Resiliency and Algebra 1: A Promising Non-Traditional Approach to Teaching Low-Achieving Students

1998 ◽  
Vol 71 (5) ◽  
pp. 314-317 ◽  
Author(s):  
Carol E. Malloy ◽  
William W. Malloy
Keyword(s):  
Traditional Approach ◽  
Algebra 1 ◽  
Low Achieving Students ◽  
Approach To Teaching ◽  
And Algebra

scholarly journals TEACHING SERBIAN LEARNERS ENGLISH PHRASAL VERBS: THE TRADITIONAL APPROACH VS. THE COGNITIVE LINGUISTIC APPROACH

2018 ◽  
Vol 8 (8) ◽  
pp. 175
Author(s):  
Srđan M. Gajdoš
Keyword(s):  
Traditional Approach ◽  
Control Group ◽  
Cognitive Approach ◽  
Phrasal Verbs ◽  
Direct Translation ◽  
Cognitive Linguistic ◽  
Approach To Teaching ◽  
Linguistic Approach ◽  
Experimental Group ◽  
Better Than

This study examines the results obtained by using the traditional and the cognitive approach to teaching phrasal verbs. The control group was taught phrasal verbs using the traditional way i.e. by providing a direct translation into Serbian. In the experimental group the author presented the verbs by explaining the meanings of the very particles and the meanings they develop. Both groups were given a test immediately after they received input. They were also tested on the meanings of untaught phrasal verbs three weeks later. Utilising the cognitive approach helped the students learn the phrasal verbs more successfully. The students who knew various meanings of the particles were able to understand the meanings of the whole phrasal verbs better. The experimental group was able to predict the meanings of the untaught phrasal verbs in the delayed test better than the control group.

scholarly journals Using Computer Output As A Vehicle For Self-Directed Study Of Financial Theory: The Art Of Teaching Backwards

2017 ◽  
Vol 10 (3) ◽  
pp. 109-112
Author(s):  
Robert D. Campbell
Keyword(s):  
Computer Simulation ◽  
Computer Modeling ◽  
Traditional Approach ◽  
Self Directed Learning ◽  
Problem Structuring ◽  
Post Graduate ◽  
Potential Applications ◽  
Directed Learning ◽  
Report Data ◽  
Approach To Teaching

This paper presents an example of an approach to teaching financial theory at the college and post-graduate levels that I call “teaching backwards”. In the more traditional approach, instructors begin by explaining financial theory, then proceed to give examples of the way this theory can be applied to a business problem, structuring data around the predetermined theory. When teaching backwards we reverse the process, suggesting various ways to organize and report data related to a business problem and then inviting students to analyze these data to identify relationships between the variables that enable them to see potential applications of financial theory, or even to discover the theory itself. The example presented employs computer modeling and computer simulation as essential enabling tools for self-directed learning.

scholarly journals Preservice Teacher Perspective on Problem Solving Tasks

2018 ◽  
Vol 12 (2) ◽  
pp. 161-178
Author(s):  
Irena Mišurac ◽  
Maja Cindrić
Keyword(s):  
Factor Analysis ◽  
Traditional Approach ◽  
Teaching Mathematics ◽  
Traditional Teaching ◽  
Theoretical Assumption ◽  
Teacher Perspective ◽  
Teachers And Students ◽  
Approach To Teaching ◽  
Teaching Of Mathematics ◽  
The Difference

There is a strong link between teaching activities in teaching mathematics and students’ outcomes. Activities that teachers and students conduct in mathematics are encouraged to specific mathematical competence of students. In the present research, we wanted to establish to what extent the Croatian class teachers know the guidelines of teaching mathematics and their awareness of the importance of performing activities that encourage contemporary mathematical processes. The goal of the research was to establish which activities teachers carry out when teaching mathematics in order to foresee the competences to be developed in their pupils. We have done our research on a sample questionnaire of 400 class teachers that teach mathematics 4 classes a week. To determine which activities were conducted by teachers with students in class mathematics and how often, we defined 26 activities for teachers to determine the intensity of their use on the Likert scale from 1 (never) to 5 (almost always). We selected 15 activities typical of modern teaching of mathematics and 11 activities typical of traditional teaching, which we offered in mixed order in the survey. In like manner, we worked out 26 competences (15 competences emphasized by contemporary teaching of mathematics and 11 emphasized on traditional teaching), while teachers marked the number of competences they considered to be important for pupils. In order to test the theoretical assumption on the difference in access to teachers who work in a modern or traditional way, we conducted a process of factor analysis. The factor analysis clearly distinguished the two groups of activities and two groups of competences, and as expected the way to the variables that saturate the first factor consists of contemporary activities/competences and variables that saturate the second factor consists of traditional activities/competences. This confirms our theoretical setting of modern and traditional approach to teaching mathematics. We noticed that most teachers carried out traditional activities more frequently than the contemporary ones, but that most of them evaluated contemporary competences with better scores than traditional ones.

9. Teaching in Law—Seminars, Lectures and More

2018 ◽  
Author(s):  
Imogen Moore ◽  
Craig Newbery-Jones
Keyword(s):  
Teaching And Learning ◽  
Traditional Approach ◽  
Legal Education ◽  
Problem Based Learning ◽  
Peer Learning ◽  
Law Schools ◽  
Legal Studies ◽  
Approach To Teaching

Every law programme will make use of a range of different teaching opportunities, with differing aims and approaches — all designed to help the student to learn. This chapter looks at the different classes the student may come across during their legal studies, particularly lectures, tutorials, and seminars, and how to get the best out of them. Although many law schools take a largely traditional approach to teaching and learning, they may come across different approaches, such as problem-based learning, peer learning, or clinical legal education. These may be found within individual modules or across the whole curriculum, and embedded in the teaching structure or just used to enhance a more traditional approach.

Laptops, Technology and Algebra 1: A Case Study of an Experiment

2004 ◽  
Vol 97 (2) ◽  
pp. 136-142
Author(s):  
Lawrence E. Levine ◽  
Victorina Wasmuth
Keyword(s):  
High School ◽  
New Jersey ◽  
Teaching And Learning ◽  
Algebra 1 ◽  
Learning Tool ◽  
Academic High School ◽  
The Subject ◽  
And Algebra ◽  
Traditional Manner

During the spring 2002 semester, an informal experiment at McNair Academic High School in Jersey City, New Jersey, dealt with the use of laptop computers as a teaching and learning tool in an algebra 1 class. One class of students used laptops as an integral part of their study of algebra, whereas a second class studied the subject in a traditional manner. This article reports on the experiment. It details how the study was conducted, the classroom approach taken by the teacher, problems encountered, the students' reaction, and so on.

Mathematical Exploration: Keeping All the Trains on the Tracks

2010 ◽  
Vol 16 (2) ◽  
pp. 116-120
Author(s):  
Todd O. Moyer
Keyword(s):  
Eighth Grade ◽  
Algebra 1 ◽  
Mathematical Exploration ◽  
And Algebra

Many eighth-grade and algebra 1 textbooks explore the formula distance = rate × time. Problems involving this formula can help students learn to write expressions, solve equations, and make judgments as to the reasonableness of the answers found.

scholarly journals Teaching expats Russian as a foreign language

2019 ◽  
pp. 64-71
Author(s):  
A. Zhukovska
Keyword(s):  
Foreign Language ◽  
Learning Process ◽  
Traditional Approach ◽  
Russian Language ◽  
Elementary Level ◽  
New Approach ◽  
Approach To Teaching ◽  
Foreign Corporations ◽  
The Individual ◽  
The Russian Language

This article focused on the challenges of teaching the Russian language as a foreign language at elementary level on individual basis with expatriates-employees of foreign corporations working in Russia. The article discusses in detail the characteristics of this student category and analyzes the differences between the individual classes of the teacher of Russian as a foreign language with expatriate students, from working with students in a group. Meanwhile, there has been an attempt to substantiate a new approach to teaching this group of students, which by many criteria it should differ significantly from the traditional approach to teaching Russian as a foreign language, presented in modern textbooks for foreigners. Considering the information findings, teachers have to create their own teaching materials that cannot replace a professionally created textbook. Undoubtedly, this complicates the work of the teacher, slows down the learning process, and does not stimulate the students to work on classes.

scholarly journals Engaging EFL students with literature: An Algerian perspective

2020 ◽  
Vol 10 (2) ◽  
pp. 85-92
Author(s):  
Mohammed Kheladi
Keyword(s):  
Reader Response ◽  
Meaning Making ◽  
Traditional Approach ◽  
Thinking Skills ◽  
Teaching Literature ◽  
Language And Literature ◽  
Efl Students ◽  
Approach To Teaching ◽  
Role Of The Reader

The objective of the present paper is to argue for the necessity of engaging students with literature in the Algerian EFL context. It attempts to show that the interface between language and literature is conducive to learning potentials for students at the different levels of language and literary studies. On this basis and in response to the inadequacies of the traditional transmissive approach to teaching literature in the Algerian context, which have been reported in the findings of many investigative studies, the paper suggests the shift towards a process-oriented approach to teaching literature that is fundamentally task- based. It also acknowledges the role of the reader response stance in sustaining students’ engagement with the literary text by drawing on their own experiences and thinking skills in meaning making. Keywords: Engagement, EFL classroom, literature, process approach, traditional approach, task-based, reader response.

scholarly journals Teaching Methods Influencing the Sustainability of the Teaching Process in Technology Education in General Education Schools

2014 ◽  
Vol 16 (1) ◽  
pp. 89-101 ◽  
Author(s):  
Mart Soobik
Keyword(s):  
General Education ◽  
Technology Education ◽  
Teaching Methods ◽  
Basic Education ◽  
Traditional Approach ◽  
Teaching Process ◽  
Comprehensive Knowledge ◽  
Social And Economic Development ◽  
Approach To Teaching ◽  
Questionnaire Surveys

Abstract The sustainability of technology education is related to a traditional understanding of craft and the methods used to teach it; however, the methods used in the teaching process have been influenced by the innovative changes accompanying the development of technology. In respect to social and economic development, it is important to prepare young people, both boys as well as girls, with comprehensive knowledge and a basic education in technology for the benefit of their future life. Teachersí assessment of craft and technology education, from two different periods of time, are compared in light of two different national curricula in order to explain possible changes in teachersí conceptions related to the teaching methods of technology and examines teachersí opinions on the methods of technology education. This research attempts to find answers to the questions: What are teachersí attitudes towards teaching methods at the two different periods of time? What changes occurred in the teaching methods of the syllabi in light of the curricula adoptions in 2004 and in 2011? The research is based on questionnaire surveys administered across Estonia in 2004 and 2011. Findings indicate that during the two periods in question the teaching methods used by the teachers of technology education in Estonian schools shifted from the traditional approach to teaching towards a more constructivist approach. The researcher concludes that the teaching methods applied in technology education must keep current. Teaching would greatly benefit from the introduction of more activating teaching methods, particularly those connected with applying technology.

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