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Emphasizes the importance of being able to identify manipulative behavior in the young child and take steps to discourage the development of a manipulative personality. (CM)

Using the classroom to simulate an office will motivate secretarial students to develop human relations skills, decision-making skills, and other types of important skills, according to the author. She describes minisimulations to test students' office skills and to help them develop skills of thinking, organizing, and understanding. (MF)

These worksheets will provide students with experiences in identifying largest and smallest single-digit numbers, in writing names for single-digit numbers, in tests of divisibility, and in writing number sentences. (MP)

Teaching ideas are presented on the following topics: the number line, earthquakes and Venn diagrams, homework, and flow proofs in geometry. (MP)

A number of mathematical games, tricks and puzzles, are described as a way to make drills for elementary school students as interesting as possible. (MP)

Describes ways in which the cloze procedure is used for instruction rather than for testing. (MKM)

Describes the Weehawken, New Jersey, individualized language arts program to develop better ways of teaching writing and composition through diagnosing student writing needs, using prescriptive teaching techniques, and evaluating student progress. Validated by the Office of Education, the program has spread across the country. (MF)

To keep students aware of the advantages of shorthand and in the shorthand program, the author presents some techniques for teaching the first week of beginning shorthand, among them letting the students learn basic strokes without a textbook in order to write simple shorthand during the first few days. (MF)

The author states that the lecture is a valuable and necessary teaching method when used to help students synthesize information and understand relationships between concepts and to prepare them for discussion and practice. She offers ten suggestions for improving the effectiveness of the lecture. (MF)

This paper discusses how students engage in misbehavior for meaningful, needs-meeting reasons. Methods for helping children to learn more satisfying and appropriate ways of meeting their needs are explained. The Pennsylvania State University Social-Emotional Climate Index is presented as a tool for assessing the classroom climate. (Author/BE)

Maintains that photographs taken by children for children can serve to stimulate their creativity and verbal communication skills. (CM)

If the instructor carefully plans for formation of small groups and the writing sessions, group writing in a business communications course offers such advantages as rapid feedback, peer response, and a variety of evaluative comments. Small group sessions in composing, evaluating, and synthesizing are described. (MF)

As both advertising and training exist to indoctrinate a certain group and move it to action, five advertising techniques that trainers might use in their work are described and applied to training: culture (organization) building, market planning, promotion, educational techniques, and motivational techniques. (MF)

Techniques to enable accounting teachers to present the accounting worksheet are given, with examples of worksheet columns for income statement, balance sheet, revenue and expense, owner's equity, trial balance, and adjustments. The techniques also show the student the reasons (why) for and the mechanics (how) of the worksheet. (MF)

A mathematical game is described that reinforces arithmetic concepts while children practice determining equivalent representations for various denominations of money. (MP)

A method of identification of pigs used by farmers is described as an application of a base three numeration system. (MP)

A game with a football theme is described that has been found to be effective in motivating students toward mastery of the basic multiplication facts. (MP)

The globalization of education and increasingly multicultural nature of the classroom, English teachers must develop intercultural awareness and competence. However, comparative studies that specifically focus on the experiences of foreign English teachers are limited. Thus, the research aims to investigate and compare the similarities and differences of the intercultural awareness and practices of Indonesian and Ghanaian English teachers in the context of English language teaching. As well as the strategies of teaching materials and techniques they employ to promote intercultural understanding among their students. This research used qualitative methods within the framework of a comparative study design and data were collected through semi-structured interviews. The participants were 2 EFL teachers from Ghana and Indonesia. The researcher analyzed it to identify patterns by organizing, coding and summarizing the data into themes. The study's findings indicated the critical importance of integrating intercultural awareness in English teaching, emphasizing the recognition and value of cultural diversity. This motivates teachers to foster an inclusive, tolerant environment using culturally appropriate teaching materials and techniques, ensuring all students feel valued. The Ghanaian teacher in international schools promotes global cultural acceptance or called as intercultural awareness, blending diverse cultures into lessons, while the Indonesian teacher prioritizes local culture or basic cultural awareness in English teaching. However, this research has limitations on the application of integration, teaching materials and techniques in intercultural awareness in English language teaching. So that future research can explore these aspects more broadly and varied.

The teaching of human anatomy plays a fundamental role for both students and health professionals; understanding the structure of the human body is essential for accurate diagnosis and effective treatment. In this context, this systematic review article focused on answering the following main question: What are the most effective methodological strategies for teaching human anatomy? To address this question, an exhaustive investigation was carried out involving the consultation of recognized databases such as Web of Science (Wos), PubMed and Scopus, covering the period from 2013 to 2023. It was concluded that effective teaching of human anatomy is achieved through various methodological strategies, including the use of information and communication technologies (ICTs), practice in dissection laboratories, active learning methods, teacher training factors, evaluation of student performance and promotion of collaborative learning. [ABSTRACT FROM AUTHOR]

Objectives: Health professionals' education presents unique challenges including clinical application of knowledge and interprofessional collaboration. Additionally, institutions suffer from faculty shortages while class sizes increase. Therefore, educators seek innovative andragogical techniques utilizing minimal resources. Several active learning methods have been introduced as a solution. The aim of this study is to assess the impact of lecture (LBL), case (CBL), and team (TBL) based learning on the students' satisfaction and knowledge attainment. Methods: A total of 134 sophomore dental students are taught pediatric dentistry course using LBL, CBL, and TBL techniques. At the end of the course, students are invited to participate in a satisfaction survey. Statistical analysis is conducted using a two‐sided chi‐square goodness of fit test. Students' comments are used for qualitative analysis. Final exam analysis is administered via Examsoft software. Results: A total of 98% of the students participated in the survey out of which 83% met the inclusion criteria (N = 110). Students chose LBL as the method that helped them learn in a comprehensive way, provided the most comfortable environment, and presented the overall highest satisfaction with statistically significant difference (p value = 0.001). LBL questions scored the highest point biserial and discrimination index. The percentage of correct answers and difficulty level was highest for TBL. Conclusion: Students preferred LBL over the other learning methods. Final exam psychometrics showed favorable results for LBL and TBL. Students could potentially benefit from combining both techniques. However, more research is needed to assess the effectiveness of various teaching methods on the short‐ and long‐term learning outcomes. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Planning Education & Research is the property of Sage Publications Inc. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The implementation of effective strategies in the teaching and learning of language skills is highly recommended at the tertiary level. In this respect, the teaching of vocabulary requires the use of pertinent strategies to facilitate and boost students’ learning process. This goes hand in hand with the theme of this research paper which addresses the approaches, methods, and practices of teaching. Accordingly, the present study explores the most frequent strategies employed by teachers of English when teaching technical vocabulary to computer engineering students at the national school of applied sciences. Previous studies revealed that morphological incompetence hinders understanding of complex words, and thus impedes the acquisition of vocabulary. This study aims to examine the role of effective teaching strategies in acquiring English technical vocabulary. A semi-structured observation protocol was designed to collect data necessary to answer the research questions. Major findings revealed that English teachers frequently employ verbal strategies related to word definition, word synonyms and word translation to teach vocabulary to their computer engineering students. Nonverbal strategies were less frequently used. It is hoped that the findings of this research will be beneficial for ESP practitioners in implementing effective teaching strategies to teach specific vocabulary.

Abstrak: Mengembangkan kosakata juga memungkinkan pelajar untuk memahami konsep dan ide yang kompleks. Teknik pengajaran kosakata bermanfaat untuk belajar bahasa Inggris karena merupakan salah satu proses kunci dalam penguasaan empat keterampilan. Penelitian ini bertujuan untuk membahas terkait (1) teknik kelas yang digunakan guru dalam mengajar kosakata dan tujuan penggunaan teknik tersebut, (2) peran guru dalam menerapkan teknik tersebut, (3) unsur kosa kata yang ditingkatkan dalam penerapan teknik tersebut. Penelitian ini menggunakan metodologi penelitian deskriptif kualitatif dengan desain studi kasus, dengan pengumpulan data dilakukan melalui wawancara dan observasi terhadap guru bahasa Inggris di Padhung Islamic School, Thailand. Analisis kualitatif digunakan untuk menganalisis data yang dikumpulkan dari responden. Hasil penelitian ini menjelaskan bahwa guru menggunakan beberapa teknik untuk mendorong penguasaan kosa kata siswa, termasuk pemahaman yang sesuai konteks, penggunaan alat bantu visual, dan penggabungan kegiatan interaktif seperti permainan. Teknik-teknik ini terbukti efektif dalam memfasilitasi pemahaman pelajar dan retensi kosakata bahasa Inggris. Temuan penelitian saat ini juga menunjukkan bahwa peran guru telah merubah dalam rangka mengembangkan kemandirian peserta didik dalam belajar. Mereka sering kali beralih ke penjelasan yang memungkinkan adaptasi strategi yang berbeda. Studi ini juga menemukan bahwa visualisasi menawarkan keuntungan dalam pengajaran dan pembelajaran kosakata bahasa Inggris, khususnya bagi pelajar EFL Thailand. Visualisasi membantu siswa memahami kata-kata sulit dengan mudah dengan melihat gambar. Implikasinya adalah bahwa menggabungkan berbagai teknik pengajaran dan mengadopsi metode berbasis visual dapat sangat memudahkan proses pembelajaran. Abstract: Developing vocabulary also enables learners to grasp complex concepts and ideas. Vocabulary teaching techniques are beneficial for learning English because it is one of the key processes in mastering the four skills. This research aims to discuss about (1) the classroom techniques used by the teacher in teaching vocabulary and the purposes of using the techniques, (2) the teacher’s role in implementing the techniques, (3) the elements of vocabulary improved in implementing the techniques. The study adopted a descriptive qualitative research methodology with study case design, with data collection conducted through interviews and observations of English teachers at Padhung Islamic School, Thailand. Qualitative analysis was used to analyze the data collected from the respondents. The study's findings revealed that the teachers employed several techniques to encourage learners' mastery of vocabulary, including contextualization, the use of visual aids, and the incorporation of interactive activities such as games. These techniques were found to be effective in facilitating learners' comprehension and retention of English vocabulary. The current study's findings also indicate that teachers’ roles have changed in order to develop learners’ independence in learning. They will frequently turn to explanation which allows for the adaptation of different strategies. The study also found that visualization offers advantages in teaching and learning English vocabularies, especially for Thai EFL learners. Visualization helps the students to understand the difficult words easily by looking at the pictures. The implication is that combining various teaching techniques and adopting a visual-based method can facilitate the learning process to a great extent.

The increasing demands on teachers have led to the strategic integration of information communication technology, suggesting that teachers' efficacy can be heightened through the judicious incorporation of technology into their teaching techniques. In light of this premise, this research aimed to assess the impact of blending learning teaching techniques on the academic achievements of 8th class science subject students in Gujranwala. The main objective was to compare achievement levels between blending learning and traditional methods. In this regard, the pre-test post-test control group design was utilized, with a sample of sixty students randomly selected. Data were collected through achievement test, revealing the blending learnings' superiority in enhancing the students' cognitive skills according to Bloom's taxonomy. This study examined the leading issues in contemporary situation wherein results provide significant information in reaching the decision of study and making some appropriate recommendations. This highlighted the potential benefits in a tailor-made format thereby incorporating blending learning in developments of education at different levels especially at the elementary level. [ABSTRACT FROM AUTHOR]

Copyright of Fenerbahce University Journal of Health Sciences (FBU-JOSH) / Fenerbahçe Üniversitesi Sağlık Bilimleri Dergisi is the property of Fenerbahce University Journal of Health Sciences (FBU-JOSH) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The objective of this study was to investigate the impact of the coordinated application of the Six Thinking Hats and Jigsaw (separation-assembly) techniques in a Science and Technology lesson on the learning outcomes related to air, water, and soil pollution among 5th-grade students. The study employed a quantitative approach and followed a pretest-posttest control group research design, aligning with the experimental research method. The sample consisted of 56 middle school students recruited using purposive convenience sampling The experimental group in this study received instruction on the topics of air, water, and soil pollution through the coordinated application of the Six Thinking Hats and Jigsaw techniques, whereas the control group was taught in accordance with the existing curriculum. The research findings revealed a significant difference between the experimental and control groups, with the experimental group demonstrating superior outcomes. [ABSTRACT FROM AUTHOR]

Emotional feeling is a phase of neurobiological activity that plays an important role in cognitive thinking and learning, although largely overlooked in complex tutoring fields like Mathematics. This paper introduces an innovative e-learning Mathematics course integrating emojis as a feedback mechanism to express students' emotional responses towards mathematical challenges. By providing a platform for intuitive emotional expression, this approach aims to strengthen engagement and comprehension. Through empirical investigation, emotional reactions of online mathematics students are explored, with attention to gender-related differences in emoji usage. A survey administered to 100 students prompts them to select emojis conveying their sentiments towards mathematical problems. Statistical analyses reveal that emojis effectively capture students' emotions, with an emphasis on gender-based variations in selection. These insights illuminate the dynamics of emotional expression and hold implications for fostering comprehensive learning environments that mitigate negative emotions such as mathematical anxiety. By empowering educators to monitor students' emotional reactions and adapt teaching strategies accordingly, this approach has the potential to cultivate confident and proficient learners essential for STEM (Science, Technology, Engineering, Mathematics) advancement. [ABSTRACT FROM AUTHOR]

The research focused on students' perceptions of teaching techniques in English speaking skills at vocational high school in Kebumen. The method employed in this research is a descriptive method with a quantitative approach. The instrument used comprises 8 statement items crafted from the aspect of perception. Data analysis was conducted using descriptive statistical tests complemented by frequency distribution analysis. The sample for this research consisted of 86 students from grades XI at vocational school in Kebumen. The results showed varying perspectives among the students: Around 60.1% of students expressed positive views regarding the usefulness of diverse techniques employed in speaking practices, such as dialogues and role plays. Approximately 41.1% perceived teaching tools, including audio and visual aids, as supportive in comprehending speaking materials. Roughly 54.1% of students believed that the methods used, particularly those involving concrete examples and relevant exercises, facilitated their understanding of speaking materials. Concerning constructive feedback, 67.3% of students acknowledged its role in improving their speaking skills. Around 50.2% of the respondents supported the idea that the chosen teaching materials effectively assisted in their comprehension. A significant majority, approximately 89.9%, felt motivated to learn speaking due to the teacher's approach

Copyright of Amazonia Investiga is the property of PRIMMATE and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The article provides an extensive exploration of the significance, utilization, and cultural implications of greetings in the Romanian language, particularly in the context of teaching Romanian to foreign students. It delineates the theoretical underpinnings of greetings, emphasizing their dual nature as linguistic constructs and social behaviors embedded within cultural norms. Furthermore, it examines the practical considerations involved in teaching greetings, advocating for a structured instructional approach that integrates theoretical concepts with experiential learning opportunities. The article also delves into examples of iconic greetings in Romanian culture and explores the nuances of ironic greetings. Overall, it serves as a valuable resource for language educators, students, and researchers seeking to understand the multifaceted nature of greetings and their role in communication, social interaction, and cultural identity within the Romanian context. [ABSTRACT FROM AUTHOR]

The didactic class is a pedagogical tool meant to increase classroom interactivity by encouraging student discussion of real-life cases in connection with theory. This paper evaluates the pedagogical impact of using a one-off didactic class where an external expert is brought in to discuss how to relate a cognitive psychology course’s content to real-life problems. Using a mixed-methods approach, we measure the undergraduate students’ sense of conceptual understanding, their perspective on applying cognitive sciences, their sense of belonging to the department, and their motivation to work. Students’ sense of understanding and their perspective in applying cognitive sciences to real-world problems significantly increased after this class. However, we found no significant differences in their sense of belonging to the department or their motivation to study. This suggests didactic classes may further course-specific content but do not change broader aspects of motivation or belonging. The qualitative interviews support the quantitative results. Students reported that didactic class made them think laterally about content from other modules and how they could apply theoretical insights to real-world problems, which boosted confidence. Students reported great satisfaction with the didactic class. Of course, the speaker must be relevant to the course content, and students should feel empowered and able to speak in class. However, these are practical concerns that should not discourage lecturers from exploring didactic classes as a fun and instructive tool that has significant pedagogical benefits.

Trained instructors in general programs have the ability and resources to initiate and follow through with developing water safe individuals who are capable swimmers. Specific staff training to prepare individuals to facilitate aquatic participation for individuals with disabilities is currently extremely limited. The purpose of this article is to examine the barriers to specialized staff training in aquatics for individuals with disabilities, to suggest necessary staff training content, and to propose topics for further research in the area of staff training. Seeking development of quality staff training programs for those working in aquatics for individuals with disabilities is the quest. [ABSTRACT FROM AUTHOR]

BACKGROUND: Intimate area examination (IAE) is an integral part of clinical examination skills and must be mastered by medical students before they start their careers. This study explores the experiences of Pakistani medical students regarding learning of IAE, the associated barriers and their impacts on students’ learning. METHODS: This cross-sectional study, based on a self-designed questionnaire was conducted at two Pakistani medical colleges which included final year students, and post graduate trainees. RESULTS: During their undergraduate training, 74.9% of the respondents had not conducted a female pelvic examination, 51.9% had not examined a female groin, 79.7% had not examined a female rectum and 72.7% had not examined a male rectum. From the 65 postgraduate doctors, 48.4% reported that they were not prepared to perform an IAE at the start of their clinical career. Regarding barriers to IAE learning more than half of the respondents felt that the opposite gender of the patient (64.7%) and patient’s refusal (63.1%) had a strong negative impact on IAE learning. A high percentage of respondents reported that they were not taught IAE during their undergraduate years. Among the currently used pedagogical techniques, 71.1% of the respondents opted for real patient-based learning, followed by clinical simulations (21.9%), and videos (7.0%). No one thought examination should be taught theoretically. A significant difference between male and female experience in IAE learning was also observed. CONCLUSION: Learning of IAE remains unsatisfactory and poses a major challenge for the Pakistani Medical Students in the institutes included in this study.

This editorial argues that, despite strong evidence that pronunciation teaching leads to improvement, the field needs to question whether teaching techniques and pedagogical approaches to pronunciation teaching are all similarly effective. [ABSTRACT FROM AUTHOR]

The relevance of the research is due to the need for formation and development of economic thinking among medical students in the implementation of the modern educational paradigm, implying a competence based approach to higher education and compliance of educational programs to the world quality standards. In the implementation of the Federal state educational standard of higher medical education the problem of economic competencies formation in medical students is relevant. Updating the competence based approach to teaching economic disciplines in medical higher educational institutions, as well as expansion of forms and teaching methods, taking into account the above mentioned competencies will facilitate the decision of this problem. The purpose of the research is to update the competence based approach to teaching economic disciplines to medical students. In the research the following methods were used: formalized analysis, analytical method, systematization method and data synthesis. The results of the research: the authors have created a list of competencies to implement in the process of teaching economic disciplines to medical students, as well as systematized and actualized active and passive methods of teaching economic disciplines in accordance with the competence based approach. Key findings: Modernization of higher education, taking into account the requirements of Federal state educational standards of new generations, also entails adapting the principles of competences of future specialists to a dynamically developing external environment. The proposed list of competencies can be used by teachers of specialized departments of higher educational institutions in the process of drawing up working programs of disciplines and directly in teaching economic disciplines in order to improve the quality of the educational process.

The article deals with the psycholinguistic and methodological problem of the formation of a secondary linguistic identity in the process of foreign language acquisition. Relying on the theories of the linguistic world mapping and the linguistic personality, as well as on many years of experience in teaching Russian as a foreign language, the authors draw conclusions about the need to rethink the teaching objectives and shift the focus to methods and techniques that open a new linguistic world view to the student, since the development of a secondary linguistic personality is based on it. The starting point is the idea that the native speaker acquires the national culture by means of their native language and the language specific world view, so that the key goal of the foreign language teaching methodology should be the search for methods and techniques for developing the student’s perceptual ability to comprehend the specificity of world mapping in the language studied, with the purpose of attaining such a level in foreign language acquisition as thinking in this language. The authors see the main goal of any foreign language course, starting with the elementary one, to be the formation of a secondary linguistic personality which makes the student ready for the intercultural dialogue. Everything else should be subordinated to this goal as particular tasks and steps on the way up to it. The authors claim that the methods and techniques that are supposed, in accordance with the main goal of foreign language teaching, to teach how “to perform speech acts” in a new language, should be aimed at the formation of a secondary linguistic personality that can express themselves and comprehend the interlocutors’ intentions in the intercultural dialogue; and create and perceive oral and written texts on different aspects of life and of varying degrees of complexity, depth, and accuracy without translation. A secondary linguistic personality is a dynamic, constantly evolving construct that is built on top of the already existing linguistic personality, embracing and using all the existing cognitive settings and expanding their potential. These structures are not parallel, but closely interrelated at the levels of Lexicon, Thesaurus, Pragmaticon, and discursive competence. The ability to fully participate in the intercultural dialogue is an indicator of the complete formation of the secondary linguistic personality.

This study determined the efficacy of the video-clip lecture strategy in enhancing computer science (CS) students' performance in a computer networking course at universities in Gombe state, Nigeria. The study adopted a quasi-experimental design with non-equivalent groups of intact classes. Study participants were 136 CS third-year students made up of 87 males and 49 females selected from the two public universities in the state offering computer science education. The Computer Networking Achievement Test (CNAT) was the instrument used for data collection with a reliability index of.79 established using K-R 20. The scores obtained from the pre-test and post-test were analysed using mean and Analysis of Covariance for the hypotheses at 0.05 level of significance. The study's findings indicated a higher mean performance among the treatment group compared to the control group. Findings demonstrate the efficacy of innovative pedagogy towards enhancing learner engagement in CS courses, thus assisting students to become active learners. [ABSTRACT FROM AUTHOR]

The teachers use teaching methods and techniques in their classrooms with clear goals and intentions to teach. These teaching approaches might be teacher-centred, intended to transfer information, or studentfocused, intended to change students' understanding. Apart from various contextual and personal factors, such as gender and institutional location, they can also explain the differences and variations in these teaching approaches. Literature on approaches to teaching in public schools is available. However, there is insufficient literature about Madaris teachers across the globe. In Pakistan, Madaris are parallel educational entities that cater to millions of students. Therefore, the current study identified the teaching approaches of Madaris teachers in relation to the gender and location of Madaris. Under a survey research design, data were collected from 790 Madaris teachers in Punjab. An ANOVA statistical test revealed that the interaction of gender and location could explain the difference in Madaris teachers' preferred teaching approaches in Madaris in Punjab. Male teachers in rural and urban areas had a higher conceptual change student-focused approach and a higher information transfer teacher-focused approach. The Pakistani government and private sectors should design teaching training programs according to the particular curriculum in Madaris and assist Madaris with instructional teaching reforms. [ABSTRACT FROM AUTHOR]

This article introduces an experimental program designed to regulate students’ emotional states and reduce exam stress. The program, involving 120 students from Bukhara State University, comprises the theoretical course “Psychology of Emotional States” and practical training sessions. It addresses psychological health, emotional intelligence, and self-regulation. The “Emotional Balance” program, with its focus on enhancing self-regulation and emotional intelligence, demonstrated significant improvements in emotional well-being and motivation while reducing exam-related anxiety and escapism. Students learned diagnostic and corrective techniques for emotional states and ways to prevent burnout. The use of visualization and group exercises improved their communication skills. The results emphasize the program’s effectiveness in reducing exam stress and enhancing the overall emotional state of students, underscoring the need for emotional support and motivational balance in education.

Several decades ago, the English language has become a necessity for countries that do not have English as their mother tongue, attracting the attention of the academic, scientific, and economic communities. A great variety of techniques have been implemented in the teaching and learning of this language and have been adopted in most of the institutes of Higher Education in Latin American countries. The present research analyzes the different teaching and learning techniques based on the scientific literature used by English language teachers. The results are based on the academic performance of a group of Higher School Polytechnic of Chimborazo students. It is concluded that the combination of task-based teaching strategies (36.56 % of students acquired skills in English language learning acquisition according to this technique adopted by teachers.) and grammar teaching technique (42 % of teachers use this technique) has a better impact on English language learning. [ABSTRACT FROM AUTHOR]

An important part of lexical collocations in languages, and specifically in Spanish, are metaphorical. This aspect can be leveraged in teaching Spanish as a foreign language to enhance the learning of this type of combination, which poses difficulties for learners. In this article, we propose that paying attention to the figurative meaning of collocations and organizing them through underlying conceptual metaphors can improve learners' collocational awareness, while also contributing to the learning of these combinations and, by extension, to other units with metaphorical meaning. Moreover, like any work that focuses on linguistic metaphors, it contributes to the development of metaphorical competence and understanding the metaphorical conceptual system of the target language. [ABSTRACT FROM AUTHOR]

Purpose: To verify if the students' learning styles impact the acquired knowledge, taking into account the application of teaching techniques in the classroom, specifically seeking to know if the subjects studied learn during the application of the technique. Methodology: A quasi-experiment in an undergraduate class at a Federal University, with a quantitative approach through the analysis of generalized mixed models. Results: It was found that learning styles do not interfere with student learning in case method and PBL techniques. However, in the Role-Play technique, it was found that learning styles interfered with student learning. It should be noted that the predominance was of the Assimilating style, followed by the Convergent and then the Accommodator. Students belonging to the accommodative style had a better performance compared to other students of the other styles. Contributions of the Study: it was observed that teaching techniques can contribute to knowledge, and that especially, more playful techniques such as Role-Play are favorable, but depend on the learning characteristics of each individual. In this way, the present study contributes to the knowledge in the aspect of indicating that the use of teaching techniques can produce satisfactory results, as long as the learning style of each student is perceived. [ABSTRACT FROM AUTHOR]

This study aims to examine teachers' perspectives on the possibility of developing students' thinking and expression skills through teaching techniques. The study adopts correlational research design. The study participants consisted of 412 primary school teachers. The chi-square test results show that there is a linear relationship between the study variables. The t-test results show higher values than the population value of averages. Also, the results of the teachers' perceptions of interactive noting system for effective reading and thinking (INSERT), SQ3R, roundtable, role play, think/pair/share, and brainstorming techniques show the possibility of developing the student's thinking and expressing skills. This research offers a general alternative to improve students' thinking and expression skills through teaching techniques during classroom teaching process. [ABSTRACT FROM AUTHOR]

In this work, the teaching methods used in Latin American transcendental literature were analyzed. They were selected by keywords: "teaching methods", "teaching techniques", "teaching", "teaching-learning process", "educational research" and "learning methods". The search period was 2010-2020. In these databases, 20 scientific articles on the subject in Spanish that met the search criteria were selected. An in-depth reading of these articles was carried out to present the results in a narrative form and with an analysis of concepts. A new typology of teaching methods composed of three categories was established: explicit teaching, implicit teaching and subjective learning. The results revealed that there are extremely varied ways of learning and teaching. However, there are three main types and defined by a direct relationship between accumulated knowledge and learning practice, which should aim at quality education as developed by Sustainable Development Goal No. 4.