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"Teaching Methods"
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In Defense of Tasks and TBLT: Nonissues and Real Issues
The first aim of this article, addressed in section 1, is to define what is meant, and not meant, by task and task-based language teaching (TBLT). The second is to summarize and evaluate 14 criticisms that have been made of both. Section 2 responds to five alleged problems with TBLT's psycholinguistic rationale, section 3 to six at the classroom level, and section 4 to three claimed problems with implementing TBLT in specific contexts. A few of the criticisms touch on important matters, but most, I will suggest, are nonissues. The third aim of the article is to identify some genuine problems in need of resolution—real issues—and briefly to illustrate research programs under way to address them.
Journal Article
Transforming schools : using project-based deeper learning, performance assessment, and common core standards
\"It's not what students know, but what they do with what they know that is importantSchools are changing in response to this reality, and in Transforming Schools Through Project-Based Deeper Learning, Common Core Standards, and Performance Assessment, Bob Lenz, Justin Wells, and Sally Kingston draw on the example of the Envision Education schools, as well as other leading schools around the country, to show how the concept of deeper learning can meet the need for students who are both college and career ready and engaged in their own education.In this book, the authors explain how project-based learning can blend with Common Core-aligned performance assessment for deeper learning. You'll discover how many schools have successfully made the transition from traditional, teacher-centered learning to project-based, deeper learning and find many practical ideas for implementation. Companion DVD and website include videos showing how to implement deeper learning strategies in the classroom Evidence-based descriptions show why deeper learning is right for students Performance assessment experts explain how to align assessments with Common Core by shifting the emphasis from knowing to doing Extensive game plan section provides step-by-step guidance for change Schools are complex organizations, and transformation involves all of the stakeholders, from students to superintendents. But as this book shows, there are amazing benefits to be realized when everyone commits to diving deeper into learning\"-- Provided by publisher.
Book
Exploring the potential of an AI-based Chatbot (ChatGPT) in enhancing English as a Foreign Language (EFL) teaching: perceptions of EFL Faculty Members
The aim of this survey study was to investigate the perceptions of ten English as a Foreign Language (EFL) faculty members at Northern Border University regarding the effectiveness of ChatGPT in supporting their students’ English language learning. The study utilized in-depth interviews with the faculty members as the primary data collection method. The results of the interviews demonstrated that the faculty members held varying opinions about the efficacy of ChatGPT. Some faculty members acknowledged its usefulness in providing rapid and accurate responses to a wide range of questions, while others expressed concerns that ChatGPT might hinder students’ development of critical thinking and research skills, and potentially reinforce biases or misinformation. The study sample perceives ChatGPT as a valuable tool for complementing and enhancing traditional EFL teaching methods. Nonetheless, the faculty members recognized ChatGPT’s value as a teaching and learning aid and recommended further experimental research to evaluate its effectiveness. The study emphasizes the potential of ChatGPT as a tool for enhancing EFL students’ English language proficiency.
Journal Article
The skillful teacher : on technique, trust, and responsiveness in the classroom
\"Energize your classrooms with these key techniques for college teaching. Students say the best teachers get them excited about learning, stretch their thinking, and keep them actively involved in class. But with increasingly diverse classrooms and constantly changing technology, each semester throws up new challenges for engaging students. Discover how to keep your teaching, and your students, energized with The Skillful Teacher, a practical guide to effective techniques, approaches, and methods for today's college classrooms.\"-- Provided by publisher.
Book
An Exploration of Language Teacher Reflection, Emotion Labor, and Emotional Capital
In this article the researchers explore the notion of emotional capital in relation to language teachers’ emotion labor and the role of reflection in understanding their emotional experiences. They draw on interview narratives with teachers (N = 25) working in higher education institutions in the United States and United Kingdom. During these interview conversations, the researchers elicited accounts of teachers’emotionally charged experiences that arise as part of their ongoing, mundane teaching practice and how they respond to these situations. The researchers argue that as language teachers struggle to orient to the feeling rules of their institutions, they develop the capacity to perform the emotions that they believe are expected of them. This capacity is further shaped through their reflective practice, as both individual reflection and collaborative reflection with colleagues. The researchers thus analyze how language teachers’ accruing emotional capital, developed through emotion labor and reflective activity, can be converted into social and cultural capital. The authors also point to how language teachers’ emotional capital is entangled in power relations and thus requires careful scrutiny.
Journal Article
Teaching with tenderness : toward an embodied practice
\"Imagine a classroom that explores the possibilities of embodied teaching and a pedagogy of tenderness in its curriculum. By tenderness, Thompson means a way of being that allows us to listen deeply to each other, to consider perspectives that we might have thought outside our own world views, to practice patience and attentiveness that allows people to do their best work, and to go beyond the status quo. Thompson invites us into her own classroom experiences and the lives of her students to provide examples of transformative teaching methods--from moveable desks to create more constructive arrangements, to introducing yoga into the classroom to welcome the body into learning, to the need for a nap time for overworked students--that bring together feminist pedagogy, trauma theory, and contemplative practices. A pedagogy of tenderness takes into accounts students' whole selves--their minds, bodies, emotions, spiritual lives--in order to help students connect their bodies and minds to achieve the deepest form of understanding\"-- Provided by publisher.
Book
Comparison of the effectiveness of virtual reality-based education and conventional teaching methods in dental education: a systematic review
Background and objectives
Virtual reality dental simulators as an educational tool may create specific training conditions for dental students, allowing them to practice dental skills in a safe and controlled condition. This study aimed to investigate the effectiveness of virtual reality-based education in dental education compared to traditional education approaches.
Methods
In this systematic review, four databases (PubMed, Scopus, Web of Science, and Science Direct) were searched until 2023 following PRISMA guidelines. The Quality assessment and risk of bias were assessed by the Cochrane Collaboration Tool for RCTs and GRADE, respectively. Inclusion criteria were restricted to randomized or quasi-randomized trials about virtual reality efficacy in dental education. Two authors independently evaluated the data and reviewed the overall risk of bias for all selected studies. Study design, sample size, hardware, onset time of intervention, duration, and number of procedures performed were among the data extracted.
Results
From the 703 titles, 48 full texts were chosen for review, yielding 14 articles for final inclusion. The review of these articles indicated the effective role of virtual reality dental simulators in improving students' knowledge and practical skills.
Conclusions
Based on our findings, adding haptic technology to virtual reality can improve students' practical skills, hand skills, theoretical knowledge, self-confidence, and learning environment. Although a fair amount of research needs to be done, notably on cost-effectiveness, student satisfaction, and other potentially adverse effects, virtual reality is a growing phenomenon with immense potential.
Journal Article
Folklore rules : a fun, quick, and useful introduction to the field of academic folklore studies
\"Folklore Rules is a brief introduction to the foundational concepts in folklore studies for beginning students. Designed to give essential background on the current study of folklore and some of the basic concepts and questions used when analyzing folklore, this short, coherent, and approachable handbook is divided into five chapters: What Is Folklore?; What Do Folklorists Do?; Things to Know about Folklore; Things to Know about Folk Groups; and, finally, What Do I Do Now? Through these chapters students are guided toward a working understanding of the field, learn basic terms and techniques, and learn to perceive the knowledge base and discourse frame for materials used in folklore courses. Folklore Rules will appeal to instructors and students for a variety of courses including introductory folklore and comparative studies as well as literature, anthropology, and composition classes that include a folklore component\"-- Provided by publisher.
Book
“Best Practice” Skills Lab Training vs. a “see one, do one” Approach in Undergraduate Medical Education: An RCT on Students’ Long-Term Ability to Perform Procedural Clinical Skills
Benefits of skills lab training are widely accepted, but there is sparse research on its long-term effectiveness. We therefore conducted a prospective, randomised controlled-trial to investigate whether in a simulated setting students trained according to a \"best practice\" model (BPSL) perform two skills of different complexity (nasogastral tube insertion, NGT; intravenous cannulation, IVC) better than students trained with a traditional \"see one, do one\" teaching approach (TRAD), at follow-up of 3 or 6 months.
94 first-year medical students were randomly assigned to one of four groups: BPSL training or TRAD teaching with follow-up at 3 (3M) or 6 (6M) months. BPSL included structured feedback, practice on manikins, and Peyton's \"Four-Step-Approach\", while TRAD was only based on the \"see one - do one\" principle. At follow-up, manikins were used to assess students' performance by two independent blinded video-assessors using binary checklists and a single-item global assessment scale. BPSL students scored significantly higher immediately after training (NGT: BPSL3M 94.8%±0.2 and BPSL6M 95.4%±0.3 percentage of maximal score ± SEM; TRAD3M 86.1%±0.5 and TRAD6M 84.7%±0.4. IVC: BPSL3M 86.4%±0.5 and BPSL6M 88.0%±0.5; TRAD3M 73.2%±0.7 and TRAD6M 72.5%±0.7) and lost significantly less of their performance ability at each follow-up (NGT: BPSL3M 86.3%±0.3 and TRAD3M 70.3%±0.6; BPSL6M 89.0%±0.3 and TRAD6M 65.4%±0.6; IVC: BPSL3M 79.5%±0.5 and TRAD3M 56.5%±0.5; BPSL6M 73.2%±0.4 and TRAD6M 51.5%±0.8). In addition, BPSL students were more often rated clinically competent at all assessment times. The superiority at assessment after training was higher for the more complex skill (IVC), whereas NGT with its lower complexity profited more with regard to long-term retention.
This study shows that within a simulated setting BPSL is significantly more effective than TRAD for skills of different complexity assessed immediately after training and at follow-up. The advantages of BPSL training are seen especially in long-term retention.
Journal Article