Classroom Scenarios Research Articles

Merging flipped classroom approaches with the 5E inquiry model: a design heuristic

ABSTRACT Most often, flipped classroom approaches in science and mathematics classrooms follow a traditional approach to teaching, where students receive direct instruction as homework and have to apply and deepen their knowledge in a follow-up lesson. Little is known about the arrangements of in-class and out-of-class phases fostering learning through inquiry in flipped classroom scenarios. To support teachers’ lesson planning practices, we developed a design heuristic for flipped classroom scenarios based on the 5E inquiry model. We implemented this design heuristic in an online professional development course for secondary mathematics teachers and collected 18 lesson plans. To explore how participating teachers adopted the design heuristic in their lesson plans, we conducted a document analysis on our data. We identified the following three major categories: (a) pre out-of-class phases to engage students, (b) in-class phases for student-centred learning activities and (c) post out-of-class phases for consolidation. Furthermore, we analysed lesson plans with the 5E model scoring instrument. Findings indicate that teachers’ lesson plans were mainly in line with the 5E model, but most participants struggled with selecting appropriate assessment techniques. Based on the analysis, this paper discusses revision decisions regarding the proposed design heuristic.

The Question of Transformation in the English Language Education Classroom

Have we transformed ourselves? The question that frequently arises in the discourse pertaining to the reintroduction of the semester system in the different faculties of Tribhuvan University has taken the shape of this paper that attempts to probe into the demeanour of both teachers and students in the English language education classrooms in the Kathmandu valley. The data collected through a brief survey of student opinions and informal discussion with concerned teachers portray the classroom scenarios that are difficult to differentiate from the ones that usually characterize the classrooms in the “annual system” of teaching and testing. This portrayal suggests the future course of action on the part of teachers and students both.

Step into the discomfort: (re)orienting the white gaze and strategies to disrupt whiteness in educational spaces

ABSTRACT This paper reports the findings of a dialogical narrative analysis conducted by two white academics in distinct higher education contexts – one based in the United States and the other in South Africa. Through the retelling of actual classroom scenarios, the authors assess their own teaching methods, responses, and classroom practices in order to examine how whiteness has shaped their classroom and teaching practices. As a result of this critical examination, the authors present strategies that centre around reorienting ‘habits of mind’ (vulnerability, flipping curriculum, collective buy-in, challenging safety, and inter-racial collaborations) to break the cycle of pervasive whiteness that exists in classroom environments and curricular endeavours. In an effort to work against reifying the colonial wound and move towards decolonising teaching practices, the findings of this analysis and the discussion that follows is our attempt of ‘stepping back’ in order to travel forward in our professional lives.

D2SC-GAN: Dual Deep-Shallow Channeled Generative Adversarial Network, for Resolving Low-Resolution Faces for Recognition in Classroom Scenarios

Face Recognition using convolutional neural networks have achieved considerable success in constrained environments in the recent past. However, the performance of these methods deteriorates in case of mismatch of training and test distributions, under classroom/surveillance scenarios. These test (probe) samples suffer from degradations such as noise, poor illumination, pose variations, occlusion, low-resolution (LR), blur as well as aliasing, when compared to the crisp, rich training (gallery) set, comprising mostly of high-resolution (HR) mugshot images captured in laboratory settings. To cope with this scenario, we propose a novel dual deep-shallow channeled generative adversarial network (D2SC-GAN) which performs supervised domain adaptation (DA) by mapping LR degraded probe samples to their corresponding HR gallery-like counterparts to perform closed-set face recognition. D2SC-GAN uses a multi-component loss function comprising of multi-resolution patchwise MSE and normalized chi-squared distance loss functions, along with a Kullback-Leibler divergence based loss function. Moreover, we propose a novel classroom face dataset called the Indian Classroom Face Dataset (ICFD), which, to the best of our knowledge, is a first of its kind and will be helpful to explore the challenges of face recognition when used for automatically recording the attendance in classroom conditions. The proposed network achieves superior results on five real-world face datasets when compared with recent state-of-the-art deep as well as shallow supervised domain adaptation (DA), super-resolution (SR), and degraded face recognition (DFR) methods, which show the effectiveness of our proposed method.

Training Medical Student Facilitators of Peer-Assisted Study Sessions Using an Objective Standardized Teaching Exercise.

IntroductionPeer-assisted study sessions (P.A.S.S.) are medical student–facilitated small-group sessions that aim to improve students’ knowledge and performance in preclinical courses. Peer teaching has been shown to have a positive impact on academic performance of both learners and peer teachers. For peer teaching to be more effective, there is a need for training of peer teachers. We developed a facilitator training workshop to help to improve medical students’ confidence in serving as P.A.S.S. facilitators.MethodsParticipants were first-year medical students who were approved to become P.A.S.S. facilitators. We recruited facilitators to attend a training workshop and provided them with a training manual to use during the training session and as a resource after the session. We recruited five standardized students to participate in an objective standardized teaching exercise (OSTE). We asked facilitators to complete pre/post surveys before and after the workshop to indicate their level of confidence in facilitating the sessions and provide feedback on the workshop.ResultsNine P.A.S.S. facilitators participated in the training session. Analysis of pre- and postworkshop survey data showed a statistically significant increase in student confidence (p ≤ .02).DiscussionDeveloping and implementing a formalized P.A.S.S. facilitator training manual and workshop with an OSTE helped improve students’ confidence in facilitating an organized, effective, and interactive peer teaching session. Students’ positive feedback on the OSTE suggests that OSTEs can be useful tools to help peer teachers learn skills to cope with challenging situations with students.

Teacher judgments of student mathematics achievement: the moderating role of student-teacher conflict

Equitable assessment of students’ mathematical thinking is imperative for effective instruction. This two-part study investigated teachers’ judgement of students’ mathematical thinking. In Study One, we used a national data set to determine the correlation between teachers’ judgement of students’ mathematical thinking and scores from a standardised measure of mathematics. The relationship was further explored to determine whether teachers’ perceptions of student-teacher conflict influenced their judgments about students’ mathematical thinking. Results demonstrate that teachers’ ratings of mathematics thinking significantly predicted students’ standardised scores. Results indicate that teachers’ perceptions of student-teacher conflict also moderated this relationship. Specifically, teachers’ judgments have a higher correlation with students’ standardised scores when conflict is high. In Study Two, the exploration is deepened by asking practicing teachers to evaluate a fictional classroom scenario.

Classroom Listening Experiences of Students Who Are Deaf or Hard of Hearing Using Listening Inventory For Education-Revised.

Purpose This study examined classroom listening experiences reported by students who are deaf or hard of hearing using the Listening Inventory For Education-Revised (LIFE-R). Method Retrospective electronic survey responses from 3,584 school-age participants were analyzed using descriptive statistics to report student perceptions of listening difficulty in various classroom scenarios, including the strategies students used when they did not hear or understand. Stratified data were used to explore potential differences between grades and across degree of hearing loss or type of hearing technology. Results Average student listening appraisal ratings for 15 classroom, school, and social scenarios was 5.7 based on a 10-point Likert scale (0 = difficult, 10 = easy), highlighting listening difficulties encountered during the school day. This finding can be considered in context with the average rating of 7.2 reported from a previous study of students with typical hearing using the LIFE-R. The greatest difficulties were reported when trying to listen when other students in the class were making noise and in hearing the comments of other classmates. Average listening difficulty was greater for respondents in Grades 3-6 than those in Grades 7-12. Listening difficulty also generally increased relative to degree of hearing loss. When unable to hear, some students took proactive steps to improve their listening access; some reported they did nothing. Conclusions Students who are deaf or hard of hearing can face challenges in hearing and understanding throughout the school day. A functional tool to evaluate and monitor student experiences, such as the LIFE-R, can provide information to make necessary and effective adjustments to classroom instruction and the listening environment.

Perfil do ingressante de uma escola municipal de educação profissional técnica em enfermagem: produto de um mestrado profissional

Este artigo objetiva descrever o processo de elaboração e aplicação de um formulário socioeconômico para ingressantes de um curso técnico de enfermagem com gestão municipal; e apresentar o perfil dos alunos que buscam pela escola técnica, de maneira a contribuir para o planejamento curricular desse curso e de outros com características semelhantes. Trata-se de uma pesquisa qualitativa que utilizou como referencial teórico-metodológico a Análise Institucional, na abordagem Socioclínica Institucional. Os dados foram coletados através de um formulário, caracterizado como um produto da dissertação realizada no mestrado profissional em ensino na saúde para atender uma demanda dos 16 docentes participantes da pesquisa intervenção. Após a aplicação do formulário para 82 ingressantes, os resultados revelaram que os alunos são, em sua maioria, jovens do sexo feminino, oriundos da educação pública e de famílias com um considerável percentual de vulnerabilidade social. Entende-se ser urgente a ampliação das discussões sobre o papel da escola técnica na formação de profissionais de saúde, sobre as especificidades regionais e sobre o perfil dos alunos, criando estratégias educacionais inclusivas e efetivas direcionadas para essa população. Considera-se que o papel dos docentes vai muito além da sala de aula e dos cenários de prática, onde os mesmos devem estar atentos ao contexto social, político, econômico e cultural dos alunos que buscam pelo curso técnico.

Teaching science in multilingual contexts: an exploratory study into the experiences and insights of Maltese science teachers as they learn about teaching in multilingual scenarios

ABSTRACT In Malta, Maltese and English are learnt in school from age five. During Science lessons, teachers and learners normally use Maltese to talk about key concepts yet the written medium of instruction is English. This has been the practice adopted in Science classrooms for many years. The influx of migrants in recent years has yielded a multilingual classroom scenario that is relatively new to Maltese teachers. This change constitutes a challenge for teachers and students as a good number of these migrant learners are not familiar with these languages so there is no language of instruction that can support good communication. This paper will probe into Maltese teachers’ experiences and insights as they learn about how they can teach Science in such a scenario. Through teachers’ interviews, it will probe into how teachers engage in teaching Science to classes that include multilingual learners. The strategies that these teachers have used during the past few years in order to cope with the situation that has developed will be presented and discussed.

Undergraduate music student perspectives on the music school as a space for the development of allyhood

ABSTRACTThe purpose of this study was to examine undergraduate music student perspectives on the music school as a space for the development of allyhood (Waters, R. 2010. “Understanding Allyhood as a Developmental Process.” About Campus: Enriching the Student Learning Experience 15 (5): 2–8). Framed within research in student affairs (Edwards, K. E. 2006. “Aspiring Social Justice Ally Identity Development: A Conceptual Model.” NASPA Journal 43 (4): 39–60. doi:10.2202/1949-6605.1722; Reason, R. D., E. A. R. Milla, and T. C. Scales. 2005. “Toward a Model of Racial Justice Ally Development.” Journal of College Student Development 46 (5): 530–546) and counselling (Torres-Harding, S., C. Steele, E. Schulz, F. Taha, and C. Pico. 2014. “Student Perceptions of Social Justice and Social Justice Activities.” Education, Citizenship and Social Justice 9. doi:10.1177/1746197914520655) researchers used Seidman’s (2013. Interviewing as Qualitative Research. 4th ed. New York: Teachers College Press[Q3]) phenomenological interview design (including individual interviews and a focus group) to study six undergraduate music students. Findings report on: (a) participants’ level of awareness regarding injustice, (b) narratives of classroom scenarios experienced by the participants; and (c) participant suggestions for professors and institutions.

Development and Implementation of a Self-Optimizable Smart Lighting System Based on Learning Context in Classroom.

Illumination is one of the most important environmental factors in the classroom. Researchers have discovered that lighting settings have significant impact on students’ performance. Although light-emitting diode (LED) lighting systems can precisely control brightness level and correlated color temperature (CCT), existing designs of LED lighting control systems for classrooms are focused on energy-saving but lack context-based illumination control ability. In this study, a smart lighting system with continuous evolution capability was developed. It can adjust brightness, CCT, and illuminance distribution dynamically according to specific learning context. This system allows not only manual control, but also automatic switching of scenes by integrating with school schedules. Based on existing knowledge about lighting preference, 10 lighting modes confined in the comfortable zone of Kruithof curve were proposed for various classroom scenarios. Moreover, a classroom environmental data-processing framework for collecting and analyzing learning context, illumination settings, environmental data, and students’ performance data was introduced. This framework can help researchers explore the correlation between student performance and environmental parameters.

L1 in CLIL: The case of Castilla-La Mancha / L1 en AICLE: El caso de Castilla-La Mancha

La enseñanza AICLE implica impartir una DNL (Disciplina No Lingüística) a través de una segunda lengua o lengua extranjera (L2), integrando lengua y contenido. Sin embargo, esta descripción general ignora los contextos docentes donde se emplea la lengua materna (L1). La elección de la lengua puede tener consecuencias tanto en la metodología, en situaciones de aula que favorezcan el uso de la L1, como en los instrumentos de evaluación. Actualmente, los investigadores admiten la importancia de la L1 en AICLE y la legislación sigue gradualmente sus indicaciones. Se ha llevado a cabo un estudio piloto entre maestros de Educación Primaria en la comunidad autónoma de Castilla-La Mancha, España, con el fin de comprobar cómo se abordan estos temas/retos en la escuela. El objetivo del presente estudio es comparar los principales puntos de vista de los agentes implicados en AICLE. El estudio presenta una revisión bibliográfica de las tendencias y estudios recientes sobre AICLE y muestra cómo los recientes cambios legislativos en nuestra región se han adaptado a la investigación. Las opiniones expresadas por maestros en activo revelan la necesidad de indicaciones más claras en la legislación, que debe acercarse a la práctica docente.
 
 Abstract
 CLIL settings involve teaching a content subject through a second or foreign language (L2), integrating both language and content. However, this general description ignores classroom scenarios which include the use of the mother tongue (L1). The language choice may affect both methodological practices, namely classroom situations that favour the use of the L1, and also assessment instruments. Nowadays, scholars admit on the relevance of the L1 in CLIL and legislation gradually adapts to these indications. We have conducted a pilot study among Primary school teachers in the autonomous region of Castilla-La Mancha, Spain, in order to check how these issues are tackled at school. Therefore, the aim of the present study is to establish a comparison between the main views expressed by stakeholders involved in CLIL. The study presents a review of recent trends and studies in CLIL research that take into account the role of the L1 in methodology and in assessment, and it shows how recent policy changes in our region have adapted to research. Opinions held by in-service teachers reveal the need for clear policy guidelines, which must necessarily be close to classroom practice.
 Keywords: CLIL; Assessment; Primary Education; Educative Legislation

Enhancing Student Motivation with use of Augmented Reality for Interactive Learning in Engineering Education

Abstract In Engineering Education, learning by doing is of paramount importance for supplementing the theoretical concepts with technical introduction to maximize the learning outcome. However, in many fields, the students are not able to apply their knowledge in practical ways in spite of having theoretical understanding of the fundamentals. This can be mainly attributed to the lack of motivation due to absence of interactive course content required for proper visualization of the concepts through student engagement in the classroom. As a result, deep understanding of the concepts is not possible for those who are unable to grasp the delivered content using traditional ways of learning. If the students are provided with such tools that they are able to visualize and interact with what is taught in the classroom, their motivation towards learning can be enhanced. Augmented Reality, being a visualization technology, can be adopted in classroom settings to fulfill this goal. This paper is focused on the use of Augmented Reality as a tool for interactive learning in various fields of engineering education, and its contribution towards student motivation in classroom scenarios.

Working with the Community: Reflections from an Instructional Design Service-Learning Project

As part of an instructional design course, EDCI 572 (Learning Systems Design), we completed a service project developing a face-to-face training for volunteer coordinators for United Way of Greater Lafayette. United Way promotes activities to encourage civic engagement and make a positive change in the community. A network of community members and organizations facilitate a larger community impact in collaboration with United Way. One part of this partnership is the United Way training for volunteer coordinators of different nonprofit organizations. Under the supervision of Dr. Seçil Caskurlu, we applied instructional design models to design and develop face-to-face training modules in consultation with a subject matter expert. This face-to-face training covered four topics: skill-based volunteering, recruitment, retention, and recognition. Students gained several skills from this service project, including experience in developing and creating learning solutions that drive measurable impact to the organization and align to organization’s and learner’s needs; experience in developing face-to-face learning experiences; experience applying instructional design models; communication, teamwork, and problem-solving skills; and strong organizational and time management skills. Thus, this authentic learning experience helped us develop instructional design skills by building practical knowledge and hands-on experience. Additionally, we received funding from the Community Service/Service-Learning Student Grant Program, which was used to support a showcase event where we presented this service project and shared our experiences. This event had the objectives of increasing awareness of course-based service projects, potentially creating new partnerships within the community, and allowing students to practice public speaking skills. In this service project, not only were concepts and theories taught, but they were applied to a real-world context and went beyond the conventional hypothetical classroom scenarios. The challenge to work for a real client, that helps communities grow, added an extra motivation to do our best.

Smart Class Room Monitoring System

Now-a-days the class rooms are equipped with modern technologies like smart board, LCD projectors, flexible displays etc. These classrooms are called as smart classrooms. Due to diverse demands on student time, attendance is falling down even though the enrollment is rising. Our proposed system provides the solution to address this issue. The proposed system can be implemented in an economical and precision manner. It consists of students density monitoring system and digital notice board presentation. If the classroom has sufficient student strength, then the controller enables the smart display and plays a lecture corresponding to the scheduled subject. This ensures the student strength in the class and avoids the idle classroom scenario in the absence of teaching faculty.

Mathematics is practice or argumentation: Mindset priming impacts principle- and procedure-orientation of teachers’ explanations.

In this article we introduce the notion of mindset as a situationally contingent perspective on teaching mathematics. Mindsets create a readiness to act intellectually in a particular manner. We propose that mindsets can explain teachers' inclination to adopt a procedure-oriented approach to teaching mathematics that is prevailing in many classrooms. To investigate the mindset hypothesis, we conducted 3 experiments. In Study 1 (N = 97), preservice mathematics teachers read 1 of 3 comics depicting common classroom scenarios. Results showed that the comics were comprehended as intended. In Study 2 (N = 62), preservice mathematics teachers were incidentally presented 1 of the comics as a prime. Subsequently, they drafted an explanation about an extremum problem. Preservice teachers primed with a math-club comic generated more principle-oriented and less procedure-oriented explanations, whereas preservice teachers primed with a math-test-prep or school-trip-planning comic generated more procedure-oriented and less principle-oriented explanations. Study 3 (N = 54) successfully replicated the main findings of Study 2 with experienced inservice teachers who were assumed to have developed automated routines in giving explanations. We conclude that the information the comics contained about the social practices surrounding mathematics triggered teachers' readiness to either include or omit principled or procedural information when drafting explanations. (PsycINFO Database Record (c) 2019 APA, all rights reserved).

A quantitative analysis of the interaction among students in peer instruction classes

Peer instruction has been widely used in science, technology, engineering and mathematics classes as an alternative to traditional instructor-centred lectures. The method is learner-centred and relies on a strong interaction among students in the classroom. This paper shows that the binomial test can be used to perform a quantitative analysis of the interaction that follows each multiple-choice question posed by the instructor. We present the results of applying this test to simulated classroom scenarios and in-class actual data. We show that the statistical significance of the interaction among students depends only on the number of alternatives of the question, the total number of students who switch their answers before and after the discussion with peers and the number of students who switch from an incorrect to the correct alternative.

Children’s narrative representations of peers and teachers in 3 new classroom scenarios

ABSTRACT Narrative Story-Stem Tasks (NSST) assess young children’s perceptions of close relationship qualities via the spontaneous narratives they create in response to story beginnings using doll-like figures. Most NSST research to date has focused on family relationships. This study extends this research to children’s perceptions of relationships with teachers (caregiving and attachment) and peers (exploration, mutuality, and aggression) in school settings. Three new story-stems were created for this purpose. A racially and economically diverse sample (n = 39) was recruited from two school systems in the U.S. As predicted, girls were more likely to enact relational aggression in their narratives. Children attending the higher SES school were significantly more likely to enact representations of teachers as caregivers, and representations of parental and teacher caregiving were significantly associated. Parent-reported perceptions of their children’s teachers were significantly associated with children’s narrative representations of attachment behaviour directed toward teachers. Implications for policy and services are discussed.

Application of scenario simulation teaching in cardiopulmonary resuscitation training for junior surgical residents

Objective To explore the effect of scenario simulation teaching method in the training of cardiopulmonary resuscitation (CPR) for junior surgical residents. Methods 133 junior residents (working life<3 years) in the author's hospital rotating Cardiac Surgery department were selected and divided into control group (n=65) and observation group (n=68), in which the control group adopted traditional classroom teaching: teacher explanation-demonstration-student practice-teacher counseling; the observation group adopted scenario simulation teaching: teacher explanation-demonstration-student practice-teacher counseling scenario simulation. Before and after training, two groups both received the CPR theory and double operation assessment, comparing the difference of assessment scores between groups before and after training. Results There was no statistically significant difference in the demographic characteristics between the two groups. The assessment scores of CPR theory and operation were improved in both groups after training, and there were significant differences (P=0.000). There were no statistically significant differences in the CPR theory and operation assessment scores between the two groups before training (P>0.05); compared with the scores of CPR operation between the two groups after training, the observation group [(84.62±3.94)] was significantly higher than that of the control group [(79.68±5.45)] and there were significant statistical differences (P=0.000), while there was no statistically significant difference in CPR theory assessment scores between the two groups (P>0.05). Conclusions Both traditional classroom teaching and scenario simulation teaching methods could improve the CPR theory and skill level of the surgical junior resident, but situational simulation teaching method is better than traditional classroom teaching method in improving students' CPR performance. Key words: Scenario simulation teaching method; Cardiopulmonary resuscitation; Junior surgical resident; Training model

After the First Review: Media to the Person

The poem was based on research work related to the topic of the personal nature of media education in the classroom scenarios. The article about this poem is based on the research method “document research.” Media education is often perceived as the repressed personal nature of human activity. In this poem, I want to draw attention to the problems of the researcher who writes the text not about man but about things. I state in him that in the co-created space of scholars, knowledge and media dominate our lives. I also touch the thread of humanity. I point to the hierarchy of values.