The APSTRAT instructional model.

1971 ◽  
Author(s):  
Kenneth Weingarten ◽  
Jacklyn Hungerland ◽  
Mark Brennan ◽  
Brent Allred
Keyword(s):  
Instructional Model

An Instructional Model Using English Motivational Self System

2012 ◽  
Author(s):  
Pacharin Outhaichute ◽  
Sarintip Raksasataya
Keyword(s):  
Instructional Model ◽  
Self System

Development of an Instructional Model for Practical Knowledge Improvement of Pre-Service Teachers

2012 ◽  
Vol 51 (3) ◽  
pp. 455-470 ◽  
Author(s):  
Suk-Woo Kim ◽  
이서우 ◽  
조은래 ◽  
이정아 ◽  
Sung A Jung
Keyword(s):  
Practical Knowledge ◽  
Instructional Model

Assessing the Effectiveness of a Start-to-Finish Instructional Model in Preparing Human Services and Extension Educators

2014 ◽  
Vol 19 (1) ◽  
Author(s):  
Victor William Harris ◽  
Daniel Moen ◽  
Boyd Teemant ◽  
Muthusami Kumaran
Keyword(s):  
Human Services ◽  
Instructional Model ◽  
Extension Educators

Needs Analysis in Role Playing Learning Model Influence on Motivation and Biology Learning Outcome of the Students at SMA Negeri 3 Samarinda

BIODIK ◽  
2018 ◽  
Vol 4 (1) ◽  
pp. 1-7
Author(s):  
Djumroh Rosifah ◽  
Muh Amir Masruhim ◽  
Sukartiningsih Sukartiningsih
Keyword(s):  
Protein Synthesis ◽  
Learning Strategy ◽  
Role Playing ◽  
Learning Outcome ◽  
Learning Model ◽  
Needs Analysis ◽  
Instructional Model ◽  
Instructional Process ◽  
Teacher Needs ◽  
Biology Learning

This study addresses four domains: 1) description of Role Playing learning model use as a learning strategy in Biology instructional process at school, 2) perspectives and threats obtained by teachers at school when addressing Protein Synthesis topic 3) Role Playing learning model in Protein Synthesis topic of Biology learning, 4) the influence of Role Playing learning model towards motivation and Biology learning outcome. The results of this study is teacher needs analysis instruments, analysed using descriptive qualitative. The study showes that the use of Role Playing Instructional Model during Biology learning process has not been performed at school according to three reasons: 1) obstacles obtained when addressing the topic which is difficult to observe, 2) the difficulties obtained when addressing Protein Synthesis topic, in this case, teacher needs to apply Role Playing instructional Model to engage students with their environment, 3) Role Playing as an instructional model that demands students to learn from their experience in order to motivate and improve their learning outcomes.

scholarly journals Student perceptions and lessons learned from flipping a masters level public health course | Perceptions des étudiants et leçons tirées d’une classe inversée pour un cours de maîtrise en santé environnementale et professionnelle

2015 ◽  
Vol 41 (2) ◽  
Author(s):  
Lindsay P. Galway ◽  
Barbara Berry ◽  
Timothy Takaro
Keyword(s):  
Public Health ◽  
Focus Group ◽  
Student Perceptions ◽  
Flipped Classroom ◽  
Lessons Learned ◽  
Instructional Model ◽  
Santé Environnementale ◽  
Health Course ◽  
Using Data ◽  
Groupe De Discussion

The flipped classroom instructional model has emerged as an alternative to conventional lecture-based teaching that has dominated higher education for decades. In 2013, a cohort of graduate-level public health students participated in a flipped environmental and occupational health course. We present the design, implementation, and evaluation of this course. Using data collected from a post-course survey, focus group sessions, and classroom observation, we examine student perceptions of the flipped classroom instructional model and synthesize lessons learned from flipping the classroom more broadly. Post-course survey data indicate that students had generally positive perceptions towards the flipped classroom instructional model. Four major themes emerged from the focus group data in relation to perceptions of the flipped classroom: knowledge application, content delivery, innovation, and connecting the online and in-class components. These results are promising and suggest that this approach warrants further consideration and research. Le modèle pédagogique de la classe inversée a émergé comme solution de rechange à l’enseignement traditionnel par cours magistraux qui a dominé l’éducation supérieure pendant des décennies. En 2013, une cohorte d’étudiants en santé publique aux cycles supérieurs a participé à un cours inversé sur la santé environnementale et professionnelle. Nous présentons la conception, la mise en œuvre et l’évaluation de ce cours. À l’aide de données recueillies par l’entremise d’un sondage après le cours, lors de séances de discussion en groupe et d’observation en classe, nous examinons les perceptions qu’ont les étudiants du modèle pédagogique de la classe inversée et résumons les leçons tirées qui sont pertinentes pour les cours inversés en général. Les données du sondage réalisé après le cours indiquent que les étudiants avaient des perceptions pour la plupart positives du modèle pédagogique de la classe inversée. Quatre thèmes principaux ont émergé des données du groupe de discussion relativement aux perceptions sur la classe inversée : mise en application des connaissances, diffusion du contenu, innovation et lien entre les composantes en ligne et en classe. Ces résultats sont prometteurs et suggèrent que cette approche devrait faire l’objet de plus de considération et de recherche.

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