- INTENSIVE TEACHING

2014 ◽  
pp. 300-315
Keyword(s):  
Intensive Teaching

Intensive Teaching Blocks in Design Disciplines: A Practical Application

Transactions ◽  
2011 ◽  
Vol 8 (1) ◽  
pp. 74-98
Author(s):  
Kemi Adeyeye ◽  
Poorang Piroozfar ◽  
Noel Painting ◽  
Abdullahi Ahmed
Keyword(s):  
Practical Application ◽  
Intensive Teaching

PEDAGOGICAL AND PSYCHOLOGICAL BACKGROUND OF INTENSIVE TEACHING FOREIGN LANGUAGES

2021 ◽  
Vol 66 (2) ◽  
pp. 224-229
Author(s):  
R.E. Dabyltaeva ◽  
◽  
S.B. Omarova ◽  
M. Bektursyn ◽  
◽  
...  
Keyword(s):  
Educational Material ◽  
Foreign Languages ◽  
Involuntary Attention ◽  
Intensive Training ◽  
Logical Memory ◽  
Semantic Component ◽  
Psychological Mechanism ◽  
Favorable Conditions ◽  
Intensive Teaching ◽  
Speech Learning

The article discusses the pedagogicalandpsychological prerequisites for intensive teaching of foreign languages. In intensive training, it is necessary to find such working methods that rely on the semantic component of logical memory, which activates the students' thinking. In this regard, intensive training involves the inclusion of the learner from the first lesson in active thought through a specially organized active learning. Favorable conditions are created for involuntary attention and memorization of the material. It is taken into account that emotionally - colored, personality-significant is remembered better, and the combination of visual-sensual and abstract-logical components of the presentation of the material contributes to the effectiveness of memorization. The entire system of introducing educational material reflects the correct specially organized alternation of imprinting and reproduction, which is carried out in controlled speech learning. The psycho-hygienic effect of intensive learning is of particular importance. Activation of the learner’s capabilities is, as it were, a compensatory psychological mechanism that counteracts the crisis.

scholarly journals Application of interactive equipment during training in economic disciplines

2018 ◽  
Vol 6 (2) ◽  
pp. 37-48
Author(s):  
Oleksandr Harmashov
Keyword(s):  
Teaching Methods ◽  
Practical Training ◽  
Main Stage ◽  
Training Process ◽  
Interactive Tools ◽  
General Logic ◽  
On Line ◽  
Training Activities ◽  
Information Materials ◽  
Intensive Teaching

Modern enterprises require competent specialists in economics, active and independent, able to make responsible and well-founded decisions. Therefore, their practical training comes to the fore. That is why, training technologies are introduced more and more to the process of teaching economic disciplines, which are the most labor-intensive teaching methods. The article proves the perspectives of using interactive equipment during training activities. The author's interactive materials for exercises and tasks, prepared in specialized applications and on-line services, were presented. These materials are presented in accordance with the general logic of conducting trainings. At the beginning of the training, the lead-in is conducted to develop attention. Interactive tasks for them are developed in the SMART Notebook application. At the main stage of the training, the information materials and tasks, prepared in the SMART Notebook and Easy Interactive Tools, LearningApps and Scrumblr services, come in handy. These tasks are also performed in these applications and services. Summing up and reflection at the end of the training is carried out with the help of interactive materials (tables and flip charts), which are filled by students. The characteristics of the interactive materials reveal the methodology for their development and use during the training. The features of the proposed materials are related to the fact that this equipment and materials for it are similar to marker boards, markers, stickers, etc., which are traditionally used in trainings. The use of interactive equipment intensifies the training process, activates the motivational and activity spheres and allows to cut corners on traditional resources. The future teacher of economics must master the methodology of preparing interactive materials and their use during training.

Block or traditional? An analysis of student choice of teaching format

2008 ◽  
Vol 14 (1) ◽  
pp. 4-19 ◽  
Author(s):  
Suzan Burton ◽  
Paul L Nesbit
Keyword(s):  
Survey Data ◽  
Block Scheduling ◽  
Student Choice ◽  
Block Method ◽  
Student Preferences ◽  
Qualitative And Quantitative ◽  
Teaching Format ◽  
Subject Specific ◽  
Research Findings ◽  
Intensive Teaching

AbstractBlock (or intensive) teaching is used by many management schools, but the factors that drive students to choose (or avoid) block subjects are not well understood. This paper reviews the research findings on intensive teaching and analyses the factors which predict student choice between different teaching formats, based on an analysis of qualitative and quantitative survey data. If studying one subject at a time, a majority of students appear to prefer a less intensive format. However the results show that three factors influence students' likelihood to choose the block format: their experience with the format, their perception of their ability in a particular subject and their concurrent subject load. There are also subject specific differences in student preferences. Implications for block scheduling and for actions to address perceived disadvantages of the block method are addressed.

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