China
Africa
Explore chapters and articles related to this topic
Making Discipline Reform
Published in Frances Vavrus, Lesley Bartlett, Doing Comparative Case Studies, 2023
ARROW is more a statement of values than a process to be followed. Each month, there is a school-wide focus on one of the letters in ARROW. Classroom teachers teach these values through direct instruction using PowerPoint presentations created by the school’s PBIS coach. Teachers also sometimes invoke these values in the classroom. For example, in a September 2021 classroom observation, a 1st-grade teacher explained to her class that a student was being resilient by “bouncing back” from being upset. ARROW advances a markedly individualistic notion of the good student, teacher, and school. Resilience, ownership, and risk-taking promote an understanding of “goodness” as perseverance through hardships on one’s own.
“Semi-Embedding” Writing Center Specialists in a Master's-Level Nursing Course to Improve Perceptions of Writing Support
Published in Michael J. Madson, Teaching Writing in the Health Professions, 2021
Sarah Kosel Agnihotri, Tracey Chan, Neal Haldane, Caleb Lalinsky, Jennifer Weaver
In nursing, there is often a gap between students’ current writing skills and what they need to excel academically and professionally.1–3 Nursing programs do not consistently incorporate direct instruction on writing, which can create additional challenges due to nursing students’ varied levels of experience with academic writing.2,4–6
Instructional Approaches to Problems in Reading Comprehension of Dyslexics
Published in Kees P. van den Bos, Linda S. Siegel, Dirk J. Bakker, David L. Share, Current Directions in Dyslexia Research, 2020
The experimental program consisted of 13 lessons, each taking about 30 to 40 minutes, which were attended by groups of three pupils. The instruction was based on principles of direct instruction and reciprocal teaching and was divided in the following phases: (1) repeating relevant knowledge from previous lessons; (2) explaining the aim of the new lesson; (3) modeling the use of a strategy; (4) guided practice; (5) independent practice; and (6) paraphrasing the new information of the lesson. During the phase of independent and guided practice the procedure of reciprocal teaching (Brown & Palincsar, 1989) was followed.
Designing and developing an accessible web-based assistive technology for students with visual impairment
Published in Assistive Technology, 2023
Tuğba Kamalı-Arslantaş, Soner Yıldırım, Banu Altunay
Instructional StrategyProviding content with similar activities in different contexts may result in the students’ increased academic success.Integrating direct instruction in web-based learning environments may be an efficient teaching strategy.Any intervention to teach skills to students with VI should include activities that have a varying level of structure. Thus, students with VI should be able to experience repetition in a variety of ways.Content should include frequent assessment activities in order to promote students’ self-evaluation.Content should be presented with activities that meet the learners’ abilities, but should not cause them cognitive overload.
Twelve tips for engaging learners in online discussions
Published in Medical Teacher, 2022
Fereshte Goshtasbpour, Bronwen J. Swinnerton, James D. Pickering
In some large courses such as MOOCs, a team of educators facilitate discussions. Our research shows that the educator’s role (e.g. lead educator, educator, mentor) within a team influences learners’ engagement with discussions. We found that the most engaging educator profile is one that makes the most teaching and content-related contributions and the fewest social comments. In addition, their teaching activities focus mainly on direct instruction, which means they are more proactive in identifying misconceptions or misunderstandings, providing feedback, clarifying information and supplying additional information and resources where needed. Their facilitating strategies also place more emphasis on inviting additional learners to a discussion, whereas less engaging educators tend to encourage those already in a discussion to continue it. These findings can inform the formation of your teaching team and how you divide the responsibilities within it.
iPads/tablets and students with autism: A meta-analysis of academic effects
Published in Assistive Technology, 2020
Kathleen B. Aspiranti, Karen H. Larwin, Benjamin P. Schade
It is important for instruction to match the needs of individual students, and that most students, not just those with autism, experience success when teachers use direct instruction. This may involve small group or one-on-one instruction, teacher-led instruction, active student participation, appropriate and positive teacher feedback, and progress monitoring of student performance. Teachers who employ direct instruction provide students with clear, explicit feedback regarding their performance, and positive reinforcement methods are used for appropriate behaviors, such as attentiveness and appropriateness of answers. Agrawal (2013) suggested teachers use tablet computers, such as iPad devices, in addition to direct, explicit instruction coupled with the use of manipulatives whenever possible.