scholarly journals Combining Teaching Strategies, Learning Strategies, and Elements of Super Learning Principles

2021 ◽  
Vol 8 (6) ◽  
pp. 288-301
Author(s):  
Duli Pllana
Keyword(s):  
Learning Outcomes ◽  
Learning Strategies ◽  
Teaching Strategies ◽  
Teaching And Learning ◽  
Learning And Teaching ◽  
Academic Subject ◽  
Self Confidence ◽  
Teaching And Learning Strategies ◽  
Close Relationship ◽  
Learning Principles

Blending teaching strategies, learning strategies, and  elements of super learning principles increase learning outcomes tremendously in any case, situation, or academic subject. Employing teaching and learning strategies adequately impact on an interactive session (academic subjects or any field) to a great degree, enhance learners’ motivation significantly, improve self confidence and self esteem of learners considerably, and soar learning outcomes substiantly. It is impossible to combine all learning and teaching strategies (there are many techniques, and a small space time to incorporate them in one lesson or an academic subject.) in an academic subject entirely. Accordingly, strategic teaching or learning establishes skills or techniques in addressing a lesson  or digesting information from the lesson. Also, learning results depend on the quantity and quality of combining learning and teaching strategies, and components of super learning principles. The greater the participation of  mixing techniques or skills in a lesson, the greater are the positive results in the learning outcomes. Teaching and learning strategies, and superlearning elements are in a close relationship with each other; teaching strategies imply learning strategies and elements of super learning. Combination of the three ingredients play a crucial  part in any lesson, academic subject, or general knowledge; mixing all these three components together wisely maximizes learning outcomes enormously.

scholarly journals Analisis Kemampuan Mahasiswa Calon Guru Biologi Dalam Menyusun Rencana Pelaksanaan Pembelajaran (RPP) Dan Keterampilan Dasar Mengajar (KDM) Melalui Simulasi Pembelajaran

2019 ◽  
Vol 7 (1) ◽  
pp. 37
Author(s):  
Triana Ahriza ◽  
Sulistyono Sulistyono ◽  
Asep Ginanjar Arip
Keyword(s):  
Learning Outcomes ◽  
Learning Strategies ◽  
Prospective Teachers ◽  
Research Method ◽  
Teaching And Learning ◽  
Prospective Students ◽  
Descriptive Research ◽  
Animal Physiology ◽  
Teaching And Learning Strategies ◽  
The Subject

This research is entitled "Analysis of the Capability of Prospective Teachers of Biology in Developing Learning Implementation Plans (LIP) and Teaching Basic Skills (TBS) Through Learning Simulation on the Concept of the Human Circulatory System". This study aims to analyze the completeness of the components in the LIP, the suitability of the contents of LIP, TBS, and learning outcomes or learning outcomes in the subject of Teaching and Learning Strategies (TLS) and Animal Physiology. The research method used is descriptive research method using a qualitative descriptive research design. The population or social situation in this study are prospective students of Biology teacher at Galuh Ciamis University in semester IV of Academic Year 2017/2018 who follow the subject of Teaching and Learning Strategies and Animal Physiology. The results of the study show that (1) the completeness of the components in the LIP compiled by biology prospective students is dominant in the criteria of "Good" or declared "Competent" that is equal to 65.72% and the criteria of "Good" or "Excellent" is 34.28%, (2) the suitability of the LIP content compiled by biology prospective students is dominant in the criteria of "Enough" or "Must Be Improved" that is equal to 62.86% and the criteria of "Good" or "Competent" are 37.14%, (3) TBS owned by biology prospective student students is stated dominant in the criteria of "Enough" or "Beginner" that is equal to 62.86% and criteria "Good" or "Competent" of 37.14%, (4) Learning Outcomes or learning outcomes TLS subjects dominant on the criteria "Good" that is equal to 77.14%, on the criteria "Enough" of 20%, and on the "Very Good" criteria of 2.86%. Whereas for the academic value of Animal Physiology, it is dominant in the criteria of "Good" that is equal to 85.71%, the criteria for "Enough" is 8.57%, and the criteria for "Very Good" is 5.72%Keywords: Learning Implementation Plan; Basic Teaching Skills; Teaching and Learning Strategies

New Technologies in the Politics Classroom: Using Internet Classrooms to Support Teaching and Learning

Politics ◽  
2003 ◽  
Vol 23 (1) ◽  
pp. 66-73 ◽  
Author(s):  
Donna Lee
Keyword(s):  
Learning Outcomes ◽  
Learning Strategies ◽  
Personal Experience ◽  
Teaching And Learning ◽  
New Technologies ◽  
Critical Evaluation ◽  
Undergraduate Teaching ◽  
Learning And Teaching ◽  
Rigorous Research ◽  
Active Learning Strategies

This article introduces some ideas about using internet classrooms to enrich the experience of those learning and teaching politics. It draws and reflects upon my three-year experience of using internet classrooms to teach politics in optional and compulsory politics undergraduate modules, providing critical evaluation of the successes and problems involved. Much of what the article discusses can be applied to most, if not all, politics modules and will be useful to those wishing to use new technologies to support active learning strategies in their undergraduate teaching. The article is based on personal experience and student evaluations, rather than any rigorous research of learning outcomes. As such, I do not set out to prove that using internet classrooms has pedagogical advantages over using only traditional methods, and I am not arguing a case for or against using either.

scholarly journals Editorial

2014 ◽  
Vol 43 (1) ◽  
pp. iii-iii
Author(s):  
Elizabeth Mackinlay ◽  
Martin Nakata
Keyword(s):  
Learning Strategies ◽  
Teaching And Learning ◽  
New South ◽  
Indigenous Education ◽  
Indigenous Studies ◽  
Early Career ◽  
Learning And Teaching ◽  
South Wales ◽  
Teaching And Learning Strategies ◽  
The University

We are very proud to present this timely and significant Special Issue of The Australian Journal of Indigenous Education, guest edited by Katelyn Barney (The University of Queensland), Cindy Shannon (The University of Queensland) and Martin Nakata (The University of New South Wales). This collection of articles focuses on the activities of the Australian Indigenous Studies Learning and Teaching Network, an initiative funded by the Office for Teaching and Learning. The Australian Indigenous Studies Learning and Teaching Network was formed to bring leaders and early career academics in the field together to build relationships, debate and discuss central issues, and explore and share teaching and learning strategies in the discipline at tertiary level. These discussions at once untangle and re-entangle the processes, pedagogies and politics at play when Indigenous Studies becomes defined as a discipline.

Konsep Diri dan Hasil Belajar Siswa MAN 1 ACEH TIMUR

2021 ◽  
Vol 8 (1) ◽  
pp. 38-45
Author(s):  
Furaida
Keyword(s):  
Learning Outcomes ◽  
Cognitive Abilities ◽  
Teaching And Learning ◽  
Student Learning Outcomes ◽  
Learning Activities ◽  
Self Concept ◽  
Self Confidence ◽  
Close Relationship ◽  
Real Picture ◽  
Increasing Student Learning

The self-concept is the center of personality which is a real picture of a person's self, both from an individual's understanding of what and who he is so that individuals can understand himself well. Self-concept is very important, because with a positive self-concept, a person will be more confident with all his strengths and weaknesses. This is related to one's ability to use cognitive abilities according to optimal potential. So, self-concept with learning outcomes are related to each other, a close relationship and useful in achieving success. Likewise, students of MAN 1 Aceh Timur who have a positive self-concept will be successful in participating in teaching and learning activities and in their lives. Self-concept is the center of personality which is a real picture of a person, both from an individual's understanding of what and who he is so that individuals can understand himself well. Self-concept is very important, because with a positive self-concept, a person will be more confident with all his strengths and weaknesses. This relates to a person's ability to use cognitive abilities in accordance with optimal potential. For that, it takes motivation and support from parents, family, and the environment so that students have a positive self-concept in seeing themselves. High self-confidence can increase self-confidence in learning, consequently increasing student learning outcomes. Belief in one's ability to pursue every process in teaching and learning activities is an advantage and a necessity in the world of education. With hope, students who have a positive self-concept will be more successful in pursuing the long path of education and also in post-education life.    

Assessment for Music Learning

2020 ◽  
pp. 127-140
Author(s):  
William I. Bauer
Keyword(s):  
Learning Outcomes ◽  
Learning Strategies ◽  
Teaching And Learning ◽  
Music Learning ◽  
Cognitive Domains ◽  
Teaching And Learning Strategies ◽  
Technological Tools ◽  
Specific Teaching ◽  
Musical Achievement ◽  
Over Time

Assessment is an essential aspect of teaching and learning. Not only is assessment necessary to determine whether students have learned what teachers think they have taught, but it also informs the design of instruction and is used to adjust the specific teaching and learning strategies that are used over time. Numerous technological tools are available that enable teachers to be more efficient and effective with this process. This chapter is primarily concerned with the assessment of musical achievement in creative, psychomotor, and cognitive domains. It outlines essential assessment principles, discusses the technology-assisted development of assessments, explores technologies helpful to the process of assessing specific music learning outcomes, and describes new assessment approaches enabled by technology. The management of assessment data and processes via technology is also examined.

scholarly journals Teaching English Compound Noun Stress

2019 ◽  
Vol 12 (3) ◽  
pp. 46
Author(s):  
Yvon-Pierre Ndongo Ibara ◽  
Roland Giscard Ondze Otouba ◽  
Jules Bianchiny Ossere Mounguellet
Keyword(s):  
Secondary School ◽  
Learning Strategies ◽  
Teaching Strategies ◽  
Teaching And Learning ◽  
Research Paper ◽  
Teaching English ◽  
Teaching Of Reading ◽  
Teaching And Learning Strategies ◽  
English Pronunciation

The aim of this research paper is to scrutinize the teaching of English pronunciation based on English compound noun stress at secondary school. In fact, the teaching of compound noun stress has not been highlighted by previous scholars. In addition, teaching strategies based on this item have not been taken into account by INRAP and E.N.S in the course of phonetics and phonology. As a result, no teacher is able to teach compound noun stress and no learner is able to practice this language item. Therefore, our practical suggestions are made of teaching and learning strategies, a set of exercises and a sample of a teaching card to encourage teachers to deal with compound noun stress. This study is an attempt to show the parallel between the techniques of teaching of reading and that of compound noun stress.

Penerapan Metode Diskusi Kelompok untuk Meningkatkan Hasil Belajar Siswa pada Mata Pelajaran IPS di Kelas IX SMP Santa Maria Monica, Bekasi Timur

Psibernetika ◽  
2017 ◽  
Vol 10 (2) ◽  
Author(s):  
Ch. Catur Putriyanti ◽  
Fabianus Fensi
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Learning Process ◽  
Teaching And Learning ◽  
Group Discussion ◽  
Student Learning Outcomes ◽  
Learning Method ◽  
Learning And Teaching ◽  
Close Relationship ◽  
Post Test

<p><em>Learning process and student learning outcomes have a close relationship. A good learning process improves student learning outcomes. Improvement of student learning outcomes is determined by how the learning process is done by teachers. Talking about the learning process is the same as talking about learning and teaching methods. There are many methods of teaching and  learning. The teachers and students live to have the method which is in accordance with the conditions of each class. This research tries one of interactive teaching and learning method, that is group discussion. With group discussions the students are invited to discuss lesson themes in social science subjects. To measure the increase of student learning outcomes with this group discussion method then conducted Pre Test about the students' knowledge before the learning process. After the group discussion intervention the teacher performed a Post Test. The result can be said that the teaching and learning methods with group discussion effectively to improve student learning outcomes.</em></p><p><em><br /> <strong>Keywords:   </strong>Learning Method, Group Discussion, Pre Test, Post Test</em></p>

Specific Learning and Teaching Strategies That Work, and Why They Do So

2012 ◽  
Author(s):  
Roald Hoffmann ◽  
Saundra Y. McGuire
Keyword(s):  
Student Learning ◽  
Learning Strategies ◽  
High School Teachers ◽  
Teaching Strategies ◽  
Teaching And Learning ◽  
Mapping Method ◽  
Note Taking ◽  
Learning And Teaching ◽  
For Profit ◽  
Two Stages

The two of us have been teaching and helping others to teach chemistry at every level—from high school teachers to undergraduate and graduate students to university faculty—for over four decades. From that experience have come a number of teaching and learning tactics that we find effective in facilitating student learning. Initially improvised, these strategies are more than gimmicks, for they have proven themselves in practice. Here we share some of them. Since we are inclined to be reflective as well as pragmatic, we’ve also sought out in recent advances in cognitive psychology, and in the scholarship of teaching and learning, insight into why these approaches work. We think through why they are of use in those most magical and mystical processes of learning and teaching any subject, not just chemistry. And we also spell out potential problems. Caring deeply for student learning entails keeping an eye out for what works for others. Perforce, this means borrowing and adapting. Thus a potential injustice in our account is that credit may not be given to the real innovators. Frankly, we do not know where some of the strategies we suggest originated—in examples by others, or out of our own improvisations as we struggled to become better teachers. Many people have independently come to similar practices. Some of what we write is addressed to teachers, some to students. This is deliberate. Cognizance of learning strategies benefits teachers, and awareness of teaching strategies can help learners understand the motives of teachers. Teaching and learning are a double flame. Take notes by hand, even if the class notes are being provided by the instructor or a for-profit service. Even if they are web-cast. Preferably not later than the evening of the class day, rewrite your notes, by hand, amplifying their content. Notice that this process involves two stages—taking the original notes and then rewriting/reworking them. There are various note-taking systems, including the Cornell Note Taking System, the mapping method, the outline method, etc., that students can learn.

Flipping the Classroom: An Evaluation of Teaching and Learning Strategies in the Operating Room

2021 ◽  
pp. 000348942110368
Author(s):  
Jared Johnson ◽  
Emily Misch ◽  
Michael T. Chung ◽  
Jeffrey Hotaling ◽  
Adam Folbe ◽  
...  
Keyword(s):  
Operating Room ◽  
Learning Strategies ◽  
Teaching And Learning ◽  
Online Survey ◽  
Instructional Video ◽  
Residency Programs ◽  
Learning And Teaching ◽  
Effective Learning ◽  
Teaching And Learning Strategies ◽  
Chi Squared

Objectives: With increasing restraints on resident’s experiences in the operating room, with causes ranging from decreased time available to increasing operating room costs, focus has been placed on how to improve resident’s education. The objectives of our study are to (1) determine barriers in education in the operating room, (2) identify effective learning and teaching strategies for residents in the operating room with a focus on the tonsillectomy procedure. Methods: An online survey was sent to all otolaryngology residents and residency programs for which contact information was available from January 2016 to March 2016 with 139 respondents. The 12-question survey focused on information regarding limitations to learning how to perform tonsillectomies as well as difficulties with teaching the same procedure. Resident responses were separated based on PGY level, and analysis was performed using t-tests and Chi squared analysis. Results: Common themes emerged from responses for both teaching and learning how to perform tonsillectomies. A significant limitation in learning the procedure was lack of visualization during the surgery (57% learning vs 60% teaching). For both learners and teachers, the monopolar cautery instrument was found to be the most preferred instrument to use during tonsillectomy (80% each). The majority of resident respondents (93%) felt that an instructional video would be beneficial for both learning and teaching the procedure. Conclusions: Significant limitations for learning and teaching in the operating room were identified for performing tonsillectomies. Future endeavors will focus on resolving these limitations to improve surgical education. Evidence level: Level IV.

Using reflection. Mentoring midwifery students in India

2020 ◽  
Vol 3 (2) ◽  
Author(s):  
Glenda Hawley ◽  
Anthony Tuckett
Keyword(s):  
Learning Strategies ◽  
Cultural Awareness ◽  
Teaching And Learning ◽  
Academic Staff ◽  
Action Plan ◽  
Constructivist Theory ◽  
Clinical Placements ◽  
Teaching And Learning Strategies ◽  
Global Health Care ◽  
Insight Into

Purpose: This study aims to offer guidance to lecturers and undergraduate midwifery students in using reflective practice and to offer a roadmap for academic staff accompanying undergraduate midwifery students on international clinical placements. Design: Drawing on reflection within the Constructivist Theory, the Gibbs Reflective Cycle (GRC) provides opportunities to review experiences and share new knowledge by working through five stages—feelings, evaluation, analysis, conclusion and action plan. Findings:  The reflections of the midwifery students in this study provide insight into expectations prior to leaving for international placement, practical aspects of what local knowledge is beneficial, necessary teaching and learning strategies and the students’ cultural awareness growth. Implications: The analysis and a reflective approach have wider implications for universities seeking to improve preparations when embarking on an international clinical placement. It can also inform practices that utilise reflection as an impetus to shape midwifery students to be more receptive to global health care issues. 

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