Classroom Techniques Research Articles

INFLUENCE OF FORMATIVE ASSESSMENT CLASSROOM TECHNIQUES (FACTs) ON STUDENT’S OUTCOMES IN CHEMISTRY AT SECONDARY SCHOOL

Assessment in many Central- and Eastern-European countries is dominated by summative assessment (SA). Simultaneously, researchers and educators from western Europe and the US proclaim the formative assessment (FA) as an important element of the educational process and advise including it into curricula and everyday teachers’ practice. The research presented herein reports an introduction of formative assessment classroom techniques (FACTs) during chemistry lessons at K7 level in Slovakia. In total 202 students participated in the research. They were divided randomly into a control (n=97) and an experimental (n=105) group, and the intervention covered 10 successive lessons. After the intervention, the student’s outcomes were compared using the test checking student’s knowledge and skills according to various domains of Bloom’s revised taxonomy. The results suggested a statistically significant increase in the score of the experimental group, and a detailed analysis revealed that the increase was significant in both lower- and higher-order cognitive skills area. Finally, the students’ reaction on the introduction of formative assessment was studied and showed their positive attitude towards the introduced method. Keywords: chemical education, formative assessment classroom techniques, higher-order cognitive skills, secondary school.

Case Study: Use of MOODLE to Improve Teaching Learning Process in Control System Engineering

MOODLE based classroom is implemented to improve teaching learning process. Some content of curriculum was covered using flip classroom technique which includes out-class and in-class activity (using active learning strategies). Attainment of course outcomes of each course contribute to the programme outcomes. Results of two consecutive years are compared and the results show that there is significant improvement in the Course outcomes of the course for these two consecutive years. It was experienced in academic year 2016-17 students' finds difficult to understand concept of time domain and frequency domain analysis. Different teaching methodologies have been incorporated in the academic year 2017-18 to make these topics understandable.

A Novel Approach in Problem-Solving Skills Using Flipped Classroom Technique

This quasi-experimental research aimed to determine the effectiveness of flipped classroom (FC) in improving problem solving skills (PSS). 120 secondary school science stream students were involved in this study. Pre- and post-PSS questionnaire were used as instruments and data were analysed using descriptive and inferential statistics. One-way ANOVA revealed that the mean difference between the study and control groups was 2.14, 2.68 and 0.58, P 0.05. MANOVA analysis showed that there was an increase in sub-PSS, while Factorial MANOVA showed significant main and interactions effects. This proved that the FC approach had succeeded in improving PSS. Therefore, the MOE needs to provide professional training to teachers, school administrators need to reward the teachers, teachers need to sacrifice their time and money, parents need to give their trust and finally, students need to change their “spoon-feed” attitude to progress towards independent-learning. Problem-based learning needs to be integrated with FC.

Basic knowledge needed to enhance teacher's efficiency for effective classroom management

This study focuses on teaching and learning effectiveness in a classroom setting. The article will look at a series of activities that take place in a classroom, and it will guide the classroom teacher. These activities should provide the teacher with the basic knowledge that will enhance the teacher's efficiency in a classroom setting. The knowledge will, therefore, lead to the achievement of set objectives, maintenance of focus and serve as a reference to the teacher, and the highlight of these activities will enhance content development, proper evaluation, adequate use of instructional resources, good time management, good lesson plan preparation and the use of eye contact. The study adopted the research design, which is a sample of administered. Questionnaires were answered using the mean while the two hypotheses were formulated using the t-test, and the result obtained revealed the effective classroom techniques to include among other things, i.e., constant engagement of student in activities, use of effective communication, stimulating classroom environment, regular use of questions during instruction, teacher's acting as models and monitoring. Furthermore, the effective classroom management is a powerful motivator for student learning and also recommend services and workings for teachers to get them acquitted with the effective classroom management techniques, in Abia State, Nigeria and even within African Countries to enhance efficiency. Keywords: teacher, Abia State, African,student

Improving Student Engagement in Teaching Electric Machines Through Blended Learning

Contribution: This paper has demonstrated that the use of blended learning in an electrical machines course has increased student engagement, pass rate, and scores across the GPA spectrum. Background: Lack of engagement by students in electric machine courses have been reported across the world. Interventions however, usually take the form of laboratory and simulation assignments. There is little information on, however, the use of blended learning and flipped classroom techniques to combat these problems. Intended Outcomes: Increased engagement in the course evidenced by exam performance. In particular, for the transformer, dc motor, induction motor, and synchronous motor the students should be able to explain the construction and principle of operation, and compute voltages, currents and power for various operating conditions. Application Design: The approach involved online lectures, tutorial submissions, and peer feedback forums followed by face to face tutorial sessions. These were chosen because online activities would allow students to access material on devices with which they are accustomed to engaging deeply and because peer feedback has been shown to build community, and increase the quality of discourse for both students and lecturer. Findings: There was a significant improvement in exam performance when compared to previous years. The pass rate of the course moved from approximately 60% in previous years to 86%. The class average mark also increased from approximately 50% in previous years to 63%.

Flipped classroom in engineering: The influence of gender

AbstractThe flipped classroom technique has been applied to a part (“Strength of Materials”) of a second‐year compulsory course called “Technology of Materials.” Due to the number of students, the course is divided into two groups – one taught with the traditional methodology (98 students), and the other taught with the flipped one (97 students). In the traditional methodology, the teacher explains the lesson and solves the problems, with students as passive actors in the learning process. In the developed flipped classroom model, the students have edited videos on an institutional online platform, available before each face‐to‐face session. In addition, a linked activity is used to check the students’ knowledge before class. The in‐class time is dedicated to briefly reviewing the concepts explained in the video, with a special emphasis on the errors detected in the link activity, followed by groups of students solving problems. The aim of this study is to present quantitative results of the effect of the flipped classroom in engineering with a focus on the gender of the students. The results show that the flipped classroom model has a direct impact on student grades, especially for female students, which presents significant differences when compared with males of the same group. In addition, the grade standard deviation values were lower, ensuring a better general level. The students of the flipped classroom group also attended the exams in a higher ratio than others, as these students are likely to feel more confident in the knowledge they have acquired.

Is it a Petipa dance we are watching?

To answer this question, I focus on dance movement style in one particular Petipa ballet; but in doing so, I seek to go further and to raise a more fundamental issue, namely, how we should distinguish between classroom technique and art? Petipa dances present a specific example of the problem that arises when choreographers draw on the classroom lexicon, or danse d'école, as a basis for their choreography – leading dancers and rehearsal directors to conflate the values of the classroom with those of the dance. Using a dance from The Sleeping Beauty (1890) as a framework, I explore the issue of dance art and the question of what, if anything, links performance of classroom technique with performance of the art work? 1

The Effect of Flipped Classroom technique on Iraq EFL Students’ Achievement in Learning Adjectives

The current study aimed at investigating the effect of flipped classroom technique on Iraq EFL students’ achievement in learning adjectives.
 The sample of the current study was 3rd grade students from the English Department at the college of Basic Education/ Al-Mustansiriyha University.
 To filful the aim of the study, the researcher adopted a null hypothesis which indicates that there was no significant difference between students’ achievement that used a new technique in learning adjectives of that do not use. To achieve the aim of the current study an eight weeks experiment was conducted on the experimental group with pre and posttest. The experiment was started on 11 October and ended in 11th January, 2017. 
 At the end of the experiment, the researcher has used t-test for two groups and he submitted the form of the test to experts to ensure its validity and reliability, the calculated results had shown that there was a statistically significance difference between the achievement of the students of the experimental group on the posttest from control group. Finally, the researcher had put down some conclusions, recommendations and suggestions for further research.

Flipping the Classroom to Teach the Evaluation of Research Articles and the Development of Scientific Literacy

Scientific literacy is a key skill for college students. Flipped classroom techniques provide useful tools for students to learn material outside of the classroom to be applied during class time. In this study, students were assigned homework that entailed watching two video podcasts that explained the process for finding and reading peer-reviewed journal articles. Students then completed a survey corresponding to each video podcast asking about the effectiveness of the video podcast and their satisfaction with the perceived knowledge and skills they learned. In class, students worked in groups to practice the skills taught in the video. One hundred and six students completed both surveys. The results indicate that the students found the video podcasts very helpful in finding and reading the articles (89% Finding, 92% Reading). The students believed that watching the video podcasts would help them complete the in-class assignment (92%), that the information would be useful for other classes (90%), and that they preferred watching (and rewatching) the video podcasts on their own time instead of during class time (52%). The flipped classroom methodologies, specifically video podcasts, provide a formative tool for delivering visual instruction of how students can acquire skills in scientific literacy.

Dissecting the Contemporary Clerkship: Theory-based Educational Trial of Videos Versus Lectures in Medical Student Education.

BackgroundDespite increasing use of the flipped classroom (FC) technique in undergraduate medical education, the benefit in learning outcomes over lectures is inconsistent. Best practices in preclass video design principles are rarely used, and it is unclear if videos can replace lectures in contemporary medical education.MethodsWe conducted a prospective quasi‐experimental controlled educational study comparing theory‐based videos to traditional lectures in a medical student curriculum. Medical students enrolled in an emergency medicine clerkship were randomly assigned to either a lecture group (LG) or a video group (VG). The slide content was identical, and the videos aligned with cognitive load theory‐based multimedia design principles. Students underwent baseline (pretest), week 1 (posttest), and end‐of‐rotation (retention) written knowledge tests and an observed structured clinical examination (OSCE) assessment. We compared scores between both groups and surveyed student attitudes and satisfaction with respect to the two learning methods.ResultsThere were 104 students who participated in OSCE assessments (49 LG, 55 VG) and 101 students who participated in knowledge tests (48 LG, 53 VG). The difference in OSCE scores was statistically significant 1.29 (95% confidence interval = 0.23 to 2.35, t(102) = 2.43, p = 0.017), but the actual score difference was small from an educational standpoint (12.61 for LG, 11.32 for VG). All three knowledge test scores for both groups were not significantly different.ConclusionsVideos based on cognitive load theory produced similar results and could replace traditional lectures for medical students. Educators contemplating a FC approach should devote their valuable classroom time to active learning methods.

Metodologias Ativas no Processo de Ensino-Aprendizagem Utilizando Seminários como Ferramentas Educacionais no Componente Curricular Química Geral

O presente estudo buscou avaliar algumas metodologias ativas no processo de ensino-aprendizagem através da utilização dos seminários em conjunto com a técnica de sala de aula invertida como ferramenta educacional. Participaram deste estudo alunos da graduação do curso de Engenharia da Universidade Federal de Itajubá, em Minas Gerais, focando na componente curricular de Química Geral. A proposta constituiu na apresentação de três temas associados às Ligações Químicas: Estrutura de Lewis, Regra do Octeto e Ligação Iônica. Assim, a turma foi dividida em grupos e para cada grupo atribuiu-se um determinado tema. A avaliação do método como eficaz ou não, foi realizada considerando a opinião dos próprios discentes através de um questionário avaliativo. Os resultados obtidos através da aplicação dessa metodologia foram satisfatórios, visto que grande parte da turma contribuiu de forma positiva para que os seminários fossem concluídos. Através deste estudo conclui-se que as metodologias ativas são responsáveis por promover habilidades tanto sociais quanto acadêmicas no discente, como discussão, argumentação, oratória e audição, conferindo assim uma maior dinamicidade ao processo de ensino-aprendizagem.

What is the jigsaw classroom technique?

Created in response to racial turmoil in Texas, the jigsaw classroom is an evidence-based approach to building relationships and fostering cooperative learning. John Dabell explains

Accommodating Learners With Dyslexia in English Language Teaching in Sri Lanka: Teachers’ Knowledge, Attitudes, and Challenges

It is estimated that 10% of the world's population has dyslexia or related learning difficulties, and it is therefore vital for language teachers to have a thorough understanding of such difficulties and of inclusive teaching techniques. It is believed that teacher training can increase teachers’ knowledge of dyslexia and inclusion, inculcate positive attitudes among them on inclusion, and increase their self‐efficacy beliefs. The study discussed in this article analysed a teacher training programme aimed at a group of English language teaching professionals in Sri Lanka to determine if it could attain these achievements. The study also examined the challenges that teachers would face in introducing inclusive practices into their context. A questionnaire and interview data revealed that the teacher training programme was able to change teachers’ negative attitudes towards dyslexia, increase their knowledge of dyslexia and inclusive practices, and increase their readiness to implement inclusive classroom techniques. The findings also revealed that institutional barriers such as a rigid examination system and lack of flexibility in the curriculum may hinder how inclusive practices are implemented. In addition, negative sociocultural ideology and some practical classroom problems may affect implementation.

Utilizing Social Media to Promote Civic Engagement in the Social Studies Classroom

The United States of America's government relies on the people. Unfortunately, research illuminates a gradual decline in the civic and political participation among youth, ages 18-29, in the U.S. since the 1970s. While the decline takes shape in multiple forms other than voting, this article argues that teachers can improve students' civic engagement through the aide of social media. In order to achieve that goal, the article begins by defining civic engagement, especially within context of a digital age. Then describes three prominent classroom techniques for using social media found in the literature: micro-blogging, backchanneling, and virtual social networks. Finally, the article provides classroom-tested examples of how teachers can utilize the three techniques to promote the kind of civic and political engagement first defined.

Flipped Classroom Use in Veterinary Education: A Multinational Survey of Faculty Experiences.

Active teaching approaches such as the flipped classroom are linked to better quality student learning outcomes across health care disciplines, with the potential to support students' preparedness for practice. In the flipped classroom instructional approach, students engage in significant pre-class preparation to learn foundational knowledge and skills, then undertake instructional activities in the classroom that require them to integrate, apply and extend their learning to new contexts. This study reports the results of a multinational survey of flipped classroom use in veterinary education. Participants' ( n = 165) familiarity with and extent of use of the flipped classroom technique were investigated, together with the teaching strategies used and the perceived benefits and barriers to implementation. Relationships between respondent characteristics and flipped classroom use were also explored. The results indicated that 95% of participants were familiar with the flipped classroom technique, although fewer (64%) used it in their teaching. Pre-class activities included reviewing online and printed material, and engaging in preparatory learning activities such as quizzes, case analyses, reflective assignments and group activities. A variety of active learning strategies were used in class, including discussions, presentations, quizzes, group activities, problem solving and laboratory/practical exercises. Most participants perceived that the flipped classroom technique benefited student learning, with some also identifying benefits for the faculty involved. A range of student-, faculty- and institution-related barriers to implementing the flipped classroom technique were identified. These barriers need to be considered and addressed by teachers and administrators seeking to improve students' preparedness for practice by implementing flipped classrooms in veterinary education.

TEACHING VOCABULARY IN AVIATION ENGLISH COURSE: A STEP-BY-STEP METHOD, STRATEGIES AND CLASSROOM ACTIVITIES

The primary focus of this paper on methodology is the lexical content of systematic and carefully devised course for teaching English to aviation students in order to expand their English vocabulary and, thus, allow them to communicate more freely and clearly. Having a large English vocabulary is a very important part of communication in aviation industry. Along with pronunciation and grammar, it provides the foundation for better speaking and listening skills. The first part of the paper discusses current vocabulary teaching strategies. The second section offers a teaching method of intentional planned work on aviation glossary items, arranged by the authors into a logical consistent workflow with several subsequent stages and steps. We state that mastering a word means complete understanding of its meaning, its use, and its ability to get connected with other words in a sentence. We underline the importance of regular, intentional exercises in practicing vocabulary after it has been presented to students. Thus, we differentiate the following stages in vocabulary teaching course: 1) presentation, which includes. semantization, addressing the word form and working on the word usage/collocation; 2) multiple exposures to targeted words, i.e. practising word recognition and production in a meaningful context (in collocations, phrases, sentences, and on out-of-phrase level - dialogues or monologues); and 3) active involvement in different speech acts. Each part is supplemented with examples of strategies, classroom techniques and exercises to be used in Aviation English course.

Freinet pedagogy in the university: an innovative project in the History of Education

ABSTRACTIn the framework of European educational convergence, university teaching must respond to the new challenges posed by the European System of Transfer Credits (ECTS) while encouraging improvement and innovation in didactical aspects of formation. In Spain, the field of the History of Education has assumed an active role in the advancement of teaching quality by promoting projects for innovation and reform through different institutions and organisms. In this article we will describe a project for teaching innovation, supported by the Universidad Complutense of Madrid’s Vice-rectory of quality, which is based on the pedagogy of Freinet. The aim of the project is to apply the Freinet methodology to the teaching of the History of Education to undergraduate students of primary education, pre-school education and pedagogy. The reasons for introducing the Freinet techniques in the university classroom have to do above all with the versatility of its methodology. The method’s didactic potential in forming teachers – owing principally to its way of integrating and unifying diverse innovative methodologies from the Progressive Education movement – has been amply demonstrated. On the fiftieth anniversary of his death, the pedagogy of the French educator has been shown to be as relevant as ever.

El aula invertida transforma el proceso de enseñanza-aprendizaje de estudiantes normalistas

Hoy en día en nuestro México se vive un cambio se percibe una creciente y preocupante falta de motivación, esfuerzo, comprensión y aprendizaje por parte de los jóvenes por aprender, el docente del siglo XXI requiere de innovadoras técnicas para apoyar su clase. Se plantea la necesidad de innovar la metodología tradicional por una que aproveche los diferentes recursos tecnológicos para incorporarlos en forma efectiva en su práctica docente y enseñanza. El presente estudio analiza la metodología Aula Invertida mediante el uso de las TIC y su influencia en el aprendizaje de los estudiantes de la Escuela Normal Rural de Hecelchakán, el objetivo principal de este trabajo es la implementación en un grupo piloto la técnica de aula invertida para mejorar los resultados del proceso enseñanza y aprendizaje.Se aplicó un programa piloto a un solo grupo con un total de 25 alumnos el trabajo se diseñó con la investigación de pre-prueba y pos-prueba, finalmente se presentan los resultados, conclusiones y recomendaciones.

Integrating Flipped classroom Technique with High Fidelity Simulation for Teaching Hemorrhagic Shock to EMS Students at Pune, India—A Pilot Study

Integrating Flipped classroom Technique with High Fidelity Simulation for Teaching Hemorrhagic Shock to EMS Students at Pune, India—A Pilot Study

Impact of Active Learning on Mathematical Achievement: an Empirical Study in Saudi Arabia Primary Schools

The research focuses on scientific instructional approaches which take into consideration the impact of such factors as influence and motivation and thus can help provide guidance on practical classroom techniques that can help in fortifying the students’ success in mathematics. The paper investigates ways to achieve better math results among students by stimulating their motivation using active learning paradigm. The study aims to explore the methods of active learning applied in primary school math classes. Our results appear to add to the literature supporting the supposition that active learning has a direct effect on the students’ success and consequently, their achievement. We provide empirical evidence for factors predicting higher math learning achievement, and accordingly, propose an improved student-centered active learning teaching method to help students develop higher-order problem-solving skills, comprising of a combination of previously verified strategies which help to foster a positive attitude towards mathematics.