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Special educators have developed a number of techniques that can apply to all students. “Teach the End First” is one that develops a teaching lesson well in a child’s mind. In working with students of limited abil­ity, teaching the end step first, then the next to the end, and so forth, seems to work well. An example of this is teaching these students how to change a tire. The child is taught how to put the wheel cover on first and the lug nuts next. Then her or she is taught how to settle the good tire on the rim and work it on, etc. An expert patiently teaches each step in reverse order. Eventually, the child learns the whole procedure and can do the whole process from beginning to end in the right order.

This plan works successfully for regular students, too. An ex­ample is the use of the “Teach the End First” technique in a regular classroom for a research assignment. The teacher would announce the research project, discuss what its objective is, and why the class members are being assigned this project. Then, the teacher would explain how the project is to be evaluated and graded. This would be a time to show fine examples of previously completed projects, perhaps passing them around for children to see. Observ­ing excellent completed work stimulates students to be creative, because seeing an actual project helps them to gain insights on how to do their own tasks. Looking at high quality projects inspires students to do as well or better on their own assignments, too.

The next step would be to clearly explain when the research projects are due and how to turn them in. Make sure each child writes the due date in his or her assignment book or notebook. Then state the rules for choosing subjects, format, length, etc. You would discuss where to find resources and find out what availability students have to the media center or a library or computer ency­clopedia or the Internet. You would want to explain how to verify resource information. Many teachers would provide this informa­tion in a fact handout sheet. The due date can be repeated on this paper, too. Continue reading »

Dec 072011
 

Getting a good education today is costly. It seems impossible to lower the cost; much less getting it for free. But there are online nursing courses that are offered free to those who are eager to get a free education or aspire to be a nurse. Nursing is a growing demand course and a top choice by the health care industry.

Career opportunity

There are many job opportunities for those who want a nursing career; career advancements are plentiful to the nursing professional. Positions in demand today include RNs, LPNs, LVNs, Nurse Practitioners, health care specialists and critical care nurses.

It is not just a US problem with the current shortage of RNs; it is a worldwide problem. But the US government and healthcare industry stakeholders have stepped up efforts in overcoming the shortage by providing free online nursing courses.

It is forecaster that the employment rate for RNs should rise by 22% through 2018 with the free online nursing course offering. Other research houses also confirm the possibility of the employment figure as the Internet is widely accessible by the thousands of RNs in the US. Continue reading »

 

One way to help trainees learn analytical and problem solving skills is by presenting a story (called a case) about people in an organization who are facing a problem or decision. Cases may be faced on actual events involving real people in an organization, or they can be fictional. Business case studies are included in college text books and courses in management, public administration, law, sociology, and similar subjects. They are increasingly available using video and other media. While cases vary in complexity and detail, trainees should be given enough information to analyze the situation and recommend their own solutions. In solving the problem, the trainees are generally required to use a rational problem-solving process that includes the following steps:

1. Restating important facts

2. Drawing inferences from the facts

3. Stating the problem or problems

4. Developing alternative solutions and then stating consequences of each

5. Determining and supporting a course of action

Proponents of the case study method argue that this form of problem solving within a management setting offers illustrations of the concepts students are respected to learn and use, improves communications skills, and facilities the linking between theory and practice. Proponents also claim that cases allow students discuss, share, and debate the merits of different inferences, problems, and alternative courses of action. Such insight can help students to develop better analytical skills and improve their ability to integrate new information.

The case study method also has vigorous critics who argue that it can cause group think, focuses too much on the past, limits the teaching role of the trainer, reduces the learner’s ability to draw generalizations, reinforces passively on the part of the learner, and promotes the quantity of interaction among students at the expense of the quality of interaction. Andrews and Noel claim that cases often lack realistic complexity and a sense of immediacy, and inhabit development of the ability to collect and distill information. In addition, trainees may get caught up in the details of the situation, at the expense of focusing on the larger issues and concepts they are trying to learn. Continue reading »

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