Small Group Instruction Research Articles

Management of Online Learning in Islamic Higher Education: Challenges and Prospects

During the Covid-19 pandemic, the implementation of online learning at Islamic universities faced numerous challenges and required opportunities for improvement. Based on the perspectives of students at universities that combine synchronous and asynchronous models, this study aims to analyze the challenges and prospects for improving management of online learning using Google Classroom and Zoom. This study is a qualitative case study of the course of Islamic Education Learning in Schools for sixth semester students in the Islamic Education study program. In July 2021, the researcher conducted interviews with 53 men and women. This study discovered that students face online learning challenges such as being unmotivated, undisciplined, losing concentration, feeling burdened, difficult to understand, noninteractive, disturbed by domestic work, unmanageable time, unmanageable team, and a lack of internet signal. This study, on the other hand, discovered opportunities for improving online learning implementation, such as increasing personal motivation, developing self-discipline, ice breaking and quizzes, simple tasks, note-taking and listening, learning media variation, effective communication with parents, time management, small group instruction, and lecture recordings. The findings of this study will be useful in improving the implementation of online-based learning at universities during the Covid-19 pandemic to ensure the quality of the teaching and learning process.TRANSLATE with x EnglishArabicHebrewPolishBulgarianHindiPortugueseCatalanHmong DawRomanianChinese SimplifiedHungarianRussianChinese TraditionalIndonesianSlovakCzechItalianSlovenianDanishJapaneseSpanishDutchKlingonSwedishEnglishKoreanThaiEstonianLatvianTurkishFinnishLithuanianUkrainianFrenchMalayUrduGermanMalteseVietnameseGreekNorwegianWelshHaitian CreolePersian // TRANSLATE with COPY THE URL BELOW Back EMBED THE SNIPPET BELOW IN YOUR SITE Enable collaborative features and customize widget: Bing Webmaster PortalBack//

An Investigation of Pre-Service English Teachers' Proficiency in Basic Teaching Skills During Classroom Practice

English teachers need basic teaching skills. This study examines how seven pre-service English teachers employ the eight core teaching skills. A qualitative study analyzed learning records from teaching practice assessments to explore how pre-service English teachers utilized these skills. It identified eight basic teaching techniques with varying levels of proficiency. First, explanation (93.88%), variation (92.06%), and small group and individual instruction (92.86%). Second, good skills include opening and closing lessons (75.51%), questioning (67.86%), and classroom management (78.57%). Finally, skills reinforcement (61.9%) and leading small group discussions (63.27%) are sufficient. The study indicates some pre-service English teachers need basic skills training.

Observations of Students With and Without Severe Disabilities in General Education Classes: A Portrait of Inclusion?

Inclusive education is now advocated as best practice in schools. However, the extent to which adolescents with severe disabilities access the abundant social and academic experiences available in general education classes remains uncertain. We conducted multiple observations of 146 U.S. high school students with severe disabilities (including intellectual disability, autism, or multiple disabilities), who were enrolled in at least one general education class. Peer interactions with classmates tended to be very infrequent for most students with severe disabilities. Moreover, rates of peer interaction were the lowest during large-group instruction and when students were sitting next to paraprofessionals or special educators rather than with their peers. Academic engagement also varied across students and was highest during small-group instruction, during 1-on-1 work with adults, and when students sat near their peers. Observations of a comparison sample of peers attending these same classes revealed striking overall differences in social and academic participation. We offer recommendations for research and practice aimed at bolstering inclusive education in high schools.

EFFECTIVE METHODS OF TEACHING HEARING IMPAIRED CHILDREN

This article discusses the effective methods of teaching hearing impaired children. Effective teaching methods for hearing-impaired children require patience, creativity, and customized instruction. Teachers must be flexible, attentive, and nurturing to ensure that hearing-impaired children can learn effectively and achieve their academic potential. It is important to understand and address each child’s individual needs, abilities, and communication styles. By using visual aids, technology, sign language, small-group instruction, repeating and rephrasing, positive classroom environments, breaking down complex concepts, and encouraging collaborative learning, teachers can provide an inclusive and effective learning environment for hearing-impaired children.

Off-Task Behavior as a Measure of In-Classroom Executive Function Skills? Evidence for Construct Validity and Contributions to Gains in Prekindergartners’ Academic Achievement

ABSTRACT Research Findings: Prior research has demonstrated the importance of young children’s executive functioning (EF) skills for their success in schooling and beyond. However, the field lacks an understanding of how children’s EF skills manifest in context. In the present study, we relate children’s classroom off-task behavior to their EF skills. Prekindergarten children (N=263) were first assessed on their EF skills via direct assessments and a teacher report, and then they were observed on the amount of time spent off-task across classroom contexts like small-group instruction, whole-class instruction, independent work, transitions, and center time. Children’s off-task behavior was weakly correlated with their directly assessed EF skills and moderately correlated with teacher reports of EF. The strength of associations was strongest for children’s off-task behavior during whole-class instruction and transitions. Off-task behavior during whole-class instruction and transitions had the most within-classroom variation compared to other classroom settings, and off-task behavior during transitions most strongly predicted gains in math skills. Practice and Policy: Our study suggests that although direct EF assessments are the most predictive of children’s academic achievement gains, it is beneficial to identify when children are going off-task and when this behavior is driven more by differences between children or classrooms.

Essential Components for Presenting Efficient Small Group Instruction

Essential Components for Presenting Efficient Small Group Instruction

Differentiated Spelling: Using Small Group Instruction

Spelling instruction is often overlooked by many teachers during reading and language arts. The purpose of this study was to implement a manageable differentiated word study instruction program, drawn from the Words Their Way (WTW) program, to determine how it affected students’ spelling accuracy and how the participants perceived its effect on students’ daily journal writing time in a fourth-grade self-contained classroom. Students were placed into small groups based on their spelling pre-test scores. Data was collected through field notes, student and teacher interviews, a pre- and post-test, and a survey. Qualitative data was analyzed using the constant comparative method, and quantitative data was analyzed using descriptive statistics. Four major themes emerged including benefits and drawbacks of the WTW program, WTW program’s perceived impact on students’ journal writing, and WTW program helping improve students’ spelling accuracy. The researcher also found that most of the participants showed growth on the post-assessment.

The Impact of Embedding Behavioral Supports into Reading Instruction for Upper Elementary Students with Reading Difficulties and Inattention

The present multiprobe single-case design study investigated the impact of integrating evidence-based behavioral supports into a small-group reading intervention on student engagement and disruptive behavior for six upper elementary students with co-occurring reading difficulties and inattention. Visual analysis suggested a functional relation for all six students on engagement and five students on disruptive behavior. Furthermore, there was a statistically significant mean effect of the intervention on engagement (Tau-U = 0.76) and disruptive behavior (Tau-U = 0.81). At the student level, the intervention led to a statistically significant improvement in engagement and decline in disruptive behavior for three and five students, respectively. Study outcomes suggested that evidence-based behavior supports, integrated into an evidence-based commercially available reading curriculum during small-group instruction, are both feasible and can lead to improved student behavior. Limitations and implications for research and practice are discussed.

Facilitating a Controversial Issues Discussion in Elementary School about Using Indigenous Sports Mascots

In this study, we investigate how a third-grade teacher enacted controversial issues discussion about the use of Indigenous people as sports mascots. We highlight how the teacher supported eight students’ sensemaking about the issue during small-group instruction. We provide suggestions for controversial issues teaching in elementary social studies.

The Physician Experience Teaching an Integrated Curriculum to First-Year Medical Students.

Introduction The authors review a model of early medical student education that leverages the strengths of physician educators in curriculum development and small-group instruction in the first year of medical school. Objective The objective of this study was to understand the experience of practicing physicians who helped to design, implement, and deliver the first-year curriculum at a new medical school. Methods Survey data were collected for all first-year physician instructors and first-year medical students at the new Kaiser Permanente Bernard J. Tyson School of Medicine during the inaugural 2020-2021 academic year. Physician involvement in curriculum design and implementation, time required for teaching preparation, ratings of collaboration with basic scientists, and confidence and satisfaction of the clinician educators with first-year medical student education, as well as student satisfaction with physician educators, were all explored. Results Despite extensive time commitment from the physician educators and some reported variability in confidence ratings for course content, physicians rated their experience teaching first-year medical students at the new medical school highly. They rated their collaboration with basic scientists highly as well. Medical students rated their physician educators highly across multiple assessment domains. Conclusion The successful combination of basic scientists with physician educators in first-year medical education may provide a road map for other medical schools seeking to further integrate clinical sciences into basic science education.

Digital divide and teaching modality: It's role in technology and instructional strategies.

This quantitative study aimed to better understand how teachers implement technology in a variety of teaching modalities to enhance content delivery and student engagement. More specifically, it aimed to investigate the digital divide of technology usage based upon school setting and usage frequency.Responses were collected using a random sampling method of full-time K-12 public school teachers in a Mid-Atlantic state. The instrument was developed from prior research and examined educator usage frequency of instructional technology in urban, rural, and suburban schools dependent upon teaching modality. A total of 423 participants responded to the researcher-created questionnaire and yielded practical implementations for further study. The findings uncovered significant differences in usage frequency of rural, urban, and suburban teachers utilizing technology dependent upon modality (ex. cooperative learning, small group instruction, student-led research, problem-solving). Results of this investigation contribute to the field through an attempt to foster a discussion of disparities between the integration of technology and school setting. The purpose of this discussion is to identify gaps in the digital divide, apply frameworks geared toward equity, and create professional development opportunities for all educators to differentiate technology usage across multiple teaching modalities.

Examining the Remote Learning Experiences of Children Born Very Preterm During the COVID-19 Pandemic

This study examined the remote learning activities children born very preterm (VPT; gestational age ≤ 30 weeks) received, compared with children born full term (FT; gestational age ≥ 37 weeks), during the COVID-19 pandemic. Parents of 5- to 6-year-olds born VPT ( n = 33) and FT ( n = 33) reported on the provision, frequency, and duration of teacher-provided live instruction, educational materials, and homework; and parent-provided educational materials. More kindergarten children born VPT received small group instruction and fewer received large group instruction than FT children. Preschoolers born VPT engaged in parent-provided learning apps, educational videos, and reading activities less frequently or for shorter durations than FT children. Findings suggest that while teachers generally implemented remote learning similarly for children born VPT and FT, parents did not. Children born VPT are at higher risk for educational problems and may benefit from more intensive school- and home-based educational interventions to help offset the impact of school closures.

The importance of education about women nutrition for Kader Kesehatan in the effort of stunting reduction in Indonesia

Stunting prevalence in Indonesia, including East Java Province, fell into high category and mandates public health concern. In developing countries, the possibility of stunted child can be reduced if women of reproductive age have good health and nutrition. Community health workers (CHWs), or widely known as Kader Kesehatan in Indonesia, are essential public health workforce who carry out several activities including providing nutrition education to women of reproductive age. This study aimed to assess the knowledge of Kader Kesehatan actively work in an urban village in Surabaya, Indonesia, and provided sufficient education in order to improve the knowledge of Kader Kesehatan in regards to nutrition. This study was conducted through a community development event in an urban village (kelurahan) in Surabaya, East Java, Indonesia. Fifty-two Kader Kesehatan residing and actively work with the community of the urban village were enrolled in this study. Theoretical subjects were delivered using lecture method, while technical subjects were delivered using small-group instruction method. Pre-test and post-test were administered prior and after education, respectively. Prior to the education, most Kader Kesehatan could not answer and perform anthropometric measurement correctly for all subjects related to stunting in children under five and women nutrition. Following the nutrition education, the knowledge of Kader Kesehatan was improved significantly (p<0.05). Despite the experience of working with the community, Kader Kesehatan need continuous education in order to improve their knowledge, especially about nutrition; thus, able to provide adequate education for women and helping the effort of stunting reduction in Indonesia.

Small-group instruction to improve student performance in mathematics in early grades: Results from a randomized field experiment

We investigate whether small-group instruction improves student performance in mathematics in the early grades using a large-scale RCT covering 159 Norwegian schools over four years. The students − 7–9 years old - are pulled out from their regular mathematics classes into small, homogenous groups of 4–6 students for mathematics instruction for 3 to 4 h per week, for two periods of 4–6 weeks per school year. Unlike many other recent tutoring experiments, all students are pulled out, not only struggling students. In our intention-to-treat analysis, we find that students in treatment schoolsincreased their performance by0.06of a standard deviation in national tests, with no differential effect by baseline test score level, parental education, or gender. Our study is particularly relevant for policy-makers seeking to use additional teaching resources to target a heterogeneous student population efficiently.

IMPLEMENTATION OF DIFFERENTIATED LEARNING STRATEGY IN TEACHING BIOLOGY FOR SEVENTH CLASS STUDENTS OF CBSE CURRICULUM

When whole-group instruction is the focus of the learning programme, many students fail to learn. This is especially true when educating students about biology. The proposed intervention approach includes many tried-and-true methods for improving students' learning capabilities. The study concentrated on differentiated learning strategies such as creating learning stations, using task cards, interviewing students, targeting different senses within lessons, sharing your own strengths and weaknesses, using the think-pairshare strategy, making time for journaling, grouping students with similar learning styles, questioning, and knowing your purpose. Students learned to maintain a strict learning regimen, respect classroom norms, work in groups, and solve issues on their own after using the aforementioned tools. This research looked at the benefits of differentiated teaching with forty CBSE 7th grade students. The study's major findings suggested that diversifying learning methodologies and employing small group instruction aided and increased students' learning competency in biology. Almost all of the students increased their readiness level using the differentiated instructions. This is evident that the learners' readiness level scores obtained through one sample t-test. The students' confidence in studying biology rose as a result of the positive adjustment in their learning pattern.

Otizmli Çocuklara Tipik Gelişen Akranlardan Oluşan Küçük Grup Öğretiminde Akademik Becerilerin Öğretimi

Introduction: In this study, pre-school aged children with autism were taught to answer verbally to five different questions about professions through the constant time delay procedure when presented in heterogeneous small group instruction in inclusive settings. The study also aimed to investigate skill maintenance, generalization and observational learning. Also it is observed that what kind of social interaction behaviors that children with autism learned from their peers without disabilities during the teaching of the targeted skills.Method: The participants of the study were three preschool children with autism and six of their peers without disabilities. Multiple probe design with probe trials across subjects was used in the study.Findings: Results showed that all participants learned target skills, generalized them across different settings and materials, and maintained the acquired skills one, two and four weeks after the study. Observational learning data showed that children with autism learned at least some of their peers’ target professions and social behaviors. Social comparison showed that the children with autism reached the same level of the performance with their peers. Social validity data collected from parents and teachers were positive in general.Discussion: The constant time delay procedure presented in a small group arrangement was found to be effective in teaching to answer verbally five different questions about professions. Similar results supporting these findings are available in the literature. It is thought that observational learning data are derived from target skills and student characteristics. Other points that need to be discussed are included in detail.

Fostering Dual Language Learners’ Participation in Head Start Classroom Conversations Through Code-Switching in Whole Group and Small Group Settings

ABSTRACT Research Findings: Children’s oral language skills lay the foundation for later literacy and can be fostered through responsive conversations with teachers. However, such conversations are rare in preschool, particularly between teachers and dual language learners (DLLs), or students who speak a minoritized language at home. DLLs benefit when their home language is used and instruction is provided in small groups, but few studies have explored the degree to which preschool teachers code-switch, or alternate between languages within a single group context. This study draws on 10 transcribed video-recorded observations of Head Start preschool classrooms to describe five teachers’ flexible use of Spanish and English with their Spanish-English DLL students across whole and small group contexts. DLL students’ language use was examined to explore the role of group context and teacher code-switching in fostering DLLs’ participation in classroom conversations. While relative Spanish use varied widely, all teachers code-switched more frequently in small group than in whole group. The 25 DLL students spoke more, took longer turns, and used more Spanish in small group versus in whole group. Practice or Policy: Our results suggest that teacher code-switching and small group instruction create contexts that are conducive to DLLs’ participation in classroom conversations.

Evidence-Based Reading Instruction for Secondary Students With Reading Difficulties Within Multitiered Systems of Support.

Christian Scott recently returned home from college and was set to begin his first year as a middle school special education teacher. During his first meeting with his new principal, he learned about his teaching schedule. His principal, Mrs. Walker, explained their district was making a push for using multitiered systems of support (MTSS) as a framework for instruction. Her school would identify students with reading difficulties based on their performance on prior state reading tests and use this information to develop student schedules that allow students to receive additional reading interventions (i.e., Tier 2, Tier 3). Christian would teach reading to students with disabilities on his caseload across instructional tiers (Tiers 1-3). He would be tasked with providing co-teaching support for students with disabilities as they participate in general education classes (i.e., Tier 1). He would also provide additional Tier 2 supports to students with and without disabilities that did not pass the state achievement test in reading. Finally, he would provide intensive interventions to students with disabilities who required small group instruction (Tier 3). Having just received his special education teaching credential, Christian was familiar with the co-teaching service delivery model and the elements of effective instruction for middle school students with reading difficulties. However, he wondered, "What will this actually look like? How will I support the general education teacher providing Tier 1 supports? It sounds like I will also provide Tier 2-type instruction to students via a reading intervention class. What should this look like? How will this differ from the small group, Tier 3 instruction I need to provide?" Christian's mind raced with questions he was too nervous to ask in his first meeting with his new supervisor. The special education lead teacher noticed Christian seemed unsure how to respond. She jumped in, "Don't worry, Christian. School doesn't start for a few weeks. I'll help you with the details so you can hit the ground running." Christian felt excited about the challenge but also overwhelmed. Planning lessons for students with varying needs across instructional tiers was a tall order, and he felt unsure about how to get started.

IPads in First Grade Classrooms: Teachers’ Intentions and the Realities of Use

Technology use in elementary school classrooms is growing in frequency as school districts adopt higher rates of technology ownership per student. With increased access, it is critical to examine both teachers’ intentions and the actual use of technology in their classroom environment. This qualitative study uses interviews to examine teachers’ intentions toward iPad use in 1st grade classrooms (students aged 6 to 7 years old) in the United States paired with classroom observations to document how the iPads are used within teachers’ teaching practices with students. Data from this study documents teachers’ clear and consistent intentions for iPad use in their classroom to support their pedagogical goals of differentiation and providing more small group instruction. However, classroom observations document both opportunities and challenges of use including increased time and effort spent managing the devices and student behavior. The results provide detailed descriptive data of the realities of iPad use in 1st grade classrooms and document that technology use in classrooms is a complex and multifaceted experience for both students and teachers.

Performance of Students toward small group teaching in University College of Sabya

Background: Small group training may be incredibly useful for both learners and facilitators. Successful small groups, on the other hand, encourage active and deliberate participation and enhance student learning.Main Body: The goal of this study was to see how students react to small-group teaching.Patients and methods: A descriptive faculty-based study was done at Jazan University College of Sabya including 335 students from three departments participating in an online questionnaire about their knowledge, abilities, and attitudes toward small group teaching. Results: Most of the students had a high level of knowledge and abilities, as well as a good attitude toward small group instruction (67.75%).Conclusion: These results highlight the importance of taking into account students’ success in small group education.Recommendations: I recommend giving more attention to education through small group discussion