Classroom Strategies for Interactive Learning
Classroom Strategies for Interactive Learning
Question 2
International comparison of students assessments are strategies aimed at analyzing students educational competencies in various subjects. The 21st century marks a world that differs from the previous centuries. The 21st century poses a world with diverse challenges to individuals and societies. The 21st century reforms have changed teaching and learning processes in an effort to improve the public education system.
The assessment reviews a student’s capabilities in reading literacy, mathematics literacy and science literacy. The assessments also review a student’s competence skills in fields such as problem solving and basic functional skills. The international comparison strategies have caused uproar over what societies must do the public education system. The 21st century provides a new perspective to education and the process of teaching and learning. Notables in leadership and educational sector believe that teaching needs to focus on impacting students with 21st century skills that will guarantee their success.
According to Rotherham& Willingham (2009) teaching 21st century skills require that teacher emphasize on skills in critical thinking and solving problems. Critical thinking and problem solving skills have been in existence since pre-historic times, and with the changing economy, the ability of individuals to possess these skills is vital. In the fast changing world, the need for efficient critical and problem-solving skills is paramount to ensure that the society has productive individuals that think beyond the present (Clifford, & Friesen, 2004).
In teaching, the 21st century has introduced the students-centered methods that focus on problem-based and project-based learning. These modes of learning enable students to collaborate and work with their communities by dealing with actual problems (Wan, & Gut, 2011; Sharma, 2005). Learning for students is no longer based on an abstract world. Subjects such as mathematics that were taught in the abstract world no longer apply in the 21st century reforms to learning and teaching. The 21st century mode of teaching requires that instructors ensure that the students understand the fundamentals mathematical concepts (Griffin, & Care, 2011). The mode of teaching in the 21st century is such that the student can apply the concepts to solve an issue in the real world.
The student-centered method is a shift from the seat work and whole-class instructional method that was led by the instructors. The student-centered method enhances student’s performance as the students are able to relate what he is taught in class with real life situations in his environment. A student’s centered approach also brings out the best skill in each of the students (Schleicher, 2012). This in contrast to the whole-class instructional method, where the teacher is not keen on whether the students have acquired adequate knowledge.
Teaching in the 21st century also encourages collaboration among instructors. Unlike the past where teachers only relied on their expertise and experience to create instructional materials for their students, the 21st century encourages collaboration. According to Wan, & Gut, (2011) collaboration ascertains that instructors share their expertise. Collaboration enables teachers to make learning a trans-disciplinary process in which they can connect knowledge and ideas from different discipline. This makes it easier for students to comprehend complex topics that they encounter for the first time (Field, & Pont, 2007). The 21st century reforms on teaching and learning has led to the establishment of better tests for students. There is no point of investing in curriculum without investing in assessment. Effective assessment evaluates whether students have grasped the concepts taught in their classrooms (Clarence, & Renshaw, 2008). Reforms in the 21st century guarantee that students sit for assessments that measure their thinking skills. The assessments also enable instructors to make a comparison between students and school. Elaborate assessments ensure that instructors detect and correct any problematic areas that the students face. Overall it leads to effective teaching and learning (Thomas, & Crow, 2011). Comparison of assessment results among schools helps in establishing an effective teaching method as gathered from schools that are high performing.
The 21st century also introduces the element of technology. Technological advancements have turned the teaching profession as a career that requires adequate preparation. Preparing to engage in teaching requires that the teacher critically examines what it means to teach and learn in a classroom that is networked and techno-savvy. The 21st century prepares a platform for the digital world thus presenting an array of implications for teaching and learning. In the 21st century, teachers can no longer rely on their previous teaching experience (Clifford, & Friesen, 2004). Their teaching practice has to move beyond the recognized conventional teaching methods in schools. Teachers and students have had to embrace the element of learning with technology as different to learning on technology.
Reference
Clarence, C. & Renshaw, P. (2008). Reforming learning. Springer
Clifford, P. & Friesen, S. (2004). Coming to teaching in the 21st century. Galileo educational research study. The Galileo Educational Network. University of Calgary
Field, S. & Pont, B. (2007). No more failures. Education and Training policy. OECD publishing
Griffin, P. & Care, E. (2011). Assessment and teaching of 21st century skills. Springer
Rotherham, A. & Willingham, D. (2009). 21st century skills. Teaching for the 21st century. Vol. 67(1); 16-21
Schleicher, A. (2012). Ed., preparing instructors and developing leaders for the 21st century. OECD publishing
Sharma, P. (2005). Teaching and learning in the 21st century. Sarup & sons
Thomas, N. & Crow S. (2011). Information literacy and information skills. ABC-ClIO
Wan, G. & Gut, D. (2011). Bringing schools in the 21st century. Springer
Wang, E. & Newby, J. (2004). Increasing pre-service teachers self efficiency for integration of technology. Journal of research on technology in education. Vol. 36(3); 231-250
Question 3
A whole child approach that develops the child not just cognitively, but socially, emotionally, physically and civically is ideal for a nation. Traditionally, school emphasized on cognitive knowledge in which learning involved acquisition of cognitive knowledge in various subjects. This form of education has proven futile as it produces qualified students who are unable to positively integrate and contribute to their societies. A whole child approach to education is a holistic approach that guarantees not only a student’s cognitive empowerment, but it also ensures that the students grows to a healthy, motivated and engaged individual.
Unlike the traditional mode of education, a whole child approach involves all the vital stakeholders in the child well being (Kochlar-Bryant, & Heishman, 2010). The stakeholder include; the educators, the family members, policy makers and the community. The stake holders actively participate in molded the child’s life. A whole child approach to learning also raises the bar in terms of accountability beyond giving cognitive knowledge to students.
According to Malone & Janc (2008), it is only by integrating a holistic approach to education that school will be able to produce students that are well prepared for society thus a successful life. Many scholars such as John Dewey support a holistic approach to education as it enhances learning rather than performing. Dewey’s ideology of teaching the whole child refers to “paying close attention to the educative effects of the personal experiences of the learner” (Stuckart, & Glanz, 2010). Unlike performing, learning leads to a long term result as students can apply the concepts and ideas learned in various aspects of his life.
An ideal education system thus guarantees that students are knowledgeable, healthy, safe, and engaged to societal activities. With regards to health, schools should ensure that students are exposed to a culture of health and well being. Students should be familiar with the importance of upholding a healthy lifestyle. The schools must also have a health education curriculum that supports and reinforce the wellness of each student. Upholding health also requires that the school works with the students, family and community members in ensuring that the student’s health and wellness is upheld (Educational leadership, 2012).
A whole child approach to learning also emphasizes on providing students with a safe learning environment that enhances cognitive learning. Students should learn about value, respect and care at a tender age. Students learn at a better pace when they feel cared for and safe. The feeling of safety is also intertwined with the element of attention and cognitive growth (Tolan, & Quintana, 2007). If a student feels safe, he is able to concentrate fully than a student who is distracted over issues of his safety. Safety in school involves issues such as bullying which can be curtailed by stringent rules of discipline.
According to ASCD (2012), a whole child approach also effectively engages the student by ensuring that he is actively involved in the learning process and that the learning strategies are connected to the learning institution and the community. For students, the act of being engaged revolves around the presence of motivation. Students must be motivated to learn and show interest in their studies. Schools should adopt curriculums that encourage learning as a bored student will not be willing to learn. Boredom can also arise when the students fail to make a connection between the content they are learning and reality (Weare, 2000). Students with such a perception will realize that they are being taught simply to pass their exams; otherwise, the concept is inapplicable in reality.
A whole child approach to education is also vital as it enhances supportiveness i.e. students can access personalized learning through the support of qualified adults. The qualified adults could be counselors, career advisers, librarians or teachers who are all involved in shaping the students life. Students who do not experience support from qualified adults have a risk of failing in their academic endeavor (Brown, 2008). The qualified adults act as role models and mentors who advice and guide students in their academic endeavor.
A whole child approach also engages the child in that the education system challenges the child capability. Challenging students’ guarantees that they are well prepared to face challenges beyond school, for instance, at the workplace and in the global environment. Providing students with a challenging environment in education requires that school adopt a well rounded curriculum that inspires students to make efforts beyond his expectations (Scherer, 2009; Stuckart, & Glanz, 2010)). The ability of a student to overcome these challenges increases the motivation and inspiration to learn hence academic accomplishment.
It is a fact that a whole child approach to education leads to the development of children who grow to become fundamental and essential individuals to the nation. This is true because the child is nurtured from a tender age on various aspects to life. The child is not only cognitively developed and learned, but he is exposed to other aspects of development such as support and engagement, which are applicable beyond the class scenario (McCloskey, 2011). The 21st century demands individuals that are highly skilled, educated and able to embrace change and innovation. A whole child approach to learning, teaching and community engagement guarantees that individuals are fundamental and essential to their society.
Reference
ASCD, (2012). Whole child approach. Retrieved from http://www.ascd.org/about-ascd.aspx
Brown, J. (2008). Educating the whole child. ASCD
Educational leadership, (2012). The whole child and the common core. Educational leadership. Vol 70(4); 94
Kochlar-Bryant, C. & Heishman, A. (2010). Effective collaboration for educating the whole child. Corwin Press
McCloskey, M. (2011). What does whole child education meant to parents? Educational leadership. Col. 68(8); 80-81
Scherer, M. (2009). Supporting the whole child. ASCD
Stuckart, D. & Glanz, J. (2010). Revisiting Dewey: best practices for educating the whole child. R & L education
Weare, K. (2000). Promoting mental, emotional and social health. Routledge publishers
Malone, H. & Janc, H. (2008). Educating the whole child. Phi Kappa Phi Forum. Vol. 88(1); 16-25
Tolan, D. & Quintana, D. (2007). Schools and families educating children. American Psychological Association. 133-135
Question 4
I) Despite a rise in computer use and training, technology is still underutilized in supporting some of the most powerful instructions. One of the most powerful research based strategies is teacher moderation. Teacher moderation involves analyzing the performance of students based on a predetermine criteria (Egan, & Haney, 2002). Moderation enables teachers to assess a student’s performance, build common knowledge of curriculum expectations and also compare teaching and learning strategies with teachers and students. Moderation allows teachers to work together in analyzing a student and determining strategies that would enable positive performance in the future. Teachers can also use technology for instructional practices through simulations and video. These technologies enable student acquire a deeper understanding of concepts in different subjects (Vega, 2011).
Technological tools such as word processors, spreadsheets, database and PowerPoint aid in development of 21st century skills such as communication and critical thinking. The successful use of technological tools for instructional purposes requires that the teachers determine how technological tool matches a task (Mockler, 2011). A teacher would for instance use one tool to help students memorize some concepts while he would use another tool to bring out the students conceptual understanding of certain academic principles.
II)Technology integration for the adoption of adequate instructional practices that support learning requires that the teacher embrace change. Teacher need to change their beliefs and ideologies regarding effective instructional strategies. Teachers must embrace technology and be the agents of change in adopting effective instructional strategies effective for the 21st century learner. Teachers must also accept that, unlike curricular changes that occur periodically hence there is adequate time to learn and implement them, technological changes for purposes of instructional teaching change regularly. A teacher with an open mind to change will embrace the changes as often as they occur (Buehl, 2009). Teacher must also gain confidence and believe that they can use technology to facilitate student learning. Lack of confidence in the use of technology affects the teacher ability to use technology for instructional purposes.
Self efficacy is essential in the use of technology for instructional purposes than skills and knowledge (Voogt, 2008). The ability to use technology for instructional purposes require that teachers are not only educated but that they can conform to the cultural, social and organizational contexts in schools and the surrounding environment. Teacher may embrace technology, but since they are not free agents they must work with their community to determine the most effective teaching strategies. Unfortunately for most communities effective teaching that includes the notion of technology has not been well adopted across learning institutions (Andrew, 2007). Overcoming the pressures of culture in an attempt to introduce technology as an instructional strategy requires that the teacher work together towards developing a shared vision regarding technology use. Once technology is integrated into as a teaching strategy, it should regularly be monitored to ensure that it enhances academic and professional development.
III).The advancement of technology means that teachers are also expected to use technology to improve their effectiveness is rendering instructions to students. Teachers should not only use low level technologies for teaching; they should instead aim to integrate high-level technologies to meet the requirements of the 21st century learner. Teachers should use technology, not for learning purposes but to bring change to how they teach (Ertmer, & Leftwich, 2010). Meaningful learning is only achievable in the 21st century if teachers can help students construct deep and connected knowledge applicable in real life situations. Teacher must use differentiated instructions and data based decision making strategies to provide high-quality instructions.
According to Watson, (2006) an instructional leader can also divert from the use of lectures; textbooks and teacher dominated discussion to the use of technology. For instructional purposes, unlike text book technology for learning is more interactive and can engage more than one participant. This encourages sharing of ideas and opinions hence increased knowledge. Technology can also come in handy in a situation where the instructor has to differentiate instructions in a classroom. In a situation where a teacher has also learners and fast learners, the teacher can use technology to keep up with the pace of the fast learners while progressing slowly with the slow learner (Zemelman, & Hyde, 2005). This is not possible in a traditional classroom where all students listen to one form of instructions from the teacher.
Reference
Andrew, L. (2007). Comparison of teacher educator instructional methods. The teacher educator. Vol. 42(3); 157-184
Buehl, D. (2009). Classroom strategies for interactive learning. International reading association
Egan, V. & Haney, J. (2002). From beliefs to actions. Journal of Science Teacher Education, Vol. 13, 171–187.
Ertmer, P. & Leftwich, A. (2010). Teacher technology change. Journal of research on technology in education. Vol. 42(3):255-77
Mockler, N. (2011). Rethinking educational practice. Springer
Peck, C. (2001). High and low use of technologies in classes. Journal of American educational research. Vol. 38; 813-834
Vega, V. (2011). Research supported practice. Edutopia: the George Lucas educational foundation
Voogt, J. (2008). IT and the curriculum process. International handbook of IT in education. Springer
Watson, G. (2006).technology professional development. Journal of technology and teacher education. Vol. 13: 235-86
Zemelman, S. & Hyde, A. (2005) best practice: teaching in American school. Heinemann
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