuous basis using diverse methods like observations, projects, and portfolios. The purpose of assessment is to reflect on learning and progress in order to support students.
Lecture on the
different types of
inferential statistics and
when to use them.
Demonstration of
encoding data in SPSS
and computing statistics.
Hands on practice of
encoding a small data set
and computing statistics
in small groups.
Integrative learning involves problem solving, exploring and using information effectively, and applying ideas and experiences to new situations both inside and outside the classroom. It develops intellectual and practical skills that are important for students to become lifelong learners. Student learning should provide opportunities for them to develop problem-solving, inquiry, and integrative skills in a technology-rich environment. Integrative learning also helps students develop good thinking patterns, solve problems critically, and integrate skills across a broad range, which are key aspects of lifelong learning and can help students with critical thinking.
The document discusses strategies to help students learn how to learn. It introduces the concept of self-regulation and the self-regulation cycle which includes forethought, planning, monitoring, control, and reflection. Specific strategies are presented that instructors can use to support each stage of the self-regulation cycle, such as goal setting, retrieval practice, reading reflections, exam wrappers, and learning journals. The strategies are categorized as low, moderate, or high effort based on the work required of instructors. Overall, the document aims to provide community college instructors with research-backed approaches to help students develop self-regulated learning skills.
This document discusses instructional planning for middle school students. It emphasizes the importance of planning to meet student needs and adhere to standards. Key points covered include considering student characteristics, using interdisciplinary instruction, and the roles of curriculum guides, textbooks and teachers in planning. The general planning process involves setting goals and objectives, determining resources, and activities. Planning should allow for individual differences and include students. Interdisciplinary units and teams are discussed as important for engaging students at risk of failure.
This document summarizes key factors at the school, teacher, and student levels that affect student achievement based on Robert Marzano's book review of "What Works In Schools". At the school level, these include having a guaranteed and viable curriculum, setting challenging goals and providing effective feedback, and fostering parent/community involvement and a safe learning environment. At the teacher level, the important factors are instructional strategies, classroom management, and curriculum design. Finally, the student level factors that influence achievement are the home atmosphere, learned intelligence/background knowledge, and motivation. The document also outlines Marzano's framework for implementing changes to improve student outcomes through data-driven phases of examination, intervention, evaluation, and repetition.
The inductive model can effectively increase learner motivation by developing student interest and self-efficacy. It promotes interest through student involvement, allowing them to participate, experience autonomy and control. Open-ended questions ensure success and increase involvement. This success builds self-efficacy, which expectancy-value theories say motivate learners who expect to succeed at valuable tasks. High expectations combined with an emphasis on thinking can strongly increase motivation.
The Strategic Instruction Model (SIM) is a research-based approach to teaching students who struggle with reading, writing, and learning. It promotes effective teaching through the use of learning strategies and key components. The model includes several evidence-based strategies for reading, writing, studying, test-taking, math, and more. It also utilizes instructional design models like ADDIE and ASSURE to systematically design, develop, implement, and evaluate instruction that meets learner needs.
This document summarizes a professional development session for teachers on implementing backwards design and project-based learning in the classroom. The goals of the session are to equip teachers to use backwards design, connect classroom instruction to lifelong goals, develop classroom mission statements, and create hands-on learning experiences. Backwards design involves starting with the desired learning outcomes, then planning assessments, and finally lessons and activities. It is presented as a way to make learning more relevant and efficiently use instructional time. The session models backwards design by having teachers plan units using the three stages of backwards design.
Mastery learning is an educational approach that breaks content into units with clear objectives. Students must demonstrate mastery of content at a high level, typically 80%, before advancing to new material. It is based on the work of Benjamin Bloom, who found that with adequate time and instruction, most students could achieve high levels of learning. Mastery learning contrasts with traditional pacing by regularly assessing students and providing remediation until objectives are met before students advance. Research shows mastery learning leads to 5 months of additional learning per year compared to traditional methods, though effects vary widely by implementation.
Twenty First Century Teaching Strategies for Secondary School Teachersjostmedjos
This document discusses strategies for 21st century teaching in secondary schools. It begins by covering the historical contexts of different eras and defines key concepts like teaching, strategies, and methods. It then discusses the differences between teaching methods and strategies. Several strategies are described in detail, including flipped classroom, gamification, project-based learning, cooperative learning, and peer teaching. The strategies emphasize developing skills like critical thinking, communication, collaboration, and creativity to prepare students for the modern world.
Chapter 9_Programme Teaching and Learning Strategies.pptxLeianMartin1
This document discusses strategies for curriculum design and program teaching and learning. It covers aligning teaching, learning, and assessment; encouraging creativity and innovation; internalizing the curriculum; and increasing blended and online learning. For aligning teaching and learning, it emphasizes ensuring coherence between objectives, assessments, and activities. For creativity, it suggests cultivating curiosity and relevance. Internalizing curriculum discusses active learning, multiculturalism, equity, and incorporating student choice. Increasing online learning reviews synchronous, asynchronous, and blended models, noting benefits like flexibility but also challenges like digital gaps.
ED ET 755 - Research Synthesis Assignmentknsmith620
Kayla Smith conducted research on learning strategies for students in distance education. She reviewed numerous scholarly articles and research studies on the topic. The research showed that effective strategies include developing motivation, metacognition, and resource management skills. Students must aim to engage deeply with content and interact with instructors and peers to promote meaningful learning from their own experiences.
1. The document discusses 21st century skills training and outlines several key points about effective teaching and learning.
2. It emphasizes the importance of understanding students' varying needs and abilities, and teaching both small groups and individuals.
3. Setting clear learning goals and criteria helps students understand what is expected of them and allows for self-assessment.
Styles, strategies and tactics approaches to teachinguniversity
The document discusses various teaching strategies and styles. It defines teaching strategy as a purposefully conceived plan of action that serves to attain certain learning outcomes. Some key strategies discussed include lectures, case studies, discussions, role playing, distance learning, cooperative learning and project-based learning. It also outlines principles for developing effective teaching strategies. The document then discusses different teaching tactics like mastery learning and project-centered approaches. Finally, it compares different teaching styles such as assertive, suggestive, collaborative and facilitative styles.
The objective of this research is to examine teachers' competence in designing activities after engaging in professional development activities aimed at enhancing teaching design in order to develop students' thinking abilities that are contextually appropriate. The participants consist of 5 elementary school science teachers from schools. The research employed semi-structured interviews and classroom observation as research instruments. The findings reveal that teachers engaged in self-development through observation and learning from their peers within the community of practice (CoP). They receive advice and feedback from fellow teachers and apply these insights to improve their activities. Consequently, teachers are able to continuously refine and develop their teaching approaches to align with students' contexts. This approach facilitate diversification in thinking and learning management, as well as collaborative teamwork to enhance teaching methods. As a result, engaging and interesting thinking development activities are incorporated into student learning, along with the creation of a seamless learning-promoting environment. Collaborative teamwork in instructional design and problem-solving further afford teachers the opportunity for additional self-learning and personal development. This collaborative approach also contributes to fostering cognitive diversity and relieved the need for individual teachers to undertake all tasks independently.
Curriculum development is a systematic process that involves designing an integrated framework with vertical and horizontal content strands for each course (curriculum matrix). It addresses factors like student demographics, healthcare changes, and professional standards. Over time, the approach has shifted from being process-oriented to outcome-oriented, requiring nursing faculty to ensure outcomes meet program and community needs. The development of an outcome-driven curriculum begins with defining desired endpoints, then shaping content and teaching strategies accordingly. Maintaining communication among faculty throughout this iterative process is important.
A critical Review language educator as Learning Programme developers.docxpatrickwaweru11
This document discusses language educators as learning program developers from various perspectives. It analyzes how learners learn through curriculum interaction using Vygotsky's social learning theory. Different teaching strategies are examined, including critical thinking, cognitively guided instruction, scaffolding, simulation, problem-solving, discussion, and considerations for developing a 21st century curriculum. The document contains 5 questions that systematically analyze these topics from different frameworks to understand language educators' role in developing effective learning programs.
English Language Teaching Materials and Media: Instructional Material and Med...Musfera Nara Vadia
This document discusses instructional materials and media used in language teaching. It defines instructional materials as anything used by teachers or learners to facilitate language learning, including textbooks, videos, and tasks. Materials should stimulate learning and represent effective language learning. The document also defines instructional media as channels of transmitting content, like technologies, and notes media can engage learners, save time, and reinforce concepts if designed and used properly. The functions of materials and role of media in language teaching are described. Interactive learning using media is emphasized, as it leads to active involvement and makes teaching more engaging.
The document discusses several effective teaching strategies for helping struggling learners master new academic skills. It outlines 9 strategies: instructional matching, scaffolding, breaking skills into steps, modeling and demonstration, feedback, practice and drilling, student talk-through activities, periodic review, and progress monitoring. It also discusses project-based learning and its essential elements: significant content, 21st century skills, in-depth inquiry, driving question, need to know, student voice and choice, critique and revision, and public audience. Finally, it outlines and discusses several prominent teaching strategies used in higher education, including lecture, case method, discussion, active learning, cooperative learning, integrating technology, and distance learning.
This document discusses several teaching strategies for elementary education, including lecture methods, demonstration methods, drill methods, project methods, problem-solving approaches, role-playing, and developing interpersonal skills. It provides details on the purpose and procedures of each method, as well as their advantages and disadvantages. Overall, the document offers K-6 educators a variety of instructional strategies to engage students and promote active learning.
Running Head: SERVICE LEARNING 1
PAPER 30
The Perception of Educators on Service Learning for High School Students
Student’s Name:
Institution:
Numerous studies examine the perception of educators on service learning for high school students. According to a study done by Schine (2016) service learning has become popular in modern day society among educators of high school students. The study postulates service learning as knowledge base for teachers, which is regarded as systematic and effective in designing effective teaching with the aim of achieving certain set goals, is the formal empirical research on teaching effectiveness. This goes hand in hand with the realizing of learning goals. Schine (2016) conceptualized the teacher knowledge and proposed four aspects which are: General pedagogical knowledge in which the teacher understands how to moderate discussions of students, how to design group works, how to organize material for the students and how to utilize texts and other sources used in teaching. Further, content knowledge which includes the understanding of a domain’s concepts, theories, principles,classic problems as well as explanatory concepts that bring the major ideas together. Pedagogical knowledge which is mainly based on the knowledge of the types of ideas necessary for learners of different ages to analyze, knowledge of ideas that are required for students’ understanding of a target area. It also imbibes skills to be able to bring students to a reasoning process where they are able to solve problems and noting differences and similarities and disciplinary knowledge which includes the understanding of methods and theories applied in class and the relationship that they have.
According to Amtmann (2014), well grounded knowledge base is vital for an intelligent actor, in this instance, an intelligent teacher. Decisions in class should be made on a well grounded knowledge base and this helps the teacher to be able to take control of the various circumstances in class. The knowledge base of teaching involves the required cognitive knowledge for creating operative teaching and learning environments. This is crucial because it focuses on the mechanisms that explain how comprehension of information and knowledge gained in classrooms can be put into good use of the society through identification of the channels through which the information can be used for the betterment of the society.
According to Ball (2018), the instructional design approach hypothesizes education as a decision-oriented or prescriptive engineering science particularly aimed at achieving practical educational ends in efficient ways. Education in this instance is viewed as a system that is built by many elements. The researche.
This document discusses curriculum development and different views of curriculum. It outlines some key concepts in curriculum including narrow and broad perspectives of curriculum. The narrow perspective focuses on plans and intentions for what should happen in school, while the broad perspective recognizes what actually occurs based on social constructs. Different forms of curriculum are also discussed, including the formal/official curriculum, actual curriculum, hidden curriculum, and common curriculum. Factors that influence curriculum development and planning are mentioned. Overall, the document provides an overview of key curriculum concepts and perspectives.
Group 5 phases_of_curriculum_developmentJohn Ervin
1. The document discusses curriculum planning and defines curriculum as a set of learning content and experiences selected to achieve institutional goals.
2. It explains that curriculum planning is a continuous process involving various stakeholders working together to study, plan, develop and improve the curriculum.
3. Good curriculum planning helps decide priorities and allocate resources, accomplish short and long-term goals, and identify and improve weak areas of the program.
Open Source and AI - ByWater Closing Keynote Presentation.pdfJessica Zairo
ByWater Solutions, a leader in open-source library software, will discuss the future of open-source AI Models and Retrieval-Augmented Generation (RAGs). Discover how these cutting-edge technologies can transform information access and management in special libraries. Dive into the open-source world, where transparency and collaboration drive innovation, and learn how these can enhance the precision and efficiency of information retrieval.
This session will highlight practical applications and showcase how open-source solutions can empower your library's growth.
Codeavour 5.0 International Impact Report - The Biggest International AI, Cod...Codeavour International
Unlocking potential across borders! 🌍✨ Discover the transformative journey of Codeavour 5.0 International, where young innovators from over 60 countries converged to pioneer solutions in AI, Coding, Robotics, and AR-VR. Through hands-on learning and mentorship, 57 teams emerged victorious, showcasing projects aligned with UN SDGs. 🚀
Codeavour 5.0 International empowered students from 800 schools worldwide to tackle pressing global challenges, from bustling cities to remote villages. With participation exceeding 5,000 students, this year's competition fostered creativity and critical thinking among the next generation of changemakers. Projects ranged from AI-driven healthcare innovations to sustainable agriculture solutions, each addressing local and global issues with technological prowess.
The journey began with a collective vision to harness technology for social good, as students collaborated across continents, guided by mentors and educators dedicated to nurturing their potential. Witnessing the impact firsthand, teams hailing from diverse backgrounds united to code for a better future, demonstrating the power of innovation in driving positive change.
As Codeavour continues to expand its global footprint, it not only celebrates technological innovation but also cultivates a spirit of collaboration and compassion. These young minds are not just coding; they are reshaping our world with creativity and resilience, laying the groundwork for a sustainable and inclusive future. Together, they inspire us to believe in the limitless possibilities of innovation and the profound impact of young voices united by a common goal.
Read the full impact report to learn more about the Codeavour 5.0 International.
How to Make a Field Storable in Odoo 17 - Odoo SlidesCeline George
Let’s discuss about how to make a field in Odoo model as a storable. For that, a module for College management has been created in which there is a model to store the the Student details.
Life of Ah Gong and Ah Kim ~ A Story with Life Lessons (Hokkien, English & Ch...OH TEIK BIN
A PowerPoint Presentation of a fictitious story that imparts Life Lessons on loving-kindness, virtue, compassion and wisdom.
The texts are in Romanized Hokkien, English and Chinese.
For the Video Presentation with audio narration in Hokkien, please check out the Link:
https://vimeo.com/manage/videos/987932748
Lecture Notes Unit4 Chapter13 users , roles and privilegesMurugan146644
Description:
Welcome to the comprehensive guide on Relational Database Management System (RDBMS) concepts, tailored for final year B.Sc. Computer Science students affiliated with Alagappa University. This document covers fundamental principles and advanced topics in RDBMS, offering a structured approach to understanding databases in the context of modern computing. PDF content is prepared from the text book Learn Oracle 8I by JOSE A RAMALHO.
Key Topics Covered:
Main Topic : USERS, Roles and Privileges
In Oracle databases, users are individuals or applications that interact with the database. Each user is assigned specific roles, which are collections of privileges that define their access levels and capabilities. Privileges are permissions granted to users or roles, allowing actions like creating tables, executing procedures, or querying data. Properly managing users, roles, and privileges is essential for maintaining security and ensuring that users have appropriate access to database resources, thus supporting effective data management and integrity within the Oracle environment.
Sub-Topic :
Definition of User, User Creation Commands, Grant Command, Deleting a user, Privileges, System privileges and object privileges, Grant Object Privileges, Viewing a users, Revoke Object Privileges, Creation of Role, Granting privileges and roles to role, View the roles of a user , Deleting a role
Target Audience:
Final year B.Sc. Computer Science students at Alagappa University seeking a solid foundation in RDBMS principles for academic and practical applications.
URL for previous slides
chapter 8,9 and 10 : https://www.slideshare.net/slideshow/lecture_notes_unit4_chapter_8_9_10_rdbms-for-the-students-affiliated-by-alagappa-university/270123800
Chapter 11 Sequence: https://www.slideshare.net/slideshow/sequnces-lecture_notes_unit4_chapter11_sequence/270134792
Chapter 12 View : https://www.slideshare.net/slideshow/rdbms-lecture-notes-unit4-chapter12-view/270199683
About the Author:
Dr. S. Murugan is Associate Professor at Alagappa Government Arts College, Karaikudi. With 23 years of teaching experience in the field of Computer Science, Dr. S. Murugan has a passion for simplifying complex concepts in database management.
Disclaimer:
This document is intended for educational purposes only. The content presented here reflects the author’s understanding in the field of RDBMS as of 2024.
APM event held on 9 July in Bristol.
Speaker: Roy Millard
The SWWE Regional Network were very pleased to welcome back to Bristol Roy Millard, of APM’s Assurance Interest Group on 9 July 2024, to talk about project reviews and hopefully answer all your questions.
Roy outlined his extensive career and his experience in setting up the APM’s Assurance Specific Interest Group, as they were known then.
Using Mentimeter, he asked a number of questions of the audience about their experience of project reviews and what they wanted to know.
Roy discussed what a project review was and examined a number of definitions, including APM’s Bok: “Project reviews take place throughout the project life cycle to check the likely or actual achievement of the objectives specified in the project management plan”
Why do we do project reviews? Different stakeholders will have different views about this, but usually it is about providing confidence that the project will deliver the expected outputs and benefits, that it is under control.
There are many types of project reviews, including peer reviews, internal audit, National Audit Office, IPA, etc.
Roy discussed the principles behind the Three Lines of Defence Model:, First line looks at management controls, policies, procedures, Second line at compliance, such as Gate reviews, QA, to check that controls are being followed, and third Line is independent external reviews for the organisations Board, such as Internal Audit or NAO audit.
Factors which affect project reviews include the scope, level of independence, customer of the review, team composition and time.
Project Audits are a special type of project review. They are generally more independent, formal with clear processes and audit trails, with a greater emphasis on compliance. Project reviews are generally more flexible and informal, but should be evidence based and have some level of independence.
Roy looked at 2 examples of where reviews went wrong, London Underground Sub-Surface Upgrade signalling contract, and London’s Garden Bridge. The former had poor 3 lines of defence, no internal audit and weak procurement skills, the latter was a Boris Johnson vanity project with no proper governance due to Johnson’s pressure and interference.
Roy discussed the principles of assurance reviews from APM’s Guide to Integrated Assurance (Free to Members), which include: independence, accountability, risk based, and impact, etc
Human factors are important in project reviews. The skills and knowledge of the review team, building trust with the project team to avoid defensiveness, body language, and team dynamics, which can only be assessed face to face, active listening, flexibility and objectively.
Click here for further content: https://www.apm.org.uk/news/a-beginner-s-guide-to-project-reviews-everything-you-wanted-to-know-but-were-too-afraid-to-ask/
2. TEACHING STRATEGIES
Institutions of higher learning across the nation are responding to
political, economic, social and technological pressures to be more
responsive to students' needs and more concerned about how well
students are prepared to assume future societal roles. Faculty are
already feeling the pressure to lecture less, to make learning
environments more interactive, to integrate technology into the
learning experience, and to use collaborative learning strategies
when appropriate.
Some of the more prominent strategies are outlined below. For more
information about the use of these and other pedagogical
approaches, contact the Program in Support of Teaching and
Learning.
3. LECTURE METHOD
For many years, the lecture method was the most widely used instructional strategy in
college classrooms. Nearly 80% of all U.S. college classrooms in the late 1970s reported
using some form of the lecture method to teach students (Cashin, 1990). Although the
usefulness of other teaching strategies is being widely examined today, the lecture still
remains an important way to communicate information.
Used in conjunction with active learning teaching strategies, the traditional lecture can be
an effective way to achieve instructional goals. The advantages of the lecture approach are
that it provides a way to communicate a large amount of information to many listeners,
maximizes instructor control and is non-threatening to students. The disadvantages are that
lecturing minimizes feedback from students, assumes an unrealistic level of student
understanding and comprehension, and often disengages students from the learning process
causing information to be quickly forgotten.
4. The following recommendations can help make the lecture approach more effective
(Cashin, 1990):
1. Fit the lecture to the audience
2. Focus your topic - remember you cannot cover everything in one lecture
3. Prepare an outline that includes 5-9 major points you want to cover in one lecture
4. Organize your points for clarity
5. Select appropriate examples or illustrations
6. Present more than one side of an issue and be sensitive to other perspectives
7. Repeat points when necessary
8. Be aware of your audience - notice their feedback
9. Be enthusiastic - you don’t have to be an entertainer but you should be excited by
your topic.
5. CASE METHOD
The case method is an instructional strategy that engages students in active
discussion about issues and problems inherent in practical application. It can
highlight fundamental dilemmas or critical issues and provide a format for
role playing ambiguous or controversial scenarios.
Course content cases can come from a variety of sources. Many faculty have
transformed current events or problems reported through print or broadcast
media into critical learning experiences that illuminate the complexity of
finding solutions to critical social problems.
The case study approach works well in cooperative learning or role playing
environments to stimulate critical thinking and awareness of multiple
perspectives.
6. DISCUSSION METHOD
There are a variety of ways to stimulate discussion. For example, some faculty
begin a lesson with a whole group discussion to refresh students memories
about the assigned reading(s). Other faculty find it helpful to have students list
critical points or emerging issues, or generate a set of questions stemming
from the assigned reading(s). These strategies can also be used to help focus
large and small group discussions.
Obviously, a successful class discussion involves planning on the part of the
instructor and preparation on the part of the students. Instructors should
communicate this commitment to the students on the first day of class by
clearly articulating course expectations. Just as the instructor carefully plans
the learning experience, the students must comprehend the assigned reading
and show up for class on time, ready to learn.
7. ACTIVE LEARNING
Meyers and Jones (1993) define active learning as learning environments
that allow students to talk and listen, read, write, and reflect as they approach
course content through problem-solving exercises, informal small groups,
simulations, case studies, role playing, and other activities -- all of which
require students to apply what they are learning.
Many studies show that learning is enhanced when students become actively
involved in the learning process.
Assessing or grading students' contributions in active learning environments
is somewhat problematic. It is extremely important that the course syllabus
explicitly outlines the evaluation criteria for each assignment whether
individual or group. Students need and want to know what is expected of
them.
8. COOPERATIVE LEARNING
Cooperative Learning is a systematic pedagogical strategy that encourages
small groups of students to work together for the achievement of a common
goal.
The term 'Collaborative Learning' is often used as a synonym for
cooperative learning. Both approaches stress the importance of faculty and
student involvement in the learning process.
When integrating cooperative or collaborative learning strategies into a
course, careful planning and preparation are essential. Understanding how
to form groups, ensure positive interdependence, maintain individual
accountability, resolve group conflict, develop appropriate assignments and
grading criteria, and manage active learning environments are critical to the
achievement of a successful cooperative learning experience.
9. INTEGRATING TECHNOLOGY
Today, educators realize that computer literacy is an important part of a
student's education. Integrating technology into a course curriculum
when appropriate is proving to be valuable for enhancing and extending
the learning experience for faculty and students.
Many faculty have found electronic mail to be a useful way to promote
student/student or faculty/student communication between class
meetings.
Others use list serves or on-line notes to extend topic discussions and
explore critical issues with students and colleagues, or discipline-
specific software to increase student understanding of difficult concepts.
10. DISTANCE LEARNING
Distance learning is not a new concept. Distance learning is defined as 'any
form of teaching and learning in which the teacher and learner are not in the
same place at the same time' (Gilbert, 1995).
Distance learning technologies take many forms such as computer
simulations, interactive collaboration/discussion, and the creation of virtual
learning environments connecting regions or nations.
Components of distance learning such as email, list serves, and interactive
software have also been useful additions to the educational setting.