Tactile Teaching Methods Support Students with Visual Impairment in Training for a Career in Chiropractic

2019 ◽  
Vol 113 (6) ◽  
pp. 557-565
Author(s):  
Aditi Joshi ◽  
Sue Ray ◽  
Donna H. Odierna ◽  
Monica Smith
Keyword(s):  
Visual Impairment ◽  
Teaching Methods ◽  
Support Students

scholarly journals PELATIHAN IMPLEMENTASI KURIKULUM 2013 BAGI GURU SD DI KOTA SEMARANG

2015 ◽  
Vol 5 (2) ◽  
pp. 5
Author(s):  
Fine Reffiane ◽  
Henry Januar Saputra ◽  
Moh. Aniq Kh.B
Keyword(s):  
Public Service ◽  
Teaching Methods ◽  
Primary Schools ◽  
Important Thing ◽  
Teaching Curriculum ◽  
Support Students

AbstractCurriculum 2013 (henceforth: K13) is designed to support students?óÔé¼Ôäó competence in knowledge, skill and attitude. They can be achieved from learning the series of subjects as a continuum supporting to the competence. Providing teachers is one important thing in K13 because they meet a change of teaching methods. They do not only give materials in the head of the class, but also encourage their students to act creatively and make them speak courageously. Training K13 attempts to formalize the teachers?óÔé¼Ôäó mindsets to prepare, conduct, and evaluate learning based on the approach and evaluation of K13 correctly. The approaches offered in this public service include systemic and continuing steps. After training, the teachers get the information on how to apply K13 and how to make a set of teaching curriculum in primary schools (SD/MI) so that they can improve their skills in applying their teaching.Keywords: Curriculum 2013, Learning InstrumentsAbstrakKurikulum 2013 dirancang untuk memperkuat kompetensi siswa dari sisi pengetahuan, keterampilan dan sikap secara utuh. Proses pencapaiannya melalui pembelajaran sejumlah mata pelajaran yang dirangkai sebagai suatu kesatuan yang saling mendukung pencapaian kompetensi tersebut. Penyiapan guru sangat penting karena dalam kurikulum baru metode pengajaran mengalami perubahan. Guru tidak lagi berdiri di depan kelas memberikan materi, tetapi dituntut mampu mendorong siswa untuk kreatif dan berani berbicara. Pelatihan Kurikulum 2013 bertujuan agar terjadi perubahan pola fikir (mindset) guru dalam mempersiapkan pembelajaran, melaksanakan pembelajaran, dan mengevaluasi hasil pembelajaran sesuai dengan pendekatan dan evaluasi pembelajaran pada Kurikulum 2013 dengan baik dan benar. Metode pendekatan yang ditawarkan pada pengabdian masyarakat ini meliputi tahapan-tahapan yang dilakukan secara sistematis dan berkesinambungan. Setelah mengikuti pelatihan, guru mendapatkan informasi tentang penggunaan kurikulum 2013 di tingkat SD/MI serta ketrampilan guru dalam pembuatan perangkat pengajaran kurikulum SD/MI meningkat.Kata kunci: kurikulum 2013, perangkat pembelajaran

scholarly journals ANALYZING THE IMPACT OF TEACHING METHODS TOWARDS STUDENTS’ ATTITUDES AND THEIR ACHIEVEMENTS IN MATHEMATICS AT SECONDARY LEVEL

2021 ◽  
Vol 1 (2) ◽  
Author(s):  
Lubna Shaheen, Aliya Ayub, Khadija Kareem
Keyword(s):  
Secondary School ◽  
Teaching Methods ◽  
Attitude Scale ◽  
School Level ◽  
Single Subject ◽  
Achievement Level ◽  
Secondary School Level ◽  
Students Attitudes ◽  
The Impact ◽  
Support Students

Mathematics is a vital subject and it considered as the key to development in society. In the development and enhancement of society Mathematics has play a forthright act from pre-historic period to the present. It is essential to provide clear concepts of Mathematics to Students because at secondary school level every single subject has a connection with Mathematics and support students to grasp the concepts of supplementary subjects too. The purpose of this study was to describe the teaching methods and the relationship between students’ attitude and their achievement in Mathematics at Secondary School Level. The data was collected from the questionnaire to be filled by the Mathematics teachers of class 9th. Secondly, a survey (Fennema Sharman attitude scale) of students’ attitude towards Mathematics was carried out and an achievement test was conducted to assess the achievement level of students in the subject of Mathematics. The data was analyzed statistically. Findings show that teachers are using traditional methods of teaching Mathematics which are not that much useful for students to change their attitude in Mathematics and increase their achievement also.  

scholarly journals Student Impression Management in the Classroom

2018 ◽  
Vol 1 (1) ◽  
pp. 69 ◽  
Author(s):  
Julita Haber ◽  
Robert Tesoriero
Keyword(s):  
Student Learning ◽  
Impression Management ◽  
Teaching Methods ◽  
Effort Level ◽  
Concise Review ◽  
Management Literature ◽  
Support Students ◽  
Cybernetic Theory ◽  
Improved Student Learning

<p><em>With the</em><em> </em><em>growing shift from lecture-style teaching methods to interactive and experiential group exercises, instructors need to know more about their students, such as</em><em> </em><em>their desired impressions, to adequately engage and support students’ social</em><em> </em><em>interactions. This study addresses this need by</em><em> </em><em>providing an overall understanding of the types of images that are important for students to project when interacting with others in a classroom. After a concise review of impression management literature and grounding our reasoning in cybernetic theory </em><em>(Bozeman &amp; Kacmar, 1997) </em><em>this study offers an insight of the positive impressions students desire to project in front of their peers and professors and the negative impressions students aim to avoid. With</em><em> </em><em>a two-part</em><em> </em><em>survey based on 269 responses, we measured students’ ranking of specific images</em><em> </em><em>and the effort level they exerted towards achieving or avoiding them. We offer suggestions of how these findings can be integrated into teaching for improved student learning and experiences. </em><em></em></p>

Instructional Effectiveness of Learning Objects

2011 ◽  
pp. 532-552
Author(s):  
Tomi Jaakkola ◽  
Sami Nurmi
Keyword(s):  
Teaching Methods ◽  
Experimental Studies ◽  
Learning Objects ◽  
Procedural Learning ◽  
Instructional Designers ◽  
Traditional Teaching ◽  
Exploration Process ◽  
Traditional Teaching Methods ◽  
Drill And Practice ◽  
Support Students

There has been a clear lack of rigorous empirical evidence on the effectiveness of learning objects (LOs) in education. This chapter reports the results of four experimental studies that investigated the effectiveness of drill-and-practice and simulation-type LOs in comparison to more traditional teaching methods. Results suggest that a simulation LO that works as a tool to support students’ exploration process can be especially helpful to students’ inquiry learning, but drill-and-practice LOs are less effective than traditional teaching methods in procedural learning. Findings also strongly suggest that we should not see LOs and traditional methods as rivals but as being complementary to one another. The authors hope that the results can inform teachers, instructional designers, and content producers as to what aspects they should consider when designing and implementing LOs in different educational contexts.

scholarly journals Challenges, Counselling Needs, and Coping Strategies of Students with Visual Impairment in Regular Secondary Schools in Nigeria

2017 ◽  
Vol 6 (1) ◽  
pp. 111-137 ◽  
Author(s):  
Hyginius C. Okonkwo ◽  
Mary G. Fajonyomi ◽  
Joshua A. Omotosho ◽  
Mary O. Esere ◽  
Bolanle O. Olawuyi
Keyword(s):  
Secondary Schools ◽  
Visual Impairment ◽  
Coping Strategies ◽  
Teaching Methods ◽  
Cross Sectional ◽  
Counselling Needs ◽  
Cross Sectional Design ◽  
And Coping ◽  
Descriptive Survey ◽  
Modern Technologies

Abstract This study investigated challenges, counselling needs and coping strategies of students with visual impairment in regular secondary schools in Nigeria. The descriptive survey of cross-sectional design was employed for the study. Five hundred and twenty-seven students with visual impairment in regular secondary schools were included in the survey by using purposive and captive sampling techniques. The findings of the study revealed that the challenges of students with visual impairment in regular secondary schools include inability to access modern technologies, ( $\overline {\rm{X}} $ = 3.73), inappropriate teaching methods ( $\overline {\rm{X}} $ = 3.64), non availability of special curriculum ( $\overline {\rm{X}} $ = 3.57). It is therefore recommended that teachers and school authorities should ensure that students with visual impairment are taught to develop effective study habits and techniques of self-activity.

scholarly journals Graduating University as a Woman with Down Syndrome: Reflecting on My Education

2021 ◽  
Vol 10 (11) ◽  
pp. 444
Author(s):  
Rachel High ◽  
Sally Robinson
Keyword(s):  
Down Syndrome ◽  
Intellectual Disability ◽  
Literature Review ◽  
Teaching Methods ◽  
Stepping Stones ◽  
Research Project ◽  
Good For ◽  
University Experience ◽  
Support Students ◽  
The Way

This paper reflects on the experience of being a woman with Down Syndrome who completed an undergraduate degree at an Australian university. This autoethnography is based on a year-long research project completed as part of my studies. I did a literature review about the experiences of other students with an intellectual disability at university. Then, I wrote about my own university experience. I found that the parts of my own educational journey were linked to each other like stepping-stones. Four main things came from my research: the importance of the journey before going to university; the isolation experienced by students in this situation; how stereotypes might affect students; and teaching methods that can be used to support students during their time at university. This experience changed me as a person. I gained skills and confidence whilst being at university, as well as the ability to see where I am going in life. This experience made me feel more part of society. While there were many wonderful parts, it was not an easy journey. People with an intellectual disability have a right to have an education. What makes the biggest difference is the way we are treated by other people. It would be good for students with an intellectual disability to be accepted and treated with respect. People may have a different way of learning, and it would be good if this was recognised.

scholarly journals Entrepreneurship Education in the Caribbean: Learning and Teaching Tools

2017 ◽  
Vol 26 (1) ◽  
Author(s):  
Paul Alexander Pounder
Keyword(s):  
Best Practices ◽  
Reflective Practice ◽  
Teaching Methods ◽  
Entrepreneurial Orientation ◽  
Significant Contribution ◽  
Entrepreneurship Education ◽  
Learning And Teaching ◽  
The Subject ◽  
The Caribbean ◽  
Support Students

This article reports on research that took place over two academic years running from September 2013 - April 2015. It provides a rich understanding of entrepreneurship education based on experiential knowledge and best practices from five entrepreneurship educators who have all worked as consultants to entrepreneurs, advisors to government on entrepreneurship and have taught entrepreneurship at the tertiary level for several years in the Caribbean. The findings illustrate that experiences, sense of purpose, reflective practice, lecturer's passion, mentoring, simulation and practice are seen to collectively offer a significant contribution to learning. Further, the findings support the view that teachers of entrepreneurship should draw upon highly developed techniques in their range of teaching methods that demonstrate aptitude of the subject matter. The participants agreed that ideally, the ultimate course goal is to support students in remembering techniques learned in an entrepreneurship class that contribute to gaining confidence in setting up their own venture and that assist with avoiding pitfalls. The purpose of this paper is to provide methodical ways that will improve the entrepreneurial orientation of students in entrepreneurship classes. 

scholarly journals Developing Vocabulary Materials for Teaching Learning Process

2020 ◽  
Vol 1 (1) ◽  
pp. 37-49
Author(s):  
Fitriah Fitriah
Keyword(s):  
Effective Teaching ◽  
Learning Process ◽  
Teaching Methods ◽  
Language Instruction ◽  
Instructional Materials ◽  
Teaching Materials ◽  
Teaching Learning ◽  
Support Students ◽  
Students Success

Language instruction has five important components that they are students, a teacher, materials, teaching methods and evaluation. Teaching materials should help the students to learn or as a part of the class activities of instruction learning in the class. The materials should help the teacher and the students. Ideally, teaching materials will be tailored to the content in which they are being used, to the students in whose class they are being used, and the teacher. Teaching materials come in many shapes and sizes, but they all in common the ability to support students learning. So, teaching materials can support students learning and increase students’ success. Hence, instructional materials for effective teaching. The quality of those materials is a valuable skill that the teacher must be mastered. The materials chosen in teaching learning include textbook that extent to which a curriculum that will involve teacher made material, which content of additional activities and exercises, handouts, charts, review sheets, etc.

scholarly journals Teaching Visually Impaired Indian ESL Learners In Inclusive Classrooms: A Review of Pedagogical Approaches

2021 ◽  
Vol 2 (3) ◽  
pp. 244-255
Author(s):  
Syed Abid Zaki ◽  
Usman Khan
Keyword(s):  
Visual Impairment ◽  
Inclusive Education ◽  
Teaching Methods ◽  
Visually Impaired ◽  
Inclusive Classrooms ◽  
Learning Mechanisms ◽  
Factors Affecting ◽  
Education In India ◽  
Training Programmes ◽  
Esl Learners

The article analyses the criticality of inclusive education in ESL classrooms and sheds light on the learning mechanism of visually impaired ESL learners with special reference to status of inclusive education in India. It acquaints the educators with visual impairment and its related terms in order to sensitise them for implementing better teaching methods and strategies. The study highlights certain significant factors affecting the teaching of English to students with visual impairment and explores some specific teaching techniques and approaches that teachers adopt while teaching V.I students in an inclusive classroom. The paper will carry out a comparative analysis of the learning mechanisms of VI students and their peers without disability. In the end, it proposes some suggestive measures pertaining to the curriculum development, teaching methods and training programmes which are hoped to be productive in inclusive classrooms comprising of visually impaired ESL learners.

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