scholarly journals Learning and Teaching Model on Covid 19 Era at UIN Maulana Malik Ibrahim Malang Indonesia

2020 ◽  
Author(s):  
Triyo Supriyatno ◽  
Keyword(s):  
Teaching Model ◽  
Learning And Teaching

scholarly journals Motivation-driven learning and teaching model for construction education

2013 ◽  
Vol 13 (1) ◽  
pp. 36-49 ◽  
Author(s):  
Imriyas Kamardeen
Keyword(s):  
Learning Experience ◽  
Teaching Quality ◽  
Course Delivery ◽  
First Year ◽  
Teaching Model ◽  
Motivation To Learn ◽  
Learning And Teaching ◽  
Construction Education ◽  
Improved Learning ◽  
Quality Learning

Quality learning outcomes are correlated with students’ motivation to learn. Lecturers need to design courses that enthuse, inspire and motivate their students. But, this is a fundamental challenge facing many lecturers. A new motivation-driven learning and teaching model was developed to help lecturers in this regard. Its operationalisation, implementation and evaluation were conducted in a first year course in Construction Management degree through action research. Study findings suggest that the new model can help lecturers to improve overall teaching quality and student learning experience as it facilitates effective course delivery, stimulation of student motivation to learn and improved learning support.

An effective learning and teaching model for programming languages

2016 ◽  
Vol 3 (4) ◽  
pp. 413-437 ◽  
Author(s):  
Golam Md. Muradul Bashir ◽  
Abu Sayed Md. Latiful Hoque
Keyword(s):  
Programming Languages ◽  
Teaching Model ◽  
Learning And Teaching ◽  
Effective Learning

scholarly journals A unifying computational framework for teaching and active learning

2018 ◽  
Author(s):  
Scott Cheng-Hsin Yang ◽  
Wai Keen Vong ◽  
Yue Yu ◽  
Patrick Shafto
Keyword(s):  
Theory Of Mind ◽  
Active Learning ◽  
Information Gain ◽  
Learning Problems ◽  
Teaching Model ◽  
Simulation Experiments ◽  
Computational Framework ◽  
Learning And Teaching ◽  
Core Cognition ◽  
Present Simulation

Traditionally learning has been modeled as passively obtaining information or actively exploring the environment. Recent research has introduced models of learning from teachers that involve reasoning about why they have selected particular evidence. We introduce a computational framework that takes a critical step toward unifying active learning and teaching by recognizing that meta reasoning underlying reasoning about others can be applied to reasoning about oneself. The resulting Self-Teaching model captures much of the behavior of information-gain-based active learning with elements of hypothesis-testing-based active learning and can thus be considered as a formalization of active learning within the broader teaching framework. We present simulation experiments that characterize the behavior of the model within three simple and well-investigated learning problems. We conclude by discussing such theory-of-mind-based learning in the context of core cognition and cognitive development.

scholarly journals The challenges of learning and teaching chemical bonding at different school levels using electrostatic interactions instead of the octet rule as a teaching model

2018 ◽  
Vol 19 (3) ◽  
pp. 932-953 ◽  
Author(s):  
Jarkko Joki ◽  
Maija Aksela
Keyword(s):  
Secondary School ◽  
Chemical Bonding ◽  
Electrostatic Interactions ◽  
Secondary Level ◽  
Teaching Model ◽  
Electrostatic Model ◽  
Upper Secondary School ◽  
Learning And Teaching ◽  
Upper Secondary ◽  
Octet Rule

Teaching chemical bonding using the octet rule as an explanatory principle is problematic in many ways. The aim of this case study is to understand the learning and teaching of chemical bonding using a research-informed teaching model in which chemical bonding is introduced as an electrostatic phenomenon. The study posed two main questions: (i) how does a student's understanding of chemical bonding evolve from lower- to upper-secondary school when an electrostatic model of chemical bonding was used at the lower-secondary level? (ii) How does the teaching of octets/full shells at the upper-secondary level affect students’ understanding? The same students were interviewed after lower-secondary school and again during their first year at upper-secondary school. Their upper-level chemistry teachers were also interviewed. The interview data were analysed using the grounded theory method. The findings showed that the students’ earlier proper understanding of the electrostatic-interactions model at the lower-secondary level did not prevent the later development of less-canonical thinking. Teachers’ pedagogical content knowledge (PCK) of the explanatory principles of chemical bonding and how to use explanations in science education needs to be promoted in both pre-service teacher education and during in-service training.

Island Ecology for Educators

2021 ◽  
pp. 219-243
Author(s):  
Amy R. Taylor ◽  
Dennis S. Kubasko Jr.
Keyword(s):  
Graduate Students ◽  
Environmental Education ◽  
Teaching Model ◽  
Education Students ◽  
Learning And Teaching ◽  
Island Ecology ◽  
Interdisciplinary Courses ◽  
Interdisciplinary Course ◽  
Education Courses ◽  
Pedagogical Application

Island Ecology for Educators is an interdisciplinary course that is cross-listed between environmental studies and education students engaging both undergraduate and graduate students. This chapter aims to contribute to our understanding of environmental education practices by introducing the TTIP Teaching Model addressing (1) the importance of teaching about and in nature, (2) issues of teaching in the digital age, (3) benefits derived from interdisciplinary courses, and (4) building partnerships in your community. The TTIP model is the framework that the authors developed and adapted for creating an engaging platform for learning and teaching of environmental education and blends the aspects of teaching outdoors (T), technology inclusion (T), interdisciplinary courses (I), and partnering with experts (P). The discussion includes the outcomes of the course and recommendations for how to design similar environmental education courses using the TTIP Teaching model focusing on content application, pedagogical application, technology infusion, and partnership creation.

scholarly journals Brain Based Teaching Model as Transformation of Learning Paradigm in Higher Education

AL-TA LIM ◽  
2015 ◽  
Vol 22 (3) ◽  
pp. 266-275
Author(s):  
Zulfani Sesmiarni
Keyword(s):  
Higher Education ◽  
Social Learning ◽  
Learning Theory ◽  
Cognitive Learning ◽  
Teaching Model ◽  
New Paradigm ◽  
Self Reflection ◽  
Learning And Teaching ◽  
Key Word ◽  
The Brain

Brain -based teaching model is a new paradigm that can facilitate students in optimizing student learning by the functioning the brain as a whole. Lessons are held today assume that all students equally so that learning provide the same services to each student in the class. With this model, the students are given different stimulation according to their abilities and needs. Base on brain learning theory -based teaching, the learning should pay attention to the five needs of the brain in general. The fifth factor is the need for a sense of comfort, the need for interaction, the need for knowledge, the need for the activity and the need for self-reflection. All these needs will be connected if the lecturers able to present emotional learning, social learning, cognitive learning, physical learning and teaching reflection. Key Word : Instrucetional, Brain Based teaching, Learning.Copyright © 2015 by Al-Ta'lim All right reserved

scholarly journals On Modern Computer Assisted Language Learning Facilities and its Integrated Teaching

2018 ◽  
Vol 13 (11) ◽  
pp. 225
Author(s):  
Yucheng Bai
Keyword(s):  
Language Learning ◽  
Computer Assisted ◽  
Teaching Model ◽  
Computer Assisted Language Learning ◽  
College English ◽  
Learning And Teaching ◽  
Modern Computer ◽  
English Major ◽  
Major Teaching ◽  
New Perspective

The teaching model of computer Assisted Language Learning Facilities and its integrated teaching become the new perspective on the reform of college English Teaching in China. Its invention and implementation provide a powerful cognitive tool for English listening, speaking, reading and writing for students’ comprehensive quality improvement. This paper focus on how to make full use of the advantages of multimedia and network, and explore computer assisted language learning and teaching model of English major curriculum integration. At the same time, this study put forwarder the facilities concrete implementation method and problems that should pay attention to in English major teaching.

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