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The situation presented in the case of Glenbrook South High School is normal in most schools, where students with demonstrable capabilities end up failing their exams. After the results that Joanie gets, despite having spent time delivering the content as effective as she could, there is need to come up with a plan that can facilitate effective learning, application of the content and responding to questions in an exam situation.
Firstly, in order to facilitate effective learning, Joanie can consider diversifying the teaching and learning style that she uses. One of these ways is to let students do the teaching. (Mwenda, 2012). For instance, a student can be assigned a single theme and allowed some time to carry an in-depth research then come and share the same with the rest of the class. In essence, learners grasp more what they have actively participated in than what has been imposed on them from the teacher. (Mwenda, 2012).
Secondly, Joanie can consider engaging the class in group work through discussions and simulations. By doing this, learners will have an opportunity to bring out what they initially thought was right when it was wrong. (Mwenda, 2012). In addition to this, the levels of confidence will be built as the learners correct each other in addition to having the freedom to share what they could have dismissed as irrelevant ideas. Further to this, low achievers can have an opportunity to learn how their well performing colleagues manage to do it. (Mwenda, 2012).
In order to have the learners improve in their performance in exams, there are a number of considerations that can be included in Joanie’s teaching plans. Firstly, since the questions that the students failed were to do with memory or remembrance, a catchy and memorable plan should be in place. For instance, apart from being given a chance to read the text on their own, the teacher can organize a video show or an acted presentation of the text in order to have the students remember
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