Enhancing Teaching and Learning With Socratic Educational Strategies

2022 ◽  
Keyword(s):  
Teaching And Learning ◽  
Educational Strategies

scholarly journals Formación integral en arquitectura: Hacia una pedagogía innovadora / Integreal training (Education) in Architecture Towards an Innovative Pedagogy

2018 ◽  
Vol 6 (2) ◽  
pp. 69-75
Author(s):  
Martha Perlaza Salazar ◽  
Wendy Betancourt Galeano
Keyword(s):  
Teaching And Learning ◽  
Architectural Design ◽  
Meaningful Learning ◽  
Practical Approach ◽  
Educational Strategies ◽  
Alternative Strategies ◽  
Teaching Innovation ◽  
Interdisciplinary Project ◽  
Innovative Pedagogy

ABSTRACTArchitectural education is at a time of transformation and search for a new sense of knowledge, thus emerges the development of alternative strategies that generate a more active work conducive to the reflection-action to improve the processes of teaching and learning in architectural design workshops. Objective: Develop a proposal of teaching innovation for the achievement of meaningful learning, through various educational strategies based on expressions of artistic or cultural, favoring the formation of architecture students. Conclusions: The development of alternative strategies was useful for the fulfillment of the objectives proposed in the course. Equally, the construction of this experience as an interdisciplinary project and the practical approach of workshops, favored meaningful learning of the students of architecture of the Pontificia Universidad Javeriana Cali. RESUMENLa formación en arquitectura está en un momento de transformación y búsqueda de un nuevo sentido del conocimiento, así surge el desarrollo de estrategias alternativas que generan un trabajo más activo conducente a la reflexión-acción para mejorar los procesos de enseñanza-aprendizaje en los talleres de diseño arquitectónico. Objetivo: Elaborar una propuesta de innovación pedagógica para el logro del aprendizaje significativo, a través de diversas estrategias didácticas basadas en expresiones artísticas y/o culturales, favoreciendo la formación integral de los estudiantes de arquitectura. Conclusiones: El desarrollo de estrategias alternativas resultó útil para lograr el cumplimiento de los objetivos propuestos en el curso. Igualmente, la construcción de esta experiencia como un proyecto interdisciplinario y el enfoque práctico de los talleres, favoreció el aprendizaje significativo de los estudiantes del programa de Arquitectura de la Javeriana Cali.

Evidence-informed strategies for undergraduate nutrition education: a review

2015 ◽  
Vol 40 (7) ◽  
pp. 652-661 ◽  
Author(s):  
Genevieve Newton ◽  
William Bettger ◽  
Andrea Buchholz ◽  
Verena Kulak ◽  
Megan Racey
Keyword(s):  
Nutrition Education ◽  
Teaching And Learning ◽  
Patient Simulation ◽  
Future Research ◽  
Educational Strategies ◽  
Student Centered ◽  
Problem Solving Skills ◽  
Potential Benefits ◽  
Community Based Learning ◽  
The University

This review focuses on evidence-informed strategies to enhance learning in undergraduate nutrition education. Here, we describe the general shift in undergraduate education from a teacher-centered model of teaching to a student-centered model and present approaches that have been proposed to address the challenges associated with this shift. We further discuss case-based, project-based, and community-based learning, patient simulation, and virtual clinical trials as educational strategies to improve students’ critical thinking and problem-solving skills; these strategies are well suited to the teaching of undergraduate nutrition. The strategies are defined, and we discuss the potential benefits to students and how they can be applied specifically to the teaching of undergraduate nutrition. Finally, we provide a critical analysis of the limitations associated with these techniques and propose several directions for future research, including research methodologies that may best evaluate teaching strategies in terms of both teaching and learning outcomes. Consideration of these evidence-informed strategies is warranted, given their ability to encourage students to develop relevant skills that will facilitate their transition beyond the university classroom.

scholarly journals Educational interventions used to improve the cognitive and social development of children and adolescents with autism

2021 ◽  
Vol 10 (9) ◽  
pp. e25710917971
Author(s):  
Karine Alonso dos Santos ◽  
Igor de Oliveira Freire Monteiro ◽  
Gabriely Coêlho dos Santos ◽  
Ian Schröder Anjos ◽  
Annita Maria de Oliveira Fagundes ◽  
...  
Keyword(s):  
Systematic Review ◽  
Social Development ◽  
Children And Adolescents ◽  
Learning Strategies ◽  
Video Modeling ◽  
Teaching And Learning ◽  
Educational Interventions ◽  
Educational Strategies ◽  
Adolescents With Autism ◽  
Teaching And Learning Strategies

Difficulty in communication and socialization are the main characteristics presented by individuals diagnosed with autism. For children and adolescents with autism to have a better inclusion and understanding of the contents covered in the classroom, several methodologies have been developed and used that include active ASD teaching and learning strategies. Therefore, this study aimed to carry out a systematic review to verify which educational interventions have been used to improve the cognitive and social development of children and adolescents diagnosed with autism. For this reason, a search for scientific articles published between the years 2015 and 2020 was carried out in the Scielo, PubMed, Lilacs, Bireme, and Medline databases. The research included only studies that aimed at social and educational interventions for children and adolescents (2 to 18 years old) with autism. In the bibliographic survey, 227 articles were found. From the application of inclusion and exclusion criteria, 16 articles were evaluated in this systematic review. The studies addressed educational strategies that explored various aspects related to vision, hearing, smell, language, and sociability. The use of technological resources (applications, virtual games, video modeling, and robots) stimulated the cognitive and social development of the evaluated population. The results presented were favorable for the increase, mainly, in the frequency of non-verbal initiatives and the use of eye contact in responses to communication partners.

scholarly journals النّحو العربيّ الأساسيّ التطبيقيّ الميسّر: دراسة وصفيَّة تطبيقيّ / The Basic Simplified Arabic Applied Syntax: A Descriptive and Applied Study

2018 ◽  
Vol 9 (1) ◽  
pp. 80-107
Author(s):  
Abd. Wahab Bin Zakaria
Keyword(s):  
Teaching And Learning ◽  
Basic Education ◽  
Theoretical Framework ◽  
Qualitative Approach ◽  
Educational Strategies ◽  
Teaching Methodologies ◽  
Applied Study ◽  
Descriptive Approach ◽  
Unit Unit

ملخص البحث: يواجه طلبة المدارس الماليزيّة، وخاصةً طلبة التعليم الأساسيّ صعوبات عديدة عند تعلمهم النّحو العربيّ وقواعده، ولمعالجة هذه المشكلة تأتي هذه بصورة ميسرة لطلبة التعليم الأساسيّ، وذلك باتباع استراتيجيات تنفيذ دروس القواعد النحويّة بطريقة إجرائيّة بسيطة. يتبع هذا البحث المنهج الوصفي النظري، مع المنهج الكيفي؛ سيتم إعداد وحدات تطبيقية تهتم بعرض القواعد الأساسيّة لتقويم اللسان وتحقيق سلامة النطق الإعرابي الذي يعمل على توصيل المعاني توصيلاً يكشف عن مقاصد المتكلمين، ويأتي هذا البحث في قِسمين: القِسم الأوّل هو الإطار النظري لهذا المقرر، والإطار التطبيقيّ، ويكون بإعداد وحدات تعليميّة نحوية بما تحتويه من استراتيجيات وطرائق تدريس مقترحة لتنفيذ دروس قواعد النّحو العربيّ الأساسيّ التطبيقيّ بصورة ميسرة وواضحة. توصل البحث إلى عدة نتائج من أهمها ما يأتي: إن النّحو العربي للماليزيين يجب أنْ يُدرس في إطار وظائفيّ؛  ويجب أن يقدّم لهم بطريقة ميسرة لكي يسهم في إيضاح المعاني الوظيفيّة للمفردات وللتراكيب الأسلوبيّة التي يتعرضون لها في مواد الدّراسات الشرعيّة والقرآنيّة. الكلمات المفتاحية: النحو العربي – التطبيقية- الميسر- التعليم - التعلم.     Abstract Students of Malaysian schools, particularly at basic education, face a lot of challenges whilst learning the Arabic syntax and its grammar. In order to get over this drawback, this framed study comes as a result to teach the basic Arabic applied grammatical rules in a simplified way to students of basic education. This is carried out through following strategies of conducting syntactic and grammatical classes in a simple procedural way. This research follows the theoretical descriptive approach alongside the qualitative approach. That is, applied units will be prepared and they are concerned with the basic rules of correct articulation of tongue and achieving correctness of parsing pronunciation which conveys meanings in a way that uncovers the speakers’ intentions. This research falls into two sections: the first section contains the theoretical framework of the material and this includes an overview of the material contents, educational strategies necessary to teach the basic syntactic Arabic rules and simplification applied methods in a simplified way. The second section is the applied framework which is concerned with carrying out syntactic educational units including strategies and suggested teaching methodologies to conduct classes of the basic syntactic Arabic applied rules in a clear and simplified way. The study deduced several results. Some of which are: the Arabic syntax should be taught to Malaysians on function- based framework and it should be presented to them in a simplified way so as to contribute to clarify functional meanings of vocabularies and stylistic constructions which Malaysians are exposed to in religious- based courses.        Keywords: Arabic Syntax, Simplification, Applied, Teaching and Learning.     Abstrak Para pelajar sekola-sekolah di Malaysia khususnya pelajar-pelajar pengajian asas menghadapi kesukaran dalam mempelajari tatabahasa Bahasa Arab serta kaedah-kaedahnya. Untuk itu,Kajian ini cuba menangani masalah ini dengan memamparkan pengajaran tatabahasa secara praktikal yang mudah bagi pembelajaran asas dengan mengikut strategi-strategi perlaksanaan pelajaran tatabahasa dengan cara yang lebih mudah.Kajian ini menggunakan pendekatan teori deskriptif dan kualitatif dengan menyediakan unit-unit latihan yang menjurus kepada penyediaan kaedah-kaedah asas dalam proses pembentukan lisan dan memastikan sebutan tatabahasa yang betul seterusnya membawa kepada maksud yang dikehendaki para penutur.Kajian ini terbahagi kepada dua bahagian; teori yang membicarakan tentang pengenalan akan kandungan-kandungan kursus, strategi-strategi pendidikan yang sesuai dalam pengajaran tatabahasa Bahasa Arab serta cara-cara praktikal yang mudah.kedua: praktikal yang memaparkan cadangan unit-unit pembelajaran tatabahasa yang mengandungi stratedi-strategi serta cara-cara pengajaran bagi melaksanakan pembelajaran tatabahasa Bahasa Arab dengan lebih mudah lagi jelas.Kesimpulannya pengkaji membuat keputusan bahawa Tatabahasa Bahasa Arab bagi pelajar-pelajar Malaysia perlu diajar dalam bentuk rangka kerja dengan cara ynag mudah yang dapat membantu memastikan maksud rangka kerja bagi setiap perkataan dan  susunan ayat yang mereka dapati dalam subjek-subjek pengajian syariah. Kata kunci: Tatabahasa Bahasa Arab - praktikal – mudah – pengajaran dan pembelajaran.

Educational strategies to enhance EBM teaching and learning in the workplace: a focus group study

2021 ◽  
pp. bmjebm-2020-111383
Author(s):  
Lisanne Welink ◽  
Esther de Groot ◽  
Roger Damoiseaux ◽  
Marie-Louise Bartelink
Keyword(s):  
Focus Group ◽  
Teaching And Learning ◽  
Postgraduate Medical Education ◽  
Nominal Group Technique ◽  
Nominal Group ◽  
Consensus Method ◽  
Educational Strategies ◽  
Focus Group Study ◽  
Starting Point ◽  
Learning Conversations

ObjectivesThis study aimed to gather and synthesise educational strategies that can improve teaching and learning of evidence-based medicine (EBM) in the workplace, and make them concrete by listing ideas for implementing these strategies. Insight into current workplace-based EBM teaching and learning in general practice was the starting point to generate these strategies and ideas.DesignExploratory, qualitative focus group study, applying the consensus method of the nominal group technique.SettingPostgraduate medical education; general practitioner (GP) specialty training at University Medical Centre Utrecht, the NetherlandsParticipants33 GPs and 17 GP trainees, divided in four focus groups. Using opportunistic sampling, participants were selected from the GP workplace because of their role as supervisor or trainee.Main outcomesAn overview of educational strategies and ideas on how to implement these strategies in the workplace, followed by the participants’ global ranking of the most useful ideas.ResultsThe supervisors and trainees generated a list of educational improvement strategies that can be applied in learning conversations, while observing each other’s consultations, and in (multidisciplinary) learning opportunities in the workplace. Table 1 presents the educational strategies and suggestions for implementing them. Ideas regarded as most useful include taking turns to conduct consultations and observing the other, holding a structured, in-depth discussion after observation, preparing and discussing articles found in relevant journals and on-the-spot searching for relevant evidence during learning conversations.ConclusionsParticipants provided an extensive list of educational strategies and ideas on how to implement EBM learning in daily practice. As a great deal of GP training takes place in clinical practice, supervisors and trainees could apply the suggested ideas to enhance EBM teaching and learning in the workplace.

scholarly journals Faculty development program: Way to excellence

2020 ◽  
Vol 3 (2) ◽  
pp. 107-112
Author(s):  
Riffat Shafi ◽  
Ayesha Rauf ◽  
Khurram Irshad ◽  
Iffat Zaman ◽  
Ashraf Hussain ◽  
...  
Keyword(s):  
Focus Group ◽  
Faculty Development ◽  
Teaching And Learning ◽  
Teaching Effectiveness ◽  
Group Discussion ◽  
Development Program ◽  
Development Programs ◽  
Faculty Development Program ◽  
Educational Strategies ◽  
Individual Interviews

Introduction: The importance of faculty development programs (FDP) to improve teaching effectiveness has been emphasized in recent years. Our endeavors to improve teaching ways at Shifa College of Medicine, include development of student feedback mechanisms, professional development programs, and research into teaching. New trends taking place in academic medicine were accommodated by modification of faculty development model. Methods: With an aim to assess the perceptions of faculty about FDP at Shifa College of Medicine we gathered views of faculty, by administering questionnaire, conducting focus group and individual interviews. Results: More than half of faculty (51%-83%) agreed with various items related to teaching and learning concepts, 79% believed that they learned assessment methods. 73% agreed that it was a source of introduction to new educational strategies. Sixty-eight percent agreed that FDP helped to improve skills in teaching of ethics and professionalism.  Results of focus group discussion show that faculty found program helpful in their grooming and development and it made them more knowledgeable. Views from individual interviews stated that faculty development program has contributed towards learning. Conclusion: In conclusion FDP at Shifa College of Medicine is valued by faculty. It has contributed towards excellence in teaching. This program should be continued with an endeavor to improve it further.

scholarly journals CASE STUDY: APPLICATION OF THE DIDACTIC MODEL OF SOCIO-COGNITIVE THEORY OF LEARNING IN THE TEACHING OF ENGLISH AS A FOREIGN LANGUAGE. TEACHING IDIOMS «USED TO – WOULD»

InterConf ◽  
2021 ◽  
pp. 83-95
Author(s):  
Georgios Pappas
Keyword(s):  
Foreign Language ◽  
Teaching And Learning ◽  
Cognitive Theory ◽  
Cognitive Learning ◽  
Language Education ◽  
Foreign Language Education ◽  
Foreign Languages ◽  
The European Union ◽  
Educational Strategies

The linguistic and cultural diversity within the European Union has created new demands for multilingual European citizens. To meet the new requirements, it is necessary, educational strategies to be designed by those who actively involved in foreign language education in various countries in a new context, which will ensure the "productivity" of learning foreign languages in the implementation of foreign language education. This effort also includes this paper, which introduces the model of socio-cognitive learning theory in the context of the communicative approach to the teaching and learning of foreign languages. Especially in this case study, the teaching and learning of the idioms Used to and Would Idioms will be presented by using the Sosio-cognitive theory.

Understanding How Students Learn: Preparing Students to Become Professionals

2009 ◽  
Vol 12 (1) ◽  
pp. 16-23
Author(s):  
Lizbeth Curme Stevens
Keyword(s):  
Service Learning ◽  
Teaching And Learning ◽  
Communication Disorders ◽  
Learning Opportunities ◽  
Graduate Courses ◽  
Speech Language Pathologists ◽  
Community Partners ◽  
Scholarship Of Teaching ◽  
Academic Service Learning

Abstract The intent of this article is to share my research endeavors in order to raise awareness of issues relative to what and how we teach as a means to spark interest in applying the scholarship of teaching and learning to what we do as faculty in communication sciences and disorders (CSD). My own interest in teaching and learning emerged rather abruptly after I introduced academic service-learning (AS-L) into one of my graduate courses (Stevens, 2002). To better prepare students to enter our profession, I have provided them with unique learning opportunities working with various community partners including both speech-language pathologists (SLPs) and teachers who supported persons with severe communication disorders.

Sign in / Sign up

Export Citation Format

Share Document