Conservatory Teaching and Learning

2014 ◽  
pp. 688-706
Author(s):  
Mary King ◽  
John Nix
Keyword(s):  
Teaching And Learning ◽  
Musical Theater ◽  
Training Programs ◽  
Selection Process ◽  
Music History ◽  
Language Teachers ◽  
Full Time ◽  
Graduate Curricula ◽  
The World ◽  
And Performance

The progression from enthusiast to professional is sometimes marked by full-time training in a conservatory. This chapter describes each aspect of the conservatory experience, from the selection process and successful auditioning, through undergraduate and graduate curricula, to advanced study and apprenticeships. At each stage, the similarities and differences between training programs for classical and musical theater performers are explored. Curricular descriptions include an emphasis on the roles of the singing teacher, the vocal coach, the spoken voice instructor, language teachers, movement specialists, and acting teachers. Other aspects are also considered, including coursework in music theory, music history, repertoire seminars, the study of another instrument, ensemble classes, and performance opportunities. Additional chapter resources include a list of websites of leading conservatories around the world.

scholarly journals Editorial

HOW ◽  
2020 ◽  
Vol 1 (27) ◽  
pp. 7-9
Keyword(s):  
Teaching And Learning ◽  
English Language ◽  
Language Teaching ◽  
Language Teachers ◽  
English Language Teaching ◽  
Language Teacher ◽  
Self Reflection ◽  
The World ◽  
English Language Teachers ◽  
Ethics In Research

New ways of thinking are constantly emerging in English language teachers around the world, new ways that open windows to other horizons in English language teaching and learning. In this first issue of HOW Journal in 2020, the English language teacher-authors articulate themes related to colonial issues, ethics in research, self-reflection, and novel implementations concerning teaching progress.

TRAINING TEACHERS IN PRACTICE. Michael Grenfell. Clevedon, UK: Multilingual Matters, 1998. Pp. iv + 187. $23.95 paper.

2001 ◽  
Vol 23 (3) ◽  
pp. 442-443
Author(s):  
Manel Lacorte
Keyword(s):  
Learning Strategies ◽  
North American ◽  
Teaching And Learning ◽  
Training Programs ◽  
Language Teaching ◽  
Language Teachers ◽  
Theoretical Treatment ◽  
The North ◽  
Language Teaching And Learning

Training Teachers in Practice is the ninth volume of the series Modern Languages in Practice, whose publications include both practical ideas and theoretical treatment on issues in language teaching and learning, such as motivation, fluency, learning strategies, and technology. This volume provides an engaging analysis of training modern (“foreign” in the North American terminology) language teachers, owing to the author's interest in (a) examining the diverse processes of reflection in the development of training programs in a range of different contexts, and (b) incorporating the teachers' own perspectives on such processes as the essence of the discussion.

scholarly journals Teaching and learning about teaching and learning: The Mastery Rubric for the Master Level (MR-ML)

2019 ◽  
Author(s):  
Rochelle E. Tractenberg
Keyword(s):  
Curriculum Development ◽  
Nurse Practitioner ◽  
Growth And Development ◽  
Teaching And Learning ◽  
Developmental Trajectory ◽  
Guild Structure ◽  
Evaluation Tool ◽  
Graduate Curricula ◽  
Master Level ◽  
And Performance

The Mastery Rubric is a curriculum development and evaluation tool. It articulates the knowledge, skills, and abilities (KSAs) of a given curriculum, together with the developmental trajectory that learning these KSAs is intended to follow. Mastery Rubrics have focused on graduate and post-graduate curricula, and utilize the European Guild Structure for staging growth and development of KSAs. Bloom’s taxonomy is also essential for describing the performance, and performance levels, in each stage. A defining characteristic of the Mastery Rubric is the Master level: the Master is qualified, with evidence, to take a learner from novice through to Master. However, the transition from competent independent performer of a set of KSAs to Master is not addressed in any of the Mastery Rubrics to date. This article describes three levels through which any instructor can progress in order to generate evidence they are qualified at the Master level for any Mastery Rubric, even those that have already been published to include a (single) Master level. These three levels describe the evidence that can be observed to represent early, middle, and late Master capabilities in terms of teaching, and assessing learning, in students and trainees. Two new Mastery Rubrics (MRs) have recently been completed, and neither has a Master level: one for Bioinformatics (MR-Bi) and one for the Nurse Practitioner (NR-NP). Although this new Mastery Rubric for the Master Level (MR-ML) can be used with all of the existing Mastery Rubrics to characterize the development of the Master’s engagement with theories and practicalities of learning, we use the MR-Bi and MR-NP to illustrate how the MR-ML can work with these two new MRs, and how individuals in any field can compile their evidence of the specific abilities to diagnose problems exhibited by those at earlier stages, devise remediating activities for those problems, and assess the result.

scholarly journals Foreword

2021 ◽  
pp. xi-xv
Author(s):  
Philip Hubbard
Keyword(s):  
Second Language Acquisition ◽  
Language Learning ◽  
Teacher Candidates ◽  
Teaching And Learning ◽  
Teacher Educators ◽  
Language Teachers ◽  
Constant Change ◽  
The World ◽  
Theory Research ◽  
Second Language Acquisition Theory

We live in an era of constant change. Sometimes that change is moderate and steady, such as the growth of social media, online video, and smartphone apps over the past decade or so. At other times, the change is swift and dramatic, as we saw when much of the world suddenly had to shift from predominantly classroom teaching and learning, to predominantly online with the onset of COVID-19. This constant change is true of all fields, and language teaching is no exception. In order to keep up with this change, language teachers need to stay current with (1) developments in second language acquisition theory, research, and pedagogy, and (2) relevant technologies and applications for language learning both inside and outside the classroom. For language teacher educators, knowing how to stay up-to-date is even more important as they are responsible for preparing teacher candidates for a lifetime of teaching in an evolving and unpredictable future...

Evaluation of Moodle, Canvas, Blackboard, and Open EdX

2020 ◽  
pp. 363-382
Author(s):  
Yunus Emre Öztürk ◽  
İsmail Gürler
Keyword(s):  
User Interface ◽  
Teaching And Learning ◽  
Selection Process ◽  
Document Analysis ◽  
Educational Methods ◽  
Digital World ◽  
The World ◽  
Methods And Techniques ◽  
E Learning ◽  
Learning Platforms

The digital world abolishing all the limitations to reach knowledge and removing the borders of the countries and even continents serves as a facilitator for everyone who wants to learn and reach knowledge. The growing demand for knowledge throughout the world also increases the need for a variety of courses from highly appreciated institutions and instructors in the most effective educational methods and techniques. Therefore, deciding which substructure or platform to be chosen by both enterprises to make a profit and learners to acquire knowledge in the most suitable way is becoming a more challenging issue for both counterparts of teaching and learning. In order to make this selection process easy, based on the document analysis method, this chapter presents an evaluative report on globally popular e-learning platforms including Canvas, Blackboard, Moodle, and Open edX in terms of their market share, user interface, feature strengths and weaknesses, and it reaches a conclusion by comparing and contrasting their differences and similarities.

scholarly journals Acting the Intangible: Hints of Politeness in Non-Verbal Form

2017 ◽  
Vol 10 (11) ◽  
pp. 111
Author(s):  
Jumanto Jumanto ◽  
Sarif Syamsu Rizal ◽  
Raden Arief Nugroho
Keyword(s):  
General Public ◽  
Teaching And Learning ◽  
English Language ◽  
Review Paper ◽  
English Language Teaching ◽  
Verbal Interactions ◽  
Verbal Form ◽  
The World ◽  
To Come ◽  
And Performance

This review paper has explored politeness in non-verbal form to come to hints for indicating the ideology. Politeness in non-verbal form is researched by reviewing verbal politeness theories through interpretive techniques, and then the data in form of interpreted hints based on the reviews are analyzed by employing a coding technique. The six non-verbal hints of politeness found out based on the theoretical reviews are silence for politeness, gestures for politeness, gifts for politeness, observance of norms, rules, and regulations for politeness, adjusted behavior for politeness, and performance for politeness. The hints expectedly provide a sufficient account for non-verbal politeness in interactions or communication between a speaker and a hearer. The findings also encourage promoting harmony among speakers of languages in non-verbal interactions or communication, especially in formal situations or in the general public. The hints are hopefully also worth considering in the context of English language teaching and learning across languages and cultures in the world.

scholarly journals ELT Online Teachers’ Professional Development During the Covid-19 Pandemic Outbreak: Perceptions, Implications and Adaptations

2021 ◽  
Vol 11 (10) ◽  
pp. 1161-1170
Author(s):  
Abdullah Al-Bargi
Keyword(s):  
Professional Development ◽  
Mixed Methods Research ◽  
Online Teaching ◽  
Teaching And Learning ◽  
English Language ◽  
Language Teachers ◽  
Future Research ◽  
Full Time ◽  
Structured Interviews ◽  
Online Teachers

As lockdown restrictions were implemented in most countries around the world with the subsequent transition to full-mode online teaching and learning, English language teachers (ELTs) in particular, had to adapt and adopt new teaching strategies. These unexpected changes to the medium or mode of teaching necessitated the provision of efficacious and coherent professional development (PD) training in order to smoothly navigate the transition from full-time (or semi full-time) onsite teaching and learning to full-mode online teaching. This research study, based on sequential explanatory mixed-methods research design, is aimed at exploring the availability and provision of ELT PD opportunities at English Language Institutes (ELIs)/English Language Centers (ELCs), at five major universities in Saudi Arabia and the perception of the ELT teachers on its coherence and adequacy. A total of 307 English as a Foreign Language (EFL) male and female teachers participated in a custom designed 20-item questionnaire on a 5-point Likert scale, as well as ten EFL teachers (6 female and 4 male) taking part in 40-minute semi-structured interviews, to explore their perception and opinions of online PD opportunities. Analysis of results of the gathered data indicated that the majority of the teachers felt that there were adequate online PD opportunities while the structures of these opportunities sufficiently addressed most of their needs. However, some teachers voiced concerns regarding the correlation between contextual, full-mode online teaching and the online PD sessions provided. Implications and recommendations for stake holders as well as for future research are given at the end of this study.

THE FEATURES OF ORGANIZING BLENDED LEARNING USING LMS MOODLE

2018 ◽  
pp. 43-50 ◽  
Author(s):  
E. V. Karmanova
Keyword(s):  
Online Learning ◽  
Blended Learning ◽  
Online Training ◽  
Educational Process ◽  
Learning Technology ◽  
Full Time ◽  
Educational Organizations ◽  
Teaching Materials ◽  
The World

The technology of blended learning is one of the modern trends in education both in the world and in Russia. The article explores the various possibilities of blended learning technology. As a means of implementing online learning, it is proposed to use LMS Moodle, which is widely used among educational organizations. The categorization of the main elements of Moodle from the perspective of the organization of pedagogical control, forms of presentation of teaching materials is presented. Examples of the use of basic resources and elements of Moodle in the educational process are given. The interactive properties of individual elements those allow you to more effectively implement online learning in blended learning technology are revealed. An approach is proposed to understand the essence of blended learning technology as a technology that allows to activate a student’s activities in the framework of full-time education by using online training and transferring (from full-time education) those activities that students are able to implement in the absence of a teacher.

Alignment

2016 ◽  
pp. 33-50
Author(s):  
Pier Giuseppe Rossi
Keyword(s):  
Teaching And Learning ◽  
Enactive Approach ◽  
The World ◽  
Strategic Role ◽  
Education Today ◽  
Current Context ◽  
The Subject

The subject of alignment is not new to the world of education. Today however, it has come to mean different things and to have a heuristic value in education according to research in different areas, not least for neuroscience, and to attention to skills and to the alternation framework.This paper, after looking at the classic references that already attributed an important role to alignment in education processes, looks at the strategic role of alignment in the current context, outlining the shared construction processes and focusing on some of the ways in which this is put into effect.Alignment is part of a participatory, enactive approach that gives a central role to the interaction between teaching and learning, avoiding the limits of behaviourism, which has a greater bias towards teaching, and cognitivism/constructivism, which focus their attention on learning and in any case, on that which separates a teacher preparing the environment and a student working in it.

70. Supporting IMG integration into residency trainings

2007 ◽  
Vol 30 (4) ◽  
pp. 67
Author(s):  
S. Glover Takahashi ◽  
M. Alameddine ◽  
D. Martin ◽  
S. Verma ◽  
S. Edwards
Keyword(s):  
Training Program ◽  
Residency Training ◽  
Training Programs ◽  
Comprehensive Evaluation ◽  
International Medical ◽  
Full Time ◽  
Design Development ◽  
Course Content ◽  
Medical Trainees ◽  
Personal Wellness

This paper is describes the design, development, implementation and evaluation of a preparatory training program for international medical trainees. The program was offered for one week full time shortly before they begin their residency training programs. First the paper reports on the survey and focus groups that guided the learning objectives and the course content. Next the paper describes the curriculum development phase and reports on the topical themes, session goals and objectives and learning materials. Three main themes emerged when developing the program: understanding the educational, health and practice systems in Canada; development of communication skills; and supporting personal success in residency training including self assessment, reflection and personal wellness. Sample lesson plans and handouts from each of the theme areas are illustrated. The comprehensive evaluation of the sessions and the overall program is then also described. The paper then summarizes the identified key issues and challenges in the design and implementation of a preparatory training program for international medical trainees before they begin their residency training programs. Allan GM, Manca D, Szafran O, Korownyk C. Workforce issues in general surgery. Am Surg. 2007 Feb; 73(2):100-8. Dauphinee, WD. The circle game: understanding physician migration patterns within Canada. Acad Med. 2006 (Dec); 81(12 Suppl):S49-54. Spike NA. International medical graduates: the Australian perspective. Academic Medicine. 2006 (Sept); 81(9):842-6.

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