scholarly journals To Teach is to Learn

2018 ◽  
Vol 6 (1) ◽  
pp. 31-32 ◽  
Author(s):  
Sara Hussain ◽  
Sahar Hussain
Keyword(s):  
Real World ◽  
Teaching Method ◽  
Peer Learning ◽  
Classroom Learning ◽  
Level Of Education ◽  
Healthcare Environment ◽  
Learner Centered ◽  
Learning Guide ◽  
Memory And Recall

Learner centered education has been one of the major highlights that has revolutionized the teaching method in every department. While some effort has been made to better implement peer learning into the curriculum in some universities, it remains a vastly underused utility that can be employed both in and out of the classroom. Learning among, and teaching others who are at the same level of education does not only lead to enhanced memory and recall, it also develops critical real-world skills that can enhance the involved individual both professionally and academically. This article is a medical student’s perspective on encouraging peer assisted education in the healthcare environment, and a preliminary learning guide for the students who wish to implement this method of education.

Bridging the Gap: Bringing Professionals into the Classroom to Effectively Teach Environmental Science Concepts

2019 ◽  
Vol 81 (9) ◽  
pp. 618-624
Author(s):  
Mallory Ware ◽  
Christie Sampson ◽  
Delaney Lann ◽  
Erica Linard ◽  
Lauren Garcia Chance
Keyword(s):  
Science Teachers ◽  
Real World ◽  
Science Communication ◽  
Environmental Science ◽  
Teaching Method ◽  
Thinking Skills ◽  
Hands On ◽  
Community Science ◽  
K 12

Hands-on learning is a highly effective teaching method for topics in STEM disciplines. Unfortunately, environmental science teachers sometimes lack the tools to engage their students in hands-on experimentation in real-world research outside of the classroom. Partnerships between science professionals and teachers can help address this disparity, and operating within an established community science program is an excellent way for teachers and professionals to provide K–12 students opportunities for involvement in real-world research. We developed a four-stage program that maximizes the benefits of bringing together members of the professional and academic sectors; the stages include Learn, Collect, Report, and Communicate (LCRC). The goal of this program is to bring science professionals into a K–12 classroom to emphasize the importance of conducting research using the scientific method, to promote responsible community science, improve students' data literacy and critical thinking skills, and highlight the relevance of science communication. We demonstrate this program with a case study using water quality research in high school AP classes. Evaluations of the case study indicate this framework, and the engagement with science professionals alters students' perceptions of science and scientists while giving them the skills, knowledge, and confidence to pursue scientific endeavors.

The advantages of a transorganisational approach for developing senior executives

2015 ◽  
Vol 34 (5) ◽  
pp. 621-631
Author(s):  
Alan Burnell O'Neill ◽  
Ritchie Bent
Keyword(s):  
Real World ◽  
Peer Learning ◽  
Business Environment ◽  
Peer To Peer ◽  
Executive Development ◽  
Senior Executives ◽  
Senior Executive ◽  
Global Business ◽  
Content Type ◽  
Development Methods

Purpose – Developing capable and competent executives remains a critical and ongoing challenge for many organisations due to the ever changing landscape of the global business environment. Traditional executive development methods in artificial, once removed “classroom” type environments do not prepare executives sufficiently with the experience and insights needed to handle the complexities and uncertainties that befall them in the current volatile business environment. The purpose of this paper is to study the development of senior executives in a more real-world and authentic manner, that a leading Asia-based conglomerate has developed a senior executive “peer-to-peer” learning approach that brings together chief executives and senior managers from a number of businesses so they can share and learn from each other. Design/methodology/approach – This paper presents by way of a narrative description an alternative approach to classroom-based executive development. The paper looks at some of the limitations of more traditional executive development methods by contrasting these with a peer-to-peer learning framework that has been used successfully over the last 12 years. It outlines the why, what and how to implement a peer-to-peer learning practice based on transorganisational development (TD) practices to facilitate individual and organisational change. Findings – Getting senior executives out of the “classroom” and in front of executives from other businesses and organisations in a real-world peer-to-peer learning environment, exposes “participants” to a more credible, grounded and authentic development opportunity, that is difficult to replicate with more traditional methods. The diversity of delegates and companies that engage in this approach enable “participants” to explore new ideas and to confront, in very direct ways, their predispositions to repeat well-learned institutional responses which may have helped them succeed in the past. Originality/value – Although much of the literature on TD focuses predominately on the initiation, planning and implementation of system or organisation wide change, little has been written to emphasise how TD makes a viable contribution to the understanding of the processes of change at an individual level. By highlighting this the authors intend to make the relationship more explicit, thereby opening up prospects for TD’s wider use in the field senior executive development.

scholarly journals Authenticity and Teacher’s Role in Project Based Learning

2016 ◽  
Vol 12 (2 (16)) ◽  
pp. 109-114
Author(s):  
Lusine Madoyan
Keyword(s):  
Present Article ◽  
Real World ◽  
Teaching Method ◽  
Project Based Learning ◽  
Focus On Form ◽  
Student Centered ◽  
Student Collaboration ◽  
Knowledge And Skills ◽  
Teacher’S Role ◽  
Teacher's Role

Project based learning (PBL) is a student-centered teaching method that involves a dynamic classroom approach in which students gain knowledge and skills to explore and respond to an authentic and engaging problem or challenge. PBL focuses on different real-world subject matters that can sustain the interest of students, require student collaboration and autonomy, and at the same time, accommodate a purposeful and explicit focus on form and other aspects of language. The present article focuses on the teacher’s role in project based learning as well as the importance of authenticity in designing a project.

scholarly journals Teaching Methods and Quality of Business Studies Textbook in Secondary Schools in Kenya

2021 ◽  
Vol 2 (5) ◽  
pp. 19-29
Author(s):  
Sarah Getahun Bekele ◽  
Paul Odundo Amollo ◽  
John Kamau Mwangi ◽  
Ganira Khavugwi Lilian
Keyword(s):  
Teaching Methods ◽  
Teaching Method ◽  
Exploratory Research ◽  
Chi Square ◽  
Design Data ◽  
Intended Curriculum ◽  
Business Studies ◽  
Learner Centered ◽  
Cross Tabulation

Well-structured business studies textbook provides enjoyable episodes of knowledge creation which promotes achievement learning outcome for sustained academic results. Business textbook represents potentially implemented curriculum as its vehicle through which intended curriculum is availed to learner encouraging achievement of learning objectives. However, adopting methodology that does not facilitate achievement of specific objectives may limit knowledge construction degrading learner’s mean score. The study adopted is exploratory research design. Data collected were both quantitative and qualitative. Quantitative data were analyzed through counts, percentages, means, standard deviations and Chi square tests while Qualitative data were analyzed using content analysis. Cross tabulation results further indicated that teaching methods significantly influence quality of textbook implying that appropriate teaching methods supports achievement of learning. It was also found that presentation, visuals and differentiated instruction influence quality of instruction content encouraging learning. Therefore, it is recommended that teaching method selected should be learner centered to accelerate learning.

scholarly journals Language, Task and Situation: Authenticity in the Classroom

2015 ◽  
Vol 1 (1) ◽  
pp. 27-37
Author(s):  
Ken Beatty
Keyword(s):  
Real World ◽  
Classroom Learning ◽  
Materials Selection ◽  
Language Classrooms ◽  
Authentic Language

There is debate on the use of authenticity in language classrooms in terms of language, task, and situation. “Authenticity of language” spans a continuum that begins with inauthentic materials – wholly created by a teacher or materials developer – to constructed materials, modified from real-world materials, to those materials created for non-pedagogical L1 purposes. “Authenticity of task” questions whether students are engaging with language materials in a way that would appear natural outside the classroom. “Authenticity of situation” refers to non-classroom contexts. Complicating ideas of authenticity is the question of materials selection. This paper explores teachers’ awareness of authenticity and suggests ways to incorporate authentic language, tasks, and situations to enhance classroom learning.

scholarly journals Patients Knowledge on Infection Control Precaution

2019 ◽  
Vol 7 (2) ◽  
pp. 28
Author(s):  
Felor Javadi Bashar ◽  
Tang Li Yoong
Keyword(s):  
Public Health ◽  
Health Care ◽  
Infection Control ◽  
Medical Center ◽  
Knowledge Level ◽  
Level Of Education ◽  
Job Experience ◽  
Healthcare Environment ◽  
Education Of Patients ◽  
Hospital Associated Infections

Background: Hospital-associated infections are related with mortality, extended hospital stay, morbidity and attributable costs to the health care sector. The main objective of this study is measuring infected patients’ knowledge on infection control precaution in University Malaya Medical Center. Methods: Survey of 184 infected patients admitted to University Malaya Medical Center (UMMC) in Malaysia determined infected patients’ knowledge level regarding infections control activities. Results: Infected patient’s knowledge on infection control precaution in given medical center (UMMC) is moderately high with 65.2% good knowledge among infectious patients. Nevertheless, certain knowledge areas of infection control need to improve –i.e., transferring infected patients to isolation room immediately and using facemasks by medical staff while attending patients. The age, level of education of patients and the source of receiving information regarding to controlling infection cannot influence infected patient’s knowledge of infection Control. While the gender of patients, patients’ job experience in healthcare environment, relatives of patients’ job experience in healthcare environment, frequency of hospitals admission and the received information related to controlling infection can influence infected patient’s knowledge of infection Control. Conclusions: Actions intended at improving knowledge are essential to the implementation and development of efficient public health preventative strategies.

Teaching the information literacy Framework

2019 ◽  
Vol 47 (4) ◽  
pp. 461-475
Author(s):  
Irene Korber ◽  
Jodi Shepherd
Keyword(s):  
Higher Education ◽  
Information Literacy ◽  
Literacy Instruction ◽  
Learning Strategy ◽  
Teaching Method ◽  
Student Centered ◽  
Student Centered Learning ◽  
Content Type ◽  
Information Literacy Instruction ◽  
Learner Centered

Purpose The purpose of this paper is to outline the concept and creation of choose-your-own-adventure flip-books for use in teaching information literacy in higher education. Design/methodology/approach This is a conceptual paper that examines how to use choose-your-own-adventure style flip-books to teach knowledge practices from the Framework for Information Literacy for Higher Education. Using constructivist theory and active learning methods, the authors discuss how flip-books offer a hands-on learning strategy to build on students’ knowledge and experiences while promoting learner-centered interactions. Findings As academic libraries evolve from teaching bibliographic instruction via lecture to information literacy through student-centered learning, activities such as the one discussed in this paper provide a way for librarians to better engage with students. Creating curriculum based on educational theory and learner-centered approaches is necessary for librarians to use to optimize classroom time. Practical implications This paper provides a practical and pragmatic evaluation of how to incorporate narrative flip-books into information literacy instruction, providing an additional instructional tool for information literacy practitioners. Originality/value The choose-your-own-adventure story narrative has been used as a learning tool through all levels of education, including in university settings, but there is a lack of research on their use in information literacy instruction. This paper provides insight on how this teaching method and teaching tool can be used by librarians in the information literacy classroom.

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