The purpose of this study is to investigate and explain the optimal teaching strategies in multi-grade classrooms in elementary period from the perspective of teachers with a phenomenological approach. To understand the lived experience of the participants, the interpretive representational method from qualitative research approaches has been used. Examples of the present study are teachers who have taught in multi-grade classes for more than five years. Data were collected through in-depth semi-structured interviews and then analyzed by Van Manen method. Based on the research findings, the most important effective teaching strategies in multi-grade classes in elementary school from the perspective of teachers are: the use of integrated multilevel teaching methods, the use of role-playing methods, the use of collaboration and group discussion methods, the use of teacher-assistant strategies, the use of environmental capacities and management and organization of the classroom. As a result, point of view from the interviewees, the application of appropriate teaching strategies in multi-grade classrooms can lead to more effective teaching and further lead to deeper learning of students.
kordloo, M. , Moradi, A. and AMIRAHMADI, Y. (2022). Optimal teaching strategies in multi-grade classrooms: A phenomenological study. Research in Teaching Integrated and Multi-Grade Classes, 1(2), -.
MLA
kordloo, M. , , Moradi, A. , and AMIRAHMADI, Y. . "Optimal teaching strategies in multi-grade classrooms: A phenomenological study", Research in Teaching Integrated and Multi-Grade Classes, 1, 2, 2022, -.
HARVARD
kordloo, M., Moradi, A., AMIRAHMADI, Y. (2022). 'Optimal teaching strategies in multi-grade classrooms: A phenomenological study', Research in Teaching Integrated and Multi-Grade Classes, 1(2), pp. -.
CHICAGO
M. kordloo , A. Moradi and Y. AMIRAHMADI, "Optimal teaching strategies in multi-grade classrooms: A phenomenological study," Research in Teaching Integrated and Multi-Grade Classes, 1 2 (2022): -,
VANCOUVER
kordloo, M., Moradi, A., AMIRAHMADI, Y. Optimal teaching strategies in multi-grade classrooms: A phenomenological study. Research in Teaching Integrated and Multi-Grade Classes, 2022; 1(2): -.