Behavioral Objeaives and Flexible Grouping in Seventh Grade Mathematics

1970 ◽  
Vol 1 (4) ◽  
pp. 207-217
Author(s):  
James E. Bierden
Keyword(s):  
Individual Differences ◽  
Classroom Management ◽  
Student Performance ◽  
Mathematics Instruction ◽  
Seventh Grade ◽  
Flexible Grouping ◽  
Class Instruction ◽  
Class Grouping ◽  
Whole Class ◽  
Classroom Use

The purpose of this study was to explore and develop a form of classroom management to aid in the provision for individual differences among students in seventh-grade mathematics. The 2 major variations from standard classroom procedures were (1) the classroom use of detailed behavioral objectives related to the content of the course, and (2) a form of classroom management using a combination of whole-class instruction and flexible intra-class grouping based on achievement of the objectives. The evaluation of student performance suggests aspects of these variations have potential for improving mathematics instruction.

MINIMIZING CHAOS THROUGH COOPERATIVE CLASSROOM MANAGEMENT

2016 ◽  
Vol 12 (3) ◽  
pp. 15-22
Author(s):  
GENA RHOADES
Keyword(s):  
Classroom Management ◽  
Small Group ◽  
Small Groups ◽  
Group Work ◽  
Target Language ◽  
Whole Class ◽  
Teacher Trainer ◽  
Do So

There are many reasons for students to work in small groups in any class, but when the focus is on teaching them a language, the need to do so, multiplies. During my time as a teacher and teacher trainer, I have heard many reasons why teachers do not want to use group work, and it seems to boil down to a feeling of being unable to control the class. Fortunately, my first few years of teaching were in a program where small-group and whole class interactions were expected. Small classes gave students many opportunities to practice the target language and receive feedback from their peers and instructors.

Rethinking the Effects of Classroom Activity Structure on the Engagement of Low- Achieving Students

2009 ◽  
Vol 111 (7) ◽  
pp. 1665-1692 ◽  
Author(s):  
Sean Kelly ◽  
Julianne Turner
Keyword(s):  
Student Engagement ◽  
Achievement Motivation ◽  
Classroom Discourse ◽  
Research Question ◽  
Classroom Activity ◽  
Low Achieving Students ◽  
Activity Structure ◽  
Mode Of Instruction ◽  
Class Instruction ◽  
Whole Class

Background/Context A common perspective found in the literature on classroom activity structures hypothesizes that a whole-class mode of instruction is linked with increased problems of achievement motivation for low-achieving students. If whole-class methods of instruction (e.g., recitation-style question-and-answer sessions) are rich in evaluation and foster social comparisons among students, low-achieving students may become disengaged in an effort to avoid negative evaluations. It is important to consider the evidence on activity structures and engagement carefully because this perspective represents a sweeping critique, concluding essentially that the predominant mode of instruction in American schools is detrimental to achieving widespread educational success. Purpose/Objective/Research Question/Focus of Study Are whole-class modes of instruction linked with increased problems of achievement motivation and disengagement for low-achieving students? Research Design This study is a review of research on the association between student engagement and activity structure. We review both quantitative and qualitative studies investigating the link between activity structure and student engagement, with an emphasis on studies that identify an interaction between students’ level of achievement, activity structure, and engagement. In interpreting the evidence, we focus on studies of classroom discourse—particularly studies of dialogic and scaffolding instruction, which illustrate variability in the effects of whole-class instruction on student engagement. Conclusions/Recommendations Although many relationships between motivational climates and levels of engagement have been clearly documented, we find no conclusive evidence of a link between whole-class instruction and disengagement among low-achieving students. Research on classroom discourse illustrates that the activities that constitute whole-class instruction are not inherently problematic for low-achieving students and can, in fact, promote engagement.

Educational Service Provision for Students with Mild Intellectual Disability: Curriculum and Programming, Teaching Strategies and Classroom Management

1996 ◽  
Vol 20 (1) ◽  
pp. 25-39 ◽  
Author(s):  
Robert Conway ◽  
Greg Robinson ◽  
Phil Foreman ◽  
Ian Dempsey
Keyword(s):  
Intellectual Disability ◽  
Classroom Management ◽  
Teaching Strategies ◽  
Classroom Observations ◽  
Group Instruction ◽  
Mild Intellectual Disability ◽  
Teacher Interview ◽  
Class Instruction ◽  
Problem Solving Strategies ◽  
Based Instruction

This paper is the second of two which report the results of a three stage study of educational services to students with mild intellectual disability in two NSW Department of School Education regions. The three phases of the study involved a teacher questionnaire, a teacher interview and classroom observations. This paper reports results in the areas of curriculum and programming, teaching strategies and materials, and classroom management techniques within the special class setting. The study found that 85% of teachers would like a specific curriculum for students with mild intellectual disability and a similar percentage saw a need for greater inservicing and feedback on their programming. While teachers reported the use of a variety of teaching techniques including small group instruction, classroom observations showed that individual or whole class instruction was commonly used with no evidence of data-based instruction, cognitive, metacognitive or problem solving strategies. Some teachers found that classroom management took a considerable amount of their time while others, including those observed, had strong classroom control. Recommendations based on the findings in each of the three areas are also reported and discussed.

scholarly journals Computer Laboratory Teaching Management System for Improving Teaching and Learning

2018 ◽  
Vol 14 (09) ◽  
pp. 182
Author(s):  
Siham Gaber Farag
Keyword(s):  
Classroom Management ◽  
Student Performance ◽  
Management System ◽  
Teaching And Learning ◽  
Learning Technology ◽  
Teaching Management ◽  
Computer Laboratory ◽  
Computer Lab ◽  
Noticeable Increase ◽  
Management Staff

Rapid advancements in technology in today’s world have been accompanied by the need for equipping classrooms with the best educational technology. The biggest challenge in incorporating technology into learning is allowing students to take advantage of learning technology while ensuring that the class is productive and well managed. The main objective of this paper is to study the effects of using a classroom management system in computer lab sessions for smooth technology integration and effective computer lab management. The practice was evaluated through comparative analysis of the student performance, survey results and feedback from teachers, students, and IT management staff. Generally, the responses of participants were positive, more than 90% of them agreed that the system enhances the learning environment. The results analysis showed that there is a noticeable increase in student performance

Teaching seventh grade mathematics by television

1960 ◽  
Vol 53 (7) ◽  
pp. 543-547
Author(s):  
James N. Jacobs ◽  
Joan Bollenbacher
Keyword(s):  
Mathematics Instruction ◽  
Seventh Grade ◽  
Conventional Classroom

How does instruction in mathematics by television compare with mathematics instruction in the conventional classroom?

Students learn more when their teacher has learned to gesture effectively

Gesture ◽  
2013 ◽  
Vol 13 (2) ◽  
pp. 210-233 ◽  
Author(s):  
Martha W. Alibali ◽  
Andrew G. Young ◽  
Noelle M. Crooks ◽  
Amelia Yeo ◽  
Matthew S. Wolfgram ◽  
...  
Keyword(s):  
Mathematics Instruction ◽  
Instructional Communication ◽  
Seventh Grade ◽  
Before And After

Teachers’ gestures are an integral part of their instructional communication. In this study, we provided a teacher with a tutorial about ways to use gesture in connecting ideas in mathematics instruction, and we asked the teacher to teach sample lessons about slope and intercept before and after this tutorial. In response to the tutorial, the teacher enhanced his communication about links between ideas by increasing the frequency with which he expressed linked ideas multi-modally (i.e., using both speech and gesture), and by increasing the frequency with which he used simultaneous gestures to linked ideas. We then presented videos of a lesson the teacher provided before the tutorial (the baseline lesson) and one he provided after the tutorial (the enhanced-gesture lesson) to 42 seventh-grade students and assessed their learning. Students who received the enhanced-gesture lesson displayed greater learning about y-intercept than did students who received the baseline lesson. Thus, students learned more when their teacher had learned to gesture effectively.

scholarly journals Where the Place of Technology in Mathematics?

2019 ◽  
Vol 1 (2) ◽  
Author(s):  
Fitriati Fitriati
Keyword(s):  
Classroom Management ◽  
Mathematics Instruction ◽  
Mathematical Tasks ◽  
Specific Knowledge ◽  
Australian Curriculum ◽  
Educational Stakeholders ◽  
Technological Competence ◽  
Teacher Professional ◽  
Points Of View ◽  
Support Students

Technology integration in mathematics instruction is demanded throughout the educational system as it offers to support students achievement, teachers productivity, and effectiveness in classroom management. However, its implementation has presented some complex problems including lack of specific knowledge and skills of technological tools, diversity of points of view and beliefs, and the factor of time. This indicates that integrating technology to improve mathematics education is a challenging task. To ensure technology is used effectively to enhance students’ learning and teachers’ practice of mathematics, many facets need to be considered. Australian curriculum clearly mandated educational stakeholders to use technology to support daily mathematics instruction, but a direction of how to apply it in the classroom still unclear. It is suggested that more emphasis on rich mathematical tasks, productive pedagogies and developing teacher professional development that fosters both technological competence and pedagogy flexibility as proposed by many educational researchers is needed.

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