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. Some recommendations to use cooperative learning are: Include elements of positive interdependence and individual accountability: students are able to interact on a deep level. By using this strategy, students are responsible of their own learning, the learning of the members in their group, and the ability to demonstrate what they know, understand, and are able to do. Keep group size small: in order to have a more successful group work, groups’ size should be ... ... middle of paper ... ... telling them that everyone is responsible for his or her own learning. Give roles to each member of the group that will help accomplish the task.
When teachers are creating the formative assessments for students they can use information gained from parents or even information they have collected through observation. In this manner teachers ensure that they are covering student’s particular needs but still covering the content of the particular lessons. As discussed in the article by Smith, Teemant, and Pinnegar the content students are assessed is a reflection of teacher professional practice. For a teacher that genuinely is concern in students’ progress will modify the content .Teachers can also make the accommodations necessary to meet the student’s particular needs, this can help increase the performance of students greatly, however the effectiveness of the accommodation is dependent on how familiar students are to it( Abedi, Courtney, and
However for this to be effective, the teacher must assure that each student holds an equal role within the group. Cooperative learning provides the chance to create a means for interaction with students with disabilities. Students with disabilities are often the target of negative feedback and feelings because they do not appear to fare as well academically. When working in a cooperative learning group, disabled students can make a meaningful contribution within the group, which in turn can positively lead to acceptance by the main streamed students. Robert Slavin (1995) has found that o... ... middle of paper ... ...-making, trust building, communication and conflict-management (Palmer, 2003).
This helps us organize the schemas related to how we see the world despite not always being correct. Assuming that anyone who is kind is also honest and trustworthy is a prime example. That being said self-fulfilling prophecies occur when our beliefs lead us to fulfilling them. If a teacher assumes that a student is intelligent based on factors other than intelligence it can actually push the student to achieve academically. The teacher may dedicate more time to help the student, may call on them more in class, and may give better feedback.
Under this policy, students can have the opportunity to learn interacting and communicating with different people. People in the real world always have to learn to interact with others of differing abilities. Schools should offer learning experiences guided by well-trained professional educators focusing on authentic, real-world outcomes, even if sometimes those outcomes cannot be measured with grades or standardized test scores. Good children, in any case, are more important than good grades. Students under this policy can learn communication skills and have a better picture of how a society works in advance.
The focus of this research is to investigate how the learning environment could contribute to fostering a growth mindset with students. Too many students are focused on the final grade received on an assignment rather than identifying and learning from the patterns of their mistakes. I believe that a positive learning environment can help shift students’ approach to learning by obtaining a growth mindset. A positive learning environment is one in which students feel safe and comfortable with making mistakes. It is a place where students feel academically supported despite their level of understanding of a certain topic.
Effective teachers are skilled in the use of cooperative learning and graphic organizers as well as understanding when these strategies should be implemented and with whom. The three instructional outcomes of cooperative learning are academic achievement, tolerance and acceptance of diversity, and development of social skills. In addition to these outcomes, cooperative learning may benefit both low and high achieving students by having the students work together on tasks. According to Arends, “The cooperative learning environment sets the stage for students to learn valuable social skills that can be used throughout life” (p.371-372). However, although cooperative learning might seem highly effective in one particular lesson, a different approach can be better suitable for another lesson (Marzano et al., 2015).
Lesson planning is a map to student learning, the resources teachers use influence student learning. For this reason, it is important to understand how to evaluate instructional material. There are many things to consider when choosing material resources this paper will examine the importance of the design, procedures, clarity, and efficiency when choosing lesson plans. When choosing learning resources teachers need to ensure that all students feel valued, and supported regardless of their cultural and linguistic backgrounds. It is also important that materials chosen will help all students succeed in school regardless of their abilities, backgrounds, cultures, or linguistic differences.
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.
Intructor and student relationship is a very important strategy for learning that helps students to achieve their goals. It is apparent that communication between students and professors make the learning environment much better. It gives them both the opprtunity to better understand and engage with each other. At first, it is difficult for a student and proffesor to develop and intiate a better and positive bond between each other but, can be found for both individuals as the time progresses. Students often use different plan and actions to learn and if there isn't a good relationship then there will be many consequences for both individuals.