Bloom’s taxonomy and Solo taxonomy are widely used in my teaching practice. Enriching the knowledge of learning process, I can structure appropriate lessons. I have got the habit of reflecting on my teaching and learners’ learning. Based on my reflection I usually assess in which areas I need to improve and how I can motivate my learner to engage in their learning. From my reflection, I am beware of scaffolding the lesson and creating rigor.
This sub-section tried to review the nature of curriculum, its implementation, and then the effect on student teachers reflective learning practices. Reflective teacher education naturally follows the innovative and reflective paradigm of teacher education, which is theorized and grounded from the cognitive and constructive learning theories and principles (Huizen, et al). Therefore, it gives more attention in enhancing student teachers’ self learning, rather than receiving information as it is (Choy, 2012; Daudelin, 1996) from sources that they assumed as authoritative by practicing reflection over the theoretical and practical experiences while teacher education curricula are delivered. Such intentions at the teacher education are best served
Good teachers put in practice critical thinking at every stage of the learning process of application. The key is that the teachers who foster critical thinking foster reflectiveness in learners by asking questions that stimulate thinking essential to the construction of knowledge. According to Beyer(1995) Critical thinking means making clear, reasoned judgments. While in the process of critical thinking, your thought should be reasoned and well thought out and judged. In the same stand of critical thinking experiential Learning as a consolidating process to critical thinking is an undeniably important learning strategy which has currently evoked the assumption that people learn more
Pedagogy is important because it demonstrate how the teaching and learning occurs. Students must build up their own understandings through teachers’ and their own considered learning experiences. Teacher’s subject matter knowledge and pedagogical knowledge are vital to good teaching and student understanding (Buchmann, 1982, 1983; Tobin & Garnett, 1988). In Shulman's theoretical framework, teachers need to master two types of knowledge: content and knowledge of the curricular development. Teacher must integrate teaching strategies that will help students to assimilate knowledge such as supportive classroom environment, recognition of difference and connectedness to the wider world.
A teacher should have receptive attitude towards unconventional ideas and acceptance of different cultural backgrounds, various feelings and behaviors of their students. To be an efficient teacher one should have openness to novelty, creativity, well-developed vocabulary and curiousness. High level of agreeableness along with a reasonable level of conscientiousness is essential so that competence, sense of duty, self-discipline and dedication can emerge in his/her work. So selection and application of Five-Factor Model is appropriate to the research on teacher personality. Personality influences the various behavioral aspects of the teacher in many ways like interaction with students, teaching methods selection and learning experiences choice.
USE QUESTIONING AND FEEDBACK TO CONTRIBUTE TO THE ASSESSMENT PROCESS UNIT 2, 6.4 LITERATURE REVIEW Harlen explains that there are two main reasons for assessing students: to help their learning and to report on what they have learned. He argues that researchers typically discuss these reasons as different purposes for assessment and “mistakenly as different kinds of assessments that are somehow opposed to one another” (Harlen, 2007b). How can they achieve the aim? When learners know and understand these principles, the quality of learning will improve. Sharing this information with my learners will promote ownership of the learning aims and a sense of shared responsibility between me the teacher and learner to achieve those aims.
Brookfield proposed 4critical lenses that captivated by the teachers in a "process of critical reflection." These lenses deal with the method of the self-evaluation, student feedback, peer assessment and involvement with literature to develop teaching by using different methods and support the base for good and effective teaching. This theory avails me an opportunity to self-evaluate my teaching on the basis of feedback received from the learners and from the colleague to understand what my learner and fellow teacher think of my teaching skills and evaluating the areas where I need to put more effort to improve. My teaching improvement is not only for me is for my learners and for their growth as well. Taking assistance from theorist work always prove a support in teaching practice.
It informs the research objectives which attempt to address input and output aspects in this study context; that is, conditions for teachers’ reflective teaching, as inputs for their practice and their overall engagement in reflective teaching and its implications for teachers’ CPD and quality EFL teaching, as outputs of their reflection. It also informs the methodological process of the study. Because the study will attempt to maintain triangulation which involves sharing and checking information about the research problem, it will enable the researcher to construct valid and reliable picture of the study. In this regard, triangulation of methods will enable him to have deeper view and understanding of the problem as both qualitative and quantitative data will build on and support each
Thus being reflective practitioners in teaching and learning we always Thus it is essential that a learning environment offers enough scope for Foster – awe and confusion, interest, surprise etc . The knowledge emotions are like light bulb moments (Schon) that motivate the learner for continual improvement kindled through this curiosity and leads him/her to reflect upon his learning. Johns (1999) calls this as “creative tension” that ultimately leads to equilibrium or learning. The responsibility again lies on the shoulders of teachers as it depends on how they articulate the curriculum to students in the classrooms. Teachers who often engage in making their topics more interesting and mind boggling with deep curiosity arising elements, are more capable of making
Learners need to understand the reasons or areas where they can use knowledge and then only they can get themselves involved in thinking. Therefore, according to Maslow [Ref. 3], motivation not only helps but is considered critically essential in learning. So, as a teacher, I need to conduct my classroom training in a way that motivates my learners as each of their needs are