Classroom Strategies Research Articles

Leveraging AI to enhance active learning strategies in science classrooms: implications for teacher professional development

The integration of artificial intelligence (AI) in educational settings offers transformative potential for enhancing active learning strategies in science classrooms. This paper explores how AI-driven tools can support the implementation of active learning methodologies such as problem-based learning (PBL), interactive simulations, and personalized learning pathways. These strategies have been shown to increase student engagement, foster critical thinking, and deepen the understanding of scientific concepts. The analysis highlights the role of AI in creating adaptive learning environments where students receive real-time feedback and differentiated instruction tailored to their individual learning needs. An essential aspect of leveraging AI for active learning is ensuring that teachers are adequately prepared to implement these technologies effectively. The discussion delves into professional development programs that equip educators with the skills and knowledge to incorporate AI tools into their teaching practices. Such programs should emphasize hands-on training, collaborative workshops, and continuous learning opportunities that align with current advancements in educational technology. By fostering teacher confidence and proficiency, these initiatives ensure that educators can maximize the benefits of AI to enhance student learning outcomes. The paper also considers the implications of adopting AI in teaching for long-term educational practices, including ethical considerations, data privacy concerns, and the importance of maintaining a human-centric approach in classrooms. Examples of successful implementations and case studies provide insights into best practices and the challenges encountered. This comprehensive approach underscores the value of combining innovative technology with strategic teacher development to create enriched, interactive, and sustainable learning environments that promote critical thinking and environmental awareness among students.

المهارات اللازم توفرها لدى معلمي التربية الخاصة لتطبيق استراتيجية الصف المقلوب لدى طلاب المرحلة المتوسطة بمدارس جدة

The aim of this research is to identify the educational and technical skills and equipment necessary to implement the flipped classroom strategy among special education teachers. The main research question was defined as follows: What skills are necessary for special education teachers in Jeddah schools to implement the flipped classroom strategy? To achieve the research objectives, the descriptive approach was used, as the research sample consisted of (68) special education teachers in the city of Jeddah. For the purpose of collecting research data, a questionnaire was prepared consisting of three axes (educational, technical, and equipment). The research results resulted in statistically significant differences at the significance level (0.05) between the average scores of the training courses variable, and these differences were in favor of the individuals who answered yes. The results also indicated that there were no statistically significant differences between years of experience at the level of statistical significance (0.05). Then the results showed that the academic qualification variable showed that there were no statistically significant differences between the academic qualification and the axes as a whole, that is, not statistically significant. Accordingly, the research concludes that the educational skills for managing electronic educational situations are objectively proportional to the characteristics of the learners, as they reached an average percentage of (52.9%). Also, motivating students and encouraging them to participate in the flipped classroom had an average percentage of (44.1%). The results also showed that the phrase dealing with various technical devices in the classroom, which came in the axis (technical technical skills), appeared with an average percentage of (60.3%). The results of the axis (equipment) also showed that the phrase personal computers or tablets came in with an average percentage. It reached (48.5%), and the phrase “distance education platforms and educational applications” came with an average percentage of (41.2%). Based on the results, the researcher recommends the necessity of adopting the necessary skills in order to implement the flipped classroom strategy in special education schools because of its positive impact on the learners and their educational career.

The impact of explicit and implicit instruction on EFL learners’ oral performance

Abstract This quasi-experimental study investigated the impacts of two instructional conditions on the fluency of learners’ performance. In the first condition (strategy training), learners were provided with explicit fluency strategy training for a portion of each lesson before rehearsing versions of the speaking task for the remainder of the lesson. In the second condition (massed practice), learners rehearsed the versions of the target speaking task for the entire lesson. Both instructional conditions allowed learners to benefit from language input and task repetition to help conceptualize and encode the content of their speech. Two intact classes of university EFL learners participated in this study. The data were audio recordings of participants’ oral performance of news report presentations in pre-test and post-test conditions. This data was transcribed and coded for speech rate, articulation rate, phonation/time ratio, number of filled and unfilled pauses, mean duration of pauses, mean length of run, verbatim repetition, and repairs. Although the overall effect of the training was found to be insignificant, the estimation analysis revealed that both instructional conditions improve participants’ speech fluency, with the effect sizes ranging from small to medium. These effect sizes are considered meaningful for the speech fluency development of EFL learners in the study context. Hence, both instructional conditions could be applied as a potentially complementary pedagogical strategy in EFL classrooms at the university level, particularly with regard to increasing the accuracy of teachers’ perceptions of learners’ oral proficiency.

Education of 21st century: A proposal of flipped classroom strategy to teach Soil Biology

ABSTRACT Flipped Classroom (FC) approach has gained widespread acceptance across various education levels, particularly in higher education settings. Flipped Classroom represents a method employed to stimulate student learning, enhance academic performance, and foster student motivation and engagement. This approach involves the utilization of pre-class materials such as recorded lectures and multimedia resources for student review, while class time is dedicated to exercises, projects, or discussions. Numerous studies have documented enhanced learning outcomes among students of mathematics and science through FC implementation. However, there are currently no documented studies that implemented FC in Soil Biology courses. This study discusses the potential to use FC in Soil Biology courses. In addition, we propose an innovative strategy for integrating FC into Soil Biology education. Flipped Classroom is designed to serve as a dynamic tool for motivating students and facilitating the comprehension of Soil Biology concepts.

Beneath the Iceberg: Addressing Teachers’ Needs to Embed Teaching Strategies in Multilingual Classrooms

ABSTRACT This mixed-methods study explored teaching strategies that teachers in Miami-Dade County schools found most effective in supporting multilingual learners (MLs). Studies have reported that in-service teachers who interact with multilingual learners lack the preparedness to support their linguistic and learning needs. This research gathered data using a Qualtrics survey and semi-structured interviews to address the following questions: What types of teaching strategies do teachers find effective for improving the academic needs of multilingual learners? and b) What teaching strategies do teachers need to have to meet the needs of multilingual learners? Findings from this study identified two common themes which Miami-Dade County teachers implemented to enhance their student’s academic performances: In addition, seven Miami-Dade County teachers, trained with proper strategies, reported higher levels of self-efficacy and felt confident in their abilities to support multilingual learners in their classroom. However, participants in this study expressed a strong desire to have more practical professional development opportunities on pedagogical skills to embed in their classrooms. Further research is needed to explore how to implement practical professional development opportunities in school districts.

Multi-grade teaching and learning in rural South Africa

This article aims to delve into the distinctive teaching and learning strategies utilised in multigradeclassrooms situated in rural areas of the Free State Province, South Africa. Through an exploration of the intricacies inherent in these environments, the article aims to pinpoint effective teaching strategies tailored to meet the unique requirements of learners within thiscontext. This qualitative study engaged 14 Intermediate Phase educators and 6 principals from multi-grade schools in the Lejweleputswa and Fezile Dabi education districts. Purposive sampling was utilised to select participants. Data collection involved semi-structured interviews, while qualitative thematic analysis, employing an interpretive qualitative approach, was utilised for data analysis. Teaching strategies in multi-grade classrooms exhibit notable diversity, shaped by factors such as teacher personality, subject matter, and classroom dynamics. The strategies employed in these settings reflect the teacher’s skills, lesson objectives, and the physical arrangement and space available in the classroom. However, both teachers and principals lack sufficient orientation or training in the specific strategies essential for effective multi-grade teaching.

Liderazgo pedagógico de los directores escolares en educación básica, secundaria y media en Colombia

The pedagogical leadership of school directors in elementary, middle and secondary education is crucial for educational success and continuous improvement. This article aims to analyze said leadership in Colombia, focusing on its impact on teaching and learning processes, identifying challenges and proposing recommendations for its strengthening. The methodology uses a qualitative systematic review based on the PRISMA guide, selecting 38 articles published between 2019 and 2023. Studies concerning the pedagogical leadership of the school director at elementary, middle and secondary school levels were considered as inclusion criteria. The research highlights the complexity of the managerial role, facing challenges such as the development of improvement projects and the management of low-performing personnel. The results indicate that pedagogical leadership goes beyond improving standardized assessments, focusing on the comprehensive training of citizens. In Colombia, this leadership is reflected in educational quality, teacher training and effective classroom strategies. The importance of changing the supervisory focus of teaching managers to that of pedagogical support that strengthens pedagogical practices, stimulating leadership and contributing to the comprehensive development of students to thus raise educational quality is highlighted.

Classroom Strategies for Delivering Effective Instruction Management and Academic Achievement

Classroom Strategies for Delivering Effective Instruction Management and Academic Achievement

Enhancing Emotional Intelligence of Adult Learners in Online EFL Teaching: Insights from Vietnamese Educators

This study investigates the strategies employed by Vietnamese EFL teachers to enhance emotional intelligence (EI) in adult learners within online learning environments. Utilizing a qualitative research design grounded in Mayer and Salovey’s model of emotional intelligence and Knowles’s theory of andragogy, the study involved semi-structured interviews with ten EFL teachers from two Vietnamese educational institutions. The thematic analysis of the interview data revealed several key strategies: reflective practices, interactive activities, technology integration, personalized feedback, collaborative learning, integration of real-life scenarios, self-awareness activities, development of emotional vocabulary, and creation of emotionally supportive environments. The findings illustrate a multifaceted approach to enhancing EI in online language education, highlighting the innovative adaptation of traditional classroom strategies to the digital realm. The study’s unique contribution lies in its focus on the Vietnamese context, providing insights into how cultural nuances shape online teaching strategies for EI enhancement. The implications of these findings are significant for the field of EFL education, suggesting the need for holistic teaching approaches that integrate emotional competencies alongside linguistic skills.

Politeness Strategies in EFL Classroom Interactions: A Study from a Junior High School in the Southeast Asian Context

Politeness strategies are crucial in social interactions, including educational environments. Their application in classrooms is recommended to nurture positive relationships between teachers and students. This thesis seeks to identify the politeness strategies utilized by both teachers and students in an EFL classroom. Employing a qualitative descriptive research method, the study involved an English teacher and 38 students from a secondary school in Kediri, Indonesia. Data were gathered through observations over five teaching sessions, then reduced, displayed, and analyzed to form conclusions. The results indicated that the teacher employed four types of politeness strategies in the EFL classroom, with a total of 108 utterances categorized as follows: 47 instances of positive politeness, 18 of negative politeness, 32 on-record strategies, and 11 off-record strategies. Similarly, students used four types of politeness strategies, totaling 46 utterances, including 24 instances of positive politeness, 30 of negative politeness, 22 on-record strategies, and 12 off-record strategies. Understanding and utilizing these strategies can enhance communication effectiveness, particularly in formal and professional settings.

Motivational Strategies in ESL Classroom: Malaysian ESL Teachers' Beliefs and Practices

Motivational strategies are widely known as a practical method that is very much needed, especially in motivating students, to learn the second language. Therefore, this study is conducted to investigate further the ESL novice teachers' beliefs and practices on the motivational strategies used in the ESL classroom. The research was done among 40 ESL novice language teachers by distributing questionnaires that consist of closed-ended questions. The quantitative data was then analyzed using SPSS software to obtain descriptive statistics. This study's findings revealed the teachers' beliefs on the importance of the selected motivational strategies and how frequent they practice and implement the strategies in the ESL classroom. Therefore, it is hoped that this research would provide more insights for language teachers on the use of motivational techniques in the L2 classroom.

Effective Strategies for Working with Children with Autism in Mainstream Classrooms

In this study the education is identified as one of the key performance areas in the occupational therapy practice framework. The occupation of education includes academic (math, reading , writing), non-academic (recess, lunch, self-help skills), extracurricular (sports, band, cheerleading, clubs), and prevocational and vocational activities. The objective of this study is to assess out the effectiveness of classroom strategies for children with autism in mainstream classroom. The methodology adopted under this study is 20 children with autism and 24 teachers were included in the control group(N=10,12) and experimental group(N=10,12). Canadian Occupational Performance Scale, Teachers Attitude Towards Inclusion Scale, and Behaviour Rating Scale were used before and after the use of classroom strategies. The results of this study are experimental group, COPM, there was a significant difference in the pretest and post-test of the performance (p=0.005) and satisfaction (p=0.013) component of COPM. When goals addressed in the control and experiment groups were compared between groups, it showed significant difference in the post tests of both the groups in performance (u=0.005) and satisfaction (u=0.005) component of COPM. The pre-test and post-test of the POS (attitude towards student with disability in inclusive setting) and total component showed significant difference (p= 0.003 and 0.004) whereas there is no significant difference in the control group. The classroom strategies have a positive effect on the occupational performance for children with autism in mainstream classroom. It is effective in bringing positive attitude among teachers towards inclusion. It also improves the classroom behaviours of the children.

An Analysis of Questioning Strategies in Secondary Mathematics Classroom

An Analysis of Questioning Strategies in Secondary Mathematics Classroom

Mind-Body Classroom Strategies: Techniques to Reduce Elementary Student Stress Following Active Shooter Drills

Active shooter drills are widely used in schools throughout the United States, with more than 92% of public schools having an active shooter plan. These drills can increase student stress and anxiety and can have a variety of negative effects, such as somatic complaints, anxiety, poor self-regulation of emotions and behaviors, risk for depression, and prevalence of obesity and eating disorders. This article describes the efficacy of physical activity breaks, mindful breathing techniques, and emotional regulation strategies to reduce stress reactivity and enhance recovery in elementary-age students following active shooter safety drills. A list of example activities is provided for each of the three stress management categories. Each of the activities can be adapted to various developmental levels (i.e., K-12), settings (i.e., classroom, hallway, outdoors), and time availability (i.e., one minute to 10 minutes). The strategies may also be utilized following other emergency drills or during other times of high student and classroom stress.

The Role of Teacher Feedback in Enhancing ESL Learners' Writing Proficiency

Teacher feedback plays a vital role in enhancing writing proficiency among ESL learners. This paper explores how different types of feedback—direct, indirect, formative, and summative—impact learners’ language development, with a focus on improving grammar, structure, and content in writing. By combining error correction with opportunities for learners to engage in self-reflection and revision, feedback helps students develop a deeper understanding of language mechanics and fosters learner autonomy. However, challenges such as the heavy workload for teachers, varying student receptiveness, and balancing constructive criticism with motivation are significant considerations in delivering effective feedback. This study also highlights case studies that demonstrate the practical application of feedback strategies in diverse ESL classrooms. Overall, the role of feedback in ESL writing instruction is essential for promoting sustained improvement and developing students’ confidence and independence in writing. The article concludes with recommendations for balancing personalized feedback with innovative teaching practices to enhance ESL learners' writing proficiency.

The Application of Flipped Classroom Strategies in Medical Education: A Review and Recommendations

The Application of Flipped Classroom Strategies in Medical Education: A Review and Recommendations

Fostering Engagement Through Ice Breaking in Islamic Education

Background: Innovative pedagogical strategies are crucial for enhancing student engagement in Islamic education. Specific Background: This study examines the implementation of ice-breaking activities to address challenges of fatigue and disengagement during the final class period at an elementary school. Knowledge Gap: There is limited research on the application of ice-breaking techniques within Islamic education contexts. Aims: The research aims to evaluate the effectiveness of ice-breaking activities in fostering a conducive learning environment. Results: Findings indicate that these activities significantly improve students’ attention and comprehension, facilitating effective lesson delivery. Novelty: This study demonstrates how tailored ice-breaking exercises can alleviate classroom fatigue and promote engagement. Implications: The results suggest that integrating ice-breaking activities can serve as a practical strategy for educators to enhance student engagement and knowledge retention, thereby cultivating a dynamic classroom atmosphere. Highlights : Enhancement of Engagement: Ice-breaking activities significantly boost student focus and participation, especially during critical learning periods. Tailored Approaches: Specific ice-breaking techniques can effectively address classroom fatigue and disengagement in Islamic education settings. Practical Teaching Strategy: Integrating these activities offers educators a valuable tool for improving instructional delivery and student comprehension. Keywords: Islamic education, ice-breaking activities, student engagement, classroom strategies, teaching effectiveness.

Impacts of backgrounds on students’ self-regulated learning in a flipped classroom setting

ABSTRACT This study investigated the impact of students’ background variables (gender, grade level, and major) on their self-regulated learning in a flipped classroom setting. This study implemented the flipped classroom method in a general education course, “Data Science with Excel.” The “self-regulated learning skill scale” questionnaire was used to examine the impact of students’ self-regulated learning skills (goal setting, learning environment setting, learning strategy, time management, and help-seeking) in a flipped classroom for 66 valid participants. The results indicated that, in terms of the gender factor, females reported more help-seeking behaviors than males. It was also found that major had a significant influence on self-regulated learning. Students from the College of Humanities and Applied Science were more likely to manage their time and set goals to learn the course content in comparison with students from other colleges. However, the results did not show a significant difference between grade levels.

A Conceptual Study on Effective Teaching Strategies for Inclusive Classrooms

Creating inclusive classrooms is a crucial aspect of modern education, aiming to provide equal learning opportunities for all students, including those with disabilities and diverse learning needs. The study reviews related literature to find effective teaching strategies for an inclusive classroom. To accommodate varied learning styles and capacities, the research strongly emphasizes differentiated training. Additionally, it discusses the Universal Design for Learning (UDL) framework, which offers a variety of interaction, representation, and expression options to improve teaching and learning initiatives. The integration of assistive technology is highlighted for its role in enabling students to access the curriculum and participate fully in classroom activities. Furthermore, as a strategy for fostering an active and encouraging learning environment in the classroom, Positive Behaviour Support (PBS) is covered. The study emphasizes how significant it is to foster an inclusive, cooperative, and respectful classroom environment. This research offers a guide for teachers who are dedicated to establishing inclusive classrooms that promote the achievement of all students through a blend of theoretical concepts and real-world experiences. Therefore, this conceptual paper analyzes the importance of selecting appropriate teaching strategies to create a practical inclusive classroom.

Barriers and Facilitators to Inclusive Education for Learners Who Are Deafblind: A Scoping Review

The case of Hellen Keller presents a great example of what a learner who is deafblind can achieve if provided with the appropriate educational accommodation in terms of content, environment, learning approach, instructional strategies, and teaching methodologies. However, access to education is not the reality for most learners who are deafblind due to their unique educational needs, owing to their dual sensory impairment. There has been an assertion that learners who are deafblind may not thrive in inclusive educational spaces, but there is a paucity of research to support or dispute this assertion. This scoping review explored what is documented in the literature on the barriers and facilitators to inclusive education for learners who are deafblind. A scoping review methodology using Arksey and O’Malley’s framework was employed. A search was conducted using six databases, including Science Direct, PubMed, Scopus Medline, ProQuest and gray literature, to identify publications focusing on the barriers and facilitators to inclusive education for learners who are deafblind. The findings from the scoping review suggest that the factors that influence the inclusion of learners who are deafblind in inclusive educational settings include the availability of educational settings; accessibility to the physical and social environment, and assistive devices; acceptability by peers and educators and the preparedness of educators; and the adaptability of classroom strategies. For learners who are deafblind to thrive in inclusive educational settings, transformational attitudes and intentional and specific strategies from multiple stakeholders are necessary. Therefore, the educational system, schools, peers and communities should be deliberate in putting in place specialized support and resources to accommodate the diverse needs of learners who are deafblind in all phases of their schooling life.