The relationship between flexible reading groups and reading achievement in elementary school students

Despite the current emphasis on differentiating instruction to accommodate individual student learning needs, most reading instruction is taught primarily in static small groups or whole group settings. However, the use of flexible reading groups for reading instruction allows students to be appropriately challenged and avoids labeling a student\u27s reading readiness as stagnant. This study examines the relationship between flexible reading groups and reading achievement of 130 fifth grade students in one elementary school. The theoretical base for the research is grounded in the constructivist theory as supported by Vygotsky and Bruner. In this quasi-experimental quantitative research study, the effect of flexible reading groups on reading achievement was examined using a within-subject pretest and posttest single group design to compare gain scores using the Standardized Test of Achievement in Reading. The scores compared an eight week period of whole group instruction to an eight week period of flexible group instruction on the reading assessment. Data from the gain scores of the groups were statistically analyzed using a paired samples t test to determine whether or not the flexible reading groups had a positive effect on reading achievement. Statistical analysis yielded a statistically significant difference t(129) = 3.82, p \u3c .05 which was interpreted to mean that flexible reading groups significantly enhanced student learning. This study will contribute to the most recent research on flexible grouping and reading instruction by focusing on the implementation of flexible reading groups and establishing data to support the research on flexible group instruction. This study contributes to social change by providing educators with knowledge on differentiated instruction through the implementation of flexible groups as it relates to reading achievement

Student Perceptions of a 21st Century Learning Space

Higher education institutions are increasingly building or remodeling classrooms to become flexible spaces that support learner-centered instruction. However, little is known about the actual impact of these spaces on student outcomes. Using a mixed method design, this study examined student perceptions of a flexible learning space on student learning and engagement compared to traditional classrooms. Students reported that the flexible space enhanced their learning experience by supporting classroom engagement. This study demonstrates the importance of incorporating student perceptions when planning learning spaces and suggests a need for further studies on the complex relationships among space, student learning and motivation.

Easy Ways to Use Universal Design In Business Courses

The universal design for learning is an approach to designing curriculum and instruction to serve the needs of all students, including those with disabilities. The nine principles of universal design for learning are presented along with examples of course design, instructional materials, or teaching methods for business courses. Many of the examples are simple, easy changes for instructors that can make courses more flexible, inclusive, and accessible

Flexible Reading Groups And Social Emotional Needs In A First Grade Classroom

The goal of this curriculum design project is to design and integrate new lessons in my current first grade reading program that will enable students the opportunity to grow as a reader at the same time they are also strengthening their social emotional skills. Research from Michael Optiz and others demonstrates that students benefit from working with peers of varying ability levels through flexible groups. Joseph Zins, Roger Weissberg, Margaret Wang, and Herbert Walberg also have research that explains how integrating social emotional learning into the curriculum can be an important factor contributing to students success. Using this research as a foundation these newly developed lessons combine flexible grouping with social emotional learning while teaching reading in a first grade classroom. From the beginning of the school year this enhanced approach to teaching reading will have my students working in flexible groups. Working in flexible groups will enable them to work with peers of all ability levels while also they are working on social emotional learning. The new lessons will have my students learning about compliments, goal setting, and self reflection in the context of our reading instruction. Implementation of reading instruction that explicitly teaches some social emotional learning skills allow my students to work with peers of different abilities, complimenting and encouraging each other, self reflecting on their learning, and growing reading skills

Contours of Inclusion: Inclusive Arts Teaching and Learning

The purpose of this publication is to share models and case examples of the process of inclusive arts curriculum design and evaluation. The first section explains the conceptual and curriculum frameworks that were used in the analysis and generation of the featured case studies (i.e. Understanding by Design, Differentiated Instruction, and Universal Design for Learning). Data for the cases studies was collected from three urban sites (i.e. Los Angeles, San Francisco, and Boston) and included participant observations, student and teacher interviews, curriculum documentation, digital documentation of student learning, and transcripts from discussion forum and teleconference discussions from a professional learning community.The initial case studies by Glass and Barnum use the curricular frameworks to analyze and understand what inclusive practices look like in two case studies of arts-in-education programs that included students with disabilities. The second set of precedent case studies by Kronenberg and Blair, and Jenkins and Agois Hurel uses the frameworks to explain their process of including students by providing flexible arts learning options to support student learning of content standards. Both sets of case studies illuminate curricular design decisions and instructional strategies that supported the active engagement and learning of students with disabilities in educational settings shared with their peers. The second set of cases also illustrate the reflective process of using frameworks like Universal Design for Learning (UDL) to guide curricular design, responsive instructional differentiation, and the use of the arts as a rich, meaningful, and engaging option to support learning. Appended are curriculum design and evaluation tools. (Individual chapters contain references.

Multimedia cases in elementary science education:Design and development of a prototype

Multimedia cases intend to bring about fundamental changes in teacher education by bridging the gap between theory and practice. The use of information and communication technology in multimedia cases is expected to create a powerful and flexible learning environment. Such a learning environment is in line with a constructivist vision of teaching and learning. This paper focuses on the rationale behind case-based instruction by describing the design and development of a prototype and addressing the justification of underlying design decisions. Moreover, the prototype is briefly outlined and formative evaluation results are presented

Universal design for learning and multimedia technology: Supporting culturally and linguistically diverse students

Universal Design for Learning (UDL) is a framework for designing instruction to address the needs of a range of learners. The UDL guidelines define ways in which flexible options can be integrated into curriculum and instruction. This paper presents three classroom projects that illustrate how UDL was integrated into teaching and learning to support the needs of culturally and linguistically diverse K-12 students. In each project, teachers used readily-available software and created multimedia projects that addressed specific instructional goals, taking into account the needs of the culturally and linguistically diverse students in their classrooms. The paper provides information on how UDL checkpoints are addressed by each project, defining ways in which teachers can use digital media in creative ways to support the learning process

Increasing the Learning Performance and Experiences of the Accreditation and Equivalency (A&E) Learners through MELMA (Mobile-based Enhancement Learning Material)

To make Alternative Learning System (ALS) more flexible and inclusive, the researchers aimed to explore the possibilities of utilizing mobile learning as a delivery mode and tool in increasing the delivery of instruction and enhancing learning experiences of its clienteles of the Accreditation and Equivalency (A&E) Program. This study is divided into three (3) folds composed of the following: (a) first phase – design and development of the Mobile-based Enhancement Learning Material (MELMA); (b) second phase – implementation and experiment of the developed learning material; and, (c) learning experience assessment. The researchers employed sequential mixed method research design and involved the use of both quantitative (content, technical and aesthetic acceptability level checklist; pre- and post-test; significance assessment questionnaire) and qualitative (document analysis; in-depth interviews) instruments. Three groups of respondents were also purposively selected composed of the following: (a) first phase – fifty (50) product validators; (b) second phase – fifteen (15)A&E learners; and, (c) third phase – ten (10) A&E learner and teacher-respondents. Using the Analysis, Design, Development, Implementation and Evaluation (ADDIE) Model, the analyzed data went through quantitative (mean, t-test, analysis of variance) and qualitative (consensual qualitative research) means. The first phaseyielded acceptable and excellent ratings for the developed mobile learning material. The second phase showed a significant difference on the pre- and post-test results of the participating learners. It helped them increase their learning performance with the aid of the developed material. The third phase also revealed that there is a positive experience both from the teachers and learners because of the flexible learning anddifferentiated instruction designs. Keywords: Accreditation & Equivalency (A&E) Program, Enhancement Learning Material, Mobile-based learnin

Contextualizing The Higher Education In A Post-Pandemic Era: A Trisectoral Perception

The sudden shift towards remote learning two years ago to curb the spread of the pandemic caught educational institutions off-guard. It specifically proved to be a struggle in the Philippine context because as noted by Mineo (2020), not all learners were prepared for the shift in learning modalities. However, even with the current easing of restrictions nationwide, the Commission on Education chair Prospero de Vera III implied that as far as the higher education is concerned, flexible learning is now here to stay. As such, this study aimed to explore the perceptions of students, faculty members, and university administrators on hybrid flexible (HyFlex) instruction. The study utilized a mixed method research design. To interpret the results, frequency distributions and mean values were presented. Findings revealed that. While the students moderately agree that like the flexibility that hybrid flexible courses may offer, they were still undecided whether they can study at home as much as I can when attending face-to-face classes. On the other hand, faculty members and the university administrators mostly have positive perspectives on hybrid flexible (HyFlex) learning design which may be related to the fact that most of them already participated in trainings related to the designing and implementation of a hybrid flexible classroom. Accordingly, the following recommendations were formulated: for the students to continuously participate and engage in research studies that aims to devise teaching and learning continuity plan in the context of post-pandemic education; for faculty members to regularly attend capacity-building trainings; for the university administration in general to consider the hybrid flexible learning design as an option since both the students and faculty members were found to have positive perceptions on it; lastly, for future researchers to assess other organizational considerations related to the implementation of HyFlex courses