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ERIC Number: EJ872372
Record Type: Journal
Publication Date: 2009-Dec
Pages: 11
Abstractor: As Provided
Reference Count: 32
ISBN: N/A
ISSN: ISSN-1479-7860
Teaching a Dyslexic Student: A Personal View How Critical Incident Analysis Can Be Used as an Effective Pedagogical Tool in Undergraduate Biosciences
Ahluwalia, Jatinder
Bioscience Education, v14 Article 4 Dec 2009
This paper examines the concept of critical incident analysis in respect of improving the pedagogical practices in teaching dyslexic undergraduate biosciences students. Critical incident analysis is a well established pedagogical theory (Tripp, 1993) that allows reflection of a seemingly typical incident; the "critical incident", so that changes and improvements can be implemented in teaching practices. In particular, it offers the opportunity to reflect upon these incidents and adopt different strategies by using the paradigms as described by Tripp and colleagues and uses these to foster improvement in teaching practice. However, the implementation of paradigms adopted by critical incident analysis and its reflective description in analysing an incident is currently lacking in undergraduate Bioscience. In view of the importance of critical incident analysis, here I describe the content and reflective pedagogical approaches adopted by critical incident analysis and incorporate its key principles into improving the methods and perception of teaching a dyslexic undergraduate student. (Contains 3 online resources.)
Centre for Bioscience, The Higher Education Academy. Room 9.15 Worsley Building, University of Leeds, Leeds, LS2 9JT, UK. Tel: +44-113-343-3001; Fax: +44-113-343-5894; e-mail: beej@leeds.ac.uk; Web site: http://www.bioscience.heacademy.ac.uk/journal
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A