The learning resource must contain information that is accurate and aligned with the learning objective. It should also be well organized in a logical manner that supports the learner. The design of the lesson should include examples and give students to opportunity to practice the skill that is being taught. Having examples will also ensure students understand the learning resource and what is expected of them to be successful in achieving the learning objective. When choosing materials the end goal of the design of the learning resource is to helps students achieve the objective and ... ... middle of paper ... ...mportant and what is not.
One of the most beneficial aspects of feedback is the information the teacher acquires. Through effective feedback, teachers can determine the learning preference of individual students, the strengths and weaknesses in a given area, and information to help guide instruction. Students will experience more achievement as teachers use feedback to help direct their instructional practice. II. Forms of Effective Feedback 1.
One of the most useful tools to help develop curriculum is backwards design. Backward design helps to maintain a clear focus as to where the lesson leads (Marzano, 2010). Developing a clear and concise lesson not only helps the teacher; it helps the students as well. The most successful teaching begins with clarity about important learning outcomes and about the evidence that will show that learning has occurred (Marzano, 2010, p. 74) To make this a reality, a teacher must consider the “big ideas or essential questions” they will address in the lesson. “Big ideas or essential questions” are the priorities of a lesson.
By successfully using this design model, and educator can ensure the best results for his or her students and remain confident in knowing that the education being taught is relevant and meaningful to the scholastic background of his or her students. The following text will describe the ADDIE system, beginning with analysis. When an educator analyzes what he or she will be creating, it is important to ask questions such as “what do you want the students to learn by the end of the unit?” This is a way the educator can structure the curriculum for the students and incorporate into the teaching. When developing a curriculum the question “what problem is instruction the solution?” should be asked (Gagne, 2005). This question is often disregarded.
Planning and developing a good curriculum based assessment is vital for correct execution of mastery learning. The progress of specific learning units should explain exactly what is the teachers need from the students for proficiency. A few of the expectations that the teachers will require include, learning goals, learning outcomes, and learning objectives they are crucial to the student’s success. The declaring of these expectations is important to the success of the student. The practice would be achieved to the fullest if the students are allowed play an active role in decision making regarding learning goals and objectives.
By doing so, the teacher can grow in his students a sense of shared motivation guided by these structural factors, so that each interrelated lesson are remembered. These lesson plans must also consider the effective ways of instilling discipline in the students. The teacher must allow for response from the students so that he may understand the students’ perception of reality, value systems, and will, so that he may understand how to motivate his students more. By understanding the motivations of his students, he can bring about a change in their lives.
Teachers should strive to create an environment that fosters positive student learning outcomes. The ideal classroom environment would address respect, rapport, a meaningful learning experience, and opportunities for every student to be successful. Above all, teachers must have in their repertoire the ability to instill in students a love of learning. There are certain standards, by which, teachers should be judged regarding their aptitude for the teaching profession. Most importantly, teachers whom are personable and have the ability to build rapport w... ... middle of paper ...
An assessment should reflect real world applications of how knowledge and understanding are used. Assessments based on situations that are relevant to students' own experiences can motivate them to give their best performance. One of the most essential educational tools is the classroom assessment. When used properly, assessments can help educators better understand what their students are learning. Classroom assessments help educators identify students strengths and weakness, monitor student learning and progress as well as plan and conduct instruction.
Effective teachers shouldn’t wait for assessment results to determine what their students know or don’t know, an effective teacher should gather their own information through quality of instruction. Quality of instruction is the extent to which the instruction to be given is appropriate to the learner (Bloom, 1976, pp, 10-11) cited in (Squires, 2009). Effective questioning and use of assessment by teachers is ways that students outcomes can be achieved, teachers ask questions to encourage critical thinking skills, effectively assess the nature of their learning and building confidence within the students. Effective questioning builds students thinking by encouraging students to reflect on their idea and concepts and compare them with other pupils. Questions from teachers can help them understand what the students know and need to improve upon, this can help the teacher to set out and plan tasks for students to learn and develop in a certain subject.
It is important that teachers ensure that the work of each member of the group is significant to the success of the task. Individual accountability refers to the need for each member of the team to receive feedback on his or her own efforts contribute to the achievement of the goal. Cooperative learning permits that students interact in ways that they can enhance and deepen their learning. Students can reflect on the acquired knowledge by talking with and listening to their classmates. It also increases motivation for learning because it encourages responsibility, can improve cognitive and social skills, such as academic engagement, self-esteem, attitudes toward school, and strong kinship with peers.