Low Stakes Writing as an Instructional Strategy to Engage Students

2011 ◽  
Vol 16 (1) ◽  
Author(s):  
Carmel Parker White ◽  
Susan Reichelt ◽  
Barbara Woods
Keyword(s):  
Instructional Strategy

PENGARUH STRATEGI PEMBELAJARAN KOOPERATIF STAD DAN GAYA BELAJAR TERHADAP HASIL BELAJAR PENDIDIKAN AGAMA ISLAM SISWA SEKOLAH DASAR NEGERI 054938 ALUR DUA KECAMATAN SEI LEPAN PANGKALAN BRANDAN KABUPATEN LANGKAT

2018 ◽  
Vol 2 (2) ◽  
pp. 62
Author(s):  
Uthman Uthman
Keyword(s):  
Primary School ◽  
Learning Style ◽  
Instructional Strategy ◽  
Visual Learning ◽  
Learning Achievement ◽  
Kinesthetic Learning ◽  
The Difference ◽  
Education Of Students

The objectives of this research were to discover: (1) the difference in learning<br />achievement of Islam Religion Education of students taught by cooperative<br />instructional strategy STAD type and student taught by expository instructional<br />strategy, (2) the a difference of learning style Islam Religion education with visual,<br />auditory and kinesthetic, learning style, and (3) the interaction between instructional<br />strategy and learning style in affecting learning achievement of learning style Islam<br />religion education. The population was Grade V students of Primary School Inti<br />Number SD Negeri 054938 Alur Dua Sei Lepan Pangkalan Brandan Langkat regency<br />consisting of three classes. The sample chosen for instructional class using STAD was<br />class Vc with 40 students, while those taught by expository was class Vb with 40<br />students. The results of the findings were: (1) the average of Islam Religion Education<br />of students taught by STAD instructional strategy ( X = 29,95) was higher than the<br />average of students taught by expositoyi instructional strategy ( X = 28,62) with Fcount<br />= 12,46 &gt; Ftable = 3, 972), the avarage learning achievement of Islam religion education<br />with kinesthetic learning style ( X = 29,77) and visual learning style ( X = 25.35) with<br />Fcount = 5,92 &gt; Ftable = 3,972, and (3) there was an interaction between instructional<br />strategy and learning style toward students learning achievement Islam Religion<br />education with Fcount = 23.84 &gt; Ftable = 3,972.

Behavior skills training for teaching and generalizing self-instruction skills for students with intellectual disability

2021 ◽  
pp. 174462952199534
Author(s):  
Amber T Ethington ◽  
Amy D Spriggs ◽  
Sally B Shepley ◽  
Margaret E Bausch
Keyword(s):  
Intellectual Disability ◽  
Instructional Strategy ◽  
Skills Training ◽  
The Self ◽  
Probe Design ◽  
Behavior Skills Training ◽  
Activity Schedules ◽  
Activity Schedule ◽  
Behavior Skills ◽  
Self Instruction

Research demonstrates that combining video modeling and visual activity schedules into video activity schedules has been effective in increasing independence for students with disabilities. However, the instructional procedures used to teach students to acquire the necessary skills to navigate those tools vary among existent research. In this study, a behavior skills training package was investigated within a multiple probe design across participants, to determine if four elementary aged participants with intellectual disability could acquire self-instruction skills to navigate a video activity schedule. Three participants acquired the self-instruction skills using behavior skills training. After learning how to navigate the video activity schedules, the same three participants generalized and maintained the self-instruction skills to perform additional novel behaviors. The results suggest that behavior skills training may be an effective instructional strategy for teaching self-instruction skills and a means to program for generalized behavior change for students with intellectual disability.

Development of distance education in Chinese higher education in perspectives of accessibility, quality and equity under COVID-19

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Ying Chen ◽  
Angela Yung Chi Hou ◽  
Lei Huang
Keyword(s):  
Higher Education ◽  
Distance Education ◽  
Instructional Strategy ◽  
National Level ◽  
The Other ◽  
Research Articles ◽  
Chinese Higher Education ◽  
Chinese Government ◽  
Ict Literacy ◽  
Content Type

PurposeThis paper aimed to explore the development of distance education (DE) in Chinese higher education as well as the three significant themes: accessibility, quality and equity in Chinese DE and the performance of these three themes in Chinese DE.Design/methodology/approachDocument analysis was used as the major research method in this study to examine the development and challenges in terms of accessibility, quality and equity in Chinese DE. In this study, national-level official policy documents and reports from the Chinese government were collected and analyzed. Also, scientific articles from CNKI were analyzed to find out the evolution of the Frontier topics on Chinese DE in accessibility, quality and equity.FindingsThere are three major findings. First, the Chinese government has shown its positive attitude toward DE in higher education. Second, compared with the other two themes: quality and equity; the number of articles in the accessibility of DE was lower than the other two themes and the problems of accessing online courses were insufficiently caused by two reasons due to lack of basic ICT literacy and poor Internet infrastructure. Third, there was a gap between Chinese policies and research articles mainly because of the unbalanced development of accessibility in policy management and research articles.Research limitations/implicationsAlthough this paper has summarized the development of the DE in Chinese higher education, it was clear that accessibility, quality and equity were three critical issues in DE. However, there are still other essential factors that contribute to the development of DE that requires further investigation, such as learner satisfaction, different features of learning platforms and instructional strategy.Practical implicationsThe findings of this paper can be used to identify the attitude toward the DE of the Chinese government. Besides, the accessibility could be a research and practical focus for Chinese DE in the future.Originality/valueThis study showed some significant policies released by the Chinese government toward DE in higher education and revealed the achievements, trends and challenges in the accessibility, quality and equity of Chinese DE.

Will my student evaluations decrease if I adopt an active learning instructional strategy?

2018 ◽  
Vol 86 (12) ◽  
pp. 934-942 ◽  
Author(s):  
Charles Henderson ◽  
Raquib Khan ◽  
Melissa Dancy
Keyword(s):  
Active Learning ◽  
Instructional Strategy ◽  
Student Evaluations

Attitudes Toward Game Adoption

2018 ◽  
Vol 8 (3) ◽  
pp. 1-14 ◽  
Author(s):  
Nancy B. Sardone
Keyword(s):  
Small Groups ◽  
Teacher Candidates ◽  
Instructional Strategy ◽  
Teacher Education Program ◽  
Combination Strategy ◽  
Strategy Research ◽  
Games For Learning ◽  
K 12 ◽  
Core Activity ◽  
Facilitation Techniques

Gaming has become a core activity with children and more teachers are using games for learning than five years ago. Yet, teachers report that they learn about game titles, impact studies, and facilitation techniques through their own initiatives or from other teachers rather than from their teacher education program. This article reports on a combined curricular approach built on game strategy research that asked teacher candidates (n= 102) to discuss headlines news about gaming, play games, review games and game research, teach others how to play games, and then construct games. Findings revealed that candidates saw value in using games in K-12 to teach content, were able to develop assessments based on game content at a novice level, and were able to construct games either alone or in small groups. Educators contemplating gaming as an instructional strategy may be interested in the espoused combination strategy to encourage game adoption in K-12 settings.

Numbered Heads Together as a Tier 1 Instructional Strategy in Multitiered Systems of Support

2015 ◽  
Vol 38 (3) ◽  
pp. 345-362 ◽  
Author(s):  
William C. Hunter ◽  
Lawrence Maheady ◽  
Andrea D. Jasper ◽  
Robert L. Williamson ◽  
Renee C. Murley ◽  
...  
Keyword(s):  
Instructional Strategy ◽  
Tier 1 ◽  
Systems Of Support
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