Variety Of Teaching Strategies Research Articles

A Novel Idea: Changing the Landscape of Administrator Preparation through Literature and Ethnographies

Many instructors prefer to utilize a variety of teaching strategies within a framework of a course or program. As we attempt to prepare administrators to understand and create “cultures” within their schools and districts, one method might be to use novels and ethnographic studies to help aspiring administrators understand what cultures are and how cultures are formed. The author shares with the reader the theoretical understanding and process to incorporate a “novels” project into a course in which the intended outcomes for the learner are cultural understanding, research observation, synthesis and assimilation of data, community decision making, and sharing and delegating responsibilities.

LESSONS FROM THE FIELD: SOCIAL WORK PRACTICE WITH MULTICULTURAL ELDERS

This article briefly reviews the present status of multicultural social work education and presents the results from a pilot study that explored educational strategies utilized by gerontology field instructors in multicultural settings. A variety of teaching strategies to foster culturally sensitive social work practice are identified. These strategies include the purposeful assignment of ethnic and minority clients to students, the use of role play, specific reading assignments, and the use of student‐supervisory meetings as an arena in which to raise and discuss multicultural social work issues. Finally, this article offers suggestions for strengthening the class and field partnership in multicultural social work education.

Teaching strategies and pupils’ social development in physical education

Abstract If physical education is to make a more worthy contribution to the development of the whole child, and also enhance its status in the contemporary school climate of curriculum change, then it can be argued that some change in the traditional curriculum, combined with an attempt to incorporate more sensitive and varied teaching strategies, will be needed. The principal focus in this action research and development project was, therefore, on the teaching strategies necessary to change gymnastics lessons from teacher command and whole‐cohort teaching, towards resource‐based lessons where pupils took more responsibility for their own, and others’, learning and where the emphasis was on personal and social as well as physical development. One hundred and eighty‐three 12‐year‐old boys in a 12‐16‐years boys’ high school were assigned to one of four treatment groups described as follows. Two experimental groups, CLR(l) and CLR(2), required children to learn from resources which had been specially prepare...

Curriculum crisis: The challenge of the '80s

Developmental remediation programs designed to raise achievement levels of underprepared students have proliferated in the past decade. Despite the fact that these programs employ a variety of teaching strategies, a substantial subgroup of developmental students are unsuccessful in current remediation programs. They need a different curricular approach. As the number of applicants declines and the demand for generating credit hours continues, the question is shifting from “Should less capable students be allowed to attend college?” to “What curriculum should be provided for these students?” The challenge for the '80s is to expand developmental education to include vocational education and post-secondary specialized education.

The nuts and bolts of interactive video: how it works and how to get started.

This paper explains in a fundamental way how interactive video can be used to create a special type of software that was not possible a few years ago. This software is a marriage between the best features of videotape (motion and color) and computer-assisted instruction. This new instructional design offers to special educators a variety of teaching strategies not yet fully explored. A rationale for interactive video is provided, and a sample lesson from the user's point of view is described. The developmental sequence of (a) connecting the components, (b) applying a time code on the videotape, (c) logging the time code for starts and stops, and (d) programming in SuperPILOT for computer-assisted instruction are discussed. To assist others in getting started, a reference section provides journal articles, books, workshops, organizations, and interface card manufacturers.

Death education in medical school: A seminar on terminal illness

Abstract A seminar on terminal illness was developed by the faculty of the University of Washington School of Medicine and by health care professionals within the Seattle community. A variety of teaching strategies and learning resources was employed to accommodate the large class size (180 second-year medical students). Topics reviewed included personal attitudes toward death, patient and family reactions to dying, role of the physician, role of the clergy, children and death, medical ethics in terminal illness, aging and death, grief and mourning, symptom management, and new directions in the interdisciplinary care of terminal illness. Immediate evaluation by both students and faculty was excellent. Longer follow-up evaluation (at graduation) confirms the seminar's utility but also reveals the relatively limited contact with terminal illness experienced by most medical students.