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.
This type of teacher values respects and uses students’ ideas about how to develop their own learning. This teacher is effective because they know that they are making a difference in a child’s life and shaping their future.
Students gain knowledge to become successful learners. I use Marzano’s instructional strategy because it shows a positive demeanor in a teacher. Being able to communicate with the students shows me that we are all on the same page. Using this type of strategy helps my lesson plan to be more organized and useful. The whole point of this lesson is to get the students engaged with the content provided.
One way to ensure that a student has developed an understanding of the information that the teacher is teaching is through various assessments. Assessment Rubrics are one form of assessment that helps to give a clear expectation, feedback, are easy to use and explain, and helps to ensure consistency and reliability for every student (Gange’, Golas, Wagner, Keller, 2005, p268). A rubric is similar to a checklist that follows a certain list of criteria that the teacher feels the student must meet within the assessment. Next to each criteria, is a scale or point system. The more a student meets the criteria, the more points they will receive.
Formative Assessment will gauge student progress and is vital for achieving learning targets. Summative Assessment will determine how well students have mastered instruction. 4.Clear Outcomes A clear outcome is fundamental for quality assessment. The desired outcomes or learning goals provide the foundation for improving knowledge. A teacher and students need to have a clear understanding of learning goals, how to achieve them and how to tell when they have done so.
For instance, in the collaborative coaching experience, I learned to respect my colleague opinions and shared new ways on how to promote learning (Laureate Education, 2010b). Collaborative professional development helps teachers acquire new skills where they establish positive relationships with other educators. It is very critical for all schools to implement collaborative professional developments because teachers learn to respect each other’s ideas, work collaborative, and learn new skills that will definitely make a difference in student learning. Implementing collaborative professional development in schools is very important and beneficial for teachers because it affects student learning in many positive ways. One way is that teachers experience working collaborative with other educators and acquire new skills that they will model later for their students in the classroom.
Educational assessment is a valuable tool for observing and assessing the results obtained by the students, as well as for checking the efficiency of the teaching process and consequently the improvement of it when necessary. On the one hand, the teachers evaluate the learning process. They analyze it in order to detect if the objectives and key competences have been achieved. A recording of the student’s progress also provide students, parents and other teachers with some feedback on how well they are doing. When doing this, the students’ motivation increases as they have an evidence of their progress.
These dispositions are important because they make the teaching dynamic and engaging. If someone loves their work they are more willing to put effort into making it more comprehensive and fun, enabling more effective learning. Theses dispositions also inference an educators communication and teamwork skills, to build strong positive relationships these dispositions are needed. For example to build an educator-family relationship showing they care and are aware of their child’s needs is vital, or child-educator relationships where the child feeds off the dispositions and energy of the educator. As mentioned previously children learn by observation, so when educators display these dispositions they help promote children 's own development of them.
Self-efficacy refers to the estimation people have of their aptitudes to arrange and finish actions required to attain set goals. Self-efficacy is changeable depending on the reaction a learner has to the tasks and his perception of self (Wong, 2005; Zimmerman, 2000). Self-efficacy is important in language learning because it promotes commitment in the learning process and, fosters good results and hard work. Zimmerman, et al (1992) indicate that students’ sense of their potential to achieve academic tasks, specifically, their self-efficacy beliefs, predict their competence to accomplish such tasks. Self-efficacy plays a key role in the language learning processes because it boosts learners’ confidence and allows learners to view themselves as successful, self-controlled and metacognitive aware learners.
Feedback is important to students’ academic growth it guides them. Implementing assessments that provided a timely feedback is essential for students’ academic success. Teachers can present feedback to students as they share their improvement in particular skills. In order for the feedback to be effective teachers must share with students, what are the particular goals or expectations during a lesson or activity. Feedback needs to be timely and relevant to what the students are learning and in a manner that will not make students uncomfortable.