To teach students effectively, teachers use a variety of different techniques. Some techniques are used to engage students, while others are for memorization. At the same time, there are some teachers who let the students teach themselves in a style called flipped classroom. While each of these methods are effective in their own way, some help students more than others. To begin, a teacher might try to engage his or her students. To do this they might try and get to know their students better. An activity to get to know students might be a game or fun activity. Another way to engage students is to make learning into a fun and enjoyable game. For instance, a teacher might review a chapter by playing a game of Jeopardy with his or her students. A teacher might also give an anecdote to make a topic more personable. However, all a teacher needs to do to be engaging is to ask questions and make sure everyone is included. This style is more helpful for students who are personable. Next, a teacher might simply want a student to learn something. To accomplish this task, they would assign difficult …show more content…
In a flipped classroom, students teach themselves, only being guided by the teacher minimally. An example of this style would be if a teacher made a video outlining the subject being taught and let the students go over it by themselves. Using this video and any other resources at their disposal, the students would go over assignments, asking specific questions to their teachers whenever help was necessary. This style of teaching leads to student independence. However, some students dislike this style as it seems as if the teacher is too laid back. This likely comes from students never having been taught in this style before. A flipped classroom is good for teaching students who are independent and enjoy learning on their own. This style will also aid students in comprehensively looking at future problems and
Having been in college for almost two years now, all of my courses have had the more typical college lecture, where the professor is in front of the class and teaches. These types of classes are usually deemed as dull or boring, but if you are a good listener and have interest in the material then it shouldn’t be a problem. I’m the kind of student who prefers to have a more hands approach in order to learn better and excel in my work. While I do believe students would have more interest in the course if the teacher did a flipped classroom and had a more interactive approach. Many professors already lecture in their courses with a passion in what they teach. Those types of professors keep their students interested instead of bored by telling stories, cracking jokes related to material, or involve participation from the
Students become more engaged in lessons when he/ she is interested. Using the previous example about my small teachers excitement to use the chromebook showed his level of motivation. Also during this lesson, he was very interested in watching the videos their teacher allowed them to watch.
Doing that involves an increasing mastery of skills, knowledge, and ideas." (Robinson, p. 119) The mentioned idea can be used to motivate students to participate in the learning process. The same way young children learn playing with others, the older child can do it experimenting and prove their theories. As a teacher is easy to noticed the difference between a lesson that is pure theory, and the lesson that incorporates creative factors. Students present a better behavior during the lesson, participate, interact, formulate questions and get the answers working together without
One way to excite students about learning is by using games. Game play can require students use higher-order thinking skills, where they are analyzing, creating and understanding the concepts at deeper level. Making games from content, or Gamification can be done by creating teams, scores, competitions, and rewards. Real life simulations incorporated into a game environment can create a powerful learning environment.
In the depths of an individual’s being, lies his or her self-worth. Self-worth molds individuals into who they are, what they want to become. Self-worth lies at the heart of self-esteem. Self-esteem is, Palladino (1994) a blend of “self-confidence, self-worth, and self-respect. It involves respecting others, [along with] feeling a sense of harmony and peace within yourself” (sec.1p.1). The secret to higher self-esteem is the incentive to take accountability for one’s viewpoints, such as his or her aspirations, ethics, capabilities, and curiosities and to understand that these things combined is what makes them who they are (Palladino, 1994). However, the quest of higher self-esteem at times will cause sacrifices to be made by the individual to education, relationships, self-regulation, mental and physical health, as well as other concerns (Crocker & Knight, 2005).
According to the Flipped Network, “Flipped Learning is a pedagogical approach in which instruction moves from the group learning space to the individual learning space, and the resulting group space is transformed into a dynamic, interactive learning environment where the educator guides students as they apply concepts and engage creatively in the subject matter”(FLN, 2014). The Flipped Classroom is also known as inverting the classroom, which means that the events that usually take place in this defined by classroom will now take place outside the classroom and vise versa. Teachers can have students use the plethora of technologies to assist the students by having access to lectures, video presentations, and other materials
These authentic learning activities are more engaging for the students and allow for a wide range of learning styles. It is imperative that all teachers attempt to integrate these experiences into their classroom as often as possible. These activities usually take more time and energy to plan and implement, but the benefit to the students make the extra work worthwhile.
...nd make similar problem situations, and then, they provided the students with a little bit of practice because practice makes perfect! After that, teachers may put the students on the situation given just now.
As teachers, however, teachers know it when they see and teachers also know when it is missing (Newmann, 1986). Student engagement is referred as the quality of effort a student puts into a task (McMahon & Zyngier 2009; Kuh 2009). Students need the encouragement from teachers to engage in class and teachers can help by making the classroom a place for active learning. This leads to students feeling as if their teacher has a special interest in them and their needs (Celikoz, 2010; Daniels, 2010; Adkins-Coleman, 2010). Even if a student is engaged in school; it does not guarantee academic achievement (Nakkuls, Toshalish, 2012). The focusing processes play a very important role in engagement because no matter how enjoyable a task can be, there comes a time for everyone when they struggle with staying focused. Some students have trouble staying engaged even if they really want to and are interested. So, the core of student engagement is for the student to be able to engage deeply with their own thinking (Nakkuls, Toshalish, 2012). Engaging students is a complex task that teachers face daily and it requires more than just motivating the student. There are many factors teachers must take into account in order to be successfully in engaging students (Saeed, Zyngler,
In the world of education, the curriculum is ever changing. The new curriculum that is being talked about is that of Flipping the Classroom. Flipping the classroom curriculum is reversing the curriculum, the students do homework at school and the school work at home (Cohen & Brugar, 2013). The way this curriculum works is the teacher will make short video clips for the students to watch at home or when ever they are working on their school work. This video can consequently help those who have been out sick, so they are not so far behind.
Flipped learning involves leveraging e-learning technologies to provide students with content prior to the lesson so that in the group context more time can be spent in group activities (Johnson and Renner, 2012). This promotes a collaborative learning environment in the classroom (Jarvela, Volet and Jarvenoja, 2010, Stahl, 2012). The aim of flipped learning is to develop an active learning environment within the classroom without sacrificing the coverage of content (Strayer, 2007). The impact is to develop in the student active learning, social learning and creative learning skills (Miltbrandt, 2004).
Today I used a variety of instructional delivery methods to ensure that my students were able to accomplish the learning targets. Having different modes of instruction (direct instruction, individual writing, pair-share, small group discussion, large group discussion, etc.) allows students to demonstrate learning in a variety of ways. If students do not master a key skill, it also provides students to relearn, rework, and rethink key concepts. This type of instructional design also encourages engagement as it appeals to multiple learning styles and builds in time for me to interact with students in multiple ways (including one-on-one) (IE: Chloe can be quieter. I was able to touch base her to make sure that she understood the abstract vs. concrete exercise). Using multiple instructional delivery methods also provides me with opportunities to personally motivate students to be active in their learning (IE: Emily is very creative and likes small group work. IE: Taylor likes politics and would grasp the global climate change example IE: Big Mike works best when he has time to think individually before responding to a group. A notes handout helps him process key ideas before feeling pressured to apply them. IE: Several students enjoy speaking in large groups. Asking for examples and group participation appeals to the sense of camaraderie in the class).
In order for learning to take place in the classroom the teacher has to put in place an effective teaching and learning strategy. Being an effective teacher is not something that can be achieved instantaneously but rather something that has to be continuously developed and improved upon over time. Petty mentions how good teachers are not born but rather make themselves and that effective teaching comes from learning from your mistakes and successes. Petty, p. 516, 2009. This process involves teacher reflection and assessment of the effectiveness of different teaching strategies used in the classroom. It is only then that teachers can learn and advance themselves.
The second step in developing an engaging lesson is to focus on the instructional strategies used to help the students understand the material. It is at this point, the teacher decides what activities they will use to help address the “big ideas” or the “essential questions”.