Classroom Techniques Research Articles

Analisis Peningkatkan Kemampuan Pemecahan Masalah Dan Kemandirian Belajar Dampak Flipped Classroom Berbantuan Video Pembelajaran

A good education will create a good generation so that the lives of nations and countries will have a good effect. The purpose of this research is to analyze the influence of flipped classroom learning models assisted by Video Learning to improve problem solving skills and learning independence. The research method used is quantitative with quasy experimental design type. The sampling techniques in this study used randomized classroom techniques as experiment classes with flipped classroom learning models, control classes that used expository models. The data analysis technique used in this study is the Manova test with the conclusion that there is an influence on the use of flipped classroom learning models assisted by learning videos to improve solving skills. There is an influence on the use of flipped classroom learning models assisted by learning videos to improve learning independence. There is an influence on the use of flipped classroom learning models assisted by learning videos to improve mathematical problem solving skills and learning independence

Teaching and Testing in Hasidic Schools: Skills, Content, and Knowledge Automaticity as a Model for Other Day School Contexts

ABSTRACT This article uses data from site visits to four Hasidic elementary schools in Brooklyn to examine how specific learning, review, and testing activities used in these schools might be applied in other Jewish education classrooms to build knowledge depth and automaticity. The literature on learning and cognition in secular subjects has identified many classroom techniques that promote deep learning and long-term retention rather than superficial recall, but these techniques have not been applied systematically to Jewish studies classrooms. Hasidic schools, whose overall approach to religious education differs significantly from that of other Jewish day schools, employ distinctive learning activities that incorporate many of these techniques. Some elements of Hasidic learning practices may thus represent a valuable model for other Jewish studies contexts.

Willy Servais and Tamás Varga A Belgian Hungarian perspective on teaching school mathematics

Willy Servais and Tamás Varga had a major influence on the development of mathematics education during the 1960s and 1970s, both in their home countries and internationally. In 1971 they jointly published Teaching School Mathematics–A Unesco Source Book, a review of curriculum reforms that were under way in different parts of the world. The book, presenting several modern syllabuses as well as examples of classroom techniques and segments of teacher-student dialogues, provided an often consulted guide to the field of mathematics education. We re-read this book and in this way acquire a unique insight into the modernization efforts of school mathematics during the 1960s and early 1970s. We take this opportunity to discuss the sometimes partly divergent views of Servais and Varga on modern mathematics education as reflected in this book.
 Subject Classification: 97-03

Of the Trivial and the Radical: Is There a Coherent Constructivist Pedagogy?

Where a pedagogy is to be understood not simply in its weak sense as a range of classroom techniques but rather in its strong sense as embodying some conception of the ends of education such techniques subserve, coherence derives from the theoretical basis to which that pedagogy appeals. Where, however, such a theoretical basis is indistinguishable from that it purports to supplant or where it is inherently self-contradictory, the resulting pedagogy is incoherent. It is maintained here that “trivial constructivism” fails in the first respect and “radical constructivism” in the second and that any pedagogies based upon them are therefore incoherent.

Radiation Oncology Resident Didactic Variability: A National Program Director Survey

An informal needs assessment and lack of a national standardized curriculum has suggested that there is tremendous variability in radiation oncology resident didactics throughout the United States. The goal of this study was to evaluate the current educational landscape for radiation oncology resident didactics throughout the United States, in order to identify knowledge gaps and areas for improvement. All 91 radiation oncology program directors in the U.S. were sent an IRB approved, anonymous, 14 question survey by email in May of 2019, regarding the current implementation of resident didactics. Prior to dissemination, this survey underwent content validation by seven medical education experts, and was piloted with nine radiation oncology physician volunteer participants with subsequent cognitive interviews. 24/91 (26%) of program directors responded. The average number of residents per program was 10, faculty was 16, and hours per week spent on didactics was 6. The most common teachers during resident didactics were residents and faculty, and no fellows participated in teaching in any program. The average time a faculty member was present during didactics was 79%, with some programs having a faculty member present only 20% of the time. All but one program director (96%) stated that resident didactic time is protected from clinical responsibilities; however, 8/24 (33%) stated that residents are sometimes or often interrupted during didactic time by clinical responsibilities. Programs use a variety of teaching styles; all programs reported using lecture-based teaching, with a majority also using quizzing (67%), and only a minority using simulation (38%) and flipped classroom (17%) techniques. Other than PowerPoint, the most common electronic resource utilized was quizzing/polling (used in 16 programs), webinar (used in 8 programs), and econtour.org (used in 3 programs). There was wide variability in didactic topics, with no two programs providing an identical curriculum. Free response areas for improvement included: desire for increased faculty involvement, sharing of resources nationally across programs, and inclusion of novel topics such as: ethics, finance, practice participation, quality, contouring, simulations, grant writing, interviewing, and research/educational scholarship. The lack of a national, standardized, radiation oncology residency didactic curriculum leads to variability in its implementation and opportunities for improvement such as resource sharing, content updating, incorporation of novel evidence-based-teaching techniques, encouragement of faculty participation, and protected time for residents.

Integrating research and teaching for data curation in iSchools

AbstractThe quickly changing nature of information science and technology creates unique and remarkable challenges in terms of developing curriculum focused on building data competencies. Faculties responsible for teaching current developments in information studies have the unique burden of needing to continuously update our curricula without sacrificing our broader teaching goals. This panel features diverse perspectives on teaching data curation skills in five US‐based schools of information at the undergraduate and graduate levels. Panelists will present their unique perspectives on pedagogical approaches in courses dedicated to data curation, digital preservation, description and access standards, as well as data access and interchange. Topics introduced will range from flipped classroom techniques, finding messy datasets, common pitfalls, hands‐on labs, cloud based tools, data carpentry labs, and sequencing learning objectives to match stages of the data life cycle. This panel will give ASIST conference participants an opportunity to see a range of junior faculty, each with IMLS funded research projects related to data curation, share their experiences of teaching data competencies in the classroom.

The effect of Virtual and Real Classroom Instruction on Inter-language Pragmatic Development: Microblogging versus Traditional Instruction of Speech Acts to Iranian EFL Learners

Despite the fact that virtual learning seems to have considerable potential for enhancing language learners’ communicative abilities, it has received less attention for improving pragmatic competence of learners in EFL educational settings. The present study was an attempt to investigate the impact of virtual and real classroom instruction of speech acts on the pragmatic awareness and development of Iranian EFL learners. To do so, a quasi-experimental study was designed and, through a homogeneity test, 57 EFL female language learners at the intermediate level were chosen. The participants were randomly divided into the experimental groups of virtual and real classroom learning and went through the procedure of pretest, intervention, and posttest; the pertinent data were collected by means of a PET test, a speech-act pre-test and comparable post-tests of speech acts. Both measures of independent and paired-samples t-test were used to analyze the data. The findings revealed that instruction of speech acts through both virtual and real classroom techniques can be conducive to the promotion of pragmatic awareness among the EFL learners in the Iranian context; meanwhile, real classroom instruction of speech acts proved to be more fruitful and more significantly elevated the pragmatic awareness of Iranian EFL learners. We conclude the study drawing on the implications of our findings for ELT and EFL policy makers, language educators and teachers, material developers, and learners.

Librarians collaborate successfully with nursing faculty and a writing centre to support nursing students doing professional doctorates

This study explores how a three-way collaboration between a University library, writing centre and faculty created avenues of training and support for students within a Doctor of Nursing Practice (DNP) program in an American University. The role of each partner involved in the collaboration is discussed alongside the profile of the DNP students. Lesson planning and classroom techniques for DNP information literacy classes are described and feedback from the partners and the students are discussed. The study confirms that collaboration is effective in improving research and writing skills. D.I.

Experiential Learning Methods in Culinary Course Can Bridge the Gap: Student Perceptions on How Hands-On Curriculum Prepares Them for Industry

ABSTRACT This exploratory study investigates students’ understanding of how they believed hands-on activities prepared them for the hospitality industry. While competitive hospitality businesses around the globe seek out new employees to take on the many leadership challenges, hospitality schools make parallel efforts to prepare their students to take on these responsibilities after graduation. Although traditional classroom techniques have a place in the hospitality classroom, experiential learning methods have emerged as a powerful way of better preparing students for the unique environment they will face when employed. The inseparable employee-to-guest nature of the hospitality industry creates idiomatic scenarios, which can often be stressful for a new employee. The context for this study is the University of South Florida’s College of Hospitality & Tourism Leadership (CHTL). Using qualitative explorative methods, students were interviewed and synthesized themes were identified. The main findings indicate students were enthusiastic when describing their hands-on activities with professionals and shared how the experiential learning curriculum was more engaging then traditional methods. Students provided narratives that claimed the dynamic activities made learned material more memorable and relevant to the real industry. Furthermore, students felt the challenging group work caused them to develop diverse insights for problem solving.

Integrating technology in secondary school

The continuous advance of digital technologies reinforces the need to provide more attractive teaching environments. Compatible environments, not antagonistic, with the way children and adolescents learn. This work presents an experience of integrating technology in the science discipline in elementary school. 44 students from the 5th year of a public school participated in the research. Methodologically, the inverted classroom technique was chosen. To support the activities and make the contents available, a didactic sequence based on Inquiry-Based Learning, made available in a VLE. Two questionnaires were applied: one with 12 items, which aimed to obtain registration data and identify the students' profile; and another, which sought to identify the students' perception of the new didactic experience. This second had 18 items, arranged on a 5-point Likert scale, divided into 4 domains (Usability, Perception of Learning, Satisfaction and Utility). The average obtained from the items was 4.28 points on the Likert scale. This revealed that the experience was well evaluated and approved by the participants, and that the presented model of learning was pleasant, in addition to arousing the students' interest in research.

Flipped Ophthalmology Classroom: A Better Way to Teach Medical Students

Abstract Objective While medical education has generally progressed, advancements in ophthalmic education have been minimal. The flipped classroom technique is a research-supported approach to adult learning that encourages active participation. The effectiveness of widely implementing the flipped classroom modality in ophthalmology had not been studied. The purpose of this study was to evaluate a flipped classroom, primary care-focused curriculum for medical students in their ophthalmology clerkship. Methods The ophthalmology clerkship curriculum was changed from a traditional, diagnosis-focused, lecture-based system to a chief complaint-based, flipped classroom structure. The study was performed over a 3-year period from 2016 (full traditional lecture-based system) to 2018 (full flipped classroom structure). Medical students' evaluations of the clerkship, recorded lecture viewership, and exam scores were retrospectively reviewed. Cohorts from study years 2016 and 2018 were used to assess knowledge acquisition and the attitudes of learners after implementing a flipped classroom structure. Results The primary care-focused, flipped classroom received a higher clerkship rating than the diagnosis-based traditional classroom (mean 4.18 vs. 3.82, respectively, p = 0.008). Students of the flipped classroom modality found the teaching sessions more valuable, experienced more direct interaction with faculty and residents, regarded the faculty and residents as excellent teachers, and received feedback that helped them assess their individual skills and progress. These improvements were made without changing test performance while only modestly increasing hours spent studying. Conclusion A chief complaint-based, flipped classroom approach to the basic ophthalmology clerkship increased student satisfaction, without changing the amount of knowledge gained. This resulted in more valuable and effective learning experiences for medical students.

A Survey to Establish the Extent of Flipped Classroom Use Prior to Clinical Skills Laboratory Teaching and Determine Potential Benefits, Challenges, and Possibilities.

The flipped classroom is a technique that involves a reordering of classroom and at-home activities. Content provided prior to classroom interactions is used to prepare students for face-to-face classes. The flipped classroom has been shown to benefit students, including improving examination results, and there is increasing interest in using it in veterinary education. The current study aimed to investigate the potential of the flipped classroom approach to preparing students for practicals in a clinical skills laboratory. An online survey was distributed to the international veterinary clinical skills community to determine the extent to which a flipped classroom is used prior to teaching in a clinical skills laboratory and how educators viewed the benefits, challenges, and possibilities. There were 101 survey participants representing 22 countries, and all were involved in clinical skills teaching; 42 were using flipped classroom techniques prior to teaching in a clinical skills laboratory, and 55 others would consider using the technique in this context in the future. Videos were the most common resource used. The main benefits, experienced or anticipated, were positive changes in student behavior, including preparation and better use of time during practicals by both the students and instructors. The main challenges were the time needed for instructors to develop the materials, lack of student engagement with the flipped classroom, space in the curriculum, and institutional issues. In conclusion, many potential benefits could be realized with a flipped classroom approach embedded prior to clinical skills laboratory practicals.

Flipped Classroom Technique: Engagement and Value

Flipped Classroom Technique: Engagement and Value

Undergraduate ophthalmology students’ viewpoint to scenario-based learning using flipped classroom technique

Undergraduate ophthalmology students’ viewpoint to scenario-based learning using flipped classroom technique - JETHS- Print ISSN No: - 2454-4396 Online ISSN No:- 2393-8005 Article DOI No:- 10.18231/j.jeths.2020.010, Journal of Education Technology in Health Sciences-J Educ Technol Health Sci

Effective Classroom Techniques for Engaging Students in Role-Playing

Role-playing is a teaching technique that provides students with an opportunity to engage with the material in a unique way within the classroom setting. A classroom role-play can involve students reading pre-designed scripts, students play acting characters described on role cards, or students acting out characters of their own creation. Regardless of the specific approach, role-play activities can serve to increase student retention, understanding, and engagement with the course material. In this session, educators explore the benefits and challenges associated with using role-play activities in the classroom. Participants get a chance to experience a role-play activity and consider how to facilitate a role-play that creates a memorable experience and contributes to course learning outcomes. The ultimate goal is to provide participants with the tools to use role-playing in their own teaching practices.

The Effects of Motivational Techniques on Students’ EFL Achievement in ELT at Tatek Lessira Secondary and Preparatory School, Tach Gayint Woreda: Grade 11 Students in Focus

The aim of this study was to examine the effect of motivational technique on enhancing students’ English achievement. To bring into effect, quasi- experimental was designed. From the total of six sections, two were randomly taken and signed one as experimental (N=40) and other as controlled group (N=40) by lots so that each sections (intact groups) have equal probability to be selected. The study used document review and test as the main tool of data collection to compare the mean score of both groups before and after the treatment. The reviewed document and test was analyzed by (SPSS 20). The result of the reviewed document (students’ rooster) before training revealed that both groups were almost at the same level of language achievement. However, after teaching with selected motivational techniques, the result of experiential group was significantly different with the control group taught in a conventional classroom (usual classroom teaching). As a result, the alternative hypothesis (H1) was accepted; whereas, the null hypothesis (H0) was rejected. Based on the findings above, employed motivational techniques in EFL classroom enhance students EFL achievement. As a result, teachers should use selected motivational techniques in EFL classroom.

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

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

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

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

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

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

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

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