The conservation of educational methods

1910 ◽  
Author(s):  
Clifford B. Connelley
Keyword(s):  
Educational Methods

Problem based learning (PBL) in Organic Chemistry

2018 ◽  
Vol 1 (2) ◽  
pp. 64-69
Author(s):  
Amina Alobaidi
Keyword(s):  
Organic Chemistry ◽  
Critical Thinking ◽  
Problem Solving ◽  
Concept Mapping ◽  
Problem Based Learning ◽  
Student Centered ◽  
Student Centered Learning ◽  
Problem Solving Skills ◽  
Educational Methods ◽  
Online Communications

Background: PBL appears to answer many concerns regarding educational methods, encourages students to look for new solutions to relevant problems using available knowledge and resources. The process expands students' critical thinking and problem solving skills while enhancing their creative capabilities Objective: To develop a PBL modules for teaching of organic chemistry. Methods: This module was developed for implementation in the curriculum of Chemistry Departments in Colleges of Sciences and Education. This is an innovations to be developed for increasing the wide-ranging abilities of students. A series of strategies which are involved in PBL, concept mapping and online communications, are suggested and discussed in terms of encouraging student-centered learning.  

The application of educational teaching methods in educational organizations of the Ministry of Internal Affairs of Russia

2020 ◽  
Vol 2020 (3) ◽  
pp. 202-209
Author(s):  
Gennadiy Marchenko ◽  
Irina Soshnikova
Keyword(s):  
Role Playing ◽  
Professional Activity ◽  
Educational Organizations ◽  
Group Discussions ◽  
Educational Methods ◽  
Professional Activities ◽  
The People ◽  
Internal Affairs ◽  
Main Components ◽  
Clear Idea

The article reveals the content of modern training technologies for internal affairs bodies; approaches are presented to training and education of cadets and students of educational organizations of the system of the Ministry of Internal Affairs of Russia and educational methods the foundation of which is formed value content of professional activities: patriotism and citizenship, service to the Fatherland and interests of the people, loyalty to the law and official duty. The authors propose specific methods (case methods, group discussions, role-playing and business games) for use during seminars and practical classes in the discipline «Professional ethics and official etiquette». These methods are active and interactive, and their content is based on the appeal to literary and cinematic works on the activities of law enforcement officers on various stages of national history. The article is of methodological interest for scientific and academicians of educational organizations of the system of the Ministry of Internal Affairs of Russia, teaching humanities. The authors come to the conclusion that the use of educational methods of teaching in the classroom gives cadets and listeners a clear idea of the main components of professional activity and official duty, morality and law, strengthens the understanding of the continuity of the glorious traditions of previous generations of employees of the internal affairs bodies, allows creating the Ministry of Internal Affairs in educational organizations Russia a favorable upbringing environment and qualitatively raise the level of practical readiness of graduates for professional activities.

A multilingual refugee, a personal experience

2019 ◽  
Vol 9 (1) ◽  
pp. 173-178
Author(s):  
Ghaith Alhallak
Keyword(s):  
Language Learning ◽  
Racial Discrimination ◽  
Host Country ◽  
Personal Experience ◽  
Host Community ◽  
Foreign Languages ◽  
Educational Institutions ◽  
Traditional Teaching ◽  
Educational Methods ◽  
Cultural Organizations

Abstract The refugee is the person who has fled his or her country for reasons of war, racial discrimination, vengeance, sectarian massacres or other reasons. Many refugees have left everything behind them to reach a society that is completely different from their own, creating many challenges. Perhaps the most important of these challenges is to learn the language of the host country, which is the key that opens the door to integration in all its forms. Overcoming the challenges in language learning occurs not only through teaching institutions, but society also plays a major role. Thus, we can say that the process of teaching the language to newcomers is a combination of the efforts of the relevant educational institutions as well as those of social and cultural organizations and individuals. In this report, I review the process of teaching foreign languages to refugees and migrants, based on my personal experience as a refugee student and as a language teacher for foreigners, which I have been at the same time for more than three years. The article does not address educational methods as much as the steps that I believe should be taken into consideration in the process of trying to integrate refugees in their host community culturally and linguistically. These steps, which may often have more of an impact than the traditional teaching process, are not confined to the field of educational institutions, but go beyond them to reach social and cultural organizations.

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