It is the duty of the teacher to identify the needs of all the students and ensure that these needs are met. This can be achieved by modifying teaching approaches to optimize the learning experiences of the students. Active learning engages and motivates learners to learn and achieve Good statement. Dividing the class into small groups can be rewarding for both the teacher and the student. Students can learn from each other, debate and challenge that they have heard in the session.
In turn, this reflection has led many educators to develop new approaches that might better meet the needs of the range of learners in their classrooms. (p. 6) In modern classrooms of today, teachers who support MI theory are able to provide students with a multi-facet curriculum to reach the educational needs of all students. In a classroom with twenty-five or more students, the question is, how do we know that everyone is learning to their potential? To answer this question, the teacher is required to know the students, the multiple intelligences and learning styles of each, and plan curriculum accordingly. Armstrong indicated (as cited in Abdallah, 2008)
No matter how well designed the material, or instrument of delivery is, teachers must consider many relevant factors during implementation, and presentation of material; material and delivery must accommodate a persons learning style. Moreover, teachers must educate their students on learning styles and preferences, this will provide the student knowledge, which will enhance their learning and educational experience. Research continues to document, and show that students will enjoy learning, and will learn more when the material and teachers accommodate their learning styles and preferences. Much research has been conducted and published on how people receive and process information. Research has endeavored to ascertain and define how people learn in different environments, such as the classroom, and the work setting.
Usually the teacher runs the class and students are to follow what the teacher is saying. However in a constructivist class the teacher and the students both come up with topics and usually the teacher teach the students the topics that the student finds interesting. Also constructive teaching is that the learners are actively involved. That is where I create activities in which students are doing some hands on work. Instead of just doing book work or reading how something works a student gets to actually see how something works or even get a chance to build something from what they know.
The chief characteristic of a thinking curriculum is the dual agenda of content and process for all students. Characteristics that derive from this agenda include in-depth learning; involving students in real-world, relevant tasks; engaging students in holistic tasks from kindergarten through high school; and utilizing students' prior knowledge. Effective communication and collaboration are essential to becoming a successful learner. It is primarily through dialogue and examining different perspectives that students become knowledgeable, strategic, self-determined, and empathetic. Moreover, involving students in real-world tasks and linking new information to prior knowledge requires effective communication and collaboration among teachers, students, and others.
3. A teacher’s planning should provide opportunities for both student and teacher to obtain information about progress towards learning goals, and use it to direct the learning process. BALANCED CLASSROOM ASSESSMENT SYSTEM Formative Assessment: A process used by teachers and students during instruction that provides feedback to adjust ongoing teaching and learning
Teacher Centered vs. Student Centered Angie Jackson American College of Education Lumpkin (2007) explains how caring teachers build relationships with their students. They believe in each student’s ability to achieve and shape the teaching-learning process by placing the learner at the center. She also states that effective teachers actively engage students’ mind while transferring to them greater responsibility for their learning. Before I began observing my own classroom, I assumed I was on the road towards having a student centered classroom; student were actively engaged in their work, they were having great conversations, and they were meeting expectations of the teacher. “My expectations” was the one thing which changed my thoughts.
It is necessary for teachers to use their time effectively by using many different techniques to keep the children engaged. Some effective teaching strategies include cooperative learning, equal opportunity for response, latency or wait time, physical proximity, feedback, praise of learning performance, higher level questioning, student empowerment, transitions and establishing rules. Cooperative Learning Cooperative learning is a successful teaching strategy in which small teams, each with students of different levels of ability, use a variety of learning activities to improve their understanding of a subject. Each member of a team is responsible not only for learning what is taught but also for helping teammates learn, thus creating an atmosphere of achievement. Students work through the assignment until all group members successfully understand and complete it.
A Good Learner is defined as, the student that can learn, synthesize, evaluate, internalize, and apply what the teacher has taught. The Student has learned to be a life long learner and continuously tries to improve on what they have learned. There are many different attributes to a good learner, some that come from within the student and others that are influenced by the teacher. One of the most important attributes that were discussed in section 1.3 was the ambition for self-learning. I believe that when you have this quality in a person, many of attributes such as good study habits, willingness to take risks and experiments speaking the language, as well as motivation.