Classroom Examples Research Articles

TECHNOLOGIES FOR DEVELOPING STUDENTS' PHRASEOLOGICAL COMPETENCE IN ENGLISH LANGUAGE LESSONS (BASED ON EXAMPLES FROM GRADES 5-9)

This article explores the significance of developing phraseological competence in English language lessons for students in grades 5-9. It highlights the importance of idiomatic expressions, collocations, and fixed phrases in achieving effective communication and language proficiency. The article presents various technological tools, including interactive learning platforms, digital storytelling tools, online phraseology resources, video and multimedia resources, and mobile applications, that can enhance students’ understanding and use of phraseological units. Practical classroom examples illustrate how these technologies can be integrated into lesson plans to foster engagement and collaboration among students. Ultimately, the article underscores the role of educators in equipping students with the necessary skills to navigate the complexities of the English language, preparing them for success in diverse contexts.

Flipped Classroom Trial for Python Programming with Raspberry Pi Using Moodle

A flipped classroom is a pedagogical method that flips traditional lectures and homework. In the case of a flipped classroom, the traditional lecture is viewed at home before class and homework activities are completed in the classroom with the tutor present to guide students in their work. At present, the above-mentioned flipped classroom has become increasingly popular, and sometimes controversial, within higher education. In this paper, we describe the flipped classroom example for Python programming to control I/O devices with Raspberry Pi. First, the tutor uploads the lecture notes onto Moodle. Secondly, students read the lecture notes prior to the class. Students can then ask questions on the Moodle Forum if there are any questions about the class notes. Thirdly, the students attend the class. As part of the class activities, students form into 10 groups. Each group creates a Python programme based on topics related to the class note, one hour is permitted for this activity. This is an example of a group activity. Next, each group will demonstrate the Python programme they have created to the tutor and other students in a 5-minute presentation. Following this, the tutor and other students will provide comments on the demonstration. Students will then complete a self-reflection journal about the flipped classroom on Moodle after the class. The tutor evaluates each journal written by the students. In this paper, a description of the Python programmes aims to control 8 LEDs is given as an example of a flipped classroom. Finally, the tutor added a questionnaire about the flipped classroom onto Moodle at the end of the semester. Collated questionnaire responses show that students felt the flipped classroom was appealing and helped improve programming skill. Thus, the author concludes that the flipped classroom is engaging and an effective way of teaching.

Employing Digital Tools for Collaborative and Flexible Mathematical Proving

AbstractThere is a clear disconnect between the linear and deductive presentation of written proofs and the non-linear and messy process of constructing one. This disconnect poses challenges for students who do not often have opportunities, or the necessary supports, to navigate the transition between the two, quite often contributing to feelings of exclusion. It is therefore important to design learning environments with increased epistemic transparency, so that students can flexibly work on mathematical problems while learning and failing together. In this article, I present an instructional design for online collaborative proving activities for secondary school students. I discuss how the use of digital post-it notes and digital shared workspaces can create opportunities for multiple ways of participating for youth, support the navigation of different reasoning patterns, and provide space for extended across-group knowledge sharing. I share a classroom example of how this could look like in practice and discuss main implications of some of the affordances and constraints of the tools used for equitable and respectful student participation in mathematical epistemic practices.

Narrative Techniques in English Literature: Enhancing Critical Thinking Skills in EFL (English as a Foreign Language) Classrooms

This article explores the role of narrative techniques in English literature as an effective tool for enhancing critical thinking skills in English as a Foreign Language (EFL) classrooms. With the growing emphasis on developing higher-order thinking skills, literature provides a rich context for fostering students' analytical, interpretative, and evaluative abilities. The study highlights key narrative techniques such as foreshadowing, irony, metaphor, and point of view, demonstrating how these elements encourage deeper engagement with texts. By analyzing narrative structures, students can challenge assumptions, explore different perspectives, and develop the ability to critically assess various situations. The article examines the integration of these literary techniques into EFL curricula, focusing on how they support language development alongside critical thinking. It also addresses potential challenges faced by both teachers and students, such as language proficiency barriers and the need for culturally relevant texts. Through case studies and classroom examples, the research offers practical strategies for EFL instructors to incorporate narrative techniques into their teaching, enhancing both language acquisition and cognitive skills. The findings suggest that teaching English literature through a focus on narrative elements not only improves linguistic competence but also cultivates critical thinking, preparing students to navigate complex real-world issues.

An analysis of reviews related to grammar teaching and learning in Die Unterrichtspraxis/Teaching German (2000–2023)

AbstractTeaching and learning grammar has been a cornerstone of many German language courses. This article analyzes reviews of teaching and learning materials related to grammar, which were published in Die Unterrichtspraxis/Teaching German between 2000 and 2023, discussing general trajectories and highlighting works that remain relevant today. The article contributes to the journal's special issue on Form by providing an opportunity to reflect on and discuss the relevance of grammar‐related resources in German studies. It also reminds readers of instructional materials that focus on the grammatical form of language and that continue to be useful due to their theoretical insight, pedagogical advice, and/or practical classroom examples.

초등영어 쓰기에서 비계를 강화한 내용-언어 통합(CLIL) 모델 개발

Objectives CLIL(Content-Language Integrated Learning) is an approach that aims to teach subjects through a foreign language, with the dual purpose of content and language learning (Marsh, 2002). CLIL classes require precise mediation of curriculum objectives, language goals, cognitive goals, and cultural objectives. However, there has been a shortage of practical classroom examples, making it challenging for teachers in the field to implement CLIL effectively. This research proposes an approach to bulid a model to integrate coding content and English in line with the 4Cs framework(Coyle, 2006; Coyle et al., 2010).
 Methods Through peer teacher interviews, teacher journals, and student interviews, students' cognitive and language challenges was detected, thus the model incorporated support into the existing 4Cs framework.
 Results The support includes providing the native language, multi-modal learning materials, and collaborating. As a result, the 4CS framework with additional scaffolding was presented.
 Conclusions This research aims to provide guidelines for CLIL instruction, offering detailed examples of CLIL approaches according to specific topics to facilitate the implementation of content-language integration in real classroom settings.

Visualizing a Framework in Teaching Literacy to Filipino Deaf Students in Multimodal Learning Spaces.

In this article, we visualize a framework of the intersectionality of literacy, spatial justice, and multimodality in teaching literacy to Filipino Deaf students. We propose a metaphor-based framework and discuss how it can be used in teaching literacy to Filipino Deaf students through classroom examples as well as suggestions and recommendations for teachers. We do this mainly through redefining the term literacy, allowing students access to different modalities, and restructuring learning spaces. We also explore the relationship between spatial justice and the concept of Deaf Space and how this applies in the "new normal" of online learning due to the pandemic. We also address the issue of how classroom and education structure may inadvertently produce spatial injustice, especially for Deaf students. Implications and additional questions in teaching Filipino Deaf students are also discussed.

시 낭송을 활용한 한국어교육 사례 연구

This study aims to introduce a case of Korean language education using poetry recitation in literature and examine its educational implications. The study initially establishes that recitation and memorization have been traditional methods in foreign language education in South Korea and subsequently argues for the importance of memorization in Korean language education using literary works. Following the design of an educational program, classes were conducted from June 27th to July 25th, 2023. After completing the classes, the educational effects of using poetry recitation in Korean language education were examined among six participants who agreed to take part in the study. The educational implications of this research are as follows: Firstly, Korean language learners showed a high level of satisfaction in vocabulary, pronunciation, and intonation through the use of poetry recitation in Korean language education. Secondly, learners developed an increased interest in Korean literature and culture. Thirdly, learners experienced emotional stability and healing effects. Fourthly, learners gained confidence in learning the Korean language through this education. Lastly, participating in a ‘poetry recitation competition’ provided learners with an opportunity to showcase their abilities. This study is significant in focusing on the educational implications of poetry recitation in Korean language education using literary works. Furthermore, it differentiates itself by suggesting the potential of a new learning activity, poetry recitation, while most existing activities have been limited to imitation writing activities. Additionally, by providing real classroom examples, it offers immediate applicability in the field of Korean language education. Moreover, it extends beyond classroom education by offering opportunities for learners to apply the educational content they have learned through participation in 'poetry recitation competitions.'

Learning from erroneous examples in the mathematics classroom: do students with different naïve ideas benefit equally?

Learning from erroneous examples in the mathematics classroom: do students with different naïve ideas benefit equally?

A Research On Outdoor Classrooms Design In School Gardens

Outdoor classrooms, one of the oldest educational approaches that have existed, bringing learning through the common denominator with nature to the agenda, first emerged in England as a reform movement in education at the end of the 1950s. Outdoor classrooms are a rare educational structure allowing students to interact with nature and experience the opportunities of this interaction with their fully digitalised interaction potentials. In the study, examples of open-air classrooms, which are almost nonexistent in Turkey, have been analysed with inductive content analysis by understanding them with the semi-structured interview technique conducted with architects and landscape architects who are teachers and practitioners. In the end, considering all the evaluations, it was determined that the effects of outdoor classes on students were grouped into four categories; effects on cognitive, psychomotor, development, affective and social development. Beyond only using a theoretical approach, exemplary outdoor classroom models were developed and interpreted.

Trauma-Informed PBIS: How Educators Can Combine Evidence-Based Practices for Behavior Management With Trauma-Informed Care

Overwhelming events such as neglect, abuse, and violence impact students in a number of ways. Typically, students who have experienced trauma demonstrate significant deficits in skills that promote emotional and behavioral regulation. When these deficits are displayed in the classroom, learning can be significantly disrupted for the survivor and also for his or her peers. Research shows that using evidence-based practices (EBPs) for managing challenging classroom behavior is the most efficient approach to improving outcomes for students. Positive behavioral interventions and supports (PBIS) is a well-researched, multi-tiered framework for behavioral support that has been used in many districts throughout the United States for over 30 years. Many EBPs for classroom behavior management fit well within the framework of PBIS, allowing educators to systematically implement the strategies and use the data they collect for decision-making. This article outlines specific EBPs that fit within the PBIS multi-tiered model and highlights how these examples of sound classroom and behavior management are a cornerstone of a trauma-informed classroom.

TEACHING CULTURE IN THE MODERN ESP CLASSROOM

For several decades now, it has been realised that teaching a foreign language means much more than just focusing on the four basic language skills (reading, writing, listening and speaking); it also encompasses teaching about culture. Teaching culture in the modern English for Specific Purposes (ESP) classroom is focused on building students’ knowledge of cultures while simultaneously developing their language skills. Although this approach to ESP is not new, this paper will analyze the basic principles of teaching culture and possible challenges in the process. In addition to this, it will show authentic classroom examples, present practical ideas for instructors and show what benefits teaching culture bring in the modern ESP classroom.

Mathmet Measurement Uncertainty Training activity – Overview of courses, software, and classroom examples

A collaborative activity on “Measurement Uncertainty (MU) Training” under the auspices of the European Metrology Network for Mathematics and Statistics (Mathmet) is underway. This abstract reports on the progress to undertake surveys of existing training courses on MU, software for MU evaluation, and classroom examples to support the understanding of methods for MU evaluation. An appreciable number of training courses, software and examples have been identified and are currently under review. These tools and materials will be analysed and categorised according to their main features and characteristics. Special attention will be given to their adherence to the JCGM guidelines (i.e., JCGM 100:2008, JCGM 101:2008 and JCGM 102:2011). It is hoped that the knowledge assembled in this activity will help practitioners to make good choices about appropriate material to support their training needs, as well as help developers of training material to ensure good coverage of their training products and target them at user needs.

A framework for climate change education in critical geography

ABSTRACT Unlocking the potential of climate change education to achieve a more just, democratic and sustainable future is a goal of critical geography education. This article presents a compelling argument for using Sjöström et al.’s (2017) Vision III Scientific Literacy Heuristic (3-VSL) in critical geography and climate change education. Through classroom examples, the article shows how the 3-VSL framework can help explore two broad aims. First, the scientific, societal and justice-focused aspects of climate change education can all be captured within the 3-VSL. Second, the plurality of goals inside critical geography can also be considered, ranging from recognising climate change-related harms to engaging in socio-political action. The 3-VSL is argued to be a flexible and robust framework, aiding teachers and students in working for a more sustainable future.

Enhancing EFL Learners’ Native Cultural Awareness via Project-based Learning

English language education nowadays is not merely about the instruction and acquisition of linguistic knowledge and skills. Instead, it has progressed to the real-life applications of the target language, which further requires a mastery of cultural knowledge and skills. In terms of culture, English as a Foreign Language (EFL) learners, compared to native speakers of English, own their unique native culture. Yet, since language teachers tend to focus on the delivery of English cultural knowledge, EFL learners’ native culture is sometimes shadowed in the mainstream English classrooms worldwide. To this end, this exploratory paper aims to advocate attention to the importance of EFL learners’ native culture awareness and share some practical teaching and learning experiences in an English course called Multimedia and Foreign Language Learning. The paper outlines the pedagogical design of the course in China, providing classroom examples and practical suggestions to course designers, educators and instructors. We expect to give insights into integrating native culture into foreign language education in university settings.

Critical pedagogy to promote critical social work: translating social justice into direct social work practice

ABSTRACT Critical pedagogy is grounded on a social and educational vision of justice and equality to promote humanity and democracy. Social work educators need to center critical pedagogy to promote students’ critical reflection and critical inquiry in all aspects of the curriculum during their social work training. Guided by critical pedagogy scholars Giroux and Morley, we identified three components of critical pedagogy in social work education, which we consider crucial: critical pedagogy as building transformative knowledge for social justice, critical pedagogy as social action, and critical pedagogy as a possibility and hope for a socially just future. Integrating critical pedagogy into the social work curricula, we are concerned about the ongoing dichotomy between the pervasive dominance of a biomedical perspective in direct practice and the application of a social justice-oriented framework limited to structural, policy, and macropractice approaches. This article thus aims to center on the three components of critical pedagogy in direct social work practice, focusing on the mental health field to exemplify our argument. Using a classroom example of assessment in a direct practice course, we discuss how instructors could integrate critical pedagogy into social work education to steer students toward a clinical approach which embraces social justice principles.

AeroShield: An Open-Source Propeller-Driven Pendulum Device for Control Engineering Education*

This paper introduces an open-source reference design of a miniature propeller-driven pendulum device for control engineering education. The presented design of the aeropendulum is built as a swappable and compact extension “shield” for Arduino embedded microcontroller development boards, utilizing off-the-shelf electronic components and 3D-printed mechanical parts. This fact, along with the full hardware documentation provided online, makes the low-cost replication of such hardware simple and available for public. The open-source software includes an application programming interface for Arduino IDE, MATLAB, and Simulink. In addition, typical classroom examples to demonstrate the use and the limitations of the discussed device are presented as well.

Investigation and Analysis of the Current Situation of Information Technology Classroom Example Teaching in High School

Investigation and Analysis of the Current Situation of Information Technology Classroom Example Teaching in High School

The socialization of modality capital in sign language ecologies: A classroom example.

Gaze behavior is an important component of children's language, cognitive, and sociocultural development. This is especially true for young deaf children acquiring a signed language-if they are not looking at the language model, they are not getting linguistic input. Deaf caregivers engage their deaf infants and toddlers using visual and tactile strategies to draw in, support, and promote their child's visual attention; we argue that these caregiver actions create a developmental niche that establishes the visual modality capital their child needs for successful sign language learning. But most deaf children do not have deaf signing parents (reportedly over 90%) and they will need to rely on adult signing teachers if they are to acquire a signed language at an early age. This study examines classroom interactions between a Deaf teacher, her teacher's aide, and six deaf preschoolers to document the teachers' "everyday practices" as they socialize the gaze behavior of these children. Utilizing a detailed behavioral and linguistic analysis of two video-recorded book-sharing contexts, we present data summarizing the teacher's attention-getting actions directed toward the children and the discourse-embedded cues that signal the teacher's expectations for student participation in the signed conversation. We observed that the teacher's behaviors differed according to the parent status of the deaf preschooler (Deaf parents vs. hearing parents) suggesting that Deaf children of Deaf parents arrive to the preschool classroom with well-developed self-regulation of their attention or gaze. The teachers also used more physical and explicit cueing with the deaf children of hearing parents-possibly to promote their ability to leverage the visual modality for sign language acquisition. We situate these socialization patterns within a framework that integrates notions of intuitive or indigenous practices, developmental niche, and modality capital. Implications for early childhood deaf education are also discussed.

The Significance of Creativity for Teaching Philosophy

Although creativity constitutes a central human ability that needs to be fostered in school, research in didactics of philosophy hasn’t so far developed accounts of how to train creativity systematically. In this paper I will provide the foundations for a didactics of creativity for philosophy and ethics education. The approach is based on the insight that creativity is an important competence to be promoted in philosophy and ethics classrooms. I will define the concept of creativity and review key empirical findings from the field of educational psychology and psychology of learning which will help me working out a framework for fostering creativity in the philosophy classroom. Central to this is the idea that creativity can only be taught if the use of creative task types is preceded by a phase of acquiring domain-specific philosophical and ethical competences and knowledge. I will then argue that this objective can be implemented particularly well through the design thinking method. In this context, task types that promote divergent thinking are particularly effective. I will use three classroom examples to illustrate how creativity could be fostered in philosophy and ethics classes.