Call-to-Action: Integrating Peer Instruction The whole idea was that we can allow our students to be successful. We can help them learn, and learn at a higher level, with more confidence. As these interactive techniques may be new to many students, it is important to motivate them to participate in Peer Instruction from the very beginning of the course. We can encourage our students to participate in interactive learning by explaining the method at the beginning of the module. Also, during the peer discussion phase of Peer Instruction, we can make sure we direct students to discuss their answers with another student who has a different answer.
From a sociocultural perspective, the role of the teacher is significant in the enhancement of productive collaboration processes (Hämäläinen & Vähäsantanen, 2011). Through interaction and feedback, students learn from each other and help each other to improve on the quality of ideas during the construction and re-construction of knowledge (Looi et al., 2010). Decades of research illustrate the benefits of inquiry-based and cooperative learning to help students develop the knowledge and skills necessary to be successful in a rapidly changing world (Barron & Darling-Hammond, 2008). Teachers should create classroom environments to meet individual students’ interests and needs, design curriculum to ensure open-ended activities, and utilize real-life contexts for assessing and reporting learning outcomes. These strategies help students not only become more versed in creative thinking, but also situate them in an environment that fosters creativity (Hong et al.,2009).
different backgrounds, life experiences, thoughts, learning styles, and the interactions among them are multi-dimensions. Maria and Pavlou (2008) in their study showed that mixed-ability classes provided students access to more learning opportunities. Johnson and Johnson (1987) recommended that assigning students of different abilities in the same group could maximize the strength of each group. Such ability variety within the same group creates an effective learning environment and provides learning opportunities for low-level students as well as opportunities to more advance students. For instance, when learners with learning problem are grouped with highly gifted learners, they will be motivated to learn as they will not only be learning from their teacher.
Although teachers may recognise the need for learning which demonstrates the qualities discussed earlier, it is important as they reflect on evidence of student learning, and on students’ perceptions about it, to recognise that there is likely to be a wide range in students’ learning orientations (Beaty, Gibbs, & Morgan, 1997), and that measures to enhance learning will need to assist students across this range. This becomes of crucial importance when the classroom extends across campus and national boundaries. This study will be beneficial for both teacher and students, this reflective practice help them to become more aware of how they make things, teacher as a facilitator will give an activity which give improvement to the students learning and students experiences, although students have a different point of view and styles in learning, it is important as they reflect on evidence of student learning, and on students’ perceptions about it, to recognize that there is likely to be a wide range in students’ learning orientations (Beaty, Gibbs, & Morgan,
In addition, Waiganjo, Ngesa,Cheplogol and Wambugu (2014) opined that in cooperative learning, the learner is an active participant in knowledge construction. This implies that, the ongoing of discussion and debate help the learner to construct his or her knowledge which in turn result to improving their academic achievement. Inspite of the obvious benefits of cooperative learning, kizlik (2010) stated some of its disadvantages as; some students do not work well this way; loner find it difficult to share answers. Aggressive students try to take over the group while bright students tend to act superiorly. These limitations notwithstanding, the assets of cooperative
Whether it being traditional or contemporary, teachers have a various tactics such as rational arguments and creative ways (McBer, n.d.) to leave an impact on students and to influence them in bringing about positive outcomes. Petty (2009) supports the importance of teachers having an impact and influence on students and adds that effective teachers can first of all recognize the potential of the students. After recognizing the potential of students, teachers now should think analytically and conceptually as discussed earlier and develop a lesson plan that encourages students to reach their full potential or even challenging students to reach a higher level of learning. In addition, McBer (n.d.) and Petty (2009), share that there are informal ways of influencing students. When a teacher has a closer proximity with a student, the teacher will understand the student better which lead to a better understanding of the students learning styles.
Teaching the students self-control is important and takes time. Students will make mistakes but teaches need to make the mistake a learning tool by teaching the students a better way to conduct themselves. He writes “When we are unreasonable with students and humiliate them into submission, the benefit is really for the teacher and not the students”, this really hit home for me, I have seen that happen and the student shut down and he had a miserable rest of his year. We need to instill confidence in our students not talk poorly to them. Chapter Five-The Quiet Man (76-89) As I was reading this I was thinking that it was written just for me.
So, the important thing is how you deliver the lectures in the classroom on what nature of topic? If we chose the right topic and strategy than lecture method would be a key teaching method for higher level students. Learners can get the enjoyable experience from the lecture methods. I would suggest three key points that help to increase the meaningfulness of lecture method. The first is attract the students’ attention and interest on contents.
*The role of the teacher is simply to provide a service to the learners work with the subject (Anonymous, 2013). Learning is a continuous process of growth and development acquired through self-activity and personal experience. It takes place within the students. The teacher should motivate the students to get involved in activities that are meaningful, appealing and varied students learn faster when they manipulate materials during
Problem-based learning (PBL) is a method of learning and teaching which allows students to focus on how they will learn and what they will learn. An unfamiliar problem, situation or task is presented to the students (by the lecturer or tutor) and students are required to determine for themselves how they will solve the problem. This method allows students to use their information in the given topic and identify the gaps in their knowledge as they have to solve the problem. The PBL and teaching method’s main aim is to develop the learner’s logical thinking and creative thinking, which can be actualized by solving problems and overcoming the problematic situations. Consequently the method’s problems are shown below: 1.