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Descriptors:
Academically Gifted; Interviews; General Education; Teaching Methods; Individualized Instruction; Group Instruction; Gifted

Abstract:
The author interviewed Dr. Carol Tomlinson, who is a well-known academic scholar in gifted education. The interview focused on Dr. Tomlinson's work on differentiation, how she started, and what her suggestions for teachers are to differentiate instructions for gifted students in general education classrooms.

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Nontraditional Education; Emotional Disturbances; Mathematics Skills; Mathematics Instruction; Worksheets; Group Instruction; Educational Technology; Learner Engagement; High School Students; Secondary School Mathematics; Computer Assisted Instruction; Problem Solving; Instructional Effectiveness

Abstract:
The authors used an alternating treatments design to compare the effects of a worksheet condition and an iPad condition on math fluency and active academic engagement during a high school math class in an alternative school setting. Following group instruction, the three participants engaged in independent seatwork either by completing problems on a worksheet or completing problems presented on an iPad. Based on visual analyses, students solved more math problems correctly in less time and demonstrated higher levels of active engagement in the iPad condition as compared to the worksheet condition. Social validity assessments indicated that the teacher and three students preferred the iPad condition to the worksheet condition during the math lessons. A discussion on study limitations, implications, and future research directions is included. (Contains 1 table and 2 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Group Instruction; Cooperative Learning; Critical Theory; Neoliberalism; Democracy; Social Systems; Social Justice; Power Structure; Competition; Student Behavior; Self Esteem; Teacher Student Relationship

Abstract:
Against the menacing shadow of neoliberalism, which promotes individualism and competition, the author illustrates in this paper the need for group teaching. Group teaching as a method of instruction and learning fosters community bonds, solidarity, and is more effective teaching. Group teaching is a democratic tool necessary for society to promote a new community for the people. (Contains 3 footnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Academic Achievement; Outcomes of Education; Teaching Methods; Foreign Countries; Feedback (Response); Learning Experience; Tutorial Programs; Medical Schools; Medical Students; Teaching Skills; Peer Teaching; Learning Modules; Group Instruction; Student Attitudes; Small Group Instruction; Active Learning; Educational Attainment

Abstract:
The General Medical Council states that United Kingdom graduates must function effectively as educators. There is a growing body of evidence showing that medical students can be included as teachers within a medical curriculum. Our aim was to design and implement a near-peer-led teaching program in an undergraduate medical curriculum and assess its acceptability among "year 1" students. Students received six tutorials focusing on aspects of cardiac, respiratory, and blood physiology. Tutorials ran alongside standard module teaching. Students were taught in groups of ~30 students/group, and an active teaching approach was used in sessions where possible. Using anonymous evaluations, student feedback was collected for the program overall and for each tutorial. The program was voluntary and open to all first-year students, and 94 (of 138) medical students from "year 1" at Brighton and Sussex Medical School were recruited to the study. The tutorial program was popular among students and was well attended throughout. Individual tutorial and overall program quantitative and qualitative feedback showed that students found the tutorials very useful in consolidating material taught within the module. Students found the small group and active teaching style of the near-peer tutors very useful to facilitating their learning experience. The end-of-module written examination scores suggest that the tutorials may have had a positive effect on student outcome compared with previous student attainment. In conclusion, the present study shows that a near-peer tutorial program can be successfully integrated into a teaching curriculum. The feedback demonstrates that "year 1" students are both receptive and find the additional teaching of benefit. (Contains 4 tables and 1 figure.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Teaching Methods; English (Second Language); Language Skills; Group Instruction; Cooperative Learning; Educational Environment; Class Activities; Teamwork; Pretests Posttests; Experimental Groups; Control Groups; Self Efficacy; Feedback (Response); Scores

Abstract:
This paper conceptualizes cooperative language learning, group instruction which is under the learner-centered approach where the groups are formed in such a way that each member performs his or her task to achieve the goal. Previous research indicates that cooperative language learning doesn't only improve learners' language skills, but also create a supportive learning environment. A variety of learning activities is presented, offering new ideas to apply in EFL classes. Although cooperative-based learning produces positive outcomes, some awareness regarding learning process management is raised in order to avoid the problems that might occur during practice. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Counselor Training; Whites; Groups; Identification; Race; Culture; Group Instruction; Counseling

Abstract:
This study examined counseling students' experiences of a group course on the culture of Whiteness. The students reported changes in their White racial identities that included a new awareness of personal race, racial privileges, and a commitment to antiracism. Course tenets cited by students as promoting learning are included.

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Descriptors:
Personality Traits; Transfer of Training; Psychology; Prior Learning; Mathematics; Task Analysis; Cognitive Processes; Teaching Methods; Learning; Educational Psychology; Theories; Thinking Skills; Higher Education; Group Instruction

Abstract:
After more than 100 years of interest and study, knowledge transfer remains among the most challenging, contentious, and important issues for both psychology and education. In this article, we review and discuss many of the more important ideas and findings from the existing research and attempt to bridge this body of work with the exciting new research directions suggested by the following articles. (Contains 2 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Educational Strategies; Speech Communication; Communication Skills; Experiential Learning; Group Instruction; Cooperative Learning; Physical Geography; Audio Equipment; Information Dissemination; Handheld Devices; Distance Education; Electronic Learning; Independent Study; Language Skills; Questionnaires; Foreign Countries; Undergraduate Students; Social Problems; Environmental Influences; Computer Software; Interviews; Student Evaluation; Feedback (Response)

Abstract:
The emergence of user-friendly technologies has made podcasting an accessible learning tool in undergraduate teaching. In a geomorphology course, student-produced podcasts were used as part of the assessment in 2008-2010. Student groups constructed radio shows aimed at a general audience to interpret and communicate geomorphological data within the context of relevant social and environmental issues. Questionnaire results suggest that the novel format engaged students, and promoted group working, IT, language and oral communication skills, and a deeper understanding of the context of geomorphic data. For teachers, podcasting technology offers efficient teaching of oral communication, with opportunities for distance and self-directed learning. (Contains 4 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Group Instruction; Teaching Methods; Educational Practices; Preschool Education; Attention; Correlation; Multiple Regression Analysis; Public Schools; Observation; Graduate Students

Abstract:
This study developed a typology of recommended teacher practices related to whole-group instruction in preschool classrooms and examined the relationship between teachers' use of the practices and children's attentiveness. Thirty-nine classrooms in 31 schools (15 public and 16 private) were observed during regularly scheduled whole-group instruction sessions. Bivariate correlations indicated a positive relationship between children's attentiveness and number of practices that teachers used, but not between attentiveness and length of activity. Regression analyses suggested a set of eight specific practices that are related, with length of activity, to children's attentiveness. (Contains 3 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Counseling Services; Psychologists; Supervision; Counselor Training; Guidance Centers; Supervisory Training; Supervisory Methods; Group Activities; Group Instruction; Performance Factors; Group Dynamics; Supervisor Supervisee Relationship; Doctoral Programs

Abstract:
The issue of training psychologists to become competent supervisors has only been clearly articulated in the past two decades. In this article a rationale for training supervisors in a group format is given. Then, a supervision of supervision group is presented that the authors co-led with two successive cohorts of four predoctoral interns in a large university counseling center as part of its training program. The authors focus on the need to attend to group process and relational themes. Finally, the authors discuss the inevitable boundary concerns that emerge given the multiple levels of relationships that exist among several tiers of trainees and supervisors. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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