Teaching methods

Teaching methods based on conventional didactic methods that conform to "good teaching practice" can accommodate development of lower-level task abilities as defined above, but cannot, on their own, accommodate the mid-level and higher-level thinking abilities increasingly in demand. More recent teaching methods such as cognitive apprenticeship and various forms of problem-based learning (PBL) have been aimed at developing "more relevant" mid-level abilities. More exotic teaching strategies including integrated learning (IL) and research-based R&D methods have been aimed at developing "professional standard" higher-level task abilities within undergraduate programs.

These more recent teaching methods have been generally successful, although they have their own limitations, particularly when applied in their dogmatic forms. For instance, cognitive apprenticeship in its "pure" form, with its emphasis on analytic/diagnostic (mid-level) thinking behavior, has been very successful in developing mid-level task abilities but restricts individualistic projective/ prognostic thinking and therefore has had limited success in achieving higher-level task ability, while IL and R&D learning methods in their "pure" forms have been very successful in developing higher-level task abilities, but have restricted development of lower-level foundation task ability.

These restrictions have been relieved by adoption of multiple teaching methods within overall teaching protocols, resulting in the emergence of differing forms of each approach (i.e. differing protocols). For instance, at least five distinct forms of problem-based learning have emerged, differing according to domain and according to differing emphasis of one program from another, leading to widespread confusion about "definitive" problem-based learning. Nevertheless, such innovatory teaching approaches have been most successful where they have been tempered by pragmatic flexibility that allows a range of teaching methods within individual subjects and across the program to support learning of the various orders of thinking involved in the multiple task abilities required.

While this multi-protocol may seem confusing, the more precise relationships that are formed between specific objectives, specific teaching methods and specific outcomes become much more systematic and reliable in practice, without increasing loads on teachers, students or resources.

اخر الاخبار

اخبار العتبة العباسية المقدسة

متحف الكفيل يباشر صيانة منسوجات تراثية تابعة للعتبة العسكرية المقدسة

العتبة العباسية المقدسة تستذكر مظلومية الإمام الكاظم (عليه السلام) عبر مجلس عزاء

قسم العلاقات العامة يناقش مع منتدى شباب الإسكان إقامة مهرجان تكريم طالبات المدارس المرتديات العباءة في القادسية

سماحة السيد الصافي يدعو إلى توحيد الجهود في تحقيق التراث لضمان الرصانة والدقة وخدمة الساحة العلمية

المزيد

الآخبار الصحية

6 فواكة تساعدك على الشعور بتحسّن عند المرض

حفاظا على صحة العين.. هذا أفضل وقت لتناول فيتامين أ

الاستخدام اليومي لسماعات الأذن.. أخطر مما تتصور !

هل توقيت نشاطك اليومي يؤثر على صحة دماغك؟.. العلماء يجيبون

المزيد

الآخبار التكنلوجية

ابتكار ألماني قد يغيّر مستقبل صناعة البلاستيك

تحديثات وأرباح عبر المشاهدات.. ما الذي تخطط له "لينكد إن"؟

"الكوكايين الوردي".. مخدر جديد يثير قلق السلطات الأميركية

دراسة: تغيّرات في أسلوب القيادة قد تكشف مبكرا عن الخرف !

المزيد

مواضيع ذات صلة

Parents with Learning Disabilities CONCLUSION

PROVISION OF SUPPORT

CARING FOR CHILDREN

EUGENICS AND ETHICAL ISSUES

PARENTING

DISCRIMINATION AND DIVERSITY

THE HISTORICAL PERSPECTIVE

Parents with Learning Disabilities

Legislation and Learning Disabilities CONCLUSION

LEGAL SAFEGUARDS

MENTAL CAPACITY ACT 2005

THE HUMAN RIGHTS ACT 1998