scholarly journals Eléments de réflexion autour de la didactique de l’écriture/réécriture du FLE en contexte algérien

2019 ◽  
Vol 27 (1) ◽  
pp. 449-465
Author(s):  
Hayat Djaoudi
Keyword(s):  
Teaching Methods ◽  
Grade Level ◽  
Writing Process ◽  
Writing Skills ◽  
Traditional Practices ◽  
Traditional Teaching ◽  
Language Abilities ◽  
New Approach ◽  
Academic Climate

Enseñar a escribir es un ejercicio real en negociaciones permanentes, ajustes y adaptaciones; Los métodos y técnicas deben ser construidos y reconstruidos. En este sentido, lo que se cuestiona es la concepción misma de la escritura escolar. En estas condiciones, para basar una didáctica de la escritura en bases serias, es importante no trabajar más en la nostalgia de los métodos tradicionales caracterizados por la ausencia de una teoría articulada entre "escribir" y "reescribir". Este silencio sobre el interés en estas actividades ha llevado a su marginación por parte de los estudiantes. The teaching methods are evolving and being redesigned. Thus, the whole idea of the writing process, among scholars, is facing big criticism. In such academic climate, the hope is to bring the learning of this important subject into meeting grade level standards. The aim is, probably, to move away from the traditional teaching that is mainly based on strengthening the language abilities not, necessarily, the writing skills. These traditional practices have shown many limitations in terms of developing the appropriate writing skills needed to acquire a new language. Therefore, the need for a new approach is becoming an urgent challenge among educators.   Enseñar a escribir es un ejercicio real en negociaciones permanentes, ajustes y adaptaciones; Los métodos y técnicas deben ser construidos y reconstruidos. En este sentido, lo que se cuestiona es la concepción misma de la escritura escolar. En estas condiciones, para basar una didáctica de la escritura en bases serias, es importante no trabajar más en la nostalgia de los métodos tradicionales caracterizados por la ausencia de una teoría articulada entre "escribir" y "reescribir". Este silencio sobre el interés en estas actividades ha llevado a su marginación por parte de los estudiantes.        

scholarly journals Research in Writing Instruction and Assessment: Current and needed research to improve student writing

2017 ◽  
Vol 1 (2) ◽  
pp. 6-15 ◽  
Author(s):  
MJ Outcault Hill ◽  
Robert Caldwell
Keyword(s):  
Narrative Analysis ◽  
Academic Writing ◽  
Teaching Methods ◽  
Writing Process ◽  
Writing Skills ◽  
Research Literature ◽  
National Commission ◽  
Student Writing ◽  
High Stakes ◽  
Alternative Teaching

Discussions among educators at almost any level will invariably result in one point of agreement: students at all levels are under-prepared in writing skills. Unfortunately, this is a conclusion that also predominates much of the research literature on the improvement of student writing as well. Despite the importance attached to high-stakes academic writing skills, research has contributed little insight about the challenges students face with academic writing tasks. Llosa, Beck, and Zhao (2011) point out that the National Commission on Writing in America’s Schools and Colleges found that this lack of understanding of the writing process was so significant that they identified writing as, the “Neglected ‘R’ (National Commission on Writing, 2003; Llosa, Beck and Zhao, 2011). In the following paper, authors Caldwell and Outcault Hill present a broad review of the areas of research into the writing process and assessment of writing and suggest areas where further research is needed. Their discussion focuses on 1) Research related to the influence of Cognitive function on the writing process, 2) Research into teaching various genres such as exposition, argument, narrative, analysis, and creative writing, 3) Research on the assessment of writing, and finally, 4) Research on alternative teaching methods.

scholarly journals EFFECTIVENESS OF TRADITIONAL TEACHING AUGMENTED WITH INTERACTIVE SESSIONS AS A NEW APPROACH IN BIOCHEMISTRY TEACHING

2020 ◽  
Vol 10 (2021) ◽  
pp. 1-8
Author(s):  
sadia qureshi ◽  
Keyword(s):  
Medical Education ◽  
Active Learning ◽  
Learning Process ◽  
Teaching Methods ◽  
Teaching Approach ◽  
Traditional Teaching ◽  
New Approach

In medical education, different teaching methods are being used, and it is believed that methods involving active learning are usually stronger, motivate learners as they can control their learning process. So, the study was designed to evaluate the effectiveness of traditional teaching augmented with interactive sessions (TT+IS) as a new teaching approach in Biochemistry teaching.

scholarly journals Research on the Impact of Multimedia Computer-based English Teaching in High School

2016 ◽  
Vol 11 (08) ◽  
pp. 33
Author(s):  
Tao Guo ◽  
Qijian Jia
Keyword(s):  
High School ◽  
Learning Strategies ◽  
Teaching Methods ◽  
English Education ◽  
Classroom Teaching ◽  
Traditional Teaching ◽  
Language Abilities ◽  
Traditional Teaching Methods ◽  
Computer Based ◽  
The Impact

With the establishment of new curriculum standards, the study of English calls for “task based” learning. How to practically and effectively carry out reforms on English education and teaching in order to optimize the classroom teaching of this course, fully promote education for all-round development, cultivate the students for comprehensive language abilities and strengthen the guide on learning strategies as well as encourage them to develop their abilities for listening, speaking, reading and writing through experience, practice, discussions, cooperation, communication and exploration, has become key problems the teaching of English in high school that needs to be resolved urgently. Through the survey and research of the test materials, this paper offers some information about the outstanding advantages of multimedia computer-based classroom teaching by comparing with traditional teaching methods and provides empirical evidence for the effective application of modern teaching methods in classroom teaching.

scholarly journals Practicing your English writing skills in a community learning through an Edublog

EDMETIC ◽  
2015 ◽  
Vol 4 (1) ◽  
pp. 9
Author(s):  
Sarah Arseguet Crisol
Keyword(s):  
Teaching Methods ◽  
Writing Skills ◽  
Development Theory ◽  
Traditional Teaching ◽  
Font Size ◽  
Digital Competence ◽  
Community Learning ◽  
English Writing ◽  
Community Of Learning ◽  
Traditional Teaching Methods

<p style="margin: 0cm 0cm 0pt;"> </p><p style="margin: 0cm 0cm 0pt;"> </p><p style="margin: 0cm 0cm 0pt;"><span style="font-family: 'Century Gothic',sans-serif; font-size: 11pt; mso-ansi-language: EN-US;" lang="EN-US">In this research, we combine digital competence, in this case the use of a blog and cultural competence in order to practice the writing skills. Through the blog we want to challenge the traditional teaching methods as Vygotsky’ social development theory and we propose a change of roles. Students do not write anymore only for the teacher, but also for their classmates and even for anyone who reads the blog. In addition, not only the teacher gives feedback to them as well as their classmates. Results show that students enjoyed this change of roles and find it interesting and motivating. This research is divided in an introduction from social interaction to Edublogs to understand better what it means. In the method section, we explain the didactic unit and the blog. The results and discussion indicate that students prefer not only working with the blog than with traditional materials, but using the blog to practice the writing skills motivates students to learn. Finally, we show the efficacy of using the blog in the classroom to create a community of learning.</span></p><p style="margin: 0cm 0cm 0pt;"> </p><p style="margin: 0cm 0cm 0pt;"> </p>

scholarly journals Practicing your English writing skills in a community learning through an Edublog

EDMETIC ◽  
2015 ◽  
Vol 4 (1) ◽  
pp. 9
Author(s):  
Sarah Arseguet Crisol ◽  
María Luisa Renau
Keyword(s):  
Teaching Methods ◽  
Writing Skills ◽  
Development Theory ◽  
Traditional Teaching ◽  
Font Size ◽  
Digital Competence ◽  
Community Learning ◽  
English Writing ◽  
Community Of Learning ◽  
Traditional Teaching Methods

<p style="margin: 0cm 0cm 0pt;"><span style="font-family: 'Century Gothic',sans-serif; font-size: 11pt; mso-ansi-language: EN-US;" lang="EN-US">In this research, we combine digital competence, in this case the use of a blog and cultural competence in order to practice the writing skills. Through the blog we want to challenge the traditional teaching methods as Vygotsky’ social development theory and we propose a change of roles. Students do not write anymore only for the teacher, but also for their classmates and even for anyone who reads the blog. In addition, not only the teacher gives feedback to them as well as their classmates. Results show that students enjoyed this change of roles and find it interesting and motivating. This research is divided in an introduction from social interaction to Edublogs to understand better what it means. In the method section, we explain the didactic unit and the blog. The results and discussion indicate that students prefer not only working with the blog than with traditional materials, but using the blog to practice the writing skills motivates students to learn. Finally, we show the efficacy of using the blog in the classroom to create a community of learning.</span></p>

scholarly journals Problem Based Learning in Engineering at the Institute of Engineering: Prospects cum Challenges

1970 ◽  
Vol 8 (1-2) ◽  
pp. 291-300
Author(s):  
Rajendra Kumar Joshi ◽  
Milly Joshi
Keyword(s):  
Teaching Methods ◽  
Final Section ◽  
Problem Based Learning ◽  
Traditional Teaching ◽  
Technical Expertise ◽  
Educational Innovations ◽  
New Approach ◽  
Engineering Programs ◽  
Traditional Teaching Methods ◽  
Over Time

Despite having undergone significant transformations over the last few decades, educational institutes of Nepal are prone to using traditional teaching methods to most extent. This is particularly true of Tribhuvan University. Nevertheless there are all the same few renowned institutes of Tribhuvan University which are not merely open to educational innovations but have strong predisposition to respond positively to the augmenting demand of time vis-à-vis adoption of new educational approaches cum strategies. Institute of Engineering (IOE) is one among them. Albeit Problem Based Learning (PBL) Approach is apparently a new approach in Nepal’s engineering educational scenario, IOE has brought similar approach to bear upon its educational practices in some courses. However, IOE has yet to design fully fledged student-centric problem based curricula over time, considering the efficacy and efficiency of Project based approach in enhancing professional skills, technical expertise and profound understanding of students. This paper aims at delineating on the prospects cum challenges regarding the implementation of PBL approach in engineering programs at the IOE. However, the foremost section of the paper will briefly scrutinize the overall structure and situation of education in Nepal. The second section of the paper will comprehensively outline the educational system and courses offered at the IOE from the scratch. The most important of all, third section will focus upon the prospects and relevancy of introducing PBL component in engineering courses at the IOE. This section will simultaneously deal with potential impediments or constraints to be encountered during the process of implementing PBL approach. The final section of the paper will attempt to elicit a cogent conclusion with viable solutions and tentative plan to implement PBL approach effectively at the IOE against the backdrop of varied constraints.Key words: Faculties; Prospects; Impediments; Affiliated; ConstituentDOI: http://dx.doi.org/10.3126/jie.v8i1-2.5125Journal of the Institute of Engineering Vol. 8, No. 1&2, 2010/2011Page: 291-300Uploaded Date: 20 July, 2011

scholarly journals Construct, Face, and Content Validation on Voxel-Man® Simulator for Otologic Surgical Training

2017 ◽  
Vol 2017 ◽  
pp. 1-8 ◽  
Author(s):  
M. Varoquier ◽  
C. P. Hoffmann ◽  
C. Perrenot ◽  
N. Tran ◽  
C. Parietti-Winkler
Keyword(s):  
Virtual Reality ◽  
Construct Validity ◽  
Surgical Training ◽  
Teaching Methods ◽  
Traditional Teaching ◽  
Virtual Reality Simulator ◽  
Expert Group ◽  
Traditional Teaching Methods ◽  
The Face ◽  
Nose And Throat

Objective. To assess the face, content, and construct validity of the Voxel-Man TempoSurg Virtual Reality simulator. Participants and Methods. 74 ear, nose, and throat (ENT) surgeons participated. They were assigned to one of two groups according to their level of expertise: the expert group (n=16) and the novice group (n=58). The participants performed four temporal bone dissection tasks on the simulator. Performances were assessed by a global score and then compared to assess the construct validity of the simulator. Finally, the expert group assessed the face and content validity by means of a five-point Likert-type scale. Results. experienced surgeons performed better (p<.01) and faster (p<.001) than the novices. However, the groups did not differ in terms of bone volume removed (p=.11) or number of injuries (p=.37). 93.7% of experienced surgeons stated they would recommend this simulator for anatomical learning. Most (87.5%) also thought that it could be integrated into surgical training. Conclusion. The Voxel-Man TempoSurg Virtual Reality simulator constitutes an interesting complementary tool to traditional teaching methods for training in otologic surgery.

Sign in / Sign up

Export Citation Format

Share Document