But it also involves the reasons or goals that underlie their participation or nonparticipation in classroom activities. Although students may be equally motivated to perform a task, the sources of their motivation may differ. That is, students should have many sources of motivation in their learning experience in each class. (Palmer, 2007; Debnath, 2005; D’Souza and Maheshwari, 2010). Motivation to learn is characterized by continuing, quality involvement in learning process.
This involves taking the information that your audience has to learn and changing it into material that is both meaningful and clear. As an instructional designer your work should help learners to see the bigger picture, which is accomplished by putting the various bits of information together in a coherent manner. In short, as an instructional designer your job isn’t simply to present people with information, but to help them make sense of it. What Duties Might I Have As An Instructional Designer? One of your primary duties as an instructional designer will be to identify the learning needs of students by working with subject matter experts.
The IEP records are only used as a starting point for teaching the student and it is up to the teacher to know the students strengths and weakness in learning. The student and teacher can discover together how best to help each student in the classroom, for each student has unique learning qualities. The teacher is aware of a problem and the next step is taking action to be better prepared for parent report card conferences. Whether that involves talking to a special education specialist for additional guidance, possibly moving the
Reliability talks about fairness and the condition in which an assessment is given. And lastly purpose, it is important to ensure that you as the teacher know the purpose behind your assessment tool. The purpose of an assessment can be diagnostic, formative – assessments for learning or summative – assessments for certification. Assessments must be used as tools to support learning not hinder it. During TE my supervising teacher asked me to moderate her cycle tests as she believed it was a necessary skill to learn.
The students must be taught to have independence. Self-regulated learners are not willing to listen or don’t care what their peers have to say about learning a particular subject. They understand how they learn. This is more an issue of furthering the development of a student into self-directed learner not that of self-directed learning failing. It is only natural that there be a culture shift from the lecture sort of feed-me kind of mentality to that of one who goes and hunts for their own information to learn.
The answer is quite simple, via mediation. In simple terms, mediation is where the educator acts out the role 'to be in the middle' of the work (or concept) and the child. Thereby guiding the learner to derive at a desired point on their own without you as the educator actually ‘putting’ the child there. This means that the mediator doesn't offer solutions, but merely fosters tangible communication between the learner and the coursework. Cooperative learning, united with a problem-centred methodology, will encourage learners to own the learning material and seek their own solutions to the problems.
The concept of learning is changing from lecturers teaching to student learning. The assumption of this shift is based on students who are expected to improve their ability in enriching knowledge, attitudes and skills based on competencies in the curriculum. Thus, it can be said that student activeness is an indicator of meaningful learning. Meaningful learning is an approach in the management of learning systems through active learning ways toward independent learning. The ability to learn independently is the ultimate goal of meaningful learning.
These teachers might attend workshops or seminars to discover new methods of teaching proven to increase student development. The pedagogic tools in teaching strategies aims to provide opportunities for all students to learn, based on their current skill levels. Teachers adjust lesson plans to address learning styles of individual pupils after assessing their home environment, interests, level of ability, and culture. With the use of pedagogical tools in teaching strategies can foster respect for students from different ethnic backgrounds and religions. Teachers might become creative in devising lessons to keep struggling students from falling
There are time that the teacher may provide a feedback that is not easily understood by the students in what is the purpose of this. Once stated by Mirabelle Walker, it is important that feedback 'bridges the gap'. Comments on work should identify the gap between the desired standards and the student's achievement - then offer guidance on how to close the gap in future. Decades of education research support the idea that by teaching less and providing more feedback, we can produce greater learning (see Bransford, Brown, & Cocking, 2000; Hattie, 2008; Marzano, Pickering, & Pollock, 2001). Providing students with meaningful information prior to an assessment task gives them every opportunity to present their best possible response to a given task.
A teacher should play many roles in the classroom. Teachers should build up the competencies in techniques and strategies for knowledge acquisition, a tactics for peaceful and harmonious co-existence with others and actualize their own potentials. Teacher’s attitude towards teaching is the key factor for success of any institution. The world is always in a state of flux. Teachers should modify the methods of teaching according to the changing world and impart the right type of education for the future generations.