scholarly journals Building Metacognition and Critical Thinking Using a Deliberate Approach

2020 ◽  
Vol 13 ◽  
pp. 12-24
Author(s):  
Sheetal Donaldson
Keyword(s):  
Learning Environment ◽  
Group Discussion ◽  
Concept Analysis ◽  
Life Transitions ◽  
Soins Infirmiers ◽  
Simulation Performance ◽  
Analysis Group ◽  
Safe Learning Environment ◽  
Nous Examinons ◽  
Nursing Courses

This article describes the Context Based Learning (CBL) redesign of Nursing courses addressing life transitions, including by implementing group discussion, written concept analysis, group presentations, reflections on thinking and simulation performance, group skills analysis and a final paper.  The purpose of the study was to determine how these strategies build metacognition and thinking in the students. Both students and faculty participants agreed the structure of the courses stimulated thinking and metacognition, especially through group discussion of the presentations based on the concept analysis. Students said listening and a safe learning environment helped them think and reflect. However, the larger the group and the more faculty controlled the group, the less thinking developed. This study provides insights into the importance of a safe learning environment, listening, group size and faculty control in the development of thinking and self-reflection in small group CBL format that may be applicable to many disciplines.   Dans cet article, nous examinons la refonte, axée sur l’apprentissage fondé sur le contenu, des cours en soins infirmiers portant sur les transitions de la vie. Cette refonte comprend la mise en place de la discussion de groupe, de l’analyse de concepts à l’écrit, de présentations de groupe, de réflexions sur la pensée et de simulations, d’analyses de compétence en groupe et d’un travail final. L’étude visait à déterminer de quelle manière ces stratégies permettent de bâtir des capacités de pensée et de métacognition chez les étudiants. Les participants à l’étude, qu’ils soient étudiants ou enseignants, ont reconnu que la structure des cours avait eu pour effet de mobiliser la pensée et la métacognition, tout particulièrement lors des discussions de groupe portant sur les présentations fondées sur l’analyse des concepts. Les étudiants ont dit que l’écoute ainsi qu’un milieu d’apprentissage sûr les ont aidés à penser et à réfléchir. Toutefois, plus le nombre d’étudiants était élevé et plus les enseignants exerçaient un contrôle sur le groupe, moins la pensée trouvait à s’épanouir. Notre étude permet de mesurer l’importance d’un milieu d’apprentissage sûr, de l’écoute, de la taille du groupe et du contrôle exercé par l’enseignant dans le développement de la pensée et de l’autoréflexion dans le contexte de l’apprentissage fondé sur le contenu en petits groupes. Ces résultats pourraient s’appliquer à beaucoup d’autres disciplines.

scholarly journals THE DEFENSE OF ORAL INTERACTION IN THE MIDST OF WHATSAPP USE IN THE LEARNING ENVIRONMENT

2018 ◽  
Vol 3 (1) ◽  
pp. 40-45
Author(s):  
Fernandes Arung
Keyword(s):  
Learning Environment ◽  
Information And Communication Technologies ◽  
Negative Impact ◽  
Group Discussion ◽  
Real Life ◽  
Communication Technologies ◽  
Real Relationship ◽  
Educational Backgrounds ◽  
Information And Communication ◽  
Oral Interaction

research aimed to explain the defense of oral interactions in the presence of information and communication technologies such as WhatsApp (WA) as well as to explore some of the positive contributions of WA used in building the Real Life Communication especially in the learning environment. By applying the Exploratory design, this research involved 4 participants from various educational backgrounds as a purposively selected data source indicated as WA users at once. Data were collected through Focus Group Discussion, Interview, and Observation and analyzed by several stages i.e. data reduction, displaying data, categorizing, and verifying and concluding. The results showed that oral interactions can decrease both in the language community and learning environment as the dominant use of WA that is not wise. Nevertheless, the use of WA applications also had some positive contributions in building a real relationship. Finally, the assumption that the negative impact of using the WA application should be able to change the mindset and positive attitude of the scholars in initiating and defending an oral interaction in the learning environment.

scholarly journals On the new sanitary rules for schools, teaching children with disabilities

2019 ◽  
Vol 19 (1) ◽  
pp. 35-38
Author(s):  
M. I. Stepanova ◽  
B. Z. Voronova ◽  
T. V. Shumkova
Keyword(s):  
Learning Environment ◽  
Children With Disabilities ◽  
State Of Health ◽  
Educational Activities ◽  
Safe Learning Environment ◽  
School Week ◽  
Health Legislation

In the article there is presented an overview of health legislation regulating the work of schools for education of children with disabilities. There are considered modern sanitary and epidemiological requirements, which define a safe learning environment for children. The organization of the educational activities is shown to be obliged to take into account features of psychophysical development, individual possibilities and a state of health of pupils with disabilities. Training classes are available only in the first shift on a 5-days school week, starting not earlier than 8 hours. There are given recommendations on the organization of a day regimen of children with limited abilities of health in day and day and night their stay in school.

scholarly journals Successful vs. unsuccessful small group reflection: A narrative inquiry

2018 ◽  
Vol 9 (5) ◽  
pp. 6
Author(s):  
Ping Zou ◽  
Arthy Visayanathan ◽  
Christine Whyte ◽  
Alla Pak ◽  
Angela Cooper Brathwaite ◽  
...  
Keyword(s):  
Learning Environment ◽  
Narrative Inquiry ◽  
Small Group ◽  
Student Centered ◽  
Clinical Practicum ◽  
Supportive Environment ◽  
Safe Learning Environment ◽  
Professional Educator ◽  
Professional Teaching ◽  
Circle Model

There is a lack of research examining the factors which promote or hinder successful small group clinical practicum reflection seminars. The aim of this study was to explore key elements of successful small group reflection. Narrative inquiry was used as methodology. Three students consented to voluntarily participate in this study by learning on their experiences – both successful and unsuccessful – during their clinical reflection seminars. A 3-circle model was presented as a collective narrative. The Support Circle represents a safe and supportive environment where the reflection seminar is held. The Owner Circle represents the students’ ownership in a reflection seminar. The Service Circle represents the educators’ professional teaching services. To conclude, elements of a successful small group reflection included a safe leaning environment, a student-centered approach, and professional educator support. Within a safe learning environment, a successful small group reflection seminar should be owned by students and facilitated by a professional educator.

Knowledge Acquisition in a Hybrid Graduate Teacher Training Program

2010 ◽  
pp. 317-326
Author(s):  
Thanh T. Nguyen
Keyword(s):  
Learning Environment ◽  
Classroom Management ◽  
Blended Learning ◽  
Knowledge Acquisition ◽  
Online Teaching ◽  
Online Courses ◽  
Group Discussion ◽  
Online Classroom ◽  
Face To Face ◽  
Course Materials

How can one leverage the technological benefits of an online classroom without losing both the interpersonal advantages of face-to-face contact and pedagogically sound classroom management techniques? A blended learning environment, combining both traditional face-to-face and online interaction, is a valid higher-education solution that many instructors are adopting in place of 100% online teaching environments. Like total online courses, blended courses offer students the convenience of online access to both lecture/course materials and asynchronous classroom discussions. However, the key feature of a blended learning environment is the ability to use traditional face-to-face sessions to foster and stimulate an online social culture that facilitates knowledge acquisition through interpersonal and group discussion and disclosure. This study examines pedagogical, social and demographic factors that contribute to students’ knowledge acquisition in an 80-20 (80% online and 20% in-class) blended learning environment.

scholarly journals Understanding the Meaning of Multicultural Collaboration in a Public-School EFL Class

2020 ◽  
Vol 22 (1) ◽  
pp. 1
Author(s):  
Patricio Andrés Pino Castillo ◽  
Allyson Donoso ◽  
Katherin Ortega
Keyword(s):  
Learning Environment ◽  
Foreign Language ◽  
Phenomenological Study ◽  
Participant Observation ◽  
Cultural Backgrounds ◽  
Future Studies ◽  
Language Class ◽  
Positive Attitudes ◽  
Safe Learning Environment ◽  
Depth Interviews

This phenomenological study sought to understand the meaning of multicultural collaboration in a Chilean English as a Foreign Language class purposefully selected because of its high percentage of students from different cultural backgrounds. Through participant observation and in-depth interviews, the essence of the phenomenon was identified. Findings revealed that the students’ and the teacher’s positive attitudes towards multiculturalism, along with their respect and acceptance for diversity, propitiated a healthy and safe learning environment that made multicultural collaboration possible. Future studies should explore how these conditions may be replicated in other multicultural educational scenarios.

scholarly journals Building a constructivist social learning environment through talk in the mathematics classroom

2015 ◽  
Vol 12 (1) ◽  
pp. 991
Author(s):  
Esin Acar ◽  
Ayşen Yılmaz
Keyword(s):  
Problem Solving ◽  
Learning Environment ◽  
Mathematics Classroom ◽  
Group Discussion ◽  
Leadership Roles ◽  
Constructivist Learning Environment ◽  
Third Grade Students ◽  
Different Types ◽  
Problem Solve ◽  
Traditional Approaches

<p>This study aimed to create a constructivist learning environment wherein third grade students talk to problem solve, which is different from traditional approaches to math learning. The study focused on the group talk and discussions to understand the students’ actions and interactions during the process of problem solving. Fifteen students and their teacher participated in the study, which was conducted within a collaborative action study design. Different types of problems were constructed including addition, subtraction, multiplication and division. Students were divided into four groups and observed for four weeks as they solved the different types of problems through group discussion. In the study, it was observed that the students who took leadership roles in the groups during the problem solving activities lead discussions. Additionally, the study found that the students, who could not solve the problems individually, were able to contribute more to the problem solving activity in the group works.</p>

scholarly journals Training and evaluating simulation debriefers in low-resource settings: lessons learned from Bihar, India

2020 ◽  
Vol 20 (1) ◽  
Author(s):  
Julia H. Raney ◽  
Melissa M. Medvedev ◽  
Susanna R. Cohen ◽  
Hilary Spindler ◽  
Rakesh Ghosh ◽  
...  
Keyword(s):  
Learning Environment ◽  
Interrater Reliability ◽  
Simulation Training ◽  
Lessons Learned ◽  
Video Data ◽  
Low Resource Settings ◽  
Low Resource ◽  
Simulation Based ◽  
Safe Learning Environment ◽  
Over Time

Abstract Background To develop effective and sustainable simulation training programs in low-resource settings, it is critical that facilitators are thoroughly trained in debriefing, a critical component of simulation learning. However, large knowledge gaps exist regarding the best way to train and evaluate debrief facilitators in low-resource settings. Methods Using a mixed methods approach, this study explored the feasibility of evaluating the debriefing skills of nurse mentors in Bihar, India. Videos of obstetric and neonatal post-simulation debriefs were assessed using two known tools: the Center for Advanced Pediatric and Perinatal Education (CAPE) tool and Debriefing Assessment for Simulation in Healthcare (DASH). Video data was used to evaluate interrater reliability and changes in debriefing performance over time. Additionally, twenty semi-structured interviews with nurse mentors explored perceived barriers and enablers of debriefing in Bihar. Results A total of 73 debriefing videos, averaging 18 min each, were analyzed by two raters. The CAPE tool demonstrated higher interrater reliability than the DASH; 13 of 16 CAPE indicators and two of six DASH indicators were judged reliable (ICC > 0.6 or kappa > 0.40). All indicators remained stable or improved over time. The number of ‘instructors questions,’ the amount of ‘trainee responses,’ and the ability to ‘organize the debrief’ improved significantly over time (p < 0.01, p < 0.01, p = 0.04). Barriers included fear of making mistakes, time constraints, and technical challenges. Enablers included creating a safe learning environment, using contextually appropriate debriefing strategies, and team building. Overall, nurse mentors believed that debriefing was a vital aspect of simulation-based training. Conclusion Simulation debriefing and evaluation was feasible among nurse mentors in Bihar. Results demonstrated that the CAPE demonstrated higher interrater reliability than the DASH and that nurse mentors were able to maintain or improve their debriefing skills overtime. Further, debriefing was considered to be critical to the success of the simulation training. However, fear of making mistakes and logistical challenges must be addressed to maximize learning. Teamwork, adaptability, and building a safe learning environment enhanced the quality enhanced the quality of simulation-based training, which could ultimately help to improve maternal and neonatal health outcomes in Bihar.

Building a Safe Learning Environment by Remembering to Smile

2021 ◽  
pp. 293-300
Author(s):  
Julie Nikiforos Adkins
Keyword(s):  
Learning Environment ◽  
Social And Emotional Learning ◽  
Emotional Learning ◽  
Early Career ◽  
Emotional Needs ◽  
Early Career Teachers ◽  
Classroom Strategies ◽  
Social And Emotional ◽  
The Social ◽  
Safe Learning Environment

This chapter provides the theoretical underpinnings that support the importance of a smile, social and emotional learning and its components, the benefits of integrating social and emotional learning skills within instruction, and specific classroom strategies. Early career teachers will have a solid understanding of each of the five components of social and emotional learning and how they can be effectively implemented into the classroom to develop the social and emotional needs of students required for learning to take place.

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