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"The participants use different learning styles or preferences for learning and there is no right or wrong classifications as everyone uses the appropriate learning style that brings some degree of learning as an out come at the end. For example some of the participants are shy and sensitive, while others are high risk takers and others enjoy high self-esteem" (Sana'a Al Ababneh)
"Shifting towards constructivist-framed pedagogy, the teachers drew on neuroscience to create diverse learning experiences and moved away from didactic forms of teaching instruction." (Yuen Sze Michelle Tan & Joshua Johnstone Amiel)
"In answer to the second question: The methods ranged from direct instruction, construction, and immersion to a full-on blend of both theories. The sequencing of the learning event moved from simple, known knowledge, through knowable, and complex, to chaotic. The findings support the critique of placing behaviourism and constructivism at opposite ends of a continuum. They support the proposition that the two paradigms are orthogonal." (Johannes C. Cronjé)
To cater to students' reflective-active learning style, instructors should use discussions and problem-solving activities, focus on interpretations and theories, provide overviews, and connect topics to prior knowledge. Incorporating visual aids and verbal summaries, along with group work, will also enhance learning for those who prefer both verbal and visual styles. (Adapted from: Saud Aldajah, Yousef Haik and Kamal Moustafa).
The distinction between active and reflective thinking styles is often associated with the learning theories of David Kolb, particularly his Experiential Learning Theory (ELT). According to Kolb, active learners engage through hands-on experiences and problem-solving, while reflective learners prefer to think deeply about information before applying it. This framework helps educators tailor their teaching strategies to better suit different learning styles.
"Instructors can maximize student learning by viewing objectives as the unifying and driving force for planning teaching and learning activities and assessment exercises. When these activities and exercises relate to and follow from the course goals and objectives, the course is aligned. This consistency gives clarity and direction to the students, thus facilitating their learning." (Phyllis Blumberg)
Training in court interpreting must be available which bases its curricula on input from practising professionals as well as the knowledge, skills and abilities which are known to be vital in court interpreting, covering interpreting skills as well as substantive knowledge.
Reward-based learning improves spatial attention.
Leonardo Chelazzi, Jana Esˇtocˇinova´, Riccardo Calletti, Emanuele Lo Gerfo, Ilaria Sani, Chiara Della Libera, and Elisa Santandrea
Different forms o f extrinsic motivation tend to take attention away from the most important aspect of school; a child's learning. Rewards can undermine intrinsic interest in an activity, and even deter a person from returning to an activity later on (Deci, 1971;1972; Festinger and Carlsmith, 1959; Lepper, Greene, and Nisbett, 1973). I
A common theme in the research regarding intrinsic motivation is the development of an autonomous classroom climate. When children feel in control of their environment, they are not only internally motivated to work, but also experience positive feelings of self-worth (Ryan and Grolnick, 1986).
Teachers should consider student feedback for refining their methods and fostering a collaborative learning environment, while future research should explore both student and teacher perspectives on integrating theory into interpreter education (codesiging).
(Kayoko Takeda)
"To concentrate on the message, the interpreter has to be well acquainted with the topic at hand and integrate it in the communicative setting, to exploit not only the verbal information but also all other information implicit in the event" (Eunice Nthenya Musyoka)
Training interpreters on simultaneous interpreting increases cortex thickness in the brain. This contributes to enhancing the interpreter's memory and attention.
(Alexis Hervais-Adelmana, Barbara Moser-Mercerb, Micah M. Murray, Narly Golestania)
Mock conferences in the final semester of the curriculum might help the interpreter trainee to acquire enough self-confidence and personal autonomy, sufficient skilfulness and expertise.
(Armand Emanuel Goutondji)
"Shifting towards constructivist-framed pedagogy, the teachers drew on neuroscience to create diverse learning experiences and moved away from didactic forms of teaching instruction." (Yuen Sze Michelle Tan & Joshua Johnstone Amiel)
"In answer to the second question: The methods ranged from direct instruction, construction, and immersion to a full-on blend of both theories. The sequencing of the learning event moved from simple, known knowledge, through knowable, and complex, to chaotic. The findings support the critique of placing behaviourism and constructivism at opposite ends of a continuum. They support the proposition that the two paradigms are orthogonal." (Johannes C. Cronjé)
To cater to students' reflective-active learning style, instructors should use discussions and problem-solving activities, focus on interpretations and theories, provide overviews, and connect topics to prior knowledge. Incorporating visual aids and verbal summaries, along with group work, will also enhance learning for those who prefer both verbal and visual styles. (Adapted from: Saud Aldajah, Yousef Haik and Kamal Moustafa).
The distinction between active and reflective thinking styles is often associated with the learning theories of David Kolb, particularly his Experiential Learning Theory (ELT). According to Kolb, active learners engage through hands-on experiences and problem-solving, while reflective learners prefer to think deeply about information before applying it. This framework helps educators tailor their teaching strategies to better suit different learning styles.
§ لكل فرد أسلوبه المميز في التعلم الذي ينعكس في تفضيله لوسيط أو أكثر من الوسائط الحسية الإد ا ركية في استقبال وتجهيزها ومعالجتها على نحو أكثر كفاءة وفاعلية ويسر. § يكون التعلم أكثر فاعلية ويسر وديمومة إذا كان عرض المعلومات أو تقديمها متوافقاً مع أسلوب تعلم الطالب.
(نورية عبيسة)
"Instructors can maximize student learning by viewing objectives as the unifying and driving force for planning teaching and learning activities and assessment exercises. When these activities and exercises relate to and follow from the course goals and objectives, the course is aligned. This consistency gives clarity and direction to the students, thus facilitating their learning." (Phyllis Blumberg)
Training in court interpreting must be available which bases its curricula on input from practising professionals as well as the knowledge, skills and abilities which are known to be vital in court interpreting, covering interpreting skills as well as substantive knowledge.
Reward-based learning improves spatial attention.
Leonardo Chelazzi, Jana Esˇtocˇinova´, Riccardo Calletti, Emanuele Lo Gerfo, Ilaria Sani, Chiara Della Libera, and Elisa Santandrea
Different forms o f extrinsic motivation tend to take attention away from the most important aspect of school; a child's learning. Rewards can undermine intrinsic interest in an activity, and even deter a person from returning to an activity later on (Deci, 1971;1972; Festinger and Carlsmith, 1959; Lepper, Greene, and Nisbett, 1973). I
A common theme in the research regarding intrinsic motivation is the development of an autonomous classroom climate. When children feel in control of their environment, they are not only internally motivated to work, but also experience positive feelings of self-worth (Ryan and Grolnick, 1986).
Teachers should consider student feedback for refining their methods and fostering a collaborative learning environment, while future research should explore both student and teacher perspectives on integrating theory into interpreter education (codesiging).
(Kayoko Takeda)
"To concentrate on the message, the interpreter has to be well acquainted with the topic at hand and integrate it in the communicative setting, to exploit not only the verbal information but also all other information implicit in the event" (Eunice Nthenya Musyoka)
Training interpreters on simultaneous interpreting increases cortex thickness in the brain. This contributes to enhancing the interpreter's memory and attention.
(Alexis Hervais-Adelmana, Barbara Moser-Mercerb, Micah M. Murray, Narly Golestania)
Mock conferences in the final semester of the curriculum might help the interpreter trainee to acquire enough self-confidence and personal autonomy, sufficient skilfulness and expertise.
(Armand Emanuel Goutondji)
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