Here, people understand things through reflection and by analyzing changing social patterns, which in turn influences their view of the world. In this respect, Rigoni recommended that the curriculum should take this approach to enable educators to understand the struggles students experience while learning and develop mechanisms that will streamline the learning process. The approach makes it possible for teachers to identify essential content areas that would benefit students and include them in the curriculum. It also reinforces the concepts and skills of self-disclosure, professional use of self, critical self-reflection, and narrative inquiry that would enable educators to develop curriculums that would make the learning process easy for students and improve the quality of educational outcomes. Moreover, social learning promotes the development of wisdom and intuition in students, which is vital for their understanding of the world.
Additionally, the tasks need to be constructive and interlinked and provide a challenge to the students while also acting as a motivation factor. The adopting of effective teaching to match the personal strengths of the students ensures that a student’s learning outcome is achieved Holistic assessment should be encouraged to understand what the learner has captured on a learning
The first reason listed by Jillian Mourning in her article is just that. Students are actively engaged in what they are doing when they are manipulating the technology to the desires of their teacher. A well designed lesson around the use of technology can use its inquisitive nature to help push student participation. Active engagement is what allows students to have their natural desires to know or learn something come from themselves. This internal drive will create lifelong learners and will lead to more engaging lessons in the future.
It should provide them with feedback on their skill progression, motivate them to improve and contribute greatly to their overall development. It also guides the teacher, showing them both how and what the children are learning. This, in turn, enables them to adjust their lessons to account for all students in the classroom and self-reflect on their teaching practices for future planning. Given the wide
This sign supplements that theory well because to succeed in schooling, you must do all of those things in order to apply yourself the right way. This theory connects with PST numbers 1b, 2a, and 2b. These PSTs include are indicators for how the children are doing on their work inside of the classroom and making sure there is reinforcement within the classroom to help motivate the child. The last principle in the behavioral learning theory is “learning results from the effects of stimuli on responses” (Fetsco and McClure, BLT #3). When planning a lesson, the teacher must “provide the stimuli needed to produce the desired learning” (Fetsco and McClure, BLT #3).
Teachers conduct their assessment work based on various strategies and tools with one common objective, which is to improve students’ performance. Based on the article, “Formative Assessment That Truly Informs Instruction”, these strategies and tools can be grouped into four types: Observations, Conversations, Student Self-Evaluation, and Artifacts of Learning. For observations strategy, a teacher needs to carefully observe the way a student engage in language use and learning. Through the observations, the teacher is able to identify the student’s strengths and challenges. Then, the teacher can plan supportive classroom learning more effectively with the aim to improve student’s academic performance.
They are turning around their approach into a focus on creating positive school climate and responsive classroom as part of holistic quality education based on child rights where there is effective teaching and classroom management, thus enhancing students’ learning experiences. The motivational psychology researchers discovered several useful approaches and practices that can be implemented in the classroom for effective learning to take place (Miller, 2012). Teachers are using differentiation to support teaching and learning. Differentiation can vary in pace, activities, resources, teaching and learning styles in an attempt to best meet the needs of individual student. Various teaching strategies such as cooperative learning, active learning, role play and games and pedagogic tools are being integrated in educational theories in meaningful and useful ways to encourage task or learning achievements.
In the most general sense, it usually means encouraging students to use active techniques (experiments, real-world problem solving) to create more knowledge and then to reflect on and talk about what they are doing and how their understanding is changing. The teacher makes sure he/she understands the students ' preexisting conceptions, and guides the activity to address them and then build on them. Constructivism has many benefits namely: Children learn more, and enjoy learning more when they are actively involved; students learn how to think and understand and transfer learning; students create organizing principles that they can take with them to other learning settings; it gives students ownership of what they learn, since learning is based on students ' questions and explorations, and often the students have a hand in designing the assessments as well; it engages the students ' initiatives and personal investments in their journals, research reports, physical models, and artistic representations; and it promotes social and communication skills by creating a classroom environment that emphasizes collaboration and exchange of
Experiential learning, broadly, is any learning that supports students in applying their knowledge and conceptual understanding to real-world problems or situations where the instructor leads and encourage learning. The classroom, laboratory, or studio can serve as a setting for experiential learning through embedded activities such as case and problem-based studies, guided inquiry, simulations, experiments, or art projects (Wurdinger & Carl-son, 2010). Experiential learning helps the student to learn the skills they need for real-world success, also this will motivate students and support them to be a self-directed and life-long learner. Based on Kolb’s cycle of experiential learning, students experience the flow of experience, reflection,
Qualitative data was collected through interviews, focus groups, student work, and a teacher research journal. After analyzing the data, it was revealed that multi-sensory education can lead to student motivation as well as provide an opportunity to use technology and make connections to the outside world. The findings of the study indicated that multi-sensory education can also help teachers to access students' needs and aid in fostering a positive classroom environment. Finally, using a teaching approach that targets the senses promotes the development of a student-centered classroom, and can encourage students, who may have been silent within traditional classroom to emerge and have a voice within the multi-sensory classroom. Teaching through multi-sensory approach has many implications for new teachers, such as this teacher researcher, who are seeking ways to actively and meaningfully engage students within the