Relevant bibliographies by topics / Classroom teaching skills

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Classroom teaching skills'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

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Journal articles on the topic "Classroom teaching skills"

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Baysal, Z. Nurdan, Seda Çarıkçı, and Elif Burcu Yaşar. "Classroom Teachers’ Awareness of Teaching Thinking Skills." Journal of Qualitative Research in Education 5, no. 1 (March 20, 2017): 7–28. http://dx.doi.org/10.14689/issn.2148-2624.1.5c1s1m.

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Alikulova Sevara Abduvassi qizi. "The pros and cons of teaching speaking skills in the classroom." Middle European Scientific Bulletin 6 (November 7, 2020): 38–39. http://dx.doi.org/10.47494/mesb.2020.6.108.

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Language is first and foremost a spoken and not a written entity. Speaking is a major skill in communication. This review article represents the position of the skill of speaking in communication classroom; what are the prominent benefits about the educating speaking skill; what are the principle drawbacks of teaching speaking skills. The classroom is the optimum platform to acquire good communication skills, especially, speaking skills. The teachers have to understand the problems of demand of today’s globalized world towards communication skills and try to implement various teaching strategies in their classrooms in order to develop their learners' speaking skills in classrooms. However, precise downsides of conducting speaking skills in classroom are also available. In this given article shows as well as discusses both options by representing relevant data.
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Tickle, Les. "Professional Skills Assessment in Classroom Teaching." Cambridge Journal of Education 22, no. 1 (January 1992): 91–103. http://dx.doi.org/10.1080/0305764920220109.

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Kras, John M., Brad N. Strand, Julie Abendroth-Smith, and Peter Mathesius. "Teaching Study Skills through Classroom Activities." Journal of Physical Education, Recreation & Dance 70, no. 1 (January 1999): 40–44. http://dx.doi.org/10.1080/07303084.1999.10605650.

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Deevi, Divya, and Kavi Bala Brahma Chary. "Dimensions in Teaching Skills and Learning Skills." SMART MOVES JOURNAL IJELLH 8, no. 10 (October 29, 2020): 48–56. http://dx.doi.org/10.24113/ijellh.v8i10.10799.

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Teaching skills and learning skills existed even in the ancient times, though the terms were coined at a later stage. Dire necessity forced the ancient man to learn skills like hunting animals for food. As mankind was heading towards new civilisation, teaching skills found a place in society. Saints demonstrated skills in education as well as in warfare to princes. These teaching skills and learning skills have taken new dimensions to cater the needs of changing trends in all fields. Teachers exhibit skills like classroom management, use of black board and skill of explaining. Drastic changes have taken place in learning skills as well. Some people like craftsmen learn skills without formal education. But modern education demands organised classroom study. So, students have to acquire learning skills like concentration, punctuality and discipline. However the modern trends and necessities in education require constant developments in teaching skills and learning skills. The learning process has no end. It starts from childhood and lasts till death. This paper deals with various aspects of teaching skills and learning skills which are inevitable in education.
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Andualem Desta, Minwuyelet. "An Investigation of Challenges Teachers Face in Teaching Speaking Skill in Large Classes’ Context: Secondary School EFL Teachers in Focus." International Journal of English Language Education 7, no. 2 (September 4, 2019): 66. http://dx.doi.org/10.5296/ijele.v7i2.15399.

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The purpose of this study was to investigate the challenges of teaching speaking skill in a large EFL classrooms. The study was conducted to find out the challenges EFL teachers face while teaching speaking skills in a large classrooms, analyze how the factors affect teaching speaking skill in large classes and see what strategies teachers employ to promote speaking skills in the context of large classrooms. Descriptive method was employed to establish the existence of phenomena by explicitly describing them. Six grade nine EFL teachers and 100 grade nine students were involved in the study. The data were collected by using three tools: questionnaires, classroom observation and interviews. Both quantitative and qualitative data analysis methods were employed to analyze the data. The study showed that there are a number of challenges that contribute not to practice teaching speaking skill in large English language classrooms. According to the findings, although English language teachers have positive attitude towards teaching speaking skill, there are a number of problems that challenge them to practice it. The major challenges were classroom atmospheres which are not convenient for pair and group works, the nature of chairs and desks which are not moveable, the students lack of adequate motivation and courage to speak, the failure of classroom teachers to be committed and use their effort in the teaching learning process, the wide coverage of the contents in the students text book, failures of teachers and students to use different strategies in order to make speaking classroom convenient and effective are some of them. Finally, it was recommended that all concerned bodies, including parents are the most responsible to overcome the challenges and create a conducive atmosphere to conduct speaking classes.
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Stem, Betty, and David W. Test. "Teaching First Aid Skills in the Classroom." TEACHING Exceptional Children 22, no. 1 (September 1989): 10–12. http://dx.doi.org/10.1177/004005998902200102.

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Wallace, Belle. "Book Review: Classroom Skills in English Teaching." Gifted Education International 10, no. 3 (September 1995): 147–48. http://dx.doi.org/10.1177/026142949501000319.

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Marriott Toledo, Heidi Marlen, and Lucila Margarita Sànchez Pèrez. "Flipping the Classroom: Developing Teaching Skills for Future In-Service English Teachers." INNOVA Research Journal 2, no. 8 (August 30, 2017): 119–29. http://dx.doi.org/10.33890/innova.v2.n8.2017.345.

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Abstract: In teaching English as a foreign language (EFL) to future in-service teachers, instructors need to develop not just the students’ language proficiency, but also the necessary skills for 21st century teaching in the ever changing classroom where pupils are considered as digital natives. The required skills future teachers need to accomplish, a higher level in both the students’ performance and class interest, can be developed through the Flipped classroom model, which is why this research work aims to explore diverse strategies that can be applied to blend theories such as multiple intelligences and higher order thinking in order to develop students’ critical thinking skills through the incorporation of technology outside and inside the classroom. Considerations to differentiated instruction (DI), students’ different levels of Second Language Acquisition (SLA), and the fostering of the Zone of proximal development (ZPD) of learners are also given as a feature that needs to be incorporated in flipped classrooms. In real-to-life teaching practice, this offers students the possibility to incorporate effective practices that can be directly applied in their future classrooms. Keywords: flipped classroom, undergraduate students, EFL teaching, English learning.
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Dawson, Melanie Rees, and Benjamin Lignugaris/Kraft. "Meaningful Practice." Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children 40, no. 1 (September 20, 2016): 26–50. http://dx.doi.org/10.1177/0888406416664184.

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Novice teachers need to develop foundation teaching skills to effectively address student behavior and academics in the classroom. The TLE TeachLivE™ simulation laboratory (TLE) is a virtual classroom used to supplement traditional didactic instruction and field experiences in teacher preparation programs. In this study, repeated practice and structured feedback were provided to preservice special educators in TLE to improve their delivery of specific praise, praise around, and error correction. Their weekly performance was observed in TLE during simplified teaching scenarios in intervention and during more complex teaching scenarios following intervention. In addition, their generalization of target skills to their own classrooms was measured weekly. Overall, teachers improved delivery of the target skills in the virtual classroom. They generalized performance to real classroom settings with varying levels of proficiency. Implications for teacher preparation are discussed, including the impact of aligning simulated practice opportunities and authentic teaching environments.
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Dissertations / Theses on the topic "Classroom teaching skills"

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Ryan, Kathleen M. "Teaching conflict resolution skills through literacy in an elementary classroom /." View abstract, 2000. http://library.ctstateu.edu/ccsu%5Ftheses/1598.html.

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Thesis (M.S.)--Central Connecticut State University, 2000.
Thesis advisor: Ron Cassella. " ... in partial fulfillment of the requirements for the degree of Master of Science in Teacher Education." Includes bibliographical references (leaves 96-98).
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Graves, Rachel K. "Evaluation of Behavioral Skills Training for Teaching Functional Assessment and Treatment Selection Skills to Parents." Scholar Commons, 2010. https://scholarcommons.usf.edu/etd/1648.

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There have been many studies on teaching behavior analytic skills to parents for addressing problem behavior exhibited by their children. However, very few studies have addressed the issue of teaching parents to conduct a functional assessment and design a treatment for the problem behavior. The present study utilized behavioral skills training to teach parents how to conduct ABC recording, write a summary statement based on the data collected, and determine the proper treatment choices. The 8 participants participated in one 3 hour class in which a trainer used instructions, modeling, rehearsal, and feedback to teach these three skill sets. Prior to class, during class, directly after class training, and 1 to 2 weeks following class, the participants viewed at least four videos with each showing a problem behavior serving a different function in the context of a parent child interaction. The percentage of correct responding for each dependent variable (ABC recording, summary statement, and treatment choices) was calculated and baseline and post-treatment scores were compared via a multiple baseline across participants design. The results showed an increase in the percentage correct for most skills for most participants. These results show that it is possible to teach parents to conduct a functional assessment and chose proper treatment strategies. Future implications in parent training are discussed.
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Kramer, Barton Hale. "Improving classroom management skills in secondary school classrooms through the use of limit-setting, an incentive system, and structured teaching." Diss., This resource online, 1986. http://scholar.lib.vt.edu/theses/available/etd-09042008-063723/.

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Rudisill, Lanie Jean. "Enhancing a Middle School Student's Self-Management Skills in the Classroom." TopSCHOLAR®, 2018. https://digitalcommons.wku.edu/theses/3044.

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Self-regulation (SR) and executive functioning (EF) are important factors for successful student outcomes. Research suggests that executive skills facilitate the process of behavioral self-regulation. Well-developed SR and EF skills make learning more likely. Proper SR has the ability to improve attention levels and EF includes the use of working memory, both of which are essential components of the information processing system that students use continuously. One type of SR, referred to as self-management, involves a cycle of observing and recording one’s own behavior, then evaluating one’s self-assessments against those of an external observer. Self-management interventions have previously been found to reduce students’ inappropriate and off-task behaviors as well as increase classroom preparedness, on-task behavior, and academic performance. This study investigated the impact of a self-management intervention on a middle school student’s classroom preparation behaviors and his EF skills. Results suggest the participant’s overall classroom preparation behaviors were enhanced through his participation in the intervention. A few significant changes were also found in the participant’s pre- and post-intervention EF scores.
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Gilbert, David Wayne. "Effectiveness of computer-assisted instruction blended with classroom teaching methods to acquire automotive psychomotor skills /." Available to subscribers only, 2006. http://proquest.umi.com/pqdweb?did=1196416141&sid=17&Fmt=2&clientId=1509&RQT=309&VName=PQD.

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Dawson, Melanie Rees. "From TeachLivE(TM) to the Classroom| Building Preservice Special Educators' Proficiency with Essential Teaching Skills." Thesis, Utah State University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10131576.

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Preservice special education teachers need to develop essential teaching skills to competently address student academics and behavior in the classroom. TeachLivE™ is a sophisticated virtual simulation that has recently emerged in teacher preparation programs to supplement traditional didactic instruction and field experiences. Teacher educators can engineer scenarios in TeachLivE™ to cumulatively build in complexity, allowing preservice teachers to incrementally interleave target skills in increasingly difficult situations.

The purpose of this study was to investigate the effectiveness of TeachLivE™ on preservice special education teachers’ delivery of error correction, specific praise, and praise around in the virtual environment and in authentic classroom settings. Four preservice special educators who were teaching on provisional licenses in upper elementary language arts classrooms participated in this multiple baseline study across target skills. Participants attended weekly TeachLivE™ sessions as a group, where they engaged in three short teaching turns followed by structured feedback. Participants’ proficiency with the target skills was analyzed on three weekly assessments. First, participants’ mastery of current and previous target skills was measured during their third teaching turn of the intervention session (i.e., TeachLivE™ training assessment). Next, participants’ proficiency with all skills, including those that had not been targeted yet in intervention, were measured immediately following intervention sessions (i.e., TeachLivE™ comprehensive assessment). Finally, teachers submitted a weekly video recording of a lesson in their real classroom (i.e. classroom generalization assessment).

Repeated practice and feedback in TeachLivE™ promoted participants’ mastery of essential target skills. Specifically, all participants demonstrated proficiency with error correction, specific praise, and praise around on both the TeachLivE™ training assessment and the more complex TeachLivE™ comprehensive assessment, with a strong pattern of generalized performance to authentic classroom settings. Participants maintained proficiency with the majority of the target skills in both environments when assessed approximately one month after intervention was discontinued. Implications of the study are discussed, including the power of interleaved practice in TeachLivE™ and how generalization and maintenance may be impacted by the degree of alignment between virtual and real teaching scenarios.

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Dawson, Melanie Rees. "From TeachLivE™ to the Classroom: Building Preservice Special Educators’ Proficiency with Essential Teaching Skills." DigitalCommons@USU, 2016. https://digitalcommons.usu.edu/etd/4930.

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Preservice special education teachers need to develop essential teaching skills to competently address student academics and behavior in the classroom. TeachLivETM is a sophisticated virtual simulation that has recently emerged in teacher preparation programs to supplement traditional didactic instruction and field experiences. Teacher educators can engineer scenarios in TeachLivETM to cumulatively build in complexity, allowing preservice teachers to incrementally interleave target skills in increasingly difficult situations. The purpose of this study was to investigate the effectiveness of TeachLivETM on preservice special education teachers’ delivery of error correction, specific praise, and praise around in the virtual environment and in authentic classroom settings. Four preservice special educators who were teaching on provisional licenses in upper elementary language arts classrooms participated in this multiple baseline study across target skills. Participants attended weekly TeachLivETM sessions as a group, where they engaged in three short teaching turns followed by structured feedback. Participants’ proficiency with the target skills was analyzed on three weekly assessments. First, participants’ mastery of current and previous target skills was measured during their third teaching turn of the intervention session (i.e., TeachLivETM training assessment). Next, participants’ proficiency with all skills, including those that had not been targeted yet in intervention, were measured immediately following intervention sessions (i.e., TeachLivETM comprehensive assessment). Finally, teachers submitted a weekly video recording of a lesson in their real classroom (i.e. classroom generalization assessment). Repeated practice and feedback in TeachLivETM promoted participants’ mastery of essential target skills. Specifically, all participants demonstrated proficiency with error correction, specific praise, and praise around on both the TeachLivETM training assessment and the more complex TeachLivETM comprehensive assessment, with a strong pattern of generalized performance to authentic classroom settings. Participants maintained proficiency with the majority of the target skills in both environments when assessed approximately one month after intervention was discontinued. Implications of the study are discussed, including the power of interleaved practice in TeachLivETM and how generalization and maintenance may be impacted by the degree of alignment between virtual and real teaching scenarios.
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Frantz, Rebecca. "Coaching teaching assistants to implement naturalistic behavioral teaching strategies to enhance social communication skills during play in the preschool classroom." Thesis, University of Oregon, 2018. http://hdl.handle.net/1794/23117.

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Naturalistic behavioral interventions increase the acquisition, generalization, and maintenance of child social communication skills among children with developmental delays (DD). Teaching Assistants (TAs) are ideal interventionists for delivering social communication interventions because of the significant amount of time they spend working directly with children with DD in the preschool classroom. However, professional development for TAs is often inadequate and there has been a limited amount of research in this area. In addition, TAs are often working with more than one child at a time with varying skill levels, but no research has been conducted on the use of strategies with more than one child at a time. The current single-case research study addresses gaps in the literature by answering the following questions: (1) Is there a functional relation between coaching TAs to use EMT and increases in TA’s fidelity of implementation of EMT with a child dyad?; (2) Is there a functional relation between TA’s use of EMT and increases in child social communication skills?; and (3) Are TAs able to generalize the use of EMT across students with varying social communication skills and goals? Results suggest coaching TAs contributes to increases in fidelity of implementation of EMT strategies and subsequent increases in child social communication skills. TAs were able to generalize the use of EMT across students.
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Jejo, Sara, and Sanaa Haji. "Teaching Strategies to Increase EFL Speaking Skills in a Communicative Learning Environment." Thesis, Malmö universitet, Fakulteten för lärande och samhälle (LS), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-31617.

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AbstractEven though developing speaking skills is the essential key to achieving proficiency in a target language, there are some pupils (grades 4-6) who do not participate in communication tasks in English classroom. Thus, the purpose of this literature overview is to investigate the reasons for the unwillingness of some young learners to speak and interact in English. In addition, a variety of effective teaching strategies will be observed and analyzed. The used methods were different electronic databases, such as ERC, ERIC and Google Scholar, to access relevant peer-reviewed journal articles to our research questions. The observed and analyzed articles showed that there are some pupils who do not interact because English teachers often focus too much on reading and writing skills rather than on speaking skills. The limitation of communication tasks and large classroom sizes are other mitigating factors. In addition, teachers often using the first language in class resulted in pupils doing the same. This contributes to a lack of motivation and confidence in speaking English for some learners. This study identifies teaching strategies and activities that can be used by the teacher to raise motivation and confidence in speaking English. Results have indicated that the use of Vygotsky's sociocultural learning theory was very useful to involve every pupil in authentic communication tasks, which also provided a supportive communicative environment. Task-based and theme-based learning, such as stories, songs, games, project work and pair work is shown to be beneficial to increase pupils’ motivation towards speaking.
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Omar, Maizurah. "The skills required by teachers to make effective and appropriate use of visual materials." Thesis, Boston Spa, U.K. : British Library Document Supply Centre, 2000. http://ethos.bl.uk/OrderDetails.do?did=1&uin=uk.bl.ethos.323552.

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Books on the topic "Classroom teaching skills"

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Classroom teaching skills. 9th ed. Belmonte, CA: Brookes/Cole, 2010.

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Moore, Kenneth D. Classroom teaching skills. 3rd ed. New York: McGraw-Hill, 1995.

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Moore, Kenneth D. Classroom teaching skills. 4th ed. Boston: McGraw-Hill, 1998.

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Moore, Kenneth D. Classroom teaching skills. 5th ed. Boston: McGraw-Hill, 2001.

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Classroom teaching skills. 6th ed. Boston, MA: McGraw-Hill, 2007.

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Classroom teaching skills. 2nd ed. New York: McGraw-Hill, 1992.

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Classroom teaching skills: A primer. New York: Random House, 1989.

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Kyriacou, Chris. Essential teaching skills. Oxford, England: Blackwell Education, 1991.

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Kyriacou, Chris. Essential teaching skills. Hemel Hempstead: Simon & Schuster Education, 1991.

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Mager, Eileen W. Classroom presentation skills workshop. 2nd ed. Carefree, Ariz. (P.O. Box 1233, Carefree 85377): Mager Associates, 1991.

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Book chapters on the topic "Classroom teaching skills"

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Starko, Alane Jordan. "Teaching Creative Thinking Skills and Habits." In Creativity in the Classroom, 141–206. Sixth Edition. | New York : Routledge, 2018. | “Fifth edition published by Routledge 2014”—T.p. verso.: Routledge, 2017. http://dx.doi.org/10.4324/9781315391625-8.

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Cleary, Timothy J. "Teaching SRL Skills: Classroom Testing Activities." In The Self-Regulated Learning Guide, 121–38. New York: Routledge, 2018.: Routledge, 2018. http://dx.doi.org/10.4324/9781315693378-9.

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"MANAGEMENT DURING TEACHING." In Classroom Teaching Skills, 30–32. Routledge, 2006. http://dx.doi.org/10.4324/9780203135983-16.

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"Teaching SkillsE.C. Wragg." In Classroom Teaching Skills, 10. Routledge, 2006. http://dx.doi.org/10.4324/9780203135983-7.

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"The "Thinking" Classroom." In Teaching Thinking Skills, 73–80. Routledge, 2012. http://dx.doi.org/10.4324/9780203056110-11.

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"of teaching educational theory." In Classroom Teaching Skills, 212. Routledge, 2006. http://dx.doi.org/10.4324/9780203135983-80.

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"of such prescriptions argue that much of the American." In Classroom Teaching Skills, 14. Routledge, 2006. http://dx.doi.org/10.4324/9780203135983-10.

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"universal agreement. fIrst might be that the behaviour concerned facilitates pupils'." In Classroom Teaching Skills, 15–20. Routledge, 2006. http://dx.doi.org/10.4324/9780203135983-11.

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"of the nineteenth-century normal school, but." In Classroom Teaching Skills, 21–22. Routledge, 2006. http://dx.doi.org/10.4324/9780203135983-12.

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"subject knowledge required by the new BEd degrees. Students often complained that teaching skills were neglected, and one National Foundation for Educational Research (NFER) study by James and Choppin (1977) which polled 519 would-be teachers at the school level, found that they, as yet uncontaminated by a training course,." In Classroom Teaching Skills, 23–24. Routledge, 2006. http://dx.doi.org/10.4324/9780203135983-13.

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Conference papers on the topic "Classroom teaching skills"

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Kropp, Martin, Andreas Meier, and Robert Biddle. "Teaching Agile Collaboration Skills in the Classroom." In 2016 IEEE 29th International Conference on Software Engineering Education and Training (CSEET). IEEE, 2016. http://dx.doi.org/10.1109/cseet.2016.27.

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"Analysis on factors influencing learning effect in classroom teaching interaction." In 2020 Conference on Educational Science and Educational Skills. Scholar Publishing Group, 2020. http://dx.doi.org/10.38007/proceedings.0000665.

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Fenrich, Peter. "An Instructional Model for Teaching Troubleshooting Skills." In 2002 Informing Science + IT Education Conference. Informing Science Institute, 2002. http://dx.doi.org/10.28945/2478.

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It is typically difficult or impractical to teach troubleshooting skills in a classroom or lab setting. A computer-based training software package was designed and developed to teach students the problematic skill of how to troubleshoot malfunctions in hydronic heating systems. A summative evaluation was needed to ascertain whether the skills learned on the computer would transfer to the real world. The results of this study show that the instructional model used in teaching learners how to troubleshoot hydronic heating systems was effective (p < 0.001). Learners were able to transfer what they learned on the computer to real systems. Students can effectively learn these troubleshooting skills through CD-ROM delivery without instructor intervention. It is hypothesized that this unique instructional model can be used to teach other troubleshooting skills. This paper describes the initial project and discusses the summative evaluation results.
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Chen, Nai-Rong, Qin-Zhi Zeng, Jiu-Ping Rao, and Qiao-Jia Lin. "The skills of creating PowerPoint slide for classroom teaching." In 2nd Annual International Conference on Social Science and Contemporary Humanity Development. Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/sschd-16.2016.67.

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Papoyan, A. "TEACHING SUMMARIZING AND PARAPHRASING SKILLS IN A FOREIGN LANGUAGE CLASSROOM." In Proceedings of the XXXI International Scientific and Practical Conference. RS Global Sp. z O.O., 2021. http://dx.doi.org/10.31435/rsglobal_conf/30082021/7647.

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Paraphrasing and summarizing are powerful skills that everyone should develop while learning a foreign language. These two tools are the main clues for integrating the sources into the papers. Paraphrasing and summarizing are very useful as they allow to convey other’s ideas in one’s speech without cluttering up the paragraphs with quotation marks. It is important to be able to summarize and paraphrase correctly to effectively integrate the research into the paper without any plagiarism. By paraphrasing and summarizing the writer shows a full understanding of the topic, identifies the most important information and explains it using his way of outlook. The article tries to highlight the main characteristic features of paraphrasing and summarizing skills, suggests some ways how to develop them and tries to find out the existing differences between them.
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"Ideological and political teaching in major of finance based on the "flipped classroom"." In 2020 Conference on Educational Science and Educational Skills. Scholar Publishing Group, 2020. http://dx.doi.org/10.38007/proceedings.0000583.

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Hu, Guo. "The Teachers' Teaching Skills Affect on the Classroom - Teaching Quality in the Fashion Design Teaching." In International Conference on Education, Management, Commerce and Society. Paris, France: Atlantis Press, 2015. http://dx.doi.org/10.2991/emcs-15.2015.17.

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"Reform of Piano Basic Course Teaching for College Music Performance Major——Research on the Application of Flipped Classroom in Teaching." In 2020 Conference on Educational Science and Educational Skills. Scholar Publishing Group, 2020. http://dx.doi.org/10.38007/proceedings.0000680.

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"Teaching or Guiding---A Major Discussion for Advanced English Lectures——Comparison between Traditional Lecturing and Flipped Classroom in Advanced English Teaching." In 2020 Conference on Educational Science and Educational Skills. Scholar Publishing Group, 2020. http://dx.doi.org/10.38007/proceedings.0000644.

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Andajani, Kusubakti, Endang Sri Andayani, Endah Tri Priyatni, Achmad Supriyanto, Arda Purnama Putra, and Shandhika Widyastuti. "Online Training Design to Improve Basic Teaching Skills Using Flipped Classroom." In 2020 6th International Conference on Education and Technology (ICET). IEEE, 2020. http://dx.doi.org/10.1109/icet51153.2020.9276595.

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Reports on the topic "Classroom teaching skills"

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Bakhshaei, Mahsa, Angela Hardy, Jason Ravitz, and John Seylar. Scaling Up Classroom Coaching for Impactful Technology Use. Digital Promise, September 2019. http://dx.doi.org/10.51388/20.500.12265/82.

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Research findings from the second year of the Dynamic Learning Project suggest that technology coaching leads to an increase in impactful use of technology in the classroom. In the 2018-19 school year, we worked with coaches in 100 schools across seven states, doubling in size from the pilot year. Our data shows that teachers who received coaching as part of the Dynamic Learning Project reported greater skills in leveraging technology in their teaching, which resulted in increased student engagement and learning.
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Masters, Geoff. Time for a paradigm shift in school education? Australian Council for Educational Research, November 2020. http://dx.doi.org/10.37517/91645.2020.1.

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The thesis of this essay is that the current schooling paradigm is in need of review and that the answer may lie in a shift in how we think about teaching and learning. Under the prevailing paradigm, the role of teachers is to deliver the year-level curriculum to all students in a year level. This mismatch has unfortunate consequences for both teaching and learning. Currently, many students are not ready for their year-level curriculum because they lack prerequisite knowledge, skills and understandings. The basis for an alternative paradigm and a 'new normal' is presented. The essay addresses concerns raised about changes to curriculum, including that: changing the structure of the curriculum will mean abandoning year levels; teachers will be unable to manage classrooms in which students are not all working on the same content at the same time; some students will be disadvantaged if students are not all taught the same content at the same time; a restructured curriculum will result in ‘streaming’ and/or require the development of individual learning plans; a restructured curriculum will lower educational standards; and it will not be possible to do this in some subjects.
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