Identifying the cognitive strategies used by teachers to learn Persian language in the first grade of elementary school

Document Type : Original Article

Authors

1 Bachelor's student, Department of Educational Sciences, Urmia University, Urmia, Iran

2 Assistant Professor, Department of Educational Sciences, Faculty of Literature and Human Sciences, Urmia University, Urmia, Iran

Abstract

Objective: Achieving progress and academic performance is one of the important issues that can be investigated at the micro and macro levels of society because a person's success in society depends on their academic performance. The present study was conducted to identify the cognitive strategies used by teachers to teach Persian in the classroom.
Methodology: In order to achieve the research objectives, a sample of 10 teachers from Urmia city was selected using purposive sampling. Data was collected through structured interviews conducted over 4 sessions with the teachers.
Results: The research findings revealed that teachers can employ a variety of learning strategies to teach Persian language in the classroom. Strategies such as visual activities, narrative activities, and repetition can be used to teach words, while teaching the alphabet signs can involve repetition, narrative activities, teaching with poetry, and play dough. Creative spelling methods like grape and turtle spelling can be utilized for teaching spelling.
Conclusion: Therefore, teachers are encouraged to incorporate these strategies in their teaching practices and impart them to their students.

Keywords

New Approaches in Educational Management
Volume 1, Issue 1 - Serial Number 1
Spring
June 2024
Pages 1-11

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