Individual Teaching Methods Research Articles

A set of pre-design exercises to stimulate imaginative thinking

One of the author's pedagogical methods is presented that stimulates creative and imaginative thinking among students studying in architectural fields. The method consists of a set of sequential pre-design exercises that help to form a figurative, emotional and symbolic understanding of the design site, the context of the place in a broad sense, and the object itself. Exercises include work on the verbal, semiotic, visual and plastic levels. The complex can be considered as the basis for the development of individual teaching methods and practical work in similar areas of creative activity.

Memahami Tantangan dan Strategi Pengembangan Profesionalisme Guru dalam Mengajar Pendidikan Jasmani Adaptif

Physical, social and personal health, especially for children with special needs. This is important so that children can develop optimally according to their abilities. However, the teaching of adaptive physical education also brings many challenges for teachers. Limited space and equipment make it difficult to achieve an inclusive environment for all students. To meet these challenges, teachers must improve their professional skills through specialized training, teamwork, comprehensive curriculum development, improved accessibility of facilities and individualized teaching methods. The purpose of this teacher professional development strategy is to improve teachers' skills in the field of adaptive sports education and ensure that all students, including students with special needs, have a good opportunity to enter physical education. In this way, teachers can provide educational services according to the needs and abilities of each student. In addition, this study uses qualitative research methods to describe and analyze phenomena, events, social activities, attitudes, beliefs, perceptions and thoughts of individuals or groups. Through extensive data collection and in-depth analysis, this study provides a better understanding of the challenges and strategies related to teacher professional development in the field of adaptive physical education. Therefore, adaptive physical education plays an important role in improving the physical, social and emotional well-being of students with special needs. However, to achieve this, further efforts are needed to develop teachers' professional skills and make physical education accessible to all students.

Best practices in teaching reading: A phenomenological study

This study explored the lived experiences, strategies, best practices, and suggestions of reading teachers in teaching reading in the Montevista District, Davao de Oro. Utilizing a qualitative-phenomenological research method, data were collected through random sampling from eight reading teachers across four participating schools using individual in-depth interviews. The results revealed that reading teachers experienced difficulties in teaching reading, primarily due to the lack of early phonological awareness instruction in the lower grades. Additionally, the study identified several effective teaching strategies, including the use of individualized teaching methods, video materials, and the early introduction of phonological awareness. Based on these findings, it can be concluded that emphasizing phonological awareness at an earlier stage, regularly following up on learners' development, and involving parents in understanding their child’s reading skills and progress are crucial. The study recommends that the reading coordinator of Montevista District in Davao de Oro implement more diverse reading strategies, provide additional materials, and offer more training opportunities for teaching reading.

ADVANTAGES AND DISADVANTAGES OF IMPLEMENTING ARTIFICIAL INTELLIGENCE IN THE EDUCATIONAL PROCESS

The article discusses the main aspects of the use of artificial intelligence in education, focusing on its advantages and challenges. The author defines AI as a system of functional computer technologies that model human thinking and skills, such as analysis of complex systems, judgment, and dialogue support. AI allows collecting and analyzing large amounts of data, developing individualized teaching methods, automating control, and providing feedback. Innovative technologies in education have proven to be effective even in times of crisis, such as quarantine and war. The main benefits of AI include personalization of learning, creation of individualized plans, immersive learning, and intelligent progress tracking, which reduces the workload of teachers and allows them to focus on students. At the same time, AI adoption is facing resistance to innovation, financial challenges, and skepticism about its effectiveness. Most AI programs focus on content presentation and testing, which does not promote critical thinking and creativity. Research prospects include developing methodologies for evaluating AI's effectiveness, integrating learning theories with practical developments, and addressing ethical issues.

Simulation medicine in obstetrics and gynaecology, possibilities for its use and the current state at the obstetrics and gynaecology departments in the Czech Republic.

Simulation medicine is no longer just a modern trend and has become a standard part of education and training of the medical staff and students in many countries around the world. Its validity and benefits have been acknowledged and its necessity is reflected in the recommendations of the European Board and College of Obstetrics and Gynaecology. The aim of our work was to map the current state of simulation training at large obstetrics and gynaecology departments in the Czech Republic including the equipment available, teaching environment conditions and human resources and to find out to what extent individual teaching methods are being used in undergraduate and postgraduate education. We have collected the information using a questionnaire which focused on the equipment available to the departments, teaching environment conditions, human resources, and types of simulation methods being used in undergraduate and postgraduate training as well as the spectrum of courses being offered. Our finding is that large obstetrics and gynaecology departments in the Czech Republic are well equipped, have good teaching environments available to them, and are able to use most of the current simulation teaching methods. On the other hand, except for an operative vaginal birth course, only a small number of other simulation courses are currently being offered. Data from the survey are further used to discuss the possibilities of developing simulation training in this field in the Czech Republic.

EXPLORING MORAL DEVELOPMENT AND ETHICAL UNDERSTANDING IN CHILDREN WITH LEARNING DISABILITIES: A STUDY OF TEACHING ETHICS AND AKHLAQ IN SPECIAL NEEDS EDUCATION

This study investigates the moral development and comprehension of ethics and akhlaq (moral virtues) in children with learning disabilities, particularly focusing on the influence of educational practices and environmental interactions. Utilizing a sample of 15 primary schoolers from Sekolah Kebangsaan Pendidikan Khas Kuantan, aged 8 to 12 years, with disorders like autism spectrum disorder (ASD), attention deficit hyperactivity disorder (ADHD), and dyslexia, the study employs the Piagetian method, children evaluation, and teacher assessments to explore ethical understanding and behavior. The research integrates principles from Islamic teachings, Western ethics, and developmental psychology, particularly drawing on theories from Piaget, Vygotsky, Gardner, and Bandura. Findings reveal nuanced moral perceptions among the children, with their judgments in given scenarios reflecting a combination of autonomous morality and the age-related cognitive shift in understanding actions based on intentions and consequences. The study also highlights the effectiveness of creative and adaptive teaching methods, including psychomotor activities, in enhancing moral understanding in children with learning disabilities. Teacher evaluations indicate the impact of school curriculum and individualized teaching methods on instilling ethical values. Despite its limited sample size and challenges in maintaining a controlled environment, the study provides valuable insights into the moral development of children with learning difficulties, suggesting the need for tailored educational strategies and community involvement in moral education. This research contributes to a deeper understanding of ethical development in special needs education and underscores the importance of considering cognitive, social, and environmental factors in teaching ethics and akhlaq to children with learning disabilities.

청소년기 학교적응 프로파일의 전이 양상 및 영향변인 검증

The purpose of this study is to identify the latent profile classification of adolescents’ school adjustment and the transition patterns of latent profiles after school-level transitions, to explore the variables that affect them. To do this, we applied latent transition analysis with 3-step approach to Korean Education Longitudinal Study 2013 data from the 3th and 6th wave (7th and 10th grades). The main results are as follows. First, four latent profiles commonly appeared across the 7th grades and the 10th grades: ‘average-level adjustment group’, ‘high-observance of rules average-level adjustment group’, ‘high-level adjustment group’, and ‘low-level adjustment group’. Second, as a result of examining the transition patterns of latent profiles for school adjustment, the overall rate of maintaining the same group was the highest. Third, the higher academic self-concept, social self-concept, self-management, parent-child interaction, interactive teaching methods, teachers’ enthusiasm and achievement pressure, the higher the probability of belonging to a latent profile with relatively higher mean of school adjustment in the 7th grades. Fourth, the higher individualized teaching methods, interactive teaching methods, teachers’ enthusiasm and achievement pressure, the higher the probability of belonging to a latent profile with relatively higher mean of school adjustment in the 10th grades. Fifth, academic self-concept and self-management had statistically significant effects on the transition of latent profiles. Based on the findings, implications for improving adolescents’ school adjustment were discussed.

아이돌봄지원사업 종사자의 자기효능감과 사회적지지가 직무만족에 미치는 영향

The purpose of this study was to examine effects of self-efficacy and social support on job satisfaction of babysitters as child care support project workers. How to increase job satisfaction of these child care support project workers is also proposed. For the purpose of this study, questionnaires were distributed to 310 babysitters at childcare service providers in Sejong City, Korea. A total of 258 questionnaires were used for the final analysis. Collected data were analyzed using SPSS 29.0 statistical program through frequency analysis, descriptive statistical analysis, independent sample t-test, ANOVA, correlation analysis, and hierarchical regression analysis. It was found that the higher the preference for task difficulty in self-efficacy and the higher the family support, the more efforts they made to develop individual teaching methods. In social support (total), job satisfaction was higher among those who entered the institution through training course, received higher salary, and received higher support from seniors (person in charge in connection with service providers), colleague, and family. However, the lower the final education, the lower the job satisfaction. As for effects of job satisfaction sub-factors on interpersonal relationships, those who were older with higher sense of self-regulation, higher support from superiors, peers, and family seemed to have higher satisfaction with interpersonal relationship. Regarding overall job, those who had higher level of supports from superiors and peers with higher salary had more positive attitude toward the overall job. Those living in Dong who had higher education background were not satisfied with the job. Regarding salary and welfare benefits, the higher the level of salary and the more family support, the more satisfied they were. However, the higher the final level of education, the less satisfied they were. Difficulty was also expressed in the preference for task difficulty for self-efficacy. As for the development of individual teaching methods, it seemed that the more children they took care of, the more difficult it seemed to develop childcare teaching methods. This paper recognizes the importance of job satisfaction to improve the quality of public care services provided by babysitters, seeks ways to overcome difficulties through self-efficacy enhancement and social support, and tries to provide basic data for policies and practice methods that can increase job satisfaction.

Implementation of patient education for patients with atrial fibrillation: nationwide cross-sectional survey and one-year follow-up.

Clinical practice guidelines recommend patient education for patients with atrial fibrillation (AF) as a part of holistic care, however, clinical guidelines lack detailed specification on the content, structure, and delivery of AF education programmes. To examine the implementation of education for patients with AF in Denmark in relation to coverage, organization, and content. A cross-sectional survey was conducted from February to May 2021. The survey contained questions on the organization, delivery, and content of education for patients with AF from all 29 AF outpatient hospital sites in Denmark. The survey was conducted by email and telephone. One-year follow-up was done in May 2022 by email. Patient education was provided by healthcare professionals in 16 (55%) hospitals. Nurse workforce issues, management, non-prioritization, and lack of guidance for implementation were reasons for the absence of patient education in 13 (45%) hospitals. The structure of patient education differed in relation to group or individual teaching methods and six different education models were used. Content of the AF disease education was generally similar. At 1-year follow-up, another four hospitals reported offering patient education (69% in total). Initially, almost half of the hospitals did not provide patient education, but at 1-year follow-up, 69% of hospitals delivered patient education. Patient education was heterogeneous in relation to delivery, frequency, and duration. Future research should address individualized patient education that may demonstrate superiority in relation to quality of life, less hospital admissions, and increased longevity.

PECULIARITIES OF EDUCATION OF GIFTED STUDENTS IN GYMNASIUM: VIEWS OF LITHUANIAN AND UKRAINIAN TEACHERS

Identifying gifted children and teenagers and their educational needs is one of the most relevant psychological and pedagogical problems, which is currently of great interest worldwide. Recognizing person's talents in education does not create added value by itself, the design of the educational process and the progress of the person's maturity related to diagnostics is much more valuable. The article analyzes how to educate gifted children, how different trends in the education of gifted children are developed, and what means are used to achieve affordable, high quality, modern education that meets the needs of a free civil society. The aim of the qualitative research was to reveal the views of Lithuanian and Ukrainian teachers about the peculiarities of the education of gifted students in gymnasiums. The data obtained during the research in identifying gifted students, the peculiarities of the education of these students and the effectiveness of educational tools revealed the educational difficulties faced by teachers and the opportunities for improving the education of gifted students in gymnasium. A qualitative study of teachers' views revealed that the identification of gifted students in the gymnasiums of both countries takes place when teachers pay attention to such student traits as creativity, critical thinking, etc.; teachers of both countries apply additional and individualized teaching methods when working with gifted students. The findings of the study revealed teachers' views about the effectiveness of educational methods of gifted students, the difficulties of educating gifted students, and provided practice-based suggestions for pedagogues who educate gifted students.

The issue of formation of innovative teaching-learning competencies (Research of the department of Pedagogy of ATSU)

The educational system, according to the modern paradigms of the World Economic Forum and the United Nations Organization for Economic Cooperation and Development (OECD), should prepare students to cope with a constantly changing environment. Critical thinking, problem solving, collaboration, innovation, digital literacy, and adaptability will be all vitally essential skills in the fourth industrial revolution. Five driving force indicators determine the readiness of states to create the economy of the future,  two key ones are: innovations and technologies and human capital and skills. It is absolutely essential for educators to understand how to develop these skills successfully, particularly which teaching and learning approaches are appropriate for the development of complex skills. The presented survey was conducted in the Department of Pedagogy at Akaki Tsereteli State University in November-December 2022 to reveal how prepared the university and school teachers are to establish student-oriented educational environment that will eventually allow all adolescents to realize their potential and develop the necessary skills for the twenty-first century. The survey had 201 respondents, all of whom remained anonymous. The majority of teachers (161) actively use individualized teaching methods, according to the study's findings, but they need more training on how to use them correctly and achieve the desired results. The research of the accompanying aspects of the teaching process is important, according to the analysis of the research results, because it will help teachers analyze, improve pedagogical practice, and introduce innovative teaching methods.

ՏՀՏ-ՆԵՐԻ ԿԻՐԱՌՄԱՆ ՄԱՆԿԱՎԱՐԺԱԿԱՆ ՊԱՅՄԱՆՆԵՐԸ / PEDAGOGICAL CONDITIONS FOR THE USE OF ICT

As a result of the implementation and use of ICT, the pedagogical conditions of education, training and management are undergoing revolutionary changes. Both their functions and content are changing. The introduction of ICT changes not only the "material-spatial" environment of education, but also the reflective environment, which is an important condition for the implementation of any educational process. Taking into account the psychological aspect of the pedagogical conditions of educational work and management, the task is to continuously increase the degree of involvement of the subjects of education. ICT contribute to increasing the efficiency of the process of developing an individual educational trajectory of students, as well as personalizing the educational process, increasing the level of training of students, the speed of mastering new material, consolidating students' knowledge, enhancing their educational and cognitive activity, provides feedback from subjects and objects involved in educational work. At the didactic level, the possibilities of monitoring and evaluating classes, the consistent use of frontal, group, individual teaching methods and the use of games in the learning process. At the methodological level, they ensure the availability of the proposed material, the transparency of assessment, expand the possibilities for including interdisciplinary exercises in the educational process, and strengthen interdisciplinary connections in education. Acting as the most important technological component of improving pedagogical conditions, ICT contribute to the formation of unique interactive educational environment. Traditional blackboards are being replaced by interactive whiteboards, traditional lectures are turning into interactive conferences, and the “gaps” of the traditional library are being filled by the media library. ICT also creates fertile ground at the highest reflexive levels of control and regulation of the process of improving pedagogical conditions.

FRACTURES IN SPECIAL LEARNING DIFFICULTY

ABSTRACT The aim of this research is to reveal the effect of teaching the numerator and denominator relationship in the fraction subject, which is carried out using technological material, on the success of students with special learning difficulties. Our study was carried out with the participation of inclusion students studying in the 3rd grade of public schools in Çekmeköy district of Istanbul in the 2020-2021 academic year. In this research, a single-group pretest-posttest experimental design was used. In this research, computer-assisted teaching and individualized teaching methods from individual teaching models were used. The achievement test which is prepared by the researchers was used as a data collection tool. The difference between the obtained pre-test knowledge score and the post-test knowledge score was measured using the Wilcoxon sign test. According to the findings of the research; It has been determined that the use of technological materials in fraction teaching has a positive effect on the teaching success of students with special learning difficulties. Keywords: Special Learning Disability, Technological Material, Fraction Teaching

A simple mathematical model underlying Keller’s individualized teaching method

Keller’s article entitled “Good-bye teacher…” [J. Appl. Behav. Anal. 1 , 79–89 (1968)] was fundamental for the development and dissemination of Keller’s Personalized System of Instruction (PSI), which was one of the central issues in the discussions on psychology and education in the 1970s and 1980s, and nowadays has attracted attention in the context of the increasing use of online education. Belonging to a class of approaches usually named as mastery learning, PSI and modified PSI courses (Keller-type courses) present several interesting results, such as final grade distributions where the majority of students achieve the highest grades. Here, we present a simple mathematical model underlying Keller-type individualized teaching methods, describing, in terms of average characteristic parameters, the time evolution of the distribution of students per unit of content, and that most students achieve the highest grades at the end of the course. By applying this model to a real case of an introductory electromagnetism Keller-type course, we obtained its characteristic parameters with which we showed good agreement between the predictions and observations. The model presented here results in a simple formula, which is very accessible for use by a wide audience interested in planning or investigating Keller-type or other mastering learning methods.

Assessing Students’ Minds: Developing Critical Thinking or Fitting into Procrustean Bed

Abstract Standardized tests have been applied as student knowledge assessment in many countries, including Azerbaijan. However, studies have shown that standardized tests are not an effective way of measuring students’ knowledge because they limit students’ creativity and prevent instructors from applying individual teaching methods due to the pressure of passing the tests. The tests do not consider students with different learning abilities and treat them equally, which may not favor some students. Also, teachers are pressured to ensure their students pass the tests, leading to an excessive focus on the topics likely to be set rather than the whole curriculum. The study recommends implementing different assessment methods with no ranking to ensure that students do not memorize for passing tests, eliminate competition, and promote equality in the education sector. The assessment methods should allow students to debate, compare and analyze ideas through critical thinking, inquiring, and understanding for applying the learned knowledge into real life. Thus, the importance of an inquiry-based curriculum and assessment is stressed.

Creativity for Sustainability: How Do Polish Teachers Develop Students’ Creativity Competence? Analysis of Research Results

Called the competence of the 21st century, creativity is one of the key competencies for sustainable development. There is no fixed path to achieve sustainability and it is subject to human creativity. However, integrated development of both is surely an under-researched topic. Creative thinking and creative problem solving should be a necessary and significant component of modern sustainable education. Students must learn to associate creativity with sustainability. Helping them understand sustainability by exposing them to the sustainable development goals (SDGs) and designing new creations that honor the planetary boundaries is crucial. The paper focuses on developing creativity by Polish teachers who work with adolescents. The assumption was that creativity can be developed using certain didactic methods and forms. The objective of the study was to explore and to describe which didactic methods and forms teachers use to shape the competence of creativity in students. The teachers took part in a survey and were asked what methods and forms they use to develop creativity in their students. The sample consisted of 337 teachers from the Małopolska region. The results of the analyses show that teachers use only a few of the methods recommended to facilitate creativity, which may lead to a low level of this competence among the students. They also use the most common didactic forms, which may not support the development of creativity competences. Moreover, the research results show that there are several factors, such as the teacher’s seniority and the location of the school, which determine the choice of individual teaching methods.

Are Active Teaching Methods Suitable for All Generation Y students?—Creativity as a Needed Ingredient and the Role of Learning Style

Active teaching methods are emphasized as an important part of an effective teaching process for Generation Y students. Still, some individual characteristics, such as creativity and learning style, need to be considered as they can affect outcomes of the learning process. Empirical research on the students’ preferences for various active and passive teaching methods was done on a sample of graduate students from the Faculty of Economics and Business in Zagreb. Perceptions of students regarding 52 individual teaching methods, and teaching methods bundles were investigated. Findings reveal that more creative students, as well as activists and pragmatists, and especially reflectors while learning, do exhibit the greater inclination towards active teaching methods.

Perceptions of South African academic instructors toward the teaching and learning of anatomy.

Reflecting on teaching is commonly cited as a fundamental practice for personal and professional development. Educational research into the scholarship of teaching and learning anatomy includes engaging in discipline specific literature on teaching, reflecting on individual teaching methods and communicating these findings to peers. The aim of this paper was to formally assess the opinions of senior anatomy instructors regarding the state of anatomical knowledge at their respective institutions. An open-ended questionnaire was devised consisting of eight direct questions seeking opinions on anatomy teaching, knowledge, potential educational developments and general thoughts on the teaching of anatomy to medical students. These were distributed to senior Anatomy Faculty (identified by the author by their affiliation with the Anatomical Society of Southern Africa) based at the eight national medical schools within the country. A number of key themes emerged. Most senior faculty felt that the standard of medical education at their respective institutions was "good." However, emphasis was also placed on the "quality of teaching" incorporating clinical scenarios. There were also indications that staff are split into those that are keen to do research and those that are happy to provide teaching to medical students as their primary function. Several challenges such as time constraints within the curricula, lack of cadavers to reinforce knowledge and lack of appropriately qualified staff were highlighted. Recommendations included fostering partnerships with both clinicians and medical scientists into the anatomy curriculum thus improving teaching and research.

Інтерпретація музичних творів – методичний аспект

The article presents the issue regarding activation of artistic and interpretative activities of the students majoring in musical specialties at higher pedagogical educational institutions. The artistic-interpretative activity is considered as a factor of students’ creative development, growth and self-realization. The method of categorical analysis of the issue “interpretation” facilitated the establishment of a number of its values which were considered and implemented in the step-by-step experimental methods of training future music teachers in interpreting musical works. The course and results of the ascertaining stage of the pedagogical experiment have been presented. Based on the hermeneutical and artistic-mental approaches, the experimental methods of training students in interpreting musical works have been elaborated and presented. A wide range of methods of instrumental learning, performing exercises and independent artistic-interpretative tasks that determine the hierarchy of stages (initial-establishing, content-oriented and technological, analytical-final) of the presented methodology has been considered. The effectiveness of the text-centric paradigm of teaching in the practice of instrumental training of the future music teachers basing on a complex use of individual teaching methods alongside with dialogical methods of performing immersion, palliative and facilitation has been proved. The introduction of the lecture course “Fundamentals of Musical Interpretation”, the use of a complex of methods (analytical, practical, creative) and various artistic and interpretative tasks contributed to the increase of the respondents’ motivational orientation and activity as well as the increase of their interest in the artistic and interpretative activities. The results of the research and experimental work on the implementation of the methodology of training future music teachers in interpreting musical works testify to its expediency and effectiveness. Keywords: hermeneutical approach, interpretation, musical work, artistic and interpretive activity, teachers of Music.

Use of Felder and Silverman learning style model for online course design

Learning Management Systems are used in millions of higher education courses, across various countries and disciplines. Teachers build courses reflecting their individual teaching methods, which may not always fit students’ different learning styles. However, limited information is known about how well these courses support the learners. The study aims to explore the use of Felder and Silverman learning style for online course design. The study has used linear transfer function system models to develop fundamentals of feedback by a course analyzer tool. This interactive tool allows teachers to determine a course’s support level for specific learning styles, based on the Felder and Silverman learning style model. The Felder and Silverman learning style model in this study is used to visualize the fit between course and learning style to help teachers improve their course’s support for diverse learning styles. The results of a pilot study successfully validated the course analyzer tool, as it has potential to improve the design of the course in future and allow more insight into overall student performance. The findings suggest that a course designed with certain learning styles in mind can improve learning of the students with those specific learning styles.