Instructional strategies & approaches Essay Example for Free

Instructional strategies approaches Essay The beginning of the 20th century marked the focus on problem-based learning. This is the strategy that I would like to implement in the classroom. As what most teachers generally agree, problem solving together with several other core competencies (i. e. comprehending and composing, critical and creative thinking, and metacognition) is among the most important dimensions of thinking and learning (Jonassen,1994). Moreover, the ability to engage in effective and purposeful problem solving is critical to the development of individuals and their communities. As what Nickerson (1994) argues, problem solving is (1) at the core of the survival of individuals and communities interacting with an increasingly complex external environment; (2) essential to developing and sustaining a democratic society, and; (3) an increasingly sought-after high level cognitive ability in the knowledge workplace of today. But despite the acknowledgement of the importance of developing problem solving skills, relatively little research has been conducted on this theme in the field of instructional design (Jonassen, 1994). Moreover, within the existing research base, even fewer contributions have been made to the development of instructional design approaches for ill-structured or complex problem solving instruction. The majority of the instructional design literature in the area of problem solving instruction points to the use of particular instructional strategies to support the acquisition of problem solving skills (e. g. cognitive apprenticeships and simulations). However, these strategies have rarely been researched with sufficient rigor to ascertain their effectiveness in achieving the desired outcomes (Nickerson, 1994). Recent literature has dedicated a fair amount of attention to considering the methods for applying problem-based learning as an instructional strategy in the context of primary and secondary school contexts (Ennis, 1987; Baron R. J. Sternberg, 1998). The majority of this work has approached the application of problem-based learning to formal instruction from a conceptual or theoretical standpoint, with little reporting on empirical research studying the effectiveness of this approach. Research findings on learner performance The existing research on learner performance in problem-based learning environments is characterized in a number of ways: (1) most of the research conducted to date compares the impact of problem-based learning on learner performance to the instructional strategies that characterize traditional, classroom-based teaching. (2) The research studies tend to focus primarily on learner performance on standardized tests, rather than performance in complex and authentic transfer contexts, and (3) the studies generally measure performance in terms of outcome measures rather than process-measures of performance. In this context, the research on the impact of problem-based learning on student performance has generally shown that there are no statistically significant differences in learner performance when compared to performance of learners receiving lecture-based instruction (Bransford, et al. 1990). Student perceptions of the effectiveness of problem-based learning on their performance appears to be consistent with the general research findings. Although only one research study was identified regarding student perceptions of the effectiveness of problem based learning, it is worthwhile noting that in this study, students pointed to problem-based learning as a more effective method of instruction than traditional, lecture-based methods, while qualifying their observations by noting that traditional teaching methods are more effective for knowledge acquisition (Biggs Moore, 1993). Research findings on student attitudes There are a number of other research studies, in which students in problem-based learning environments reported significantly higher levels of motivation and satisfaction and where it is reported that problem-based learning enhances intrinsic interest in the subject matter to a greater extent than traditional instructional methods (Savery, 1992). Given the general finding that learners in problem-based learning environments report more positive attitudes and higher levels of motivation, it is important to consider the factors learners attribute to their favorable disposition toward problem-based learning. Research conducted by Wilson (1995) provides some insight into this, reporting that students in problem-based learning curricula perceived their curriculum to be more stimulating and enjoyable than traditional instructional methods. In addition, research conducted by Bransford, et al.(1990) reports that students in problem-based learning environments rated their curriculum more favorably for democratic decision making, and for supporting effective interaction among peers. Another issue of relevance to effective design of problem-based learning environments is the extent to which various instructional support tools and mechanisms are provided to learners through this strategy. Research conducted by Biggs Moore (1993) found that students tend to rely on different instructional support tools at different stages in their learning process. In their study, Biggs Moore (1993) found that the four most meaningful elements impacting the students’ learning processes were (1) learning materials, (2) small-group process, (3) facilitator effectiveness, and (4) academic support. Furthermore, the study found that these four factors shifted in relative importance as the students progressed through the curriculum, with facilitator effectiveness being of greatest importance at the outset, while learning materials were the most important factor in determining learning success toward the end of the instruction. This finding appears to be generally consistent with the theory underscoring problem-based learning, which argues that, as students develop greater independent ability to engage in effective hypothetico-deductive reasoning, their reliance on the facilitator for this kind of support will be reduced. Problem-based learning is one constructivist instructional strategy that has shown much promise in its application to disciplines and domains where learners have to tackle complex problems in ambiguous situations. This approach to instruction â€Å"structures courses and entire curricula on problems rather than on subject content† (Ericsson Hastie, 1994)). Hence, problem – based learning strategy is appropriate in any circumstance of the teaching-learning process as life is always full of problems. There will always be problems. If a learner knows the technique of problem solving, he will be able to tackle whatever difficulties he meets. Further, this strategy gives direction to a discussion and prevents wandering off from the topic. It stimulates reflective thinking and furnishes a guide for organizing ideas. It directs attention to the task to be done and encourages concentration. The implementation issues surrounding the use of problem-based learning involves both the teacher, as he has to guide the pupil’s learning, and the learner’s, as they may not be able to recognize the problem without the teacher’s guidance. To raise the problem, the teacher must set the stage. The teacher should assist them by directing their observation to related data and recalling past experiences that have a bearing on the problem. The next issue is working on the problem. This involves organization of facts, principles, and ideas pertinent to the problem, selecting a hypothesis and trying it out, gathering data through reading, observing, etc. , evaluating the solution, and forming a conclusion. Hence, in implementing the problem- based learning strategy, the teacher directs the learning while the learners do the work. As a conclusion, problem-based learning strategies should be used as the need and situation arises. But a word of caution, however: Some teachers try to look for problems in every subject so that they can present the lesson in probable form. This will tend to make learning too stilted and formal. Besides, a problem will be considered as such by the pupils only if it is real and worthwhile. Further, what the teacher thinks of as a problem may not always be one to the class. To the pupils, it may just be a task or exercise assigned by the teacher. Hence, this strategy should be used only when: 1. A difficulty exists which demands solution and is thought provoking. 2. The problem is clear, definite, suitable to the level of the learner, and of practical value. 3. It is real, interesting, and worthwhile to the learner. In order to use the problem-based strategy, these are the essential steps to follow: (1) recognition and statement of the problem, originating in a difficulty or perplexing situation, (2) statement of hypothesis – inspection and proposal of solutions, (3) critical evaluation of suggested solution, and (4) verification of accepted solution. There may be several basic problem-solving approaches that have emerged and although teachers stress one specific approach to solve problems, students often use a variety of approaches, especially with more complex problems. In this regard, the teacher must be aware of how their students process information and what approaches they use to solve problems in order to teach according to the way the students think. The teacher who insists on one approach and penalizes students who uses other approaches is discouraging their problem-solving potential. Problem-solving must be part of the teachers` instructional strategies. They should consider it as a commitment and complementary to the teaching-learning process. References Biggs, J.B. Moore, P. J. (1993). The process of learning. New York: Prentice Hall Borich, G (2004). Effective teaching methods (5th ed. ). New Jersey: Pearson Education, Inc. Bransford, J. D. ; Vye, N. ; Kinzer, C. ; Risko, V. (1990). Teaching thinking and content knowledge. In: B. F. Jones L. Idol (Eds), Dimensions of thinking and cognitive instruction. Hillsdale: Lawrence Erlbaum Associates, Publishers. Ennis, R. H. (1987). A taxonomy of critical thinking dispositions and abilities. In: J. B. Baron R. J.Sternberg (Eds), Teaching thinking skills: Theory and practice. New York: W. H. Freeman and Company. Ericsson, K. A. Hastie, R. (1994). Contemporary approaches to the study of thinking and problem Academic Press. solving. In: R. J. Sternberg (Ed), Thinking and problem solving. (2nd ed) San Diego: Jonassen, D. (1994). Designing constructivist learning environments. In C. Reigeluth (Ed. ), Instructional design theories and models: A new paradigm of instructional theory (Vol. II,). Mahwah, NJ: Lawrence Erlbaum Associates. Nickerson, R.S. (1994). The teaching of thinking and problem solving. In R. J. Sternberg (Ed), Thinking and problem solving. (2nd ed) San Diego: Academic Press. Nickerson, R. S. (1994). The teaching of thinking and problem solving. In R. J. Sternberg (Ed), Thinking and problem solving. (2nd ed) San Diego: Academic Press. Savery, J. R. Duffy, T. M. (1992). Problem-based learning: An instructional model and its constructivist framework. Wilson, B. (1995). Constructivist Learning Environments. Englewood Cliffs, NJ: Educational Technology Publications.

Unidentified Flying Objects: Fact or Fiction? :: essays papers

Unidentified Flying Objects: Fact or Fiction? Unidentified flying objects, or UFOs, as they're fondly called, are one of the century's most intriguing and controversial mysteries. Since ancient times, UFOs of all types have been accounted for. More today than ever, hundreds of thinkers, theologians, and scientists have tried to answer why there are or whether there aren't UFOs. According to some, the speculation that UFOs are alien spacecrafts from another world is an absurd and foolish proposal. Others vehemently disagree and assert that extraterrestrial life is not only possible, but such life forms may be superior, technologically advanced beings who visit our Earth regularly. Are these "flying saucers" a figment of our imagination? Or, are they a genuine reality we prefer to dismiss because we fear the scary truth that we are not the only master race? Are we hesitant because society dubs such "immature" psycho tantamount to subscribing to belief in ghosts? These are a few of the many pertinent UFO questions the mature individual must address. One of the most popular theories that support and explains the existence of alien beings is the ancient astronaut theory. This theory contains three main schools of thought. The first states that aliens bred with our primitive forebears thereby creating modern man. The second is quite similar. Aliens performed genetic engineering on apes thereby creating the Homo Sapiens and man's intelligence. The third, and least accepted, is that colonists from another galaxy came to Earth, mated with the primitives and established a high level of culture, before being destroyed by some natural catastrophe. And upon this catastrophe and destruction, we build and grow (Fitzgerald 1). Berossus, a Babylonian scholar, may have been the first astronaut historian. He said that " animals endowed with reason" bestowed the Sumerian culture before 3000 BCE. The Sumerians, along with their cultural inheritors, the Babylonians, never referred to such beings as gods. Rather they were depicted as "disgusting abominations," a description only deserved by uninvited alien visitors (2). One step further takes the astronaut theory and surmises that with it, we can understand the later religious cultures, such as the Hebrews who are thought to have borrowed much of Sumerian practice. Such religions and secret societies, with their elaborate and complicated rituals may actually be "preserving from a previous epoch fragments of an esoteric and little understood knowledge, just as the Egyptian, Hebrew, and Mayan priests guarded in their temples the inspired word of their self-possessed creators (3)." Alien originators may have set down certain

Medical Record Keeping

What are the problems with America’s current medical recordkeeping system? How would electronic medical records alleviate these problems? The majority of America’s current medical record keeping is paper based which creates a lot of problems like:- a. Recordkeeping became really difficult with growing numbers of patients and their visits to Medical Practitioner. There are shelves full of folders and papers in corridors. b. It makes it difficult to effective communication, referring and access to the records. During emergency it could be the matter of life and death. c.It’s difficult to systematically examine and to share the information; the updating of these records is almost a challenge. There are cases of wrong entry and duplicate entries etc. d. When a patient changes a Doctor or moves to other problems, it becomes a hassle for patient as well as for Doctor. The electronic medical records will allow patients to enter their basic medical data into an online si te initially and after that Doctor also will be able to send relevant information for regular update. This system will make record keeping more effective and streamlined which are easily accessible.The use of electronic record keeping reduces errors in medical records. The handwritten records are subject to lots of human errors due to misspelling, illegibility, and differing terminologies. Thus digitations and standardisation of records will make the information universally accessible and cost effective too. Apart from this, it could also be used for remainder message for refilling of prescription, directories for doctors and personalised health advice. 2. What are the pros and cons of electronic patient records? Do you think the concerns over digitizing our medical records are valid?Why or why not? The main proponents of electronics patient record cite the following advantages: a. The electronics patient records reduce errors in medical records. With the use of electronics patient records standardization of patient health records may eventually become achievable. b. Paper records can be easily lost. Digital records can be stored virtually forever and can be kept long after the physical records are gone. Electronics patient records also help keep records of health information that patients tend to forget with time, i. e. inoculations, previous illnesses and medications. . Electronics patient records make health care cost-efficient by consolidating all data in one place. Previously, paper-based records are located in different places and getting access to all of them takes a lot of time and money. d. Electronics patient records can save lives. It enables rapid identification of at-risk patients and access to their medical history, thereby enabling rapid diagnosis and treatment especially in emergency situations. Classic examples are people with diabetes and/or heart problems who have high risk of collapsing and having attacks.The disadvantages of Electronics pa tient records: Electronics patient records threaten privacy. Many people are uncomfortable about having their entire medical history recorded and digitized for almost just anybody to see – in other words, incursion into people's privacy. a. Medical data can be used against a person in some cases, be it for a job application, insurance coverage or a college scholarship. Although it is against the law to discriminate against people with illnesses and disabilities, it is a fact of life that the fitter you are, the more competitive you are in the job market. . Electronics patient records can lead to loss of the human touch in health care. In the process of digitalization, the interpersonal aspect in health care may be lost. The doctors are forced to think in categories and can seldom express a personal opinion on an individual case. c. Electronics patient records are not that efficient. Despite efforts in digitalization and standardization, but sometimes one clinic's EMR system i s not compatible with that of a general practitioner or another clinic's system, thus belying the claim of added efficiency d.Electronic medical records are not safe and secure. Google Health and HealthVault are quick in assuring patients of the safety of their online health accounts. Stories of data hacking, stolen identities and blackmail abound. Even high security databases such as those run by banks and credit institutions are often compromised. 3. Should people entrust Google with their electronic medical records? Why or why not? People should adopt Google’s electronic medical records as it allows patients to control their medical records.If they decide to change doctors or hospitals, they will be able to electronically transfer their Google records by themselves. There are a lot of advantages that has been discussed in above questions which will benefit people and the whole system. Some concerns like privacy and security of data is restricting people to adopt this; they wonder whether hackers will be able to access the Google medical records or whether the company will use them commercially. Google has assured that it will not share or sell the data, and it's absurd to think Google would attempt to use medical records for commercial purposes.Further, hacking into hospital, small clinic, or family practice computer systems is far easier that going after Google's data centre. Google’s reassurances that its security is iron-tight and that businesses and individuals should have confidence in its ability to store and protect data. Based on these facts people should trust Google with their records. 4. If you were in charge of designing an electronic medical recordkeeping system, what are some features you would include? What are features you would avoid? The features which should be included in an electronic record keeping system are: a.It should store and manage the medical and health information in one central place. b. It should be personalize d i. e. the patient decides what goes on the record. c. It can give doctors fast and easy access to the patient’s records but only if the patient allows it. d. It can import electronic records from hospitals and pharmacies that are Google Health-enabled or are registered Google Health partners. e. It should be completely free. f. It should be secure. g. The system will have record standardization and interfaces can be customized to each provider environment.This customization should be done so that a physician's input interface closely mimics previously utilized paper forms. More time must be spent by both the implementation team and the healthcare provider to understand the workflow needs. h. All together features that should be included are security, universal standards for gathering, storing, and disseminating data, and universal standards for transmission technologies. Some features to be avoided are unrestricted access to data and unencrypted transmissions.

Essay on Lab 1 - 1639 Words

INSTRUCTIONS: †¢ On your own and without assistance, complete this Lab 1 Answer Form electronically and submit it via the Assignments Folder by the date listed on your Course Schedule (under Syllabus). †¢ To conduct your laboratory exercises, use the Laboratory Manual that is available in the WebTycho classroom (Reserved Reading or provided by your instructor) or at the eScience Labs Student Portal. Laboratory exercises on your CD may not be updated. †¢ Save your Lab 1 Answer Form in the following format: LastName_Lab1 (e.g., Smith_Lab1). †¢ You should submit your document in a Word (.doc or .docx) or Rich Text Format (.rtf) for best compatibility. Exercise 1: Data Interpretation Table 1: Water Quality vs. Fish Population Dissolved†¦show more content†¦This experiment must be repeated to prove or disprove the hypothesis. Dependent and independent variables: The dependent variable is the plant placed on the window sill. The independent variable is the inches that the plant grows per day. Control: the control could be the plant’s sun exposure. Collect: To collect data, one must observe the plant’s growth per day and record it accordingly for future reference. Present: to present the data, a line graph must be made to show the dependency of the growth of the plant in correlation to the plant. Analyze: analyze whether the data collected proves or disproves the hypothesis 2. The teller at the bank with brown hair and brown eyes and is taller than the other tellers. Not testable because there is not enough information. 3. When Sally eats healthy foods and exercises regularly, her blood pressure is 10 points lower than when she does not exercise and eats unhealthy foods. Testable 4. Hypothesis: If Sally eats healthy foods and exercises regularly, then her blood pressure is 10 points lower when she does not exercise and eats unhealthy foods. Null Hypothesis: If Sally eats healthy foods and exercises regularly, then her blood pressure would remain the same as when she does not exercise and eats unhealthy foods. Experimental approach: To determine if Sally’s food intake and exercise or lack thereof affects her blood pressure, then her blood pressure must be taken both when sheShow MoreRelatedLab #12039 Words   |  9 Pagesdepartment Data security – Lab # 1 Lab Description Set-UID is an important security mechanism in Unix operating systems. When a Set-UID program is run, it assumes the owner’s privileges. For example, if the program’s owner is root, then when anyone runs this program, the program gains the root’s privileges during its execution. Set-UID allows us to do many interesting things, but unfortunately, it is also the culprit of many bad things. 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