Variety Of Teaching Strategies Research Articles

Real-time teaching and learning: Caregivers teaching infants to descend stairs.

Learning to descend stairs requires motor and cognitive capacities on the part of infants and opportunities for practice and assurance of safety offered by caregivers. The American Academy of Pediatrics prescribes the age strategy to teach toddlers to safely descend stairs but without much consideration for individual differences in infants' skills or caregivers' techniques. The purpose of this study was to observe the natural ways in which caregivers teach infants to descend stairs at home and the extent to which infants abide. Of particular interest was to examine the dynamic nature of caregivers' teaching and infants' learning over the session with attention to individual differences. Dyads (N = 59) were videorecorded on Zoom for 10 min interacting on stairs at home in the United States, Brazil, Canada, Italy, and Spain. Infants (n = 30 girls, 29 boys; 13-month-olds ± 1 week) were novice walkers (M = 2.04 months walking experience). Caregivers used a variety of teaching strategies and focused on "backing" and "scooting." Infants were more likely to heed caregivers' guidance when caregivers provided hands-on support and verbal encouragement suggesting infants were engaged and responsive to caregivers' overtures. Infants' walking experience predicted change in descent strategy over the session. Although infants did not show evidence of learning over the session, consistent caregiver instruction suggested caregivers were persistent, if not effective, teachers. Teaching and learning motor skills in a potentially risky task creates a unique opportunity for interaction, allowing infants and caregivers to learn from one another. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

A Case Study of the Administrative Practices in Public Teacher Trainings Institutions Affiliated with the University of Karachi (Pakistan)

This study aims at to explore teacher training programs, examining their functions and contributions within administrative practices in Pakistan's University of Karachi-affiliated public teacher training colleges. The study has incorporated stakeholder theory, governance dynamics, and policy implementation and how administrative practices function. The mixed methods study was used a cross-sectional time horizon to gather information from multiple stakeholders. Closed-ended surveys were used to collect quantitative data, whereas open-ended interviewing techniques are used to collect qualitative data. For quantitative data, descriptive analysis was used, and for qualitative data, thematic analysis. The study findings emphasized how these organizations act as vital links between abstract concepts and real-world applications in the classroom, providing teachers with the resources and methods they need to succeed in their positions. Notably, it has also been found that diversity, inclusion, and equity are becoming increasingly important in administrative practices, underlining the necessity of addressing these issues to build a welcoming and helpful learning environment. The furthermore it is also recommended that the importance of visionary leadership and transformative techniques in responding to educational difficulties and encouraging innovation by demonstrating the connection between administrative efficacy and good pedagogical implementation. It is also recommended that the institutions must be on thorough teacher preparation, a variety of teaching strategies, classroom management, cultural awareness, differentiated instruction, assessment methodologies, and ongoing professional development. The study also highlights the need for clear guidelines, accreditation, accountability frameworks, technological integration, equitable instruction, mentoring programs, and long-term policy approaches to guarantee the quality and efficacy of teacher preparation.

English Teachers’ Teaching Strategies to Promote Students’ Writing Skills in Online Learning Circumstances

This study aims to look into how EFL teachers use teaching strategies and how they use those strategies to help students improve their writing skills during online learning. A qualitatively guided phenomenological approach is used to study three teachers and students from senior high school. The research includes interviews, questionnaires, and document analysis. The researcher then analyzed the data using techniques such as data condensation, data display, and drawing conclusions or verification. The findings show that teachers used a variety of teaching strategies in teaching writing, such as demonstrating, motivating, providing feedback, and evaluating students' tasks. Moreover, the teachers used Google Meet to give students direct instruction about teaching materials, and they used collaborative teaching by assigning students tasks to complete individually or in groups or discussions. The final strategy that teachers employ is self-directed teaching, in which teachers assign students one specific material to study independently using an online source. Using those strategies, students were helped to improve their writing skills.

English for Pharmacy Department Student in a Private University in Indonesia: A Need Analysis

This study analyzes the needs of pharmacy students in a private university for English for Specific Purposes (ESP) in Indonesia. The data were gathered through semi-structural interviews based on determining themes with eight selected students who completed the course, a lecturer of English for specific purposes, and supported by document analysis on the ESP syllabus for the pharmacy department. Data analysis was conducted through interactive data collection, reduction, presentation, and conclusion or verification. The result showed that the pharmacy department wants students to have speaking and academic writing skills using English within limited course meetings in one semester. A variety of teaching strategies have been implemented by the lecturer in a big classroom. However, students’ English mastery varies, with limited learning sources and lacking vocabulary.

The classroom as relationship: experience, interconnectedness, and pathways to critical thought

ABSTRACT Experiential learning has long been a part of higher-education food and agricultural training. This paper focuses on experiential learning in a graduate food studies course on dairy. It suggests that relationships and camaraderie built in part through an experiential approach to learning may act as mediator and facilitator of both empathetic and critical thought around food and agriculture. Shared experiences outside the classroom may also help create a foundation for deep engagement among students and democratized discussions in the classroom. While this kind of approach may not be viable in every institution or situation, this paper seeks to contribute to a growing literature around a variety of teaching strategies that can play a role in food systems education.

Pembelajaran Berdiferensiasi Dalam Mata Pelajaran Seni Budaya Pada Era Distrupsi

Differentiated learning refers to an approach to learning that is tailored to the needs, interests, abilities and learning styles of individual students. Differentiated learning encourages and values diversity in the classroom. It helps improve student motivation, participation and learning outcomes. This research aims to find differentiated learning that is suitable for arts and culture subjects in the era of distrusion so that teachers are able as facilitators in the classroom to provide learning that suits students. this research the author uses qualitative research methods, the research approach used is library research. The data collection techniques used are recording data taken from various sources of written materials and then identifying contextual evidence, namely by looking for relationships between data and the reality that the author examines. The results of this study are 1). Recognising student diversity in interests, abilities, and learning styles, and understanding individual student differences. 2). Customising the cultural arts curriculum to meet individual student needs, be it in content, teaching methods, or the level of difficulty of the material. Use a variety of teaching strategies that suit students' needs, such as direct teaching, group discussion, problem solving, group work, or inquiry-based projects. 3). Adopting differentiated assessment, allowing students to demonstrate student understanding in a way that suits students' strengths and preferences.

Examination of Teaching Practices in Inclusive Classrooms: The Case of Middle School Mathematics Teachers

Introduction: A sizable portion of inclusion students are those with special learning difficulties. Inclusion classrooms should strive to provide the least restrictive learning environment possible in order to help students with particular learning difficulties achieve the best results in inclusion classes. To provide this least restrictive educational environment, various teaching practices and adaptations are required. The aim of this study was to examine in detail how middle school mathematics teachers who have students with special learning disabilities in their classrooms apply their teaching practices and adaptations as well as to demonstrate how they carry out these activities.Method: This qualitative research, that is among case study designs, was designed as an embedded multi-case study research. Three math teachers who teach mathematics in a sixth-grade inclusion class participated in the study. The study's data were collected by using demographic data forms, interview forms, and observation forms created by the researchers. Descriptive analysis, one of the analysis techniques used in qualitative research, was used to examine the raw data. Findings: The results of the study revealed that math teachers used a variety of teaching strategies and adaptations in relation to the curriculum, instructional strategies, instructional materials, teaching groups, instructional homework, the development of learning skills, the improvement of behavior, and the facilitation of the monitoring of progress (evaluation). Discussion: According to the study, teachers primarily followed rules and regulations when working on curriculum and evaluation projects. This study, therefore, recommends that due consideration should be given to all practices and modifications in the teaching process, aside from those that are related to the curriculum and evaluation.

A Study on Enhancement of Language Competence Through Pragmatic Practices

English is unquestionably an international tongue, and it is now more significant than ever due to its widespread use. Students must communicate in English both for academic and professional purposes. To meet the diverse learning demands of Indian students from various age groups, social backgrounds, and cultural backgrounds, a variety of teaching strategies are observed and used. The Grammar Translation method, used up until the 1970s, was teaching linguistic forms and structures with the goal of enhancing grammatical proficiency through memorization of rules, to comprehend the syntax of the second language. However, it disregards the significance of linguistic and socio-cultural factors. Direct utterances hardly ever have room for concealed or suggested meanings when learning linguistic competence, like grammar. However, in normal conversation, speakers typically convey the majority of communicational material through inference rather than explicit language. Having a conversation without using implicit meaning is actually impossible. As a result, it is important to examine an utterance's pragmatic potential or any context-specific latent meanings. In other words, pragmatics is the study of communicative behavior in a socio-cultural context since every utterance is not isolated and has socio-cultural implications based on the goal and manner of speaking. Conversation, debate, and many forms of discourses are examples of communication actions whereas speech acts are requesting, addressing, inviting, apologizing etc. This paper focuses on students’ self-learning abilities and various methods that enhance their pragma- linguistics.

Evaluation of intern’s knowledge of dental trauma using mobile phone app: An institution-based study

Aim: The aim of this study was to evaluate dental interns’ knowledge regarding the treatment of traumatic dental injuries. Materials and methods: A total of 110 dental interns participated in the study.Quiz questions from the INJURED TOOTH mobile app were given to the interns of a dental college. They were asked to attempt the quiz at the beginning of their clinical posting in paediatric dentistry. A second quiz with the same questions was conducted after the completion of their clinical posting. The quiz was in English language and consisted of 37 questions based on crown fracture, crown root fracture, luxation injury, root fracture, avulsion, and others. The data available from filled forms were entered in Microsoft Excel. Quantitative analysis was done using IBM SPSS version 22.0 (IBM Corporation, Chicago, US), the p-value of less than 0.05 was considered significant. Results: The knowledge of interns before their clinical postings were insufficient (65.47%). The knowledge was significantly improved after the completion of their clinical posting (76.13%). The mean score of knowledge on crown fracture among the participants before and after the clinical postings was 69.17% and 80.48% respectively. For crown root fracture- 82.17% and 84.33% , for luxation Injuries- 53.83% and 70%, for root fracture - 56.55% and 74.52%, for avulsion 67.71 and 75.21% and for other traumatic injuries - 64.17% and 71.67% Conclusion: The results of the current study demonstrate that dental interns lack the necessary knowledge to treat dental injuries. This highlights the need to introduce subjects relevant to dental trauma into the curriculum and use a variety of teaching strategies, such as problem-based learning, to increase the understanding of dental interns about dental trauma and its management.

Rereading Oral Communication Skills in English Language Acquisition: The Unspoken Spoken English

Globalization has had a profound effect on all aspects of society. These extraordinary vicissitudes befall those who have a strong desire to achieve something in their lives. One of the vicissitudes which the current society faces in this globalised world is enhancement in English communication skills. When people clearly convey their thoughts and opinions to others, they achieve their intended objectives of the goal. Since English is a lingua franca of the world, English communication skills are essential at the present time, and mastery of these skills is necessary to succeed in one's chosen field. It is also very evident that, in a globalised world, speaking is the most important of the four language skills. Language classroom is a great setting for learning effective communication skills, especially speaking skills. To help English language learners (ELLs) speak more fluently, teachers must be aware of their challenges and use a variety of teaching strategies, so that ELLs may considerably improve their speaking skills. This paper emphasises the value of learning the foundations of the English-speaking skills. It also explains the role played by several strategies and instructional materials in imparting English speaking skills for EFL/ESL students. Finally, this research offers some useful suggestions for teachers on how to incorporate a variety of activities that encourage ELLs to improve their oral communication skills in English classes.

Teaching Strategies of Technical-Vocational Teachers and Student Satisfaction

The researcher used a descriptive research design where the respondents were the 100 TVL teachers and 50 students in Cabuyao City, Laguna, following a purposive quota sampling. A Pearson r correlation was used to test the relationship between the frequency of application of different teaching strategies by the TVL teachers and students? satisfaction. The following are the findings of the study with the mean assessment of the TVL teachers in their teaching strategies in terms of lecture with laboratory, computer-assisted lessons, peer tutoring, modeling and teaching demo, oral recitation and reporting, and group work obtaining a common application of extremely frequent. It just shows that they used a variety of teaching strategies in their classes, and the extreme frequency of application of the teaching strategies is a manifestation of good practice of teaching strategies. Also, the students? satisfaction in terms of teaching quality, teaching attitude, and teaching style comes up with the common agreement of highly satisfied. The results revealed that the learners were very pleased with the TVL teachers' teaching quality, attitude, and style; and the relationship between the frequency of teaching strategies of TVL teachers and learners? satisfaction is only significant at modeling and teaching demo and teaching quality. It was revealed that TVL teachers' modeling and teaching demo teaching strategies correlated with learners' satisfaction with the quality of the teacher's teaching.

Navigating the Future of Dentistry: Embracing Research, Digital Innovations, and Global Equity

The realm of dentistry is experiencing transformative shifts due to advancements in research and technology, influencing educational approaches and clinical practices globally. This editorial emphasizes the imperative integration of research into dental education, advocating for a scientifically driven and evidence-based dental profession. A highlighted scoping review reveals that evidence-based dentistry (EBD) education encompasses crucial skills such as problem formulation and critical appraisal, urging the adoption of varied teaching strategies to enhance learning outcomes. Furthermore, the editorial underscores the revolutionary impact of digital advancements like artificial intelligence and augmented reality on dental research and practice, which promise to elevate patient care and healthcare efficiency. Additionally, it addresses the global disparities in dental caries prevalence, advocating for equitable oral health strategies worldwide. The Brazilian Dental Journal (BDJ) is presented as a pivotal platform for disseminating dental research, inviting authors globally to contribute and partake in shaping the future of dentistry. This call to action aims to foster international collaboration and collective efforts to advance dental health and science.

Teaching in Flexible Spatial and Digital Conditions

This study explores the opportunities and challenges of teaching under flexible spatial and digital conditions of the learning environment of a newly build school analyzing how teaching is organized and what curricular genres can be discerned, what resources and practices are offered to stimulate students meaning-making and what framing, relations and accessibility can be discerned in the flexibility of furniture and classroom space. The analyses of one teacher team’s planning and teaching of the thematic work project on Space in years 2-3 (8-9 old children) reveals varied teaching strategies between teacher-led and student-centered forms offering students linguistic, visual and audiovisual resources to make meaning of shared content via different subjects. Spatial framing allows for free movement or static and focused teaching strategies of rather traditional forms of assignments and assessment. These young students practice reading comprehension, both of written texts and films, that also serves building their knowledge about space, thus engaging in skills discourse in combination with thinking and learning discourse.

The Mindfulness Framework for Implementing Mindfulness into Information Literacy Instruction

ABSTRACT This paper presents the Mindfulness Framework for implementing mindfulness into Information Literacy instruction. The Mindfulness Framework is informed by findings from an original survey of the most preferred Information Literacy teaching strategies deployed by nearly 600 academic librarians in the United States and Canada, and grounded in the relevant literature from library and information science and education. Survey responses show that library instructors use a broad variety of teaching strategies, and the authors attempt to demonstrate how these strategies can support the integration of mindfulness into IL instruction. Using mindfulness strategies in other pedagogical contexts has been shown to improve learning and retention. This is the first paper to explore and discuss how librarians can use familiar strategies to integrate mindfulness into information literacy instruction.

Teaching about death and dying-A national mixed-methods survey of palliative care education provision in Swedish undergraduate nursing programmes.

In coming decades, the number of people affected by illnesses who need palliative care will rise worldwide. Registered Nurses are in a central position in providing this care, and education is one of the necessary components for meeting coming requirements. However, there is a lack of knowledge about palliative care in undergraduate nursing education curricula, including the extent of the education provided and the related pedagogical methods. The aim was to investigate the extent, content and pedagogical methods used and to explore lecturers' experiences of being responsible for teaching and learning about palliative care for undergraduate nursing students on nursing programmes at Swedish universities. All 24 universities responsible for providing undergraduate nursing education in Sweden participated. One lecturer with in-depth knowledge about palliative care or end-of-life care education participated in the quantitative (n=24) and qualitative (n=22) parts of the study. A mixed-method research study with an explorative design was used. Descriptive statistics were used to analyse quantitative data, and content analysis for qualitative, with both also analysed integratively. Few undergraduate nursing programmes included a specific course about palliative care in their curricula, however, all universities incorporated education about palliative care in some way. Most of the palliative care education was theoretical, and lecturers used a variety of pedagogical strategies and their own professional and personal experience to support students to understand the palliative care approach. Topics such as life and death were difficult to both learn and teach about. There is a need for substantial education about palliative care. Lecturers strive on their own to develop students' understanding and increase the extent of palliative care education with innovative teaching strategies, but must compete with other topics. Palliative care teaching must be prioritised, not only by the universities, but also by the national authority.

Self-Concept, Peer Pressure, and Teaching Strategies, and Their Influence on Students’ Performance in Mathematics: A Cross-Sectional Study

This study aimed to determine the influence of self-concept, teaching strategies, and peer pressure on students’ mathematics performance. The study utilized a descriptive-survey correlational design to explore the relationship between the independent variables to performance in mathematics across junior high school students’ grade levels. The results revealed that the general performance in mathematics of the 224 students from Grade 7-10 is satisfactory. Also, the students’ self-concept in mathematics is high, and more than half of them had often experienced varied teaching strategies employed by the teacher in their mathematics class. When grouped by grade level, only teaching strategies and peer pressure showed significant differences, while the students’ performance and self-concept in mathematics did not show statistical differences. However, only peer pressure exhibited a significant influence on students’performance in mathematics. Hence, it is vital to be careful about the negative relationship of the variables. It is recommended that a comprehensive and thorough qualitative study be undertaken to supplement the results and have a deeper understanding of the association of the variables involved.
 Keywords: education, self-concept, teaching strategies, peer pressure, performance in mathematics, cross-sectional study, Philippines

Genre-Based Approach in Teaching BIPA

Knowledge of various teaching strategies is one of the important things that teachers need to have. In this case, every teacher must equip themselves with a variety of teaching strategies to achieve success in teaching BIPA. The text-based approach is one of the approaches that teachers can apply in teaching BIPA. There have been many studies that prove the success of this approach. However, the use of text-based approaches to teaching BIPA is still rare. Therefore, this article aims to provide a brief overview of the use of a text-based approach in teaching BIPA. This paper will present an understanding of a text-based approach in general, the advantages of using a text-based approach in teaching BIPA, and examples of using a text-based approach in teaching BIPA.

TEACHING BELIEFS AND PRACTICES OF TEACHER-EDUCATORS TEACHING IN B.ED. HONS. ELEMENTARY AT A PUBLIC SECTOR UNIVERSITY IN GILGIT CITY

The purpose of this research study was to examine the teaching beliefs and practices of teacher educators teaching in B.Ed. Hons regarding elementary program in a public sector university in Gilgit city. Within qualitative research, case study design was employed to conduct the research study. Ten teacher educators were selected from within a total population of seventeen teacher educators teaching in the B.Ed. Hons. Elementary program was selected through convenient sampling technique. Research tools included descriptive interview questionnaire, and document analysis. Findings of the study revealed that teachers seemed to believe in variety of teaching strategies and emphasized on giving feedback to students along with other formative and summative assessment strategies. Findings indicated effect of teacher preparation programs in changing teachers' beliefs and practices. However, there appears to be inconsistency in teachers' beliefs and practices. Future research should explore the variation between beliefs and practices. Key Terms: Pedagogical beliefs and practices, Teacher educators, Elementary programs, Public university, Teaching learning

Hybrid Flexible Instruction: Exploring Faculty Preparedness

The aim of this investigation was to survey faculty members on their perceived level of preparedness to design and implement hybrid flexible (HyFlex) instruction. Participants included 121 full- and part-time faculty. Using an electronic survey, faculty members: a) rated their preparedness to engage on different HyFlex instruction competencies, b) shared which pedagogical strategies they felt prepared to use in this instructional modality, and c) listed the resources and support that they felt were needed to successfully implement their course. The results indicated that faculty members felt prepared to successfully engage in competencies related to HyFlex instruction that were significantly similar to competencies required for in-person instruction. However, they admitted to feeling less prepared to manage the intricacies that are unique to the HyFlex modality. Also, instructors believe a variety of pedagogical strategies can be integrated into HyFlex instruction; however, for those unfamiliar with this instructional modality, significant support and resources are needed before designing and implementing a course.

ANALISIS KESULITAN BELAJAR SISWA KELAS X PADA PEMBELAJARAN ONLINE MATA PELAJARAN GEOGRAFI DI MAN 1 PASAMAN SELAMA PANDEMI COVID 19

ABSTRACT This study aims to analyze the learning difficulties of class X students in online learning in geography subjects at school. This research is a descriptive quantitative research. The population in this study were all students of class X IPS MAN 1 Pasaman, totaling 113 students, while the sample was taken from class X IPS 1 with a total of 38 students. The data collection methods are questionnaire or questionnaire, interview and documentation. The data analysis technique in this research is the initial process of the data processing stage, and quantitative analysis with the final results in the form of percentages and descriptions. The results of this study indicate that the majority of class X students have difficulty learning in online learning geography subjects with a percentage of 68.4% or 26 students of 38 students of class X Ips 1 at MAN 1 Pasaman. The difficulties experienced by students are due to several factors, among others, students do not have special study schedules at home, teachers are not clear in delivering material and so on. This can be overcome by teachers having to provide motivation to students, teachers must have varied teaching strategies to generate student Keywords: Learning Difficulties, Online Learning and the Covid Pandemic 19