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Thematische Bibliographien / Teaching for learning

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Zeitschriftenartikel
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Bücher
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Auswahl der wissenschaftlichen Literatur zum Thema „Teaching for learning“

Autor: Grafiati

Veröffentlicht am 15. März 2025

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Zeitschriftenartikel zum Thema "Teaching for learning"

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Denemark, Robert A. „Teaching and Learning about Teaching and Learning“. International Studies Review 13, Nr. 3 (September 2011): 543–45. http://dx.doi.org/10.1111/j.1468-2486.2011.01061.x.

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Dombe, Dattatray Digambarrao, und T. Anitha. „INTRODUCTION OF PROBLEM BASED LEARNING AS A TEACHING–LEARNING TOOL IN ANATOMY TEACHING“. International Journal of Anatomy and Research 4, Nr. 4.2 (30.11.2016): 3148–52. http://dx.doi.org/10.16965/ijar.2016.424.

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Hayes, David. „Learning Language, Learning Teaching“. RELC Journal 40, Nr. 1 (April 2009): 83–101. http://dx.doi.org/10.1177/0033688208101446.

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Ernst, Ulrich R. „Teaching and learning learning“. Trends in Ecology & Evolution 29, Nr. 12 (Dezember 2014): 654. http://dx.doi.org/10.1016/j.tree.2014.10.003.

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Văn Cường, Nguyễn, und Nguyễn Cẩm Thanh. „Teaching and learning interaction - interactive teaching and learning“. Journal of Science, Educational Science 60, Nr. 2 (2015): 3–9. http://dx.doi.org/10.18173/2354-1075.2015-0023.

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Kishore, Dr Kaushal, und Dr Amni Sahni. „Teaching Children with Learning Disabilities through Cooperative Learning“. Indian Journal of Applied Research 1, Nr. 1 (01.10.2011): 41–42. http://dx.doi.org/10.15373/2249555x/oct2011/13.

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NAE, Florentina Laura. „TEACHING-INTERACTIVE METHOD USED IN THE TEACHING-LEARNING PROCESS“. Pro Edu. International Journal of Educational Sciences 1, Nr. 1 (21.06.2019): 27–33. http://dx.doi.org/10.26520/peijes.2019.1.1.27-33.

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Rossof, Rebecca. „Teaching is Teaching. And Teaching is Learning.“ Schools 3, Nr. 1 (Mai 2006): 45–53. http://dx.doi.org/10.1086/588860.

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Wang, Yipu, und Stuart Perrin. „Deep Chinese Teaching and Learning Model Based on Deep Learning“. International Journal of Languages, Literature and Linguistics 10, Nr. 1 (2024): 32–35. http://dx.doi.org/10.18178/ijlll.2024.10.1.479.

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Deep learning is a more situational and reflective way of learning that integrates complex knowledge and skills into intuitive thinking. As a language that closely combines sound, form and meaning, Chinese teaching and learning from the perspective of deep learning can help break through the limitations of the current teaching model that only focuses on certain language knowledge or cultural behaviors. This paper combines deep learning with international Chinese education, creates deep Chinese teaching and learning model including “four stages and ten steps”, and carries out practical application and teaching effect test. The results show that the deep Chinese teaching and learning model is conducive to improving students’ discourse presentation ability and comprehensive skills, cultivating the learners’ autonomous learning ability and intercultural communication competence, and strengthening the integration of language teaching and cultural teaching. At the same time, this model also has some limitations, need to be further adjusted and optimized.

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Taffe, Richard, und Jennifer Munday. „Learning about Learning through Teaching“. International Journal of Learning: Annual Review 12, Nr. 6 (2006): 333–40. http://dx.doi.org/10.18848/1447-9494/cgp/v12i06/47912.

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Dissertationen zum Thema "Teaching for learning"

1

Yin, Yiqun. „Teaching, learning, and exploration“. Thesis, Massachusetts Institute of Technology, 1994. http://hdl.handle.net/1721.1/33525.

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Robertson, Laura. „Science Teaching & Learning“. Digital Commons @ East Tennessee State University, 2014. https://dc.etsu.edu/etsu-works/784.

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Green, Elizabeth Anne. „Learning Before Teaching: Metacognitive Benefits of Teaching Expectancy“. Marietta College / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=marietta1389362993.

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Coleman, James Alexander. „University language learning and teaching“. Thesis, University of Portsmouth, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.343378.

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Solway, David. „Teaching down or learning up“. Mémoire, Université de Sherbrooke, 1995. http://hdl.handle.net/11143/9212.

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Résumé : L'élément important que cette thèse sous-tend est que l'enseignement efficace n'est pas seulement constitué de techniques et de méthodologie, mais plutôt d'attitude et d'approche envers l'enseignement. Ceci ne veut pas nécessairement dire que plusieurs méthodes d'enseignement reçues dans un cours avec l'intention d'optimaliser les mécanismes de transmission et d'assimilation de la matière sont inappropriées. Cependant, l'absence de ce que nous pourrions définir comme un ton pédagogique est essentiel, c'est-à-dire, qu'une attitude positive à la productivité autant vis-à-vis de la matière à transmettre que vis-à-vis de l'individu impliqué dans "l'acte" de réception versus la découverte, aura davantage de succès. Toute autre méthode sera complètement inefficace, inaccessible, voire même inutile. D'emblée, dans l'hypothèse de départ, l'argument principal présente une attitude générale d'enseignement à divers échelons ; soit au niveau secondaire ou collégial qui est inappropriée, incomplète ou négative. En d'autres mots, cette approche thérapeutise l'éducation. Dans l'exercice de cette approche, l'enseignant ou l'enseignante adopte plutôt le rôle d'un thérapeute que celui d'un éducateur. De ce fait, le professeur en situation a une approche plutôt de thérapeute que celle de maître-précepteur et que la matière présentée est souvent diluée, et réduite à des niveaux d'apprentissage accompagnés de carences notoires et d'échecs académiques. Les attentes d'une performance dans le milieu académique sont souvent des plus modestes. Cette même tendance d'une éducation à la baisse est évidente aussi dans le processus d'évaluation. Il est certain que dans les disciplines non scientifiques, l'évaluation formative a grandement suivi l'évaluation normative conduisant le précepteur, tour à tour, dans une évaluation dormative dans laquelle l'effort et l'intention remplacent les aptitudes et les habilitées réelles. Si l'approche pédagogique est vraiment l'élément crucial de l'éducation, il Importe que l'approche générale influence le climat de l'éducation contemporaine, de fait, devienne un palliatif contre-productif souvent réhabilitant. De plus, cette pseudo-thérapie d'où d'écoule une attitude exigeante envers l'enseignant et l'apprenant dont le fondement est la reconnaissance des impératifs culturels qui en sont le reflet et le corps doit-être affirmé et transposé dans la réalité. Cette dernière comprend des attentes très poussées en ce qui concerne la performance en classe et aussi le respect de la matière qui contient la présentation routinière et fondamentale; renouveau intense du processus d'évaluation qui fournira des standards communs et des objectifs externes dans l'évaluation du travail de l'étudiant. Cette connaissance et domestication empirique que nous présente Vygotsky dans un climat contemporain qu'il a expliqué ces termes comme "des zones de développement proximales" basées sur la doctrine suivante que le bon apprentissage précède le développement et que conséquemment s'ensuit une pédagogie d'apprentissage plutôt qu'une pédagogie centrée sur l'apprenant. L'application significative de ces derniers principes ou de ces épistémologiques s'imbriquent dans une situation d'apprentissage ascentionnel dont la structure est détaillée et considérée par différentes perspectives de la recherche qui suit.||Abstract : The central tenet of this thesis is that effective teaching is not only and perhaps not primarily a matter of technique and methodology but of attitude and approach. This is not to say that diverse methods of classroom instruction intended to optimize the mechanics of transmission and the assimilation of data are inappropriate but that in the absence of what we might denominate as a certain pedagogical tone. that is, a productive attitude toward both the material to be conveyed and the individuel engaged in the 'act' of reception-and-discovery, even the most powerful methods will be differentially unavailing or, at best, inefficient. Given this initial assumption, the argument proceeds that the general attitude toward instruction currently in place at the secondary echelons, that is, on the high school and college levels, may be popularly represented as a 'teaching down' approach, in other words, as one which seeks to therapeuticize education. In practice this means that the teacher tends to manifest in situ more as a therapist than as a preceptor, that the material to be presented is frequently diluted or scaled down to perceived levels of cognitive (dis)ability (as is also the case with the rate of instruction), and that performance expectations in the current pedagogical milieu are commonly quite modest. The same downward trend is evident in assessment protocols as well. Certainly in the nonscientific disciplines, normative evaluation has been widely succeeded by formative evaluation, leading in turn to a peculiar kind of dormative evaluation in which intangibles such as effort and intention may deputize for realized ability. If pedagogical approach is indeed the crucial element in instruction, and if the general approach that pervades the contemporary climate of instruction is indeed counter-productively remedial or rehabilitory, that is, therapeutic, then it should follow that a more demanding attitude toward teaching and learning founded on the recognition of the culturel imperative which teaching both reflects and embodies needs to be re-affirmed and translated into practice. This latter would entail the maintenance of high expectations with regard to classroom performance, a respect for the material which precludes its routine mitigation or debasement, a renewed insistance on grading protocols that provide an external, 'objective' or communal standard against which the student's work can be measured, the empirical acknowledgment or domestication of what Vygotsky has termed "the zone of proximal development," based on the doctrine that good learning proceeds in advance of development, and conséquently, a learning-centered rather than learner-centered pedagogy. The meaningful application of this latter set of principles or epistemological gradients comprises the 'learning up' situation whose structure is excunined in some détail and considered from various perspectives in the ensuing.

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Saxell, Marcus. „Tools for Teaching and Learning“. Thesis, Malmö högskola, Lärarutbildningen (LUT), 2006. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-30112.

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Tools for teaching and learning- A study of how some teachers of English and History perceive the role of different educational materials with regard to their own teaching and pupils’ learningThe main purpose of this qualitative study is to investigate and analyse how teachers of English and History at two compulsory schools in the south of Sweden perceive the role of different educational materials, with regard to their own teaching and pupils’ learning. To obtain a deeper understanding of the complex user-process that educational materials are a part of, frame factor theory serves as a tool that facilitates the interpretation and understanding of the collected data. The theory, which consists of different divisions, describes factors that control and interfere with education.Our results are based on a qualitative method where thirteen surveys initially were answered by teachers of English and History, eight teachers were then also interviewed about their perception of educational materials in relation to their own teaching and pupils’ learning.The main result of our study is that socio-cultural factors have the clearest effect on teachers’ selection of educational materials, such as pupils’ background and previous experiences.

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Brodnax, Rita M. „Brain compatible teaching for learning“. [Bloomington, Ind.] : Indiana University, 2004. http://wwwlib.umi.com/dissertations/fullcit/3173526.

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Thesis (Ed. D.)--Indiana University, Dept. of Educational Leadership, 2004.
Title from PDF t.p. (viewed Dec. 8, 2008). Source: Dissertation Abstracts International, Volume: 66-04, Section: A, page: 1257. Chair: Ron Barnes.

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Gendrich, Julia M. „Teaching and learning jazz trombone“. Connect to this title online, 2003. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1054757697.

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Thesis (Ph. D.)--Ohio State University, 2003.
Title from first page of PDF file. Document formatted into pages; contains x, 182 p. Includes bibliographical references (p. 174-182). Available online via OhioLINK's ETD Center

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Cakmak, Maya. „Guided teaching interactions with robots: embodied queries and teaching heuristics“. Diss., Georgia Institute of Technology, 2012. http://hdl.handle.net/1853/44734.

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The vision of personal robot assistants continues to become more realistic with technological advances in robotics. The increase in the capabilities of robots, presents boundless opportunities for them to perform useful tasks for humans. However, it is not feasible for engineers to program robots for all possible uses. Instead, we envision general-purpose robots that can be programmed by their end-users. Learning from Demonstration (LfD), is an approach that allows users to program new capabilities on a robot by demonstrating what is required from the robot. Although LfD has become an established area of Robotics, many challenges remain in making it effective and intuitive for naive users. This thesis contributes to addressing these challenges in several ways. First, the problems that occur in teaching-learning interactions between humans and robots are characterized through human-subject experiments in three different domains. To address these problems, two mechanisms for guiding human teachers in their interactions are developed: embodied queries and teaching heuristics. Embodied queries, inspired from Active Learning queries, are questions asked by the robot so as to steer the teacher towards providing more informative demonstrations. They leverage the robot's embodiment to physically manipulate the environment and to communicate the question. Two technical contributions are made in developing embodied queries. The first is Active Keyframe-based LfD -- a framework for learning human-segmented skills in continuous action spaces and producing four different types of embodied queries to improve learned skills. The second is Intermittently-Active Learning in which a learner makes queries selectively, so as to create balanced interactions with the benefits of fully-active learning. Empirical findings from five experiments with human subjects are presented. These identify interaction-related issues in generating embodied queries, characterize human question asking, and evaluate implementations of Intermittently-Active Learning and Active Keyframe-based LfD on the humanoid robot Simon. The second mechanism, teaching heuristics, is a set of instructions given to human teachers in order to elicit more informative demonstrations from them. Such instructions are devised based on an understanding of what constitutes an optimal teacher for a given learner, with techniques grounded in Algorithmic Teaching. The utility of teaching heuristics is empirically demonstrated through six human-subject experiments, that involve teaching different concepts or tasks to a virtual agent, or teaching skills to Simon. With a diverse set of human subject experiments, this thesis demonstrates the necessity for guiding humans in teaching interactions with robots, and verifies the utility of two proposed mechanisms in improving sample efficiency and final performance, while enhancing the user interaction.

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Bruzzese, Roberto, und info@robertobruzzese com. „Teaching Teachers: Learning through Graphic Literacy“. RMIT University. Media and Communication, 2009. http://adt.lib.rmit.edu.au/adt/public/adt-VIT20091028.123950.

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Graphic design education has a long history of practitioners leading the development of teaching environments. While these practitioners may develop innovative teaching methods during their educational career, many will never engage with the discipline and literature of pedagogy. Ramsden (2003) asserts that pedagogical principles can help create deeper teaching/learning environments, but this research is all too often disseminated in a lexicon that is not familiar to new graphic design teachers. The research just does not get the message across to those who could benefit most from it. Although graphic design has had difficulties in translating the pedagogical lexicon to its context, it could use its expertise in the visual language to help create a broader understanding of teaching and learning theories and principles for itself and others. The very visual communication skills that we teach could be a more effective way to communicate to educators the necessary pedagogical theory that is to be used in the classroom. This exegesis documents my exploration of pedagogical awareness in graphic design education and how graphic literacy can facilitate this awareness. Through a reflective practice of reading, designing, teaching and conversation, I have uncovered my perceptions and conceptions as a teacher and discovered how some pedagogical principles can help the teaching and learning environment. I have used this knowledge to create an awareness of these principles through the comic language.

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Bücher zum Thema "Teaching for learning"

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Whitton, Diana. Learning for teaching: Teaching for learning. 2. Aufl. South Melbourne, Vic: Cengage Learning Australia, 2010.

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Klopper, Christopher, und Steve Drew, Hrsg. Teaching for Learning and Learning for Teaching. Rotterdam: SensePublishers, 2015. http://dx.doi.org/10.1007/978-94-6300-289-9.

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Seven Dimensions Films of Australia, Hrsg. Teaching & learning: Teaching numeracy. [South Melbourne, Australia]: Seven Dimensions, 2009.

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Seven Dimensions Films of Australia. Teaching & learning: Teaching literacy. [South Melbourne, Australia]: Seven Dimensions, 2009.

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Jim, Treliving, North York Board of Education (Ont.). 4 MAT Project Committee und Ontario Secondary School Teachers' Federation. Professional Development Committee, Hrsg. Teaching & learning styles: 4MAT teaching and learning styles. Don Mills, Ont: Ontario Secondary School Teachers' Federation, 1987.

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Hohn, Robert L. Classroom learning & teaching. White Plains, N.Y: Longman Publishers USA, 1995.

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Duran, David, und Keith Topping. Learning by Teaching. Abingdon, Oxon; New York, NY: Routledge is an imprint of the Taylor & Francis Group, an Informa Business, [2017]: Routledge, 2017. http://dx.doi.org/10.4324/9781315649047.

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Desforges, Charles, und Richard Fox, Hrsg. Teaching and Learning. Oxford, UK: Blackwell Publishers Ltd, 2002. http://dx.doi.org/10.1002/9780470690048.

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Roberts, Brian A. Learning & teaching music. 2. Aufl. St. John's, Nfld: Binder's Press, 2002.

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Moore, Alex. Teaching and Learning. London: Taylor & Francis Inc, 2004.

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Buchteile zum Thema "Teaching for learning"

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El Miedany, Yasser. „e-Learning, Adaptive Learning and Mobile Learning“. In Rheumatology Teaching, 235–58. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-98213-7_13.

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Berman, Jeanette, und Lorraine Graham. „Teaching Strategies“. In Learning Intervention, 184–204. Abingdon, Oxon; New York, NY: Routledge is an imprint of: Routledge, 2018. http://dx.doi.org/10.4324/9780203711675-10.

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Klopper, Christopher, Steve Drew und Kirsty Mallitt. „Pro-Teaching“. In Teaching for Learning and Learning for Teaching, 35–52. Rotterdam: SensePublishers, 2015. http://dx.doi.org/10.1007/978-94-6300-289-9_3.

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El Miedany, Yasser. „Flipped Learning“. In Rheumatology Teaching, 285–303. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-98213-7_15.

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Boyd, Pete, Barry Hymer und Karen Lockney. „Autonomy versus compliance“. In Learning Teaching, 45–68. London: Routledge, 2025. https://doi.org/10.4324/9781041056010-3.

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Boyd, Pete, Barry Hymer und Karen Lockney. „Collaboration versus competition“. In Learning Teaching, 120–39. London: Routledge, 2025. https://doi.org/10.4324/9781041056010-6.

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Boyd, Pete, Barry Hymer und Karen Lockney. „Abstract versus concrete“. In Learning Teaching, 69–93. London: Routledge, 2025. https://doi.org/10.4324/9781041056010-4.

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Boyd, Pete, Barry Hymer und Karen Lockney. „Epilogue: Getting it all Together“. In Learning Teaching, 140–47. London: Routledge, 2025. https://doi.org/10.4324/9781041056010-7.

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Boyd, Pete, Barry Hymer und Karen Lockney. „Feedback versus praise“. In Learning Teaching, 94–119. London: Routledge, 2025. https://doi.org/10.4324/9781041056010-5.

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Boyd, Pete, Barry Hymer und Karen Lockney. „Belief Versus Ability“. In Learning Teaching, 21–44. London: Routledge, 2025. https://doi.org/10.4324/9781041056010-2.

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Konferenzberichte zum Thema "Teaching for learning"

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Laarmann-Quante, Ronja. „Automating Multi-Level Annotations of Orthographic Properties of German Words and Children’s Spelling Errors“. In Language Teaching, Learning and Technology. ISCA, 2016. http://dx.doi.org/10.21437/ltlt.2016-3.

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Loerbroks, Nicolas, Yue Sun, Yoshinori Sagisaka und Jinsong Zhang. „Visualization of Mandarin Chinese Tone Production of Japanese L2 Learners for evaluation“. In Language Teaching, Learning and Technology. ISCA, 2016. http://dx.doi.org/10.21437/ltlt.2016-1.

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Burstein, Jill, Beata Beigman Klebanov, Norbert Elliot und Hillary Molloy. „A Left Turn: Automated Feedback and Activity Generation for Student Writers“. In Language Teaching, Learning and Technology. ISCA, 2016. http://dx.doi.org/10.21437/ltlt.2016-2.

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Nagano-Madsen, Yasuko, und Xinzheng Wan. „Perception of L2 Mandarin tones by L1Swedish learners at three proficiency levels“. In Language Teaching, Learning and Technology. ISCA, 2016. http://dx.doi.org/10.21437/ltlt.2016-4.

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Jereb, Alenka. „Mentorship from Teaching to Supervision“. In Developing Effective Learning. University of Primorska Press, 2020. http://dx.doi.org/10.26493/978-961-293-002-8.9.

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ALTINAY, Fahriye, Zehra ALTINAY, Gokmen DAGLI, Mutlu SOYKURT, Mehmet ALTINAY und Nesrin M. BAHCELERLI. „The Quality of Teaching Comparison of Online and Face to Face Teaching Experiences“. In International Conference on Virtual Learning - VIRTUAL LEARNING - VIRTUAL REALITY (17th edition). The National Institute for Research & Development in Informatics - ICI Bucharest (ICI Publishing House), 2022. http://dx.doi.org/10.58503/icvl-v17y202224.

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Suhartini, Andewi, Rahayu Kariadinata und Oneng. „Mastery Learning Approach and Students’ Learning Motivation: Case in Islamic Religious Learning“. In 1st Bandung English Language Teaching International Conference. SCITEPRESS - Science and Technology Publications, 2018. http://dx.doi.org/10.5220/0008214901410149.

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Saastamoinen, Kalle, und Antti Rissanen. „TEACHING SYSTEMS THAT CAN MIMIC DIFFERENT TEACHING-LEARNING ENVIRONMENTS“. In 3rd International Baltic Symposium on Science and Technology Education (BalticSTE2019). Scientia Socialis Ltd., 2019. http://dx.doi.org/10.33225/balticste/2019.194.

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Conventional learning guidance systems are typically automated machines for creating teaching materials: quizzes, exercises, examinations etc. In the future, systems will also offer ease of use, attention to sociality, ability to adapt to the pupil's needs and skill levels, and time savings. Ease-of-use and adaptation can be sought using systems based on Artificial Intelligence (AI). Chatbots would save teachers time by talking with students about their problems automatically. The virtual classroom would release people from the physical state and offer the opportunity to play with different roles. For the teaching of physics, the virtual classroom provides an opportunity to try out things that are not practically possible. AI could enable automatically identify students’ strengths and weaknesses and utilize them. On the other hand, AI also could allow pupils to gain strength through peer learning by bringing students of the same level from all over the world to discuss their own views and could automatically filter out sub-standard and clearly false answers. AI can also be capable of automatically creating tailor-made materials based on student-level learning using deep learning. Finally, AI can also be used to treat pupils' reviews to a large extent. In this research we will evaluate how well new technology powered by AI could respond to the demands of different teaching-learning environments. We will present a learning system that is in use and discuss its differences between opportunities of Artificial Intelligence (AI) can support different teaching-learning environments and discuss little how AI could support different learning styles. Keywords: automatic teaching machine, artificial intelligence, student centric learning, learning environment, learning style.

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Panarina, Elena. „COMMUNICATION LEARNING AND TEACHING“. In 13th International Conference on Education and New Learning Technologies. IATED, 2021. http://dx.doi.org/10.21125/edulearn.2021.1221.

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10

White, Lounell. „INTEGRATING FOLDSCOPES INTO PROBLEM-BASED LEARNING“. In 8th Teaching & Education Conference, Vienna. International Institute of Social and Economic Sciences, 2019. http://dx.doi.org/10.20472/tec.2019.008.029.

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Berichte der Organisationen zum Thema "Teaching for learning"

1

Laptinova, Yuliia. Unplugging in Language Learning and Teaching. Intellectual Archive, Februar 2020. http://dx.doi.org/10.32370/iaj.2280.

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2

Gruber, Peter. Teaching and Learning Statistics with ChatGPT. Instats Inc., 2023. http://dx.doi.org/10.61700/m71hf8ug0ces1469.

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This two-day workshop responds to the disruption that the AI revolution introduces to statistics education and practice. This seminar will equip academics and PhD students with the skills and insights needed to integrate ChatGPT into their statistics teaching and learning. Participants will gain hands-on experience with ChatGPT in classroom and assessment settings, as well as using it to prepare course material and exercises, while gaining a deeper understanding of how to use it to enhance statistics learning and practice. The seminar will also explore the wider institutional and ethical ramifications that the use of AI brings to education institutions and the wider economy. An official Instats certificate of completion and 2 ECTS Equivalent points are provided upon completion.

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3

Woolf, Beverly, Elliot Soloway, William Clancey, Kurt VanLehn und Dan Suthers. Knowledge-Based Environments for Teaching and Learning. Fort Belvoir, VA: Defense Technical Information Center, Juli 1990. http://dx.doi.org/10.21236/ada225619.

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4

Pierpoint, Peter. Using Problem Based Learning in Teaching Economics. Bristol, UK: The Economics Network, Februar 2001. http://dx.doi.org/10.53593/n614a.

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5

Bynum, Nora, Georgina Cullman, Margret Domroese, Carol Fialkowski und Eleanor J. Sterling. Student-Active Teaching Techniques. American Museum of Natural History, 2009. http://dx.doi.org/10.5531/cbc.ncep.0027.

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This module introduces a variety of methods for active teaching and learning, guided by research on learning models and styles. Studies show that active teaching and learning techniques engage students and help them to understand and apply what they learn. This module covers learning models to guide teachers in engaging their students and introduces a variety of methods for active teaching: interactive lectures, discussions, case studies, collaborative learning (group work and peer teaching), and classroom and field exercises.

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6

Jackson, C. Kirabo, und Elias Bruegmann. Teaching Students and Teaching Each Other: The Importance of Peer Learning for Teachers. Cambridge, MA: National Bureau of Economic Research, August 2009. http://dx.doi.org/10.3386/w15202.

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7

Mazzeo, Christopher. Improving Teaching and Learning by Improving School Leadership. National Governors Association Center for Best Practices, September 2003. http://dx.doi.org/10.59656/el-pp6806.001.

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8

Leong, Yew Hoong, Eng Guan Tay, Khiok Seng Quek, Sook Fwe Yap und Karen Wei Yeng Toh. NA: Improvement of Learning, Innovations in Teaching (NA:ILIT). National Institute of Education, Nanyang Technological University, Singapore, 2024. https://doi.org/10.32658/10497/27390.

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Although there is an acknowledged need to attend to the learning needs of low achievers in mathematics, there is relatively scant research in this area locally. This proposed project aims to contribute to this sub-field within mathematics education. In particular, this study will focus on helping Normal Academic (NA) students make improvements in their learning of Mathematics.

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DeWinter, Alun, Arinola Adefila und Katherine Wimpenny. Jordan Opportunity for Virtual Innovative Teaching and Learning. International Online Teaching and Learning, with Particular Attention to the Jordanian Case. Coventry University, Juni 2021. http://dx.doi.org/10.18552/jovital/2021/0001.

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Zachry, Anne, J. Flick und S. Lancaster. Tune Up Your Teaching Toolbox! University of Tennessee Health Science Center, 2016. http://dx.doi.org/10.21007/chp.ot.fp.2016.0001.

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Occupational therapy (OT) educators strive to prepare entry-level practitioners who have the expertise to meet the diverse health care needs of society. A variety of instructional methods are used in the University of Tennessee Health Science Center (UTHSC) MOT program, including traditional lecture-based instruction (LBI), problem-based learning (PBL), team-based learning (TBL), and game-based learning (GBL). Research suggests that active learning strategies develop the critical thinking and problem-solving skills that are necessary for effective clinical reasoning and decision-making abilities. PBL, TBL, GBL are being successfully implemented in the UTHSC MOT Program to enhance the learning process and improve student engagement.

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