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Critiques of student engagement
Importance of student engagement
Critiques of student engagement
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The two International Board of Standards for Training, Performance and Instruction (ibstpi) competencies that are most important to my practice of instruction in an adult learning environment are: Provide clarification and feedback and Promote retention of knowledge and skills. These two competencies allow students to codify learning in ways that they can receive feedback and apply new knowledge. For instance, instructors can create a venue to provide context for learners to request feedback on new knowledge application. Instructors may use a myriad of methods/techniques (e.g., case studies, demonstrations, etc.) to promote teacher-student engagement, allowing recommendations to flow smoothly. Students can also provide their own feedback
For most people who have ridden the roller coaster of primary education, subtracting twenty-three from seventy is a piece of cake. In fact, we probably work it out so quickly in our heads that we don’t consciously recognize the procedures that we are using to solve the problem. For us, subtraction seems like something that has been ingrained in our thinking since the first day of elementary school. Not surprisingly, numbers and subtraction and “carry over” were new to us at some point, just like everything else that we know today. For Gretchen, a first-grader trying to solve 70-23, subtraction doesn’t seem like a piece of cake as she verbalizes her confusion, getting different answers using different methods. After watching Gretchen pry for a final solution and coming up uncertain, we can gain a much deeper understanding for how the concept of subtraction first develops and the discrepancies that can arise as a child searches for what is correct way and what is not.
As part of the Framework for teaching, Danielson suggested 22 components, which are categorized into four domains with various related elements in each domain (Danielson, 1996). Domain 2 of the Framework comprises skills related to interactions that occur in the classroom deemed necessary for effective instruction. Danielson’s Framework in domain 2 aligns with the CCT Rubric at domain 1. Indicator 1a exists within domain 2 of the Framework for Teaching, but for the purposes and focus of the following synthesis, it will be referred to as domain 1 in the CCT Rubric.
As the instructor in my classroom, I am responsible for making sure that my students reach the highest possible level of understanding in the subject area that I teach.
Knowles, M., Holton, E., & Swanson, R. (2011). The adult learner. (7th ed.). Burlington, MA: Taylor and Francis.
The learning process for adults is never ending and can be very challenging. As an adult educator, teaching adult learners you will face many challenges in the learning process. It is our responsibility to keep the learners engaged, and to help them to realize their full learning potential.
Readiness to learn- Do they need a lot of direction in order to figure out where to go? How much support do they need in order to learn? Can they do it even if no one is there to cheer them on? Adult learners need their learning to be timely and relevant.
A defining condition of being human is that we have to understand the meaning of our experience. For some, any uncritically assimilated explanation by an authority figure will suffice. But in contemporary societies we must learn to make our own interpretations rather than act on the purposes, beliefs, judgments, and feelings of others. Facilitating such understandings is the cardinal goal of adult education. Transformative learning develops autonomous thinking. (Mezirow 1997, p. 5)
of the teaching methods I am utilizing, as well as, how I am assessing the students is beneficial to not only all my students, but professionally as well.
Cooperative learning and feedback are also key strategies within this instructional unit. Students will use rubrics, a form of feedback, to observe each other’s performance. Students will then discuss the rubric with the peer observed in order to praise correct techniques demonstrated.
The ASTD Competence Model serves to identify the competencies training and development professionals must exhibit in order to be successful in the field. The model consists of six foundational competencies, which include “business skills, global mindset, industry knowledge, interpersonal skills, personal skills, and technology literacy” (Arneson, Rothwell, & Naughton, 2013, p. 17). The model also identifies ten areas of expertise, which include “performance improvement, industrial design, training delivery, learning technologies, evaluating learning impact, managing learning programs, integrated talent management, coaching, knowledge management, and change management” (Arneson et al., 2013). Each of the foundational competencies identifies
Without elaboration, outline strategies that may either make your organisation a Learning Organisation, or improve its performance as one.
The method by which training is delivered often varies based on the needs of the company, the trainee, and on the task being performed. The method should suit the audience, the content, the business¡¦ environment, and the learning objective. Ideally, the method chosen will motivate employees to learn, help employees prepare themselves for learning, enable the trainees to apply and practice what they've been taught, help trainees retain and transfer what they have learned, and integrate performance with other skills and knowledge. Other factors affecting the choice of a training method include: -Age, gender, or level of education of the trainees -Learning styles of the trainees -Number of trainees -Budget -Trainer's skills and training style Common group training methods include: Lecture A lecture is the method learners often most commonly associate with college and secondary education. Yet, it is also considered one of the least effective methods to use for adult learners.
In my teaching practice, as a Health and Social Care Teacher, I try to identify and meet individual learner needs, boost their morale and encourage them using all the necessary available and on target resources. Values and attitudes were influencing the way our students were learning at all times; therefore, they are considered an important part of the curriculum, hence the purpose of teaching and learning resources is mostly to provide a source of learning experience for our students.
Develop teaching expertise is the part of proposition from NBPTS, specifically knowing the subjects they teach and how to teach those subjects to students (1987). One of the methods is continue to pursue their professional development by joining a professional association or organization, attending a workshop, and reading a professional journal, website, or books. These ideas enhance teachers’ cognitive growth by enlarge information of the latest strategies or method, enhance cognitive growth, and learning to help the teachers to become expert in their teaching and influence on student learning.
Feedback should be communicated in language that is understandable for the learner, have a genuine purpose, and be significant for the individual needs of each student. Through feedback, teachers can provide the students with suggestions for development, learning strategies, and corrections for errors.