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Journal articles on the topic 'Classroom based activity'

Author: Grafiati

Published: 4 June 2021

Last updated: 1 February 2022

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1

Lewkowicz, Jo, and Constant Leung. "Classroom-based assessment." Language Teaching 54, no. 1 (2020): 47–57. http://dx.doi.org/10.1017/s0261444820000506.

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The assessment of students in the classroom has been going on since time immemorial. What is comparatively recent, however, is the systematic study of classroom-based assessment (CBA). The term ‘CBA’ has been putatively linked to Michael Scriven's (1967) work on formative and summative evaluation. However, current interest in such assessment and how it is enacted has, to a large extent, been prompted by shifts in educational policy in various contexts and evolving education systems. This, in turn, has led to the increase in research activity that is detailed in the timeline that follows. At th

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Burkart, Sarah, Jasmin Roberts, Matthew C. Davidson, and Sofiya Alhassan. "Behavioral Effects of a Locomotor-Based Physical Activity Intervention in Preschoolers." Journal of Physical Activity and Health 15, no. 1 (2018): 46–52. http://dx.doi.org/10.1123/jpah.2016-0479.

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Background: Poor adaptive learning behaviors (ie, distractibility, inattention, and disruption) are associated with behavior problems and underachievement in school, as well as indicating potential attention-deficit hyperactivity disorder. Strategies are needed to limit these behaviors. Physical activity (PA) has been suggested to improve behavior in school-aged children, but little is known about this relationship in preschoolers. This study examined the effects of a PA intervention on classroom behaviors in preschool-aged children. Methods:Eight preschool classrooms (n = 71 children; age = 3

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Donnelly, Joseph E., and Kate Lambourne. "Classroom-based physical activity, cognition, and academic achievement." Preventive Medicine 52 (June 2011): S36—S42. http://dx.doi.org/10.1016/j.ypmed.2011.01.021.

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Vazou, Spyridoula. "Classroom-based Physical Activity (PA) And Math Performance." Medicine & Science in Sports & Exercise 46 (May 2014): 125. http://dx.doi.org/10.1249/01.mss.0000493547.61053.b2.

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Calvert, Hannah G., and Lindsey Turner. "School-day Classroom-based Physical Activity and Sedentary Behavior." Health Behavior and Policy Review 6, no. 5 (2019): 463–71. http://dx.doi.org/10.14485/hbpr.6.5.5.

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Objective: Many school-aged children do not meet the daily minimum recommendations for accruing moderate-to-vigorous physical activity (MVPA), and spend much of their day sedentary. The purpose of this study was to investigate the effects of teacher-delivered classroom-based physical activity (CBPA) on students' MVPA and sedentary behaviors. Methods: Participants included 157 students across 7 classrooms and 500 student-days of observation. Students wore accelerometers for one week during fall of 2017, and teachers recorded their CBPA offerings daily. Minutes of scheduled recess and physical e

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Goh, Tan Leng, Chee Hoi Leong, Timothy A. Brusseau, and James Hannon. "Children’s Physical Activity Levels Following Participation in a Classroom-Based Physical Activity Curriculum." Children 6, no. 6 (2019): 76. http://dx.doi.org/10.3390/children6060076.

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A classroom-based physical activity curriculum offers an opportunity for students to be active during the school day to combat declining physical activity levels among this population. The effects of classroom-based physical activity curriculum on children of different weight categories is relatively unknown. Therefore, the purpose of this study was to examine the differences in physical activity levels between male and female students, and between students of different weight categories following participation in a classroom-based physical activity curriculum intervention. A total of 210 3rd

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Hartikainen, Jani, Anna-Maija Poikkeus, Eero A. Haapala, Arja Sääkslahti, and Taija Finni. "Associations of Classroom Design and Classroom-Based Physical Activity with Behavioral and Emotional Engagement among Primary School Students." Sustainability 13, no. 14 (2021): 8116. http://dx.doi.org/10.3390/su13148116.

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Educational reforms worldwide have resulted in schools increasingly incorporating open and flexible classroom designs. Open learning spaces may contribute to a student’s behavioral and emotional school engagement directly and by facilitating classroom-based physical activity (CPA). We investigated the associations between accelerometer-assessed CPA and student ratings of task-focused behavior and attitude towards school as indicators for behavioral and emotional engagement, respectively, with the associations of gender, grade, and classroom design on CPA among 206 3rd and 5th grade students in

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Kuhl, Sarah, Eric H. Rudrud, Benjamin N. Witts, and Kimberly A. Schulze. "Classroom-based interdependent group contingencies increase children's physical activity." Journal of Applied Behavior Analysis 48, no. 3 (2015): 602–12. http://dx.doi.org/10.1002/jaba.219.

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Liu, A., X. Hu, G. Ma, et al. "Evaluation of a classroom-based physical activity promoting programme." Obesity Reviews 9, s1 (2008): 130–34. http://dx.doi.org/10.1111/j.1467-789x.2007.00454.x.

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Wadsworth, Danielle D., Leah E. Robinson, Karen Beckham, and Kip Webster. "Break for Physical Activity: Incorporating Classroom-Based Physical Activity Breaks into Preschools." Early Childhood Education Journal 39, no. 6 (2011): 391–95. http://dx.doi.org/10.1007/s10643-011-0478-5.

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Mavilidi, Myrto F., and Spyridoula Vazou. "Classroom‐based physical activity and math performance: Integrated physical activity or not?" Acta Paediatrica 110, no. 7 (2021): 2149–56. http://dx.doi.org/10.1111/apa.15860.

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Sanoff, Henry. "Research Based Design of an Eelementary School." Open House International 34, no. 1 (2009): 9–16. http://dx.doi.org/10.1108/ohi-01-2009-b0002.

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The aim of this paper was to examine current learning styles and teaching methods in order to suggest a new form of learning environment for young students. Features such as different activity settings and small group activities aimed at enhancing learning resulted from the participation of students, teachers and parents in the design of the Gibsonville Elementary School. Teachers, working in small groups, compared different classroom arrangements along with criteria to compare and evaluate each alternative and unanimously selected an “L” shape classroom, which became the basis for the design

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Mahar, M. T., D. A. Rowe, R. K. Kenny, and D. N. Fesperman. "EVALUATION OF THE TAKE 10 CLASSROOM-BASED PHYSICAL ACTIVITY PROGRAM." Medicine & Science in Sports & Exercise 35, Supplement 1 (2003): S135. http://dx.doi.org/10.1097/00005768-200305001-00742.

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Beemer, Lexie R., Tiwaloluwa A. Ajibewa, Molly P. O’Sullivan, et al. "Variability In Implementation Of A Classroom-based Physical Activity Intervention." Medicine & Science in Sports & Exercise 50, no. 5S (2018): 695. http://dx.doi.org/10.1249/01.mss.0000538289.29524.8d.

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Hadley, Pamela A., Alice Simmerman, Michele Long, and Michael Luna. "Facilitating Language Development for Inner-City Children: Experimental Evaluation of a Collaborative, Classroom-Based Intervention." Language, Speech, and Hearing Services in Schools 31, no. 3 (2000): 280–95. http://dx.doi.org/10.1044/0161-1461.3103.280.

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Purpose:This study explores the effectiveness of a collaborative, classroom-based model in enhancing the development of vocabulary and phonological awareness skills for kindergarten and first-grade children in an inner-city school district.Method:Four regular education teachers from the neighborhood school were randomly selected for participation. Children were randomly assigned to classrooms following usual school procedures. Two classrooms served as standard practice controls. In the other two classrooms, a collaborative service delivery model was implemented. One certified speech-language p

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Morrison, Thomas L. "Education and Experience as Factors in Effective Classroom Management." Psychological Reports 69, no. 3 (1991): 803–9. http://dx.doi.org/10.2466/pr0.1991.69.3.803.

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Teachers' classroom management and students' work involvement were observed in 32 classrooms, Grades 4 to 6. Teachers with advanced professional education controlled a greater proportion of boundary-related activity in their classrooms. Their classrooms had more work involvement by students, less passive uninvolvement, and less anxiety was reported by students. Over-all, amount of teaching experience was unrelated to measures of classroom boundary management or students' work involvement or reported anxiety. Teachers with more experience at their current grade level did have classrooms with le

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Kerroum, Mohamed Arab, and Mohammed Zerf. "Types of Classroom Chair Stretch Exercises and their Feasibility and Potential to Structure the Recommend Classroom-Based Physical Activity Break Primary Programs." Acta Facultatis Educationis Physicae Universitatis Comenianae 60, no. 2 (2020): 229–40. http://dx.doi.org/10.2478/afepuc-2020-0019.

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SummaryThis pilot study tests the significance of a classroom chair stretch exercises types and their feasibility and potential to structure the optional classrooms Based Physical Activity Break Primary Programs (ABC-PA).Materials and methods. To achieve this goal, we proposed two chair stretch exercises ABC-PA programs, one with sit-to-stand chair exercises and other without sit-to-stand chair exercises. Applied for 4-weeks among 90 children, five grade levels, 45 in each division during the academic years 2017-2018. Controlled by components of Fitness Gram health-related physical fitness, be

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Rahmat, Noor Hanim. "EXPLORING THE USE OF JIGSAW WRITING AMONG ESL WRITERS: A CLASSROOM RESEARCH." Indonesian EFL Journal 1, no. 2 (2017): 123. http://dx.doi.org/10.25134/ieflj.v1i2.621.

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The use of jigsaw classroom has been used by Aronson (2015) since the 1970�s. It is a research based cooperative learning technique and has been successfully used in classrooms all over the world. Out of the jigsaw classroom, comes jigsaw writing and its serves the same function as cooperative learning in the classroom. The benefits of cooperative learning goes beyond learning the contents of the lessons, students gain a new way of learning in groups. Teachers teaching writing in the ESL classrooms will agree that teaching the writing process is not an easy task. ESL learners struggling with t

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da Cruz, Katelin. "Supporting Positive School Outcomes Through School-Based Physical Activity Intervention: Current Evidence and Resources." Intervention in School and Clinic 53, no. 2 (2017): 120–25. http://dx.doi.org/10.1177/1053451217693361.

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Research on the relationship between physical activity and academic performance and classroom behavior is in its early stages, and research attempting to examine the relationship within the school context is even scarcer. However, educators have already begun to use strategies such as classroom physical activity breaks. This column discusses research on school-based physical activity practices of classroom movement breaks, integrated physical activity, and recess in order to inform educators’ decisions regarding the use of these strategies. Resources for school-based physical activity interven

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Mischo, Amanda, and Spyridoula Vazou. "Effect of Classroom-Based Physical Activity Interventions on Physical Activity and Body Mass Index." Medicine & Science in Sports & Exercise 46 (May 2014): 231–32. http://dx.doi.org/10.1249/01.mss.0000493883.72871.77.

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Varma, Virajanand. "Developing Change Readiness: A Video-Based Classroom Exercise." Management Teaching Review 5, no. 1 (2019): 20–31. http://dx.doi.org/10.1177/2379298118822497.

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Leading change is a significant element of a management career, and therefore, discussions on change management are integral to leadership and organizational behavior courses in business programs. However, given their limited work experiences with organizational transitions, most business students fail to appreciate the challenge involved in getting others to accept and implement the change. This classroom activity serves to help students better understand the concerns of change recipients when a top-down change is mandated. The assignment involves students watching an organizational change vi

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Muchtar, Zainuddin, Sri Adelila Sari, Siti Rahmah, Moondra Zubir, Rini Selly, and Marini Damanik. "The implementation for natural science online lecture with chemistry education base at Nurul Fadhillah school Bandar Setia." Jurnal Pendidikan Kimia 13, no. 1 (2021): 85–93. http://dx.doi.org/10.24114/jpkim.v13i1.24212.

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The Covid-19 pandemic forces learning activities to change from classroom learning to online-based learning. Based on the results of the interview, it was found that the teachers at Nurul Fadhilah school did not yet have the readiness to manage online teaching and learning activities, especially in science subjects. The influencing factors are (1) understanding of basic science concepts (physics, chemistry, biology), (2) understanding of systematic online learning management and (3) mastery of Learning Management System (LMS) technology. Therefore, the aim of this activity is to implement LMS

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Assidqi, MA Hakim. "CONTEXTUAL CLASSROOM EXPERIENCE THROUGH GENRE BASED APPROACH." Vision: Journal for Language and Foreign Language Learning 4, no. 2 (2015): 227. http://dx.doi.org/10.21580/vjv4i21577.

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This paper is formulated to elaborate the understanding of<br />Genre Based Approach as the part of Systemic Functional Lin-<br />guistic infl uence. SFL has been developed by Halliday that focus<br />on function and meaning as the core aspects. Because of its infl u-<br />ence in linguistic, SFL gives inspiration for inventing GBA, as the<br />kind of approach in language learning. The aims of the study are<br />to explore the base understanding of GBA from its historical and<br />development perspective. In addition, the paper is trying to analyze&lt

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Webster, E. Kipling, Danielle D. Wadsworth, and Leah E. Robinson. "Preschoolers’ Time On-Task and Physical Activity During a Classroom Activity Break." Pediatric Exercise Science 27, no. 1 (2015): 160–67. http://dx.doi.org/10.1123/pes.2014-0006.

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This study examined the acute effects of a 10-min teacher-implemented classroom-based activity break (AB) on physical activity participation and time on-task in a preschool-age population. 118 (M age = 3.80 ± 0.69 years) students from one preschool served as participants. The intervention took place over 4 days: 2 days AB were conducted and 2 days typical instruction occurred. Physical activity was monitored via accelerometry and time on-task was measured by direct observation. Results demonstrated that AB led to a higher percent of moderate-to-vigorous physical activity (MVPA) during the AB (

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Diningrat, Syaiputra Wahyuda Meisa, Punaji Setyosari, Saida Ulfa, and Utami Widiati. "Integrating PBI in the flipped classroom: A framework for effective instruction." World Journal on Educational Technology: Current Issues 12, no. 2 (2020): 117–27. http://dx.doi.org/10.18844/wjet.v12i2.4662.

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The existence of the flipped classroom has gained attention among scholars and teachers, particularly in higher education. This instructional model appeals much concern due to its capability not only to shift the instructional process from teacher-centered to student-centered but also to transform university classrooms into an active learning environment where students have the opportunity to apply concepts to solve the problems. However, the current pieces of evidence showed that teachers implementing the flipped classroom instructional model still encounter issues that raise additional conce

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Purwanto, Andri. "Flipped Virtual Classroom Learning Model for the Course Study Discourse Analysis in Translation." Scope : Journal of English Language Teaching 5, no. 1 (2020): 01. http://dx.doi.org/10.30998/scope.v5i1.6717.

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<p>This study aims to explain the learning models of flipped virtual classroom that can be applied in virtual classrooms in discourse analysis in Translation courses. When teaching, the learning model is explained by using video as an appropriate and efficient choice pattern to achieve learning objectives. Flipped virtual classroom is a learning model that transfers synchronous virtual classroom models to asynchronous virtual classroom models. The research method in this discourse analysis in Translation course was through literary sources. The purpose of the research is to provide infor

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Goh, Tan Leng, James Hannon, Collin Andrew Webster, Leslie William Podlog, Timothy Brusseau, and Maria Newton. "Chapter 7 Effects of a Classroom-Based Physical Activity Program on Children’s Physical Activity Levels." Journal of Teaching in Physical Education 33, no. 4 (2014): 558–72. http://dx.doi.org/10.1123/jtpe.2014-0068.

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High levels of physical inactivity are evident among many American children. To address this problem, providing physical activity (PA) during the school day within the CSPAP framework, is one strategy to increase children’s PA. Thus, the purpose of this study was to examine the effects of a classroom-based PA program on children’s PA. Two hundred and ten students from one school participated in TAKE 10! for 12 weeks. All students wore pedometers and a sample of 64 students wore accelerometers for 4 days during week 1 (baseline), week 8 (midintervention), and week 12 (end-intervention). Data we

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Calvert, Hannah G., Matthew T. Mahar, Brian Flay, and Lindsey Turner. "Classroom-Based Physical Activity: Minimizing Disparities in School-Day Physical Activity Among Elementary School Students." Journal of Physical Activity and Health 15, no. 3 (2018): 161–68. http://dx.doi.org/10.1123/jpah.2017-0323.

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Madson, Laura, and Corey J. Vas. "Learning Risk Factors for Suicide: A Scenario-Based Activity." Teaching of Psychology 30, no. 2 (2003): 123–26. http://dx.doi.org/10.1207/s15328023top3002_09.

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We created a classroom activity to illustrate factors that may predict suicide. In the activity, students rank 4 fictional individuals in terms of their relative risk for attempting or committing suicide. Students described the activity as “eye-opening,” and students who participated in the activity learned more about the warning signs of an impending suicide attempt than students who did not participate.

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Wang, Yanqi. "Research on Flipped Classroom of Big Data Course Based on Graphic Design MOOC." Wireless Communications and Mobile Computing 2021 (September 8, 2021): 1–11. http://dx.doi.org/10.1155/2021/4042459.

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With the rapid development of the Internet, traditional teaching models can no longer meet the needs of talent training in colleges and universities, and reform is imperative. With the advent of the era of big data, the emergence of a large number of rich and diverse teaching resources, MOOC (Massive Online Open Course), microclasses, flipped classrooms, and other teaching models on the Internet has provided reform thinking and directions for teaching reform. This model divides the entire teaching design into two major modules: SPOC (Small Private Online Course) platform teaching activity desi

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Whitlock, James A. T., and George Dodd. "Speech Intelligibility in Classrooms: Specific Acoustical Needs for Primary School Children." Building Acoustics 15, no. 1 (2008): 35–47. http://dx.doi.org/10.1260/135101008784050223.

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Classrooms for primary school children should be built to criteria based on children's speech intelligibility needs which in some respects – e.g. reverberation time – differ markedly from the traditional criteria for adults. To further identify why the needs of children and adults for speech perception are so different we have measured the ‘integration time’ of speech for adults and children using a novel technique to obviate the complicating effects of differing language. The results for children are significantly different than for adults (35 ms c.f. 50 ms) and recommendations for classroom

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Murtagh, Elaine, Maureen Mulvihill, and Oonagh Markey. "Bizzy Break! The Effect of a Classroom-Based Activity Break on In-School Physical Activity Levels of Primary School Children." Pediatric Exercise Science 25, no. 2 (2013): 300–307. http://dx.doi.org/10.1123/pes.25.2.300.

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The school has been identified as a key setting to promote physical activity. The purpose of this study was to evaluate the effect of a classroom-based activity break on in-school step counts of primary school children. Data for 90 children (49 boys, 41 girls, 9.3 ± 1.4 years) from three Irish primary schools is presented. In each school one class was randomly assigned as the intervention group and another as controls. Children’s step counts were measured for five consecutive days during school hours at baseline and follow-up. Teachers of the intervention classes led a 10 min activity break in

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Beemer, Lexie R., Tiwaloluwa A. Ajibewa, Gabriel DellaVecchia, and Rebecca E. Hasson. "A Pilot Intervention Using Gamification to Enhance Student Participation in Classroom Activity Breaks." International Journal of Environmental Research and Public Health 16, no. 21 (2019): 4082. http://dx.doi.org/10.3390/ijerph16214082.

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The purpose of this study was to determine the effect of adding game design elements (goal setting, feedback, and external rewards) to an evidence-based physical activity intervention to increase in-class physical activity participation (intensity of activity breaks performed). Nine third- through sixth-grade classrooms (n = 292 students) in one elementary-middle school in Detroit, Michigan (49% female, 95% nonwhite; 80% qualified for free/reduced lunch) participated in this 20-week intervention where teachers implemented 5 × 4 min moderate-to-vigorous activity breaks per day. Gamification of

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Henningsen, Marjorie, and Mary Kay Stein. "Mathematical Tasks and Student Cognition: Classroom-Based Factors That Support and Inhibit High-Level Mathematical Thinking and Reasoning." Journal for Research in Mathematics Education 28, no. 5 (1997): 524–49. http://dx.doi.org/10.5951/jresematheduc.28.5.0524.

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In order to develop students' capacities to “do mathematics,” classrooms must become environments in which students are able to engage actively in rich, worthwhile mathematical activity. This paper focuses on examining and illustrating how classroom-based factors can shape students' engagement with mathematical tasks that were set up to encourage high-level mathematical thinking and reasoning. The findings suggest that when students' engagement is successfully maintained at a high level, a large number of support factors are present. A decline in the level of students' engagement happens in di

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McDonald, Samantha M., Morgan N. Clennin, and Russell R. Pate. "Specific Strategies for Promotion of Physical Activity in Kids—Which Ones Work? A Systematic Review of the Literature." American Journal of Lifestyle Medicine 12, no. 1 (2015): 51–82. http://dx.doi.org/10.1177/1559827615616381.

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The purpose of this systematic review was to summarize and evaluate the impact of physical activity (PA) interventions that were implemented in specific school settings on children’s PA in those settings. Four research databases were searched to identify PA interventions. Of the 13 706 articles identified, 1352 abstracts were screened and 32 intervention studies were reviewed. Five intervention settings were identified (active travel, after school, classroom, physical education, and recess). Among these settings, a greater proportion of positive findings (ie, significant increase in PA) were f

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Leonard, William H., and John E. Penick. "The Limits of Learning: A Standards-Based Activity for the Biology Classroom." American Biology Teacher 62, no. 5 (2000): 359–61. http://dx.doi.org/10.2307/4450919.

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Behrens, Timothy K., Whitney M. Holeva, Dick Carpenter, et al. "Intensity of commonly-reported classroom-based physical activity opportunities in public schools." Preventive Medicine Reports 6 (June 2017): 157–61. http://dx.doi.org/10.1016/j.pmedr.2017.02.025.

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Holeva, Whitney M., Timothy K. Behrens, Dick Carpenter, et al. "Intensity of Commonly Reported Classroom-Based Physical Activity Opportunities in Public Schools." Medicine & Science in Sports & Exercise 49, no. 5S (2017): 477–78. http://dx.doi.org/10.1249/01.mss.0000518199.88302.50.

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Have, Mona, Jacob Have Nielsen, Martin Thomsen Ernst, et al. "Classroom-based physical activity improves children’s math achievement – A randomized controlled trial." PLOS ONE 13, no. 12 (2018): e0208787. http://dx.doi.org/10.1371/journal.pone.0208787.

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Maykel, Cheryl, Melissa Bray, and H. Jane Rogers. "A Classroom-Based Physical Activity Intervention for Elementary Student On-Task Behavior." Journal of Applied School Psychology 34, no. 3 (2018): 259–74. http://dx.doi.org/10.1080/15377903.2017.1403402.

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Biswas, Rajib. "A question-based recall activity during classroom teaching for improving learning process." Advances in Physiology Education 41, no. 3 (2017): 448. http://dx.doi.org/10.1152/advan.00134.2016.

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Riyadi, Heri Slamet. "Google Classroom Application to Improve Student Learning Activity." Social, Humanities, and Educational Studies (SHEs): Conference Series 3, no. 3 (2020): 444. http://dx.doi.org/10.20961/shes.v3i3.45891.

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<p><em>This study aims to describe the application of the Google Classroom Application in an Effort to Improve Learning Activeness of Class VI Odd Semester Students of SDN Gebang 1. This classroom action research lasts for three cycles, each cycle consisting of four stages, namely planning, implementing, observing, and reflecting. Student activity in the first cycle with good categories was 70.8%. In the second cycle with good categories as much as 87.5%. In the third cycle students with good categories were 100%. Compared to cycle 1, student learning activities in cycle III have i

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Riyanto, Joko, Farida Nurlaila, Heri Haerudin, and Bayu Tirto Jarastino. "Rancang Bangun Sistem Monitoring Ruang Kelas Berbasis Internet of Things pada Universitas Pamulang." Jurnal Informatika Universitas Pamulang 5, no. 4 (2021): 483. http://dx.doi.org/10.32493/informatika.v5i4.7018.

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In a classroom, ideally there are facilities such as chairs, desks, blackboards, and electronic devices used such as air conditioners (AC), lamps and projectors. However, in its use, there are actions that are not responsible for maintaining the facility so that it causes losses. An internet of things-based classroom monitoring system is needed to solve existing problems. This system has the ability to remotely operate electronic facilities in classrooms such as air conditioning, electricity and lights, monitor access to classrooms, process data, print activity monitoring reports, to monitor t

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Hivner, Elizabeth A., Alicia M. Hoke, Erica B. Francis, Erik B. Lehman, Grace W. Hwang, and Jennifer L. Kraschnewski. "Training teachers to implement physical activity: Applying social cognitive theory." Health Education Journal 78, no. 4 (2019): 464–75. http://dx.doi.org/10.1177/0017896918820558.

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Objective: To evaluate the impact of three types of social cognitive theory (SCT)-based elementary school classroom physical activity (PA) training on teachers’ implementation rates, attitudes, knowledge and behaviour. Design: Key stakeholder focus groups informed development of phase II which took the form of a randomised controlled trial of three different intensities of teacher training to conduct classroom-based PA sessions. Setting: The study was conducted over one school year (2016–2017), across four elementary schools in the USA. Methods: Researchers delivered professional development t

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Kanchana, Dr S., Dr S. Patchainayagi, and Dr S. Rajkumar. "EMPOWERING STUDENTS TO BECOME EFFECTIVE LEARNERS THROUGH ACTIVITY BASED LEARNING." Humanities & Social Sciences Reviews 7, no. 5 (2019): 57–62. http://dx.doi.org/10.18510/hssr.2019.757.

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Purpose of the study: Activity based learning helps students to learn actively in classroom and it also provides ample scope for experimental learning. Students are to be provided opportunities and optimum learning environment to explore their knowledge and skills. It would broaden the understanding of concepts and theories in their core premises. It enhances the learning process and the students as active learners. Methodology: Interactive learning strategies are categorized as individual learning and group learning strategies. Individual activities may include flipped learning, polling

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McMichan, Lauren, Ann-Marie Gibson, and David A. Rowe. "Classroom-Based Physical Activity and Sedentary Behavior Interventions in Adolescents: A Systematic Review and Meta-Analysis." Journal of Physical Activity and Health 15, no. 5 (2018): 383–93. http://dx.doi.org/10.1123/jpah.2017-0087.

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Background: It is reported that 81% of adolescents are insufficiently active. Schools play a pivotal role in promoting physical activity (PA) and reducing sedentary behavior (SB). The aim of this systematic review and meta-analysis was to evaluate classroom-based PA and SB interventions in adolescents. Methods: A search strategy was developed using the Population Intervention Comparison Outcome Study (PICOS) design framework. Articles were screened using strict inclusion criteria. Study quality was assessed using the Effective Public Health Practice Project quality assessment tool (http://www.

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Ma, Jasmin K., Lucy Le Mare, and Brendon J. Gurd. "Classroom-based high-intensity interval activity improves off-task behaviour in primary school students." Applied Physiology, Nutrition, and Metabolism 39, no. 12 (2014): 1332–37. http://dx.doi.org/10.1139/apnm-2014-0125.

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This study examined the effects of an acute bout of brief, high-intensity interval exercise on off-task classroom behaviour in primary school students. A grade 4 class (n = 24) and a grade 2 class (n = 20) were exposed to either a no-activity break or an active break that consisted of “FUNtervals”, a high-intensity interval protocol, on alternating days for 3 weeks. No-activity days consisted of a 10-min inactive break while FUNterval days consisted of a 4-min FUNterval completed within a 10-min break from regular class activities. Off-task behaviour was observed for 50 min after each no-activ

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Tokarek, Nathan, Chi C. Cho, and Ann M. Swartz. "4465 Comparing Children’s Physical Activity Accumulation Between a Nature-Based and Traditional Pre-K School Setting." Journal of Clinical and Translational Science 4, s1 (2020): 126. http://dx.doi.org/10.1017/cts.2020.377.

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OBJECTIVES/GOALS: The primary aim of this observational study was to explore minute by minute differences in children’s in-school PA accumulation while attending a nature-based compared to a traditional Pre-K program. METHODS/STUDY POPULATION: Participants from a single Pre-K program wore an accelerometer at the waist during school for two consecutive weekdays in the winter, chosen for consistent weather conditions. In this program, one day was spent at a nature-based site, and one day at a traditional classroom location. Accelerometer data was analyzed using Butte (2014) vector magnitude acti

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Knapp, Nancy Flanagan. "The Shape Activity: Social Constructivism in the Psychology Classroom." Teaching of Psychology 46, no. 1 (2018): 87–91. http://dx.doi.org/10.1177/0098628318816181.

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Social constructivist principles and ideas are among those most cited in both educational and psychological circles today, and many current scholars and reformers ground their work in social constructivist theories. Yet the basic principles of social constructivism are notoriously difficult for students to understand and grapple with. This article describes a small group classroom activity using colored shapes that offers a concrete way to introduce these principles to students and provide them with opportunities for subsequent scaffolded discussion and reflection. Typical small group solution

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Abi Nader, Patrick, Evan Hilberg, John M. Schuna, Deborah H. John, and Katherine B. Gunter. "Teacher-Level Factors, Classroom Physical Activity Opportunities, and Children’s Physical Activity Levels." Journal of Physical Activity and Health 15, no. 9 (2018): 637–43. http://dx.doi.org/10.1123/jpah.2017-0218.

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Background: Classroom-based physical activity (CBPA) breaks are a cost-effective strategy to promote physical activity (PA) at school. Despite teachers’ critical roles in sustained implementation of CBPA breaks, few studies examined the association of teacher-level factors with student PA levels, and none focused on rural schools. Methods: We monitored children’s PA levels over 4 consecutive school days at 6 rural Oregon elementary schools with Walk4Life pedometers. During the same week, teachers recorded all student PA opportunities (recess, PE, and CBPA breaks) and answered a 26-item questio

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