Classroom Strategies Research Articles

Online teaching of artistic creativity: Methods, motivation and evaluation

Relevance. In light of the pandemic, distance learning has gained significant importance. There has been a pressing need to adapt all academic disciplines to an online mode of instruction. Purpose. This study aimed to identify the most effective strategies for providing online literature courses, taking into account the distinct demands of artistic expression which typically necessitates a more intimate, real-time exchange between teacher and learner. Methodology. The study utilized a mixed-method approach, incorporating analysis of teaching practices, comparative studies, student surveys, and experimental comparisons of traditional versus innovative online teaching techniques for literary disciplines during the pandemic. Results. The study analyzed teaching methods in the Faculty of Philology and conducted a survey with 300 students from the Kazakh National University, followed by an experiment comparing traditional and innovative online teaching strategies. The research illuminated those innovative methodologies like game learning, problem-based learning, case study method, brainstorming, multimedia technologies, l-search strategies, and programmed learning, when deployed in teaching literary disciplines online, outperformed traditional teaching methods. Students taught using these modern techniques showcased superior academic performance and a deeper assimilation of course materials. Conclusions. Distance education, as evidenced by this study, can be an avenue for the integration of advanced technological tools, encouraging students to explore novel ways of presenting their understanding in literary disciplines. Keywords: digital pedagogy; virtual classroom strategies; e-learning; technological integration; student engagement

Development of Malaysian Science Standard Document for Teaching Year Four Student according to Neoteric Approach Curriculum: A Concept Paper

Purpose: This paper discussed about the development of Neoteric Approach Curriculum concept and the mapping of the Science Standard Document. The objectives of study are to examine the benefits of integrated curriculum, to outline the mapping of the concept of Neoteric Approach Curriculum for Year Four and to discuss the significant of integrating Science, Health Education and Visual Art.
 Methodology: The development of the Neoteric Approach Curriculum for Year 4 Science Standard Document was generated from the idea of subject-integration. The mapping of the integration of Science, Health Education and Visual Art are needed to originate an integrated discipline that named as Learning Cluster of Human Development for Year Four. This learning cluster is grouped based on the intention to improve human personal development in terms of skills development and academic knowledge. 
 Findings: The Neoteric Approach is a new and modern approach for delivering the teaching and learning process that helps to strengthen the existing Malaysian National Curriculum. Neoteric Approach Curriculum acts as a solution to the modernization of education and pedagogy to produce a holistic student in terms of balanced physically, emotionally, spiritually and intellectually, as well as to be competitive to fulfil the needs of 21st century. The theories that supported the concept of Neoteric Approach curriculum are constructivism theory by Jean Piaget and progressivism theory by John Dewey. Based on the theories, the elements that emphasized are active learning and learning by doing which allows the students to learn by actively engage in the learning process and enhanced their learning experience.
 Unique contribution to theory, practice and policy: By having this approach, it could help to enhance the students-centred learning with integrated strategy and support active learning in classroom, cultivating students’ knowledge and skills development which will benefit them in the future.

Feel Your Best Self: Insights from elementary teachers’ use in teaching emotion-focused coping strategies

Feel Your Best Self (FYBS) teaches 12 emotion-focused coping strategies to strengthen emotion regulation and day-to-day experiences of positive emotions. Released in 2022, FYBS was designed to be implemented flexibly and with minimal preparation by elementary educators. In this manuscript, we present findings from a case study of early adopters (n = 6), sharing insights into how they have used, adapted, and generalized the program with their students. Participants ranged from first to fifth grade teachers. Four teachers implemented in English and two teachers implemented in Spanish. Findings suggest that early adopters “kept it simple;” leaned into opportunities to promote joy, engagement, and access using FYBS; adjusted instructional activities for developmental appropriateness; and integrated additional best practices. These insights suggest that FYBS is achieving its intended goal of simple and flexible instruction of emotion-focused coping strategies in elementary classrooms. We conclude by discussing next steps in expanding FYBS materials and testing the program’s cultural responsiveness and impact on student outcomes.

Blended Learning Using Edmodo: Students’ Performance and Attitude in Boxing During COVID-19

COVID-19 has led to quarantines, isolations, and social separations worldwide. Universities use distance education and blended learning especially for practical courses. The purpose of this study was to investigate the effectiveness of blended learning via Edmodo on students’ performance and attitude when learning some fundamental boxing skills. Thirty-two students from 124 enrolled in a boxing sport course were randomly selected. A quasi-experimental design was used by creating a control group and an experimental group. A flipped classroom strategy was used to teach basic boxing skills to the experimental group via Edmodo. The control group was taught via teacher command style. Results of the post-measurements of overall skill performance score indicated that the experimental group outperformed the control group with a large effect size of ([Formula: see text] = 0.73). The Edmodo students also demonstrated positive attitudes. A blended learning program via Edmodo influences positively on learning boxing skills and motivates them to learn.

Corrective feedback in EFL Classroom Interaction: A Qualitative Study Among Third Grade Students at an International High School

This study investigates the occurrence and various types of oral feedback within the English as a Foreign Language (EFL) classroom environment among third-grade students at an international high school in Sarajevo. The research aims to comprehend the nature and frequency of oral feedback provided by teachers to students during classroom interactions. Through qualitative analysis and observations, this study examines the diverse forms of oral feedback utilized by teachers and evaluates their impact on student learning and language acquisition. The methodology involves classroom observations of both teachers and students to gather comprehensive data on the types, patterns, and effectiveness of oral feedback. The findings of this research contribute to a better understanding of oral feedback strategies in EFL classrooms, offering insights into its significance in enhancing students' language proficiency and fostering an interactive learning environment.

College Students with Military Affiliation: Perspectives on Creating Trauma-Informed Classrooms

Students with military affiliation bring unique strengths and experiences to colleges and universities. However, this population of students may also need specific support and services to help them be successful in the classroom. Therefore, this pilot study explores which trauma-informed strategies and practices are perceived most important in the college classroom from a student perspective. Fifteen students with military affiliation were surveyed about their perceptions of trauma-informed classroom strategies and practices. Several strategies and practices were deemed as important, including participants’ desire to know where to go on campus if they are having an issue with an instructor and participants’ belief that faculty should not tokenize a student based on their identity. Results are discussed through the lens of trauma-informed care offered by the Substance Abuse and Mental Health Services Administration. Finally, we discuss the implications of results in terms of how these trauma-informed strategies and practices may impact faculty.

Flipped classroom strategies in biology learning: A systematic literature review

Biology as an integral part of science learning continues to be maximized by integrating technology into its learning design. The definite manifestation of this integration process is to achieve meaningfulness, activeness, and effectiveness of the learning carried out. The flipped classroom (FC) is gaining popularity as a pedagogical model that uses the important benefits of technology in its learning environment. FC is proven to be an effective teaching mode that empowers students' 21st-century skills, stimulates students' self-learning, and improves academic performance. The potential of the FC is interesting to explore to what extent biology welcomes the FC. The aimed of this systematic literature review is to review and analyze articles published by Scopus indexed journals. We used the keywords "Flipped classroom and biology" in the search menu in the Scopus database and succeeded in finding 72 articles. There were 21 articles that met the criteria for further analysis. The inclusion and exclusion model used is PRISMA. The findings obtained are the trend of FC publications in biology learning over the last ten years. The approaches used in this research include quantitative, mixed method, case study and qualitative. Key words that are often used by writers are student, human, biology. The biology keyword has a branch, namely active learning. There are 9 countries of origin of authors who publish articles. The United States is a country that is active in publishing. Articles published on each continent are not evenly distributed. The dominant articles are published in collaboration with one country and rarely are articles published by one author. We have succeeded in formulating a picture of the existence of the FC in biology learning over the last ten years. These findings can be a consideration or reference for researchers to explore and study more deeply research related to the FC in biology learning based on their respective urgency.

Educating against intellectual vices

ABSTRACT Intellectual character education has been primarily expressed in terms of educating for intellectual virtues (EFIV). This aim of teaching intellectual virtues has received some challenges, such as how it fails to articulate adequate action guidance through exemplarist pedagogy, and how it neglects the pervasiveness of intellectual vice among students. To respond to these challenges, this paper considers the aim of educating against intellectual vices (EAIV) – teaching students not to develop intellectual vices or weakening those that they have already developed – which comes with the emergence of vice epistemology. More specifically, I look at how negative epistemic exemplars can be used as a classroom strategy for EAIV, and demonstrate how this could address the aforementioned weaknesses of EFIV.

Flipped Classroom Strategy in Improving Achievement and Motivation of Madrasah Tsanawiyah Students

Motivation to learn is very important for every student at school, especially at the Madrasah Tsanawiyah level. In addition, the support for a student at school is his achievement. This study aims to describe the flipped classroom strategy in Madrasah Tsanawiyah. In this study, researchers used quantitative methods using a survey model, conducted by online and in-depth interviews. The research subjects in this case are educators and students who are in school in Flipped classroom learning. The method that the researcher used to collect data was interview. This study found that the use of Flipped classroom can make learners more active and independent in understanding the learning material provided. This can be proven by the habit of students who are getting used to studying at home. This flipped classroom allows students to be more inclined to develop themselves to know this learning. The limitation of this study is that researchers have not developed a perfect flipped classroom to measure the level of teacher proficiency. Therefore, the next researcher can conduct research that aims to perfect flipped classroom learning.

Integration of ELT strategies in science classrooms: Asian university teachers and students’ perspectives

This study investigated the integration of ELT (English language teaching) strategies in Asian university science classrooms. Guided by the exploratory-descriptive qualitative research as methodological framework, this investigation sought to answer the following research questions: (a) What are the perceptions of the science teachers in employing ELT strategies in science university classrooms? (b) What challenges and issues do science teachers see in the integration of the ELT strategies in university science classrooms? (c) What are the perceptions of the student participants on the roles of ELT strategies in science classrooms? This study used interviews with selected teachers and students as participants, and a lesson implementation. The analysis surfaces that both teachers and students have favorable opinions on the contributions of ELT strategies in science classrooms. The results of this study support the use of these strategies to foster effective communication and improve comprehension in science classrooms. While positive perceptions were evident, a few issues, however, surfaced: issues involving comprehension, written structure and spelling, and a lack of speaking skills among the students. These findings suggest the importance of addressing these specific areas for improvement through targeted instruction and practice. The implications of this study are also discussed.

Panel Discussion as a Teaching Tool in the EFL Classroom

This article seeks to provide a comprehensive review of panel discussions, focusing on the procedures for conducting them and the advantages of incorporating them as a teaching tool in the ESL classroom. Despite the limited existing literature on the use of panel discussions in educational settings, this review aims to shed light on the potential benefits of this approach. Panel discussions offer numerous advantages when employed as a teaching strategy in ESL classrooms, particularly in enhancing students' speaking skills and promoting active engagement. The benefits of utilizing panel discussions in ESL instruction are manifold and warrant further exploration. This teaching method can be particularly beneficial for ESL students as it encourages collaborative learning, fosters critical thinking, and improves communication skills. By engaging in panel discussions, students have the opportunity to express their thoughts, listen to diverse perspectives, and develop their speaking abilities in a supportive environment. Moreover, the Zone of Proximal Development theory proposed by Lev Vygotsky provides a theoretical framework for understanding the effectiveness of panel discussions in the ESL classroom. This theory emphasizes the importance of scaffolding and peer interaction in facilitating learning and cognitive development. By leveraging the Zone of Proximal Development, educators can optimize the use of panel discussions to create a dynamic and interactive learning environment that enhances students' language proficiency and overall academic growth.

THE EFFECT OF APPLYING THE “FLIPPED CLASSROOM” STRATEGY ON THE ACHIEVEMENT OF PHYSICS AND SYSTEMIC THINKING AMONG FIRST-YEAR MIDDLE SCHOOL STUDENTS

The research aims to identify the effect of applying the “Flipped Classroom” strategy on the achievement of physics and systemic thinking among first-year middle school students. The researcher chose an experimental design with partial control. The research sample consisted of 62 first-year middle school students at Al-Warkaa Secondary School affiliated with the General Directorate of Education in Baghdad / First Al-Rusafa. The experiment sample was distributed into two groups, the first experimental, who studied according to the flipped classroom strategy, and the second, control, who studied according to the usual method. The researcher made sure of the equality of the research groups in the variables of chronological age in months, IQ, previous achievement, and systemic thinking scale. The researcher prepared a multiple-choice test and applied it to both research groups. He adopted a measure of systemic thinking after verifying its validity and reliability. Using a t-test to determine the results, the researcher concluded that the flipped classroom strategy has an effective effect on systemic thinking for the experimental group compared to the control group. The researcher proposed a number of recommendations and proposals.

Enhancing Pedagogical Strategies for Multilingual Classrooms in Foreign Language Education: Training Lecturers for Linguistic Diversity and Language Variation

Lecturers play a huge role in the teaching of foreign languages across universities. As such, their training in language diversity and variation remains a significant tool in enhancing pedagogical strategies for multilingual foreign language classroom. This study focused on the analysis of different ways in which the training of foreign language lecturers can enhance pedagogical practices for multilingual foreign language classrooms. A total of 151 lecturers and 112 university non-academics staff members drawn from departments of foreign languages participated in this quantitative survey. Data was gathered using digitally developed questionnaire. There was a wide diversity of viewpoints from participants on instructional methods, such as peer instruction, outlining objectives explicitly, and continuing one's education. There are major and far-reaching implications of this research. One major takeaway from the research is how vital it is that lecturers of foreign languages get diversity training as part of their ongoing training and certification. Recognizing the need of such training allows schools to proactively provide lecturers with the tools they need to accommodate a student population that is becoming more diverse. In conclusion, this research sheds light on the difficulties and potential of teaching a foreign language to a population with a wide range of linguistic background. The research sheds light on the need of training for language diversity and the difficulty of maintaining order in a multilingual classroom. Lecturers and universities may better prepare students for success in a globalized world by addressing these issues and developing more welcoming, responsive, and successful foreign language classes.

Critiquing Journal Articles in Writing Classrooms and Its Effect on English Major Students’ Argumentative Writing Development

Despite all the attempts to convince teachers and school authorities to support critical thinking (CT) skills in school settings, the application of CT skills has not reached a satisfactory point. Using a quasi-experimental design, the present study attempted to examine the effect of critiquing journal articles on English major students’ argumentative writing abilities. To develop CT skills among language learners and improve their argumentative writing abilities, the strategy of critiquing journal articles was applied to a semester of foreign language writing classroom instruction of the experimental group for the results to be compared later with the performance in a control group. This comparison was made through the analysis of covariance, which revealed that the experimental group performed significantly better than the control group in writing argumentatively. This, in turn, demonstrated that critiquing journal articles as a pedagogical strategy in classrooms could significantly affect English as a foreign language learners’ argumentative writing performance.

Gender and Diversity in EFL Textbook Dialogues: Interactional Structure and Pedagogical Implications

AbstractFocusing on English‐as‐a‐foreign‐language (EFL) textbook dialogues, this study explores both gender equality and diverse identities from the perspective of interactional competence. The purpose of this study is twofold: first, to examine gender differences in textbook dialogues concerning interactional patterns, and second, to derive pedagogical implications for gender equality and diverse identities in English‐language teaching from the findings. This study proposes the initiation‐response‐follow‐up (IRF) model of discourse structure as both an analytical framework and a pedagogical framework for exploring and incorporating interactional competence related to gender and diversity. Findings reveal an overall balance in the interactional patterns between females and males in the textbook dialogues, although major differences were found in relation to particular discourse features in the context of a specific type of dialogue initiation. These findings are discussed in relation to possible classroom strategies for incorporating the IRF discourse structure to inform the teaching of interactional competence and sociolinguistic skills, particularly as relevant to the linguistic dimension of promoting diverse identities.

Feedback challenges and strategies in EFL classroom: Insights from non-formal education institution

Feedback has a crucial position in supporting the success of teaching and learning processes in English as Foreign Language (EFL) classroom setting. In addition, research in this essential topic should be conducted continuously. Most research on topic have been done at schools or even universities. Only few studies concentrate in non- formal education institution such as English courses. Therefore, it is reasonable to conduct this study. Employing qualitative research, this study invited eight English teachers at non-formal education institution. The study used interview as the instrument to collect data and thematic content analysis to analyze the data. The findings displayed that the participants faced challenges and having strategies in providing feedback for students. The result revealed that teachers find challenges like inappropriate response from the students and insufficient time to make it happen fully. Then, the strategies implemented to fulfill these challenges are sharing appreciation towards students’ work at the beginning, making a clear follow-up session as well as having a clear information to students, and creating a direct comment to students’ work and also adding some notes. This study will contribute more not only for non-formal education institution but also for formal education in general. Furthermore, other aspects, such as teaching approach as well as the method used may be considered as important to adjust with these findings.

Strategi Mapping Classroom dengan model Quantum Teaching Untuk Meningkatkan Percaya Diri Tampil di depan Publik Untuk Generasi Kota Batam

The urgency of this activity is to increase the courage of the younger generation to appear with good communication in front of the public. The purpose of this activity is to train the younger generation who are students to be able to communicate. The problem that occurs is the lack of confidence to appear in front of the public, the benefit of this activity is that the training participants are expected to be able to appear in front of the public individually or in groups. The target of this activity is that participants display artistic creativity uploaded on social media, namely tiktok. generation to run the wheels of Indonesia EMAS for that it is necessary to carry out activities that can improve their abilities. There were 350 participants, the training technique used the Mapping Classroom Strategy approach so that participants could communicate in small groups as the first step. Then the material is given using the Quantum Teaching model which involves speakers and participants to explore talents that can be presented and staged in publications on social media.

Teachers’ Self-Efficacy Beliefs and Instructional Practices Regarding English Language Learners

This mixed-methods study was used to examine the impact of teachers’ self-efficacy beliefs and instructional practices when teaching English Language Learners (ELLs). Quantitative and qualitative data were sequentially collected, concurrently analyzed, and triangulated. A sample of 126 experienced K-12 educators from the northeastern US completed (a) a demographic survey, (b) a teachers’ self-efficacy survey, and (c) a classroom strategy scale. A stepwise multilinear regression procedure determined that teachers’ use of academic performance feedback, efficacy beliefs in student engagement, and employment of both student-directed and direct instructional practices predicted teachers’ self-perceptions about being able to adapt instruction for their ELL population. Qualitative data were obtained from 10 participants who self-rated as having high self-efficacy and classroom strategy use. Themes included foundational requirements, school leadership, specific instructional strategies, and knowing how to apply these strategies with ELLs. The triangulated results revealed that when school leaders provide professional learning opportunities that support a truly inclusive curriculum and collaborative time in which to plan with colleagues, there is a positive impact on teachers’ self-efficacy to instruct ELLs.

LEARNING ASSESSMENT AMONG COLLEGE STUDENTS AND ITS RELATION TO CLASSROOM PERFORMANCE

This paper examines the relationship between learning assessment among college students and classroom performance. It explores the different methods of assessment used in higher education settings, their impact on student learning, and how they influence student performance in the classroom. The study suggests that effective assessment practices enhance student engagement, motivation, and understanding of the subject matter, ultimately leading to improved academic performance. The paper concludes by providing recommendations for educators to implement effective assessment strategies in college classrooms.

Latinx Teachers Engaging Students, Parents, and Families

ABSTRACT Classroom teachers and certified English as a Second Language (ESL) teachers struggle staying current with pedagogical approaches and strategies to work with diverse student populations. In order to support Culturally and Linguistically Diverse (CLD) students’ success in the classroom, teachers must implement effective teaching strategies. Teaching without knowing the students’ background knowledge is problematic for all students. To this end, this study explored (a) how teachers who graduated from a federally funded bilingual and bicultural education program engage in justice agendas for their CLD students, (b) the things these in-service teachers attribute as barriers and support systems in their social justice work, and (c) the educational strategies the in-service Latinx teachers value in their role as advocates in their social justice work. Qualitative and Critical Qualitative Research (CQR) was our overarching framework to examine participants’ experiences regarding social justice. Latino/a Critical Race Theory/LatCrit was our theoretical framework with trenzas y mestizaje (braids and mixture) as the methodological framework. Data collection was based on testimonios collected through individual pláticas and group pláticas (formal and/or informal conversations) elicited by the use of tesoros (treasures). Data was analyzed and interpreted through Trenzas y Mestizaje and LatCrit. Specifically, data analysis was achieved through braiding the participants’ experiences and/or testimonios. The following prominent themes emerged: (a) Effective classroom strategies, (b) Parent and family involvement, (c) Relationships, (d) Barriers as pre-service and in-service teachers: Resilience. The findings of this study indicate that all participants described their effectiveness as teachers through the implementation of specific strategies, intrinsic motivation for teaching Culturally and Linguistically Diverse Students (CLDs), and the sense of commitment to being role models to their students. Additionally, the findings indicate how the participants were able to overcome barriers through resilience, support from colleagues, administrators, and family members. These participants/Latinx teachers have been teaching advocating, informing, and engaging their students, parent, and families for the past seventeen years, by providing them with resources and strategies to navigate the U.S. education system.