Instructional strategies exam essay Essay Example for Free

Instructional strategies exam essay Essay Teachers are constantly challenged to ensure that teaching strategies employed in the classroom are appropriate the learning styles and experiences of the learners. As far as possible instructional strategies should be modified to take into consideration the unique characteristics of individual learners and aim to discover the best way forward when dealing with specific learning styles. Cooperative learning strategies are useful in teaching learners who function best in learning sessions that take into concern their individual needs, interests and abilities as well as provide opportunities for interaction and discussion with and among other learners. Constructivists have long established that learning cannot be separated from real-life experiences as both share a symbiotic relationship (Huang, 2002, p. 28). Bringing real-life situations into the learning environment will facilitate and enhance learning while knowledge, skills and attitudes gained in learning provide opportunities for additional life experiences. Cooperative learning strategies have a great amount of flexibility in the classroom and make it possible for the teacher to effectively match learning style to teaching strategy. Cooperative learning strategies are therefore quite attractive for adult learners as there is a multiplicity of activities and tasks that can be brought into any one learning experience to make learning not only effective but meaningful. These strategies are also useful in ensuring that learners have some amount of freedom and independence, as well as participate actively in their own learning. In a learning session using cooperative learning strategies individuals can be assigned to interest groups at the beginning of the session. Interest groups are individuals who may share either the same background or viewpoint. Interest groups are assigned either based on the particular task to be covered in the lesson or based on previously defined characteristics such as favorite type of food, music, TV shows etcetera. This is simply to ensure that all learners feel a sense of belonging by being able to identify with at least one other person in the group and therefore all will be motivated to actively participate in the lesson. Countless authors have pointed to the merits of using small groups as an effective teaching strategy to ensure participation and involvement (see Slavin, 2000). At the beginning of the lesson students are presented with the objectives and given precise guidelines of what they will be required to do throughout the lesson. Each group, that would have been identified previously, is given a particular aspect of the lesson to report or focus on and even within the group each member is assigned a specific responsibility and, of course, made aware how his/her role fits into the group task and the general lesson. In this way students will be accountable, not only for their own learning but also for the learning of the rest of the members who will be dependent upon him/her to correctly complete what is required. Kounin is famous for stressing this concept of accountability in learning. He also argues that it is essential to maintain the involvement of all students in all aspects of the lesson (as cited in Slavin, 2000, p. 373). Direct instruction often cannot be avoided in delivering lesson content depending on the material to be covered and may be essential in some cases. Thus in this setting direct instruction has its place but is supplemented with other strategies to ensure its effectiveness in meeting lesson objectives. To make a topic more meaningful and of immediate interest to the learners suggestions are gathered as to possible topics to explore, that can be aligned well with the overall curricular goals. By using the direct teaching method the teacher delivers the content to the entire class but each group is at that time paying particular attention to the aspect that is most relevant to the task they had been previously assigned. Visual aids and demonstrations, as appropriate, are used to enhance the impact of the lesson. A PowerPoint ® presentation would be particularly attractive to learners incorporating computer graphics, animation and even sound so that learners are able to interact with the lesson on a variety of levels. An alternative to the direct teacher or a supplemental to it would be to invite an outside speaker to deliver the specified topic. This guest speaker could be someone that the class nominates or someone that has expertise as well as being able to gain the interest and attention of the learners. Using either direct teaching, the PowerPoint ® or the guest speaker the group function is still maintained. At the end of these sessions groups meet to collaborate on completing the task assigned. In completing this task learners use problem solving skills to ensure that objectives are met. Working collaboratively group members have to explore alternatives for solving the problem or accomplishing the task that has been assigned. Included in the discussion is a decision on what aspect of the presentation is relevant or irrelevant to the task they have been assigned and the most appropriate way of organizing their work. They will also have to choose the most appropriate form in which to present their information. Each group is required, whether as a part of the session or in a subsequent session, to present their task to the rest of the class. As a part of the task description the teacher allows each group the flexibility of choosing whatever approach they feel will best be suited to presenting their information to the entire class. Role-play, simulation, demonstration, presentation or any other method could be adopted by the learners based on their individual preference. Alternatively all groups could role-play their particular scenario. Role-playing can be used to develop problem solving skills and to assess how much and how well learning has occurred. There is still a considerable amount of flexibility in that the groups use their own styles and ideas to come up with an appropriate situation to depict the problem they were assigned to. All members of the group will be required to roll-play ensuring that group activities are not manipulated by a specific set of learners and so that some learners do not opt out. Feedback of course, in any learning context is essential. Peer evaluation in this situation is useful. A discussion can ensue after each group role-plays or presents. Other classmates give feedback on the same issues and present possible alternatives to the solution that was taken or discuss why the option taken was the most appropriate for the particular issue at hand. Additionally comments relevant to the lesson could also be made. Learners in the small-group and large-group context are therefore able to cooperatively learn from each other by sharing ideas and making suggestions. Evidently learners are given a lot of independence within the specific guidelines and a lot of self-directed learning takes place. All these are essential for learners to make the most out of learning sessions and are preferable to techniques that are teacher-centered rather than learner-centered. In this way learners are actively participating in learning not just being passive listeners and observers. Throughout the lesson the teacher plays the role of facilitator or guide but the learners are the ones actively involved in the learning experiences and thus they would reap much more benefit. References Huang, H. (2002). Toward constructivism for adult learners in online learning environments. British Journal of Educational Technology, 33(1), 27-37. Slavin, R. E. (2000). Educational Psychology: Theory and Practice. (6th ed. ). Boston: Allyn and Bacon.

zionism- Greenberg :: essays research papers

  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Response to Myth and Metaphor It is not irrelevant nor is it fair to respond to the mirage of childish bickering that just frustrated the last half hour of my day without mentioning the more than obvious biases of the writers involved in their respective fields. Harold Fisch, a professor of English Literature at Leeds University and soon after at Bar-Ilan University, writes a detailed analysis of what he refers to as the Myth and Metaphor of the various approaches to Zionism in his book titled The Zionist Revolution. In this analysis Fisch attempts to break down several approaches to the myth and metaphor of Zionism to give the reader a sense of broader knowledge and a feeling that the field is generally covered in this article. He inevitably presents forth the opinion that he holds of highest regard last and most obviously, due to his literary nature, third in line after those of Aaron David Gordon and HaRav Avraham Yizchak Hakohen Kook respectively.   Ã‚  Ã‚  Ã‚  Ã‚  The problem with Fisch’s analysis of Gordon and his metaphor of Zionism is that the passages that he selected to quote do not at all confine themselves to the commentary he addressed to them. In this selected passage Gordon speaks of; â€Å"a living organism which performs its various functions naturally†¦..our natural soil from which we have been uprooted†¦..The heart of our people is here†¦for here is the mainspring of our life†¦..Here something is beginning to flower†¦Here is the force attracting all the scattered cells of the people to unite into one living national organism†(pg. 56).   Ã‚  Ã‚  Ã‚  Ã‚  Fisch’s misplaced claim comes directly following this quote when he claims that Gordon desires â€Å"a kind of new religion to replace the old religion of Judaism†. Fisch continues on the following page and claims that the religion he speaks of is â€Å"one distinct from that of the Law and the prophets. From the biblical point of view we may say that we have here a resurgence of something like the worship of the Bealim, the gods of the earth†. From the passage presented by Fisch we don’t see any such existence. Gordon, like Rav Kook, and many other contemporaries in this field, is devoted to the ideals of restoration to our roots and the â€Å"mystical† future that the Holy Land holds for its people when they will return to her. This concept is very much a part of the Jewish religion and can be seen in the well know verse â€Å"Return to me and I will return to you†, referring to G-d’s promise to his people that he will return to them once they take the initiative to return to him.

Influences of health care delivery

Describe one factor which influences wellness attention bringing in the UK Team working It is of import to look at how team working be improved in order to continually better the criterion of attention given to the patient. Sometimes team members will work good together but sometimes tensenesss can develop between different professionals looking after a patient. There are some state of affairss where a squad attack works better than an single one ( Pickering and Thompson, 2003 ) for case where a mixture of accomplishments is required and it can besides forestall fight where the latter may be damaging to the overall service of attention. For squad work to be effectual there must be equal administration. There can be two facets of the success of squad working, foremost how good the external aim is achieved and secondly the internal mechanics of the group embracing how good the single group members work together ( Pickering and Thompson, 2003 ) . Pickering and Thomson ( 2003 ) have summarised some of the factors which help a squad to work good and besides those factors which can adversely impact its public presentation. In the former class are ;The undertaking is focussedEveryone participates in a relaxed ambianceCommunicationConsensus determinationsAppropriate feedback and ego ratingActions clearly assigned to team membersLeadershipThingss adversely impacting squad work include the followers ;Poor communicatingMembers fostering their ain terminalsLack of leadingNo apprehension of functionsThere is inherently the possibility for a grade of struggle between professionals who are at different degrees of experience within their forte. NICE overcomes, at least the theoretical constituent of, this by doing mention to â€Å"health professionals† instead than depicting them as belong to any one peculiar group. Another disadvantage of a squad construction can be people merely go oning to work as persons, nevertheless â€Å"wo rking â€Å" together † instead than working â€Å" aboard † can excite people and consequence in new ways of undertaking old problems.† ( Davies, 2000 ) . Collaboration with other squad members is most effectual when the squad members recognise each other’s differences and besides readily accept that each member’s position from their ain professional point of view, is merely every bit valid as those of the other members. The differences through can make tensenesss. When the squad is set up single members need to hold assurance in the other squad members. There does, nevertheless necessitate to be some regulations so that certain members do non over shadow the others who need still to be heard. Troubles can originate in big squads. In some multidisciplinary squads the squad members may non all be clearly demarcated. There may be considerable convergence of functions. To assist get the better of this it is of import that the overall aim is clear to all involved and that each individual is cognizant of the duties of the other members in order to avoid duplicates and skips. Team undertakings may alter and the squad needs to be antiphonal to this with an effectual agencies of accommodating its work and even altering its members. Overwhelmingly the most of import facet of squad working is communicating and this is so in all facets of squad working. Critically measure how this influences the proviso of quality wellness attention in regard of the client ‘s professional pattern Team working has an influence on the professional pattern of chiropody in a figure of ways. Podiatry services are frequently provided as portion of a multidisciplinary squad, possibly no-where is this more evident than the podiatric attention given to people with diabetes. For this ground this subject will be analysed in greater item to analyze the of import facets of squad working. At the phase of puting up or modifying a podiatric service the chiropodist is involved as portion of a squad measuring future alterations, make up one's minding on way of alteration and puting up execution. Chiropodists as a squad will hold different countries of involvement within chiropody. For case some may hold an involvement and particular accomplishment in pediatric chiropody, others in general work, others in forensic facets. The manner they work good as a squad will act upon patient result and interaction with other services e.g. the tribunals. Another of import facet of the squad attack is the pa tient being involved as a squad member, once more peculiarly of import in diabetics. Here the chiropodist has a function in patient instruction. The different types of squad working outlined above require different accomplishments of the chiropodist. For case in the multidisciplinary squad of import qualities are a regard for others ways of working and understanding, giving and having feedback. When puting up a service leading qualities, assertiveness and coaction are of import. Multidisciplinary squad Diabetess is a peculiarly of import status for the chiropodist. It has important prevalence with high hazard of terrible wellness effects. Diabetes mellitus affects 1-2 % of the population and half of all lower limb amputations are done because of diabetic complications ( Lorimer, 2002 ) . The chiropodist has an of import function in bar of complications of the diabetic pes since 15 % of diabetic people have a pes ulcer and most leg amputations are preceded by ulceration ( Lorimer, 2002 ) . Diabetess is a multisystem upset and there is hence a demand for close affair between the different squad members who may consist ;ChiropodistDiabetologistSpecialist nurseVascular and orthopedic sawbonessOphthalmologistIn add-on the patient’s attention is frequently shared with their general practician. There are interacting pathological procedures ensuing from the effects of diabetes which contribute to the pes jobs ;Vascular coronary artery disease and little vas disease cut down blood supplyReduced blood O transporting capacityReduced opposition to infection and hapless lesion healingNeurological abnormalcies impede esthesis ; pain no longer protects against hurtPoor vision impedes the diabetic person in inspecting their pess and their manual sleight for cutting their nailsNephritic damage predisposes to oedema which compounds many of the jobs already discussed.In working as a portion of the multidisciplinary squad within diabetic attention there is a really clear undertaking focal point, which is so of import for the effectual operation of a squad attack. The St Vincent’s Declaration has the clearly defined purpose â€Å"a decrease in all lower limb amputations from sphacelus by 50 % over 5 years.† The papers â€Å"Working together to pull off diabetes† is really utile from the point of position of educating other members of the squad. It reinforces the thought of consistence of advice given to patients by different members of the multidisciplinary squad peculiarly by druggists, chiropodists, oculists and tooth doctors. An extra of import characteristic is that it promotes acknowledgment of the factors that require pressing attending by a different member of the squad. To do this work efficaciously it is of import that clear referral mechanisms are in topographic point so that the patient can be easy referred straight to the appropriate member of the squad. Knowledge of the aims of other squad members enables a proactive attack to the jobs within the other subjects. The International Working Group on the Diabetic Foot describes, in its practical guidelines, five basiss of attention in the diabetic pes ;Inspecting the pes on a regular basisDesignation of the pes at hazardEducating the patient, their household and health care suppliersAppropriate footwearTreatment of non-ulcerative pathologyThe National Service Framework for Diabetes describes agreements for pes attention for diabetics with Foot Protection Programmes for those at hazard of pes complications and to boot a Multidisciplinary Foot Care Service where the squad members here have more extended accomplishment and cognition to cover with diabetics who really have developed pes jobs or who are at particularly high hazard of so making. Involving the patient in the squad Giving advice to the diabetic patient is an of import facet of attention ( NICE 2004 ) . Patients must have pes attention instruction and advice about suited footwear. It is peculiarly damaging to the pes good being of diabetics if they smoke. It is hence of import that the chiropodist stress this and help with supplying aid about smoking surcease AIDSs. This is emphasized in the Prodigy guidelines. Since diabetes is a multisystem upset smoke will be holding an inauspicious consequence on other bodily systems. It is extremely likely that the patient will be having recommendations and advice about halting smoking from many different members of the multidisciplinary squad. This presents a peculiar challenge to the chiropodist. He or she does non desire to lose out treatment of the inauspicious effects of smoking but does non desire to be seen as yet another individual pecking about the inauspicious effects. Merely showing the information in written literature may non do, it might non be read or it might merely intensify a job of information overload. Clearly this illustrates a manner that the chiropodist must work as a portion of the squad holding wi th other squad members how to near the smoke issue and who should make this and with what grade of accent. Communication is critical if this is to work satisfactorily. For case the diabetologist needs to cognize at what degree of hazard the patient’s pess are soon in. If the pes state of affairs is become critical all avenues of trying smoking surcease will necessitate to be invoked. Similarly good diabetic control ( Turner, 1998 ) and control of blood force per unit area ( UK Prospective Diabetes Study Group, 1998 ) are to the advantage of the diabetic’s pess and the chiropodist needs as consciousness of this in order to reenforce the appropriate advice. Davies C 2000 Getting wellness professionals to work together BMJ 320:1021-1022 Diabetes Care and research in Europe 1990 The Saint Vincent Declaration. Workshop study diabetic medical specialty. 7:360 Guidelines for the Prevention and Management of Foot Problems for Peoples with Diabetes. Prodigy guidelines. International Working Group on the Diabetic Foot hypertext transfer protocol: //www.iwgdf.org/ accessed 20 March 2006 Lorimer D French G O’Donnell et Al 2002 Neale’s Disorders of the pes, diagnosing and direction. Churchill Livingstone, London. McInnes 2005 Where were you on World Diabetes Day? The diabetic pes 8 4 National Service Framework for Diabetes Department of Health ( 2003 ) London National Institute for Clinical Excellence ( NICE ) guideline for type 1 diabetes in grownups ( 2002 ) , ( 2004 ) Pickering S and Thompson J, 2003 Clinical administration and best value. Churchill Livingstone. London St Vincent Declaration. Department of Health/British Diabetic Association. St Vincent joint Task Force for Diabetes. British Diabetic Association, 1995. Turner, R.C. , Holman, R.R. , Cull, C.A. et Al ( 1998 ) Intensive blood-glucose control with sulphonylureas or insulin compared with conventional intervention and hazard of complications in patients with type 2 diabetes ( UKPDS 33 ) . Lancet 352 ( 9131 ) , 837-853. UK Prospective Diabetes Study Group ( 1998 ) Tight blood force per unit area control and hazard of macrovascular and microvascular complications in type 2 diabetes. British Medical Journal 317 ( 7160 ) , 703-713. Working together to pull off diabetes – a usher for druggists, chiropodists, optomotrists and dental professionals. 2004 The National Diabetes Education Program.

Kobe Bryant Simply the Best Free Essay Example, 1250 words

Lakers coach Phil Jackson said after the game, â€Å"I have seen a few 60 point ballgames in my time, but none of them had been done by the third quarter† (Associated Press). Kobe Bryant is one the best all around players in the game of basketball. He has mastered all aspects of the game of basketball. As a score he can play the post, shoot the three, excellent midrange jump shot, can drive, get to the line, and has unlimited range. It is not uncommon for Kobe to hit dozens of 30 foot three points during an NBA season. The man has incredible athletic ability which he showed his first season in the league when he won the Slam Dunk contest. Kobe Bryant every year is on the leading rebound and assists producers out the shooting guard position. Last year Kobe was ranked 3rd and 4th in the league in rebounding and assists among shooting guards (Espn). Kobe Bryant controls the tempo of the game. He drawls a lot of fouls on the opposite team defenders which allows him to get to the foul stripe over ten times per ballgame while at the same time getting a lot of players in foul trouble putting them in the bench. We will write a custom essay sample on Kobe Bryant: Simply the Best or any topic specifically for you Only $17.96 $11.86/pageorder now Kobe Bryant plays both sides of the game. He is a lock down defender that is assigned to guard the other team’s best player. He can play the passing lanes well and is a vocal leader that directs a team’s defensive scheme. Last year Kobe Bryant was named to the all NBA defensive team, an achievement he has accomplished eight times during his illustrious career. Kobe Bryant plays a menacing man to man defense, a fundamental basketball that most of the newcomers into this league do not possess. Other top candidates to be considered the best player in the NBA such as Dwayne Wade and Lebron James are mediocre defenders that can not carry a team’s defensive scheme. In basketball the key quality that separates a good player from a superstar is the ability to perform under pressure. Kobe Bryant is one of the most clutch performers the game has ever seen. He demands the ball in the 4th quarter and always is the man that wants to take that final game winning shot to lead his team to victory. Kobe is the man that takes over the game when he’s team needs it the most. Kobe has taken over on many occasions for his Los Angeles Lakers squat accumulating many spectacular game winners along the way. The team’s best player is suppose to take over when it matters the most, but when a player is part all star caliber team in every roster spot such as the 2008 Olympics team it is not clear who the best player in the team is.