Collaborating with other educators can give us an insight on how to teach something where everyone understands. Also, working with other educators you can plan unit plans together and provide instruction together to teach to your class. The educator may have some resources that you do not have that you could use for your classroom. They may give you more instructional strategies to use. This is beneficial to your class, because it gives them more instructional materials so they can learn.
I would do this as a way to assess their learning and see what the students receive from the class lesson. Additionally, I would ask the students what could I have done better in class or what they believe did not work in class. This would help me plan future lessons to know what work with the class as well as what did not work with the class.
The benefit of a student understanding what learning method may work for them the best is if they are struggling with grasping an idea they know there are other ways to understand the information. Once the students have a better understanding of the different ways they learn this will make learning more fun. As a teacher if you are teaching to a group of students who do not understand the information you are wanting them to learn you are wasting both your time and theirs. When you are teaching material in a particular way and a group of the students do not understand it, be flexible with your lesson because these students may be the different style learners. Making sure each learning style is met within the teaching methods will make for a smoother experience with education for both the teachers and the students.
Instructional Style and Techniques Developing an instructional style in the classroom is important because it gives the student an idea of how they will be in taking information. As a teacher, my instructional style will be more of a student-centered approach to learning. I will still have the authority figure, but will allow the students to play an active role in the learning process. My role is to coach and facilitate student learning, along with the overall comprehension of the material. The student’s learning will be measure by both informal and formal forms of assessment, which includes tests, group projects, journals, and class participation.
When teachers implement guided practice it provides feedback on instruction. If students are meeting learning objectives, new skills are taught. If students are having difficulty, relevant features are retaught and additional practice opportunities are provided. “Without this practice and use, the brain will prune this information, which it views as irrelevant. It will do so to make space for the next new learning to occur” (Fisher, Frey, & Lapp, pg.
In TBLT, scaffolding often involves providing information that the learners may need in order to successfully complete the task. During the introduction or pre-task phase of the lesson, the teacher may need to provide the students with additional information beyond the task directions to lead to a successful completion of the lesson. According to Aliakbari and Jamalvandi (2012), this pre-task stage can also consist of small activities that prepare learners for the main task. This phase can be a balancing act for the teacher as he/she attempts to avoid overloading the students and negatively affecting the beginning of the task (Van Avermaet, et al., 2006). At this point in planning, the teacher should be aware of the students and ... ... middle of paper ... ...e role of the teacher is dynamic and ever-changing across the task cycle and this stage is no exception.
In teaching, teachers do not just stand at the front of the classroom and teach just for the matter of delivering lesson. An effective teacher will always prepare for their class with an effective lesson plan that will help students increase their learning ability about a certain topic that is about to teach in class. However, there are strategies for an effective lesson plan which include learning outcomes. A Learning Outcomes are goals that describe how a student will be different because of a learning experience. More specifically, learning outcomes are the knowledge, skills, attitudes, and habits of mind that students take with them from a learning experience.
This approach support the concept of distinguishing whose responsibility it is to learn. As stated by Weimer (2013), students will depend on teachers to identify to identify the information that needs to be learned, prescribe the learning methods, and assess how well the student has grasp the material (p. 15). The concept of learning needs to be a shared responsibility between both the teacher and the student. Self-directed learning gives the responsibility to the student with the belief that students can be responsible for learning on their own and gives the responsibility to the teacher of properly educating
The teacher decides the lesson for the day based on the common core. The student must follow even if it may not be something he or she wants to learn at that moment. “Teaching connects ideas together when teaching the students” (Darrin para. 2). Teachers in idealism believe that their job is to teach the students how to act in and out of a classroom setting.
A constructivist view to education assigns students as self-regulated learners who are encouraged to make sense of information for themselves through critical-thinking rather than rote repetition of the correct answer (Krause et al. 2010, pp. 212 - 213). Furthermore, a constructivist-educator is one who undertakes efforts to understand students ' already established conceptions, and tailors learning-activities to build upon or challenge these ideas. As a teacher in a classroom, I would do this by implementing active-learning strategies wherever possible, such as inquiry-based activities or real-world problem solving related to what the students know.