Zeitschriftenartikel: „Some teaching strategies“

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Walker, Henry M. „Some strategies when teaching theory courses“. ACM Inroads 5, Nr. 3 (05.09.2014): 32–34. http://dx.doi.org/10.1145/2655759.2655767.

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Allwright, Dick. „Teaching classroom learning strategies : some preliminary considerations“. Recherche et pratiques pédagogiques en langues de spécialité - Cahiers de l'APLIUT 16, Nr. 3 (1997): 36–47. http://dx.doi.org/10.3406/apliu.1997.1203.

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Novianty, Melisa, und Putri Maisaroh Lastari. „SOME STRATEGIES IN TEACHING LISTENING FOR EYL“. Enrich: Jurnal Pendidikan, Bahasa, Sastra dan Linguistik 4, Nr. 2 (02.12.2023): 25–35. http://dx.doi.org/10.36546/enrich.v4i2.1007.

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Listening English is a challenging for the teachers of English. The teachers have to study hard, focus to listen, think and describe what the speakers talk about, practice listen and listen again, learn how to improve their listening skill, and transfer their knowledge for the students. In this case, the writer gives information for some strategies in teaching listening for EYL (English Young Learners). In addition, the teacher can use the strategies to teach the students. These strategies can inspire teachers to teach and students to learn. They actually can improve their listening skill if they want to study, practice more and more in their daily life. Besides, EYL means to focus in Elementary school students. The teachers of English teach listening for EYL by giving some strategies in learning process. If the EYL hard to listen, the teacher have to motivate, give spirit to students, and never give up to learn. It is because listening skill is very important not only for today but also forever in life. Hopefully, all of these strategies will be useful for EYL, teachers of English, another researchers, and others. Mendengarkan Bahasa Inggris merupakan sebuah tantangan bagi para guru Bahasa Inggris. Guru harus belajar giat, fokus mendengarkan, memikirkan dan mendeskripsikan apa yang dibicarakan pembicara, berlatih mendengarkan dan mendengarkan lagi, belajar bagaimana meningkatkan keterampilan mendengarkan, dan mentransfer pengetahuannya kepada siswa. Dalam hal ini, Penlulis memberikan informasi tentang beberapa strategi dalam pengajaran mendengarkan untuk EYL (English Young Learners). Selain itu, guru dapat menggunakan strategi untuk mengajar siswa. Strategi-strategi ini dapat menginspirasi guru untuk mengajar dan siswa untuk belajar. Mereka sebenarnya dapat meningkatkan keterampilan mendengarkannya jika mereka mau belajar, berlatih lebih banyak, dan lebih banyak lagi dalam kehidupan sehari-hari. Selain itu, EYL artinya fokus pada siswa Sekolah Dasar. Guru bahasa Inggris mengajarkan mendengarkan EYL dengan memberikan strategi dalam proses pembelajaran. Jika EYL sulit untuk mendengarkan, guru harus memotivasi, memberi semangat kepada siswa, dan pantang menyerah untuk belajar. Hal ini karena keterampilan mendengarkan sangat penting tidak hanya untuk saat ini tetapi juga selamanya dalam kehidupan. Semoga semua strategi ini bermanfaat bagi EYL, guru bahasa Inggris, peneliti lain, dan lain-lain.

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Sumitha, P., und Rita Rani Mandal. „METACOGNITIVE TEACHING STRATEGIES“. SCHOLARLY RESEARCH JOURNAL FOR HUMANITY SCIENCE AND ENGLISH LANGUAGE 10, Nr. 50 (01.04.2022): 12346–53. http://dx.doi.org/10.21922/srjhsel.v10i50.10158.

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“I cannot teach anybody anything. I can only make them think”. - Socrates Metacognitive Strategies make to think a person. Metacognition is a concept of cognitive psychology that “focuses on the active participation of the individual in his or her thinking process” (Stewart and Landine, 1995, p. 17). A wide range of definitions and interpretations of the term metacognition have been accumulated (Manning and Payne, 1996) since it was first used by Flavell. Flavell’s expanded description (1979, p. 906) included knowledge of strategy, task, and one’s cognition. These three related kinds of metacognitive knowledge continue to be perceived as essential components of the learning process (Krathwohl, 2002; Pintrich, 2002). This article explains the Definition, Principles, why teach meta cognitively and some Metacognitive Strategies.

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Rieger, Caroline L. „Some Conversational Strategies and Suggestions for Teaching Them“. Die Unterrichtspraxis / Teaching German 36, Nr. 2 (2003): 164. http://dx.doi.org/10.2307/3531090.

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Wilson, Sandra. „Gender in modern Japanese history: Some teaching strategies“. Japanese Studies 10, Nr. 3 (Dezember 1990): 12–19. http://dx.doi.org/10.1080/10371399008521991.

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Amante García, Beatriz, und María Martínez Martínez. „Some strategies to improve the learning process“. Journal of Technology and Science Education 7, Nr. 3 (18.09.2017): 271. http://dx.doi.org/10.3926/jotse.313.

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This last issue of JOTSE’s volume 7 focuses on the diverse teaching/learning strategies being carried out in several universities worldwide. In this sense, our current issue reflects that no matter the continent nor the subject being taught the teaching staff is always concerned with students’ learning process in their classrooms and that is why they do research on a wide range of strategies that could possibly favour such learning process as well as motivate their students.

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Gvelesiani, Irina. „SOME STRATEGIES OF THE EFFECTIVE TEACHING OF FOREIGN LANGUAGES“. SOCIETY, INTEGRATION, EDUCATION. Proceedings of the International Scientific Conference 2 (09.05.2015): 365. http://dx.doi.org/10.17770/sie2012vol2.512.

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Nowadays, under the influence of drastic changes of the contemporary world, the institutions of higher education focus on the promotion of equity and quality. Special attention is paid to the cross-border education, bacause the mobility of students and staff facilitates the „formation” of highly skilled workers in certain specialized areas. The main precondition of a successful implementation of mobility programs is a profound knowledge of foreign languages. The given paper deals with the importance of second language acquisition and outlines the strategies of a successful teaching process. The main emphasis is put on the “enhancement” of students’ motivation (including a good teacher-student rapport) and teaching a language through teaching a culture. The first one is regarded as a key element of a classroom success, while the latter simplifies learners’ comprehension of second language reality.

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Maulizan ZA. „STRATEGIES IN TEACHING LITERATURE IN ENGLISH CLASSROOM“. Visipena Journal 5, Nr. 1 (30.06.2014): 113–26. http://dx.doi.org/10.46244/visipena.v5i1.239.

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This essay discusses about some strategies in teaching literature in English classroom, focusing on teaching poems, prose, and plays. There are some strategies can be applied by the lecturer in teaching literature in English classroom. First of all, the lecturer should prepare the material presented to the students in the class. Secondly, lecturer can set some questions. Thirdly, always ask "why". Fourth, add fuel to the fire. Fifth, add history to the material. Sixth, involve every single student. Seventh, grade the thought, not the content. Eighth, give appropriate homework. Ninth, emphasize references. Tenth, read out the work of other scholars and finally, enjoy the experience. Then some possible way and solution are suggested in teaching literature as the example as follows; first, strategies and procedures in teaching poem entitled “Richard Cory” by Edwin Arlington Robinson , second, strategies and procedures in teaching prose entitled “Sorry, wrong number”, third, strategies and procedures in teaching play entitled “Sense and Sensibility.”

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Dogani, Besa. „Active learning and effective teaching strategies“. International Journal of Advanced Natural Sciences and Engineering Researches 7, Nr. 4 (04.05.2023): 136–42. http://dx.doi.org/10.59287/ijanser.578.

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This paper aims to present active learning as an approach to education that emphasizes student engagement and participation. This approach contrasts with traditional lecture-based teaching, where students are passive recipients of information. This paper will discuss the benefits of active learning and the effective strategies for its implementation. It will present some of the benefits of the active learning for students such as the increased student engagement and motivation that can lead to better retention of material and improved academic performance, and the promotion of critical thinking and problem-solving skills, through activities such as group work and problem-solving encouraging students to think critically and apply their knowledge to real-world situations. The paper will also highlight several effective ways for teachers to develop knowledge in active learning through attendance of workshops and training sessions, active collaboration with colleagues, engagement in self-study, experimenting with active learning. The paper also will discuss strengths and weaknesses of this approach and give some practical examples of teaching strategies for active involvement of students and give some basic rules of the approach. The paper will conclude that active learning is an approach to teaching and learning that promotes student engagement and participation in the learning process. It includes a variety of strategies, such as discussion, writing, and cooperative learning, which can be used to actively engage students in the classroom. Active learning can improve learning outcomes, promote critical thinking skills, and increase student motivation and interest in the subject.

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Dirks, Joni L. „Effective Strategies for Teaching Teamwork“. Critical Care Nurse 39, Nr. 4 (01.08.2019): 40–47. http://dx.doi.org/10.4037/ccn2019704.

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Teamwork is essential for health care providers, who must work together to ensure safe and effective patient care. The ability to function effectively as a team is especially important in critical care, where ad hoc teams are brought together for short-term management of crisis situations. Teamwork training has been widely implemented, but ongoing education and practice are needed to maintain and improve competency. This article reviews some of the literature on team science and provides recommendations for enhancing training to promote development of a shared mental model. Strategies such as ensuring multidisciplinary participation, clarifying team resources and goals, and creating practice scenarios can increase the effectiveness of training for critical care teams. Evaluation can provide immediate feedback on learning outcomes and may facilitate subsequent transfer of learning to the clinical setting. Interventions that improve a team’s ability to work toward a common goal can improve outcomes for critically ill patients.

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Keo, Ine Magfira M., Sriati Usman und Mawardin M. Said. „DESCRIBING TEACHERS’ STRATEGIES IN TEACHING ENGLISH VOCABULARY“. e-Journal of ELTS (English Language Teaching Society) 9, Nr. 1 (01.05.2021): 85–91. http://dx.doi.org/10.22487/elts.v9i1.1841.

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This is a qualitative research. Its aims are to find out teachers’ strategies in teaching English vocabulary and to identify the obstacles faced by teacher in implementing the strategies. The research method applied by researcher is qualitative. The data were taken from interview with English teachers at SMA Negeri 1 Ampana and analyzed by using descriptive analysis. The result of the research revealed some strategies applied by teacher to teach English vocabulary includes: 1) Comprehending Vocabulary through Reading and Translating Text; 2) Memorizing Vocabulary; 3) Dictionary Use. The teacher uses those strategy in increasing students’ vocabulary mastery. Based on the interview, the teacher faced some problems in teaching vocabulary. The problem derived from students, such as lack of motivation, the students sometimes feel lazy, bored and some of students become crowded in learning. They also quickly amd easily forget the vocabulary that has been learnt before because they do not practice it at home.

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Cole, Jane E., und Jeffrey B. Kritzer. „Strategies for Success: Teaching an Online Course“. Rural Special Education Quarterly 28, Nr. 4 (September 2009): 36–40. http://dx.doi.org/10.1177/875687050902800406.

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Online and hybrid courses have become an integral part of teacher education programs for preservice and inservice training. However, these programs can be intimidating to new faculty who must develop both pedagogical and technological skills in short order. The authors describe some strategies that have helped improve their online teaching and make their online courses be more effective. Some of the practices include persistent presence, discussion boards, weekly video messages, problem-solving climate, scaffolding, inverted classroom, and use of organizational modules.

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Blakqori, Teute. „The integration of some applications as strategies in the teaching of FFL“. XLinguae 13, Nr. 1 (Januar 2020): 108–20. http://dx.doi.org/10.18355/xl.2020.13.01.09.

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Baranova, Jūratė, und Lilija Duoblienė. „Multimodal Strategies in Teaching Ethics with Films“. Acta Paedagogica Vilnensia 43 (20.12.2019): 71–84. http://dx.doi.org/10.15388/actpaed.43.5.

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Our contribution investigates the question of how it is possible to apply multimodal methods of education in teaching ethics with fiction films. From a more sceptical viewpoint, one could argue that this is not possible for several reasons. The article suggests some arguments for the justification of positive answer, describes the resent researches of the problem and presents some results of multimodal teaching experiment of teaching ethics with fiction films. The theoretical basis for these approaches are the pragmatic pedagogy of William James and John Dewey, and close to them – the model of teaching with films developed by William B. Russell, also the Deleuzian theory of cinema.

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Jung, Kyuyoung. „Idiomaticity in Arabic and some strategies for teaching Arabic idioms“. Foreign Languages Education 24, Nr. 2 (30.06.2017): 265–77. http://dx.doi.org/10.15334/fle.2017.24.2.265.

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Tomasulo, Frank P. „Teaching the Introductory Cinema Studies Course: Some Strategies and Resources“. Cinema Journal 34, Nr. 4 (1995): 72. http://dx.doi.org/10.2307/1225579.

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Khudhair, Sanaa Mohammed. „Investigating Some Effective Strategies for Teaching Iraqi EFL Primary Students“. International Journal of Educational Studies 2, Nr. 4 (19.12.2019): 221–35. http://dx.doi.org/10.53935/2641-533x.v2i4.125.

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This study aims to recognize effectiveness of teaching methods in primary school in English. The researcher used the numbered heads together strategy as an effective method in education skills. The researcher used an experimental design with two groups (control group and experiment group), with a post-test for the achievement of Al-Khamaal Primary school, Fifth class. The sample of the study consisted of (60) pupils at Al-Khamaal Primary school in English, for the academic year (2018-2019). The researcher equaled the two research groups statistically by (age by months, the marks of the last year, the achievement of the parents), so there were no statistical significance between the two groups in variables. The researcher used a test to collect data. The analysis of the data showed that the numbered heads together strategy has a great effect in teaching skills at primary schools. At the end of this study, the researcher presented some recommendations. These recommendations focus on paying more attention to the learning strategies that used to improve the educational process. Moreover, teacher at primary schools should use effective strategies and effective methods in teaching skills.

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Mohammed Khudhair, Sanaa. „Investigating Some Effective Strategies for Teaching Iraqi EFL Primary Students“. Research Journal of Education, Nr. 52 (30.01.2019): 25–36. http://dx.doi.org/10.32861/rje.52.25.36.

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This study aims to recognize effectiveness methods of teaching skills in primary school in English , the researcher used the numbered heads together strategy as an effective method in education skills, the researcher used an experimental design with two groups (control group and experiment group), with a post-test for the achievement of Al-Khamaal Primary school , Fifth class , The sample of the study consisted of (60) pupils at Al-Khamaal Primary school in English, for the academic year (2018-2019). The researcher equaled the two research groups statistically by ( age by months, the marks of the last year, the achievement of the parents), so there were no statistical significance between the two groups in variables. The researcher used a test to collect data. The analysis of the data showed that the numbered heads together strategy has a great effect in teaching skills at primary schools. At the end of this study, the researcher presented some recommendations. These recommendations that focus on paying more attention to the learning strategies that used to improve educational process, moreover, teacher at primary schools should use effective strategies and effective methods in teaching skills.

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Alberth, N. A., Emil Wiramihardja und Lorna Uden. „WhatsApp with English language teaching Some practical ideas and strategies“. International Journal of Technology Enhanced Learning 12, Nr. 3 (2020): 262. http://dx.doi.org/10.1504/ijtel.2020.10027925.

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Alberth, N. A., Emil Wiramihardja und Lorna Uden. „WhatsApp with English language teaching Some practical ideas and strategies“. International Journal of Technology Enhanced Learning 12, Nr. 3 (2020): 262. http://dx.doi.org/10.1504/ijtel.2020.107974.

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LEIXIAO, ZHANG. „Research on Teaching Ethics Regulation Strategies of University Teachers“. World Journal of Educational Research 11, Nr. 5 (12.10.2024): p103. http://dx.doi.org/10.22158/wjer.v11n5p103.

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The research on the teaching ethics of university teachers is conducive to the improvement of the teaching ethics system of our country, and provides the basis for the construction of the ethical standards system suitable for the requirements of modern university teaching. Although there are various codes of ethics in colleges and universities, some experts and scholars also have some scattered research content on teachers' teaching ethics, which has some positive role in promoting the improvement of the professional ethics of college teachers, but the system of teaching ethics of college teachers in China has not yet been established. This study tries to put forward the strategy of teaching ethics regulation for university teachers, hoping to promote the construction of the teaching ethics regulation system in university and promote the steady improvement of the quality of higher education.

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Dang, Anh Phuong, und Duy Khang Nguyen. „EXAMINING VIETNAMESE EFL LECTURERS’ PREFERENCE FOR INSTRUCTIONAL STRATEGIES USED IN ONLINE AND FACE-TO-FACE RECEPTIVE SKILLS LECTURES“. VNU Journal of Foreign Studies 40, Nr. 6 (27.12.2024): 115–31. https://doi.org/10.63023/2525-2445/jfs.ulis.5296.

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This study investigated the instructional strategies preferred by Vietnamese English as a foreign language (EFL) lecturers in both online and face-to-face teaching environments, focusing on teaching receptive skills. Drawing from Walker's (2008) framework for effective lecturing, which emphasized the creative use of instructional strategies and technology, this research surveyed thirty-eight lecturers regarding their preferences. The survey revealed some strategies that had the same extent of preference and some being disliked in both settings. Additionally, some instructional strategies were preferred in online teaching over face-to-face teaching and vice versa. The interviews also identified some primary reasons for lecturers’ preference for instructional strategies and their recommendation of choosing appropriate strategies for teaching receptive skills. These findings underscored the nuanced preferences of EFL lecturers in selecting instructional strategies for different teaching contexts, offering insights into the evolution of English Language Teaching in Vietnam.

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Rahmalia, Indah. „Lecturer’s Motivational Strategies in Teaching English“. Linguistic, English Education and Art (LEEA) Journal 3, Nr. 1 (23.12.2019): 120–31. http://dx.doi.org/10.31539/leea.v3i1.954.

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This research was aimed to describe the lecturer’s motivational strategies in Teaching English at STKIP Yayasan Abdi Pendidikan Payakumbuh.This research was descriptive research in qualitative method. Participants in this research were three English lecturers who teach in Indonesian Department. Those were chosen by using total sampling. Researcher used observation, recording and field notes as the sources of the data. Checking data trustworthiness had been done by using peer briefing. After doing the research, the result showed that the most motivational strategies used by the lecturers was creating basic motivational conditions. Percentage was 24,65%. concluded that the English lecturer had used some kinds of motivational strategies in teaching English, strategy that used by the lecturers is creating the basic motivational conditions Keywords : motivational strategies, teaching english

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Miranda, Keila Cristina, Marcela Freitas Fernandes de Abreu, Vivian Silveira dos Santos Bardini, Rubens Nisie Tango, Luana Marotta Reis Vasconcellos, Miguel Angel Castillo Salgado und Marianne Spalding. „New teaching strategies in dentistry“. Revista da ABENO 22, Nr. 2 (09.02.2022): 1526. http://dx.doi.org/10.30979/revabeno.v22i2.1526.

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The need for new teaching-learning strategies stems from the great change society is going through. The so-called digital natives are part of a generation that lives in a hyperactive rhythm making it increasingly difficult to adapt to traditional classrooms. In Dentistry Courses, new strategies and pedagogical tools have been used, such as active learning methodologies. In this context, the Discipline of Histology of the Dentistry Course has been proposing the use of some innovative pedagogical strategies. This work will present the experience with team-based learning (TBL), which articulates individual (iRAT) and group activities (gRAT), stimulates the application of concepts and can articulate with other methodologies such as flipped classroom, case study and problematization. This study also analysed students' performance in iRAT and gRAT with the application of TBL and discussed the results achieved. It was conducted by analysing the scores of 240 first-year students of the Histology course in 2016, 2017 and 2018. Student scores, individually and in groups, were statistically analysed by the paired student t-test. Comparisons were made between the iRAT and gRAT activities about gender and the full-time and night classes by the one-way ANOVA and Kruskal-Wallis test. All students obtained higher group scores when compared to individual test results (p <0.001). There was no significant difference between sexes and study period. Group performance exceeds individual performance. From this, it can be inferred that TBL can be a good strategy to use in dentistry, as an interaction between students leads to higher performance and problem-solving capacity.

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Kupiainen, Reijo. „Classroom strategies in teaching the media“. Eesti Haridusteaduste Ajakiri. Estonian Journal of Education 3, Nr. 2 (01.11.2015): 104–29. http://dx.doi.org/10.12697/eha.2015.3.2.04b.

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Th is article is based on Chapter 5 of my book Media and Digital Literacies in Secondary School (2013). The chapter has been shortened and rewritten in some parts for the article. The article focuses on different classroom strategies identified during the ethnographic school research in one of the Finnish secondary schools carried out during the academic year 2009–2010. The study indicates that teachers analyse and produce media texts as key strategies in media education. In the article, I will give examples of an advertisement project, a soap opera drama, an animation project, a "life career assignment" and a newspaper strategy in different learning settings. All examples indicate that media education needs to build a strong bridge between youth and school culture and that technology in the school follows the content of learning.

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Kurniawati, Trisna, Rifiqoh Rifiqoh und Wahyudin Wahyudin. „INVESTIGATING TEACHERS’ STRATEGIES IN TEACHING VOCABULARY“. e-Journal of ELTS (English Language Teaching Society) 10, Nr. 3 (01.01.2023): 268–77. http://dx.doi.org/10.22487/elts.v10i3.3186.

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The purposes of the research are two folds: to find out the vocabulary teaching strategies used by the English teachers at SMP Negeri 6 Palu, and to identify the reasons of implementing the strategies in the classroom. This research used qualitative research design. The participants of this research were three English teachers. In collecting the data, the instruments used were observation and interview. The data were analyzed by using descriptive analysis. The findings showed that there were some teaching strategies used by the teachers in teaching vocabulary. The strategies used by the English teachers in teaching vocabulary were: (1) the use of game like guessing game and dictation (by relying on learning topic), (2) reading textbook, (3) translation (by looking up dictionary), and (4) asking question. The main reason of implementing teaching strategies was, they wanted to make the students active in the class. The basic consideration as an active facilitator in choosing the teaching strategies was to make classroom atmosphere that can make the students interact freely with each other in achieving learning goals

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Chen, Zhaojun. „Grammar Learning Strategies Applied to ESP Teaching“. Theory and Practice in Language Studies 6, Nr. 3 (21.03.2016): 617. http://dx.doi.org/10.17507/tpls.0603.23.

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There are difficulties in learning ESP because of the characteristics of ESP and learners’ low grammatical competence. Grammar knowledge plays important roles in cultivating grammar competence, especially for ESP learning. There is the connection between grammar and learning strategies. Cognitive approach (deductive and inductive learning), communicative approach, and drills are beneficial to grammar learning. ESP grammar learning strategies can be classified into cognitive strategies, metacognitive strategies, affective strategies for learning grammar, and social strategies for learning grammar. Teachers can apply some strategies to ESP teaching.

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Israa Eibead Ajaj. „The Effectiveness of Interactive Teaching Strategies in Teaching English Language“. مجلة آداب الفراهيدي 15, Nr. 52 (10.01.2023): 483–92. http://dx.doi.org/10.51990/jaa.15.52.2.25.

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English is an international language that is very important in all fields of interaction all over the world. Many countries pay more attention for developing teaching and learning English as a second language, especially in the early years that are considered a turning point in the process of learning/teaching English Teaching English as a second language contains the process of teaching four main skills: listening, speaking, writing and reading. These basic skills require some additional English elements such as pronunciation, grammar, structures, and vocabulary. Amongst all these basic or secondary elements of teaching English, still the communicative and interactive strategies of teaching English, as a second language, are the most influential. Interactive strategy has the ability to engage both teachers and students in the educational process. This engagement can be performed through various techniques and strategies. That is why, the present study aims at introducing a full account of interactive strategies in teaching English language through defining and discussing the effectiveness of interactive strategies. Defining and discussing the influence of interactive strategies is performed through discussing the impact of interactive strategies on the process of teaching English as a second language, especially on the elements of memory and activation.

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Aksenova, Elena, und Svetlana Orlova. „Some basic challenges and strategies in teaching translation to Chemistry majors“. Training Language and Culture 2, Nr. 3 (September 2018): 71–85. http://dx.doi.org/10.29366/2018tlc.2.3.5.

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Higgins, Ross. „Effective Teaching Strategies in Isolated Aboriginal Communities: Some Issues to Consider“. Aboriginal Child at School 19, Nr. 4 (September 1991): 3–13. http://dx.doi.org/10.1017/s0310582200007537.

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The factors that influence the learning and processing of information in any "normal" teaching environment are many but in comparison to the environment where cultural variables are added the "normal" teaching environment appears to lack complexity. Added to cultural variables an environment where the language being used in learning experiences is, if not a totally different language to the first language learnt by the child, certainly a differing form of their first language; then you have a truly complex environment in which to guide the learning and processing of information. Such a description fits the Aboriginal Community schools in the Gulf of Carpentaria and Cape York regions of Queensland. In particular, I intend to focus on Doomadgee State School, arguably the most isolated of community schools, where in my position as Curriculum Master I have seen the conflict of culture, language and curriculum first hand. It is the intention of this paper to examine how and why this conflict affects student performance and to focus on methods by which this conflict can be minimised.

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Andrilli, Stephen. „Some strategies for teaching a course based on Gödel, Escher, Bach“. Mathematical Gazette 101, Nr. 550 (03.02.2017): 50–59. http://dx.doi.org/10.1017/mag.2017.5.

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In 1979, Douglas Hofstadter published a Pulitzer prizewinning classic, Gödel, Escher, Bach: an eternal golden braid [1], henceforward referred to as GEB. I have presented a course at La Salle University based on GEB eleven times during the last twenty-one years. From these experiences, I present below some useful strategies for instructors who are interested in teaching a course where at least half of GEB is covered in some depth.

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Zvengrowski, Steven T. „Professional Notes: Some Strategies for the Student-Teaching Experience in Music“. Music Educators Journal 106, Nr. 1 (September 2019): 12–15. http://dx.doi.org/10.1177/0027432119865461.

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Borkowski, John G., Robert S. Weyhing und Lisa A. Turner. „Attributional Retraining and the Teaching of Strategies“. Exceptional Children 53, Nr. 2 (Oktober 1986): 130–37. http://dx.doi.org/10.1177/001440298605300205.

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This article reviews the literature on strategy acquisition, use, and transfer with mentally retarded and learning disabled students. A model of metacognition is presented that integrates three components—Specific Strategy Knowledge, Metamemory Acquisition Procedures, and General Strategy Knowledge (including beliefs about the causes of successful performance)—in an attempt to explain some of the causes of individual differences in strategy use among educationally handicapped students. Two recent studies are presented that show how the retraining of attributional beliefs can be combined with other aspects of metacognitive instruction to enhance strategy transfer. Finally, implications of reshaping self-attributions for educational practice are discussed.

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Hayati, Anrems Rafika, Zelvia Liska Afriani und Ali Akbarjono. „Teacher’s Teaching Strategies in EFL Class“. Jadila: Journal of Development and Innovation in Language and Literature Education 1, Nr. 3 (28.02.2021): 330–41. http://dx.doi.org/10.52690/jadila.v1i3.126.

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Abstract The purpose of this study was to analyze on how the implementation of teaching strategies used by English teacher and the reasons teacher used certain strategies for teaching in SMPN 20 Kota Bengkulu. The subject of this research is English teacher who taught at the first grade in SMPN 20 Kota Bengkulu. The researcher used Roy Killen’s theory to analyze the teaching strategies used by English teacher. The theory of Roy Killen has nine teaching strategies that can be applied by English teacher in teaching and learning process in the classroom. There are direct instruction, discussion, small-group work, co-operative learning, problem solving, research, role play, case study, and writing. The research method used by the researcher was qualitative approach. The techniques of data collection were observation, interview, and documentation. The results of this research show that the teacher used some varieties of teaching strategies which are: direct instruction, discussion, small-group, and role play. The reasons teacher those strategies because those strategies made students more actively on follow the learning process, students could learn together and share their knowledge each other. The teacher used the same strategies for teaching English at first grade, but in term implementation of teaching strategies, the teacher still has difficulties to apply strategies in class during Covid-19 pandemic. Keywords: Teacher, EFL, Teaching Strategies

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Рахимова, Д., und Ф. Аташова. „Effective strategies for teaching vocabulary to young learners“. Ренессанс в парадигме новаций образования и технологий в XXI веке 1, Nr. 1 (21.11.2023): 415–18. http://dx.doi.org/10.47689/xxia-ttipr-vol1-iss1-pp415-418.

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This article highlights some effective teaching strategies for teaching vocabulary to young learners. Vocabulary range has always been regarded as an essential part of learning a second language as the more vocabulary we know the better we can understand the meaning of a particular word or communicate with English speakers

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Jiang, Yutong. „An Analysis of English Teaching Strategies in Higher Vocational Technical College“. SHS Web of Conferences 185 (2024): 01007. http://dx.doi.org/10.1051/shsconf/202418501007.

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English teaching in higher vocational techcial colleges has certain particularity, so the English teaching mode of exam-oriented education should not be used. It should not imitate the college English teaching model of undergraduate colleges as well. It is necessary to pay more attention to students’ actual English level and employment needs to formulate vocational college English teaching methods. Based on the analysis of the current situation of students’ English learning and the common problems in English teaching in higher vocational technical colleges, this thesis explores some practical strategies for English teaching in higher vocational technical colleges and provides some new methods to improve the quality of English teaching and cultivate comprehensive English talents for English teachers in higher vocational colleges.

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Trzebiatowski, Kamil. „EAL strategies for multilingual classrooms“. Headteacher Update 2020, Nr. 2 (02.03.2020): 36–37. http://dx.doi.org/10.12968/htup.2020.2.36.

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Кудайбергенова, Сапиура, und Нуржамал Кидирбаева. „Existing Some Problems And Solving Them With Some Effective Strategies In Teaching Speaking Among Learners“. Актуальные вопросы лингвистики и преподавания иностранных языков: достижения и инновации 1, Nr. 1 (24.04.2024): 229–32. http://dx.doi.org/10.47689/topical-tiltfl-vol1-iss1-2024-pp229-232.

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This article will help learners who will learn English and who are currently learning English to develop and improve the speaking skills, which is one of the 4 skills of the English language. The article also gives ideas about some strategies to enhance spoken English.

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Sagon-Taeza, Jennifer Ann, Patricia Akojie, Susan Steele-Moses und Louise Underdahl. „Teaching History: Bridging the Gap between Theory and Practical Teaching“. Acta Educationis Generalis 14, Nr. 3 (01.11.2024): 1–17. http://dx.doi.org/10.2478/atd-2024-0015.

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Abstract Introduction: The purpose of the study was to identify effective teaching strategies to bridge the gap between theory-based and practical-based approaches to teaching a history curriculum. Methods: A qualitative exploratory case study was used. Twenty educators who taught history in K-12 classrooms participated in the study. Semi-structured interviews and document analysis served as data sources. Results: The findings indicated that History is better taught by actively engaging students. Innovative activities integrated with traditional methods to activate engagement and promote historical skills. Discussion: The key to making history come alive is using multiple teaching strategies. The strategies to bridge theory to practical application include engagement, innovative teaching, and authentic teaching. Limitations: It was difficult for some participants to commit to the scheduled interview. Conclusions: The content of the study may be used as a reference for practitioners to reflect on current teaching practices and developed strategies to implement in a history lesson or other content areas.

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Huang, Tianzi. „Dilemma of Teaching Chinese Abroad: Constructive Teaching Strategies for TCSL Teachers“. Journal of Education, Humanities and Social Sciences 30 (19.04.2024): 47–51. http://dx.doi.org/10.54097/p9gwv982.

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Research on constructivism's teaching methodology and efficacy in the classroom has been conducted in a wide range of domains, but it has mostly concentrated on two areas - the learning of scientific and engineering majors and the acquisition of English as a second language. There are limited research studies on the influence of constructivism on international Chinese education. In the context of China's pursuit of international cultural and educational cooperation, international Chinese education has gradually entered the international public's vision. Constructivism's research on language teaching mainly focuses on English and general second foreign language learning and rarely focuses on the perspective of Chinese as a second language classroom. In this context, the purpose of this study is to explore how constructivism affects the teaching and learning of Chinese in both China and international Chinese teaching environments, and some suggestions for improvement based on constructivism are put forward for the Chinese international classroom. The constructivism teaching method is expected to be beneficial to Chinese learning, improve students' self-learning awareness and learning motivation, and have a positive impact on Chinese learning outcomes. This study will make a minor contribution to the research of constructivism in Chinese teaching and learning.

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Ерниязов, Р., und Л. Сейтжанова. „Effective techniques in teaching reading for young learners“. Ренессанс в парадигме новаций образования и технологий в XXI веке 1, Nr. 1 (24.11.2023): 369–70. http://dx.doi.org/10.47689/xxia-ttipr-vol1-iss1-pp369-370.

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In this article, the most effective techniques of teaching reading for young learners are investigated. The challenges learners face when reading as well as some effective strategies from children’s perspective and some strategies along with reading activities are presented

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Brennan, Nicole, und Jim Parsons. „Teaching Children with ADHD“. Journal of Childhood Studies 39, Nr. 2 (30.04.2014): 37–38. http://dx.doi.org/10.18357/jcs.v39i2.15223.

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This article describes some symptoms of attention deficit hyperactivity disorder (ADHD), discusses classroom implications, and suggests practical strategies teachers can use to meet the needs of this diverse population.

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Budiharso, Teguh. „READING STRATEGIES IN EFL CLASSROOM: A THEORETICAL REVIEW“. CENDEKIA: Journal of Education and Teaching 8, Nr. 2 (03.10.2014): 189. http://dx.doi.org/10.30957/cendekia.v8i2.63.

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Teaching reading has been long discussed in the context of English teaching curriculum in Indonesia. The ground of English curriculum (e.g. 1984, 1994, 2004 English curriculum) lays reading as the main model of teaching English in the secondary school across classroom levels. Many English teachers have been occupied with the concepts and perceive that some concepts in teaching reading are interchangeable with reading strategies. This paper tries to give review on the reading definition, reading models, reading strategies, teaching reading, and model of teaching reading in the communicative context. The reading models present psycholinguistics model and schema theory models. The strategies of reading discuss bottom up, top-down, and interactive strategies. Strategies in teaching reading deal with reading for information, mapping, skimming and scanning. The article is closed with teaching techniques covering pre-reading, while reading, and post-reading.

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Fox, Eric J., und Howard J. Sullivan. „Comparing Strategies for Teaching Abstract Concepts in an Online Tutorial“. Journal of Educational Computing Research 37, Nr. 3 (Oktober 2007): 307–30. http://dx.doi.org/10.2190/ec.37.3.e.

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The purpose of this study was to compare traditional classification training for a set of abstract concepts with multiple-relations training consisting of inference practice and the use of a content diagram. To examine this, 200 undergraduate and graduate psychology students completed a Web-based tutorial covering the abstract concepts of a psychological theory of language and cognition. All participants received the same core instructional content and practice activities varied by experimental condition: some participants received classification training, some received multiple-relations training, some received a combination of both, and some received neither. Performance on a posttest with three subsections was evaluated. Participants who received classification training were significantly better at identifying new instances of the concepts than participants who did not. Neither classification training nor multiple-relations training had a significant effect on ability to identify concept definitions or answer application questions. Implications for the development of instruction for abstract concepts are discussed.

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ZIMBA, Miriam M., und Eustard R. TIBATEGEZA. „Communicative Approach Strategies for English Language Teaching“. Studies in Linguistics and Literature 5, Nr. 2 (20.03.2021): p1. http://dx.doi.org/10.22158/sll.v5n2p1.

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This paper focuses on Communicative Approach strategies used by teachers in teaching English in secondary schools, and the challenges teachers and students face in using such strategies in classes. Data collection was done in four government secondary schools within Mzuzu City in Malawi. Data were collected by using questionnaires, interviews and classroom observations. Key findings reveal that most teachers frequently use communicative approach strategies in teaching English language such as pairing, debates, group discussions, filling in gaps, and dramatization. The study indicates that even though communicative approach strategies are used in classrooms, there are some challenges which hinder the implementation, namely inadequate time to engage students in class, inadequate teaching and learning resources, failure to assist students with disabilities, and overcrowded classrooms. The paper recommends that the government of Malawi through the Ministry of Education should work on the challenge of overcrowded classes and provide enough teaching and learning materials in schools in order to implement communicative approach strategies effectively.

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Almazova, Nadezhda I., Nina V. Popova, Olga D. Shipunova und Anna V. Kuzmina. „Analysis of some “fashionable” cognitive strategies in pedagogy of higher education“. Tambov University Review. Series: Humanities, Nr. 4 (2023): 813–32. http://dx.doi.org/10.20310/1810-0201-2023-28-4-813-832.

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Relevance. Intellectual fashion plays an important role in determining the principles of organizing cognitive space in the practice of teaching the younger generation. The problem of choosing a cognitive strategy is key to the implementation of personal development within the framework of any educational model. A critical analysis of popular cognitive strategies enjoying increased attention from the scientific community is relevant, since the adherence of researchers to pedagogical fashion distracts methodologists from solving truly significant problems. The purpose of the study is a critical assessment of two phenomena of pedagogical fashion: the “flipped classroom” and content and language integrated learning (CLIL). Research methods. Based on a theoretical analysis of scientific literature and systematization of existing methodological concepts, the correct methodological conditions for the implementation of these pedagogical strategies in a modern university are identified and justified. Research results. It has been revealed that the name “flipped classroom” referring to the popular model of advanced independent students’ work is terminologically incompatible with the formal style of Russian scientific discourse. The idea that the effective use of modern digital resources in the university educational process should be associated only with this model is also subject to critical rethinking. The CLIL methodology used in teaching foreign languages should provide a dual focus in teaching, combining simultaneous mastery of both the subject and a foreign language within one basic discipline. Many CLIL proponents consider it a central phenomenon in teaching foreign languages, but consider it superficially, ignoring the differences between the methodologies of CLIL vs ESP (English for Specific Purposes) as well as CLIL vs EMI (English as Medium of Instruction). Conclusions. It is more correct to consider the “flipped classroom” strategy as advanced independent students’ work or reverse learning as a form of blended learning. The review of Russian studies devoted to CLIL allows us to negatively assess the CLIL centralization trend without proper taking into account its differences from the ESP and EMI methodologies.

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Abdelmajead, Ahmed S. „The Effect of Using Mathematical Correlations and Some Visual Teaching Strategies on the Levels of Information Processing and Self Evaluation of the Written Mathematical Knowledge Patterns of the First year Preparatory Students“. Journal of Educational and Psychological Studies [JEPS] 7, Nr. 2 (01.03.2013): 167–85. http://dx.doi.org/10.53543/jeps.vol7iss2pp167-185.

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This research aimed at identifying the effect of using mathematical correlations and some visual teaching strategies on the levels of information processing and self-evaluation of the written mathematical knowledge patterns of the first year preparatory students. To achieve this aim, three groups were selected: two of them were experimental, and the third was a control one. An Algebra unit was taught to the experimental group (39 students) according to the mathematical correlations; and the second experimental group (38 students) studied the same content, according to some visual teaching strategies, and the third group (the control group) (40 students) studied the same content in the same time period according to the usual method used in teaching. The Algebra unit was prepared using the mathematical correlations strategy and some visual teaching strategies. A teacher's manual based on the aformentioned strategies was also prepared. A test for measuring mathematical information processing and a scale for evaluating the written mathematical knowledge patterns was administered to the three groups. The results showed that using mathematical correlations and some visual teaching strategies in teaching the Algebra unit contributed to raising the level of information processing as well as the written mathematical knowledge patterns of the first preparatory students.The results also indicated equal use of the mathematical correlations and some visual teaching strategies on the level of information processing and self evaluation of the written mathematical knowledge patterns of the first year preparatory students.

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Abdelmajead, Ahmed S. „The Effect of Using Mathematical Correlations and Some Visual Teaching Strategies on the Levels of Information Processing and Self Evaluation of the Written Mathematical Knowledge Patterns of the First year Preparatory Students“. Journal of Educational and Psychological Studies [JEPS] 7, Nr. 2 (01.03.2013): 167. http://dx.doi.org/10.24200/jeps.vol7iss2pp167-185.

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This research aimed at identifying the effect of using mathematical correlations and some visual teaching strategies on the levels of information processing and self-evaluation of the written mathematical knowledge patterns of the first year preparatory students. To achieve this aim, three groups were selected: two of them were experimental, and the third was a control one. An Algebra unit was taught to the experimental group (39 students) according to the mathematical correlations; and the second experimental group (38 students) studied the same content, according to some visual teaching strategies, and the third group (the control group) (40 students) studied the same content in the same time period according to the usual method used in teaching. The Algebra unit was prepared using the mathematical correlations strategy and some visual teaching strategies. A teacher's manual based on the aformentioned strategies was also prepared. A test for measuring mathematical information processing and a scale for evaluating the written mathematical knowledge patterns was administered to the three groups. The results showed that using mathematical correlations and some visual teaching strategies in teaching the Algebra unit contributed to raising the level of information processing as well as the written mathematical knowledge patterns of the first preparatory students.The results also indicated equal use of the mathematical correlations and some visual teaching strategies on the level of information processing and self evaluation of the written mathematical knowledge patterns of the first year preparatory students.

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Jinabe, Megan, und Anita Triastuti. „Strategies in Online ELT for Young Learners During Covid-19 Pandemic“. International Journal of Multicultural and Multireligious Understanding 10, Nr. 2 (07.02.2023): 170. http://dx.doi.org/10.18415/ijmmu.v10i2.4298.

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Some pros and cons appear in the implementation of distance learning during the Covid-19 pandemic. The pros came from health considerations and the use of technology parallel with global demand. On the other hand, some cons came from the problems in the field, especially the challenges experienced by the English teacher when it comes to online teaching. This research explores the challenges and opportunities of online English language teaching (ELT) for young learners during the Covid-19 pandemic in Indonesia to propose possible teaching strategies. It is found that the teacher could do some strategies to minimise the challenges in online teaching mode in terms of teacher's proficiency development, technology, activities, and parents’ collaboration. This study follows a narrative research design. Five primary English teachers in Indonesia were chosen as the participants through purposive sampling. The data was gathered through in-depth interviews and analysed using qualitative data analysis design. This study might be valuable for practitioners, policymakers, student-teachers, and researchers with the same interest in ELT, TEYL, and online teaching.

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