teaching Strategies

In recent years, several New England projects have promoted professional development and curriculum design in optics and photonics. Funded in part by the Advanced Technological Education (ATE) program of the National Science Foundation (NSF), these projects have prepared middle and high school teachers, college faculty and career counselors from more than 100 New England institutions to introduce fiber optics, telecommunications and photonics technology education. Four of these projects will be discussed here: (1) The New England Board of Higher Education's (NEBHE) Fiber Optics Technology Education Project, (FOTEP) was designed to teach fiber optics theory and to provide laboratory experiences at the secondary and postsecondary levels. (2) Springfield Technical Community College's Northeast Center for Telecommunications Technologies (NCTT) is developing curricula and instructional materials in lightwave, networking and wireless telecommunications technologies. (3) The Harvard-Smithsonian Center for Astrophysics project ComTech developed a 12-week, hands-on curriculum and teaching strategies for middle and high school science and technology teachers in telecommunications and focused on optical communication (fiber optics). (4) NEBHE's project PHOTON is preparing middle, secondary and postsecondary instructors to introduce theory and laboratory experiences in photonics, including geometric and wave optics as well as principles of lasers and photonics applications.

This paper discusses the interaction of vocal music skill development with phonemic awareness (the ability
to hear and manipulate phonemes, the smallest units of language) and fluency training in kindergarten and
grade one language arts instruction. The phonemic awareness and fluency activities provided in language
arts curricula are often music related: songs, chants and rhymes. Research is discussed regarding auditory
processing related to vocal production; developmentally appropriate singing, prosody (the intentional
grouping of words into phrases), and music perception as it relates to reading achievement. The
pedagogical strategies necessary for developmentally appropriate modeling in both music and language arts
instruction are discussed.

AbstractIntroduction: To ensure that nursing education stay abreast with modern technology advances has the Schoolof Nursing (SoN) of The University of the Western Cape integrated e-learning into the curriculum. This methodarticulates well with the case-based approach adopted by the SoN. The Learning Management System,Knowledge Environment for Web-Based Learning (Kewl), Next Generation (KNG), was used to facilitate onlineteaching and learning.Objectives: The primary aim was to gather baseline data on e-learning by exploring the perceptions andexperiences of the first pilot group of undergraduate nursing students who were exposed to this strategy.Methods: A descriptive cross-sectional quantitative design was used to determine the students' understandingand valuing of e-learning, the benefits and skills gained and challenges experienced, by means of a structured,close-ended questionnaire with space for comments. Convenience sampling was used and the questionnairewas distributed to...

In a study conducted to investigate mentorship and its relevance to continuous professional development for teachers of mathematics, it was established that mentoring teachers is equivalent to continuous professional development. Four teachers were involved in a mentorship programme that included training in teaching practicum supervision and guidance for student teachers of mathematics and neophyte mathematics teachers' induction. The mentor teachers

Technologies have reached the classroom. It is one of the means of teaching strategies nowadays. Multimedia projectors have become one of the teaching tools the teacher cannot bear without it. The concept of making this tool to be interactive and easier to use was far conceived by the researcher. The researcher's objective was to develop such tool and evaluate it according to its portability, simplicity, robustness, user-friendliness, effectiveness and efficiency. The respondents of the project were both the students and teachers of Batangas State University ARASOF-Nasugbu. The researcher has developed different prototypes for the interactive pen and tested in different environment and demonstrated the "know-how" of the project. The project was built using a simple infrared light emitting diode (IR LED), infrared tracker, and software which computes, detects and interact with the application program. Evaluation of the project followed the demonstration. The project got a high acceptance according to its portability, simplicity, robustness, user-friendliness, effectiveness and efficiency. The researcher is recommending the full implementation of the project in the Batangas State University ARASOF-Nasugbu and for better enhancement of the project by eliminating the pen.

Teaching is highly charged with feeling, aroused by and directed towards not just people, but also values and ideals (Garritz, 2010). Emotions and feelings greatly affect the way the students learn and acquire knowledge. There must be a balance between the three domains of learning because once one domain is left behind, the other domains will be affected. The purpose of this study is to determine nurse educators' affective teaching strategies. Specifically, it assessed the strategies of nurse educators on how to develop the affective domain of student nurses. In addition, the study assessed the values of student nurses in terms of God-centeredness, Leadership, Integrity, and Nationalism. Lastly, the researchers proposed innovative teaching methodologies to enhance the attitudes of nursing students. This study used descriptive research design. The respondents of the study were the nursing students and clinical instructors of Lyceum of the Philippines University-Batangas. 190 student nurses were chosen through stratified random sampling while 10 clinical instructors were chosen based on the number of times they handled the students both in lecture and clinical area. The instruments were self-made and standardized questionnaire and interview guide to obtain the data needed for the study. The data gathered are compiled, organized and tabulated for statistical treatment. Weighted mean was utilized to compute the quantitative data whereas the interview was used to form the qualitative analysis. Role modelling is the most common strategy of nurse educators to enhance the affective domain of student nurses. Their actions consciously and unconsciously affecting the attitude of the students. Hence, confidence among the students needs most attention in developing affective domain as it produce change in other values presented in the study. The proposed teaching strategies aim to enhance the affective domain of nursing students in line with the institutional core values.

Teaching is highly charged with feeling, aroused by and directed towards not just people, but also values and ideals (Garritz, 2010). Emotions and feelings greatly affect the way the students learn and acquire knowledge. There must be a balance between the three domains of learning because once one domain is left behind, the other domains will be affected. The purpose of this study is to determine nurse educators’ affective teaching strategies. Specifically, it assessed the strategies of nurse educators on how to develop the affective domain of student nurses. In addition, the study assessed the values of student nurses in terms of God-centeredness, Leadership, Integrity, and Nationalism. Lastly, the researchers proposed innovative teaching methodologies to enhance the attitudes of nursing students. This study used descriptive research design. The respondents of the study were the nursing students and clinical instructors of Lyceum of the Philippines University – Batangas. 190 stude...

The study was conducted to examine students' perception of vodcast and podcast as instructional material. The study employed a survey research design. The total sample size for the study was two hundred and twenty-five (225) respondents. Data was analyzed and presented using mean statistic and standard deviation. Hypothesis for the study was analyzed using t-test with a p≤0.05 level of significance. Students in the study to a low extent (=1.97) agreed that vodcast and podcast increase productivity, promote creativity and facilitate academic learning. Respondents are of the view that the University of Nigeria, Nsukka postgraduate program is not yet advanced enough to use vodcast and podcast technologies for teaching students (=2.88). Unavailability of technologies had a significant influence on barriers that hinder students from using vodcast and podcast. Based on the findings and conclusion, it is recommended among others, that the University of Nigeria, Nsukka organize a capacity building workshop hinged on the use of top-notch technology for 21st century education; that departments in the university should motivate lecturers to employ technological tools in teaching through incentives as these will encourage every lecturer to key into the move.

[Available for free download at link] Historical sources are a common feature of history classrooms, but the purpose of using them is not always clear, and as a result, instructional activities with sources may not be as effective or meaningful as they should be. This lack of clarity stems in part from the fact that there are four distinctly different reasons for using sources, and each carries its own implications for classroom practice. These purposes are 1) illustration and motivation; 2) evidence for historical inquiry; 3) visual or textual interpretation; 4) source analysis. By reflecting on how each of these purposes can play a role in the classroom, which kinds of sources are appropriate for each, and where they fit into an overall sequence of instruction, teachers can ensure that their use of sources deepens and extends students’ historical understanding.

Qualitative studies of educators who teach online are crucial to provide direction for practice and research as they offer an emic perspective. Using a qualitative metasynthesis (QMS) design, this study investigated the experience of online educators at institutions of higher education in the U. S. Discerning what activities online educators could instigate to bridge the gaps between the best practices and the present instructional realities in online teaching, this study provides an interpretive synthesis of the meaning of teaching online as represented by a body of qualitative literature on online education. The chosen theoretical framework for the study includes the model of critical thinking and community inquiry. The researcher identified nine original qualitative studies involving 203 participants in geographically diverse schools. Close reading of the nine studies identified four key themes that captured the nature and experience of online instructors: (a) work intensity, (b)...

En Cataluña, el alumnado con Trastorno del Espectro Autista (TEA) escolarizado en escuelas inclusivas recibe apoyo por parte
del servicio de apoyo intensivo para la escolarización inclusiva (SIEI), bien en las aulas ordinarias, o bien en un aula específica.
No obstante, para los maestros supone un reto acoger al alumnado con TEA, pues se deben desarrollar numerosas estrategias
metodológicas: utilizar una apertura y un cierre claros, dar ejemplos, utilizar un lenguaje concreto, presentar la información de
manera oral con apoyo visual, propiciar actividades de interés y anticipar, por citar algunas. Dada su gran variedad, el objetivo del
estudio es identificar qué estrategias metodológicas se usan con los alumnos con TEA en el aula regular, y si difieren de las usadas en
el aula SIEI. Se desarrolló un estudio cualitativo y descriptivo a partir de la observación en las aulas y entrevistas con una muestra
de dos escuelas de educación primaria. Los resultados muestran que ambas escuelas utilizan múltiples estrategias, aunque algunas
no se contemplan, por ejemplo, la generalización. Además, cuando hay un aula SIEI, se tiende a situar al alumno con TEA fuera del
aula regular, donde el maestro de apoyo mantiene el rol de tutor. En cambio, dentro del aula regular, el maestro de apoyo destina
su tiempo al alumno con TEA de bajo funcionamiento; mientras que los alumnos con TEA de alto funcionamiento reciben apoyo
por parte de los iguales. Finalmente, se observa la necesidad de desarrollar programas formativos para todo el profesorado para
fomentar una mayor inclusión.

This book provides an overview of systematic instructional strategies and is written in a format so that teachers and other service providers can immediately put the information to use. It specifically focuses upon systematic instruction for individuals with disabilities (school age and adults) and is generic across age groups as well as disability labels. generic across age groups as well as disability labels. The book focuses on improving instructional practices for students and adults with disabilities. Practitioners may understand the importance of placing individuals in different settings (e.g., inclusive classrooms, supported employment sites) but not understand how to improve their skills once they are in that setting. This book is intended to give teachers and other service providers the instructional skills for improving the skills of the individuals that they are serving.

This project consisted of a meta-analysis of U.S. research published from 1980 to 2004 on the effect of specific science teaching strategies on student achievement. The six phases of the project included study acquisition, study coding, determination of intercoder objectivity, establishing criteria for inclusion of studies, computation of effect sizes for statistical analysis, and conducting the analyses. Studies were required to have been carried out in the United States, been experimental or quasi-experimental, and must have included effect size or the statistics necessary to calculate effect size. Sixty-one studies met the criteria for inclusion in the meta-analysis. The following eight categories of teaching strategies were revealed during analysis of the studies (effect sizes in parentheses): Questioning Strategies (0.74); Manipulation Strategies (0.57); Enhanced Material Strategies (0.29); Assessment Strategies (0.51); Inquiry Strategies (0.65); Enhanced Context Strategies (1.48); Instructional Technology (IT) Strategies (0.48); and Collaborative Learning Strategies (0.95). All these effect sizes were judged to be significant. Regression analysis revealed that internal validity was influenced by Publication Type, Type of Study, and Test Type. External validity was not influenced by Publication Year, Grade Level, Test Content, or Treatment Categories. The major implication of this research is that we have generated empirical evidence supporting the effectiveness of alternative teaching strategies in science. © 2007 Wiley Periodicals, Inc. J Res Sci Teach 44: 1436–1460, 2007

This paper describes a model of learning stages called OCTR. Learning under OCTR advances gradually as the degree of social context increases. Furthermore, OCTR can also serve as a framework for describing the cognitive development and motivation of students, categorizing many existing teaching strategies, and better understanding how to introduce meta-cognition and attitude in systems for education.

The purpose of this study was to understand how the societal position of African American women affects their experiences when teaching mathematics to adults in postsecondary institutions. A qualitative research design used in-depth interviews and classroom observations with 7 African American women teachers in technical schools and community colleges. The results were that the teachers' positionality affected their experiences by (a) producing a teaching philosophy based on a history of marginalization, (b) raising issues of credibility with students because of the teachers' race and gender, and (c) directly affecting their classroom interactions and teaching strategies. It was concluded that there are no generic teachers but, rather, teachers whose experiences are affected positively and negatively by their positionality in society.

Un processo di insegnamento/apprendimento produttivo richiede un "clima di classe" cooperativo e rapporti interpersonali positivi, unica base per strategie didattiche efficaci. Il cinema ci offre molti esempi di come questa fusione di didattica e pedagogia possa essere realizzata. Centrale è la figura dell'insegnante, non tanto per il suo carisma (alla Professor Keating di L'attimo fuggente, per intenderci) quanto per la sua capacità di mettere le sue doti comunicative al servizio dell'apprendimento e della crescita in autonomia degli studenti.

This study employed a descriptive-correlational approach to assessing the students’ needs, grammatical challenges, and teachers’ preferred teaching strategies. Correlational analysis was utilized to treat data concerning the teachers’ preferences regarding needs analysis and teaching strategies. An independent sample T-test was used to identify the difference in the teachers’ responses on determining the respondents’ perception about the needs assessment used for Junior and Senior High school students and the relationships between the perceived grammatical skills of English teachers.
Findings revealed that the teachers’ grammar needs analysis on speaking skill was classified as the most critical assessment, while the least essential was the viewing skill. English teachers agreed that the usual English grammar challenge is when they expect the teachers to present grammar points explicitly. However, they disagree that they do not find grammatical terminologies useful. Reading was the regularly used teaching approach in grammar, whereas the less-used was the speaking strategy. Moreover, a significant difference occurred between the grammar skills and needs analysis used when grouped according to grade levels. Senior high school teachers had greater assessments on teaching grammar through vocabulary, speaking, and writing.
Furthermore, senior high school teachers considered grammar needs on speaking and writing as more important. There was no significant relationship between teaching strategies, and grammar needs to the students’ English grammatical challenges. Therefore, a strategy enhancement program for both the Junior and Senior high school levels has been proposed.

The COVID-19 pandemic urged a dramatic shift in the educational landscape, whereby digital platforms are utilized in teaching and learning. This new setup has posed challenges in teaching mathematics; hence, this study was conceptualized to explore the different teaching strategies and challenges math teachers encountered in their synchronous online classes (SOC). It aimed to draw analysis and increased understanding of the experiences related to teaching strategies and challenges, focusing on two essential aspects of teaching and learning: content and student engagement. Online in-depth interviews involving nine (9) Junior High School mathematics teachers of a private academic institution in Southern Luzon were conducted for data gathering. Results depict two significant themes as the participants' strategies in their SOC: teacher-directed instruction and motivational strategies.Meanwhile, three major themes emerged as challenges encountered by the participants: the role of the teacher, time constraints, and students' responsiveness. Findings suggest that some of the difficulties in synchronous online teaching may have resulted from the tendency to replicate face-to-face teaching in a virtual classroom and lack of technological proficiency. Hence, opportunities to enhance teachers" knowledge and skills in digital pedagogies and more studentcentered online teaching approaches can be a gateway to address the challenges posed.

The article reviews the literature related to the foundations of the theoretical perspective of behaviourism, cognitivism, constructivism, and humanism for supporting inclusive education, and to suggest applications of theories-based inclusive education practices. It is a review article which provides a perspective on the theories of behaviourism, cognitivism, constructivism and humanism that are considered to underpin the theory and practice of inclusive education. The article argues that education practices for the inclusion of students with special educational needs can be derived from each of the four theoretical perspectives. By adopting such an eclectic approach to the use of theories-driven inclusive education, this article suggests that inclusive education practices will best serve the needs of all students, including those with special needs.

The standard of education can be improved if educators actively assess themselves or have someone else evaluate their teaching skills. Reflection on multiple aspects of teaching can be used as a powerful tool for worldwide educationists. Teaching, particularly in nursing discipline, strives to move beyond the simple divulgence of facts and knowledge. It widens student's horizons, stimulates their intellects, and

Given its active and enquiry-driven character, fieldwork is seen as an important way to develop geographical understanding of the world, during which cognitive and affective learning reinforce each other. The present study aims to give insight into whether and how secondary school geography teachers in the Netherlands succeed in using fieldwork as a rich and powerful teaching strategy. Do they perform fieldwork that is enquiry driven, structurally integrated in the curriculum and stimulates both cognitive and affective development? The results of a questionnaire show that although 71% of the geography teachers do fieldwork, they generally do not succeed in meeting the conditions mentioned above.

For several decades, self-directed learning (SDL) has been a major focus of adult education (Merriam and Caffarella 1999) since the publication of Malcolm Knowles' book in 1975. However, this study aims to investigate the impact of self-directed learning on learners' reading comprehension proficiency and the measurements that teachers can do to encourage self-direction among adult learners. This is done by introducing self-direction strategies of reading comprehension, to the learners to be able to monitor their own learning. To this end, they ap plied more of the metacognitive strategies that are believed to be at the heart of self-directed activity (Grow, 2010). 92 upper-intermediate and advanced female Iranian EFL learners, studying English in IELTS & TOEFL Center of Arian in Gorgan, Iran, randomly selected and divided into two groups: experimental and control that the same syllabus and assessment procedures followed. The instrument includes an IELTS reading test. Finally, the data gathered by the experiment of the study was analyzed through SPSS software, using Independent Samples t-test. The results reveal that there is a significant difference between mean score of TDL (Teacher-Directed Learning) and SDL, and after treatment students perform better that proves superiority of self-directed over teacher-directed readers.

Involving students to participate in overcrowded classrooms activities is a challenging problem faced by teachers. They may spend much time to make students pay attention and concentrate on managing classroom activities. In Indonesia, many classrooms still go beyond thirty students, and it is common to be more than forty students in a class. As a result, the students are halfhearted and reluctant to participate actively in classroom activities. Promoting interactive activities such as forcing students' engagement in group discussion and presentation seem to be alternative ways to aid students to learn English in a meaningful way and make them communicate effectively in English during teaching and learning process. Thus, the aim of this paper is to highlight some interactive activities for effective learning which can motivate and engage students with learning activities and create their interest in learning English in overcrowded classrooms.