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Books on the topic 'Didactic skills'

Author: Grafiati

Published: 29 June 2021

Last updated: 3 February 2022

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1

Trychin, Samuel. Actions speak louder: Tips for putting on skits related to hearing loss. [Washington, D.C.]: Gallaudet University, 1991.

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2

Osipova, Larisa. Development of touch and fine motor skills in children with visual impairments. ru: INFRA-M Academic Publishing LLC., 2020. http://dx.doi.org/10.12737/1039808.

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The training manual summarizes the scientific and theoretical issues of the study of compensation for visual impairment, reveals the role of touch in overcoming the shortcomings of sensory experience in visual disorders, identifies the features and conditions of the development of touch and fine motor skills as a means of compensating for visual impairment in preschool children with strabismus and amblyopia, and considers the main methodological approaches to the organization of correctional work in this direction. A program for the development of touch and fine motor skills is proposed, and the main organizational, methodological, and didactic aspects of its implementation are considered. Meets the requirements of the Federal state educational standards of higher education of the latest generation. For students of higher educational institutions enrolled in directions of preparation "Special (defectological) education" (qualification "bachelor" profiles "Preschool defectology", "management skills"), "Pedagogical education (profile-Preschool education), "Psychological and pedagogical education (profile Psychology and pedagogics of preschool education"), "Special (defectological) education" (qualification "master", master program "Psychological and pedagogical support of persons with disabilities", "Psychology-pedagogical support of persons with visual impairments»), as well as for students of advanced training and retraining courses in the field of special and inclusive education. It can be useful for teachers, postgraduates, students of defectology departments of pedagogical universities, teachers of special (correctional) educational institutions.

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3

Heuvel-Panhuizen, Marja Van den. National Reflections on the Netherlands Didactics of Mathematics: Teaching and Learning in the Context of Realistic Mathematics Education. Cham: Springer Nature, 2020.

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4

1954-, Corcos Daniel M., and American Coaching Effectiveness Program, eds. Coaches guide to teaching sport skills. Champaign, Ill: Human Kinetics Books, 1988.

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5

Chevanne, Marta, and Riccardo Caldini. Immagini di Istopatologia. Florence: Firenze University Press, 2007. http://dx.doi.org/10.36253/978-88-5518-023-8.

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This collection of images of Histopathology is the fruit of the authors' thirty years' experience in the performance of practical exercises in General Pathology. It is aimed at students attending lessons of General Pathology on the Degree Courses in Medical Surgery and Biological Sciences. It does not aspire either to be complete from the point of view of the various organic pathologies, or to replace direct and personal observation of the histological preparations through the microscope, but is rather intended as an aid to students preparing for the exam. It does not include the rudiments of cytology and microscopic anatomy, which it is assumed have already been mastered by those approaching General Histopathology, nor are histopathological phenomena systematically addressed, for which the reader is referred to textbooks on General Pathology. The 44 preparations presented here have been grouped in line with the main arguments of General Pathology: Cellular Degeneration, Inflammation, Neoplasia both benign and malign, and Vascular Pathology. They have been selected for their didactic significance and the simplicity and clarity of the lesions present, without taking into account the information to be derived from the clinical case history. The images of the preparations, in which the best possible quality of reproduction has been sought, are presented in progressive enlargements and are accompanied by brief descriptions comprising the explanations essential for identification of the characteristic aspects of the elementary lesion, as well as any eventual defects in the preparations themselves. Effectively, the objective of the work is to enable the student to exercise his understanding of the images. For this reason the casuistics included is as essential as possible, and the method of presentation utilised is designed to avoid mere visual memorisation, stimulating first analysis and then synthesis, and the development of individual logical skills so as to indicate whether aspects of cellular pathology, inflammation or neoplasia are present.

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6

David, Newble, ed. A handbook for teachers in universities and colleges: A guide to improving teaching methods. 4th ed. London: Kogan Page, 2000.

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7

1940-, Estes Thomas H., and Schwab Jan Hasbrouck 1932-, eds. Instruction: A models approach. 2nd ed. Boston: Allyn and Bacon, 1995.

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8

Gunter, Mary Alice. Instruction: A models approach. 3rd ed. Boston: Allyn and Bacon, 1999.

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9

1940-, Estes Thomas H., and Mintz Susan L, eds. Instruction: A models approach. 5th ed. Boston, Mass: Pearson, A and B, 2007.

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10

1940-, Estes Thomas H., and Schwab Jan Hasbrouck 1932-, eds. Instruction: A models approach. Boston: Allyn and Bacon, 1990.

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11

1940-, Estes Thomas H., and Schwab Jan Hasbrouck 1932-, eds. Instruction: A models approach. 4th ed. Boston: Allyn and Bacon, 2003.

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12

Wilkinson, Susie, and Anita Roberts. Training facilitators to deliver an advanced communication course for senior healthcare professionals in cancer and palliative care. Oxford University Press, 2017. http://dx.doi.org/10.1093/med/9780198736134.003.0026.

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This chapter presents a communication skills training initiative designed to train facilitators to deliver an advanced communication skills training course for senior healthcare professionals working in cancer and palliative care. It is generally accepted that communication skills training benefits healthcare professionals. However, little has been written about the training and support of those healthcare professionals who deliver this training. The chapter describes the content, process, and guidelines trainee facilitators explore while learning to deliver the experiential learner-centred advanced communication skills training course for senior healthcare professionals working in oncology or palliative care. The teaching methods presented include group safety, agenda setting, didactic methods, the use of trigger tapes, working with actors, and video-recorded role play with feedback. The facilitator training course was evaluated across six UK settings and had a positive effect on the participants’ perceived confidence in delivering communication skills training.

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13

Høeg Karlsen, Kristine, ed. Teaching through Stories. Renewing the Scottish Storyline Approach in Teacher Education. Waxmann Verlag GmbH, 2020. http://dx.doi.org/10.31244/9783830989868.

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This book aims to meet the demands on teaching and learning in the twenty-first century, and in specific, how teacher education may transform pedagogical approaches and didactic methods to support future teachers in enhancing needful skills. In particular, it focuses on the pedagogical approach of Storyline, and how a Storyline can be applied in teacher education. It argues that teacher education benefits from the potency of various disciplines while applying an interdisciplinary methodology. Storyline is a problem-based, cross-curricular approach, based on learning through an evolving narrative, created in collaboration between teacher and students. It includes a variety of didactic tools, and inclusiveness towards different learners. Using Storyline in teacher education arranges for teacher educators to integrate alternative structures, that enable interdisciplinary cooperation and topic-based teaching. The authors have incorporated Storyline in many different ways, which contextualizes throughout the book. The book provides an overview of Storyline and introduces improved and new theoretical perspectives on this approach, including many practical examples.

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14

Santiesteban Naranjo, Ernan, Kenia María Velázquez Avila, and Niurka Góngora Mena. Teach Reading. Editorial Tecnocientífica Americana, 2021. http://dx.doi.org/10.51736/eta2021edu3.

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Teach reading is a book that is composed by six chapters. The fist, is devoted for the definition of text and its taxonomy. It concludes with the requirements for choosing a didactic text. The second, is dedicated for the definition, analysis and classification of reading. The third is devoted to associated disorders related to the reading process. The fourth, contrasts the traditionalist reading instruction against dynamic-participatory didactic for the teaching-learning process of reading, where it is emphasized on reading participatory methods and techniques. The fifth, is attentive to the generalized reading skill, invariant skill and reading competence. Finally, the sixth is committed to dynamic-participatory didactic strategy for teaching reading,

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15

C, Wragg E., and Prof E. C. Wragg. Classroom Teaching Skills. Taylor & Francis Group, 2016.

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16

Babor, Thomas F., Jonathan Caulkins, Benedikt Fischer, David Foxcroft, Keith Humphreys, María Elena Medina-Mora, Isidore Obot, et al. Preventing illicit drug use by young people. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198818014.003.0008.

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Amongst the plethora of school, education, and community-based prevention programmes, there is evidence that some approaches can delay the initiation of drug and alcohol use. A small number of high quality studies find evidence of protection from specific family-based or classroom-management programmes in preventing drug or alcohol use. It is notable that these programmes do not focus exclusively or specifically on drug or alcohol use per se. Rather, their aim is to improve behaviour and social skills more generally, within the family or classroom environment. These programmes also show evidence of wider effect beyond drugs or alcohol. In contrast, purely didactic prevention programmes have no evidence of effectiveness, whether delivered through the mass media, in the community, or in the classroom.

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17

Webb, Jo, and Chris Powis. Teaching Information Skills. Facet Publishing, 2023.

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18

Webb, Jo, and Chris Powis. Teaching Information Skills: Theory And Practice. Facet Publishing, 2005.

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19

Elizabeth, Ammons, and Belasco Susan 1950-, eds. Approaches to teaching Stowe's Uncle Tom's cabin. New York: Modern Language Association of America, 2000.

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20

(Editor), Elizabeth Ammons, and Susan Belasco (Editor), eds. Stowe's Uncle Tom's Cabin (Approaches to Teaching World Literature). Modern Language Association of America, 2000.

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21

1961-, Mitchell-Boyask Robin, ed. Approaches to teaching the dramas of Euripides. New York: Modern Language Association of America, 2002.

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22

(Editor), Ronald R. Sims, and Serbrenia J. Sims (Editor), eds. The Importance of Learning Styles: Understanding the Implications for Learning, Course Design, and Education (Contributions to the Study of Education). Greenwood Press, 1995.

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23

R, Sims Ronald, and Sims Serbrenia J, eds. The importance of learning styles: Understanding the implications for learning, course design, and education. Westport, Conn: Greenwood Press, 1995.

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24

Cannon, Robert, and David Newble. Handbook for Teachers in Universities and Colleges 4th Ed. 4th ed. Routledge, 2000.

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25

Cannon, Robert, and David Newble. Handbook for Teachers in Universities and Colleges. Taylor & Francis Group, 2016.

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26

Word Journeys: Assessment-Guided Phonics, Spelling, and Vocabulary Instruction. Guilford Publications, 2014.

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27

Word Journeys: Assessment-Guided Phonics, Spelling, and Vocabulary Instruction. The Guilford Press, 2000.

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28

Estes, Thomas H., Mary Alice Gunter, and Jan Hasbrouck Schwab. Instruction: A Models Approach (4th Edition). Allyn & Bacon, 2002.

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29

Estes, Thomas H., Mary Alice Gunter, and Jan Hasbrouck Schwab. Instruction: A Models Approach. Allyn & Bacon, 1994.

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30

Estes, Thomas H., Mary Alice Gunter, and Susan L. Mintz. Instruction: A Models Approach (5th Edition). 5th ed. Allyn & Bacon, 2006.

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31

Instruction: A Models Approach, Enhanced Pearson EText with Loose-Leaf Version -- Access Card Package. Pearson Education, 2015.

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32

Estes, Thomas H., and Mary Alice Gunter. Instruction: A Models Approach. Allyn & Bacon, 1991.

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33

Estes, Thomas H., Mary Alice Gunter, and Susan L. Mintz. Instruction: A Models Approach, Enhanced Pearson EText -- Access Card. Pearson Education, Limited, 2014.

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34

Estes, Thomas H., Mary Alice Gunter, and Susan L. Mintz. Instruction: A Models Approach, Loose-Leaf Version. Pearson, 2015.

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35

Estes, Thomas H., Mary Alice Gunter, and Jan Hasbrouck Schwab. Instruction: A Models Approach (3rd Edition). Allyn & Bacon, 1998.

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