ILPE Method
Introduction
The ILPE method, that is, investigating learner’ previous experiences enhances the teacher’s understanding of the student’s proficiency as far as a given topic or subject is concerned. In this text, I demonstrate how my artifact, that is, the ILPE method shows my proficiency in one of the nine program competencies and secondly, I describe how the artifact shall indicate that my learning is improving. Last but not least, I demonstrate how ILPE shall impact on my students’ short or long term learning.
A reflection
In my case, I can use the ILPE method to chart or demonstrate my proficiency in a number of program proficiencies. According to Gabler et al. (2003), differentiation is critical in teaching. In teaching, I would use not only assessments but also develop a pre-test concise plan. Different avenues for charting student achievement can be enhanced by use of learning objectives. This also makes it possible to come up with evaluation strategies. it should also be noted that reassessments should be availed as his is one of the most effective ways of ensuring that students are converted into lifelong learners and hence are motivated to advance their achievements.
There are various ways in which I can glean that my teaching practicing is improving through the use of the ILPE method. To begin with, I can observe the motivation of students and if the students seem to be more motivated to learn, then the it shall be clear that my teaching practicing is improving. Next, the students’ understanding of the topic or subject is also a timely indicator as far as charting my teaching practicing is concerned. It is also important to note that as Wormeli (2006) argues, the ILPE method without assessments which are critical as far as sourcing feedback is concerned can not largely be seen to be helpful. With that in mind, I would utilize feedback which would be a critical as far as establishing whether my teaching practicing is improving. If the feedback sourced through the use of assessments in negative, then this can be taken to mean that my teaching practicing is not improving and in the light of this, the necessary corrective actions can be effected. Positive feedback is a sign that my teaching is improving. Positive results from the student centered activities can also be taken to be show that my teaching is improving. Last but not least, as Gabler et al. (2003) notes, having an end in mind while starting out on a teaching practice is critical. Therefore, how well I will have achieved the end I foresaw in the first place shall be a worthy indicator of an improvement in my teaching practice.
It is important to not that in more that one way, the ILPE method will impact on my students’ short as well as long term learning. To begin with, this method is very efficient as far as motivation of students is concerned and with that in mind it is clear that it will go a long way o reinforce the students long term learning. By asking the students a number of multi-level questions, their curiosity shall be aroused and this shall bring along a better understanding of the topic under consideration in their own way. Further, the students’ evaluation as well as synthesis capabilities shall be enhanced as the ILPE method is largely seen to be consistent with both the constructivist as well as cognitivist principles. It is important to note that as the ILPE learning in one way or the other concerns itself with aspects which are largely open-ended, the ‘what’ and ‘why’ of what the students will be doing shall be addressed and this will primarily impact on the student’s both short term and long term learning.
In the short term, the development of learning goals that can be seen to be clear as well as assessments that are effective as far as deriving feedback is concerned can go a long way towards enhancing student learning. This is essentially because the feedback sourced through the use of valid assessments shall enable me to come up with measures aimed at correcting any deviations. The deviations in this case shall be easy to identify because as stated above, havening an end in mind is critical for the success of teachings practices. My artifact shall also be instrumental in enhancing the development of critical thinking skills especially through the use of assessments.
Conclusion
In conclusion, it is important to note that for its ability to develop life-long learners, enhance curiosity as well as encourage critical thinking, the ILPE method can be said to be largely effective. It should however be noted that to enhance the effectiveness of the ILPE method, it should be utilized as a complementary to the best teaching practices. Examples of best teaching practices in this case include but are not limited to differentiation, formative assessments (frequent), post tests as well as pre tests.
References
Gabler, I.C. & Schroeder, M. (2003). Constructivist methods for the secondary classroom: Engaged minds.Boston, MA: Pearson Education.
Wormeli, R. (2006). Fair Isn’t Always Equal: Assessing & Grading in the Differentiated Classroom.Portland, MN: Stenhouse Publishers with the NationalMiddle School Association.
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