Teacher Perception on Multimodal Strategies in the Classroom

Why teachers' perceptions are essential in teaching a diverse population?

Multimodal strategies

Multimodal teaching is a strategy where students learn through different modes and not only through traditional lectures and discussions (Lee, 2019). MMS combines technology and various instructional strategies based on the VARK models (visual, auditory, reading/writing, and kinesthetic). Technology advancements offer a wide range of activities involving multimodal learning (Lee, 2019). Teachers are not utilizing the available resources for MMS because of a lack of training on how to use these in a traditional and online classroom (Hamilton et al., 2020). Action-based research was conducted to identify the classroom teacher's needs to use MMS in the school district and the finding from the study. The following results emerge from the survey:

1. Teachers are familiar with the different multimodal strategies. The most common strategy they use is educational games, project-based learning, and the least restrictive environment.

2. Covid-19 restrictions affected how teachers implement MMS in the school.

3. Class size, time constraints, and classroom dynamics are some of the barriers teachers identified in using MMS.

4. Teachers do not receive enough training on using MMS in face-to-face and online learning environments.

5. Teachers think that using an interdisciplinary approach in teaching will positively impact students' academic performance. The concept is constantly repeated in different classes. Because of this, the students have a deeper understanding of the concept.

6. Teachers are using different instructional strategies based on the VARK model.

7. Project-Based learning is the recommended MMS that can also be used in an interdisciplinary approach.

MMS offers opportunities to diverse students to learn concepts in a nontraditional way. Educational games and technology-enhanced simulations are two of my favorite MMS used in the classroom. Students enjoyed using educational games in reviewing concepts compared to the traditional pen and paper activities. Gimkit and Blooket are some educational games that I used in my classroom; they can do Math drills while having fun and collaborating with their classmates. One of Common Core State Standards goals is to prepare learners for a technology-based work environment. With technology-enhanced simulation in the classroom, educators can provide real-life scenarios to students. The Covid-19 pandemic put a lot of restrictions on hands-on activities that students do in the school. To address this problem, teachers used simulations to provide students hands-on experience while slowing down the spread of the virus (Perkins, 2020).

Action research provides the opportunity for educators to identify the problem and find a solution on their own instead of being the sole receiver of information from other research (Khan et al., 2019). Teachers' perception is vital in identifying effective instructional strategies. The data from the survey will be used to create a professional development program for teachers on the use of MMS in the classroom. The process of conducting an action-based research is a cycle that continuous evaluation is needed to provide teachers and diverse learners opportunities to learn (Ferrance, 2000).

For the complete presentation of the action based-research, download the file below.

Final_Module 9_Ducker_Action Research Presentation.pptx

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