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This chapter introduces four teaching strategies that emerge from the characteristics of a triple-heritage model of Christian education that is grounded in the African American spirituals. The model consists of the following: communal, creative, critical, and cooperative. The teaching strategies that emerge from these characteristics include communal dialogue, creative engagement, critical reflection, and cooperative action. The chapter then discusses various aspects of a course called “Christian Education in the African American Experience” and details how these strategies have shaped and informed the teaching of the course. The primary purpose of this chapter is to examine the teaching/learning process that emerges throughout the course.

Autobiographical narratives and related materials such as journals and diaries have proved to be valuable, but often problematic, resources for the studying and teaching of African American religious experiences. This chapter identifies a number of these resources and illustrates some of the historiographical and pedagogical issues related to their use. In this chapter, “testifying” alludes to the confessional tradition within the black religious experience and is used in reference to the “subjective” self-representations, interpretations, and experiences found in autobiographical narratives and related materials. “Testimony”, meanwhile, has more “factual” connotations and refers to resources and interpretations that are ostensibly more “objective” and hence subject to critical historical assessment. Both types of material are presented as valid, valuable, and complementary resources for studying the African American religious experience. This chapter also includes pedagogical reflections on varied classroom experiences that incorporate both types of resources in courses situated in two university departments of religious studies.

This chapter talks about the different teaching strategies nurses employ to train caregivers, and the different ways in which caregivers learn in training. Nurses develop strategies based on caregivers' and care recipients' readiness and different levels of knowledge. One of the first things they report doing when making initial contact is to find out what the expectations are, and manage them. Another strategy nurses say they use, especially if someone is hesitant or has anxiety, is to give emotional reassurance, including “lots of praise,” positive reinforcement, and encouragement. In terms of hands-on work, all nurses state that the general process is to demonstrate to the caregiver and/or care recipient exactly what they are going to do, allow them to watch and ask questions, and then observe a return demonstration. It is evident that there is a great deal of variability in how home health nurses convey information. While some of this may be due to agency policies or norms, nurses have different teaching philosophies and styles and are often given much leeway as to how they transmit information. The fragmented nature of the system means that caregivers may experience vast differences in communication processes and in the training they receive. The chapter discusses how caregivers train in three different conditions: caregivers who received prolonged training in rehabilitation facilities and hospitals, caregivers who received some training in hospitals, and caregivers who received little or no training in hospitals.

This chapter argues that media education after the-media would be formed out of a flattened cultural hierarchy combined with a relativist pedagogy. This would arise out of the death of Media Studies as we know it but also the death of English, Art, Drama and all other 'subjects of text'. These will be replaced with a more reflexive pedagogy of the texture of mediated life. Doing Text means one removes 'the-media' from their field of reference and work instead on the-mediated storytelling of the self and their students' performative textual interactions across spaces and places. This volume provides teachers of Media, English, and other textual curricular with a set of interdisciplinary learning and teaching strategies for what might be called 'new pedagogies'.

Ensuring inclusive, equitable, and quality education for all, including those with disabilities, is one of the Sustainable Development Goals to which Kenya has subscribed. The special education policy in Kenya specifically advocates for early assessment and intervention, appropriate adaptation and differentiation of the curricula, use of relevant pedagogical approaches, adequate and relevant educational resources, and accessible classroom communication for learners with diverse needs. Nonetheless, the education of deaf and hard-of-hearing learners in Kenya faces challenges, such as societal myths, barriers to curricular access, teacher incompetence in the language of instruction, and low expectations. Some members of the Deaf community remain apprehensive about the global trend toward inclusive education. The prospect of education of the deaf and hard-of-hearing learners in Kenya is bright, however, considering where the country has come from. Some issues that still need to be addressed are mentioned in this chapter.

This chapter presents methods and strategies that can be considered when developing an online music appreciation class. When compared to a live, face-to-face course, online classes have more structure and must be fully developed prior to the first day of class. For these reasons, some methods and strategies are specific elements of the course design rather than educator skill sets used only when teaching the course. Readers will find several strategies introduced that can be considered early for course design elements, such as asynchronous discussions and group work. A variety of formative and summative learning activities are conceptually introduced to facilitate planning and development. The chapter ends with a brief summary of important points and an infographic designed to visually highlight five types of methods and strategies that can be included when designing an online music appreciation course.

This chapter notes how a wide variety of teaching strategies were employed by the contributors to this book in an effort to encourage student civic engagement. This chapter categorizes and describes the array of teaching strategies referenced throughout the work. In general, five types of assignments were employed: media analyses, field trips, community-based learning projects, experiential learning projects, and critical reflection writings. Learning objectives for assignments in relation to encouraging civic engagement as developing critical thinking skills, understanding identity and frames of reference, developing empathetic awareness, and/or leading to motivated action are identified. This chapter also briefly outlines correlations between types of assignments and successful and unsuccessful outcomes in regard to stated objectives.

Deaf children in Italy are provided with different types of schooling. Few public schools offer a bilingual curriculum for deaf and hearing students that involves consistent use of Italian and Italian Sign Language (LIS) within the classroom and in which LIS is taught as a subject. One of these schools, the Tommaso Silvestri Primary School, located in Rome, Italy, is discussed in this chapter. In particular, the way in which the program is organized and how it supports deaf and hearing students in cognition, learning, and social interaction will be described. Methodological aspects and the role of technology in enhancing learning processes will be also discussed. This kind of bimodal bilingual co-enrollment program is very useful for deaf students and constitutes a unique opportunity for hearing classmates, giving them the opportunity to experience innovative learning environments and to consider deafness as a status rather than as a limitation.

When rehearsing the high school jazz ensemble, it is important to guide high school students toward becoming musicians who can make independent musical decisions. Doing so will ultimately make the jazz ensemble experience more enjoyable for both the students and the director. This chapter provides the jazz ensemble director with musical exercises, teaching strategies, and a discussion of the roles of each section within the jazz ensemble. The musical exercises and teaching strategies will assist directors with enhancing the listening skills of their students. Exercises include how to teach, improve, and maintain intonation, groove, balance, blend, and articulations. Strategies include teaching students to understand how to listen to themselves, within their respective sections, and to other sections in the ensemble—including how to interact with and connect to the rhythm section.

The average school-aged child spends well over a third of her time in school. A child’s experiences in the classroom, and in the playground, will affect her academic attainments, the development of her self-esteem, and her social skills. It is important that the teacher should create a proper learning environment for the child with ADHD in the classroom, as well as on the playground. This chapter discusses school management of ADHD, including selection of a school, and effective strategies for teaching children with ADHD. It includes teacher’s attitudes, the classroom, the playground, and the teacher’s role in monitoring the effects of medication.

This chapter describes what we know about spelling in school-aged deaf children, with a focus on those who use cochlear implants and who use spoken English as their primary method of communication. This particular population—children who are deaf and who are learning how to listen and talk—is growing rapidly and thus is the focus of this chapter. First, the chapter begins by briefly describing the English spelling system and spelling in hearing children and adolescents, in order to remind the reader what is expected of hearing children who are often classmates of deaf children with cochlear implants. Next, a review of the literature on spelling in deaf children and adolescents with cochlear implants is presented. Finally, the chapter ends with a discussion of teaching strategies that can be used to improve deaf children’s spelling.

There comes a point when students who are reading older texts want to hear how those texts sounded and thus try to read them aloud themselves. At this point, historical phonology becomes not just a fascinating intellectual exercise but something practical and useful. It isn’t just students of English language who are interested but students of literature and theatre too. This chapter reports the author’s experience in teaching Shakespearean original pronunciation to voice specialists, dialect coaches, theatre companies, and students of English, in both first-language and second-language contexts. It reviews the kinds of question students ask and discusses teaching strategies.