Classroom Strategies Research Articles

Guardians of the Circassian Heritage Language: Exploring a Teacher’s Agency in the Endeavour of Endangered Language Maintenance

The Circassian language is the heritage language (HL) of a small minority group in Israel. Since its classification as an endangered language around the globe, the focus has been put on effective maintenance programs. Changes in education methods within Circassian communities were inevitable. In Israel, the Circassian Maintenance Program is crucial in primary schools, where formal literacy instruction in the Circassian language begins in fifth grade. This study examined the agentic role of the Circassian literacy teacher in engaging students in learning their heritage language and its maintenance, as expressed in her attitudes, beliefs and knowledge and her classroom strategies. This three-month-long ethnographic data collection was conducted at the teacher’s study centre “Nal” (i.e., a treasure in Circassian). Data was gathered through classroom observations and semi-structured interviews with a Circassian HL teacher to understand her attitudes, beliefs and knowledge and to identify strategies to encourage student engagement in HL learning. In general, the teacher showed expertise in the HL and authentic use of it, as well as cultural and religious competence, adaptability, and flexibility. In addition, she encouraged children’s agency and autonomy and provided individualised support, integration of technology and reflective practice. The results indicated that a sense of identity, unity and belonging to the community are all held together by the pillar of HL knowledge. By engaging her students in translanguaging practices, the teacher promoted their awareness of language patterns, vocabulary and grammar in both Circassian and other languages of their wide linguistic repertoire (Hebrew, Arabic and English).

Effective Classroom Strategies and Self-Regulated Learning Behavior among Learners in Davao Del Norte

Fundamentally, effective classroom strategies are a measure expected to improve self-regulated learning behavior among learners in Braulio E. Dujali District, Davao del Norte. In this study, the researcher selected 185 elementary school teachers as the respondents of the study. Stratified random sampling technique was utilized in the selection of the respondents. Non-experimental quantitative research design using descriptive-correlational method was employed. The data collected were subjected to the following statistical tools: Mean, Pearson Moment Product Correlation and multiple linear regression analysis. Findings revealed that effective classroom strategies and self-regulated learning behavior among learners in Braulio E. Dujali District, Davao del Norte were described as extensive. Further, correlation analysis demonstrated that there is a significant relationship between effective classroom strategies and self-regulated learning behavior among learners in Braulio E. Dujali District, Davao del Norte. Evidently, regression analysis proved that effective classroom strategies in terms of behavioral strategies were a significant predictor of self-regulated learning behavior among learners in Braulio E. Dujali District, Davao del Norte. In other words, effective classroom strategies have an influence on the process in self-regulated learning behavior among learners in Braulio E. Dujali District, Davao del Norte. The study, therefore, was conducted for further utilization of findings through publication in reputable research journal.

Building Community and Developing Professionally through FUN Final Friday Sessions.

FUN Final Fridays (FFFs) are a professional development effort resulting from a pandemic-inspired virtual pedagogical meeting. Over the past three academic years, Faculty for Undergraduate Neuroscience (FUN) has hosted FFFs as monthly professional development sessions. These sessions offer a mechanism to address current issues in higher education with emphasis on topics relevant to neuroscience educators. Broadly, topics covered in FFF sessions fall under three areas: a faculty focus that addresses issues of wellness and professional opportunity; a diversity, equity, inclusion, and belonging focus that addresses how to advocate for justice through education; and a pedagogical focus that address classroom strategies and issues that affect student learning. We share here our experiences and lessons learned regarding selecting topics, identifying facilitators, navigating timing across a semester, and engaging participants with a goal of providing a framework for successful professional development so that other institutional and departmental leaders can contribute meaningfully to the growth and development of their colleagues.

101 Online Classroom Strategies Training Playgroup Teachers to Improve Bonding

The rise of online teaching is currently being carried out due to a pandemic which results in everyone having to limit interactions, this is aimed at reducing transmission of the coronavirus. Likewise, the existence of online teaching has resulted in the teaching staff, especially playgroup teachers having difficulty making a bonding with their students. They feel limited space and interaction between teachers and students. The existence of this, the researcher conducted a training to increase bonding between teachers and students by providing training in the form of “101 Online Class Strategies” in this training there were 5 teachers involved in this activity. There are 4 female teacher’s and 1 male teacher with the mean pre-test 111.00 and post-test of 115.40. Keywords: Training, Playgroup, Bounding, Teacher, Pandemic

Enhancing Critical Reading Through Metacognitive Scaffolding in Flipped-Classroom

Critical reading is paramount for students to comprehend texts efficiently during and beyond their academic studies. Searching for and filtering information is crucial in distinguishing between important and unimportant content. Despite its significance, students often lack proper instruction in critical reading, highlighting a need for effective learning models. The Metacognitive, Scaffolding in Flipped Classroom (Ms-Flics) model addresses this gap by combining metacognitive reading and scaffolding strategies in a flipped classroom. This study evaluates the model’s efficacy in enhancing students’ critical reading skills. The research employs quantitative methods, conducted with grade 9 students in Surakarta, Indonesia, comparing pre- and post-treatment test results. Using cluster random sampling, two classes of 65 students were administered tests before and after the intervention. Analysis using paired T-tests revealed a significant improvement post-treatment. The findings underscore the effectiveness of the Ms-Flics model in enhancing critical reading skills among grade 9 students. The study contributes theoretically by proposing a novel learning model that integrates metacognitive reading, scaffolding strategies, and flipped classroom approaches to improve critical reading skills.

The Impact of Flipped Classroom Instructional Strategy on 7th Grade Students Reading Comprehension in Jordan: An Empirical Study

The current study investigated the impact of flipped classroom instructional strategy on 7th grade student's reading comprehension in Jordan. A semi-experimental pre-posttest design was used through a sample consisting of (43) female students from the 7th grade selected purposefully. These were randomly assigned into two groups, the experimental group consisted of (23) female students and the control group consisted of (20) female students. The experimental groups were taught through the Flipped Classroom strategy, whereas the control group was taught according to the guidelines and procedures of teaching reading from the teacher's book. The study's results revealed a statistically significant difference between the means scores of students of the experimental and control groups and reading comprehension posttest in favor of the experimental group taught using a flipped classroom. This study may help language students capitalize on simple and interesting technology such as CDs, DVDs, Electronic platforms, and interactive applications for presenting educational materials.

Online course as a way to work on socio affective learning strategies in the EFL classroom

Este artículo es parte de los resultados finales de una investigación que se desarrolló en un programa de maestría en Colombia. El objetivo principal fue describir el impacto de la implementación de un curso online sobre estrategias socio-afectivas en las prácticas de un grupo de profesores en el salón de clase. Fue una investigación acción de tipo cualitativo, en la que se utilizaron los trabajos de los profesores, grabaciones de voces, una entrevista y el curso online como instrumentos para recoger la información. Los datos se analizaron bajo los principios del Método de Análisis Temático. Los resultados se presentan en tres grandes categorías y cinco subcategorías. La primera categoría está relacionada con la necesidad de aceptar a los estudiantes como son y no como el profesor desea que sean. Igualmente, se explica como la implementación de las estrategias afectan positivamente a los profesores y estudiantes, a cómo el docente debe lidiar con la motivación y con la frustración y la manera como las políticas educativas interfieren en lo que el docente desea hacer y lo que debe hacer. La segunda categoría se refiere a la relevancia de tener relaciones igualitarias o simétricas dentro del salón de clase y como se percibe este lugar como un espacio en el que los profesores y estudiantes pueden aprender juntos. Finalmente, la tercera categoría revela las razones por las que el profesor debe ser un ser de buen corazón. Fue posible concluir que las prácticas de los docentes de lenguas fueron influenciadas por el curso online sobre estrategias de aprendizaje socio afectivas en diferentes áreas como la relación profesor – estudiante, la dicotomía de lo que el docente considera realizar y lo que las normas verdaderamente esperan: el análisis, reflexión e impacto de experiencias previas de aprendizaje cuando los docentes fueron estudiantes y en el reconocimiento de una variedad de enfoques para implementar esas estrategias de manera constante en el salón de clase.

Effectiveness of Using Mind Mapping within Flipped Classroom Strategies on Cognitive Achievement, practical skills and satisfaction of Nursing Students

Effectiveness of Using Mind Mapping within Flipped Classroom Strategies on Cognitive Achievement, practical skills and satisfaction of Nursing Students

Longitudinal investigation of early mathematical achievement and classroom strategic diversity: A replication and extension study

Developing solution strategies, effortful procedures that students employ to solve a specific problem, is an important mathematical goal. Studies have documented intraindividual strategy variability and its significance for learning, but only some have addressed the interindividual strategic diversity across students within a classroom. This study analyzed classroom strategy diversity using assessments of 527 kindergartens to 2nd-grade students. Latent growth modeling analysis revealed that the best fit was a spline model featuring two phases of linear growth with different growth rates (i.e., one in Kindergarten, the other from Kindergarten spring to second grade). A growth mixture modeling analysis demonstrated that only one latent class existed within the data, which supports the homogeneity of the identified growth trajectory among students. We also analyzed the relations of their learning to the interindividual strategy diversity in their classrooms via a multilevel latent growth model. The results showed that early encouragement of student-generated strategies and later guidance toward research-based effective strategies most supported mathematical growth. This finding aligned with the previous work regarding classroom strategic diversity. Educational relevance and implications statementDeveloping solution strategies is an important mathematical goal. Do children benefit from being in classrooms using diverse strategies or a smaller range of efficient strategies? Does this depend on children's phase of learning? We found that early encouragement of student-generated strategies followed by later guidance toward research-based effective strategies most supported mathematical growth.

Evaluating the impact of vocabulary instruction on oral vocabulary, phonemic awareness and nonword reading

AbstractVocabulary teaching has traditionally focused on word meanings to aid reading comprehension, however evidence also suggests that vocabulary knowledge influences phonemic awareness and word reading. Vocabulary instruction concentrating on the sound structure of new words alongside meaning (combined sound-meaning vocabulary instruction) improves vocabulary for learners with speech and language difficulties. Emerging research suggests it may deliver similar results as a classroom strategy for young children. Researchers have questioned whether combined instruction would additionally enhance phonemic awareness and phonic decoding. A teaching intervention with 273 children aged 5–6 in the United Kingdom compared meaning-based instruction, combined instruction and usual classroom instruction (age-matched controls) over 24 weeks with three testing points. A daily vocabulary lesson incorporating evidence-based principles was delivered by classroom teachers. After intervention both instructional groups performed significantly higher than controls on taught vocabulary, and all groups performed equally on phonemic awareness and nonword reading. Delayed post-test results require more cautious interpretation due to the lack of a hierarchical design. Combined instruction resulted in the highest taught vocabulary and phonic reading outcomes; phonemic awareness in the combined condition was significantly higher than controls. Results tentatively suggest that combined instruction is an inclusive approach for whole-class use in early schooling.

The Taxonomy of Predict-Observe-Explain (POE) as a Teaching Strategy and Thinking Process of Chemistry Stakeholders

Predict-observe-explain (POE) is a strategy being used during scientific investigations and experiments. However, POE-related studies mainly focused on its validity and reliability as a teaching strategy in classrooms. Thus, this paper extends the context of POE discussion not only as a teaching strategy but also as science process skills, and as cognitive thinking skills in performing experiments and answering scientific inquiries among chemistry stakeholders: students, teachers, and chemists. The study sees POE as a way to develop critical thinking and builds the skills needed for further academic and professional endeavors in the different fields of science. Through a constructivist grounded theory methodology using focus group discussions for students and in-depth interviews with the teachers and chemists, the study: described how students, teachers, and chemists exemplified POE strategy in terms of its process, and identified mutual patterns of POE process from the chemistry stakeholders. The study revealed that: student POE taxonomy is focused on basic processes and structures of POE; teacher POE taxonomy is a guide in their lesson planning; and chemist POE taxonomy is based on local and international compliance during experimentation. Therefore, POE is a science process skill for chemistry stakeholders where the POE taxonomy used by the chemistry stakeholders are different based on experiences, needs, and context.

Successful Teaching Strategiesand Practices in EFL Virtual Classrooms: A Qualative Study For Analyzing Several Studies and Practices

Objective: The current study intended to identify successful teaching strategies and practices in EFL virtual classrooms and to build a proposed model for designing teaching strategies and successful practices in virtual classrooms. Theoretical Framework: The research concerns itself with studies that concentrate on applications of artificial intelligence, adaptive learning, teaching methods, communication, and interaction in EFL virtual classrooms. Method: the study adopted the qualitative documentary method as the paradigm of qualitative research through extensive qualitative analyses of the contents of several previous studies. Results and Discussion: The study obtained results that comprised several successful teaching strategies in EFL virtual classrooms and a proposed model for designing teaching strategies in virtual classrooms. Research Implications: In addition to these results,this study presents numerous teaching strategies and successful practices in EFL virtual classrooms that help teaching faculty, teaching cadres in a virtual classroom environment. It also gives a proposed model for successful teaching strategies and practices in EFL virtual classrooms that aids e-learning designers in designing teaching strategies in a virtual classroom environment. Originality/Value: This study is amongst the first to investigate successful teaching strategies and practices in EFL virtual classrooms especially in the context of arabian countries .

Study of Deep Learning in Medical Education: Opportunities, Achievements and Future Challenges.

In this era of progress, interest has developed regarding advancing deep learning (DL) in medicine. However, there has been reluctance to use deep learning, particularly among medical educators. The limitations of previous research were examined in this study, along with the extent to which DL can be used in medical education and its potential impact on educational quality. We were interested in discussing DL's prospects, and determining whether we could benefit from it in medical education. Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) protocol was used to manage this review procedure. Six databases were searched carefully to obtain relevant studies. Our search identified 981 articles from the database based on our standards. After filtering the duplicated articles, 11 studies were included in the systematic review. The results showed that DL applications attracted researchers' attention in the medical and education technology owing to their effectiveness to provide the personalized assistance and feedback. Furthermore, the majority of research concentrated on teaching medical students how to utilize DL applications in the classroom, and all of them tried to improve medical students' proficiency with DL instruments in practical applications. Deep learning components in medical learning environments have two segments-in the educational settings like speech recognition or Video content analysis for affecting students' learning, and in the medical settings, applying deep learning from diagnosis to prevention. An integration of them can work better in medical education. Medical education uses DL to improve the students' education. DL is a powerful instrument which has become more famous in terms of superb outcomes. Besides, using DL in medical education is likely to continue as a hotly debated area of research and a well-known classroom strategy.

The Power of ZPD: Enhancing Teaching and Learning

The purpose of this research is to examine the educational implications of Vygotsky's (1978) notion of the Zone of Proximal Development, originally developed to account for the learning potential of children, and investigate ZPD applications in teaching and learning. Literature-based approach is used to gather the data. This research review represents the meaning of ZPD (Zone of Proximal Development), discusses the implications of ZPD for teaching and learning, and then classroom strategies. This paper presented the diverse applications of the ZPD in academic settings, highlighting its capacity to enhance instructional strategies and promote the development of learners. To create inclusive learning environments where every student can reach their full potential, educators are advised to use formative assessment practices, scaffolding techniques, peer collaboration promotion, differentiation of instruction, and technology tool integration.

A WAY TO COMPENSATE PHD STUDENTS' INSUFFICIENT EFL PROFICIENCY: FLIPPED CLASSROOM APPROACH

Background. The shift in standards in Russian education has led to certain changes on the tertiary level of higher education. Most notably the consequences have concerned the aspect of teaching a foreign language to postgraduate students. In particular Samara State University of Economics now does not have language entrance exams anymore and foreign language class time has been rather limited. Nonetheless the level of final exam requirements is yet quite high. The article is relevant due to the need to find a possible remedy to overcome a problem of a fairly low level of previous language training among a certain category of postgraduate students. Purpose. The research purpose was to determine the effectiveness of a flipped classroom strategy as a way to compensate insufficient level of English mastering among the students of postgraduate courses. Materials and methods. Flipped classroom acts as a well-proven approach that could solve the problem. The results of summative assessment are presented in this paper. The methodology adopted in this study is based on the needs analysis, mathematical statistics and content inspection of students' interviews. The range of students, whose needs to improve their language level were determined at the first stage of the experiment then took part took part in a flipped classroom project. At the final stage of the experiment the students were examined for their language performance. Results. The results of the experiment prove the effectiveness of the proposed format for teaching a foreign language for postgraduate students in a non-linguistic university as it increases the efficiency of mastering the skills for the successful exam pass. This study suggests that flipped classroom approach could be an effective remedy to overcome the challenges that teachers and students at postgraduate level are facing today.

Teachers’ Self-efficacy Beliefs for Teaching Critical Thinking Skills and Practices of Its Strategies

The study aimed at exploring the teachers’ self-efficacy belief for teaching critical thinking skills and practices of strategies in reading classroom. It also pursued if there is any significant relationship between the two variables. A descriptive survey study used sequential explanatory mixed-methods approach to collect data. The study involved 40 EFL teachers. The survey contained 19 items using five-point Likert scale. Qualitative data were collected via classroom observations. The results of quantitative data showed(m=3.3) that the participants implemented the strategies moderately. The findings of qualitative data revealed that most of critical thinking strategies were practiced rarely while participants were instructing reading lessons. However, the responsive strategy of teachers to their students’ responses was implemented better than others. Statistical analysis also disclosed a positive high significant correlation between the teachers’ self-efficacy belief for teaching CT and its implementation strategies during teaching reading lessons (r=0.99, p<0.05). In conclusion, as there was a positive strong correlation between teachers’ self-efficacy beliefs and actual classroom practice of strategies, teachers with strong self-confidence may have better experience in implementing strategies that improve students’ reading comprehension. This suggests that instructors’ strong beliefs to use critical thinking skills may not necessarily ensure its effective implementation of strategies.

Teachers' Utilization of Mobile Learning Applications for Instruction and The Students’ Classroom Performance Towards Strategic Guidelines in The Classroom

This paper is in order to determine the situation of teachers' utilization of mobile learning applications for instruction and the students’ classroom performance on classroom strategy, this paper investigates the strategies of students in Yulin University of Shaanxi Province for teachers' use of mobile learning applications in teaching evaluation. The interviewed students' assessment of the relationship between their teachers' use of mobile learning applications in teaching and classroom performance was identified. In this study, structured survey and quantitative analysis were used to collect and compare data. At least 375 students were randomly selected as the study sample. The results are as follows: 1). Majority of the student respondents are male of not more than nineteen years of age representing Grade 1. 2). Students believe that their teachers frequently use the mobile learning applications in the classroom resulting to an effective utilization of the application in the teaching-learning process.3). Female students have better assessed the utilization of mobile learning applications in their classrooms than the male students. On the other hand, students’ age and grade level did not make significant differences in their perceptions on how their teachers utilized the applications. 4). Students generally exhibited fair to good classroom performance based on their recent evaluation. 5). The use of mobile learning applications in the teaching-learning process did not make significant impact on the classroom performance of the students. This paper is of great significance in improve teaching practices, improve learning outcomes, and promote responsible and effective technology integration. It empowers educators, provides information to administrators, addresses data privacy concerns, and promotes the overall advancement of educational technology and its impact on society.

Evaluating the Efficacy of Code-Switching as a Strategy for Enhancing ESL Instruction

In this study I aim to evaluate the effectiveness of code-switching (CS) as a strategy to enhance teaching English as a second language and the usefulness of CS in enhancing students’ language acquisition, comprehension, and communication skills. The study sample included 52 English language teachers at Technical and Vocational Training Corporation in different colleges. I use a mixed-methods approach, which is a content analysis method of collecting data on the use of CS, as well as a questionnaire to collect information from English teachers about their experiences with CS in enhancing language acquisition, comprehension, and communication skills. The results showed that teachers believe that CS is a useful strategy in the ESL classroom. Moreover, there was a difference in the levels of CS in the classroom, which could be attributed to differences in teachers’ educational experiences, the level of the students' language acquisition they were teaching, and their teaching styles. The percentage of CS ranged from 13.5% to 25.7%, which indicates different degrees of reliance on CS as a communication tool.

Effective Social-emotional Learning Strategies in the Online University Classroom

With the increasing prevalence of online education, especially since the pandemic, there is a growing need to explore effective strategies for fostering social-emotional learning (SEL) in virtual university classrooms. The key components of SEL are self-awareness, self-management, social awareness, relationship skills, and responsible decision-making. In this study, the researcher explores effective SEL strategies in online university classrooms. Although researchers have widely investigated the topic of SEL programs in K-12 settings, few have focused on SEL strategies in adult-level or university settings, specifically for online environments. In this qualitative, phenomenological study, the researcher investigates professor perceptions regarding effective SEL strategies in university online environments. Participants in the study are professors with experience teaching at the graduate or undergraduate level in a private university in Tennessee. The researcher collects data from a questionnaire, semi-structured interviews, and a focus group discussion. Several strategies emerge as effective in promoting SEL, including sympathy building, supportive environment, and building connections. By implementing these strategies, educators can effectively promote SEL in online university classrooms, thereby enhancing the overall well-being of students, academic success, and readiness for the online environment. However, further research is warranted on the implementation of these strategies in diverse online learning environments.

أثر استخدام استراتيجية الصف المقلوب في تنمية النمو المعرفي بوحدة الغذاء لدى أطفال الروضة

This study aimed to reveal the effect of using the flipped classroom strategy in developing the cognitive growth of the food unit among kindergarten children. The experimental method was used with a semi-experimental design, one-group, on a research sample consisting of (22) children from the third level from the Kindergarten Teachers Training Center in the city of Jeddah. The two researchers prepared a pre-post cognitive test for the food unit. The results of the study revealed that there are statistically significant differences between the mean scores of the children of the experimental group in the pre and post applications to measure the growth of basic and higher thinking skills among kindergarten children in the food unit, and the differences came in favor of the post application. The study also recommends training and encouraging kindergarten and early childhood teachers to use the flipped classroom strategy in the educational process.