The structuring of initial descriptions or demonstrations in the teaching of procedures

Abstract

Scenarios in which a teacher provides the student with an initial description or demonstration of some procedure to be learned are common in many science and technology fields. Structuring such initial presentations to assist rather than inhibit the student's representation of the target procedure is a real pedagogical concern. Production systems approaches to depicting procedural learning were used to derive four implications for such structuring. These implications were tested in two studies, one in a real class context of undergraduate mathematics study. Corroborating earlier research, clear learning advantages were found for embedding a procedure's steps in an explicit hierarchical goal structure. Extending earlier research, learning advantages were also found for distinguishing and making explicit both the actions and the signalling conditions that comprise those steps. The development of teaching proficiency in the specific skill of initially describing or demonstrating procedures is considered.

Skill Building in Nursing Students during Pre-service Training

“…After performing the demonstration, the teacher's role becomes supporting students in their attempts, providing guidance and feedback, and offering suggestions for alternative approaches. 6 Teachers should support nursing students in transferring these skills to real-life practice in their clinical placements.…”

Effectiveness of Active Teaching Methods for the Residents of Physical Medicine and Rehabilitation

“…It can be used in classes of all sizes in multiple grade and subject areas. 9 Demonstrations are most commonly used in science and technology courses.…”

“…When using the demonstration model in the classroom, the teacher or some other expert on the topic being taught, performs the tasks step-by-step so that the learner will eventually be able to complete the same task independently. 9 This method shows that students will be more active and will easily understand material presented in a learning process. The disadvantages of demonstration aretime consuming, requires instruments, capability of students maybe different may limit large participation, etc.…”