Stations or centers might be teacher-led if new knowledge is to be given or student-led if mastery is to be obtained on the information given by the teacher. Project-based is another strategy and one of the best ways to differentiate instruction due to the students’ needs and styles are addressed. Projects internalize help and support among students beside some academic skills. Tiered Activities, on the other hand, are based on the learning tasks designed at different levels of complexity according to students’ readiness levels, i.e. to be gradually given to the students ,whenever the student finishes one stage, they transfer to the other one until the task is done, or at times keeping the learning outcomes same the learning tasks can be designed according to students’ learning preferences viz.
However, I have noted a number of difficulties associated with this approach. Some of these concerns have been explored and articulated by such as Shirley Grundy, who sees it as overly dependent on “cultivation of wisdom and meaning-making in the classroom” and as a result the actual capability of students to “make sense” of subject matter and the world around them, can be
The two other theories are Fred Jones and Jacob Kounin. Kounin states his feeling of inadequacy in trying to help teachers, especially beginning ones, with problems of importance to them. Discipline is one problem frequently verbalized by teachers. However Jones says that the teacher must succeed in managing discipline and instruction. He also states that during the process of growth and change, training is the easy part of effective professional development.
In their works, both Freire and Edmundson describe what they see as learning influences within educational standards and concepts today. One makes the determination that it is communicative approaches “Education thus becomes an act of depositing, which the students are the depositories and the teacher is the
It is with great consideration that learning outcomes of the students will not improve if the teacher does not have any experience about which methods of assessment should be used to evaluate the students learning. Indeed contextual, a well prepared and effective teacher should have a direct influence in enhancing student learning. Effective and fairness assessment are the most common effectual process that mandated the whole system of education and progressively focussing on the evaluation of student. As stated by Heywood (2000), “that assessment has a powerful influence on student learning. However, it is not so well understood that institutional structures and procedures have an equally profound influence on teaching and learning and the
This means that learning outcomes are clear, learning experiences are designed to assist student achievement of those outcomes, and carefully designed assessment tasks allow students to demonstrate achievement of those outcomes. Assessment is a process that focuses on student learning, a process that involves reviewing and reflecting on practice as academics have always done, but in a more planned and careful way (Ewell, 2000). According to Cox and Godfrey (1997) the process of utilizing assessment and evaluation within the context of education relates to the principles of good teaching and classroom management. Assessment and evaluation are necessary aspects of the teaching process because educational objectives are often very broad in their scope and, as such, are often vague. The teacher must therefore interpret these broad objectives and establish specific and tangible
Eric Gill gives further examples stating that some of the biggest challenges of the job include effectually following the bureaucratic rules and guidelines set by the school and trying to teach in a classroom where the students are at all different educational levels (par.61). The difficulty of a wide range of educational levels stems from the possibility that less academically inclined students may find lessons too hard and become frustrated while more gifted students may feel bored and restricted because they already know the content. These challenges prove difficult for some, but many teachers agree that the pros far outweigh the
Feedback is a significant element in determination of education quality as well as in effective learning where it portrays the learning outcomes for students and the successes for the tutors. There are many aspects that concern educationists with regards to feedback but the relationship between perspectives of learning as well as teaching and feedback stands as the most important among them. Feedback should be conveyed in different modes in a learning environment but whatever mode chosen creates room for dialogue between the tutor and students. Therefore, it is only through feedback that the student engagement relationship with the feedback as well as the tutors’ perceptions of learning, teaching and assessment that such successes can be established. The Rationale Feedback is closely related to learning and teaching theories making it a significant element in learning despite the theories that may be adapted.
Many students can’t learn if there is no solid relationship built with each student personally and with the class as a whole. That is why it is important to build meaningful relationships with our students because no significant learning can occur without a significant relationship. My beliefs can have a huge influence on my students and through learned behaviour individuals can acquire these behaviours on how to act toward certain people, social situations and environments. Thus, as role models, we must demonstrate to our students how to act in a well behaved manner because they look up to us and they unconsciously mimic us. As an educator, not
Teaching methods differ in terms of approach which as observed relate more to procedures which influence inner coherence, produce specific educational effects. The traditional approach embodies two, namely: (a) the didactic method, also called the directive or autocratic style, which is based on logo-centrism and an instructor-centred approach. Its focus is the teacher, who explains the logical and practical aspects of the issue or topic; secondly, (b) the dialectic method. In this approach, students are involved in the learning process and are expected to ask questions; thirdly, (c) The heuristic or research method. This method makes students the protagonists of their learning process, since they must find, guided by the instructor, and through research and experimentation, the solutions to the problems.