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Lesson study is a professional development model that engages teachers in a cycle of planning, teaching, and reflecting upon a lesson with the purpose of understanding how to optimize students' learning opportunities.
The interventions can also help to optimize students' learning strategies, e.g., helping students identify what they do not understand, which in turn can trigger further studying, and guide them to schedule their study time (Bjork et al., 2013; Hartwig & Dunlosky, 2012; Karpicke et al., 2009; Putnam et al., 2016).
To optimize students' learning experiences and equip them to manage their personal and professional development.
They were all engaged in professional development programmes in their own institutes in the Netherlands or Belgium and were interested in further education concerning how to optimize students' reflection skills.
Good teachers can optimize students' learning experiences by providing support, direction and feedback (Kilminster and Jolly 2000), and they can be helped to do this effectively by feedback to gauge their performance and point out areas for improvement.
Based on the characteristics of a small group learning session, including format, type of learner and type of content covered, there likely exists an ideal combination of content and process expertise that a preceptor should possess in order to optimize students' learning outcomes.
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However, further studies will need to elucidate how each element of leadership for learning might best be enacted to optimize student learning in VPE departments.
Problem-based learning (PBL) is essentially a learning system design that incorporates several educational strategies to optimize student-centered learning outcomes beyond just knowledge acquisition.
During a typical tutorial session with DeepTutor, the system challenges students to solve a number of problems that are carefully selected by the system in order to optimize student learning.
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Justyna Jupowicz-Kozak
CEO of Professional Science Editing for Scientists @ prosciediting.com