scholarly journals Innovative teaching methods applicable at the classes of percussion instruments

2020 ◽  
Vol 2020 (2 (131)) ◽  
pp. 14-22
Author(s):  
Ganna Ralo
Keyword(s):  
Teaching Methods ◽  
Professional Training ◽  
Teaching Practice ◽  
Free Access ◽  
Pedagogical Practice ◽  
Approaches To Teaching ◽  
Innovative Teaching ◽  
Teaching Aids ◽  
Percussion Instruments ◽  
Teaching Learning

About 100 years have passed since the first classes of percussion instruments appeared. In the early days, when professional training intended for percussion performers dated to, teachers faced a large number of problems, in particular, lack of a full set of percussion instruments in the classroom, the availability of instructive, educational, pedagogical and concert repertoire alongside scientific and methodological literature. As a result, the work of the first educators was based, first of all, on their personal pedagogical experience and many years of performing practice. In this regard, the appearance of the first teaching aids was a milestone in the development of professional training in playing percussion instruments. For a century-long period, not so much educational and methodological literature has appeared, which was conditioned by a number of objective and subjective factors. At the same time, each methodological manual has taken its rightful place in the development of teaching methods for playing the percussion instruments. However, time is relentlessly moving forward and, unfortunately, today, they have become less in demand, as they do not always meet the modern requirements and approaches to teaching how to play the percussion instruments. Today, Ukrainian scientists and teachers have free access to a large amount of information. Therefore, they have an opportunity to familiarise themselves with interesting developments of our foreign colleagues. However, in most cases, they cannot be used in domestic pedagogical practice, as they are not adapted to the current realities of the educational system of Ukraine due to various socio-economic and cultural factors. Thus, the issues related to the need to search for the most effective forms, methods, and approaches to teaching how to play the percussion instruments is of particular importance and relevance. The article is devoted to the methods based on the playing form of instructions which are used in schools of aesthetic education and, in particular, at the classes of percussion instruments. The purpose of the work is to present new promising areas in teaching percussion playing, based on the author’s pedagogical practice. These methods were used in the study: analysis, observation, deduction and induction. The following issues are considered in the article: the influence of learners’ age characteristics on the choice of teaching methods, the essence of the group form of training and its importance for activating the pedagogical process, traditional and non-traditional approaches to teaching / learning, as well as the analysis of the methods that are widely used in the author’s teaching practice at the classes of the percussion instruments playing. As a result of the study, some new ideas were proposed related to the training at the initial stage and the ways of their implementation by introducing the methods of collective listening, imitation, “playing with the ball”, “sweet tooth”, etc. into the pedagogical practice.

scholarly journals Pedagogical Practice in Teaching - Learning Mathematics in Secondary in School Level

2020 ◽  
Vol 3 ◽  
pp. 43-50
Author(s):  
Jagat Krishna Pokharel
Keyword(s):  
Learning By Doing ◽  
Vital Role ◽  
School Level ◽  
Pedagogical Practice ◽  
Innovative Teaching ◽  
Teaching Aids ◽  
Class Room ◽  
Teaching Learning ◽  
Interactive Questioning ◽  
Tools And Techniques

This article reflects about the effective and concrete learning of mathematics with the help of self-devised innovative activities, worksheets, project experiments and teaching aids. The present research shows if maximum participation of students is ensured -either in the mathematics laboratory activities or class room interactive questioning sessions like that of quiz- is really joyful learning of the subject. `Learning by doing` is very effective methodology in teaching learning process as the experience gained meticulously (Krockover, 1997). It remains permanently fixed in the minds of the children. Thus, innovative teaching aids and projects of mathematic laboratory plays a vital role in the conceptualization process. Some researchers emphasize on the children`s experience of school education that must be linked with the life outside the school. It brings joyful experience in the learning. Keeping this in mind, several opportunities are provided to students to construct their systematic knowledge by engaging them in activities, experiment, field visits, discussion with peers and teachers, group works, brainstorming sessions, collecting information from different sources, inquiring, listening, thinking and so on. The students are encouraged and allowed to share and explain their ideas and ask, pose and frame questions. Appropriate innovative tools and techniques are applied depending on the situation and requirement.

IMPLEMENTATION OF PROCESS-TARGETED ACTIVITIES OF PROSPECTIVE CHEMISTRY TEACHERS DURING CONTINUOUS TEACHING PRACTICE: A RATIONAL COMPARATIVE ANALYSIS OF TEACHING METHODS ACCORDING TO THE EXPRESSED COMPETENCIES

2013 ◽  
Vol 53 (1) ◽  
pp. 74-88
Author(s):  
Darinka Sikošek ◽  
Kornelia Žarić
Keyword(s):  
Teaching Methods ◽  
Teaching Practice ◽  
Field Work ◽  
Study Program ◽  
Innovative Teaching ◽  
Chemistry Teachers ◽  
Proper Role ◽  
Experimental Laboratory ◽  
Training Courses ◽  
Teaching Learning

The main aim of the teacher study program is to ensure the proper role of teaching practice, which is included in initial teacher training courses. It is necessary that teachers of chemistry gain or develop learner competencies for appropriate teaching/ learning in the chemistry subject by using innovative teaching methods. In terms of activities and methods correction of the continuous teaching practice model for prospective chemistry teachers in Pedagogical study program of 2nd degree "Educational Chemistry" which would ensure the creation of a competent chemistry teacher (active and innovative).The main result of the study is a list of potential competencies by prospective chemistry teachers using innovative teaching methods. These competencies can be developed and produced in the performance of activities defined by using continuous teaching practice, particularly in the areas of testing and assessment, experiential and collaborative learning, and experimental (laboratory and field) work. Each of these components is separately assessed by activity and competence. Key words: continuous teaching practice (role), innovative teaching methods, learners’ competencies, potential competencies by prospective chemistry teachers.

Innovative Teaching Practice and Assessment with Technology Applications in International Biomedical Engineering Education

2014 ◽  
pp. 132-148 ◽  
Author(s):  
Jaakko Malmivuo ◽  
Asta Kybartaitė
Keyword(s):  
Biomedical Engineering ◽  
Teaching Practice ◽  
Educational Institution ◽  
The Internet ◽  
Free Access ◽  
Innovative Teaching ◽  
Distant Learning ◽  
The World ◽  
Technology Applications ◽  
Internet In Education

The advantages of the Internet in education are widely acknowledged by students and teachers all over the world. The authors have developed EVICAB as a free-access portal for e-learning with a full curriculum in biomedical engineering. It may be used as a virtual campus to support classroom lecturing or for distant learning. EVICAB provides educational material in various formats: video lectures to be viewed on a PC, an iPod or a media phone, lecture slides, textbook, exercises. It also offers a system for an Internet examination, which makes it possible for the students to take the examination anywhere in the world, where an educational institution provides proper environment. In this chapter, the authors briefly introduce the technology of the EVICAB portal and discuss in more detail the application of the Internet examination system. Educational technologies for developing teaching and learning via the Internet are widely available and user friendly.

scholarly journals The use of a visual learning design representation to support the design process of teaching in higher education

2011 ◽  
Vol 27 (6) ◽  
Author(s):  
Shirley Agostinho
Keyword(s):  
Design Process ◽  
Teaching Practice ◽  
Visual Learning ◽  
Research Work ◽  
Future Research ◽  
Learning Design ◽  
Pedagogical Practice ◽  
Innovative Teaching ◽  
University Teachers ◽  
Design Representation

<span>Over the last decade there has been considerable research and development work exploring how university teachers can document their teaching practice in such a way as to enable the sharing of ideas. The premise of this research work, referred to in the literature as learning designs, is if pedagogical practice can be documented in some readily understandable form, it can then be easily shared and thus there is the potential for greater uptake of innovative teaching practice. This paper presents findings from a research project that examined how educational designers and teaching academics used a visual learning design representation to document their teaching practice and how this representation supported their design process. Six educational designers, three university teachers, and two PhD students (whose doctorates were focused on learning design) were interviewed and the main finding was that the visual representation served as an aid to design because it provided a summary of pedagogical practice that could be used to effectively communicate and share ideas, and also enable reflection. The paper concludes by suggesting future research directions.</span>

Gleaning Strategies for Knowledge Sharing and Collective Assessment in the Art Classroom from the Videogame, “Little Big Planet’s Creator Spotlights”

2014 ◽  
pp. 14-32
Author(s):  
Renee Jackson ◽  
William Robinson ◽  
Bart Simon
Keyword(s):  
Knowledge Sharing ◽  
Learning Strategies ◽  
Online Community ◽  
Teaching Practice ◽  
Constructivist Teaching ◽  
Pedagogical Practice ◽  
Constructivist Learning Environment ◽  
Art Classroom ◽  
Teaching Learning ◽  
Art Classrooms

This chapter examines the notion of videogames as a resource for teaching practice. Games are often used as teaching tools, but not often used as resources for informing pedagogical practice. Media Molecule’s game, Little Big Planet (LBP) for the Playstation 3, is a constructivist game with a niche online community of practice known as LBP Central. The game, along with the community, exemplifies multiple learning strategies in a constructivist environment, lending itself as a potentially powerful resource for studying constructivist teaching/learning strategies. In this chapter, the authors look closely at a community assessment and knowledge sharing strategy known as the “creator spotlight” and, based on the premise that art classrooms tend to be more constructivist by nature than other subject areas and because LBP has strong links to visual art, they suggest ways in which this process could be explored and applied with secondary visual arts students within a constructivist learning environment.

Summer Pedagogical Practice As a Part of Professional Training of Students

2019 ◽  
Vol 7 (1) ◽  
pp. 25-31
Author(s):  
Н. Павлова ◽  
N. Pavlova ◽  
М. Борисова ◽  
M. Borisova
Keyword(s):  
Professional Training ◽  
Teaching Practice ◽  
Pedagogical Practice ◽  
Future Teachers

The article deals with the organization of summer teaching practice, approaches to the training of counselors. It is said about the pedagogical potential of summer practice as a form of improving the quality of professional training of future teachers, improving the skills of pedagogical activity.

scholarly journals Group Work in Physical Education: Exploring the Interconnectedness of Theoretical Approaches and Practice

2017 ◽  
Vol 36 (1) ◽  
pp. 50-60 ◽  
Author(s):  
Dean Barker ◽  
Tristan Wallhead ◽  
Sheri Brock ◽  
Victoria Goodyear ◽  
Chantal Amade-Escot
Keyword(s):  
Physical Education ◽  
Content Knowledge ◽  
Group Work ◽  
Group Composition ◽  
Central Feature ◽  
Pedagogical Practice ◽  
Approaches To Teaching ◽  
Student Group ◽  
Theoretical Approaches ◽  
Teaching Learning

Student group work is a central feature of many contemporary pedagogical approaches to teaching physical education. Despite this proliferation, our understanding of the teaching-learning dynamics inherent in group work remains limited and has tended to be under-theorized. The purpose of this paper was to examine different theoretical approaches to group work to identify similarities and differences and consequently provide insights and recommendations into ways of using group work as a pedagogical strategy. Four theoretical approaches to group work models were described in detail with brief empirical examples used to illustrate aspects to which each approach draws attention. The examination demonstrates conceptual overlap, elaboration and distinctions between the theoretical approaches related to: (i) content knowledge; (ii) engaging learners; (iii) the teacher’s role; and (iv) group composition. Meta-theoretical discussions of teaching strategies such as group work generate important discourse on the potential for the development of effective pedagogical practice.

scholarly journals Moving from collaboration to critical dialogue in action in education

2020 ◽  
Vol 8 ◽  
Author(s):  
Eugene Matusov ◽  
Lucinda Pease-Alvarez
Keyword(s):  
Collaborative Learning ◽  
Local Community ◽  
Mexican Descent ◽  
Learning Processes ◽  
Community Center ◽  
Pedagogical Practice ◽  
Teaching Approaches ◽  
Critical Dialogue ◽  
Innovative Teaching ◽  
Teaching Learning

The purpose of this article is to examine and conceptualize our pedagogical and organizational experiences and understandings of how undergraduates and instructors participating in the UC-Links Project from Fall 1996 to Spring 1997 learned together through their engagements in undergraduate courses and afterschool activities with predominantly Mexican-descent children at a local community center. We had started our project privileging collaboration and collaborative guidance as the way to approach our collective engagements; however, the events in the project pushed us to reconsider our practice. It took us 25 years to completely understand that what we have come to call “critical dialoguing in action” is how we now conceive of innovative organizational and pedagogical practice, which stands in contrast to the pedagogical and organizational notion of collaboration. We describe the efforts and struggles participants, including ourselves, encountered developing, implementing, and communicating about innovative teaching approaches and practices that we originally thought aimed to promote meaningful and collaborative learning. We call particular attention to dilemmas participants faced dialoguing about the dynamic teaching/learning processes that emerged in our project. These experiences prompted us to characterize our vision for participants’ involvement in the project as “critical dialoguing in action,” which contributed to our ongoing analysis and understanding of emerging dilemmas in our work.

scholarly journals Concepciones y modelos subyacentes en la práctica pedagógica de los docentes cuyo desempeño es el mejor evaluado por estudiantes universitarios

2017 ◽  
Vol 2 (1) ◽  
pp. 36
Author(s):  
Libia Villamizar-González
Keyword(s):  
Teaching Methods ◽  
Strong Impact ◽  
Pedagogical Practice ◽  
Research Subjects ◽  
Structured Interviews ◽  
Descriptive Case Study ◽  
Conditions For Learning ◽  
Teachers And Students ◽  
Teaching Learning ◽  
Modelo Pedagógico

ResumenLa forma en la que los docentes ejercen sus prácticas pedagógicas repercute con fuerza sobre el proceso de enseñanza aprendizaje. Es por eso que los docentes con mejor desempeño contribuyen en la creación de condiciones óptimas para el aprendizaje a partir de un entorno crítico natural, en el que se vale de sus  destrezas para dar un mejor uso a  la información que ellos quieren enseñar mediante estrategias que los estudiantes encontrarán atrayentes. Por otra parte, los estudiantes suelen distinguir entre sus profesores los que ejercen su labor con mayor empeño y efectividad. En este sentido, el objetivo central de la investigación consistió en caracterizar las prácticas pedagógicas de los docentes mejor evaluados  por sus alumnos en la  UFPS. El estudio se abordó desde  el paradigma cualitativo, para lo cual se utilizó un  diseño  descriptivo de caso. Los sujetos de investigación fueron cinco docentes, uno de cada facultad  y cuarenta y tres estudiantes que tomaron asignaturas con estos docentes. En la recolección de información se utilizaron dos técnicas: relatos de vida  y entrevistas semiestructuradas, se indagó sobre las percepciones que tienen los docentes y estudiantes  sobre las  prácticas pedagógicas. Los hallazgos de la investigación reflejan que las prácticas de los docentes mejor evaluados se caracterizan por ser disciplinadas, planificadas y comprometidas, identificándose que los docentes no se apegan a nivel teórico y pedagógico a un modelo pedagógico determinado. También se encontró que los atributos reconocidos por los estudiantes como propios de un buen docente son la puntualidad, la responsabilidad, el compromiso y la actualización disciplinar y pedagógica. En conclusión, las altas evaluaciones de los docentes por parte de sus alumnos están soportadas en la flexibilidad y la relación docente estudiante.Palabras claves: desempeño docente, práctica pedagógica, modelos pedagógicos Underlying conceptions and models in the pedagogical practice of teachers whose performance is the best evaluated by university studentsAbstractThe way teachers utilize their teaching methods has a strong impact on the teaching-learning process. Therefore, teachers who perform better in the classroom create the optimal conditions for learning from a critical natural environment, in which the teachers may apply their skills to employ teaching skills that utilize the information they want to teach, so that students may find their lessons more appealing. Nevertheless, students tend to easily identify which of their professors teach with greater effort and effectiveness. Accordingly, the central objective of this study was to characterize the teaching practices of the UFPS professor’s which scored highest on the students’ evaluations. The investigation was consistent with the qualitative paradigm, for which a descriptive case study design was used. The research subjects were five teachers (one from each faculty) and forty-three of their students. There were two techniques used to collect data: semi-structured interviews and hearsay, both concerning the perceptions that teachers and students have about teaching methods. The findings of the research demonstrate that the methods of the teachers with the more positive student evaluations are characterized by discipline, planning and commitment. The study also identified that all the teachers, on both a theoretical and educational level, did not stick to any particular pedagogical model. It also found that the attributes, as recognized by the students, of a good teacher, are punctuality, responsibility, being committed, disciplined and having a determined teaching approach. In conclusion, the students’ high ratings of their teachers are founded in both the adjustibility and the student-teacher relationship.Keywords: teaching performance, teaching methods, pedagogical models  Concepções e modelos subjacentes na prática pedagógica de professores cujo desempenho é o melhor avaliado pelos estudantes universitáriosResumoA forma como os professores exercem suas práticas pedagógicas tem um forte impacto no processo ensino-aprendizagem. É por isso que os professores com melhor desempenho contribuem para a criação de condições ideais para aprender a partir de um ambiente crítico natural, que usa suas habilidades para fazer melhor uso da informação que eles querem ensinar  através de estratégias que os estudantes encontrarão atraente. Por outro lado, os alunos muitas vezes distinguem entre seus professores aqueles que exercitam seu trabalho com maior esforço e eficácia. Nesse sentido, o objetivo central da pesquisa consistiu em caracterizar as práticas pedagógicas dos professores melhor avaliados pelos alunos na UFPS. O estudo foi abordado a partir do paradigma qualitativo, para o qual foi utilizado um desenho de caso descritivo. Os sujeitos da pesquisa foram cinco professores, um de cada faculdade e quarenta e três alunos que cursaram assuntos com esses professores. Na coleta de informações, foram utilizadas duas técnicas: histórias de vida e entrevistas semiestruturadas, e as percepções que os professores e alunos têm sobre práticas pedagógicas foram investigadas. Os resultados da pesquisa mostram que as práticas dos melhores professores avaliados são caracterizadas por serem disciplinadas, planejadas e comprometidas, identificando que os professores não aderem a um modelo pedagógico específico a nível teórico e pedagógico. Verificou-se também que os atributos reconhecidos pelos alunos como pertencentes a um bom professor são a pontualidade, responsabilidade, compromisso e atualização disciplinar e pedagógica. Em conclusão, as avaliações elevadas dos professores por seus alunos são apoiadas na flexibilidade e na relação professor-aluno.Palavras-chave: desempenho docente, prática pedagógica, modelos pedagógicos

scholarly journals Online resources in teaching Russian as a foreign language: expectations vs reality

2020 ◽  
Vol 18 (1) ◽  
pp. 69-84
Author(s):  
Victoria V. Vyazovskaya ◽  
Tatiana A. Danilevskaya ◽  
Margarita E. Trubchaninova
Keyword(s):  
Foreign Language ◽  
Online Teaching ◽  
Teaching Practice ◽  
Educational Process ◽  
Independent Learning ◽  
Online Resources ◽  
Free Access ◽  
Teaching Resources ◽  
Teaching Aids ◽  
Russian Universities

The paper discusses using online resources in modern teaching Russian as a foreign language (henceforth - RFL). A lot of resources for teaching and learning Russian are uploaded online daily. However, the format of their integration into educational process has not been analyzed yet. The acuteness of the present study stems from the necessity to define effective educational online resources for teaching RFL. The study draws upon the data of free-access online resources developed for A0-B1 level students in leading Russian universities. The aim of the study is to analyse online RFL resources, including educational software, applications and sites, their structure and their chances to be integrated into teaching process. The research has resulted in estimating educational and functional value of online teaching resources for students who study Russian in order to enter Russian universities. The paper presents conclusions concerning practical application of online resources in RFL teaching practice in blended education of foreign students in the higher educational establishments. The theoretical significance of the research lies in the fact that the analysis of fundamental scientific articles and electronic materials allows us to expand and deepen our knowledge about the place of e-teaching aids in the sphere of teaching foreign languages and RFL, as well as to justify the need to include electronic teaching materials in order to intensify the learning process. The results of the research can be implemented in blended forms of learning, distance learning, as well as in organizing students' independent learning in the university environment.

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