IMPEDIMENTS FACED BY TEACHERS IN APPLYING ACTIVE LEARNING STRATEGIES IN LANGUAGE CLASSES IN ENHANCING LISTENING SKILLS

Purpose: The study analyses how active learning strategies can improve the learners’ language skills especially the listening skills with the use of various active learning strategies and blended teaching. It also shed light on the aim and purpose of certain strategies that will make the class more student-centered and engages the learners actively. It supports the constructivist approach a theory that underlies active learning. The study involves a survey conducted in some private, semi-urban, CBSE, middle schools in Chennai on the English teachers in understanding their opinion on using active learning strategies in class to enhance the learners’ language skills in a day-to-day classroom. The data collected from the survey form and details from one-on-one interaction with teachers will help the researcher learn the impediments faced by the teachers in implementing these strategies in the classroom. Methodology: The survey sheet is a questionnaire that focuses on the teacher’s classroom practices. It involves certain aspects such as Teaching methodology, teaching strategies, assessments, Feedback and its efficacy and Teacher attitude towards students. The questionnaire besides MCQs also had some one-line questions to which teachers had to answer. The survey was conducted on 50 teachers from 6 different schools teaching English in Middle schools of the semi-urban area of Chennai. Main Findings: The various barriers faced by the teachers in implementing active learning strategies are found in the survey conducted. It was also observed that there was some dearth of knowledge among teachers in the contemporary theories that lead to the resistance of the teachers in conducting the activities. Application: The methods mentioned in the paper can be adopted by teachers who also feel that the major reasons for their resistance in using active learning strategies in their day-to-day class are categorically similar to the reasons mentioned in the paper. Novelty: The methods suggested in the paper are a combination of active learning which is a theory predominantly based on constructivism and blended teaching. Although the reasons mentioned by the teachers in the survey are major limitations in planning an active learning class, these can be controlled to an extent by planning these strategies with resources suitable to one’s learner group and using certain active learning strategies in class with the students.

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Active Learning and Student Engagement in Mathematics at Madrasah Ibtidâ’iyah Al-Jauharotunnaqiyah

Excellence in Higher Education ◽

10.5195/ehe.2011.60 ◽

2011 ◽

Vol 2 (2) ◽

pp. 109-113 ◽

Cited By ~ 1

Author(s):

Ir. Kartina ◽

Udi Samanhudi ◽

Siti Aisyah ◽

Lukman Nulhakim ◽

Sutrisno Sadji Evendi ◽

...

Keyword(s):

Active Learning ◽

Learning Strategies ◽

Mathematics Classroom ◽

Research Literature ◽

Teaching Methodology ◽

Action Research Project ◽

Models Of Teaching ◽

Collaborative Intervention ◽

Active Learning Strategies ◽

The University

Teaching for active learning has been widely recognized as a more effective teaching methodology than traditional transmission models of teaching. However, numerous studies have documented the persistence of traditional teaching methods despite the extensive research literature on the effectiveness of teaching for active learning and frequent efforts to train teachers to use this approach in their classrooms. In this article a team of lecturers from the University of Sultan Ageng Tirtayasa (UNTIRTA: Universitas Sultan Ageng Tirtayasa) in Indonesia report on an action research project carried out at an elementary-level madrasah in the city of Cilegon. Members of the team gathered qualitative data through interviews, focus groups, and classroom observations in order to better understand the challenges teachers faced in teaching for active learning before designing and carrying out a collaborative intervention designed to help teachers use active learning strategies in a mathematics classroom. Key Words: Active Learning, Madrasah, Mathematics, Indonesia

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Improved Student Learning through a Faculty Learning Community: How Faculty Collaboration Transformed a Large-Enrollment Course from Lecture to Student Centered

CBE—Life Sciences Education ◽

10.1187/cbe.14-07-0112 ◽

2016 ◽

Vol 15 (2) ◽

pp. ar22 ◽

Cited By ~ 15

Author(s):

Emily R. Elliott ◽

Robert D. Reason ◽

Clark R. Coffman ◽

Eric J. Gangloff ◽

Jeffrey R. Raker ◽

...

Keyword(s):

Active Learning ◽

Student Learning ◽

Learning Community ◽

Learning Strategies ◽

Learning Gains ◽

Introductory Biology ◽

Student Centered ◽

Faculty Learning Community ◽

Active Learning Strategies ◽

Large Enrollment

Undergraduate introductory biology courses are changing based on our growing understanding of how students learn and rapid scientific advancement in the biological sciences. At Iowa State University, faculty instructors are transforming a second-semester large-enrollment introductory biology course to include active learning within the lecture setting. To support this change, we set up a faculty learning community (FLC) in which instructors develop new pedagogies, adapt active-learning strategies to large courses, discuss challenges and progress, critique and revise classroom interventions, and share materials. We present data on how the collaborative work of the FLC led to increased implementation of active-learning strategies and a concurrent improvement in student learning. Interestingly, student learning gains correlate with the percentage of classroom time spent in active-learning modes. Furthermore, student attitudes toward learning biology are weakly positively correlated with these learning gains. At our institution, the FLC framework serves as an agent of iterative emergent change, resulting in the creation of a more student-centered course that better supports learning.

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Active Learning Strategies for Online and Blended Learning Environments

Flipped Instruction ◽

10.4018/978-1-5225-1803-7.ch006 ◽

2017 ◽

pp. 88-114 ◽

Cited By ~ 2

Author(s):

Cynthia Cummings ◽

Diane Mason ◽

Kaye Shelton ◽

Katie Baur

Keyword(s):

Active Learning ◽

Learning Environments ◽

Learning Strategies ◽

Teaching And Learning ◽

Learning Opportunities ◽

Student Centered ◽

Skill Sets ◽

Learner Centered ◽

Use Of Technology ◽

Active Learning Strategies

Students must be engaged in active learning opportunities that allow them to feel connected to the class and not just a passive spectator. However, that may require the instructor to learn and try different methods of teaching and learning that are more student-centered and less faculty-centered. The purpose of this chapter is to assist faculty in developing active learning strategies that will advance their personal skill sets to better embrace learner-centered instruction with the use of technology tools for online and blended environments.

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Active Learning Strategies for Online and Blended Learning Environments

Models for Improving and Optimizing Online and Blended Learning in Higher Education - Advances in Higher Education and Professional Development ◽

10.4018/978-1-4666-6280-3.ch004 ◽

2015 ◽

pp. 58-82 ◽

Cited By ~ 3

Author(s):

Cynthia Cummings ◽

Diane Mason ◽

Kaye Shelton ◽

Katie Baur

Keyword(s):

Active Learning ◽

Learning Environments ◽

Learning Strategies ◽

Teaching And Learning ◽

Learning Opportunities ◽

Student Centered ◽

Skill Sets ◽

Learner Centered ◽

Use Of Technology ◽

Active Learning Strategies

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Starting Right: Using “Biophilia,” Organism Cards, & Key Themes in Biology to Introduce Student-Centered Active-Learning Strategies at the Beginning of a Course

The American Biology Teacher ◽

10.1525/abt.2013.75.4.11 ◽

2013 ◽

Vol 75 (4) ◽

pp. 285-289

Author(s):

Kelsey Metzger

Keyword(s):

Active Learning ◽

Learning Environment ◽

Learning Strategies ◽

Learning Experiences ◽

Previous Knowledge ◽

Student Centered ◽

Positive Learning Environment ◽

Active Learning Strategies

To create rich learning experiences, it is important to engage students from the very beginning of a course and lay the foundation for constructing a community of active learners. The activities described here using “organism cards” connect students’ previous knowledge to course goals and address key themes in biology while initiating student-centered and active learning. Using these approaches from the very first day of class can contribute to creating a positive learning environment in which students engage with each other and instructors, resulting in significant learning experiences.

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Development and use of student-centered active learning strategies in geography classrooms

The Journal of The Korean Association of Geographic and Environmental Education ◽

10.17279/jkagee.2015.23.1.65 ◽

2015 ◽

Vol 23 (1) ◽

pp. 65-82 ◽

Cited By ~ 1

Author(s):

이종원

Keyword(s):

Active Learning ◽

Learning Strategies ◽

Student Centered ◽

Active Learning Strategies

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The Success of The Teaching Methods of Prophet Muhammad (PBUH) in Engineering Education

Journal of Islam and Science ◽

10.24252/jis.v7i2.15038 ◽

2020 ◽

Vol 7 (2) ◽

pp. 61

Author(s):

Zin Eddine Dadach

Keyword(s):

Active Learning ◽

Engineering Education ◽

Learning Strategies ◽

Teaching Methods ◽

Effective Teachers ◽

Positive Impact ◽

Teaching Methodology ◽

Average Performance ◽

Educational Methods ◽

Active Learning Strategies

Literature has shown that effective teachers have succeeded in making students feel good about school and learning, thus increasing student achievement. Moreover, students in an actively taught class do a better job of learning (memorizing) the material they are exposed to, compared to those in a passively taught section. The main goal of this paper is to show that the teaching methods of Prophet Muhammad (PBUH) are successful tools for engineering education. First, to fully deliver his message, Prophet Muhammad (PBUH) addressed the hearts of followers to become the beloved one in order to inspire them to listen to his message. Secondly, in order to maximize the effects of his message, he used a type of speech that made his followers think during his educational methods. He utilized analogies and active learning strategies to enhance the imagination and curiosity of the listeners. As utilized by The Prophet (PBUH), the literature review highlights the use of analogies and active learning have a positive impact on both performance and the motivation of students to learn. Moreover, these teaching strategies engage students in higher thinking to be deeply involved in learning. From this perspective, the success of the utilization of the teaching methodology of our Beloved Teacher (PBUH) is demonstrated by the fact that the performance of thirty-eight (69%) students was higher in a process control course than the average performance in the department. Additionally, the results also show that the combined methodology, including analogies and active learning, increased the intrinsic motivation of twenty-two (40%) students.

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Teachers’ perceptions and concerns about implementing active learning in teaching EFL literature. A case study at Tlemcen University, Algeria

Global Journal of Foreign Language Teaching ◽

10.18844/gjflt.v11i3.5815 ◽

2021 ◽

Vol 11 (3) ◽

pp. 216-225

Author(s):

Mohammed Kheladi

Keyword(s):

Active Learning ◽

Learning Strategies ◽

Teacher Development ◽

Structured Interview ◽

Teaching Methodology ◽

Literature Teaching ◽

Teachers Perceptions ◽

Active Learning Strategies

One of the major features of literature teaching in Algeria is the use of teacher-centred instructional approaches based on unidirectional lecturing and extended presentations. The paper examines teachers’ perceptions of and their concerns in implementing complex active learning strategies in their classrooms. The research is a case study conducted at the Department of English at Tlemcen University, Algeria. A qualitative approach was adopted in the analysis of the data collected through a structured interview held with three teachers. The findings revealed that despite the teachers’ recognition of the crucial role of active learning strategies in sustaining students’ engagement with the literature, they are still reluctant to introduce them into their teaching owing to a host of personal reasons and other background and contextual challenges. In response to this, the paper suggests the urgent reconsideration of the applied literature teaching methodology, stressing the role of teacher development to make active learning a successful approach in the classroom. Keywords: Active learning, literature teaching, teachers ‘perceptions, traditional approaches, teacher development.

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