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Relevant bibliographies by topics / Classroom strategy

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Academic literature on the topic 'Classroom strategy'

Author: Grafiati

Published: 19 February 2023

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Journal articles on the topic "Classroom strategy"

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Mocová, Pavla, and Jitka Mohelníková. "Indoor Climate Performance in a Renovated School Building." Energies 14, no. 10 (May 14, 2021): 2827. http://dx.doi.org/10.3390/en14102827.

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Indoor climate comfort is important for school buildings. Nowadays, this is a topical problem, especially in renovated buildings. Poorly ventilated school classrooms create improper conditions for classrooms. A post-occupancy study was performed in a school building in temperate climatic conditions. The evaluation was based on the results of long-term monitoring of the natural ventilation strategy and measurements of the carbon dioxide concentration in the school classroom’s indoor environment. The monitoring was carried out in an old school building that was constructed in the 1970s and compared to testing carried out in the same school classroom after the building was renovated in 2016. Surprisingly, the renovated classroom had a significantly higher concentration of CO2. It was found that this was due to the regulation of the heating system and the new airtight windows. The occupants of the renovated classroom have a maintained thermal comfort, but natural ventilation is rather neglected. A controlled ventilation strategy and installation of heat recovery units are recommended to solve these problems with the classroom’s indoor environment. Microbiological testing of the surfaces in school classrooms also shows the importance of fresh air and solar radiation access for indoor comfort.

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Jabeen, Norina, Huma Afaque, and Tanazza Sakha. "FLIPPED CLASSROOM LEARNING A MODERN STRATEGY: AN INSIGHT." Pakistan Journal of Social Research 04, no. 04 (December 31, 2022): 286–91. http://dx.doi.org/10.52567/pjsr.v4i04.811.

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Currently educational research has centred on evaluating major disparities in the educational accomplishments of university students corresponding to the intercession model of conventional teaching and learning techniques contrary to the flipped classroom. These discrepancies have been found to exist between the two models. It has been discovered that the two types of classrooms are distinct from one another in these respects. This empirical study reveals the response of students to flipped classroom learning compared to normal teaching methodologies. The research for this study was based on research that had been done previously. According to the review of several studies that revealed substantial discrepancies on the typical grades obtained by university students, students who participated in the flipped classroom received elevated scores than students who followed a customary methodology. This was true regardless of the specialisation of the course that the students were enrolled in. In addition, the inferences of this investigation point to the conclusion that the flipped classroom approach presents a possibility for the traditional system to undergo a transformation. This could occur because of an improvement in the classroom environment, the teaching-learning process, and the evaluation of the students. This postulation is recommended by the evidence that the conventional scheme could be twisted utilizing the flipped classroom technique. Keywords: Flipped Classroom Learning, Schooling, Modern Strategy, University Students, Pakistan

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Shih, Ying-Chun, and Barry Lee Reynolds. "Exploring strong and weak EFL readers’ strategy use after a reading strategy and extensive reading instructional intervention." Revista Española de Lingüística Aplicada/Spanish Journal of Applied Linguistics 31, no. 1 (August 27, 2018): 345–77. http://dx.doi.org/10.1075/resla.16032.shi.

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Abstract After 16 weeks of extensive reading and reading strategy instruction in an English as a Foreign Language class (n = 52) at a junior college in Taiwan, three weak and three strong second language readers were recruited to investigate reading strategy use. Strategies were inferred from verbal reports gained through a think aloud methodology as participants read a text equivalent to those encountered during regular classroom instruction. Results indicated strong readers used more global strategies than weak readers. Strong readers had a more diverse reading strategy repertoire while weak readers tended to lean towards the use of a single strategy. In addition, strong readers tended to combine strategies. These and other results are discussed in terms of the translation-based reading instruction currently dominating Taiwanese secondary school classrooms. Suggestions are also provided on how classroom English teachers should implement reading strategy training in the English language classroom.

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Muslimin, Afif Ikhwanul. "Lecturers’ Motivational Strategy in ESP Classroom." EDULANGUE 1, no. 2 (December 17, 2018): 10–23. http://dx.doi.org/10.20414/edulangue.v1i2.285.

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Abstract: This study is aimed to investigate how teachers’ motivational strategies use in ESP classrooms in the success of language teaching. Hence, the present study is trying to examineteachers’ motivationalstrategies and their reasons in ESP classrooms in teaching EnglishatFDIK UIN Mataram from their point of views. This research employed descriptive qualitative design on lecturers’ motivational strategies in ESP classrooms. The subjects of this study are four lecturers of ESP classes representing each departmentsat faculty of dakwah and communication science (FDIK) ofUIN Mataram. Management dakwahdepartment, Islamic community development department, Islamic counseling guidance department, and Islamic communication and broadcasting department. Then, it was found that ESP teachers in FDIK UIN Mataram generally employ all Ten Commandments for motivating language learner as proposed by Chengand Dornyei(2007). Further, researcher found additional motivational strategy appeared in lecturer no 3that interview strategy is not belong to the ten commandment but also stated in Chengand Dörnyei (2007)as main instrument, it is promoting self-motivating learner strategy. Finally, the reasons why the teachers consider to use those motivational strategies are: (1) bringing teaching practicality and interaction to be easier, more comfortable, and being more fun, (2) creating students’ awareness on the future success, (3) showing their care on students’ learning improvement and interest, and (4) being fair and wise in assessment. Keywords: Lecturers’ motivational strategy, and ESP Classroom

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Dia, Eva Eri, Suyono Suyono, Widodo Hs., and Sunaryo Sunaryo. "RHETORIC STRATEGY IN CLASSROOM DISCUSSION." RETORIKA: Jurnal Bahasa, Sastra, dan Pengajarannya 13, no. 1 (February 23, 2020): 118. http://dx.doi.org/10.26858/retorika.v13i1.9152.

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This article aims to describe the pattern of question strategies and strategies for answering in class discussion activities. The documentation technique is used in collecting data sourced from verbal data, namely the speech of students who present the role as presenters and discussion participants, and lecturers who respond to the results of the discussion. The results of the analysis show that there is a pattern of rhetorical strategies generated in the speech of students in class discussion presentations. The pattern includes question strategies and answer strategies. In the question strategy in class discussion there are four formulas, among others; (1) description + question + marriage - is there in the speech of the audience and questioner ,(2) description + question + explanation is in the lecturer speech, (3) question + description is in the questioner's speech, (4) question + explanation + question is in the speech questioner. Whereas in the strategy of answering in class discussions there are two strategies found, among others; (1) the directanswerstrategy is found in the answering speech and (2) the indirectanswerstrategy is found in the answering speech.

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Jurmey, Pema, Tshering Lham, Kelzang Lhaden, Tashi Pema, and Bak Bir Rai. "Flipped Classroom: Prospect in Freeing up Classroom Instructional Hours and Students’ Attitude Towards Flipped Classroom Strategy." Educational Innovation and Practice 5 (September 9, 2022): 1–16. http://dx.doi.org/10.17102/5.1.eip.2022.

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Flipped classroom is a pedagogical model that employs video, reading assignments, practice problems, and other digital technology-based resources outside the classroom to introduce the concept for more meaningful learning. In the Bhutanese education system, the conflict between limited availability of time and coverage of large volumes of syllabus material has become a central issue in curriculum design. Therefore, this study explored how flipped classrooms could be mediated to free up of classroom instructional hours without affecting student learning. This study also assessed students’ attitudes towards flipped classroom strategy. A total of 83 students participated in this study. A pre-test and post-test experimental research design for classroom instructional hours and survey questionnaire were employed to study students’ attitude towards flipped classroom strategy. SPSS was used for statistical analysis of the data on attitude rating and pre-test and post[1]test difference. Key findings include flipped classroom saved an average of up to 13.29% of instructional hours without affecting students’ learning. The difference of pre-test and post-test mean score for learning between the experimental and control group is not significant (p>.05, t=0.394). However, with a mean score of 4.60 on a five scale Likert scale for positive statements and a mean score of 1.49 for negative statements, students have positive attitude towards flipped classroom.

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R Jimerson, Shane. "Effective Classroom Management to Support Elementary Students: Promoting Student Success through Reducing Off-Task Problem Behaviors." Current Research in Psychology and Behavioral Science (CRPBS) 3, no. 7 (October 17, 2022): 1–5. http://dx.doi.org/10.54026/crpbs/1067.

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Identifying effective classroom management strategies is important to support teachers in promoting environments conducive to learning. Effective classroom management has been demonstrated to be associated with student achievement, motivation, and fewer challenging behaviors. Given the benefits of effective classroom management strategies and providing students with self-regulation skills, the present study examined the effectiveness of a contemporary classroom behavioral management strategy in reducing off-task problem behaviors. The Raising Lions method of behavior management emphasizes: i. Immediate action responses from teachers, ii. Encourages a positive or neutral tone of voice, and iii. Allocates brief prompts for students that allow them the opportunity to exercise self-control and re-engage in classroom instruction without teacher judgment. Employing a pre-post-follow-up design, the present study examined implementation fidelity and the effectiveness of this classroom management strategy in reducing the number of off-task problem behaviors in elementary school classrooms. Classroom observations were conducted in all 18 classrooms (school-wide, including transition kindergarten through Grade 6 classrooms), with a population of primarily Latino students. One-way ANOVAs compared off-task behaviors across pre and post-intervention stages. Overall, results revealed statistically significant decreases in the number of off-task problem behaviors in 16 of the 18 classrooms. The largest impact was related to teachers not naming the behavior and instead giving a brief action prompt to trigger self-reflection and self-correction. Implications for practice and research are discussed.

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Chin, Jeffrey C. "Teaching Sex Roles: A Classroom Strategy." Teaching Sociology 12, no. 3 (April 1985): 356. http://dx.doi.org/10.2307/1318287.

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Seaver, Paul W. "Pantomime as an L2 Classroom Strategy." Foreign Language Annals 25, no. 1 (February 1992): 21–31. http://dx.doi.org/10.1111/j.1944-9720.1992.tb00509.x.

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Karmels, Phyllis. "Classroom Discussion as a Teaching Strategy." Nurse Educator 20, no. 3 (May 1995): 9. http://dx.doi.org/10.1097/00006223-199505000-00007.

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Dissertations / Theses on the topic "Classroom strategy"

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Lai, Wai-man, and 黎慧敏. "Application of solution-focused strategy on classroom guidance." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2000. http://hub.hku.hk/bib/B31961708.

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Lai, Wai-man. "Application of solution-focused strategy on classroom guidance." Hong Kong : University of Hong Kong, 2000. http://sunzi.lib.hku.hk/hkuto/record.jsp?B22330136.

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ARIZMENDI, GONZALEZ GRACIELA 332812, and GONZALEZ GRACIELA ARIZMENDI. "Strategy training in the classroom to improve listening skills." Tesis de maestría, Universidad Autónoma del Estado de México, Universidad del Norte de Texas, 2011. http://hdl.handle.net/20.500.11799/63904.

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Mexican students learning English as a second language (ESL) face difficulties in listening due to factors such as anxiety and lack of strategies to deal with listening. Some listening training sessions to provide learners with memory, cognitive, and compensation strategies like identifying key words, getting the main idea, making predictions, inferences that help them to comprehend the speaker’s message and to manage this problem took place and results are reported here. The aim is to investigate whether providing explicit strategy training helps to improve listening skills, and how much influence the training has in the Intervention Group (IG) in comparison to two control groups (CGs). To that end, the IG and the two CGs were tested before and after receiving training and the scores were computed using a correlated samples t-test (t) as well as ANOVA (F) - statistics of group differences. The ANOVA (F) outcomes indicated non- statistically significant differences in the three groups for listening skills. Correlated samples t-tests (t) findings showed non significant results for two groups (intervention group (IG) and control group one (CG1)) while for control group two (CG2) was the opposite. The results suggest that explicit strategy training is not the only factor that affects listening improvement. A positive increase in the use of memory, cognitive, and compensation strategies was found.

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Wärn, Anton. "Adapting THIEVES in the ESL classroom : Adapting a pre-reading strategy using lyrics in the ESL classroom." Thesis, Högskolan i Halmstad, Akademin för lärande, humaniora och samhälle, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-39435.

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The aim of this essay is to test how a teacher can use a pre-reading strategy in the ESL classroom. The pre-reading strategy will be used with song lyrics instead of the usual classroom textbooks. The reaserch questions for this essay are Does the pre-reading strategy “THIEVES” give any results when teaching English as a second language in the classroom? Can any results be discerned after six weeks of working with this pre-reading strategy in a Swedish ESL classroom context? Do students find it easier to work with song lyrics rather than other types of texts?

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Seagrave, Lindy J. "Implementation of the PLAN Reading Strategy In a Secondary Science Classroom." Defiance College / OhioLINK, 2006. http://rave.ohiolink.edu/etdc/view?acc_num=def1281638823.

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Dzimnenani, Mbirimtengerenji Noel. "Developing an effective classroom and clinical teaching strategy in Malawi nursing colleges." University of the Western Cape, 2018. http://hdl.handle.net/11394/5842.

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Philosophiae Doctor - PhD (Nursing)
Nursing is the largest healthcare profession in Malawi with more than 11,000 registered Nurses (RNs) and Nurse Technicians and Midwives (NTM) practicing in hospitals and other settings like nursing colleges nationwide. Nursing tutors in all the nursing colleges use numerous types of teaching aids in student preparation. There are numerous teaching strategies that suit pedagogical learning, however not all can yield the desired outcome and are properly applied in both classroom and clinical areas. Therefore, identifying the new teaching strategies for nurse tutors is very critical in nursing education hence this study concentrates on teaching competence, interaction and performance on the use of the strategies. Nurse tutors must encourage teaching and learning discovery through deliberate interactive teaching actions. However, some outcome actions, competences and performance or interactive behaviour of the nurse tutor are much to be desired in most nursing colleges in Malawi. Nurses need to possess classroom and clinical teaching competences to perform the role of a tutor properly.

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Viñes, Gimeno Vicenta. "Grammar learning through strategy training: A classroom study on learning conditionals through metacognitive and cognitive strategy training." Doctoral thesis, Universitat de València, 2002. http://hdl.handle.net/10803/9779.

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SUMARYThe main aim of this doctorate research is to design an instructional model- a macro-grammar strategy- which combines grammar and strategy researchers' contributions to help foreign language learners learn an L2 more autonomously. However, this research is specially motivated by our concern about the poor results which Spanish secondary school students achieve in Spanish schools in their written exams, since passing a written exam to get into university is these students' main objective. The reasons for this failure may be due to an excessively communicative approach and too wide a variety of students sharing the same classroom. Therefore, though the purpose of this research is to help all students to learn grammar more autonomously thanks to their acquisition of metacognitive (selective attention, self-monitoring and self-evaluation) and cognitive strategies (elaboration, induction, translation, deduction, repetition and transfer), this study is specially concerned about unsuccessful learners who lack or do not apply the metacognitive and cognitive strategies necessary to learn grammar and transfer their acquired knowledge to the acquisition of new grammatical structures, since this model may enable students to learn on their own and improve their attitude towards foreign language learning. Our research is based on cognitive theory of learning. The theoretical background which supports our research attempts to demonnstrate how cognitive theory of learning manages to explain how learning, an L2, grammar and strategies, are learnt; and how the automatization of grammar and strategies helps students learn an L2. According to this approach the learner becomes an active organizer of incoming information and an L2 acquisition is seen as the acquisition of a complex, cognitive skill in which the learning of grammar plays an important role and LS facilitate its learning (McLaughlin, Rossman, and McLeod, 1983). This cognitive approach also states that grammar and learning strategies (LS) are complex skills; and explains how a skill is learnt so that the learning of an L2, grammar and LS can be understood. Thus, Anderson's (1980) theory of knowledge acquisition, McLaughlin's (1987), Schmidt's (1990), Sharwood-Smith's (1993), Long's (1998), Dekeyser's (1998), and Skehan's (1999) position on grammar learning and Wenden's (1987) and O'Malley et al.'s approach to LS manage to complement each other and offer an appropriate theoretical framework for designing an instructional model in which strategy training enables students to learn a grammatical structure and transfer this knowledge to the learning of other structures. The automatization of grammatical items is believed to take place when formally learned grammatical items have been explicitly noticed, have been structured into working hypotheses and have been proceduralized/automatized through practice in context (e.g. McLaughlin, 1987; Schmidt, 1990; Johnson, 1994; Batstone, 1994). And by using metacognitive strategies- planning, monitoring and evaluating strategies- students can come to understand that they have power over their own learning (Chamot and O'Malley, 1996: 266); and the combination of these metacognitive strategies with cognitive strategies- mental steps which involve interacting with the material- will also facilitate learners to learn grammar on their own. The two main hypothesis of this research are that students, specially fair and poor learners, following the grammar strategy instruction will acquire the 2nd conditional structure better than the students who do not follow this instruction: that is to say, their results in the 1st post-test, 2nd post-test, and final post-test will be better. And that the experimental group students, specially poor and fair learners, will transfer their way of acquiring 2nd conditionals to another grammatical structure, in this case the 3rd conditionals, better than the students who do not follow this instruction. Next, the method to be followed in our empirical work is explained. This research in which 60 subjects- 30 experimental subjects and 30 control subjects- participated has been conducted in "Luis Vives" secondary school in Valencia during the school year 2000-2001. Their textbook, their teacher and the conditions under which they study English are the same and their standard is low-intermadiate. Due to the great range of results which students get in the pre-test and their last year's results participants are ranked into three subgroups- good, fair and poor (Izumi and Bigelow, 2000: 248). Students also fill in three metacognitive questionnaires, which analyse students' characteristics, objectives, difficulties, and strategies used to learn grammar, before instruction takes place so that the homogeneity of both groups can be established. Our instructional model combines the explicit training of metacognitive and cognitive strategies when practising comprehension, consciousness-raising, controlled and spontaneous written grammar activities- filling in the blanks with the right tenses, correcting mistakes, rewriting, translating from Spanish into English and writing- on the learning of 2nd conditional sentences in the foreign language classroom. Since it is acknowledged that neither a forms-based instruction nor meaning-based instruction alone can lead to SLA (Doughty and Williams, 1998: 11), our approach is eclectic and combined. Our strategy training is provided in four sessions in three weeks running in January. The declarative knowledge about the 2nd conditional, their induction, practice in controlled and spontaneous written activities, and immediate feedback is provided in each session, while metacognitive and cognitive strategies are practised. Students' answers in the metacognitive questionnaires and their results in the pre-test and four post-tests are analysed following statistical procedures so that we can be more certain of the reliability of the results. A previous pilot study (Viñes, 2000) was also carried out so that possible deficiencies could be avoided, and results could be compared. The results obtained in the two short-term and long-term post-tests confirm our first hypotheses; our instructional model helped learners, specially unsuccessful learners, to learn the 2nd conditional. And the results of the "Discovering the 3rd conditional" test confirms our 2nd hypothesis; our instructional model helped experimental, specially unsuccessful learners, to transfer the knowledge acquired in learning the 2nd conditional to the learning of the 3rd conditionals. However, the results which students get are not 100% correct in all the different activities, that it is why, it is considered that they are still in the associative stage of learning in relation to their learning of 2nd and 3rd conditional sentences, and metacognitive and cognitive strategies. More spontaneous written activities and more strategy training sessions should have been provided in order to help them get to the autonomous stage of learning. Thus, the results of the four post-tests offer relevant empirical evidence on the effectiveness of our instructional model to help learners, specially unsuccessful learners to improve their inductive ability, acquire declarative knowledge, and transfer the declarative knowledge acquired in learning the 2nd conditional to the learning of the 3rd conditional. Finally, some pedagogical implications, which can be specially useful to help secondary school students learn an L2, are suggested. First of all, encouraging students to work on their own in silence may aid poor learners in performing activities. Secondly, providing strategy training which combines metacognitive and cognitive strategies is essential. Thirdly, adapting the material to student's level, and allowing the L1 to be used in the classroom when needed may encourage students to learn. Fourthly, providing smaller amounts of new information in meaningful contexts, but allowing students to discover it, make it explicit, practise it immediately and get feedback, may allow students to perceive learning grammar as a rewarding game because they can be aware of their success. Moreover, repeating this material applied in different contexts within long intervals of time may help all learners to acquire the new structures since different opportunities for their learning are provided. This doctorate research presents the findings of an empirical study carried out in a Spanish secondary school to test the effectiveness of an instructional model designed to help these secondary school students, specially the unsuccessful ones, learn grammar more autonomously and improve their attitude towards foreign language learning. First, the theoretical background which supports our empirical work is described. Anderson (1980, 1981, 1982, 1983), Anderson and Fincham (1994) and Anderson et al.'s (1997) theory of knowledge acquisition, McLaughlin (1987), Schmidt (1990), Sharwood-Smith (1993), Long (1998), Dekeyser (1998), and Skehan's (1999) position on grammar learning and Wenden (1987) and O'Malley and Chamot's (1990) approach to learning strategies complement each other, and offer an adequate framework for designing an instructional model which combines the explicit training of metacognitive and cognitive strategies when practising controlled and spontaneous written grammar activities on the learning of 2nd conditional sentences in the foreign language classroom. Second, the description of our empirical work follows. The experimental and control subjects' characteristics, the description of our instructional model, its instruction, the short-term and long term post-tests taken, and the statistical tests applied on the students' answers make up this description. Third, relevant empirical evidence on the effectiveness of our instructional model to help learners, specially unsuccessful learners to improve their inductive ability, acquire declarative knowledge, and transfer the declarative knowledge acquired in learning the 2nd conditional to the learning of the 3rd conditional are presented and discussed. Finally, some pedagogical implications, which can be specially useful for secondary school teachers when helping secondary school students learn an L2, are suggested.

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Johnson, Laurie. "Vocabulary Strategies in an Elementary Classroom in a Third World Country." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/266.

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Second and 3rd grade Honduran students in a Christian school are not performing at grade level in vocabulary. Students who lag in vocabulary development may not comprehend what they read and are likely to perform poorly in their course work, which may result in repeating the grade. As a result of the students' poor performance, the school implemented vocabulary squares strategy instruction to improve vocabulary development. Guided by the theory of constructivism, the purpose of this casual comparative study was to determine if vocabulary squares strategy instruction resulted in greater word mastery for 2nd and 3rd grade Honduran students than did traditional vocabulary instruction. The control group (n = 16) received traditional vocabulary instruction, and the experimental group (n = 15) received vocabulary squares instruction for a period of 6 weeks. Analysis of gain score differences via an independent t test revealed no significant difference word mastery. The length of time the strategy instruction was implemented may have been insufficient to affect word mastery. It is recommended that teachers employ the vocabulary squares strategy more frequently and over a longer period of time to determine if vocabulary squares strategy instruction results in greater word mastery than traditional instruction. This practice may contribute to positive social change by increasing vocabulary development, which , in turn, affects students' comprehension and course work performance reducing -the number of Honduran students repeating 2nd or 3rd grade.

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Slade, Jennifer P. "Implementing Graphic Organizers in a General Education Earth Systems Classroom." DigitalCommons@USU, 2009. https://digitalcommons.usu.edu/etd/533.

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Previous research has shown that implementing graphic organizers and giving the needed instruction to use and study content information increases academic gain of students with learning disabilities. In the present study students actively engaged in using graphic organizers, which helped them demonstrate their learning on multiple choice questions. On the multiple choice test, the overall mean gain for the experimental group was 45%. The control group's overall mean gain on the multiple choice test was 30%. While the posttest scores for students in the graphic organizer group were significantly higher than posttest scores of students in the control group, few students mastered the material. On a short answer test in which students answered definition, compare and contrast questions, students in traditional instruction outperformed students who received graphic organizer instruction. On the short answer test the mean gain for the experimental group across question types was 17% and the mean gain for the control group was 21%. These results are discussed relative to the available research on graphic organizers.

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Bowman, Rebecca Jane. "A Comparison of Two Models Used to Predict Student Strategy Choice for Classroom Conflicts." Kent State University / OhioLINK, 2005. http://rave.ohiolink.edu/etdc/view?acc_num=kent1124736662.

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Books on the topic "Classroom strategy"

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Chamot, Anna Uhl, and Vee Harris, eds. Learning Strategy Instruction in the Language Classroom. Bristol, Blue Ridge Summit: Multilingual Matters, 2019. http://dx.doi.org/10.21832/9781788923415.

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Harris, Vee. Teaching learners how to learn: Strategy training in the ML classroom. London [England]: CILT, 1997.

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Brown, Hazel. Read and retell: A strategy for the whole-language/natural learning classroom. Portsmouth, NH: Heinemann, 1990.

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Brown, Hazel. Read and retell: A strategy for the whole-language/natural learning classroom. Portsmouth, NH: Heinemann, 1990.

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Anderson, Vikki. Correspondence training: A strategy for improving the classroom behaviour of secondary school girls and boys. Birmingham: University of Birmingham, 1993.

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1945-, Peitgen Heinz-Otto, and National Council of Teachers of Mathematics., eds. Fractals for the classroom: Strategic activities. New York: Springer, 1991.

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1945-, Peitgen Heinz-Otto, and National Council of Teachers of Mathematics., eds. Fractals for the classroom: Strategic activities. New York: Springer-Verlag, 1992.

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How to teach collaborative strategic reading: Classroom-ready materials to create better readers in mixed-ability classrooms. San Francisco: Jossey-Bass, 2012.

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Peitgen, Heinz-Otto, Hartmut Jürgens, Dietmar Saupe, Evan Maletsky, Terry Perciante, and Lee Yunker. Fractals for the Classroom: Strategic Activities Volume One. New York, NY: Springer New York, 1991. http://dx.doi.org/10.1007/978-1-4613-9047-3.

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Peitgen, Heinz-Otto, Evan Maletsky, Hartmut Jürgens, Terry Perciante, Dietmar Saupe, and Lee Yunker. Fractals for the Classroom: Strategic Activities Volume Two. New York, NY: Springer New York, 1992. http://dx.doi.org/10.1007/978-1-4757-5276-2.

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Book chapters on the topic "Classroom strategy"

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Mitchell, David, and Dean Sutherland. "Strategy 12: Classroom climate." In What Really Works in Special and Inclusive Education, 211–23. Third edition. | Abingdon, Oxon ; New York : Routledge, 2020.: Routledge, 2020. http://dx.doi.org/10.4324/9780429401923-22.

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Jelassi, Tawfik, and Francisco J. Martínez-López. "Strategy Options in e-Business Markets." In Classroom Companion: Business, 125–71. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-48950-2_5.

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Wiegel, Vincent. "Strategy, Continuous Improvement, and Innovation." In Lean in the Classroom, 145–67. New York : Taylor & Francis, 2020.: Productivity Press, 2019. http://dx.doi.org/10.4324/9780429837012-8.

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Jelassi, Tawfik, and Francisco J. Martínez-López. "A Roadmap for e-Business Strategy Implementation." In Classroom Companion: Business, 537–58. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-48950-2_18.

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Jelassi, Tawfik, and Francisco J. Martínez-López. "Overview of the e-Business Strategy Framework." In Classroom Companion: Business, 35–48. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-48950-2_2.

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Laur, Dayna, and Jill Ackers. "Strategy Two: Build Classroom Community." In Developing Natural Curiosity through Project-Based Learning, 32–58. Milton Park, Abingdon, Oxon ; New York, NY : Routledge, 2017.: Routledge, 2017. http://dx.doi.org/10.4324/9781315528410-3.

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Wittmer, Andreas, and Thomas Bieger. "Airline Strategy – From Network Management to Business Models." In Classroom Companion: Business, 139–84. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-79549-8_5.

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Wittmer, Andreas, and Thomas Bieger. "Airline Strategy – From Network Management to Business Models." In Classroom Companion: Business, 139–84. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-79549-8_5.

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Jelassi, Tawfik, and Francisco J. Martínez-López. "Choosing the Appropriate e-Business Strategy for Interacting with Users." In Classroom Companion: Business, 307–42. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-48950-2_11.

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Greene, Ian. "A Strategy for Encouraging Students to do Readings." In Voices from the Classroom, edited by Janice Newton, Jerry Ginsburg, Jan Rehner, Pat Rogers, Susan Sbrizzi, and John Spencer, 272–73. Toronto: University of Toronto Press, 2001. http://dx.doi.org/10.3138/9781442603059-063.

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Conference papers on the topic "Classroom strategy"

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"Computer Classroom Construction Strategy of Art University Based on Flipped Classroom." In 2018 International Conference on Social Sciences, Education and Management. Francis Academic Press, 2018. http://dx.doi.org/10.25236/socsem.2018.155.

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"Computer Classroom Construction Strategy of Art University Based on Flipped Classroom." In 2019 International Conference on Advanced Education, Service and Management. The Academy of Engineering and Education (AEE), 2019. http://dx.doi.org/10.35532/jsss.v3.118.

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Shrouty, Vinita, and Narendra Deshmukh. "Online Gamified Flipped Classroom as a Strategy for Performance Improvement in Solving Equations in One Variable." In Tenth Pan-Commonwealth Forum on Open Learning. Commonwealth of Learning, 2022. http://dx.doi.org/10.56059/pcf10.6945.

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The current study is a one group pretest-posttest experimental design to examine the effect of the flipped classroom strategy on students’ performance. On the basis of various studies conducted, the researchers found no investigation based on an online Gamified Flipped classroom as a strategy to increase performance in solving Mathematical equations in one variable. Hence, this study was conducted to investigate the effect of online Gamified Flipped classrooms on the students’ performance. The study shows the regular completion of students’ assignments which resulted in extra time for discussing, clearing doubts and solving higher order thinking problems as an in-class activity and students’ improved performance.

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Polozova, O. V. "Experience Of Using Flipped Classroom Strategy In School." In II International Conference on Economic and Social Trends for Sustainability of Modern Society. European Publisher, 2021. http://dx.doi.org/10.15405/epsbs.2021.09.02.183.

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Matsumoto, Tae. "GAMIFICATION AS A STRATEGY TO ENHANCE FLIPPED CLASSROOM." In International Technology, Education and Development Conference. IATED, 2016. http://dx.doi.org/10.21125/inted.2016.0832.

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Kurniawan, Erwin Hari, Sri Wuluandari, and Dr Muchyidin. "Development of Flipped Classroom Strategy in Teaching Reading." In International Conference on English Language Teaching (ICONELT 2017). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/iconelt-17.2018.25.

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Boitsova, Elena. "The Strategy Of L2 Selective Listening In Elt Classroom." In PCSF 2019 - 9th PCSF Professional Сulture of the Specialist of the Future. Cognitive-Crcs, 2019. http://dx.doi.org/10.15405/epsbs.2019.12.72.

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P., Manoj Kumar, Renumol V.G., and Sahana Murthy. "Flipped Classroom Strategy to Help Underachievers in Java Programming." In 2018 International Conference on Learning and Teaching in Computing and Engineering (LaTICE). IEEE, 2018. http://dx.doi.org/10.1109/latice.2018.000-7.

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Abdullah, Norlaila. "Notice of Retraction Self-monitoring: An effectual classroom strategy." In 2012 IEEE Symposium on Humanities, Science and Engineering Research (SHUSER). IEEE, 2012. http://dx.doi.org/10.1109/shuser.2012.6268836.

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Yang, Liangtao. "Research on the Effective Implementation Strategy of Flipped Classroom." In 2015 7th International Conference on Information Technology in Medicine and Education (ITME). IEEE, 2015. http://dx.doi.org/10.1109/itme.2015.166.

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Reports on the topic "Classroom strategy"

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Mockel, Lindsey. Thinking Aloud in the Science Classroom: Can a literacy strategy increase student learning in science? Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.1419.

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Пахомова, О. В. Using Scaffolding Strategy for Teaching Creative Writing. Маріупольський державний університет, 2018. http://dx.doi.org/10.31812/0564/2145.

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The article deals with scaffolding strategy for teaching creative writing in the English classroom. The importance of using the creative writing technique, which is an effective means of optimization and intensification of the process of foreign language study, for forming students' communicative competence in writing is highlighted. It is supposed that an elaborated scaffolding strategy might help lecturers to organize the educational process with maximum capacity and successful results. A variety of techniques such as intensive usage of graphic organizers ("Plan Think Sheet", "Mind-map", "Concept Map", "Clustering", "Spider Map", "Cycle", "Chain of Events", "Web"), "Teaching by Example", "Sentence Stem Completion" / "Close procedures", “Stream of Consciousness”, Genre scaffolding techniques are recommended to empower learners' creative abilities to write and express themselves on any topic using the wide range of writing techniques with the relevant structure and vocabulary.

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Korobeinikova, Tetiana I., Nataliia P. Volkova, Svitlana P. Kozhushko, Daryna O. Holub, Nataliia V. Zinukova, Tetyana L. Kozhushkina, and Sergei B. Vakarchuk. Google cloud services as a way to enhance learning and teaching at university. [б. в.], July 2020. http://dx.doi.org/10.31812/123456789/3854.

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The article is devoted to the issue of a cloud-based learning system implementation as a powerful strategy for future specialists’ training at higher educational establishments. Using cloud computing in self-work management of the university courses is essential to equip students with a workload of appropriate educational materials and variable activities for professional training. Theoretical and empirical research methods were applied to select the appropriate services and tools for organizing students’ self-work at university. Critical analysis of scientific literature, synthesis of the data, didactic observation of the educational process, designing of the skeleton for university courses, questionnaires enabled to facilitate the study of the issue. G Suite has been chosen to enhance the quality of training of prospective specialists at a higher educational establishment. This paper introduces the outcomes of the project on applying Google Classroom in the management of students’ self-work while studying university courses. The focus of the first stage of the project was on testing pilot versions of the courses with the aim to work out the requirements and recommendations for incorporation general blended learning model of university courses. Particular attention is drawn to the designed model of the university course based on the curriculum with the necessary components of blended learning in the G Suite virtual environment. Cloud-based higher education is considered as a prospective tool for design of university courses with the need for further research and implementation.

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