Multiple Teaching Strategies Research Articles

Amazingly resilient Indigenous people! Using transformative learning to facilitate positive student engagement with sensitive material

If health professionals are to effectively contribute to improving the health of Indigenous people, understanding of the historical, political, and social disadvantage that has lead to health disparity is essential. This paper describes a teaching and learning experience in which four Australian Indigenous academics in collaboration with a non-Indigenous colleague delivered an intensive workshop for masters level post-graduate students. Drawing upon the paedagogy of Transformative Learning, the objectives of the day included facilitating students to explore their existing understandings of Indigenous people, the impact of ongoing colonisation, the diversity of Australia’s Indigenous people, and developing respect for alternative worldviews. Drawing on a range of resources including personal stories, autobiography, film and interactive sessions, students were challenged intellectually and emotionally by the content. Students experienced the workshop as a significant educational event, and described feeling transformed by the content, better informed, more appreciative of other worldviews and Indigenous resilience and better equipped to contribute in a more meaningful way to improving the quality of health care for Indigenous people. Where this workshop differs from other Indigenous classes was in the involvement of an Indigenous teaching team. Rather than a lone academic who can often feel vulnerable teaching a large cohort of non-Indigenous students, an Indigenous teaching team reinforced Indigenous authority and created an emotionally and culturally safe space within which students were allowed to confront and explore difficult truths. Findings support the value of multiple teaching strategies underpinned by the theory of transformational learning, and the potential benefits of facilitating emotional as well as intellectual student engagement when presenting sensitive material.

The Level of Multiple Intelligences to Primary Stage Arabic Teachers in Jordan and Its Relevance to the Experience and Qualification

This study aimed to investigate the level of multiple intelligences to Primary Stage Arabic Teachers in Jordan, and its relevance to the experience and qualification. To achieve this, the researcher randomly selected a clusters randomized sample of (92) teachers of Arabic language in the primary stage at Amman Second Directorate of Education (45 male and 47 females). For the purposes of study, the researcher developed an (80) items survey for multiple intelligences, distributed over eight sections to represents a kind of multiple intelligence, and to ensure the validity of the test content, it was reviewed by experienced arbitrators. Reliability coefficient was also confirmed for the test sample through administering it to a pilot study and, the "Cronbach Alpha" factor was (0.90). The results of the study showed that Teachers of Arabic language have the eight types of intelligences in varying degrees, and they have based on their response to the measure of multiple intelligences a moderate degree of intelligence in: Intrapersonal, Linguistic, verbal social, Naturalist, Logical Mathematical, Spatial, Bodily- Kinaesthetic one after the other. While the musical intelligence was low. and all kinds of multiple intelligences of Arabic teachers was not high. The study showed also that there were no statistically significant differences in the level of multiple intelligences due to Experience and a Qualification. The study recommended to Use Multiple Intelligence teaching strategies for different levels. And to Train Arabic language teachers on multiple intelligence types.

Attitude of the School Student Towards Physical Education in the Jordanian School

This research aimed to investigate the Jordanian school students’ attitudes towards Physical Education In Jordanian School, 100 UNRWA schools were recruited from (4) education area in Jordan, 50 students with a total (500) students from 8th -10th grade. Questionnaire was distributed to students the questionnaire with a 5-point Likert-type scale, with 20 items. Mean, SD, & (ANOVA) was utilized to determine the current status of the Attitude for the students, findings showed that the highest score was Item 2, which state that “(PE) is not only beneficial to those who are already in good body conditioning”, The second highest score was Item 16, which said that “During high school years, anybody who is serious about (PE) is not foolish”. The third highest score was Item 11, which the students believed that “Physical exercise is the best way to obtain a youthful looking and agile body.” The fourth highest score was Item 18, in which the students did not believe that “High school would be better without (PE) activities classes.” The fifth highest score was Item 5, in which the students believed that “Physical exercise provides an important relief from the stress of one’s daily life.” Beside of that, the overall mean score for the 20 items was 70.160+3.948 indicating that the students in this study certainly possessed positive ATPEA.According to the findings of this study the researchers recommend to improve PE experiences and promote positive ATPEA in Jordan school students: (1) Increase students number to involve in motor activities within class and free time (3) Multiple teaching strategies to be applied to meet the needs of diverse learners.

Developing and Evaluating Clinical Written Assignment in Clinical Teaching for the Senior B.S. Nursing Students: An action research

Introduction: In a four-year undergraduate level , the nursing students have to get prepared in the patients education, designing care plans, applying nursing processes and exercise the clinical decisions, in addition to learning practical skills. Therefore, multiple clinical teaching strategies in nursing must be applied. In this study the sheets for the mentioned fields were designed and used. Methods: In this action research in Tabriz University of Medical Sciences, 64 nursing senior students and related instructors participated. Clinical written assignment included the patient’s health condition sheet, tables showing the used medicines and the precautions, the clinical and paraclinical tests and the results, identifying the patient problems, designing and implementing care plan and writing nursing reports with SOAPIE method. The instructors’ viewpoints were achieved through the group discussions and their notes taken. The perceived competency of the students was obtained through a questionnaire. The qualitative data was analyzed by the content analysis and quantitative using SPSS. Results: Both the students and the instructors agreed with the clinical written assignment. The desired care competency of the students before and after assignment was statistically significant (p<0.05). According to the instructors, intervention was useful for the senior students who have passed the courses needed for completing and using the different parts of these forms. Conclusion: Since a need is always felt in the trends of the nursing clinical teaching, the researchers recommend the clinical written assignment and their application along with other strategies for senior nursing students in clinical teaching.

Engaging Students in an Undergraduate Research Course

Nursing educators must be creative and dynamic in course design and seek to adopt pedagogical strategies that promote learner outcomes. Using multiple teaching strategies and experiential methods, the author describes one such attempt to engage students enrolled in an undergraduate nursing research course.

Training the “Wizards”: A Model for Building Self Efficacy and Peer Networks Among Urban Youth Workers

This article presents a community's efforts to address the professional development needs of frontline youth workers. A coalition designed a 13-week Youth Worker Training Institute to increase youth workers' knowledge, skills, self-efficacy, and professional networks. After the Institute, participants reported feeling more skillful, connected to other youth workers, confident, professional, reflective, and being more powerful change agents. Based on results from this formative evaluation, we suggest that it was multiple teaching and learning strategies that promoted reflection, peer learning, and networking—that contributed to youth workers gaining knowledge and skills that in turn increased their confidence and sense of self-efficacy.

Teaching Strategies Based on Multiple Intelligences Theory among Science and Mathematics Secondary School Teachers

Instructions in science and mathematics required various teaching strategies to ensure successful teaching and learning process. Science and mathematics teachers can optimize the effect of teaching when they realized the strengths of multiple intelligences they posses and how they can apply them in their teaching. Thus, the primary objectives of this study are to investigate: 1) the multiple intelligences profile of science and mathematics secondary school teachers 2) the teaching strategies based on multiple intelligences that are applied by science and mathematics teachers and 3) the relationship between multiple intelligences profile of science and mathematics teachers with the teaching strategies based on multiple intelligences applied in the classroom. 174 respondents were chosen randomly from various secondary schools in peninsular Malaysia. Questionnaires were used to investigate the level of multiple intelligences and teaching strategies. Correlation analysis was applied to investigate the relationship between multiple intelligences and teaching strategies. Teaching strategies based on multiple intelligences suggest teaching science and mathematics in multiple ways. Teachers’ profiles of multiple intelligences assist them to obtain a better understanding of their potential intelligences and interests in enhancing their teaching strategies.

More than Words: Promoting Health Literacy in Older Adults

Inadequate health literacy disproportionately affects older adults in the United States. The complexities associated with managing chronic disease and the cognitive and sensory changes associated with aging compound the challenges of teaching this highly vulnerable group. In order to enhance comprehension and bring about positive health behavior changes, the nurse must use more than words when teaching an older adult. Multiple teaching strategies that are tailored to accommodate the cognitive, physical, and psychological changes associated with aging, such as clear communication that is purposeful and individualized and a patient-centered approach that demonstrates acceptance and respect, are actions that the nurse must take to promote health literacy in the older adult. This article describes the effect of age-related changes on health literacy, addresses the challenges inherent in communicating with and teaching older adults, and suggests age-appropriate teaching strategies that the nurse can implement to improve the health literacy of an aging patient. Suggestions for evaluating comprehension are also provided.

Evaluation of a caring education program for Taiwanese nursing students: A quasi-experiment with before and after comparison

Caring is an essential component in nursing curricula. However, how caring can be accomplished effectively has rarely been taught to nursing students. To examine acceptability and preliminary efficacy of a caring education program for nursing students in Taiwan. Students were recruited to participate in a pre-post-test quasi-experimental study. Students self-selected into a control group (n=33) or an experimental group (n=35). The experimental group registered for a 13-week caring education program based on Watson's 10 creative factors through multiple teaching strategies. The Caring Behaviors Assessment (CBA) was used to collect data at weeks 1 and 13. Content analysis was used to reach the main descriptions of caring education from an experimental group of nursing students. The experimental group reported a significantly higher score of caring behaviors after participating in the education program (t=3.4, p=.00). The score of each CBA subscale in the experimental group was significantly enhanced from week 1 to week 13, except in the existential/phenomenological/spiritual dimension. Qualitative results supported that a caring education could help nursing students by building caring behaviors which could be adapted to clinical situations. The findings support the credibility of caring-focused teaching strategies and such focused caring programs are acceptable and show efficacy for nursing students.

Using Service-Learning As A Higher Education Teaching Strategy For Health And Physical Education As Well As The Athletic Setting A Step By Step Approach

In recent years, college health and physical educators have examined multiple teaching strategies that enhance students ability to learn state-required and nationally-required health and physical education standards and outcomes. Identifying such methods and implementing them into courses can be overwhelming and confusing to the college educator. Service learning is a teaching method that best fits into the experimental section of educational foundations. This is an educational method of teaching, learning, and reflection that easily merges traditional classroom curriculum with meaningful community service. This paper provides detailed discussion regarding the service-learning teaching strategy as well as step by step instructions for correct course implementation and optimal educational results.

Leading Students to Care: The Use of Clinical Simulations in Ethics

ABSTRACTAlthough there is considerable normative discussion about the importance of care and caring in the pharmacy literature, little empirical data exist about how best to teach students to become caring professionals. Third-year pharmacy students (N = 50) in a required ethics course participated in four clinical simulations involving ethical issues. Although the primary purpose of the project was to explore the impact of clinical simulations on ethical decision-making, a secondary question surfaced: Do clinical simulations teach students about what it means to care for a patient? Since care is a complex phenomenon, it follows that learning how to care requires multiple teaching strategies and various types of assessment. Evidence of student learning such as: transcriptions of clinical simulations, reflective writing on the simulation experience and learning about caring from interactions with standardized patients are included. Finally, organizing questions for further research in teaching and learning...

Innovative Strategies For Teaching Principles Of Accounting And Federal Taxation Classes

By integrating meaningful group learning experiences into my Principles of Accounting and Tax classes, Accounting was effectively promoted as an undergraduate major or minor, as supported by student satisfaction surveys. Many accounting programs are facing unprecedented challenges raised by declining enrollments and dynamic changes in profession. Using Baker, Simon, and Bazelli’s (1985) Instructional Design for Accounting based on Kolb’s Experiential Group Learning Model, multiple teaching strategies were incorporated into my classes appealing to multiple student learning styles and, as a result, student’s attitude towards Accounting were significantly effected. The following is a brief list of group or solo activities used in my classes: · Played Financial Accounting and Tax Jeopardy Games that are published on my website (www.geocities.com/docseda) · Accounting students developed Excel-based Accounting Information System for service and merchandising businesses.· Accounting students presented an analysis of an annual report.· Accounting students played Stock Market Simulation Game (www. ncarolinasms.org).· Accounting students played Monopoly.· Accounting students played business simulation game at AICPA website (www. startheregoplaces.com). · Tax students worked on three comprehensive tax returns prepared with TaxCut software.· Selected Tax students took IRS exam to qualify for VITA program in spring of 2004.· Accounting and Tax students prepared posters summarizing various concepts. This article will provide a detailed summary of learning experiences used in the Fall Semester of 2003 at Shaw University and an analysis of student surveys.

Use of multiple teaching strategies in the staff development setting.

Use of multiple teaching strategies in the staff development setting.

Use of multiple teaching strategies in the staff development setting.

The purpose of this study was to determine if using a variety of teaching strategies in the staff development setting would affect learner outcomes with regard to knowledge acquisition and participant satisfaction. A control group class was presented with the use of lecture only. An experimental group class was presented using a variety of teaching strategies. Posttest scores from the experimental group were significantly higher than those from the control group, as were satisfaction levels. Findings indicate that the use of a variety of teaching strategies can result in positive learner outcomes.

The Role of Multiple Teaching Strategies in Promoting Active Learning in Organic Chemistry

We have introduced four alternative teaching strategies into our yearlong organic chemistry course and have assessed changes in student performance relative to the same course taught by the same instructors using a more traditional lecture format. These strategies, which include reading worksheets, dialogues, in-class worksheets, and role-playing, allow the professor to move through a learning cycle that may effectively accommodate the students’ needs and multiple learning styles. The reading worksheets guide students through the concept phase and dialogues help students identify the importance of the concepts as they articulate these ideas for themselves. Group worksheets and role-playing provide opportunities for peer-interaction, application of knowledge, creativity, and self-expression. Others have shown that active learning strategies neither enhance nor diminish a student’s ability to retain factual information, a finding that is supported by our study. Our data from this one study show, however, that students taught by a more traditional approach demonstrate a greater variation in final exam performance between first and second semesters than those taught using a combination of techniques. This result reflects a shift in emphasis from the professor as an information source to the actively engaged student taking responsibility for his or her own learning. This study suggests that these methods, when used in a consistent fashion in conjunction with interactive lecturing, provide a broad base to facilitate student learning and aid in the development of higher order thinking skills.

Integrating Multiple Teaching Methods into a General Chemistry Classroom

In addition to the traditional lecture format, three other teaching strategies (class discussions, concept maps, and cooperative learning) were incorporated into a freshman level general chemistry course. Student perceptions of their involvement in each of the teaching methods, as well as their perceptions of the utility of each method were used to assess the effectiveness of the integration of the teaching strategies as received by the students. Results suggest that each strategy serves a unique purpose for the students and increased student involvement in the course. These results indicate that the multiple teaching strategies were well received by the students and that all teaching strategies are necessary for students to get the most out of the course.

Adjunctive strategies to enhance peripheral warming: clinical techniques.

This study investigates common successful strategies to increase peripheral temperature with biofeedback. Eighteen BCIA-certified therapists (average years of practice, 7.5) were interviewed by telephone for 30 to 45 minutes regarding successful peripheral warming strategies. The practitioners reported using multiple teaching strategies, either concurrently or sequentially. These responses were organized into an interrelated four-category model that consists of the following: (1) Attentional Category--shifting from active to passive attention; (2) General Arousal Category--shifting from hyper- to hypoarousal; (3) Proprioceptive/Kinesthetic Awareness Category--shifting from decreased to increased body awareness; (4) Self-Image/Self-Esteem Category--shifting from negative to positive self-image/self-esteem. These four categories and their corresponding techniques can be used to facilitate peripheral warming.

Cancer Education for School Personnel

A large segment of our society associates cancer with doom and despair. This negative view appears to originate partially from the public's general lack of knowledge of the disease and of current treatment potential. In response to this lack of information and overall pessimistic attitude, a cancer education course was developed for school teachers and school nurses. The unique two-day course provides cognitive and affective learning experiences. Through the multiple teaching strategies employed, students are able to examine their own health practices, increase their knowledge of cancer and cancer treatment, interact with a person who is successfully living with cancer, and learn how to share information related to cancer. At the conclusion of the course, a comparison of the participants' pretest and posttest scores indicate a statistical improvement in both their cognitive and affective domains.