Готові списки джерел за темами / Teaching models and methods

Добірка наукової літератури з теми "Teaching models and methods"

Автор: Grafiati

Опубліковано: 7 липня 2024

Оновлено: 7 липня 2024

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Статті в журналах з теми "Teaching models and methods":

Howe and Purkiss. "Resourcing innovative teaching of audit – models, methods and MAAGs." Medical Education 32, no. 6 (November 1998): 607–12. http://dx.doi.org/10.1046/j.1365-2923.1998.00240.x.

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Ross, Jade, Clarence Surette, Kathleen Whitaker, and Tamara Varney. "Teaching Virtual Forensic Anthropology Labs: Methods and Reflections." Teaching Anthropology 12, no. 2 (November 29, 2023): 82–91. http://dx.doi.org/10.22582/ta.v12i2.676.

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Development of virtual labs for Forensic Anthropology was complicated by the notion that the skeleton cannot be learned without physical manipulation. This was addressed by using free programs to teach using 3D models of bone. Successes and shortcomings are discussed based on student and educator feedback. Integration of 3D models in teaching is plausible as it reduces deterioration of specimens and increases accessibility of the lab, however, the ethics of digital archaeology, including curation of human skeletal models, is an unsolved challenge. Overall, although 3D modelling cannot replace hands-on learning, teaching virtually can indeed ensure high-quality instruction is delivered.

Hock, Heinrich, and Eric Isenberg. "Methods for Accounting for Co-Teaching in Value-Added Models." Statistics and Public Policy 4, no. 1 (January 1, 2017): 1–11. http://dx.doi.org/10.1080/2330443x.2016.1265473.

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Serhiienko, Tetiana, and Olena Neklesa. "USING INTERACTIVE METHODS IN MILITARY ENGLISH TEACHING." Grail of Science, no. 25 (March 30, 2023): 322–28. http://dx.doi.org/10.36074/grail-of-science.17.03.2023.055.

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Teaching English in the military system is at the same time a difficult and a rewarding job. The challenges English teachers encounters nowadays are mainly related to designing and/or adapting instructional models that would function efficiently within the specific framework of the military and social sphere. It analyses the communicatively oriented approach for the formation such competence. As the title implies the article describes the aims at presenting the practical effects of three such different models. Special attention is given to the interactive model, the situational model and the task-based model. Within this paper, the aim of the authors will be to investigate the role of the teacher and of the learners in these specific teaching approaches and to determine which is the best model to be used for military English teaching. This article is of interest to the teacher of English who start work in the military system.

Chen, Hangyu. "A Review of Four Representative Teaching Methods of English Classes in Chinese Universities." Journal of Education, Humanities and Social Sciences 2 (July 13, 2022): 125–29. http://dx.doi.org/10.54097/ehss.v2i.775.

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Education has always been a topic of great concern and good teaching methods help students to learn better. Any teaching mode points to and accomplishes certain teaching objectives. Traditional teaching models are elaborated from the perspective of how teachers teach, ignoring the issue of how students learn. The development trend of modern teaching models is to attach importance to the subjectivity of students in teaching activities, to their participation in teaching and to the rational design of 'teaching' and 'learning' activities according to the needs of teaching. There are now many teaching methods in schools, each with its own characteristics and drawbacks. Whether a teaching model is suitable for student learning or whether it will be the future of education depends on what students learn from it and what people say about it. There are currently four representative teaching methods that are suitable for students, namely face-to-face teaching, which is the oldest mode of teaching. There is also online teaching, graded teaching and flipped classrooms. The article analyses the advantages and disadvantages of the different models for teaching purpose and finally chooses the one that is most suitable for university students to learn English.

Szmidt, Krzysztof J., and Anna Majewska-Owczarek. "Theoretical Models of Teaching Creativity - Critical Review." Creativity. Theories – Research - Applications 7, no. 1 (January 1, 2020): 54–72. http://dx.doi.org/10.2478/ctra-2020-0004.

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Abstract This paper is an attempt to present selected classifications of models of teaching creativity, which may have been found in literature over the last years. Models of teaching creativity are understood by the authors as well-developed systems of statements, based on a specific theory of creativity and concerning strategies and methods of teaching creative thinking and action, conditions of education, the role of a teacher in that process, and evaluation of education results. The paper describes several classifications of such models, including the authors’ own proposal, and presents a more detailed description of the heuristic model of teaching creativity. In the conclusion, the authors propose a thesis that the issue of methods of teaching creativity is open and the answer to the question about the best teaching methods in that obligation, which is interesting from the pedagogical point of view, should, as in the whole didactics, be answered by teachers, using their knowledge about creativity and its development.

Hobgood, Cherri, Susan Sawning, Josie Bowen, and Katherine Savage. "Teaching Culturally Appropriate Care: A Review of Educational Models and Methods." Academic Emergency Medicine 13, no. 12 (December 2006): 1288–95. http://dx.doi.org/10.1197/j.aem.2006.07.031.

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王, 玉刚. "Innovation and Practice of Teaching Models and Methods of Aviation Ordnance." Creative Education Studies 06, no. 03 (2018): 198–202. http://dx.doi.org/10.12677/ces.2018.63032.

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Poole, Jon R., and George Graham. "Internal Teaching Models of Four Physical Education Graduate Teaching Assistants." Journal of Teaching in Physical Education 15, no. 3 (April 1996): 355–68. http://dx.doi.org/10.1123/jtpe.15.3.355.

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This study was designed to be an initial step toward a better understanding of how graduate teaching assistants teach their courses and the influences that shape their teaching decisions. The purposes included gaining insights into internal models that guided their teaching and describing the influence of an induction program on these internal models. A multi-case-study approach was employed to construct individual portraits. These portraits revealed that internal models were developed primarily from past experience as athletes, students, and teachers. Teaching could best be portrayed as a “pedagogy of contentment.” That is, teaching assistants were generally satisfied with their own teaching and did not perceive a need for additional improvement. Reported satisfaction was based on their belief that they already knew the different strategies, methods, and routines for teaching their particular subject.

ALAHYANE, Latifa Mohamed. "APPLIED LINGUISTIC APPROACH TO TEACHING FOREIGN LANGUAGES THEORETICAL AND METHODOLOGICAL MODELS." International Journal of Humanities and Educational Research 03, no. 05 (October 1, 2021): 371–92. http://dx.doi.org/10.47832/2757-5403.5-3.32.

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The theoretical achievement in the field of foreign language learning in the 1950s and early ‎‎1960s remained related to the practical side of language teaching. Moreover, The idea of the ‎need for foreign language teaching methodologies for a theory of learning has remained constant ‎since the occurrence of educational reform movements of the late nineteenth century.‎ To come to terms with the current developments in the field of foreign language learning, it is ‎necessary to trace the recent history of the research carried out in this regard. Therefore, we will ‎focus in this article on tracking the most important theoretical assets of foreign language teaching ‎methods, and monitoring the evolution of language teaching and learning methods. This is done ‎to distinguish between two approaches to language teaching; first, Direct teaching that negates ‎the overlap of the learned and acquired language during foreign language instruction. And ‎second Mediated teaching in which the second language is taught through the first language. ‎Through this, we will monitor the cognitive cross-fertilization between acquiring the first ‎language and learning the second one by tracing the relationship between them. We will list the most important assumptions underpinned by approaches to foreign language ‎teaching. And we will monitor the foundations on which each approach is based separately to ‎discover the commonalities between them and the contrast between them. We will then ‎contribute to building a new conception of foreign language learning by making use of the ‎translation action inherent in the procedures adopted in most of these approaches. This is mainly ‎evident in the difference between the necessity of adopting the first language or not during the ‎teaching and learning of the foreign language‎. . Keywords: Applied Linguistics, First Language acquisition, Teaching Foreign Languages approaches, ‎Direct teaching, Mediated teaching‎

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Дисертації з теми "Teaching models and methods":

Beyrouthy, Camille. "Models, solution methods and threshold behaviour for the teaching space allocation problem." Thesis, University of Nottingham, 2008. http://eprints.nottingham.ac.uk/10576/.

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Universities have to manage their teaching space, and plan future needs. Their efforts are frequently hampered by, capital and maintenance costs, on one hand, pedagogical and teaching services on the other. The efficiency of space usage, can be measured by the utilisation: the percentage of available seat-hours actually used. The observed utilisation, in many institutions, is unacceptably low, and this provides our main underlying motivation: To address and assess some of the major factors that affect teaching space usage in the hope of improving it in practise. Also, when performing space management, managers operate within a limited number and capacity of lecture theatres, tutorial rooms, etc. Hence, some teaching activities require splitting into different groups. For example, lectures being too large to fit in any one room and seminars/tutorials being taught in small groups for good teaching practise. This thesis forms the cornerstone of ongoing research to illuminate issues stemming from poorly utilised space and studies the nature of constraints that underlies those low levels of utilisation. We give quantitative evidence that constraints related to timetabling are major players in pushing down utilisation levels and also, devise "Dynamic Splitting" algorithms to illustrate the effects of splitting on utilisation levels. We showed the existence of threshold between phases where splitting and allocation is "always possible" to ones where "it's never possible", hence, introducing a practical application of Phase Transition to space planning and management. We have also worked on the long-term planning aspect of teaching space and proposed methods to improve the future expected utilisation.

Jones, Heather Patti. "Researching Effective Methods for Teaching the Phases of the Moon." BYU ScholarsArchive, 2012. https://scholarsarchive.byu.edu/etd/3865.

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This study investigated the effectiveness of commonly used instructional methods for teaching the phases of the Moon to fifth and sixth grade students. The instructional methods investigated were the use of diagrams, animations, and models. The effectiveness of each method was tested by measuring students' understanding of Moon phases with a pre and post-assessment after receiving instruction with a specific method or combination of methods. These methods were then evaluated for their ability to help students learn essential concepts, reinforce relevant vocabulary and discourage misconceptions. Results showed that students had better scores with less prevalence of misconception when they were taught using two methods instead of one. Students taught with only computer animations had significantly lower scores and a higher prevalence of misconceptions when compared to the other methods. This may be due to some design errors in the animation used in this study. Even though students taught with only computer animations had significantly lower scores, students taught with computer animations followed by instruction with diagrams had significantly higher scores. Why this combination of instruction was more effective for student learning is a question that requires further research.

Sassoon, R. "Joins in childrens handwriting, and the effects of different models and teaching methods." Thesis, University of Reading, 1988. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.382162.

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Abosnan, Salem Hamed. "The teaching of 'reading English in a foreign language' in Libyan universities : methods and models." Thesis, University of Glasgow, 2016. http://theses.gla.ac.uk/7829/.

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This study focuses on the learning and teaching of Reading in English as a Foreign Language (REFL), in Libya. The study draws on an action research process in which I sought to look critically at students and teachers of English as a Foreign Language (EFL) in Libya as they learned and taught REFL in four Libyan research sites. The Libyan EFL educational system is influenced by two main factors: the method of teaching the Holy-Quran and the long-time ban on teaching EFL by the former Libyan regime under Muammar Gaddafi. Both of these factors have affected the learning and teaching of REFL and I outline these contextual factors in the first chapter of the thesis. This investigation, and the exploration of the challenges that Libyan university students encounter in their REFL, is supported by attention to reading models. These models helped to provide an analytical framework and starting point for understanding the many processes involved in reading for meaning and in reading to satisfy teacher instructions. The theoretical framework I adopted was based, mainly and initially, on top-down, bottom-up, interactive and compensatory interactive models. I drew on these models with a view to understanding whether and how the processes of reading described in the models could be applied to the reading of EFL students and whether these models could help me to better understand what was going on in REFL. The diagnosis stage of the study provided initial data collected from four Libyan research sites with research tools including video-recorded classroom observations, semi-structured interviews with teachers before and after lesson observation, and think-aloud protocols (TAPs) with 24 students (six from each university) in which I examined their REFL reading behaviours and strategies. This stage indicated that the majority of students shared behaviours such as reading aloud, reading each word in the text, articulating the phonemes and syllables of words, or skipping words if they could not pronounce them. Overall this first stage indicated that alternative methods of teaching REFL were needed in order to encourage ‘reading for meaning’ that might be based on strategies related to eventual interactive reading models adapted for REFL. The second phase of this research project was an Intervention Phase involving two team-teaching sessions in one of the four stage one universities. In each session, I worked with the teacher of one group to introduce an alternative method of REFL. This method was based on teaching different reading strategies to encourage the students to work towards an eventual interactive way of reading for meaning. A focus group discussion and TAPs followed the lessons with six students in order to discuss the 'new' method. Next were two video-recorded classroom observations which were followed by an audio-recorded discussion with the teacher about these methods. Finally, I conducted a Skype interview with the class teacher at the end of the semester to discuss any changes he had made in his teaching or had observed in his students' reading with respect to reading behaviour strategies, and reactions and performance of the students as he continued to use the 'new' method. The results of the intervention stage indicate that the teacher, perhaps not surprisingly, can play an important role in adding to students’ knowledge and confidence and in improving their REFL strategies. For example, after the intervention stage, students began to think about the title, and to use their own background knowledge to comprehend the text. The students employed, also, linguistic strategies such as decoding and, above all, the students abandoned the behaviour of reading for pronunciation in favour of reading for meaning. Despite the apparent efficacy of the alternative method, there are, inevitably, limitations related to the small-scale nature of the study and the time I had available to conduct the research. There are challenges, too, related to the students’ first language, the idiosyncrasies of the English language, the teacher training and continuing professional development of teachers, and the continuing political instability of Libya. The students’ lack of vocabulary and their difficulties with grammatical functions such as phrasal and prepositional verbs, forms which do not exist in Arabic, mean that REFL will always be challenging. Given such constraints, the ‘new’ methods I trialled and propose for adoption can only go so far in addressing students’ difficulties in REFL. Overall, the study indicates that the Libyan educational system is underdeveloped and under resourced with respect to REFL. My data indicates that the teacher participants have received little to no professional developmental that could help them improve their teaching in REFL and skills in teaching EFL. These circumstances, along with the perennial problem of large but varying class sizes; student, teacher and assessment expectations; and limited and often poor quality resources, affect the way EFL students learn to read in English. Against this background, the thesis concludes by offering tentative conclusions; reflections on the study, including a discussion of its limitations, and possible recommendations designed to improve REFL learning and teaching in Libyan universities.

Waswa, Anne, and Mitchelle Wambua. "Teaching and Learning of Mathematics in Sweden : Methods, Resources and Assessment in Mathematics." Thesis, Linnéuniversitetet, Institutionen för utbildningsvetenskap (UV), 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-45007.

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Erika, Tobolka. "Model računarski podržane nastave engleskog jezika i metode njene realizacije kao faktor unapređenja i informatizacije obrazovanja." Phd thesis, Univerzitet u Novom Sadu, Tehnički fakultet Mihajlo Pupin u Zrenjaninu, 2002. http://dx.doi.org/10.2298/NS20021017TOBOLKA.

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Disertacija obuhvata opis tradicionalne nastave engleskog jezika kao podsistema sistema obrazovanja i tradicionalne nastave engleskog jezika: jezičke sposobnosti i jezički elementi, nastavne metode, oblici i sredstva. Dostignuća informatičke tehnologije utiču na neophodne promene u obrazovanju. Model računarski podržane nastave engleskog jezika dat je kroz primenu servisa Interneta i kibernetskih i posebnih metoda nastave u računarskoj laboratoriji.
The dissertation presents a description of the traditional English Language teaching as a subsystem of the educational system: langauge skills and elements, methods, forms, aids.The achievments of information technology make influence on necessary changes in education. It also presents model of Computer Assisted English Language Teaching and Learning applying the Internet services and kibernetics and special teaching methods in acomputer laboratory.

Pratley, Sharyn. "Students' perceptions of the influence of the sport education model on their sport thinking and actions : research project report." Thesis, University of Canterbury. School of Sciences and Physical Education, 2006. http://hdl.handle.net/10092/2932.

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A well established curriculum model which some claim has a socio-cultural component is the Sport Education model (Siedentop, Mand and Taggart, 1986). Others suggest that this model, with development, could be an appropriate vehicle for socio-critical learning outcomes that have lifelong meaning and value (Penney, Clarke and Kinchin, 2002, Taggart, 2004). An interest in developing an understanding of the relationship between the philosophical underpinnings of a Physical Education curriculum and teaching methods used to facilitate socio-critical learning outcomes is the motivation behind this research project. Through interviewing two secondary school students, their perceptions of the influence of Sport Education on their sport thinking and actions were explored to ascertain if, soci-cultural and socio-critical learning may indeed be realistic outcomes of the Sport Education model. The research provided evidence that students gave a lot of thought to specific incidents within the Sport Education unit and acted on these thoughts within the unit. Elements of critical thinking and critical action are evident in the research. Students also reported thinking about their sport involvement both from a participation point of view and also about the nature of their involvement, for example helping others, in out of school contexts. Both expressed intentions of actions they may take in sport out of school due to the influence of Sport Education. The two students' perceptions of the influence of the Sport Education model on their sport thinking and sport action has shown that educational outcomes of a socio-cultural nature can be achieved through the model.

Costa, Ann Marie. "A Mixed Methods Program Evaluation on the Effectiveness of a School Redesign Model on Teacher Empowerment and Student Achievement." ScholarWorks, 2011. https://scholarworks.waldenu.edu/dissertations/1026.

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A recent law in a New England state allowed public schools to operate with increased flexibility and autonomy through the authorization of the creation of Innovation Schools. This project study, a program evaluation using a convergent parallel mixed methods research design, allowed for a comprehensive evaluation of the first Innovation School (IS). Activity theory, which conceptualizes change in systems involving human interaction, was the theoretical foundation of this study. The research questions focused on the efficacy of the autonomous school redesign model in involving stakeholders in participatory decision making, improving teacher collaboration, expanding teacher empowerment, and increasing student achievement on a state standardized assessment. Descriptive and statistical analyses of a preestablished survey on teacher empowerment were used to collect data, and student achievement was examined via parametric statistical analyses of standardized state achievement assessments of 3 rd, 4th and 5th grade students. Independent and paired t-test analyses documented significant increases in teacher empowerment and student achievement test scores associated with the IS model. Qualitative data, focus group and individual interviews, were analyzed through open coding and deriving summative themes of stakeholder perceptions to extend the quantitative results. The combined findings demonstrated that the IS model significantly impacted teacher empowerment and student achievement. The implications for social change lies in giving stakeholders a voice and decision making authority. As a result, schools can become organizations where stakeholders, regardless of race, color, national origin, or educational attainment, become responsible for issues related to the teaching and learning of the entire school community.

Passos, Ivan Carlin. "Raciocínio crítico de alunos de graduação em ciências contábeis: aplicação do modelo instrucional de Richard Paul." Universidade de São Paulo, 2011. http://www.teses.usp.br/teses/disponiveis/12/12136/tde-07022012-151121/.

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Devido à demanda do mercado e da nova Lei das S.A´s que exigem um perfil de profissional da área de negócios com maior nível de raciocínio crítico, o objetivo geral desta tese foi conhecer, analisar e avaliar empiricamente a efetividade do modelo de raciocínio crítico de Richard Paul em alunos de disciplinas da área contábil no desenvolvimento de habilidades para pensar criticamente sobre contabilidade e atitudes de raciocínio crítico em geral. O quase-experimento piloto foi realizado em uma instituição pública durante o segundo semestre de 2010, teve uma abordagem geral (quatro intervenções de 30 min.) de aplicação do modelo e o autor da pesquisa foi monitor das classes. O segundo quase-experimento foi realizado em uma instituição particular durante o primeiro semestre de 2011, teve uma abordagem mista (aulas e atividades da turma experimento) de aplicação e o autor da pesquisa foi o professor das turmas. Em ambos os quase-experimentos os participantes preencheram três instrumentos de avaliação: dois deles aplicados no início e no final do semestre e avaliaram habilidades (Ennis Weir Critical Thinking Essay Test - EWCTET) e atitudes (California Critical Thinking Dispositions Inventory - CCTDI) de raciocínio crítico; e um deles foi uma pesquisa demográfica (aplicado no final do semestre). Além de análises descritivas das amostras, para testar as hipóteses foi aplicada a análise de covariância (ANCOVA) utilizando-se os pré-testes como covariáveis. Na instituição pública não foi constatado efeito significativo do modelo instrucional no desenvolvimento de habilidades ou atitudes de raciocínio crítico e nenhuma diferença considerando o efeito isolado das variáveis idade ou gênero. Foram confirmadas duas hipóteses na instituição particular: a turma experimento (p = 0,040 e d = 0,56) e os alunos mais velhos (p = 0,047 e d = 0,58) apresentaram maior desenvolvimento de habilidades de raciocínio crítico. Apesar de as médias das atitudes não terem sido significativamente diferentes, encontrou-se também efeito significativo do modelo instrucional no desenvolvimento da atitude curiosidade (p = 0,047 e d = 0,65). Também foram constatadas diferenças significativas nas habilidades para os efeitos isolados de idade (p = 0,002 e d = 0,77) e gênero (p = 0,016 e d = 0,60); e para as atitudes no efeito isolado do gênero (p = 0,033 e d = 0,46). Para futuras pesquisas, recomenda-se a aplicação do modelo em cursos de graduação ou pós-graduação da área de negócios e investigações mais profundas sobre formas de raciocínio, comportamento e aprendizagem, considerando idade ou gênero.
Due to market demands and the new Corporate Law\'s that require a professional profile of the business area with higher level of critical thinking, the general objective of this thesis was to recognize, analyze and evaluate empirically the effectiveness of teaching Richard Paul\'s model of critical thinking in students of accounting disciplines in the development of abilities to think critically about accounting and of critical thinking disposition\'s in general. The pilot quasi-experiment was conducted in a public institution during the second half of 2010 and had a general approach (four interventions of 30 min.) of the model\'s use and the author of the study was the monitor´s classes. The second quasi-experiment was conducted in a private institution during the first half of 2011 and had a mixed application approach (used in most classes and activities of the experimental class) and the author of the study was the teacher´s classes. In both quasi-experiments the applicants filled three evaluation instruments. Two of them were applied at the beginning and end of the semester and evaluated skills (Ennis Weir Critical Thinking Essay Test - EWCTET) and attitudes (California Critical Thinking Dispositions Inventory - CCTDI) of critical thinking and a demographic survey was applied at the end of the semester. In addition to descriptive analysis of the samples, to test the hypotheses set was applied the analysis of covariance (ANCOVA) using pretest as covariates. In the public institution was not found significant effect of instructional model in developing skills and attitudes of critical thinking and no difference for the effect of isolated variables age or gender. In the particular institution two hypotheses were confirmed, the experimental class (p = .040 and d = .56) and the older students (p = .047 and d = .58) have presented higher development of critical thinking skills. Although the mean of the attitudes were not significantly different, also met significant effect of instructional model in the development of the curiosity attitude (p = .047 and d = .65). There were also significant differences in the abilities to the isolated effects of age (p = .002 and d = .77) and gender (p = .016 and d =.60) and in the attitudes to the isolated effect of gender (p = .033 and d = .46). For future researches, it is recommended to apply the same model in undergraduate or graduate business area and further investigation on ways of thinking, behavior and learning, taking into account age or gender.

Sönnerhed, Wang Wei. "Mathematics textbooks for teaching : An analysis of content knowledge and pedagogical content knowledge concerning algebra in Swedish upper secondary education." Licentiate thesis, Institutionen för pedagogik, kommunikation och lärande, Göteborgs universitet, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-16949.

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In school algebra, using different methods including factorization to solve quadratic equations is one common teaching and learning topic at upper secondary school level. This study is about analyzing the algebra content related to solving quadratic equations and the method of factorization as presented in Swedish mathematics textbooks with subject matter content knowledge (CK) and pedagogical content knowledge (PCK) as analytical tools. Mathematics textbooks as educational resources and artefacts are widely used in classroom teaching and learning. What is presented in a textbook is often taught by teachers in the classroom. Similarly, what is missing from the textbook may not be presented by the teacher. The study is based on an assumption that pedagogical content knowledge is embedded in the subject content presented in textbooks. Textbooks contain both subject content knowledge and pedagogical content knowledge. The primary aim of the study is to explore what pedagogical content knowledge regarding solving quadratic equations that is embedded in mathematics textbooks. The secondary aim is to analyze the algebra content related to solving quadratic equations from the perspective of mathematics as a discipline in relation to algebra history. It is about what one can find in the textbook rather than how the textbook is used in the classroom. The study concerns a teaching perspective and is intended to contribute to the understanding of the conditions of teaching solving quadratic equations. The theoretical framework is based on Shulman’s concept pedagogical content knowledge and Mishra and Koehler’s concept content knowledge. The general theoretical perspective is based on Wartofsky’s artifact theory. The empirical material used in this study includes twelve mathematics textbooks in the mathematics B course at Swedish upper secondary schools. The study contains four rounds of analyses. The results of the first three rounds have set up a basis for a deep analysis of one selected textbook. The results show that the analyzed Swedish mathematics textbooks reflect the Swedish mathematics syllabus of algebra. It is found that the algebra content related to solving quadratic equations is similar in every investigated textbook. There is an accumulative relationship among all the algebra content with a final goal of presenting how to solve quadratic equations by quadratic formula, which implies that classroom teaching may focus on quadratic formula. Factorization method is presented for solving simple quadratic equations but not the general-formed quadratic equations. The study finds that the presentation of the algebra content related to quadratic equations in the selected textbook is organized by four geometrical models that can be traced back to the history of algebra. These four geometrical models are applied for illustrating algebra rules and construct an overall embedded teaching trajectory with five sub-trajectories. The historically related pedagogy and application of mathematics in both real world and pure mathematics contexts are the pedagogical content knowledge related to quadratic equations.

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Книги з теми "Teaching models and methods":

Joyce, Bruce R. Models of teaching. 7th ed. Boston: Allyn and Bacon, 2004.

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Joyce, Bruce. Models of teaching. 4th ed. Boston: Allyn and Bacon, 1992.

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Joyce, Bruce. Models of teaching. 3rd ed. London: Prentice Hall, 1986.

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Joyce, Bruce R. Models of teaching. 6th ed. Boston: Allyn and Bacon, 2000.

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Joyce, Bruce R. Models of teaching. 5th ed. Boston: Allyn and Bacon, 1996.

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Linke, Gabriele. Teaching cultural studies: Methods - matters - models. Heidelberg: Universitätsverlag Winter, 2011.

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Lang, Hellmut R. Models, strategies, and methods for effective teaching. Boston: Pearson/A & B, 2006.

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Marilyn, Potash, Taylor Diane K. 1946-, and National Organization of Nurse Practitioners., eds. Nursing faculty practice: Models and methods. [S.l.]: National Organization of Nurse Practitioners Faculties, 1993.

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Dell'Olio, Jeanine M. Models of teaching: Connecting student learning with standards. Thousand Oaks: Sage Publications, 2007.

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Dell'Olio, Jeanine M. Models of teaching: Connecting student learning with standards. Thousand Oaks: Sage Publications, 2007.

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Частини книг з теми "Teaching models and methods":

Zaidi, Shabih, and Mona Nasir. "Different Teaching Models." In Teaching and Learning Methods in Medicine, 267–309. Cham: Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-06850-3_8.

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Kofroň, Jan, Pavel Parízek, and Ondřej Šerý. "On Teaching Formal Methods: Behavior Models and Code Analysis." In Teaching Formal Methods, 144–57. Berlin, Heidelberg: Springer Berlin Heidelberg, 2009. http://dx.doi.org/10.1007/978-3-642-04912-5_10.

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Welfel, Elizabeth Reynolds. "Teaching ethics: Models, methods, and challenges." In APA handbook of ethics in psychology, Vol 2: Practice, teaching, and research., 277–305. Washington: American Psychological Association, 2012. http://dx.doi.org/10.1037/13272-014.

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Yarden, Hagit, and Anat Yarden. "Learning and Teaching Biotechnological Methods Using Animations." In Models and Modeling in Science Education, 93–108. Dordrecht: Springer Netherlands, 2012. http://dx.doi.org/10.1007/978-94-007-4192-8_6.

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Natriello, Gary, and Hui Soo Chae. "Models and Methods of Online Team Teaching." In Innovative Approaches to Technology-Enhanced Learning for the Workplace and Higher Education, 270–80. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-21569-8_25.

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Simeone, Michael. "Topic Models." In The Handbook of Teaching Qualitative and Mixed Research Methods, 318–21. London: Routledge, 2023. http://dx.doi.org/10.4324/9781003213277-78.

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Freiberger, Felix. "Model Checking Concurrent Programs for Autograding in pseuCo Book." In Formal Methods Teaching, 51–65. Cham: Springer Nature Switzerland, 2023. http://dx.doi.org/10.1007/978-3-031-27534-0_4.

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Körner, Philipp, and Sebastian Krings. "Increasing Student Self-Reliance and Engagement in Model-Checking Courses." In Formal Methods Teaching, 60–74. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-91550-6_5.

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VanTassel-Baska, Joyce, and Elissa F. Brown. "An Analysis of Gifted Education Curriculum Models." In Methods and Materials for teaching the gifted, 107–38. 4th ed. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003236603-7.

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Krug, Orah T., and Kirk J. Schneider. "Teaching models, methods, and techniques in existential-humanistic therapy." In Supervision essentials for existential-humanistic therapy., 39–70. Washington: American Psychological Association, 2016. http://dx.doi.org/10.1037/14951-003.

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Тези доповідей конференцій з теми "Teaching models and methods":

Saeed, Mohammed, Naser Ahmadi, Preslav Nakov, and Paolo Papotti. "RuleBERT: Teaching Soft Rules to Pre-Trained Language Models." In Proceedings of the 2021 Conference on Empirical Methods in Natural Language Processing. Stroudsburg, PA, USA: Association for Computational Linguistics, 2021. http://dx.doi.org/10.18653/v1/2021.emnlp-main.110.

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Blachuta, Marian, Robert Bieda, and Rafal Grygiel. "High Performance Control of a Coupled Tanks System as an Example for Control Teaching." In 2018 23rd International Conference on Methods & Models in Automation & Robotics (MMAR). IEEE, 2018. http://dx.doi.org/10.1109/mmar.2018.8486040.

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Bilichak, Oksana. "TEACHING LITERACY SKILLS TO ADULTS: RIGHT STRATEGIES." In SCIENTIFIC PRACTICE: MODERN AND CLASSICAL RESEARCH METHODS. European Scientific Platform, 2021. http://dx.doi.org/10.36074/logos-26.02.2021.v2.30.

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Fu, Guicai. "Teaching Methods of Modern Lettering." In 2nd International Conference on Culture, Education and Economic Development of Modern Society (ICCESE 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/iccese-18.2018.27.

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Musurmon kizi, Sattorova Dilnura. "MODERN APPROACHES AND INNOVATIVE TEACHING MODELS." In TEACHING FOREIGN LANGUAGES IN THE CONTEXT OF SUSTAINABLE DEVELOPMENT: BEST PRACTICES, PROBLEMS AND OPPORTUNITIES. ISCRC, 2023. http://dx.doi.org/10.37547/geo-36.

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This article deals with the most effective approach to improve teaching and learning outcomes is through advanced pedagogy. Globally, various cutting-edge teaching techniques are presently in use. E-learning is incorporated into hybrid teaching in addition to traditional face-to-face instruction. The use of creative teaching and learning techniques is essential if we want to inspire and cultivate a love of learning in students. The purpose of education is to make sure that while academic staff members are teaching, what they are teaching is also understandable to students from diverse cultural and linguistic backgrounds and that they quickly become familiar with the expected standards. In order to ensure that the learning process for the students is as free-flowing as possible and that the approach they choose is beneficial to learning, lecturers should devote themselves to using creative methods. Short lectures, simulations, role-playing, portfolio development, and problem-based learning (PBL) are just a few of the cutting-edge teaching and learning techniques that can be used to address the accelerating technological advancements and changing workplaces of the near future.

Bieda, Robert, Marian Blachuta, and Rafal Grygiel. "High performance PID control of a cascade tanks system as an example for control teaching." In 2017 22nd International Conference on Methods and Models in Automation and Robotics (MMAR). IEEE, 2017. http://dx.doi.org/10.1109/mmar.2017.8046931.

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Niyazova, Gulnorakhon. "DEVELOPING LEARNER DICTIONARIES WITH CORPUS LINGUISTICS METHODS." In Modern approaches and new trends in teaching foreign languages. Alisher Navo'i Tashkent state university of Uzbek language and literature, 2024. http://dx.doi.org/10.52773/tsuull.conf.teach.foreign.lang.2024.8.5/dmeq9969.

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This article explores the intersection of corpus linguistics and language teaching through the lens of specialized learner dictionaries in the context of English for Specific Purposes (ESP) and English for Academic Purposes (EAP) teaching. It highlights the role of corpus lexicography in bridging theory and practice, emphasizing the practical applications of corpus analysis in constructing learner dictionaries tailored to the needs of ESP/EAP students. Drawing on insights from corpus studies and practical research, the article discusses the challenges and opportunities in developing specialized dictionaries that facilitate language learning and teaching. By examining the relationship between theory and tools in lexicography, it advocates for greater collaboration between researchers, educators, and lexicographers to enhance language education through innovative dictionary construction methods.

Razzakova, Gulchekhra. "INTERACTIVE METHODS IN DISTANCE LANGUAGE LEARNING: ADVANTAGES AND CHALLENGES." In Modern approaches and new trends in teaching foreign languages. Alisher Navo'i Tashkent state university of Uzbek language and literature, 2024. http://dx.doi.org/10.52773/tsuull.conf.teach.foreign.lang.2024.8.5/jcih7015.

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Thistextexplorestheuseofdistancelearning methods,printing, telecommunications,andtheinternetinforeignlanguageeducationassources of information not only for language acquisition but also for enhancing students' intellectual abilities. It describes the benefits of learning languages through information and communication technologies, the development of communication skills without the need for extensive vocabulary. The challenges facing distance learning are discussed, as well as the importance of choosing the right method for educational success. Special attention is given to the interactive method of teaching, its advantages, and criteria for effective implementation in distance education.

Nigmatova, Khilola. "DEVELOPMENT OF THE ENGLISH LESSON IN NEW METHODICAL METHODS." In Modern approaches and new trends in teaching foreign languages. Alisher Navo'i Tashkent state university of Uzbek language and literature, 2024. http://dx.doi.org/10.52773/tsuull.conf.teach.foreign.lang.2024.8.5/ftth2224.

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This study investigates the effectiveness of using new (methodical methods) in teaching English as a foreign language. The study compares the use of traditional with the use of new, such as project-based learning, inquiry-based learning, cooperative learning, gamification, and blended learning. The results of the study show that the use of new methodical methods leads to significant improvements in student motivation, engagement, and communicative competence.

Bartosovic, Lukas. "INNOVATION OF TEACHING METHODS IN THE INTRODUCTORY COLLEGE PHYSICS COURSE THROUGH COMPUTER MODELS." In 16th International Technology, Education and Development Conference. IATED, 2022. http://dx.doi.org/10.21125/inted.2022.1633.

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Звіти організацій з теми "Teaching models and methods":

Bynum, Nora, Georgina Cullman, Margret Domroese, Carol Fialkowski, and 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.

Yechkalo, Yuliia, Viktoriia Tkachuk, Tetiana Hruntova, Dmytro Brovko, and Vitaliy Tron. Augmented Reality in Training Engineering Students: Teaching Techniques. [б. в.], June 2019. http://dx.doi.org/10.31812/123456789/3176.

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The research aim. The research is intended to theoretically substantiate, develop and test methods of applying augmented reality to training future engineers. The research tasks include adaptation of augmented reality tools to apply them to laboratory classes while training future engineers; visualization of theoretical models of physical phenomena and processes using augmented reality tools; theoretical substantiation and development of methods of applying augmented reality to training future engineers. The research object is training future engineers at engineering universities. The research subject is methods of applying augmented reality to training future engineers. The research results are the following. There are analyzed national and foreign researches into issues of applying augmented reality to training future engineers at engineering universities. The augmented reality tools (HP Reveal) is adapted to be used in laboratory classes in physics while training future engineers. There are created augmented reality objects in the form of educational videos in which the structure of laboratory machines and procedures of working with them are explained. Methods of applying augmented reality to training future engineers at engineering universities are developed.

Oleksiuk, Vasyl P., and Olesia R. Oleksiuk. Methodology of teaching cloud technologies to future computer science teachers. [б. в.], July 2020. http://dx.doi.org/10.31812/123456789/3891.

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The article deals with the problem of training future computer science teachers for the use of cloud technologies. The authors analyzed courses from leading universities to study cloud technologies. On this basis the model of application and studying of cloud technologies in the process of training of future teachers of informatics was developed. The basic principles of this model are proposed: systematic, gradual, continuous. It contains target, content, operating and effective component. Therefore, the stages of using cloud computing technology were proposed: as a means of organizing learning activities, as an object of study, as a means of development. The article summarizes the experience of designing a cloud-based learning environment (CBLE). The model is based on such philosophical and pedagogical approaches as systemic, competent, activity, personality-oriented, synergistic. Hybrid cloud is the most appropriate model for this environment. It combines public and private cloud platforms. CBLE also requires the integration of cloud and traditional learning tools. The authors described the most appropriate teaching methods for cloud technologies such as classroom learning, interactive and e-learning, practical methods. The article contains many examples of how to apply the proposed methodology in a real learning process.

MONAKO, T. P. PROFESSIONALLY-ORIENTED TRAINING OF MANAGERS BY METHODS OF MATHEMATICS. Science and Innovation Center Publishing House, April 2022. http://dx.doi.org/10.12731/2658-4034-2022-13-1-2-40-44.

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The article is devoted to topical issues related to the development of a methodology for teaching mathematics, aimed at enhancing the educational and cognitive activity of students. The purpose of the article is the development of didactic conditions for the activation of students’ cognitive activity. The author is based on modern research on the problem of activating the cognitive activity of students. The leading approach is the process approach to learning, ensuring that students understand the mathematical content. The main result is the identification and substantiation of the conditions for the activation of educational and cognitive activity of students of technical universities in the process of teaching mathematics. The results of the research can serve as a basis for writing other scientific papers on a given topic. The practical significance is since the results of the study can be used for educational purposes.

NELYUBINA, E. G., and L. V. PANFILOVA. METHODOLOGICAL ASPECTS OF IMPLEMENTATION OF TECHNOLOGY “INVERTED LEARNING” IN CHEMISTRY LESSONS. Science and Innovation Center Publishing House, April 2022. http://dx.doi.org/10.12731/2658-4034-2022-13-1-2-45-62.

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At the present time - the time of information technology and the rapid development of science and technology - a person has to constantly learn and retrain. The changes that have taken place in the education system in recent years have led to a rethinking of teaching methods and technologies. The technology of blended learning, one of the models of which is “inverted learning”, allows to succinctly include information and communication technologies in the educational process, while increasing the quality of education, creating a new level of personal responsibility for the student and by creating conditions for the development of metasubject competencies. Purpose - to develop methodological techniques for the implementation of the “flipped learning” technology in the framework of teaching chemistry in basic school, aimed at the formation of subject universal educational activities in chemistry. Method or methodology of the work: the main research methods were analysis, pedagogical experiment and interpretation of the results of the experiment. Results: solved at the theoretical and methodological level the problem of selection of methodological techniques aimed at the implementation of the technology “inverted learning” in the basic school.

Anazor, Fitzgerald, and Marco Grech. The impact of near-peer teaching methods in undergraduate and postgraduate surgical education using the Kirkpatrick evaluation model: a systematic review. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, May 2024. http://dx.doi.org/10.37766/inplasy2024.5.0037.

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Шестопалова (Бондар), Катерина Миколаївна, and Олена Петрівна Шестопалова. Support of Inclusive Education in Kryvyi Rig. Padua, Italy, 2019. http://dx.doi.org/10.31812/123456789/3234.

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An analysis of the system of training, the implementation of a pilot project "SUPPORT OF INCLUSIVE EDUCATION IN KRYVYI RIG". The team that worked in project by GIZ (Deutsche Gesellschaft für Internationale Zusammenarbeit (GIZ) GmbH) create strategy for training teachers that include 6 modules: 1) regulatory and legislative framework for inclusive education; 2) inclusion ethics and philosophy; universal design and reasonable accommodation of educational space; 3) support team: interdisciplinary interation; algorithm of provision of psycho-pedagogical, corrective and development services; 4) individualization of the educational process; 5) competences of the teacher in inclusive education: strategies of teaching in inclusive education, method of collaborative learning, integration of technology into the discipline teaching methods, peculiarities of formation of mathematical concepts in children with special needs, difficulties with reading mastering and correction of dyslexia in children with special educational needs, correction and development of sense side of reading, development of intelligence of a child with SEN with the help of kinesiology methods, cooperation of teacher, psychologist and parents of a child with special educational needs, five levels can be associated with parents engagement; 6) work with children with behavior problems; resource room as the method of a child specific sensor needs satisfaction.

Korobeinikova, Tetiana I., Nataliia P. Volkova, Svitlana P. Kozhushko, Daryna O. Holub, Nataliia V. Zinukova, Tetyana L. Kozhushkina, and Sergei B. Vakarchuk. Google cloud services as a way to enhance learning and teaching at university. [б. в.], July 2020. http://dx.doi.org/10.31812/123456789/3854.

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The article is devoted to the issue of a cloud-based learning system implementation as a powerful strategy for future specialists’ training at higher educational establishments. Using cloud computing in self-work management of the university courses is essential to equip students with a workload of appropriate educational materials and variable activities for professional training. Theoretical and empirical research methods were applied to select the appropriate services and tools for organizing students’ self-work at university. Critical analysis of scientific literature, synthesis of the data, didactic observation of the educational process, designing of the skeleton for university courses, questionnaires enabled to facilitate the study of the issue. G Suite has been chosen to enhance the quality of training of prospective specialists at a higher educational establishment. This paper introduces the outcomes of the project on applying Google Classroom in the management of students’ self-work while studying university courses. The focus of the first stage of the project was on testing pilot versions of the courses with the aim to work out the requirements and recommendations for incorporation general blended learning model of university courses. Particular attention is drawn to the designed model of the university course based on the curriculum with the necessary components of blended learning in the G Suite virtual environment. Cloud-based higher education is considered as a prospective tool for design of university courses with the need for further research and implementation.

Дирда, Ірина Анатоліївна, Марина Вікторівна Малоіван, and Анна Олександрівна Томіліна. Innovative online teaching tools for students who major in english philology: challenges and opportinutuies. Видавнича група «Наукові перспективи», 2023. http://dx.doi.org/10.31812/123456789/7078.

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The paper in question outlines the possibilities of using modern teaching methods and tools in the process of teaching English to students who major in English Philology. The rapid changes which this process is undergoing are predetermined by the constant development and new demands which it has to meet. In view of Ukrainian education this process is shaped not only by the factors mentioned but as well by the fact that our country is still facing post-pandemic consequences and now those of war conflict when students are deprived of the possibility of gaining offline education in physical classrooms and many other essential educational items. The paper examines the effectiveness of various approaches and tools in promoting language acquisition and proficiency, as well as their impact on students’ engagement, motivation, and learning outcomes during the challenges posed by war and pandemic. The paper is an overview of the latest tools available for the implementation in the process of teaching English including online resources and activities, as well as the use of different platforms, applications, virtual reality, gamification and artificial intelligence. It is aimed at highlighting the advantages and drawbacks of these approaches which may be faced both by educators and students and providing examples of the successful implementations of these approaches in different educational environments. It may be summed up that while the implementation of the teaching methods and tools in question can boost and enhance the quality and accessibility of language education but it is next to impossible to reach successful learning outcomes without careful planning, training, and evaluation which ensure its effectiveness and sustainability.

Kiianovska, N. M. The development of theory and methods of using cloud-based information and communication technologies in teaching mathematics of engineering students in the United States. Видавничий центр ДВНЗ «Криворізький національний університет», December 2014. http://dx.doi.org/10.31812/0564/1094.

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The purpose of the study is the analysis of the development of the theory and methods of ICT usage while teaching higher mathematics engineering students in the United States. It was determined following tasks: to analyze the problem source, to identify the state of its elaboration, to identify key trends in the development of theory and methods of ICT usage while teaching higher mathematics engineering students in the United States, the object of study – the use of ICT in teaching engineering students, the research methods are: analysis of scientific, educational, technical, historical sources; systematization and classification of scientific statements on the study; specification, comparison, analysis and synthesis, historical and pedagogical analysis of the sources to establish the chronological limits and implementation of ICT usage in educational practice of U.S. technical colleges. In article was reviewed a modern ICT tools used in learning of fundamental subjects for future engineers in the United States, shown the evolution and convergence of ICT learning tools. Discussed experience of the «best practices» using online ICT in higher engineering education at United States. Some of these are static, while others are interactive or dynamic, giving mathematics learners opportunities to develop visualization skills, explore mathematical concepts, and obtain solutions to self-selected problems. Among ICT tools are the following: tools to transmit audio and video data, tools to collaborate on projects, tools to support object-oriented practice. The analysis leads to the following conclusion: using cloud-based tools of learning mathematic has become the leading trend today. Therefore, university professors are widely considered to implement tools to assist the process of learning mathematics such properties as mobility, continuity and adaptability.