YouTube in the secondary classroom: how teachers use instructional videos in mainstream classrooms

2021 ◽  
pp. 1-13
Author(s):  
Matthew Fyfield
Keyword(s):  
Instructional Videos ◽  
Mainstream Classrooms ◽  
Secondary Classroom

scholarly journals Supplemental Online Learning Tools (SOLTs) to Support Deaf and Hard of Hearing Students in Introductory Statistics Courses

2020 ◽  
Vol 23 (1) ◽  
pp. 1-22
Author(s):  
Jacqueline McClive ◽  
◽  
Keith Mousley ◽  
Carol E. Marchetti ◽  
David Simkins ◽  
...  
Keyword(s):  
Online Learning ◽  
Hard Of Hearing ◽  
Introductory Statistics ◽  
Learning Tools ◽  
Sign Language Interpreters ◽  
Instructional Videos ◽  
Mainstream Classrooms ◽  
Language Knowledge ◽  
Student Researchers ◽  
And Mathematics

Research in most Science, Technology, Engineering, and Mathematics (STEM) disciplines uses statistical methods. Thus as students develop into research scientists, introductory statistics serves as a gateway course. If students struggle to incorporate statistics into their knowledge base, they may be effectively kept from careers that rely on statistics. Students who are Deaf or Hard-of-Hearing (DHH) learn differently and thus may lag behind their hearing counterparts in mainstream classrooms. In part, a gap in language knowledge can impede the understanding of statistics topics. What is a variable? What does it mean to have a distribution? With sign language interpreters and other support services, many mainstream instructors believe that DHH students have equal access to learning in their classrooms. Yet variations of instructional skill, interpreter knowledge of the discipline, and the lack of alternative representations of content often result in access that falls short of "equal". This paper describes the work of a team of faculty and student researchers seeking best practices for creating supplemental online learning tools. Starting from a list of prioritized challenging topics in statistics, the team developed a number of strategies and produced a pilot set of instructional videos. Formative feedback led to revised videos, which provided a significant gain in knowledge for DHH students when shown in an experimental setting.

The Impact of Pragmatic Delays for Deaf and Hard of Hearing Students in Mainstream Classrooms

PEDIATRICS ◽  
2020 ◽  
Vol 146 (Supplement 3) ◽  
pp. S292-S297
Author(s):  
Louise Paatsch ◽  
Dianne Toe
Keyword(s):  
Hard Of Hearing ◽  
Mainstream Classrooms ◽  
The Impact

Decision-making regarding adjustments for students with special educational needs in mainstream classrooms

2020 ◽  
pp. 1-27
Author(s):  
Mark Carter ◽  
Amanda Webster ◽  
Jennifer Stephenson ◽  
Neale Waddy ◽  
Robert Stevens ◽  
...  
Keyword(s):  
Decision Making ◽  
Educational Needs ◽  
Special Educational Needs ◽  
Mainstream Classrooms

scholarly journals The Virtual Neurologic Exam: Instructional Videos and Guidance for the COVID-19 Era

2020 ◽  
Vol 47 (5) ◽  
pp. 598-603 ◽  
Author(s):  
Mariam Al Hussona ◽  
Monica Maher ◽  
David Chan ◽  
Jonathan A. Micieli ◽  
Jennifer D. Jain ◽  
...  
Keyword(s):  
Movement Disorder ◽  
Neurological Examination ◽  
Cognitive Testing ◽  
Practical Approach ◽  
Neurologic Examination ◽  
Instructional Videos ◽  
Clinical Assessments ◽  
Virtual Visits ◽  
Virtual Medicine

ABSTRACTObjective:To outline features of the neurologic examination that can be performed virtually through telemedicine platforms (the virtual neurological examination [VNE]), and provide guidance for rapidly pivoting in-person clinical assessments to virtual visits during the COVID-19 pandemic and beyond.Methods:The full neurologic examination is described with attention to components that can be performed virtually.Results:A screening VNE is outlined that can be performed on a wide variety of patients, along with detailed descriptions of virtual examination maneuvers for specific scenarios (cognitive testing, neuromuscular and movement disorder examinations).Conclusions:During the COVID-19 pandemic, rapid adoption of virtual medicine will be critical to provide ongoing and timely neurological care. Familiarity and mastery of a VNE will be critical for neurologists, and this article outlines a practical approach to implementation.

scholarly journals Interdisciplinary conversations in STEM education: can faculty understand each other better than their students do?

2021 ◽  
Vol 8 (1) ◽  
Author(s):  
Jeffrey M. Rabin ◽  
Adam Burgasser ◽  
Thomas J. Bussey ◽  
John Eggers ◽  
Stanley M. Lo ◽  
...  
Keyword(s):  
Cultural Differences ◽  
Stem Education ◽  
Interdisciplinary Collaboration ◽  
Rate Of Change ◽  
Theory And Practice ◽  
College Mathematics ◽  
Instructional Videos ◽  
Interdisciplinary Projects ◽  
Shared Understandings ◽  
Better Than

AbstractRate of change concepts from calculus are presented and applied rather differently in college mathematics, physics, biology, and chemistry classes. This is not simply a matter of pedagogical style but reflects real cultural differences between these disciplines. We describe the efforts of our interdisciplinary collaboration to understand and reconcile these differences as we designed and discussed instructional videos for students. We summarize our conversations about terminology, notation, functions, rates, units, and sign conventions across the disciplines. We present some strategies that enabled us to communicate effectively, resolve confusions, and reach shared understandings. Our work has implications for others involved in collaborative interdisciplinary projects and for STEM educators.In theory, there’s no difference between theory and practice. But in practice, there is.– Benjamin Brewster. Also attributed to Yogi Berra.

Koories in the Classroom

1985 ◽  
Vol 13 (5) ◽  
pp. 34-38 ◽  
Author(s):  
P. Bamblett
Keyword(s):  
Social Order ◽  
Teaching Styles ◽  
Educational Facilities ◽  
Cultural Traditions ◽  
British Occupation ◽  
Mainstream Classrooms ◽  
Dominant Society ◽  
Children’S Behaviour ◽  
Australian Tradition ◽  
Aboriginal Children

Despite growing initiatives in Aboriginal-designed educational facilities, most Aboriginal children still undertake their schooling in mainstream classrooms where methodology and organisation have evolved according to a white Australian tradition.The school system is an institution relentlessly perpetuating the stereotypes and social order that have been Australia’s since the British occupation. Aboriginal children are seen to ‘underachieve’ in terms of a system designed to meet the needs of the dominant society. While ‘underachievement’ may be slightly diminished by adjustments in teaching styles, these changes should be part of an overall classroom strategy that is based on an understanding of Aboriginal characteristics and cultural traditions, and a realisation that Aboriginal children’s behaviour reflects their experience of a largely racist society.

Sign in / Sign up

Export Citation Format

Share Document