The author’s objective was to implement Elementary and Secondary Education (ESEA) Flexibility plans. In line with this, educators play a challenging task in molding not just the mental capacity of their students but also their eagerness for learning which will further assist them to enhance their preparedness for college and career. It can be premised that teaching college and career preparedness to high school student should not be solely entrusted to teachers but most especially to school counselors since the latter may have practiced up-to-date strategies and approaches to career counseling through test results interpretation. Relatively, the research study of Mattern, Radunzel and Westrick (2015) relates to the importance of developing academic competency benchmarks to facilitate academic and career decision making.
It directs people to acquire knowledge to identify and use the resources. Social work studies individual problems as well as social issues which create hindrance to people in their walks of life. Social workers employ an adequate skills, techniques, strategies, principles, and activities at various system levels, for maintaining a system or for system change efforts. Social work practice makes us understand various forms of therapy and counseling, group work, and community work; policy formulation and analysis; and advocacy and political interventions. Social work practice is aimed at increasing people 's hope, self-esteem and creative potential to confront and challenge oppressive power dynamics and structural sources of injustices, thus merging consistently e the micro-macro, personal-political dimension of intervention.
Reflection I The article that I have chosen to reflect upon was written by David Rose and Nicole Strangman. The title of the article is “Universal Design for Learning: Meeting the Challenge of Individual Learning Differences Through a Neurocognitive Perspective”. This article describes why the “one size fits all” approach to curriculum is the reason why many students are not learning as well as they could.
Motivational theory by Abraham Maslow in 1943 is that human beings are motivated by unsatisfied needs and that convinced lower factors needs can be satisfied. Collaborative Learning by Johnson& Johnson, 1993, p.9) says that this use instructional use of small groups so that students work together to make the most of their own and each other’s learning. A major factor that influences pupil academic performance is the idea that they can achieve. Eggen, Jacobsen, Kauchak (2006) note that teachers assist the internalization process and they do effectively learning activities that encourage a positive, academic and cognitive self-concept. Maria Montessori (1965) says that children learn best when the environment supports their natural longing to acquire skills and knowledge.
Likewise, the Multiple Intelligence (MI) theory is also a very useful model for developing any systematic approach for nurturing and training learners and respecting their individual needs and strengths within a classroom setting. According to Emmer and Evertson (2009) multiple intelligence aids teachers in easily creating more personalized and diversified instructional experiences. It offers the teachers to help students become empowered by extending and promoting cognitive bridging techniques based on the seven intelligences, by fostering in them a deep metacognitive understanding and advancing suggestions for a broad array of skills and techniques to deal with different types of learners. This theory is summarized by Howard Gardner in his book Frames of Mind (2006) namely: Linguistcs, Logical Mathematical, Spatial, Musical, Bodily Kinesthetic, Interpersonal, and Intrapersonal. Using these techniques can help create ‘instructional bridges’ into difficult concepts.
Problem-focused coping strategies can improve children’s academic performance and at the same time might be able to help children with authoritarian parenting. As reported by Lazarus and Folkman (1984), coping is process of response in the perceived situation in which one tries to change the relationship between the stressor and oneself in order to reduce stress. Coping strategies can be taught and implemented by children to help them deal with stress and school
Elisa, I found your post to be well thought out and answered the question asked. Informed consent is a must have when working in the school system. Per Ansaldo (2011) one problem noted with response-to-intervention (RTI) models, is that finding the student who needs extra help is easy, but identifying the teacher who may need assistance is not as easy. Moreover, focusing on the teacher being able to teach all learners should be more important than detecting students (Ansaldo, 2011).
Academic self-efficacy is influenced by cognitive interpretations of success and failure in tasks, but also influences effort, persistence and the cognitive resources that are used in seeking to interact with the academic context. Motivation and efficacy are enhanced when learning progress and comprehension are perceived. Strategies may influence self-efficacy and motivation, and students who believe that a new strategy can improve their performance may keep their initial motivation even if they perceive little progress if the new strategy gives a sense of control over achievement outcomes. In paper I, students who participated in relationships with faculty and student activities increased their perceptions of informal opportunities to influence their study conditions and sense of control, which enhanced their self-efficacy. High self-efficacy perceptions are also believed to make individuals engage in tasks that develop their skills and capabilities, while low-efficacy perceptions make students choose tasks that will not need development of new skills (Schunk, 1991).
1. Inquiry based teaching and learning 1.1. Definition of Inquiry based teaching and learning Inquiry has been defined in a number of ways, ranging from simple descriptions of students actively guiding their own learning with the teacher acting as facilitator to more elaborated lists of actions for the teacher, student, and curriculum (e.g., NRC, 1996, 20). A number of research findings concluded that inquiry based teaching is a more effective way to help students learn compared to the traditional didactic teaching approach. However, despite these findings, critiques of inquiry-based teaching have persisted, in part because of disagreements among researchers about what features define inquiry (Furtak et al., 2012).