Using Gagne’s instructional design to teach communication skills in phlebotomy education through role-play

Background: Phlebotomy is a medical procedure that is performed frequently in the blood collection activities of medical institutions. The procedure involves close interaction with different types of patients—some of whom are cooperative and others, who, for many reasons, are not (for example, patients who have a fear of needles). Blood extraction is an essential skill in several medical specialties, such as in laboratory sciences. Lesson planning in phlebotomy education is mainly focused on procedural skills, and very little attention is given towards teaching communication skills despite the close patient interaction in phlebotomy. In this paper, I propose a lesson plan for teaching communication skills to medical laboratory sciences and nursing students based on Gagne’s instructional design. Methods: The training session included two main parts: training session using Gange’s instructional design and at the end of the session, the participants were surveyed for the effectiveness of the training session. Results: 17 participants were included in the study. Overall, the majority of the participants were highly satisfied with the effectiveness of the training session in teaching communication skills with all seven survey questions receiving a mean score of 4.58 on a Likert scale of 1-5. Conclusion: We demonstrated the effectiveness of Gange’s instructional beyond theoretical lesson planning to teach communication skills through role-play in phlebotomy education.

ANALISIS KOMPETENSI PEDAGOGIK GURU TERHADAP PENGUNAAN MEDIA PEMBELAJARAN BAHASA ARAB KELAS VIII DI MTS AL-KHAIRAT WOSU KABUPATEN MOROWALI

The research is descriptive qualitative research. The purpose of this study was to determine the effect of pedagogic competence on the use of Arabic learning media. Data collection techniques used are observation, interview, and documentation techniques. The data analysis technique used is data reduction, data presentation, and conclusion drawing, as well as checking the validity of the data. Sources of data obtained from primary and secondary data that are relevant to the problem under study. The results of this study indicate that the pedagogic competence of teachers at MTs al-Khairaat Wosu can be said to be quite good. This is evidenced from the results of research on related indicators, in the form of lesson planning, learning implementation, and learning evaluation, also seen from the attitude of teachers who have understood the characteristics of their students so that they can develop good learning implementation plans according to the needs of students. Second, pedagogic competence influences the use of learning media. This can be seen from teachers who have good pedagogic competence, use good learning media in the learning process so that learning objectives can be achieved.

The Teaching of the Philosophical Concepts Underlying Hermeneutical Phenomenology

Researchers who plan to utilize the methodological approach of hermeneutical phenomenology must first understand the philosophical assumptions that provide the epistemological foundation for this methodology. The objective of this chapter is to present a set of resources for instructors of research methodology coursework, specifically instructors who aim to introduce students to the research methodology of hermeneutical phenomenological inquiry. The core philosophical concepts discussed in this chapter are 1) the phenomenological attitude, 2) hermeneutics as way of being, 3) the four lifeworld existentials, and 4) the significance of mood. This chapter will begin by presenting a brief summary of these four philosophical concepts. Then, this chapter will introduce three frameworks of curriculum theory, specifically as related to the use of curricular objectives in the practice of teaching. Finally, this chapter will present five distinct approaches to lesson planning and will apply each lesson planning approach to the teaching of these four core philosophical concepts.

Integrating Language Skills, Practices, and Content in Equitable TESOL Lesson Planning

Teachers and students in TESOL confront persistent racial, linguistic, economic, and social inequities in English language education. Many universities are striving to enact inclusive teaching that serves their diverse student body. This chapter offers a balanced approach that synthesizes language teaching research, theories, and practices to offer equitable strategies and tools for planning TESOL lessons and an exemplar university English as a Foreign Language lesson. These strategies, tools, and examples provide support for teachers to plan to explore inequities in the sociopolitical and raciolinguistic conditions of language and language learning with their students through lessons that integrate language skills, practices, and content. There is significant research on critical approaches to language education, but this chapter contributes to critical praxis in TESOL by providing detailed guidance for teachers on integrated lesson planning for adult EFL classes.

The Development of E-Book Learning Media Based PBL

: Revolution 4.0 requires college students to be able to have skills in solving problems. The rapid development of technology and the outbreak of the COVID-19 pandemic require the learning process is done online. This is certainly very different from the face-to-face learning process before the pandemic era. The object of this research is Learning Planning e-book based PBL. E-book developed using the Kvisoft Flipbook Maker application. Students' perceptions of the developed e-book learning media with Kvisoft Flipbook Maker application based PBL on Learning Planning course is included in the very good category with an average score of 4.34. While, regarding the effectiveness of the e-book learning media developed with the PBL-based Kvisoft Flipbook Maker application in the Lesson Planning course, there is an increase after using the e-book learning media compared with before using the e-book. After using the e-book learning media obtained a total of 2690 with an average 84.06 on the very good criteria but before using the e-book obtained a total of 1850 with an average of 57.81 being in the deficient criteria.

Representations and Realization of Written Planning of PSE Teachers in Tunisia

Planning is an act of anticipation carried out by the teacher during the pre-active phase to prioritize the pedagogical and didactic teaching approaches. On the other hand, in the teaching field, the teaching-learning situation is also complex to be identified by simple planning. In this study, we seek to explain the influence of gender and the seniority of physical education and sports (PSE) teachers on representations of written lesson planning and its management in the field. We collaborated with 20 PSE teachers and 10 trainee students in initial training in secondary schools. We filmed practical sessions and we carried out two types of interviews with the participants and we analyzed the content of the written plans of the participants in our experiment. Our results show that the professional seniority and the gender of the PSE teacher do not modulate the representations that are made of the written planning of the lesson. However, in practice, the teacher's representations of written planning are not always consistent with their realization on the ground. The difference between teachers' representations of the PSE teacher's written planning and their teaching practices is dependent on the professional seniority and gender of the acting person. The actions of the actor are shaped by the aspects inherent in the learning situation, the actions of the teacher are therefore contextualized.

The emerging understandings and practices of task-based language teaching (TBLT) by Thai EFL student teachers

<p>Despite substantive empirical evidence for the efficacy of task-based language teaching and learning (TBLT), research shows that the classroom implementation of TBLT has often met with mixed success, especially in Asian EFL contexts (Adams & Newton, 2009; Butler, 2011, 2017; Thomas & Reinders, 2015). One of the reasons is teachers’ lack of understanding of TBLT (e.g., Carless, 2009) and it is this factor that the research focused on. Although TBLT is not widely known or practised in Thailand, its potential has been noted (McDonough & Chaikitmongkol, 2007), and so this is an important topic to address in this context. The research consisted of a two-phase, exploratory, qualitative study into the introduction of a new module on task-based language teaching (TBLT) in the methodology course in the final year of a pre-service EFL teacher education programme in a Thai university. Data was collected from a class of 31 EFL student teachers (STs) in their final (fourth) year of study in the programme and three STs in a one-year teaching practicum at a secondary school. Phase one investigated evidence of learning in the stated understandings of the STs and in their ability to design a task-based lesson at the conclusion of the TBLT module. Data consisted of pre-and post-course questionnaires, lesson plans designed by the STs, and focus-group interviews. The findings showed that after the 5-week TBLT module, two third of the class had developed a favourable disposition towards TBLT. At the conclusion of the module all the STs were able to plan a task-based lesson that broadly reflected principles of TBLT although there was evidence of limited understanding of task features and of difficulties with the task design process. Phase two involved case studies of three of the STs as they undertook a one-year teaching practicum at a secondary school. During the practicum, lesson planning and classroom observation data (video/audio-recordings and observation notes) was collected in three phases: (1) prior to being given any additional lesson planning guidance; (2) during the process of collaborative lesson planning with the researcher; and (3) in subsequent independently planned and taught lessons. In addition, data collection included stimulated recall interviews, semi-structured interviews and group interviews with the teachers and with students from their classes. The data shows how the STs’ understandings and teaching practices developed across these three phases as well as the affordances and constraints that shaped their adoption of TBLT. Learners in the STs’ classes actively engaged in the task-based lessons and reported positive attitudes towards the lessons. In conclusion, the study contributes to the field of TBLT research by providing insights into the processes by which TBLT can be introduced into pre-service teacher education in a context where it has previously not been widely disseminated or understood. Evidence presented in the study shows that the TBLT innovation was broadly successful in terms of its impact on the understandings and teaching practice by STs, at least as measured over the period of the STs main practicum experience.</p>

The emerging understandings and practices of task-based language teaching (TBLT) by Thai EFL student teachers

<p>Despite substantive empirical evidence for the efficacy of task-based language teaching and learning (TBLT), research shows that the classroom implementation of TBLT has often met with mixed success, especially in Asian EFL contexts (Adams & Newton, 2009; Butler, 2011, 2017; Thomas & Reinders, 2015). One of the reasons is teachers’ lack of understanding of TBLT (e.g., Carless, 2009) and it is this factor that the research focused on. Although TBLT is not widely known or practised in Thailand, its potential has been noted (McDonough & Chaikitmongkol, 2007), and so this is an important topic to address in this context. The research consisted of a two-phase, exploratory, qualitative study into the introduction of a new module on task-based language teaching (TBLT) in the methodology course in the final year of a pre-service EFL teacher education programme in a Thai university. Data was collected from a class of 31 EFL student teachers (STs) in their final (fourth) year of study in the programme and three STs in a one-year teaching practicum at a secondary school. Phase one investigated evidence of learning in the stated understandings of the STs and in their ability to design a task-based lesson at the conclusion of the TBLT module. Data consisted of pre-and post-course questionnaires, lesson plans designed by the STs, and focus-group interviews. The findings showed that after the 5-week TBLT module, two third of the class had developed a favourable disposition towards TBLT. At the conclusion of the module all the STs were able to plan a task-based lesson that broadly reflected principles of TBLT although there was evidence of limited understanding of task features and of difficulties with the task design process. Phase two involved case studies of three of the STs as they undertook a one-year teaching practicum at a secondary school. During the practicum, lesson planning and classroom observation data (video/audio-recordings and observation notes) was collected in three phases: (1) prior to being given any additional lesson planning guidance; (2) during the process of collaborative lesson planning with the researcher; and (3) in subsequent independently planned and taught lessons. In addition, data collection included stimulated recall interviews, semi-structured interviews and group interviews with the teachers and with students from their classes. The data shows how the STs’ understandings and teaching practices developed across these three phases as well as the affordances and constraints that shaped their adoption of TBLT. Learners in the STs’ classes actively engaged in the task-based lessons and reported positive attitudes towards the lessons. In conclusion, the study contributes to the field of TBLT research by providing insights into the processes by which TBLT can be introduced into pre-service teacher education in a context where it has previously not been widely disseminated or understood. Evidence presented in the study shows that the TBLT innovation was broadly successful in terms of its impact on the understandings and teaching practice by STs, at least as measured over the period of the STs main practicum experience.</p>

Educational and Psychological Issues for Kids Education

Nowadays both parents and teachers in schools has been in charge of educating our kids and children from 2 to 6 ages in kindergarten in developing countries such as Viet Nam has been integrating into world and Western education method, and has been changing from traditional to modern education model. This papers use mainly qualitative analysis, synthesis and inductive methods and explanatory methods, combined with dialectical materialism methods. We propose suggestions for standardizing kid teachers, as well as lessons from Western education style and method. Teachers or kid instructors need to prepare well by lesson planning. This study also analyzes psychological issues in kid educating at kindergarten and at home for parent and teachers. For instance, we do not need to put heavy punishment, as a result from our work stress, on our children. Moreover, parents need to spend time for our children to understand and listen their needs and fulfill their emotions and emotional intelligence.

Character-based Lesson Plan in Constructing Tolerance for Student

One of the factors leading to success in learning is the teacher’s lesson plan. The more well-developed the lesson plan is, the better the result. Recent findings suggest some teachers in Indonesia neglect the development of their lesson plans. Their planning may be superficial, and their documents may be prepared merely to satisfy educational administrators. The research reported on in this paper analyses how far the development model of character-based lesson planning reflects the internalization of local cultural values. Technically, this research utilizes a descriptive-qualitative approach, specifically collecting data from teachers who span the Senior High School and are dispersed in all regions of Indonesia. Data collection in this study was made by interview, observation, and documentation. The data analysis then includes four phases, such as data reduction, display, analysis, and concluding and verification. This study concludes that (1) Junior teachers were more cautious and idealistic or rigid in their formulation of lesson plans than experienced teachers, and (2) the development of character-based lesson plans could be carried out through internalization of local cultural values.