Relevant bibliographies by topics / Teaching instructions

Academic literature on the topic 'Teaching instructions'

Author: Grafiati
Published: 10 December 2022
Last updated: 28 January 2023

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Journal articles on the topic "Teaching instructions"

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Bajracharya, Jiwak Raj. "Instructional Design and Models: ASSURE and Kemp." Journal of Education and Research 9, no. 2 (December 31, 2019): 1–8. http://dx.doi.org/10.3126/jer.v9i2.30459.

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Instructional Design (ID) is a procedure for developing an educational or training programme, curricula, or courses sequentially and authentically (Branch & Merrill, 2011). This procedure enables instructors to create instructions, which involves the “systematic planning of instruction” (Smith & Ragan, 2005, p. 8), ranging from instructional analysis to evaluation (Mager, 1984). Thus, ID can be referred to as a “systematic and reflective process of translating principles of learning and instruction into plans for instructional materials, activities, information resources, and evaluation” (Smith & Ragan, 2005, p. 4). As such, taken as a framework, ID provides the process to create instructions based on the necessity of a teaching and learning environment. Thus, ID can be defined as a process to develop directions and specifications using learning and instructional theory to ensure the quality of instruction.
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Et.al, Maria Shu Hong Bee Abdullah. "Effective Instructions by Novice Teacher to Improve Teaching Repertoire in School." Turkish Journal of Computer and Mathematics Education (TURCOMAT) 12, no. 3 (April 10, 2021): 181–84. http://dx.doi.org/10.17762/turcomat.v12i3.654.

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This paper highlights a review on the importance of giving clear instructions and strategies to improve oral instruction by novice teachers as they improve their teaching repertoires in schools. Essentially, this will help teachers to develop a clear oral instruction for good class management. It is an agreeable fact that giving instruction is a skill that takes many years of experience to master and meets the ideal set of practice that teachers set for themselves. Novice teachers face a lot of challenges to master the skill of giving instruction effectively and that is a mark of great quality of a teacher. An effective instructional strategy will deliver the lesson clearly and help learners to understand the focus, engage actively and take ownership of their learning.
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Chen, Mia Huimin, Shelly Xueting Ye, Jingxin He, and Don Dong Yao. "The Effect of Pragmatic Instruction on Developing Learners’ Use of Request Modifiers in the EFL Context." World Journal of English Language 12, no. 8 (September 30, 2022): 74. http://dx.doi.org/10.5430/wjel.v12n8p74.

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The aim of this study is to evaluate the effects of three teaching approaches: a deductive teaching approach, an inductive teaching approach, and an inductive-deductive teaching approach on facilitating Chinese EFL learners’ use of request modifiers. Written discourse completion tasks were employed to collect learners’ request data and a follow-up interview reported Chinese EFL learners’ overall positive attitudes towards pragmatic instruction with a preference for the deductive approach. The findings presented the necessity for instructions of request in EFL contexts and reveal the superiority of the inductive-deductive teaching approach on pragmatic knowledge. Combing the results of the experiment with learners’ perceptions, it indicates that practitioners should consider incorporating both deductive and inductive instructions to fit learners’ preferences of instructional styles and learning needs. Besides, in terms of learners’ pragmatic competence, such a teaching approach would also guarantee the treatment effect in both short and long runs.
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Mufaridah, Fitrotul. "Type of instructions performed in online teaching and learning." Linguistics and Culture Review 5, S3 (November 30, 2021): 1250–57. http://dx.doi.org/10.21744/lingcure.v5ns3.1836.

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Teaching and learning has changed and performed new challenge to provide attracting instruct for students to be active in online learning. The way to run the process of teaching and learning are modified. The use of technology in communicating the teaching-learning material is challenging. Different types of instructions motivate different to students to follow the online class activities. The communication delivered through the instructions becomes a key to guide the process of online teaching and learning. How the instructions performed by the teacher create interesting interaction in online learning. So, it is interesting to analyze further how the instructions work to activate the students’ involvement in online teaching-learning. This research is to describe how the types of instructions performed in online teaching and learning based on the implementation of teaching model. The data is collected from documents of lesson instruction design. This research uses qualitative approach to analyze the data. The result of the research is analyzed related to the types of instructions used in processing the learning activites through instructions provided by the teacher. The conclusion found three types of appropriate instructions to motivate and activate students in the process of online teaching and learning.
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Rajakumari, C., and G. Pazhanivelu. "Teaching Competencies of Upper Primary Teachers in Framing FA (a) Activities of CCE." Shanlax International Journal of Education 8, no. 4 (September 1, 2020): 111–15. http://dx.doi.org/10.34293/education.v8i4.3361.

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The aim of the study was to find out the difference between teaching competencies of upper primary teachers in framing FA (a)activities of CCE in terms of gender, locality, marital status, residence, age, the medium of instruction, type of school, nature of school and experience. The investigator adopted a survey method on analyzing teaching competencies of 900 upper primary teachers selected Theni district using a random sampling technique. Teaching competency fivepoint rating scale consisted of 25 statements with 5 point scale developed by the researcher based on the assessment competencies (Prior instructions to activities, instructions during activities, and instructional treatment after the activities) was used to collect data. Mean, SD, ‘t’ test, and ‘F’ test were used as statistical techniques for data analysis. The findings of the study revealed thatthere was no significant difference between the teaching competency of upper primary teachers’ in framing FA (a) activities of CCE in terms of gender, locality, marital status, residence, age, and medium of instruction. Still, they differed significantly in terms of the type of school, nature of the school, and experience.
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Rokhayani, Atik, Agung Dwi Nurcahyo, Dwi Rukmini, and Ahmad Sofwan. "Peer Teaching as a Simulation for Communicative Classroom English Rehearsal." Celt: A Journal of Culture, English Language Teaching & Literature 17, no. 1 (October 21, 2017): 103. http://dx.doi.org/10.24167/celt.v17i1.1164.

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One of the professional competences that should be owned by English teachers is classroom English skill since they have to deliver instructions in various classroom context. Consequently, it becomes a challenge for teacher training and education institutions to prepare their student teachers with good English speaking skills for instructional purposes. Student teachers usually have to complete a teaching internship program for one semester at school so as to engage them in a real situation of teaching experience. In that period of time, they will have to use appropriate classroom language when giving instructions to their students. Therefore, student teachers should be provided enough opportinuties for practicing their classroom English skill. In Indonesian English Education Department there is a compulsory course named ‘micro teaching class’ that should be attended by student teachers before they have a teaching internship program at school. This study aims at describing how peer teaching is practiced by the students of the English Education Department of Universitas Muria Kudus as a simulation activity to use classroom English in delivering classroom’s instruction. The study will explore to what extent this simulation can help student teachers improve their communicative competence in classroom instructional process.
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MacLeod, Rebecca B. "The Perceived Effectiveness of Nonverbal, Co-Verbal, and Verbal String Ensemble Instruction: Student, Teacher, and Observer Views." Journal of Music Teacher Education 27, no. 3 (October 28, 2017): 65–79. http://dx.doi.org/10.1177/1057083717739790.

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The purpose of this study was to determine how students, teachers, and outside observers perceive teaching effectiveness within a university-level string ensemble rehearsal setting. Students, teachers, and observers reflected on six rehearsal segments that used primarily nonverbal, co-verbal, or verbal instruction as outlined by Bob Culver in the Master Teacher Profile. Overall, participants viewed the verbal teaching episodes as being most effective, and expressed a preference for several elements associated with the verbal instructional mode. Five common elements of effective rehearsals identified by participants were Specific Instructions and Feedback, Delivery Skills and Eye Contact, Audible and Focused Co-Verbal Instruction Prompts, Conducting Effectiveness, and Ensemble Progress. Effectiveness perceptions were colored by participants’ sense of each teacher’s comfort with the different instructional modes as well as the elements of rehearsal teaching they personally valued.
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Radulovic, Branka, Maja Stojanovic, and Vera Zupanec. "The effects of laboratory inquire-based experiments and computer simulations on high school students‘ performance and cognitive load in physics teaching." Zbornik Instituta za pedagoska istrazivanja 48, no. 2 (2016): 264–83. http://dx.doi.org/10.2298/zipi1602264r.

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The main goal of this study was to examine the extent to which different teaching instructions focused on the application of laboratory inquire-based experiments (LIBEs) and interactive computer based simulations (ICBSs) improved understanding of physical contents in high school students, compared to traditional teaching approach. Additionally, the study examined how the applied instructions influenced students? assessment of invested cognitive load. A convenience sample of this research included 187 high school students. A multiple-choice test of knowledge was used as a measuring instrument for the students? performance. Each task in the test was followed by the five-point Likert-type scale for the evaluation of invested cognitive load. In addition to descriptive statistics, determination of significant differences in performance and cognitive load as well as the calculation of instructional efficiency of applied instructional design, computed one-factor analysis of variance and Tukey?s post-hoc test. The findings indicate that teaching instructions based on the use of LIBEs and ICBSs equally contribute to an increase in students? performance and the reduction of cognitive load unlike traditional teaching of Physics. The results obtained by the students from the LIBEs and ICBSs groups for calculated instructional efficiency suggest that the applied teaching strategies represent effective teaching instructions.
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Suek, Leni Amelia. "APPLYING COGNITIVE LOAD THEORY IN TEACHING TENSES FOR SECOND LANGUAGE LEARNERS." Englisia Journal 5, no. 2 (May 1, 2018): 66. http://dx.doi.org/10.22373/ej.v5i2.3072.

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Cognitive load theory is a very useful concept that can be used by instructional designers, teachers, and educators to create effective instruction. It has been applied and developed in many areas including teaching English as a second or foreign language. In designing the instruction for teaching Tenses, worked example, split-attention effect, goal-free effect, modality effect, and redundancy effect are effective techniques that are used to reduce extraneous load, increase germane load, construct and automate schema. Designing and developing new instructions using cognitive load theory is also very useful. Teachers should understand this concept thoroughly because each instructional technique is connected to one another. In addition, it is very important to consider learners’ level of expertise, elements of interactivity and forms or sources of information before designing the instruction. Those elements of information and instructional techniques that are covered in the concept of cognitive load theory, should be well understood and applied by teachers particularly language teachers. Teaching foreign or second language is a big challenge for non-native English teachers; hence, effective instructional design can assist and enhance teaching learning process. This theory will contribute to positive outcomes where students understand the concept of Tenses thoroughly and teachers develop their teaching skill.
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Chen, Minjie, Hock Seng Goh, Ruey Shing Soo, and Guojie Yin. "The effectiveness of an instructional guide on Chinese pre-service EFL teachers’ knowledge in teaching phonics." Studies in English Language and Education 9, no. 2 (May 23, 2022): 554–73. http://dx.doi.org/10.24815/siele.v9i2.22780.

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In China, phonics instruction has been given substantial emphasis ever since the implementation of the 2011 National English Curriculum for Compulsory Education. However, many Chinese students’ learning outcome remains unsatisfactory due to EFL teachers’ insufficient knowledge to teach phonics and the absence of a phonics instructional guide. To address this gap, this study aims to investigate the effects of a newly developed phonics instructional guide on Chinese pre-service EFL teachers’ knowledge base to teach phonics. Adopting an experimental research design, the study was conducted at a teachers’ college in Sichuan Province, China. There were 172 pre-service EFL teachers assigned into two equivalent groups, namely the experimental group (N=86) and control group (N=86), who took a test respectively before and after the intervention. The measures of the test included seven dimensions aiming to elicit knowledge of general phonics, phonetic system, phonemic awareness, phonics decoding rules, phonics instructions, reinforcement methods, and sight word instructions. The experimental group participants undertook a 15-hour phonics training course using the newly developed Phonics Instructional Guide (PHOInG). The control group participants were taught using a conventional method involving the use of an English textbook prescribed by the college. Results revealed that the Chinese pre-service EFL teachers in the experimental group improved significantly in their overall knowledge base of English phonics and phonics instruction, except for phonemic awareness and knowledge of the phonetic system. These findings point to the importance of using a needs-based and theoretically informed instructional guide when providing phonics and phonics instruction training to Chinese EFL pre-service teachers.
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Dissertations / Theses on the topic "Teaching instructions"

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Katsetos-Hensley, Melissa K. "Preoperative Endoscopy Discharge Instructions." Mount St. Joseph University Dept. of Nursing / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=msjdn1587965030069484.

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Jensen, Gwenneth Anne. "Outcomes of heart failure discharge instructions." Diss., University of Iowa, 2011. https://ir.uiowa.edu/etd/3318.

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Acute decompensation of chronic heart failure is common and results in many patients being re-hospitalized every year (Jancin 2008). One of four voluntary core measures deployed by the Joint Commission for evaluation of quality of heart failure care in hospitals is heart failure discharge instructions, also called core measure HF1. Although the core measure is a widely disseminated standardized measure related to discharge education, there is little evidence about its impact on patient or readmission outcomes. The purpose of this study was to determine the relationship between the completion of heart failure discharge instructions as defined by the Joint Commission core measure HF1 in a single site, 500 bed tertiary hospital population in the Upper Midwest and the primary endpoint of subsequent readmission to the hospital 30, 90, 180 and 365 days following an index discharge for primary diagnosis of heart failure. Secondary endpoints included hospital readmission charges and total hospital readmission days per year. Patient characteristics, clinical characteristics, unit factors and index visit utilization variables were controlled. This study also described the relationship between nursing unit factors and completion of HF1. A retrospective, descriptive design, and analyses using primarily generalized linear models, were used to study the relationship of HF1 to utilization outcomes (readmission, hospital days and cost) and unit context (discharge unit and number of inter-unit transfers). Individual level retrospective demographic, clinical, administrative and performance improvement data were used (n = 1034). Results suggested a weak and non-significant association of completion of the core measure HF1 bundle and readmission within 30 days for all cause readmissions (p = .22; OR 1.32), and no association with HF to HF readmissions at 30 days. There was an inverse association 2 after 6 months for all cause readmission, and after 90 days for HF to HF readmission. There was a non-significant trend toward a relationship to total hospital days, but no relationship of HF1 to total annual charges. The study did find a significant relationship between type of discharge nursing unit and HF1 completion, and type of discharge unit and readmission. The discharge nursing unit was quite consistently and strongly related to all cause readmissions in binary (p = .029: OR 1.58) and counts analyses (p = .001; OR 1.52), but was not related to the subset of HF to HF readmissions. The study concludes that there is limited relationship between HF1 and 30 day all cause hospital readmission and total readmission days, but a stronger relationship between HF1 and discharge from a cardiology specialty unit. There was also a relationship between cardiology discharge unit and reduction in all cause readmissions.
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Bastian, Toni Marie. "Strategies for monolingual instructions to use when teaching reading comprehension to bilingual students." CSUSB ScholarWorks, 2001. https://scholarworks.lib.csusb.edu/etd-project/1742.

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The major finding of this project is that through the use of multiple sign systems, monolingual teachers can support their bilingual students. These strategies employ the use of comprehensible input from the teacher, peer interaction, extended lanuage and activities for the students whose primary focus is to help the students make connections from the text to their own lives.
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Bujak, Keith Robert. "Transitional embedded instructions for manipulating physical objects." Diss., Georgia Institute of Technology, 2014. http://hdl.handle.net/1853/51897.

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There has been much research on how people use instructional information to gain procedural knowledge. In the context of procedures involving physical objects, however, there has been little research on the role these objects play in conveying procedural information. This study investigated how people used instructions – presented as either images or text – to assemble various physical objects. Objects were selected that either comprised uniquely shaped or interchangeable parts. Participants assembled each object twice, randomly receiving either image or text instructions for each build. They then assembled each object without the instructions and made judgments about the order of the procedure from memory. Image instructions generally resulted in faster and more accurate assemblies as well as more accurate memory for procedural order. These results were found only for objects with uniquely shaped parts. An object comprising interchangeable parts was readily assembled with either instructional type. Although text alone failed to provide any advantages, the combination of images and then text resulted in more consistent mental workload, which might be beneficial in some operational contexts. These results provide insights about how physical objects influence the use of and knowledge gained from procedural instructions.
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Zhang, Lulu, and 张璐璐. "A study on Chinese grammatical instructions: teachers' perceptions and students' performance." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2012. http://hub.hku.hk/bib/B50178921.

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The majority of scholars proved that the explicit and implicit instructions could measure the rules complexity however the explicit instruction has more centered on the complex rules and since there is no available equivalent criteria of rule complexity; therefore the issue that whether teachers’ perceptions are trustworthy on rules complexity is still questionable. My research seeks to fill the gap in Pawel Scheffler’s (2011) research Rule Difficulty: Teachers’ Intuitions and Learners’ Performance by including both explicit and implicit instructions in Chinese teaching to indicate whether there is significant consensus between the teachers’ perceptions and students’ performance. In this study, 14 teachers were asked to assess the difficulty of ten language points, while 38 students were tested on sentence making for their explicit knowledge and on the timed Grammaticality Judgment Test (timed--‐GJT) for their implicit knowledge. The results of both tests were compared with the teachers’ assessment and the Spearman’s rank order correlation coefficient was calculated. My hypothesis is that there is a significant negative correlation between the teacher’s perception of rules difficulty and the students’ performance, that is, the language points that the teachers found difficult were indeed troublesome for the students too. The Spearman’s rank order correlation of teachers’ perceptions and students’ learning were found -0.59 and ‐0.34 respectively, however, the results of their p‐value were 0.07 and 0.34 respectively, the hypothesis was doubted. The implication of the conclusion on the selection of teaching method is discussed.
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Master of Education
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Semeraro, Alessandra. "Visualised Instructions for Movement Teaching: A Case Study on Visual Cueing in Follow-Along Bodyweight Video Training." Thesis, Uppsala universitet, Institutionen för informatik och media, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-447026.

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Video-based physical training has gained popularity over the years, among both sports practitioners and HCI researchers, whose works ranged from offering computer-assisted solutions for self-correction, to enhancing the learning experience of trainees. This thesis focused on the latter, by investigating the communicative potential of three categories of visual coaching cues and their impact on movement learning, as well as by deriving methodological considerations for similar works. This thesis adopted a Research through Design approach to investigate, from a trainee-centred perspective, three sets of cues: A) abstract visual metaphors (arrows, lines, angles); B) body highlights; and C) material visual metaphors (imagined 3D objects). The cues were informed by a professional trainer’s insights and relevant literature, and were tested with ten participants throughout the course of three sessions. Their reflections were gathered through interviews. The subsequent thematic analysis generated 1) insights on the individual cues (such as their role as reminders, their impact on imagery, and the movement qualities they were able to portray), and 2) design and methodological considerations for future works (such as the importance of involving a professional trainer, clearly defining the learning outcomes of a video session, and choosing the appropriate visual cues).
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Chia, Ying-hui Esther, and 賈穎慧. "A comparison of the effectiveness of vocabulary acquisition through self-access computer learning and traditional classroom instructions." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2000. http://hub.hku.hk/bib/B31944565.

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Vaught, Donna Rae. "The effects of explicit instructions and processing demands on comprehension monitoring of learning disabled and nondisabled children." Thesis, Virginia Tech, 1988. http://hdl.handle.net/10919/44694.

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The present study explored whether explicit instructions would improve the ability of learning disabled and non-disabled children to monitor their comprehension for explicitly stated inconsistencies in stories particularly when the processing demands were increased. Specifically, 24 LD and 24 NLD third and fourth-grade boys listened to three prose passages. Half of each group received explicit instructions describing exactly what type of anomaly was present in the story and the other half received general instructions. The processing demands were manipulated by presenting the stories to each child under three different conditions. In the easy presentation, the premise and contradictory sentences were adjacent. In the distractor task presentation, the premise and contradictory sentences were adjacent, but the child had to simultaneously monitor a secondary task while listening to the story. In the hard presentation, the premise and contradictory sentences were separated by two filler sentences. Multiple measures of detecting inconsistencies and recall were obtained. Past research has determined that LD children exhibit a production deficiency for monitoring inconsistencies in prose passages (Bos & Filip, 1984). However, the present research found that LD children do not exhibit a production deficiency for monitoring explicitly stated inconsistencies in passages. Furthermore, LD and NLD children exhibited the same proficiency in identifying the inconsistencies and recalling the stories. This research provides additional information that must be considered before labeling the LD child as an “inactive learner" (Torgesen, 1980).
Master of Science
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Sullivan, Kristen (Kristen Janell). "An Analysis of Emma Diruf Seiler's Teaching Philosophy and Contribution to Voice Pedagogy." Thesis, University of North Texas, 2019. https://digital.library.unt.edu/ark:/67531/metadc1505229/.

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Emma Diruf Seiler (1821-1886) was a Bavarian-American voice teacher and scientist who wrote and published Altes und Neues über die Ausbildung des Gesangorganes mit besonderer Rücksicht auf die Frauenstimme (Old and New in the Art of Singing, with Special Attention to the Female Voice) in 1861 while working in Leipzig. It was translated by William Henry Furness and published in Philadelphia as The Voice in Singing in 1868. This pedagogue and her writings are largely unknown to those who study historic bel canto pedagogy. In the opening of Seiler's pamphlet, she explained her purpose for writing was "to bring into harmony things which have always been treated separately, the Science and the Art of Singing..." Aside from brief comments in a few books on vocal pedagogy, Emma Seiler is largely unknown. Neither her contribution to voice science and pedagogy, nor the impact of her integrated philosophy on teaching have been subjected to scholarly scrutiny. The purpose of this document is to explore her philosophy on teaching, her method of female vocal instruction, and her impact on voice instruction. This dissertation historicizes evidence-based pedagogy through Seiler's example.
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Karlsson, Hanna, and Ellen Bååth. "Undervisningsmetoder i problemlösning : Hur olika undervisningsmetoder i problemlösning påverkar elevers matematiska kunskaper." Thesis, Linköpings universitet, Pedagogik och didaktik, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-156141.

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Denna studie behandlar problemlösning med fokus på lärarens val av undervisningsmetod i syfte att utveckla elevers matematiska kunskaper. Vi har uppmärksammat brister i nyttjandet av strategier i problemlösning hos elever i årskurs F-3. Studiens syfte är därför att bidra med vad tidigare forskning om problemlösningsundervisning har resulterat i och jämföra dessa resultat med varandra. För att undersöka detta har tidigare forskning granskats genom en systematisk litteraturstudie. De databaser som använts för att finna tidigare forskningsstudier är ERIC, UniSearch samt SwePub. Resultatet av studien visar att en väl genomtänkt undervisningsmetod i problemlösning är av stor vikt för elevers kunskaper i matematik. Genom resultatet framkommer även att en god problemlösningsförmåga underlättar för elevers fortsatta matematikutveckling.
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Books on the topic "Teaching instructions"

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W, Moore James. When all else fails-- read the instructions. Nashville: Dimensions for Living, 1993.

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Skills in volleyball training: Instructions for teaching volleyball under game-like conditions. [Berlin]: Sportverlag Berlin, 1986.

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Anderson, Carolyn. Patient teaching and communicating in an information age. Albany, N.Y: Delmar Publishers, 1990.

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Glynn, Shawn M. Effects of instructions to generate analogies on students' recall of science text. [Athens, GA]: National Reading Research Center, 1996.

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Yazdi, Muhammad Taqi Misbah. Philosophical instructions: An introduction to contemporary Islamic philosophy. Binghamton: Institute of Global Cultural Studies (IGCS), 1999.

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National Endowment for the Humanities. Division of Research Programs. Interpretive research projects: Application instructions and forms. Washington, D.C: National Endowment for the Humanities, Division of Research Programs, 1988.

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Education, Ontario Ministry of. Instructions to teachers and trustees of French-English schools. [Toronto?: s.n., 1994.

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Dynamic art projects for children: Includes step-by-step instructions and photographs. Glenview, IL: Crystal Productions, 2005.

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The effects of task type and instructions on second language acquisition. Newcastle upon Tyne: Cambridge Scholars, 2010.

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Magnan, Jean-Charles. Le jardin scolaire: Comment l'établir, instructions et directions pratiques. Québec (Province): Ministère de l'agriculture, 1997.

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Book chapters on the topic "Teaching instructions"

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Kunkel, Mark A. "Instructions to the Worker Bee." In Allegories for Psychotherapy, Teaching, and Supervision, 143–54. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-95927-6_11.

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Han, Jinghe. "Chinese Lecturers’ Pedagogical Position and Instructional Practice in EMI Teaching." In SpringerBriefs in Education, 31–49. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-19904-2_3.

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AbstractThis Chapter reports the pedagogical alignment and instructional practices contributing to the Chinese lecturers’ EMI implementation as evidenced in this research data. It counters a predominance in the current literature highlighting EMI research on language with less concern on pedagogy. Evidence of the EMI lecturers’ actual classroom instructions and their pedagogical positions were collected and analyzed. Their instruction was identified as being on the continuum between expository and constructivist teaching, with more leaning towards an expository approach in their teaching. The data disclose that the reasons for this prevalence of expository teaching are based on the lecturers’ rational choice rather than any overall attribution to their educational culture. Perceiving undergraduate education as the foundational stage of tertiary education and their self-assessment of their role as the main knowledge resource contributed to their distinctive pedagogical view and instructional practices in EMI teaching.
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Zielińska-Nowak, Kamila. "Iconic Nature of Board Game Rules and Instructions." In Second Language Learning and Teaching, 83–94. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-42734-4_5.

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Macur, Gregory Michael Adam. "Body language and instructions in the online classroom." In Teaching Online for Kindergarten and Primary Teachers, 61–76. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003250630-5.

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Sundari, Hanna, Susianti Rosalina, and Lalu Handi Rizal. "Teachers’ Instructions and Online Professional Development During Emergency Remote Teaching in Indonesia." In Emergency Remote Teaching and Beyond, 45–65. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-84067-9_3.

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Horiba, Yukie, and Keiko Fukaya. "Chapter 5. Effects of task instructions on text processing and learning in a Japanese EFL college nursing setting." In Task-Based Language Teaching, 89–108. Amsterdam: John Benjamins Publishing Company, 2012. http://dx.doi.org/10.1075/tblt.4.08hor.

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Steinbrich, Piotr, and Ewa Guz. "‘And Now Think in Pairs’: The Case of Prominence in Teacher Instructions at the Pre-Service Level." In Second Language Learning and Teaching, 127–41. Heidelberg: Springer International Publishing, 2013. http://dx.doi.org/10.1007/978-3-319-00161-6_10.

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Tchekpassi, Tewero, and Tong Zhang. "Adapting formative assessment for online academic English instructions during challenging circumstances." In International Perspectives on Teaching and Learning Academic English in Turbulent Times, 220–31. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003283409-23.

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Nawi, Sofwah Md, and Gurnam Kaur Sidhu. "Innovating ESL Listening Instructions Through the Learners’ Perspectives on Technology-Enhanced Blended Learning." In 7th International Conference on University Learning and Teaching (InCULT 2014) Proceedings, 649–62. Singapore: Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-287-664-5_51.

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Somuncu, Dilara, and Olcay Sert. "5. EFL Trainee Teachers’ Orientations to Students’ Non-understanding: A Focus on Task Instructions." In Conversation Analytic Perspectives on English Language Learning, Teaching and Testing in Global Contexts, edited by Hanh thi Nguyen and Taiane Malabarba, 110–31. Bristol, Blue Ridge Summit: Multilingual Matters, 2019. http://dx.doi.org/10.21832/9781788922890-007.

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Conference papers on the topic "Teaching instructions"

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She, Lanbo, Yu Cheng, Joyce Y. Chai, Yunyi Jia, Shaohua Yang, and Ning Xi. "Teaching Robots New Actions through Natural Language Instructions." In 2014 RO-MAN: The 23rd IEEE International Symposium on Robot and Human Interactive Communication. IEEE, 2014. http://dx.doi.org/10.1109/roman.2014.6926362.

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Siddique, Zahed, Mrinal Saha, Firas Akasheh, Shaiful Arif, and Bipul Barua. "Interactive Scenario-Based Teaching of Metal Casting Processes." In ASME 2011 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. ASMEDC, 2011. http://dx.doi.org/10.1115/detc2011-48265.

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It is well documented that students learn more effectively when they are actively involved in the learning process. Interactive scenario-based education is a novel concept expected to stimulate active learning and provide an engaging learning experience. Recently we have developed a Create your Scenario Interactively (CSI) module to teach metal casting and have implemented it in manufacturing engineering courses at the University of Oklahoma. In this paper, we discuss the impact of the CSI on students’ learning in manufacturing engineering education. The pedagogical effectiveness of the CSI instruction has been evaluated in several areas such as students’ engaging and active learning through pre-test and post-test format and survey questionnaires. Our preliminary results suggest that a majority of the students feels that the CSI module is very effective in keeping them engaged. Results also indicate that the CSI instructions help improve their understanding of the metal casting process. The details of the CSI module, implementation details, and assessment results are discussed.
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Part, Jose L., and Oliver Lemon. "Teaching Robots through Situated Interactive Dialogue and Visual Demonstrations." In Twenty-Sixth International Joint Conference on Artificial Intelligence. California: International Joint Conferences on Artificial Intelligence Organization, 2017. http://dx.doi.org/10.24963/ijcai.2017/760.

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The ability to quickly adapt to new environments and incorporate new knowledge is of great importance for robots operating in unstructured environments and interacting with non-expert users. This paper reports on our current progress in tackling this problem. We propose the development of a framework for teaching robots to perform tasks using natural language instructions, visual demonstrations and interactive dialogue. Moreover, we present a module for learning objects incrementally and on-the-fly that would enable robots to ground referents in the natural language instructions and reason about the state of the world.
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Libusha, Azwidowi Emmanuel. "THE PRE-SERVICE TEACHERS UNDERSTANDING OF FRACTION AND HOW AND HOW FUTURE INSTRUCTIONS CAN BE IMPROVED TO OPTIMIZE LEARNING." In International Conference on Education and New Developments. inScience Press, 2022. http://dx.doi.org/10.36315/2022v1end093.

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"There is an ongoing debate on whether preservice teachers should be taught the mathematics content knowledge because they start their mathematics content courses believing that they know enough mathematics to teach at a primary school level. Previous research has shown that much of the preservice teachers’ knowledge lacks conceptual understanding. Consequently, the current study explored preservice teachers’ knowledge of fractions. The study focuses on preservice’ teachers’ knowledge when comparing sizes of different fractions. The study will identify what the preservice teachers know about the comparison of size when it comes to fractions. A better understanding of how student teachers understand mathematics will inform better teaching methods for future instructions. This is to inform better instructional design in future ITE courses. The needed data consisted of 90 preservice teachers’ activity scripts and a task-based interview of some students. The study was guided by the research question: What is the preservice teachers’ understanding of fraction comparison, and how can future instruction be improved to optimize learning? The study adopted a mix-method approach where preservice teachers' responses to activities items were analysed from a first-year module conducted at a university level. Content analysis of the data yielded important findings that showed that preservice teachers have some misconceptions when they must determine the bigger fraction between the two. This study may be helpful to academics designing initial teacher education courses for mathematics and teachers who are already teaching mathematics in primary schools."
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Huang, Lihua, Yuefang Wang, and Feng Jiang. "Innovation in Engineering Mechanics Course Instructions: A Novel Practice." In ASME 2004 International Mechanical Engineering Congress and Exposition. ASMEDC, 2004. http://dx.doi.org/10.1115/imece2004-61071.

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The course innovation in Engineering Mechanics in the Civil and Hydraulic Engineering Department, Dalian University of Technology is reviewed in this paper. For several decades, a complete system of mechanics teaching has been built up in the University. However, some drawbacks have appeared showing the system not apt to the information-technology age. In order to improve the teaching of Mechanics subjects and make it more suitable for the modern college education, a course innovation has been carried out since 1997 in the Civil and Hydraulic Engineering Department. The innovation includes the following perspectives: the construction of a new Mechanics teaching system, the adoption of new teaching methods, the edition of textbooks and the enforcement of experiments and practices. After a long time of practice, a new teaching system has been formulated and a much class time has been saved. Meanwhile, the qualification-oriented education rather than the examination-oriented education is emphasized. It is demonstrated that students benefit from this course innovation for not only mastering the knowledge from textbooks better, but also for greatly improving their abilities of analyzing and solving engineering problems.
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DallaLibera, Fabio, Fransiska Basoeki, Takashi Minato, Hiroshi Ishiguro, and Emanuele Menegatti. "Teaching by touching: Interpretation of tactile instructions for motion development." In 2011 IEEE/RSJ International Conference on Intelligent Robots and Systems (IROS 2011). IEEE, 2011. http://dx.doi.org/10.1109/iros.2011.6048082.

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DallaLibera, F., F. Basoeki, T. Minato, H. Ishiguro, and E. Menegatti. "Teaching by touching: Interpretation of tactile instructions for motion development." In 2011 IEEE/RSJ International Conference on Intelligent Robots and Systems (IROS 2011). IEEE, 2011. http://dx.doi.org/10.1109/iros.2011.6094473.

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Tica, Lena, and Ivana Krsmanović. "ESP educators in the post-pandemic e-environments: Teaching Presence and English for IT." In 9th International Scientific Conference Technics and Informatics in Education. University of Kragujevac, Faculty of Technical Sciences Čačak, 2022. http://dx.doi.org/10.46793/tie22.399t.

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The Covid-19 pandemic fundamentally changed the educational landscape, since an almost immediate switch to online learning was the only way to keep education moving and bridge the physical distance between teacher and students. Technology has permeated every aspect of teaching to the extent where there is no going back to the “before the pandemic”, therefore, in the post-pandemic times, a number of higher education institutions has introduced a policy that hybrid mode of instruction has become a “new normal”. The instructor’s role in hybrid teaching appears vital, so educators must amalgamate the advantages of online instructions with the goals relevant to face-to-face teaching. Teaching Presence, as an overarching aspect of Community of Inquiry (CoI) that incorporates the course design, facilitation and organization, can significantly affect learning outcomes and course satisfaction. Within the CoI framework, the paper investigates students’ (n=83) assessment of Teaching Presence and satisfaction with the English for IT course. The study adopted an exploratory mixed-method research design and the data were collected through an online questionnaire. The findings of the research indicate that students highly rated the Teaching Presence in the course English for IT, and that there was a positive correlation between Teaching Presence and Satisfaction.
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Behnke, Gregor, Marvin Schiller, Matthias Kraus, Pascal Bercher, Mario Schmautz, Michael Dorna, Wolfgang Minker, Birte Glimm, and Susanne Biundo. "Instructing Novice Users on How to Use Tools in DIY Projects." In Twenty-Seventh International Joint Conference on Artificial Intelligence {IJCAI-18}. California: International Joint Conferences on Artificial Intelligence Organization, 2018. http://dx.doi.org/10.24963/ijcai.2018/844.

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Novice users require assistance when performing handicraft tasks. Adequate instruction ensures task completion and conveys knowledge and abilities required to perform the task. We present an assistant teaching novice users how to operate electronic tools, such as drills, saws, and sanders, in the context of Do-It-Yourself (DIY) home improvement projects. First, the actions that need to be performed for the project are determined by a planner. Second, a dialogue manager capable of natural language interaction presents these actions as instructions to the user. Third, questions on these actions and involved objects are answered by generating appropriate ontology-based explanations.
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Ranđelović, Branislav, Elizabeta Karalić, and Danijela Đukić. "THE DIGITALIZATION OF THE LEARNING PROCESS IN SERBIA DURING THE COVID-19 CRISIS." In SCIENCE AND TEACHING IN EDUCATIONAL CONTEXT. FACULTY OF EDUCATION IN UŽICE, UNIVERSITY OF KRAGUJEVAC, 2020. http://dx.doi.org/10.46793/stec20.203r.

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The COVID-19 crisis significantly disturbed the teaching process in Serbia. The subject of this research is the reaction and response of Serbian educational system during this crisis. The aim of this paper is the analysis of modifications of the teaching process and distance learning activities in primary and secondary schools, and teaching using the national public television service. The use of the method of content analysis, legal acts in the field of education adopted during the state of emergency in Serbia, decisions and instructions for the implementation of teaching, the manner of implementation of teaching, as well as the results of research on distance learning were investigated. Measures and activities for improving the digital alternative for future educational practice are proposed.
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Reports on the topic "Teaching instructions"

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Zachry, Anne, J. Flick, and 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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Pérez, Francisco, and Alejandro Pérez. Journey through Colombian Co-Teaching Experiences. Institucion Universitaria Colombo Americana, 2022. http://dx.doi.org/10.26817/paper.18.

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Co-teaching is defined as a collaborative method of instruction (Murawski & Hughes, 2009), which implies co-teaching partnerships where educators make and effort in terms of joint instructional decisions and share responsibility as well as accountability for student learning (Shumway et all., 2011). This working paper is intended to illustrate the state-of-the-art concerning the implementation of co-teaching in EFL settings in Colombia over the last two decades. This manuscript is based on documentary research, in which primary source data were collected from data bases, university repositories, journals, and official reports. As an outcome, we expect to unveil co-teaching strategies, co-teachers' roles as well as collaborative teaching benefits in EFL in general, and foreign language student-teachers’ education, in particular.
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Kibler, Amanda, René Pyatt, Jason Greenberg Motamedi, and Ozen Guven. Key Competencies in Linguistically and Culturally Sustaining Mentoring and Instruction for Clinically-based Grow-Your-Own Teacher Education Programs. Oregon State University, May 2021. http://dx.doi.org/10.5399/osu/1147.

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Grow-Your-Own (GYO) Teacher Education programs that aim to diversify and strengthen the teacher workforce must provide high-quality learning experiences that support the success and retention of Black, Indigenous, and people of color (BIPOC) teacher candidates and bilingual teacher candidates. Such work requires a holistic and systematic approach to conceptualizing instruction and mentoring that is both linguistically and culturally sustaining. To guide this work in the Master of Arts in Teaching in Clinically Based Elementary program at Oregon State University’s College of Education, we conducted a review of relevant literature and frameworks related to linguistically responsive and/or sustaining teaching or mentoring practices. We developed a set of ten mentoring competencies for school-based cooperating/clinical teachers and university supervisors. They are grouped into the domains of: Facilitating Linguistically and Culturally Sustaining Instruction, Engaging with Mentees, Recognizing and Interrupting Inequitable Practices and Policies, and Advocating for Equity. We also developed a set of twelve instructional competencies for teacher candidates as well as the university instructors who teach them. The instructional competencies are grouped into the domains of: Engaging in Self-reflection and Taking Action, Learning About Students and Re-visioning Instruction, Creating Community, and Facilitating Language and Literacy Development in Context. We are currently operationalizing these competencies to develop and conduct surveys and focus groups with various GYO stakeholders for the purposes of ongoing program evaluation and improvement, as well as further refinement of these competencies.
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Petrovych, Olha B., Alla P. Vinnichuk, Viktor P. Krupka, Iryna A. Zelenenka, and Andrei V. Voznyak. The usage of augmented reality technologies in professional training of future teachers of Ukrainian language and literature. CEUR Workshop Proceedings, July 2021. http://dx.doi.org/10.31812/123456789/4635.

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The article deals with the peculiarities of creation and practical application of augmented reality (AR) technologies for the organization of students-philologists’ individual and group work in studying the discipline “Methodic of teaching literature”. The relevance of the introduction of AR technologies for the future teachers-philologists’ readiness formation to the professional activity is substantiated. Analysis of the scientific sources suggested that the professional training process requires the modernization of teaching methods, and the usage of information and communication technologies (ICT) in education, in particular AR technologies, allows to make the learning process interesting and exciting. The domestic and foreign experience of AR technologies application into current educational practices is generalized. A step-by-step algorithm for creating the AR in the mobile application Unite and its subsequent content filling for professional training of future teachers of Ukrainian language and literature is described. The visualization of the educational content of the lepbook “Incredible Lesya Ukrainka”, made by students- philologists at the Mykhailo Stelmakh Faculty of Philology and Journalism of Vinnytsia Mykhailo Kotsiubynskyi State Pedagogical University during the studying the discipline “Methodic of teaching literature”, is detailed. It is specified that the educational process is based on the creation AR with the visualization of interactive learning materials with animation, instructions, links, video content, illustrations etc. according to the rubrics of the lepbook. It is emphasized that the implementation of AR technologies provides the increasing of motivation for systematic mastering of practical skills, enhances students’ concentration and attention, increases their cognitive experience, promotes the development of their creative abilities, produces the opportunities of using the visualized content for students’ research work, stimulates them to self-expression, motivates them to self-development, trains them to the skillful use of the Internet, modern gadgets and mobile applications, etc. Prospects for studying the possibilities of using AR technologies in lessons of Ukrainian literature at secondary school are determined.
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Osypova, Nataliia V., and Volodimir I. Tatochenko. Improving the learning environment for future mathematics teachers with the use application of the dynamic mathematics system GeoGebra AR. [б. в.], July 2021. http://dx.doi.org/10.31812/123456789/4628.

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Immersive technologies and, in particular, augmented reality (AR) are rapidly changing the sphere of education, especially in the field of science, technology, engineering, arts and mathematics. High- quality professional training of a future mathematics teacher who is able to meet the challenges that permeate all sides, the realities of the globalizing information society, presupposes reliance on a highly effective learning environment. The purpose of the research is to transform the traditional educational environment for training future mathematics teachers with the use of the GeoGebra AR dynamic mathematics system, the introduction of cloud technologies into the educational process. The educational potential of GeoGebra AR in the system of professional training of future mathematics teachers is analyzed in the paper. Effective and practical tools for teaching mathematics based on GeoGebra AR using interactive models and videos for mixed and distance learning of students are provided. The advantages of the GeoGebra AR dynamic mathematics system are highlighted. The use of new technologies for the creation of didactic innovative resources that improve the process of teaching and learning mathematics is presented on the example of an educational and methodological task, the purpose of which is to create didactic material on the topic “Sections of polyhedra”. While solving it, future teachers of mathematics should develop the following constituent elements: video materials; test tasks for self-control; dynamic models of sections of polyhedra; video instructions for constructing sections of polyhedra and for solving basic problems in the GeoGebra AR system. The article highlights the main characteristics of the proposed educational environment for training future mathematics teachers using the GeoGebra AR dynamic mathematics system: interdisciplinarity, polyprofessionalism, dynamism, multicomponent.
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Goertz, Margaret, Leslie Nabors Olah, and Matthew Riggan. From Testing to Teaching: The Use of Interim Assessments in Classroom Instruction. Consortium for Policy Research in Education, December 2009. http://dx.doi.org/10.12698/cpre.2009.rr65.

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MacDougall, Ruby. Teaching with Streaming Video: Understanding Instructional Practices, Challenges, and Support Needs. Ithaka S+R, January 2023. http://dx.doi.org/10.18665/sr.318216.

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Lavadenz, Magaly. Think Aloud Protocols: Teaching Reading Processes to Young Bilingual Students. Center for Equity for English Learners, 2003. http://dx.doi.org/10.15365/ceel.article.2003.1.

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This digest describes the use of think-aloud protocols with young bilingual children. Qualitative findings from a small study with 12 first through third grade students in dual language programs demonstrated that think-alouds were used effectively with elementary school emergent bilingual learners. The evidence from this study suggests that instruction in reading strategies should be given to young bilingual students and that more research needs to be done in this area.
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Atuhurra, Julius, and Michelle Kaffenberger. System (In)Coherence: Quantifying the Alignment of Primary Education Curriculum Standards, Examinations, and Instruction in Two East African Countries. Research on Improving Systems of Education (RISE), December 2020. http://dx.doi.org/10.35489/bsg-rise-wp_2020/057.

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Improvements in instructional coherence have been shown to have large impacts on student learning, yet analysis of such coherence, especially in developing countries and at a systems level, is rare. We use an established methodology, the Surveys of Enacted Curriculum (SEC), and apply it to a developing country context to systematically analyze and quantify the content and coherence of the primary curriculum standards, national examinations, and actual teaching delivered in the classroom in Uganda and Tanzania. We find high levels of incoherence across all three instructional components. In Uganda, for example, only four of the fourteen topics in the English curriculum standards appear on the primary leaving exam, and two of the highest-priority topics in the standards are completely omitted from the exams. In Tanzania, only three of fourteen English topics are covered on the exam, and all are assessed at the “memorization” level. Rather than aligning with either the curriculum standards or exams, teachers’ classroom instruction is poorly aligned with both. Teachers tend to cover broad swathes of content and levels of cognitive demand, unrelated to the structure of either the curriculum standards or exams. An exception is Uganda mathematics, for which standards, exams, and teacher instruction are all well aligned. By shedding light on alignment deficits in the two countries, these results draw attention to a policy area that has previously attracted little (if any) attention in many developing countries’ education policy reform efforts. In addition to providing empirical results for Uganda and Tanzania, this study provides a proof-of-concept for the use of the SEC methodology as a diagnostic tool in developing countries, helping education systems identify areas of instructional (in)coherence and informing efforts to improve coherence for learning.
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Campbell, Carol. Teachers Teaching Teachers: A Sustainable and Inexpensive Professional Development Program to Improve Instruction. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.2071.

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