VISION OF INTEGRATIVE APPROACH TO TEACHING STUDENTS OF PHILOLOGY IN HIGHER TECHNICAL EDUCATIONAL INSTITUTIONS

This chapter intends to find out answers to a rather complicated question facing almost all universities and business schools in the world: How to have a balanced approach to education. In so doing, this chapter discusses an integrative approach to curriculum development and having a best combination of teaching, research, and continuing education as a source of a balanced approach to education. All these components—curriculum development, teaching, research, and continuing education—are crucial for the existence and growth of higher educational institutions now and in the future. Furthermore, the chapter studies all the various factors that influence the development and implementation of a balanced approach to education in academic institutions and proposes strategies and models to help academic administrators design and implement balanced education approaches.

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Problem-Based Learning (PBL)

Improving Scientific Communication for Lifelong Learners - Advances in Higher Education and Professional Development ◽

10.4018/978-1-7998-4534-8.ch003 ◽

2021 ◽

pp. 38-56

Author(s):

Mahmoud Hawamdeh ◽

Idris Adamu

Keyword(s):

Problem Solving ◽

Teaching And Learning ◽

Real Life ◽

Problem Based Learning ◽

Higher Order ◽

Educational Institutions ◽

Learning Skills ◽

Knowledge And Skills ◽

Life Problems ◽

Approach To Teaching

This chapter discuss how Problem-Based learning (PBL) helps to achieve this century's approach to teaching and learning for students in higher educational institutions. If adopted, this method of teaching will enable student to attain learning skills (skills, abilities, problem solving, and learning dispositions that have been identified) to acquire a lifelong habit of approaching problems with initiative and diligence and a drive to acquire the knowledge and skills needed for an effective resolution. And they will develop a systematic approach to solving real-life problems using higher-order skills.

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Learner-Centered Pedagogies

Handbook of Research on Learner-Centered Pedagogy in Teacher Education and Professional Development - Advances in Higher Education and Professional Development ◽

10.4018/978-1-5225-0892-2.ch020 ◽

2017 ◽

pp. 373-390

Author(s):

Anne W. Kanga

Keyword(s):

Deep Learning ◽

Theoretical Approach ◽

Teaching And Learning ◽

Educational Institutions ◽

Student Centered ◽

Student Centered Learning ◽

Learner Centered ◽

African Context ◽

Approach To Teaching ◽

Global World

This chapter is a critical review of conventional and not so conventional Student-Centered Learning (SCL) pedagogies. Additionally, in the African context, educational institutions have been caught up in a theoretical approach to teaching and learning, characterized by a desire to pass examinations. Consequently, this approach leads to surface learning as opposed to deep learning. Hence, teaching and learning outcomes lack quality and definitely fails to meet and promote skills required by the fast changing modern and postmodern global world. To address this need, this chapter examines the following: Overview of SCL pedagogies; Conventional and not so Conventional SCL pedagogies; Implications for SCL pedagogies to learners, instructors, curriculum, and assessment. Finally, this chapter examines the misconceptions and advantages of adopting SCL in the light of learners and instructors.

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Learner-Centered Pedagogies

Learning and Performance Assessment ◽

10.4018/978-1-7998-0420-8.ch078 ◽

2020 ◽

pp. 1678-1695

Author(s):

Anne W. Kanga

Keyword(s):

Deep Learning ◽

Theoretical Approach ◽

Teaching And Learning ◽

Educational Institutions ◽

Student Centered ◽

Student Centered Learning ◽

Learner Centered ◽

African Context ◽

Approach To Teaching ◽

Global World

This chapter is a critical review of conventional and not so conventional Student-Centered Learning (SCL) pedagogies. Additionally, in the African context, educational institutions have been caught up in a theoretical approach to teaching and learning, characterized by a desire to pass examinations. Consequently, this approach leads to surface learning as opposed to deep learning. Hence, teaching and learning outcomes lack quality and definitely fails to meet and promote skills required by the fast changing modern and postmodern global world. To address this need, this chapter examines the following: Overview of SCL pedagogies; Conventional and not so Conventional SCL pedagogies; Implications for SCL pedagogies to learners, instructors, curriculum, and assessment. Finally, this chapter examines the misconceptions and advantages of adopting SCL in the light of learners and instructors.

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An Integrative Approach to Teaching Consultation and Supervision

Counselor Education and Supervision ◽

10.1002/j.1556-6978.1985.tb00495.x ◽

1985 ◽

Vol 24 (4) ◽

pp. 341-348 ◽

Cited By ~ 6

Author(s):

VICTOR J. DRAPELA

Keyword(s):

Integrative Approach ◽

Approach To Teaching

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1316. An Integrative Approach to Teaching History of Medicine in Medical School

Open Forum Infectious Diseases ◽

10.1093/ofid/ofy210.1149 ◽

2018 ◽

Vol 5 (suppl_1) ◽

pp. S402-S402

Author(s):

Magdalena Slosar-Cheah ◽

Joshua Nosanchuk ◽

Liise-Anne Pirofski

Keyword(s):

Infectious Diseases ◽

Medical School ◽

Medical History ◽

Current Knowledge ◽

Albert Einstein College ◽

Virtual Learning Environment ◽

Integrative Approach ◽

History Of ◽

Course Material ◽

Approach To Teaching

Abstract Background Medical history plays a foundational role in shaping the characters and habits of thought of developing physicians. Specifically, it cultivates an ability to assess the quality and durability of current knowledge and contributes to the growth of resilience, humility and intellectual curiosity. Especially for Infectious Diseases, knowledge of its history fosters an appreciation for our evolving understanding of the field and an opportunity to spark interest in a future career. Nevertheless, it is hard to find the space for this content amidst competing priorities in the medical school curriculum. An integrative approach has been described as a way to introduce history as a longitudinal component of the existing curriculum. Our aim, using this approach, was to pilot the incorporation of history modules into the Microbiology and Infectious Diseases (Micro/ID) course at Albert Einstein College of Medicine. Methods Students participating in Micro/ID were shown four history modules integrated into the existing course. The first was embedded within the introductory lecture and the remaining three were prerecorded videos available through the virtual learning environment. The modules offered context to course material and introduced principles of medical history, such as the potential pitfalls of retrospective diagnosis and changing definitions of disease over time. Comprehension and retention were assessed via two questions on each of two exams. Students had the opportunity to evaluate the course material in both their examination and end-of-course evaluations. Results On the first examination, 99% and 68% of students answered correctly. On the second examination, 92% and 54% answered correctly. Student evaluation of the content was positive overall with 91% rating the content satisfactory, very good or excellent. However, some questioned the value of the material while others requested expansion of the modules to include topics such as history of research ethics (Tuskegee and syphilis) and more recent history (the HIV epidemic). Conclusion An integrative approach to teaching medical history is largely well-received by students and offers a way to introduce historical topics to an entire class. Comments from students serve as a guide to topics of interest for future iterations of the course. Disclosures All authors: No reported disclosures.

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Differentiated Approach to Teaching Children with Special Educational Needs

Primary Education ◽

10.12737/1998-0728-2020-30-36 ◽

2020 ◽

Vol 8 (3) ◽

pp. 30-36

Author(s):

R. Markitanova

Keyword(s):

Practical Experience ◽

Educational Needs ◽

Educational Institutions ◽

Special Educational Needs ◽

School Of Education ◽

Modern Education ◽

Home Based ◽

Approach To Teaching ◽

Limited Health ◽

Mixed Groups

The article discusses the urgent problem for the modern education system of conducting correctional and pedagogical work with different groups of students with limited health opportunities, which arose in connection with the implementation of adapted educational programs in educational institutions of the usual type. The models of correctional pedagogy, its content, methods and forms are analyzed, the practical experience of using a differentiated approach to organizing integrated correctional and developing classes in mixed groups of children with special educational needs is revealed. Based on a study conducted on the basis of the Home-Based School of Education № 381 in Moscow, the specific difficulties encountered by schoolchildren of the first and second grades with various health problems during training are described, and in accordance with this, the principles of their distribution into groups are determined.

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