Also, teachers need to establish predictable classroom routines and procedures. Students can put their focus on content and activities when they know what to expect and are familiar with classroom routines. Teachers model routines and procedures by creating opening and ending procedures, procedures for distributing materials, positing agendas and schedules. It is important to keep in mind that ELs bring creative, capable minds which can process higher-order thinking and learning although those minds need strategic support, explicit instruction, and positive reinforcement to further promote learning. In the ELL classroom, several effective methods will promote and foster English acquisition, include modeling, rate of speech and wait time, use of nonlinguistic cues, giving instructions, and encouraging development of L1.
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.
Concerning these, Bloxham and Boyd (2007) argued that “for assessment to function in a formative way that supports students’ future learning, the findings have to adjust teaching”. For the case of practice learning, it helps mentors to get a clearer view of where learners are experiencing difficulties and they can adjust their support and guidance provided to the learners. This is supported by Black and William (1998) who suggested that assessment becomes ‘formative’ when the evidence is actually used to adapt the teaching to meet the needs of students or by the students themselves to change the way they work at their own learning. Formative assessment seeks to present learners with explicit goals or outcomes of instruction, to help them assess their current position in relation to these goals, and to equip them with the tools to bridge the gap between the two. Thus, effective formative assessment must help students answer the following questions: 1.
As an educator, it is important to understand and demonstrate the use of developing a successful curriculum. The goal of designing instruction is to improve human performance and show competency of the subject matter through the instruction. . The most common system and adapted design model is the ADDIE which is an acronym for analysis, design, develop, implement and evaluate. 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.
After examining my use of effective classroom practices through the self-evaluation of current teaching practice worksheet, I identified several areas of teaching that I could improve in. The area that I chose to focus on was “students are carefully orientated to lessons.” Within that broad area I focused on the question if I communicated the objectives of the lesson to all students and checked to see if the students understood the objective. I posed the research question: What will the effect of clearly communicated objectives and expected learning outcomes be on the student mastery of the lesson objective?” By posing this question I expected the students to learn the objective and show mastery of the lesson objective. To help with my action research plan I read several articles about both objectives and lesson plans. The articles discussed the importance of lesson plans and lesson objectives and how to develop effective lesson plans that include objectives.
According to University of Hawai’i Manoa, developing student learning outcomes “helps students learn more effectively and make clear what students should expect from their educational experience”. For example, it is very important that teachers must show, read out, or write the learning outcomes on the board at beginning of lesson so that student can always refer and look at it to expect what they are going to learn and gain from the lesson. Not only that but, with the help of the teachers and the guiding questions and activities will help the students achieve the lesson outcomes. According to Goucher College, writing a lesson outcome “increased student awareness of their own learning which give students a way to think and talk about what they have learned and make it easier for students to “know what they know” and give them a language to communicate what they know to others. For example, when teacher give questions and activities for students to do, it should be questions and activities that will facilitates students learning and help them met the outcomes.
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. Use of assessment in primary classroom is seen as another effective use of quality of instruction, an effective teacher should use assessment tools before, after and during the instruction process. The assessment process could be ‘learning to read’, At each point of the assessment process it will give teachers the information they need to make judgments to provide the students with information they may need
Teachers must be dedicated to curriculum planning and instructional decision-making, and encourage students to be responsible for their learning and take an active role in the learning process. Individualized instruction is not just a philosophy, but rather is comprised of a specific plan for meeting every student’s educational needs. Individualized instruction begins with a system to diagnose student strengths and weaknesses. Teachers use this pre-assessment to define goals for the student and understand their academic interests. The next step is to determine the best possible arrangement to group students for instruction, whether it is by needs, interests, or developmental levels.
The teacher’s questioning strategy can help students obtain understanding and see connections as they work toward solutions to problems. (Inspire, 2011) “One of the most striking aspects of teaching is that the teacher’s speech consists of questions” (Manouchehri & Lapp, 2003, p.563). Each question the teacher asks should be strategic toward the goal of student learning. The teacher must determine beforehand what student response is desired and structure the questioning accordingly. Questioning can also aid the educator by assessing the students’ comprehension and understanding, thereby allowing the modification of instruction if necessary (Chappell & Thompson, 1999).
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.