The Teacher

2021 ◽  
pp. 221-239
Author(s):  
Robert H. Woody
Keyword(s):  
Music Teachers ◽  
Skill Development ◽  
Educational Experience ◽  
Learner Autonomy ◽  
Psychological Research ◽  
Learning Objectives ◽  
Specific Learning

Most accomplished musicians can readily identify music teachers whose encouragement and instruction were instrumental in their skill development. Just as musicians must acquire a diverse set of skills to be succeed as performers, music teachers must develop their own range of specialized skills to be successful. Psychological research offers no support to the old saying that “Those can, do; those who can’t, teach.” Rather, those who can teach well typically do possess a skill set that is that differs from that of other musicians. This chapter explores the variety of factors that influence how effective musicians’ instructional efforts are. It explains the importance of building respectful relationships with students, planning instruction around specific learning objectives, and deliberately teaching generalizable music concepts. The chapter encourages teachers to support learner autonomy as to empower their students to have musically rich lives beyond the confines of their educational experience.

Using Virtual Environments to Achieve Learner Outcomes in Interprofessional Healthcare Education

2016 ◽  
pp. 900-921
Author(s):  
Michelle Aebersold ◽  
Dana Tschannen
Keyword(s):  
Clinical Judgment ◽  
Interprofessional Education ◽  
Educational Experience ◽  
Learning Objectives ◽  
Training Method ◽  
Learner Outcomes ◽  
Simulation Techniques ◽  
Effective Training ◽  
Virtual Simulations ◽  
Interprofessional Healthcare

The use of simulation in the training of healthcare professionals has become an essential part of the educational experience. Students and practitioners need to learn a variety of technical, interpersonal, and clinical judgment skills to be effective healthcare practitioners. Virtual simulation can provide an effective training method to facilitate learning and can be targeted to develop specific skills in the area of Interprofessional Education (IPE). This chapter reviews the literature around simulation techniques and outlines a development process that can be used to develop virtual simulations to meet a variety of learning objectives including IPE. Specific issues and solutions are also presented to ensure a successful educational experience.

Autonomy and Motivation in Higher Education

2020 ◽  
pp. 164-177
Author(s):  
Jonathan J. Felix
Keyword(s):  
Higher Education ◽  
Language Learning ◽  
Educational Experience ◽  
Learner Autonomy ◽  
Sense Of Agency ◽  
Frames Of Reference ◽  
Disciplinary Knowledge ◽  
Socially Constructed ◽  
Normative Practice ◽  
Learner Agency

Learner autonomy and motivation have been recognized by academics, researchers, and practitioners as both critical and problematic elements of linguistics and language learning, among other disciplines in higher education. The ongoing challenge lies at the heart of students exercising a critical sense of agency over their acquisition of disciplinary knowledge, educational experience, and applied practice. However, rather than being understood as a socially constructed action or outcome within limited frames of reference, learner autonomy and motivation may be viewed expansively as culture. Drawing on Raymond Williams's theory of culture and John Law's sociological concept of symmetry, this work attempts to explore how learner autonomy and motivation might be fostered and sustained, in an attempt to rethink how learner agency might be positioned as a normative practice.

Hidden Greenlands

2011 ◽  
pp. 61-73
Author(s):  
Frank Menchaca
Keyword(s):  
Information Literacy ◽  
Information Age ◽  
Information Resources ◽  
Learning Objectives ◽  
College And University ◽  
Library Resources ◽  
Classroom Assignment ◽  
Age Studies ◽  
Specific Learning

This chapter considers the role of libraries and educational publishers in the information age. Studies show that, for most college and university students, the trigger for research remains the classroom assignment. Tasks associated with specific learning objectives—writing a paper, preparing an interpretive reading, engaging in historical or statistical analysis—still motivate students to engage in research. What has changed is the fact that students no longer rely on librarians, libraries, or traditional publishers for information resources. They go directly to search engines. Today’s learners are, however, quickly overwhelmed and, despite being “digital natives,” struggle to evaluate information and organize it to build ideas. The ability of publishers, librarians, and libraries to address this issue will determine their relevancy in the 21st century and, perhaps, the success of students themselves in the information age. This chapter reviews a wide variety of literature and experiential data on information literacy, findability, metadata, and use of library resources and proposes how all players can re-think their roles.

How Pop Culture Increases Student Engagement and Reading Comprehension

2021 ◽  
pp. 341-361
Author(s):  
Kathryn C. Starke
Keyword(s):  
Instructional Practices ◽  
Subject Matter ◽  
Planning Process ◽  
Pop Culture ◽  
Background Knowledge ◽  
Learning Objectives ◽  
Elementary Educators ◽  
Full Understanding ◽  
Prior Experiences ◽  
Specific Learning

In this chapter, teachers will learn the importance of tapping into a child's prior experiences or background knowledge to help students gain the full understanding of a topic or subject matter. These practices help teachers recognize the background knowledge a student has on a subject matter; this information can assist them in their planning of a unit or specific learning objectives. This chapter provides elementary educators with practical ideas and a solid template or structure to help teachers brainstorm the countless ideas to weave pop culture into their instructional practices. Teachers should use these pages as a springboard to initiate the creative planning process to meet the needs of the students in their own classrooms. It is divided into sections of pop culture that are present in our 21st century society. As pop culture continues to change, teachers can use its appeal to get students excited about learning.

Framework for Developing and Assessing Business Education Wikis

2012 ◽  
pp. 13-26
Author(s):  
Sunil Hazari ◽  
Tiffany Penland
Keyword(s):  
Web 2.0 ◽  
Business Education ◽  
Teaching And Learning ◽  
New Technology ◽  
Learning Objectives ◽  
Web 2.0 Tools ◽  
Business Educators ◽  
Interactive Tools ◽  
Research And Design ◽  
Specific Learning

The use of Web 2.0 tools is becoming widespread in business education and educators are increasingly exploring the use of Blogs, Wikis, and Podcasts in their courses. For teaching and learning to be effective in new technology-based environments, there is a need to research and design Web 2.0 learning systems that are effective platforms for incorporating interactive tools to engage students in learning. Although Web 2.0 assignments are usually tailored to meet specific learning objectives of courses and instructions can be made available to students to address the technical nature of the environment, development and assessment of Web 2.0 assignments remains a challenge for most business educators. Using the context of wikis, this article proposes a framework for development and assessment of business education wikis to assist educators who want to explore the use of wikis in their courses.

Content Areas

2011 ◽  
pp. 24-49
Author(s):  
Lisa Dawley
Keyword(s):  
Learning Experience ◽  
Lesson Plan ◽  
Deep Understanding ◽  
Learning Objectives ◽  
Content Areas ◽  
Online Tool ◽  
Online Tools ◽  
Specific Learning ◽  
Over Time

The strengths and weaknesses of each tool are discussed in detail, and educators are taught to match the strengths of the specific tool to the learning objectives they seek to achieve in their courses. Multiple examples of objectives and online learning activities are provided to help instill a deep understanding of the power of each online tool. This leaves you with a long-term ability to adapt your own curriculum over time, because you have learned options for using a variety of online tools to achieve specific learning objectives. Finally, each chapter includes a sample lesson plan that demonstrates how to integrate the tool into the learning experience. These ideas and activities provide tried and true suggestions for creating an online environment that engages and empowers learners for success. And when your students are successful in learning, you are successful in teaching.

Designing and Using Simulations and Games

2010 ◽  
Author(s):  
Carolyn M. Shaw ◽  
Amanda Rosen
Keyword(s):  
Student Learning ◽  
Learning Objectives ◽  
Teaching Tool ◽  
International Studies ◽  
Custom Design ◽  
Different Types ◽  
Methodological Problems ◽  
Considerable Body ◽  
Traditional Class ◽  
Specific Learning

Simulations and games have been used in the international studies classroom for over fifty years, producing a considerable body of literature devoted to their study and evolution. From the earliest use of these techniques in the classroom, instructors have sought to identify and characterize the benefits of these tools for student learning. Scholars note, in particular, the value of simulations and games in achieving specific learning objectives that are not easily conveyed through lecture format. More recent writings have focused on what specific lessons can be conveyed through different types of exercises and have included detailed descriptions or appendices so that others can use these exercises. As simulations and games have become more widely incorporated into the classroom, a growing body of literature has provided instructions on how to custom design simulations to fit instructors’ specific needs. Although initial evaluations of the effectiveness of simulations were methodologically weak and flawed by research design, sampling, or other methodological problems, newer studies have become more sophisticated. Rather than simply arguing that simulations are (or are not) a better teaching tool than traditional class formats, there is greater recognition that simulations are simply one technique of many that can promote student learning. Scholars, however, are still seeking to understand under what conditions simulations and games are especially beneficial in the classroom.

scholarly journals EFL Teachers’ Perspectives on Learner Autonomy

2019 ◽  
Vol 7 (1) ◽  
pp. 51
Author(s):  
Irza Yuzulia ◽  
Fazri Nur Yusuf
Keyword(s):  
Decision Making ◽  
Learning Environment ◽  
Learner Autonomy ◽  
Learning Objectives ◽  
The Internet ◽  
Strong Belief ◽  
Classroom Activities ◽  
Learning Practices ◽  
Masters Degree

Teachers have a central role in fostering learner autonomy and their views regarding LA are essential. They should maintain the learning environment and activities to support LA. This research aimed to find out teachers’ attitudes towards their roles and learning practices to support LA. A questionnaire was administered to 19 teachers who are studying for a Masters degree at UPI. It is found that teachers rated their responsibilities in choosing classroom activities and evaluating students’ progress at the highest point. However, they viewed students’ decision making abilities in choosing learning objectives and evaluating their learning at the lowest score. Furthermore, the activities which teachers often recommended to are listen to English songs, read books and use the internet. It can be concluded that teachers have a strong belief towards their roles in LA. Even though they are already conscious about the importance of LA, it should be implemented into practice.

Motivation, Learning, and Game Design

2011 ◽  
pp. 528-543
Author(s):  
Mahboubeh Asgari ◽  
David Kaufman
Keyword(s):  
Video Games ◽  
Design Process ◽  
Game Design ◽  
Incidental Learning ◽  
Educational Games ◽  
Learning Objectives ◽  
Learning Materials ◽  
Games For Learning ◽  
Educational Computer ◽  
Specific Learning

While there are thousands of educational computer and video games in the market today, few are as engaging and compelling as entertainment games. Some entertainment games have also been used in classrooms and have proven to produce incidental learning (e.g., Civilization III, SimCity). This has demonstrated that learning can occur through playing computer and video games, although it does not address the question of how to design engaging games for learning that incorporate specific learning objectives. As educators, we generally design instruction by specifying our learning objectives and then developing our learning materials to address these objectives. The authors of this chapter argue that there are a number of elements used in entertainment games that motivate players, and using these elements in the design process for educational games based on learning objectives would create motivational and engaging educational games. This chapter outlines the elements needed to develop such games.

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