scholarly journals INNOVATIVE TEACHING METHODS AS A MEANS OF DEVELOPMENT OF GIFTED PERSONALITY (BASED ON THE EXPERIENCE OF THE ACTIVITY OF THE “UNIVERSITY OF THE GIFTED CHILD” AT VASYL STEFANYK PRECARPATHIAN NATIONAL UNIVERSITY)

2021 ◽  
pp. 92-96
Author(s):  
H. V. Bilavych ◽  
L. V. Iliichuk ◽  
S. В. Malona ◽  
B. P. Savchuk ◽  
O. Ja. Dovgij ◽  
...  
Keyword(s):  
Teaching Methods ◽  
Gifted Students ◽  
Gifted Child ◽  
Innovative Teaching ◽  
Information Models ◽  
Teachers And Students ◽  
National University ◽  
Didactic Material ◽  
Education And Development ◽  
The University

Abstract. The purpose of the article is to analyze the activities of the “University of the Gifted Child” at Vasyl Stefanyk Precarpathian National University on the development of gifted students through the prism of the use of innovative teaching methods. One of the key tasks of the RMC “University of the Gifted Child” is the development of academic, aesthetic, sports, practical, other types of giftedness of children and scientific and methodological support of this process; creating an appropriate methodological complex on child development, development of classes, didactic material; introduction of experimental and innovative activities, development of information models of education and development of the child, intellectual information environments for educational purposes, etc. Teachers and students build their work with children on the basis of coaching.

scholarly journals STUDY OF MOTIVATION TYPES OF ENGLISH-MAJORING STUDENTS AND DEMOTIVATING FACTORS - IN THE CONTEXT OF NATIONAL UNIVERSITY OF MONGOLIA, ERDENET SCHOOL

2020 ◽  
pp. 083
Author(s):  
Solongo Shagdarsuren ◽  
Ulambayar Batchuluun ◽  
Daniel Lindbergh Lang
Keyword(s):  
Foreign Language ◽  
English Learning ◽  
Factors Affecting ◽  
Credit Hours ◽  
Teachers And Students ◽  
National University ◽  
English Learning Motivation ◽  
The University ◽  
Academic Year ◽  
Learning English

A decline in number of credit hours of English courses for English-majoring students at National University of Mongolia is forcing teachers and students to focus on how to learn English more effectively and what factors would affect that process within credit hours allowed at the university. However, the English teaching class hours in Mongolian secondary schools have been increasing for the last few years, due to the interest in learning English as a foreign language, and resulting in a growth in the demand for English teachers. This study has a goal to investigate into motivation of English-majoring students towards learning English and the factors affecting them to be demotivated. Twenty students studying English as a major at National University of Mongolia, Erdenet School completed the research questionnaire  which intended to discover English learning motivation through 12 items and attended focus group interview with 5 questions to find internal and external demotivating factors in 2019-2020 academic year. The students had instrumental orientation and demonstrated a strong desire to learn English. Furthermore, they were demotivated by their teachers’ and classmates’ attitudes and living conditions. The researchers suggested some recommendations based on the study findings. 

scholarly journals Einige Erfahrungen und Gedanken über Hochschuldidaktik an der Massenuniversität / Some remarks and observation on teaching methods at university with mass student attendence

1976 ◽  
Vol 5 (1) ◽  
Author(s):  
Carol Hagemann-White
Keyword(s):  
Teaching Methods ◽  
Final Section ◽  
University Teaching ◽  
Teaching Behavior ◽  
Large Numbers ◽  
University Of Berlin ◽  
Teachers And Students ◽  
Fruitful Cooperation ◽  
The University ◽  
The Relationship

AbstractThe author reports her experience of and observations on the teaching of sociology at the Free University of Berlin. She examines the teaching behavior of the instructors, the relationship between colleagues, and those between teachers and students. Certain tendencies in the practice of teaching are viewed as expressing a form of coping by projection with the failures experienced in trying to reform studies, failures that are in fact caused by the unfavorable real conditions at the university. A tendency to make university teaching more like schooling is observed; reasons for this are found in the effects of pressure towards professional competition, which prevents both fruitful cooperation between instructors and genuine communication with students. The additional difficulties experienced by women in teaching are described. In the final section conclusions are drawn in the form of practical suggestions which take account of the actual possibilities of a university with very large numbers of students.

scholarly journals EFFECTIVENESS OF TEACHING METHODS USED IN HIGHER EDUCATION: A CASE STUDY OF EUROPEAN UNIVERSITY OF MADRID, SPAIN

2015 ◽  
Vol 67 (1) ◽  
pp. 17-28
Author(s):  
Leila Bardasuc ◽  
Jose Luis Martinez Rubio ◽  
Nicusor Marcel Udrea ◽  
Monica Delia Domnica
Keyword(s):  
Higher Education ◽  
Teaching Methods ◽  
Foreign Students ◽  
New Technologies ◽  
Study Program ◽  
Innovative Teaching ◽  
Study Programs ◽  
E Learning ◽  
The University ◽  
European University

The purpose of this research was to determine the effectiveness of various teaching methods used in higher education and the perception of the students regarding these methods. In order to determine the possible ways to obtain strategic advantages and benefit from the strengths, the university has to know what drives foreign students in choosing a certain study program, even if it is outside their country of origin. At the same time, knowing the disadvantages that prevent them from doing so, helps the university include ways to correct the weaknesses or to offer solutions to them. The students, participating in this research, are enrolled at the European University in Madrid, from different study programs and degrees (license, master and doctoral programs) and were asked to answer a questionnaire about the use of teaching methods, about their perceptions upon effective teaching and the reasons that have determined them to choose to follow a study program. The results were in favor of a higher use of projects, group activities and case studies during classes and seminars at the European University of Madrid and of using new technologies in the educational system (e-learning, simulations, use of intranet, and activities in laboratories). As a primer characteristic searched for when choosing a study program, the students mentioned practice, mainly for developing abilities useful for applying for a job as soon as possible. It is, therefore, important to analyze the teaching methods and this research helps us understand how students see the teaching process and which are the methods that help them to better understand and to be more active during classes. Key words: creativity development, innovative teaching, practical activities, teaching methods.

scholarly journals Research on the construction of music appreciation ecological classroom and the innovation of teaching methods

2021 ◽  
Vol 235 ◽  
pp. 02034
Author(s):  
Li Yu
Keyword(s):  
Teaching Methods ◽  
Teaching Method ◽  
Music Appreciation ◽  
Educational Models ◽  
Innovative Teaching ◽  
Teaching Content ◽  
Teachers And Students ◽  
The One ◽  
The Right ◽  
Learning Concept

Music appreciation is one of the indispensable courses. It plays a key role in cultivating students’ aesthetic ability and perfecting students’ personality. The purpose of the Ecology Curriculum is to create an equal and relaxed classroom atmosphere between the teachers and students during the course of the course. Let students and teachers grow together in this harmonious and happy environment, aiming at the problems that the existing courses are not valued, the teaching content is not cautious, and the teaching materials are not standardized. This paper proposes that on the one hand, it is necessary to improve the music appreciation ecological course, on the other hand, it is necessary to improve the teaching method. Measures to improve the Ecology Course for Music Appreciation include a complete teaching, a clear teaching plan and appropriate textbooks. The diversification of teaching methods and the enrichment of educational models are also important methods for innovative teaching methods. At the same time, it is important that students have the right learning concept in the music appreciation course and the school’s support for the faculty and equipment.

scholarly journals INNOVATIVE TEACHING METHODS IN HIGHER EDUCATION

2020 ◽  
Author(s):  
Shobhana Puranik
Keyword(s):  
Higher Education ◽  
21St Century ◽  
Teaching Methods ◽  
Teaching And Learning ◽  
Employability Skills ◽  
Traditional Teaching ◽  
Interactive Teaching ◽  
Innovative Teaching ◽  
Teachers And Students ◽  
Teaching Learning

21st Century is the age of cataclysmic change and creativity. India needs educated man power in huge numbers. Traditional teaching learning methodology is outdated and best methods are to be identified to improve the required skills of the teachers and students. There exists a strong need to change pedagogy from fact-based traditional lecturing to interactive teaching with the aim of fostering durable and employability skills. To address this problem, innovation in teaching and learning has become essential. Adoption of various methods and strategies as mentioned in the paper will help in getting the desired outcome. The present paper describes innovative teaching methods being adopted by higher educational institutes in the country.

scholarly journals STUDENT ENGAGEMENT: MORE THAN BELLS AND WHISTLES

Obiter ◽  
2019 ◽  
Vol 40 (1) ◽  
Author(s):  
Elizabeth Snyman-Van Deventer
Keyword(s):  
Student Engagement ◽  
Teaching Methods ◽  
Teaching And Learning ◽  
Social Activity ◽  
Learning Ability ◽  
Access To Information ◽  
Innovative Teaching ◽  
Education Environment ◽  
The University ◽  
Fast Access

Student engagement is the time, effort and energy that students spend on all educational activities that enhance their learning ability. The improvement of student engagement is the principal aim of the Learning in Law project embarked upon by the Department of Mercantile Law at the University of the Free State (UFS), South Africa. One of the aims of the project, which is run in collaboration with the university’s Centre for Teaching and Learning, is to help lecturers develop innovative teaching methods and techniques to ensure in-class student engagement. As modern-day students are used to fast access to information, entertainment and social activity via their mobile devices, new teaching methods to catch and hold their attention and promote participation are needed. This contribution not only makes the case for new ways of teaching law in a changing higher education environment, but also suggests specific steps and techniques to be considered, drawing from the experience of the UFS’s Department of Mercantile Law.

scholarly journals TEACHING PRACTICUM ACTIVITIES AT THE UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES - VIETNAM NATIONAL UNIVERSITY, HANOI FROM THE TEACHERS’ AND STUDENTS’ PERSPECTIVES

2019 ◽  
Vol 35 (2) ◽  
Author(s):  
Nguyen Thuy Lan
Keyword(s):  
Foreign Language ◽  
Training Program ◽  
Student Teachers ◽  
Teacher Education Program ◽  
International Studies ◽  
Language Teacher Education ◽  
Teaching Practicum ◽  
Teachers And Students ◽  
National University ◽  
The University

Practicum is always an important and indispensable component in a training program  in general and a foreign language teacher education program in particular. Through this activity, students will be able to put their acquired knowledge into practice, thereby shortening the gap of "apprenticeship" of young graduates. To assess the appropriateness of the current teaching practicum at the University of Languages and International Studies  - Vietnam National University, Hanoi (ULIS-VNU), the study has conducted a survey with 30 teachers and 100 students. The initial results show that in terms of practicum duration and implementation time, most teachers required that the duration should be increased because 06 weeks was not enough for students to practice and learn from experience. However, most students believed that the current internship was reasonable in the final semester of the training program. Concerning the time of starting the internship, the majority of teachers said that students should start their internship in the last semester when they had sufficient foreign language skills and pedagogical skills; students conversely preferred to practice earlier. In terms of skills and knowledge that need to be equipped for students, all participants agreed that the training of soft skills should be added. In terms of the highschools that receive student teachers, most participants believed that those should be selected by the university; however, the schools’ level of support and effectiveness in guiding students were not highly appreciated. The initial findings of this study may serve as suggestions for the continous revision and improved facilitation of the teaching practicum activities at ULIS-VNU to achieve the goals of training prospective student-teachers.

scholarly journals TEACHERS’ WRITTEN FEEDBACK: HOW TO MAKE IT WORK MORE EFFECTIVELY IN A LANGUAGE CLASSROOM?

2020 ◽  
Vol 36 (3) ◽  
Author(s):  
Phung Thi Kim Dung
Keyword(s):  
Effective Teachers ◽  
Student Writing ◽  
Written Feedback ◽  
International Studies ◽  
Current Feedback ◽  
Language Classroom ◽  
Teachers And Students ◽  
National University ◽  
Process Feedback ◽  
The University

Teachers’ response to student writing is a vital, though neglected, aspect of second language composition research. This present study adds to previous research through the development and implementation of an original study which investigates the current feedback-giving practice of the teachers and their students’ opinions on feedback as well as their recommendations for improving it. The subjects involved in the study were 200 second-year students and 20 teachers at the University of Languages and International Studies (ULIS) under Vietnam National University, Hanoi (VNU) who are currently teaching or have taught writing before. These teachers and students were invited to join the survey, to answer the questionnaires, to participate in the interview, and to provide the source for observation. The research reveals that there exist a lot of problems concerning teachers’ responding methods, their feedback focus, their frequent types and forms of feedback as well as what they have actually done to help their students process feedback successfully. Meanwhile, the students report their opinions and preferences for more effective teachers’ feedback, which clearly reveals the mismatch between what the teachers often give and what the students would like to get. On this basis, the study recommends several important directions for teachers to utilize in improving their feedback, helping students process feedback more effectively and thus creating a condition in which learners learn to write more easily and successfully

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