The Foundation of Learning

One important aspect to make students’ learning valuable is to focus the planning in setting objectives in terms of desired outcomes (knowledge skills, attitudes, values) that we want our students to develop. By developing clear objectives, students feel that there is a reason for learning. Also, it is important to provide feedback, because it helps students improve their goals’ achievement and solidify their understanding. Teachers need to communicate objectives, in this way students will be able to know what they are doing in class and what they are supposed to learn. Some recommendations for setting objectives in the classroom are: Set learning objectives that are specific but not restrictive: it is important to know the specific standards, benchmarks and supporting learning that students at school are required to learn.

Students consequently learn better when they use creativity and originality to come across learning. Insight in the classroom is better understood when it occurs through discovery, exploration, and real world experiences. It is important and necessary for the student to be involved in the learning process. Instructors are to be facilitators rather than teachers, allowing the student to come across their understand... ... middle of paper ... ...e internally motivated have higher levels of creativity, achievement, long term well-being, & comprehension. Those that are externally motivated towards school will less likely engage one outside motivation is removed.

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.

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.

Thus, effective formative assessment must help students answer the following questions: 1. Where am I trying to go? Students need clearly articulated, concise learning targets to be able to answer this first question. Learning is easier when learners understand what goal they are trying to achieve, the purpose of achieving the goal, and the specific attributes of success. Teachers should continually help students clarify the intended learning as the lessons unfold—not just at the beginning of a unit of

Self-assessment sparks better student learning as students are reflecting on their learning and are able to see more clearly their strengths and weaknesses. To become lifelong learners self-assessment is essential. Self-assessment in post-primary schools helps students learn to learn (Sebba et al., 2008). ‘For example the explicit goals of the self-assessment might include identifying specific areas for future improvement. If this is achieved it might be regarded as an important outcome relating to learning to learn.’ (Sebba et al., 2008).

Along those lines, humans learn by association, and the better we can associate pieces of information to past experiences, the greater... ... middle of paper ... ...ng students through new information with the objective to help students connect new experiences to prior ones, and, thus, construct new knowledge. My instruction will focus on holistic concepts, encourage students to articulate values, and bridge concepts that allow individuals to reach unique worldviews that align with reality. When students leave my classroom, they will have the motivation to engage in life-long learning that allows them to participate in a global society. Works Cited Kafai, Y. B., & Resnick, M.

Within this thinking about the practice, one begins to practice better. In addition to the practice, one must add scientifically-backed theory. Critical reflection of both the theory and practice illuminates the need for additional learning in order to begin the cycle again. Characteristics of the Teacher as a Learner Learning must begin with the teacher accepting the role of a learner by being willing to study and by being willing to apply oneself to becoming a professional educator, well prepared, and relentlessly endeavoring to advance one’s practice (Frere, 2005). As teachers apply themselves to becoming learners, then they can more aptly educate others.

Krause, Bochner and Duchesne (p.157) comment that “as learners interact with their environment, they link information learned through experience to previous knowledge, and so construct new understandings and knowledge.” Constructivism then inturn encourages Teachers and Learning Managers to recognise the value of prior knowledge and experiences that each child brings with them into the classroom, and help them (the students) build on their understandings of the world by providing appropriate learning experience plans. This practise of effective teaching and learning has relatively new in classrooms but has already made a great difference in the students’ abilities and interests both in and out of their studies. Constructivist teaching recognises and validates the student’s point of view rather then the necessity of a correct answer. The child is then able to reassess their knowledge and understandings, which in turn boosts self-esteem and confidence. It also encourages children to be involved in classroom activities by self-questioning, seeking answers, comparing situations and establishing links between different ideas.

It is important to improve relationship between teacher and student to get students more interest in learning. Thus, we can get the honest feedback from our students if they are really facing some problems in their learning. Once, we get the feedback from the students, we can think critically