Specific Teaching Strategies Research Articles

Development of a Followership Teaching Strategy in Indonesia.

This chapter is based on the author's personal journey to attempt to bring an understanding of followership to Indonesia. Followership has been understudied and underappreciated in both academic literature and practice in Indonesia, possibly because of a specific interpretation of a famous Islamic leadership hadith. As such, it presents a powerful example of a cultural analysis that could be useful in other contexts. It also includes challenges that may be encountered teaching followership in Indonesia, and specific teaching strategies that can be used.

Designing for Transition: Supporting Teachers and Students Cope with Emergency Remote Education

The global pandemic reached New Zealand in the middle of a teaching semester, calling educators to rapidly transition into a fully online teaching mode. Covid-19 brought fears for the unknown and required an abrupt shift, creating anxiety for academic staff, students and parents. Amidst this transition, educators had to quickly reconfigure their designs, as specific pedagogical strategies set for in-class arrangements would no longer be appropriate for the new scenario. A whiplash redirect to the online mode introduced new tools and added uncertainties about Internet access and connectivity. People had to deal with remoteness and isolation and with changes to virtual learning. This paper theorizes about what it means to design for transition during an emergency. Drawing on the Activity-Centred Analysis and Design (ACAD) framework, we discuss implications for educational design, detailing how tools, social arrangements and tasks can be carefully orchestrated to support learning activity in emergency remote education. We situate the discussion within the transitioning experiences of students and staff at a Bachelor of Nursing programme, within a three-phased educational design which involved Virtual Happy Hours (VHH). The VHH sessions were run with two cohort groups of first- and second-year students in the Bachelor programme—and included their teaching staff. The intent of the VHH was to allow participants to familiarize themselves with tools, tasks and social elements that could be (re)used to facilitate engagement in a new online space—in preparation to the upcoming course sessions in the lockdown period.

Using Personality-Based Propensity as a Guide for Teaching Practice

The Big Five-Factor personality traits are examined in the present review. Individual characteristics and personality types may contribute differently to choices of learning strategies and overall cognitive performance. The purpose of this paper is twofold: (1) to provide a brief overview of consistent research findings on personality constructs as predictors of school-related factors, including academic ability, reading and math skills, metacognitive assessments, self-regulatory learning and processing strategies, and students’ confidence; and (2) to highlight the applicable value of using personality-related propensities to guide teachers in the classroom. Inter-relationships among personality, cognition, metacognition, self-regulation, and learning outcomes are addressed. More importantly, in the end of the paper, practical teaching and learning applications are discussed and summarized in a table. The table is organized to highlight each personality trait, its significance based on research evidence, and its educational implications for specific teaching methods and strategies teachers can use to draw strengths from each personality trait and to maximize learning in the classroom.

Dimensiones que configuran la actuación docente frente a estudiantes con discapacidad

El artículo surge del interés por la atención específica para el desarrollo personal, social, y académico del estudiantado con discapacidad. Aunque se reportan avances en esta área, son muchas las dificultades que tienen que enfrentar los estudiantes en instituciones universitarias. El propósito fue analizar las dimensiones que configuran la actuación docente frente a la inclusión de estudiantes con discapacidad en la Universidad Nacional de Chimborazo. Fue un estudio de campo, descriptivo. Se utilizó la técnica de la encuesta, y una escala de estimación en una población de 663 docentes. Las conclusivas destacan que los docentes conocen de los instrumentos legales que aseguran el derecho a la educación inclusiva, tienen una actitud favorable hacia la atención de estudiantes con discapacidad, planifican actividades de apoyo y realizan adaptaciones para estudiantes con discapacidades físicas o sensoriales. No obstante, manifiestan tener falencias en estrategias pedagógicas específicas para atender las características de estos estudiantes.

Somatic–Performative Research: Artistic practices, pedagogical processes, methodological principles

Somatic–performative research (SPR) is a mode of Artistic Practice as Research I have been developing in the past fifteen years. Major influences of SPR have been Laban/Bartenieff Movement Analysis, Authentic Movement, dance theatre and performance. Performativity in a somatic perspective is a constant state of change, between pulsing and resting, innovation and balance, in a process of merging, differentiating and growing. In SPR, the research subject and its enquiries are alive and pulsing in contrasting forces. We merge into them to move with and be moved by them, in dynamic relationship with an inter-artistic creative environment. The association of somatic and performative research implies specific pedagogical choices, strategies and activities. As part of an academic moving field, the SPR encompasses the integration of inner attunement and coherence with artistic exploration, sensorial merger and critical analysis, creativity and social relevance.

Spatial Orientation Skill Performance with a Workshop Based on Green Infrastructure in Cities

Better training of spatial skills of green infrastructure managers will contribute to better planning practices in this field. The professionals using geo-spatial technologies in sustainable city planning require, in their curriculum, specific training focused towards the acquisition of spatial skills. Using maps and geo-spatial technologies, spatial orientation skill is needed. In this research, a workshop based on a green infrastructure has been carried out. A specific teaching strategy for the improvement of spatial orientation skill has been performed. In the workshop, 3D technologies of graphic representation of an urban environment were used such as Cad Mapper, Sketch Up Make 2017 and Google Street View. Thirty-two students (22 treatment group, 10 control group) of agronomic engineering participated. The impact on spatial orientation skill was measured with the Perspective Taking-Spatial Orientation test, through pre- and post-tests. No gender differences were found. The Treatment Group obtained a significant increase of 19.27% in their spatial orientation skill. Participants of the Control group did not significantly increase their spatial orientation skill (3.21%). Specific teaching strategies such as those performed in this research can be effective for the training and development of spatial orientation skill, needed for geospatial planning in the field of Green Infrastructures.

Teaching Strategy on Diagnosing and Removing Automobile’s Failure

This article first analyzes the problems existing in the teaching about diagnosing and removing automobile’s failure, and then discusses some specific teaching strategies on diagnosing and removing automobile’s failure to provide some effective reference for the related staff.

Problem-based learning in introductory linguistics

This study proposes a design for and examines the effects of a problem-based learning approach to the promotion and assessment of deep learning in undergraduate linguistics education. Specifically, it reports on how the higher-order learning outcomes are achieved by students through a semester-long problem-solving task in an introductory Spanish linguistics course. Specific teaching strategies are described, and achievement is measured by student grades, self-evaluations, and reflections. This approach has proven effective for stimulating such higher-order thinking skills as (i) applying knowledge of the material to solving linguistic problems, (ii) developing skills in research and critical analysis, and (iii) developing a professional work ethic.

Education First: Promoting LGBT+ Friendly Healthcare with a Competency-Based Course and Game-Based Teaching.

How, apart from by conveying professional knowledge, can university medical education nurture and improve the gender competency of medical students and thereby create an LGBT+ friendly healthcare environment? This study explored the use of game-based teaching activities in competency-based teaching from the perspective of competency-based medical education (CBME) and employed a qualitative case-study methodology. We designed an LGBT+ Health and Medical Care course in a medical school. Feedback was collected from two teachers and 19 medical students using in-depth interviews and thematic analysis was used to analyze the collected data. The findings of this study were as follows: (1) Games encouraged student participation and benefited gender knowledge transmission and transformation through competency learning, and (2) games embodied the idea of assessment as learning. The enjoyable feeling of pressure from playing games motivated students to learn. Using games as both a teaching activity and an assessment tool provided the assessment and instant feedback required in the CBME learning process. Game-based teaching successfully guided medical students to learn about gender and achieve the learning goals of integrating knowledge, attitudes, and skills. To fully implement CBME using games as teaching methods, teaching activities, learning tasks, and assessment tools, teachers must improve their teaching competency. This study revealed that leading discussions and designing curricula are key in the implementation of gender competency-based education; in particular, the ability to lead discussions is the core factor. Game-based gender competency education for medical students can be facilitated with discussions that reinforce learning outcomes to achieve the objectives of gender equality education and LGBT+ friendly healthcare. The results of this study indicated that game-based CBME with specific teaching strategies was an effective method of nurturing the gender competency of medical students. The consequent integration of gender competency into medical education could achieve the goal of LGBT+ friendly healthcare.

Writing on Social Media: a Review of Research in the High School Classroom

Students today spend more time writing on social media than they do in formal classrooms and have developed distinct and complex literacies separate from traditional writing curricula. Although several studies have explored teens’ informal literacy practices online, research investigating how these spaces may inform or be effectively utilized in the classroom remains inconclusive. This systematic literature review identifies and critically evaluates the existing knowledge base on how social media have been integrated in high school writing instruction, with particular emphasis on which factors improved student learning and which factors created barriers to student learning. Social media platforms were found to be potentially authentic learning spaces, yet sometimes low student participation hindered effective implementation. Specific teaching strategies, such as modeling and scaffolding instruction, and directions for future research are described.

Educating business students to manage for mental health

PurposeThe purpose of this paper is to describe content topics and teaching methods for a new undergraduate course in business administration on managing for workplace mental health. It then discusses a preliminary evaluation of the course.Design/methodology/approachResearch-supported content and teaching methods were developed and implemented.n=18 undergraduates completed pre- and post-course quantitative measures related to course goals, and a qualitative post-course survey about course content and delivery.FindingsAnalysis of pre- and post-course quantitative measures demonstrated significant increases in mental health-related knowledge; other-directed, mental health supportive behaviours; mental health promotion self-efficacy; mental health promotion intentions; and self-compassion; as well as significant decreases in stigmatising attitudes. Effect sizes were moderate to large, indicating usefulness. Qualitative, post-course data indicated that positive aspects of course content were those that enhanced knowledge of mental health conditions; skills for managing workplace mental health concerns; and attitudes towards those suffering from mental illness. Qualitative post-course data indicated that positive aspects of course delivery were specific teaching strategies and teaching qualities.Research limitations/implicationsResults support the continued development and use of a course for business students on managing workplace mental health. Additional, larger scale evaluation would be helpful.Practical implicationsDetailed information is provided about the course structure, content, resources and teaching methods, which could be used in other settings.Social implicationsThe workplace is an important site for early identification and intervention of mental health concerns, regardless of their origin or cause. This research supports the usefulness of training prospective business managers in this regard.Originality/valueCoverage of mental health-related topics with business students has been scant to absent. This project developed, implemented and evaluated a new course.

The use of active learning in a private higher education institution: The lecturer's perspective

Lecturers could potentially have different reasons why they would choose a specific teaching strategy including government policy, education institution policy or management directive. Despite these factors lecturers could also choose to use Active learning strategies out of their own accord and not because they are being told so. This qualitative interpretive case study sets out to understand the views of 11 lecturers teaching in three different faculties: Faculty of Commerce and Law, Faculty of Social Science and Faculty of Applied Science, in a private higher education institute in South Africa on their motivation in using Active learning strategies in their classrooms. The findings suggest that lecturers are using Active learning due to them believing that: Active learning prepares students for the workplace by developing the required skills; supports learning in the classroom; changes boring passive learning classes into to engaging enjoyable active classes in which students want to participate; and their own experience as a student having had a lecturer that used Active learning strategies in their classes that worked for them.

Pedagogical strategies for developing interpretive language about images

PurposeThe purpose of this paper is to reflect on pedagogical strategies which support the teaching of critical analysis of visual and multimodal texts in a tertiary-level course for Arts students.Design/methodology/approachThe paper describes strategies which focus on developing students’ abilities to express interpretive critique, as opposed to mere description. These strategies give students strong scaffolding towards success in their interpretive writing. The course in question is a tertiary-level Arts course which teaches Kress and van Leeuwen’s (2006) approach to “reading images” in relation to contemporary media texts. The basic structure of the course is described, along with the macro steps which underpin the pedagogy. Examples of highly successful and less successful student writing are compared to reveal the key components of effective interpretive answers.FindingsIn addition to the normal expectations regarding essay structure and style, and in addition to mastery of the technicality of the course, successful and less successful student writing depends on their mastery of a specific set of moves within the essay. These moves integrate textual observations with clear explanations and a strong relation to interpretation.Practical implicationsWhile the course and strategies discussed are for tertiary-level students, the strategies described are adaptable to primary and secondary levels also. Multimodal texts are an integral part of the English curriculum, and all teachers need to explore strategies for enabling their students’ critical engagement with such texts.Originality/valueVisual and multimodal texts are an exciting and also challenging part of English curricula, and new analytical frameworks and pedagogical strategies are needed to tackle these texts. In particular, the gap between simply describing visual resources (applying the tools) and critical analysis (using the tools) is vast, and specific pedagogical strategies are needed to help students develop the necessary interpretive language.

Accompanying as accomplices: Pedagogies for community engaged learning in sociocultural linguistics

AbstractAs a field, sociocultural linguistics has a long legacy of public scholarship that has worked to counter linguistic prejudices and inequalities perpetuated through language. Today, current community engagement within sociocultural linguistics increasingly takes a collaborative approach that includes students. In this article, I therefore explore how the field prepares both students and faculty for this work. In particular, I focus on courses with a service learning component, suggesting that these constitute key spaces for developing the commitments and capacities necessary for engaged work that advances sociolinguistic justice. I highlight the insights of existing scholarship on service learning in linguistics before turning to a more detailed discussion of pedagogical practice, drawing on current critical pedagogy literature that emphasize the importance of language and culture. Synthesizing two social movement perspectives, I propose a pedagogical framework that supports faculty and students in learning to accompany as an accomplice. I demonstrate the application of this model by discussing specific pedagogical strategies enacted in a community engaged course I taught on Language and Migration at a university in the United States. Ultimately, I suggest that developing social justice pedagogies is a crucial endeavor if we are to counter the ways that language has been used to justify inequalities and motivate violence towards racialized communities, both in the past and in the present.

Tu1029 – Impact of Specific Teaching Strategies on Fellow Cognitive Load During Colonoscopy Training

Tu1029 – Impact of Specific Teaching Strategies on Fellow Cognitive Load During Colonoscopy Training

Science teachers' pedagogical content knowledge development during enactment of socioscientific curriculum materials

AbstractThe purpose of this study is to provide insight into short‐term professionalization of teachers regarding teaching socioscientific issues (SSI). The study aimed to capture the development of science teachers' pedagogical content knowledge (PCK) for SSI teaching by enacting specially designed SSI curriculum materials. The study also explores indicators of stronger and weaker development of PCK for SSI teaching. Thirty teachers from four countries (Cyprus, Israel, Norway, and Spain) used one module (30–60 min lesson) of SSI materials. The data were collected through: (a) lesson preparation form (PCK‐before), (b) lesson reflection form (PCK‐after), (c) lesson observation table (PCK‐in‐action). The data analysis was based on the PCK model of Magnusson, Krajcik, and Borko (1999). Strong development of PCK for SSI teaching includes “Strong interconnections between the PCK components,” “Understanding of students' difficulties in SSI learning,” “Suggesting appropriate instructional strategies,” and “Focusing equally on science content and SSI skills.” Our findings point to the importance of these aspects of PCK development for SSI teaching. We argue that when professional development programs and curriculum materials focus on developing these aspects, they will contribute to strong PCK development for SSI teaching. The findings regarding the development in the components of PCK for SSI provide compelling evidence that science teachers can develop aspects of their PCK for SSI with the use of a single module. Most of the teachers developed their knowledge about students' understanding of science and instructional strategies. The recognition of student difficulties made the teacher consider specific teaching strategies which are in line with the learning objectives. There is an evident link between the development of PCK in instructional strategies and students' understanding of science for SSI teaching.

PEER‐DIRECTED SMALL GROUP LEARNING IN M1 GROSS ANATOMY: ENHANCING STUDENT LEARNING WHILE REDUCING REQUIRED CONTACT HOURS

PURPOSEMany medical schools have adopted a shortened basic science curriculum in favor of a longer clinical curriculum. In an attempt to reduce required contact hours without compromising important high‐yield content, programs have developed and implemented specific learner‐centered teaching strategies We sought to utilize peer‐directed small‐group sessions to enhance student learning in anatomy within a condensed pre‐clinical curriculum . Sessions were designed to guide learners through specific cadaveric prosections.METHODSThree voluntary small‐group sessions were designed to correlate with spinal cord, facial nerve/orbit, and ischioanal fossa prosections in a Medical Gross Anatomy course for first‐year medical students. There was no penalty or reward for attending these sessions, and the prosections were made available to all students, regardless of participation. A short survey was administered after each session. This survey assessed students perceived comfort level with the content area before and after the small‐group session. Student performance on specific test questions related to sessions topics was analyzed and compared between those who attended the small group sessions, and those who did not to determine patterns of performance on the specific topics.RESULTSThere was an increase in the student perceived level of comfort with the material after each of the three small group sessions for both the 2017 and 2018 M1 classes. On a 1‐to‐5 Likert scale (1 lowest; 5 highest) of perceived comfort level with session content, averages before the three small group sessions were significantly increased for each small group session for both years. Analysis of changes in student performance regarding test performance resulted in a slight increase in performance on most questions for those who attended the small groups compared to those who did not. Word cloud analysis of the write‐in portion of the survey revealed several common themes that students thought the small group setting was a strength, and having the facilitator ask more questions of the participants, being a common area for improvement.CONCLUSIONThis work supports peer‐directed and small group learning as an effective avenue for student success in M1 Gross Anatomy. Further analysis of student performance and future studies will help determine whether this could be an effective teaching strategy utilized by other courses during the basic science years.This abstract is from the Experimental Biology 2019 Meeting. There is no full text article associated with this abstract published in The FASEB Journal.

A Model for Group Processing in Cooperative Learning

Group processing is arguably the pivotal element when implementing cooperative learning (CL). It is the primary vehicle to help group members reflect on behaviors that impede or enable group work. Participating in group processing facilitates students' understanding of their own personal and social development as they recognize how they have negotiated conflict, worked together to overcome struggles, and developed a new understanding of their group members. Despite the pivotal role it plays within CL, group processing is often forfeited due to lack of time, the misguided notion that students reflect by simply engaging in the activities, or because teachers do not know how to facilitate an effective group-processing session. To counter these challenges, there is a need for a structured, student-centered approach. Borrowing from the authors' work in adventure-based learning, this article proposes that the Sunday afternoon drive debrief model provides an approach that prioritizes group processing for teachers using CL. While the Sunday afternoon drive model is briefly explained in this article, the main focus is on specific pedagogical strategies that have been used while implementing CL.

Stories of Mathematical Resilience: How Some Adult Learners Overcame Affective Barriers

Some non-traditional adult learners in higher education lack mathematics qualifications, have had negative experiences of mathematics in the past, feel anxious about mathematics, lack confidence, or protect themselves by avoiding the subject. As part of a widening participation initiative, a lifelong learning centre at a large university in England developed a programme of free mathematics lessons for these learners. This paper discusses the findings from a small-scale narrative study which analysed the mathematical stories of four of these learners. The research found that, although previous feelings about mathematics lingered, participants overcame their emotional barriers to learning mathematics with sensitive support from others, specific teaching and learning strategies, and by increasing their mathematical resilience. They were able to move away from feeling frightened of mathematics, to persevere and feel more comfortable with it. The notion of perezhivanie (Vygotsky, 1994) was used to conceptualise the barriers created by past, strong emotional experiences and developing ability to manage the associated feelings.

Interdisciplinary Team Training at the Art Museum: Breaking Down Hierarchy and Building Resilience (TH314)

•Describe the evidence supporting the use of museum-based education (MBE) to develop core clinician competencies of perception, empathy, reflective practice, and resilience.•Recognize how MBE can improve interprofessional practice by decreasing perceived hierarchy and promoting team building.•Experience an MBE session. Burnout among palliative care practitioners can lead to poor performance and attrition. Museum-based education (MBE) is an innovative strategy that aims to reduce burnout by enhancing perception and empathy, flattening perceived hierarchy, and strengthening interprofessional teams. The goal of this session is to provide palliative care educators with evidence and approaches to use art as a strategy to promote team building and enhance clinically relevant observation and reflective competencies. MBE employs specific pedagogical strategies to train participants to intentionally, thoughtfully, and reflectively perceive patients and their unique situations. It is also a strategy to lessen a sense of hierarchy among teams by connecting participants to others’ personal perceptions and histories, irrespective of professional role. MBE participants have improved perception, comfort with ambiguity, and empathy, making this an important tool for palliative care teams and training programs as they seek to foster effective interprofessional teams and professional resilience. This session will highlight current evidence supporting MBE in healthcare, as well as ongoing work by palliative care programs with trainees and interprofessional teams. Finally, we will demonstrate examples of art-based teaching strategies with audience participation such that participants may begin to design MBE programs tailored to their home institution.