It is a way in which the teacher anticipates and responds to variety of student’s needs. Normally, teachers can modify the content, the process and due product to create a good teaching or learning environment. It is important for teachers to adopt a differentiated instruction in class because every student is different. We have a combination of personality interests, learning styles or background knowledge. Even though it is time consuming, but it is also very useful for our learners.
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.
In the Educational Leadership article entitle “The Boss of My Brain”, authors Donna Wilson and Marcus Conyers examines the explicit instruction in metacognition. Researchers stated that “explicit instruction in metacognition puts students in charge of their learning.” It was also stated that “meta-cognition supports learning by enabling us to actively think about which cognitive strategies can help achieve learning, how we should apply those strategies, how we can review our progress, and whether we need to adjust our thinking.” I believe this a unique teaching tool for teachers to implement with their students. With the use of metacognition, students whether they are struggling learners or gifted can learn how to use a variety of cognitive strategies to help improve their learning.
It is necessary for a teacher to have the students organized and transitions smoothly, but all the other little details, if thought of, help to make for a great lesson. A strong, outstanding teacher must manage the class efficiently and have some level of structure. An outstanding teacher needs to be able to analyze data, set goals, but most importantly have an inner drive to learn more, achieve the goal, and constantly adapt and do better. Teaching is changing quickly, so we must change with it. We need to learn how the students learn and teach in that way.
This article “Terrific Teaching Tips” by Laurel Borgia and Carol Owles, with contributions by Julie Frisch, Louise Stearns, and Lindsay Craig, are all inspired teachers looking to improve effective strategies to produce better instruction methods. Educators are constantly researching to discovery how to create a better setting which benefit the students in acquiring learning skill. By motivating a childs mind with the use of manipulatives in order to better grasp understanding. What do good readers do? They discuss what they have read, what better way to use manipulatives to engage in class discussion.
Teachers are expected to reflect on and continue to improve their own professional practice. On our teaching practice, we are provided with opportunities to engage in professional development. We are provided the opportunities to receive formative assessment on our teaching practice from our university tutors. Based on the feedback given, we analysed and critically reflected both perspectives and develop our learning to improve our professional practice. The artefact displayed the area for improvement.
We also become capable of self assessment. In my opinion, by gaining all these information we improve our professional development. We enhance the teaching and learning process. Peer Observation is the observation of teachers by teachers, usually, though on a joint basis. Pairings may be mentor/novice or experienced teacher/ experienced teacher.
Each part of the Conceptual Framework is essential and important to being an educator. Being a Reflective Practitioner means that the educator is prepared and knowledgeable in the content that is being taught. Some that is a Transformative Practitioner seeks to motivate students to learn and is creative with study materials. The Culturally Responsible Practitioner looks to all of the national, state, and local materials and standards to educate students. This individual provides order, commitment, and knowledge to students.
Curriculum models provide a structure for teachers to “systematically and transparently map out the rationale for the use of particular teaching, learning and assessment approaches” in the classroom, and are regarded as an effective and essential framework for successful teachers (O’Neill 2015, p27). Feeding into a particular curricular stance, it is essential to recognise the multiplicity of sources which will govern this individual framework. Oronstein and Hunkins observe that, when designing a curricular stance, educators must first consider the “philosophical and learning theories” which will inform their “design decisions” (2009, p182). This approach is essential to ensure that the curricular approaches one selects are “consonant with
In professional development teachers are treated as active learners (Lieberman, 1994; McLaughlin and Zarrow, 2001), these learners are engaged in the concrete tasks of teaching, assessment, observation and reflection (Dadds, 2001; King and Newmann, 2000; Darling-Hammond and McLaughlin, 1995). The process of professional development is perceived as a long term process during which teachers learn over time that will result in acquiring more new experiences that allow them to be more effective through relating the prior knowledge with the new experiences (Cohen, 1990; Lieberman, 1994; Ganzer, 2000). Professional development is also perceived as a process which takes place within a particular context by relating training to classroom experiences;