Strategies to Measure Teaching Effectiveness - Essay Example

Strategies to Measure Teaching Effectiveness The learning of low level learners can be ensured through effective instruction and teaching strategies. It is important to match instructions with the intellectual capabilities of learners (Magna, 2011). The initial assessment of the low level learner includes identification of learning needs and various barriers to learning. The assessment of low-level learners could be carried out through both formal and informal methods of assessment. The initial assessment process will serve various functions. The initial assessment process will determine the essential skills possessed by the learner and the areas of deficiency (Stoica et al, 2003). The assessment process for low level learners will consist of reading, writing, and observation activities. In order to assess the reading skills of learners, they would be provided with tasks on the basis of their level of understanding. The literary activities for those learners include copying sentences, reading unfamiliar words from a text, writing a short story, and solving a few mathematical problems. The assessment of low level learners will also be carried out through observation and monitoring. The purpose of observation is to determine the needs of learners. When assessing low level learners, attention would be paid on the way they attempt various tasks. The time finished by learners in completing an activity would be noted. The optimal time required for completing an activity would be determined. The time taken by a learner in completing a specific activity will be compared with the optimal time. The interaction of learners with others will also be observed. The assessor will determine whether the learner interacts with large groups or small groups. The assessor will also determine if low level learners assist fellow students in the classroom. The communication skills of learners will be assessed by determining whether they prefer to work in groups or individuals. With the help of initial assessment, the difficulties faced by learners in understanding various tasks will be identified. This will help determine the areas of improvements for low-level learners (Schroeder, Scott, Tolson, Huang, & Lee, 2007). 2. How you could differentiate your teaching to accommodate the needs of this learner to ensure an inclusive learning environment. For low-level learners, teaching style would be modified according to their needs in order to ensure an inclusive learning environment. The teaching style recommended for these students is supportive teaching style. This style of teaching can foster learning and engagement of students. The teachers are required to support students by listening to their concerns and provide timely feedback. The teachers also required to show empathy towards low-level learners. In order to increase the motivation low-level learners, teachers are advised to provide challenging tasks to students. However, the tasks must be according to the intellectual capabilities of learners. Students deliver superior performance when the level of difficulty of a task is slightly above their ability. This results in making a task challenging. The classroom setting for low level learners could also be modified. The best teaching method for such learners is group-based learning (Schroeder, Scott, Tolson, Huang, & Lee, 2007). The tutoring method for low-level learners must be modified. For such learners one-on-one explanation of various subjects is required. The low level students are less likely to regulate themselves than high level learners. Therefore, the assistance of the instructor is also important to ensure the self-regulation of low-level learners. Peer tutoring is also am method that could be used for teaching low level learners. In this style of teaching, one student helps another in teaching subject material. The students are paired through diagnostic tests and test scores. The peer tutoring sessions could be monitored by educators. Teachers could pair low performing students with high performing students in the classroom setting (Miller & Geraci, 2011). For low level learners, teachers are required to adopt generative strategies. The generative strategies allow students to perform in the classroom. This reduces the boredom faced by students during lectures. The use of generative strategies results in improving the performance of students. The collaborative teaching style is also effective for improving the performance of low level learners. The rehearsal and elaboration strategies can be used in accordance with innovative strategies. These strategies can be used by low level teachers for teaching low performing students (Eisenberg, Vidmar, Spinrad, Tggum, Edwards, Gaertner, & Kupfer, 2010). 3. Identify and evaluate two resources that could be used to support this learner's progress. In order to support the progress of low level learners, an important resource is classroom activity. The activities performed by students in classroom allow them to enhance their intellectual capabilities. With the help of interactive activities, students can acquire various skills easily. The activity learning is more important to students than lecture-based learning. During various activities, teachers can observe and monitor learners to ensure that they understand properly. Teachers could also organize feedback sessions after activities to determine if students have grasped the concept or idea (Casquero, Ovelar, Romo & Benito, 2013). The low-level learners often find it difficult to understand a concept or problem by learning. In order to facilitate their learning, graphical representations of problems and concepts could be used. The graphical representation is a crucial part of the learning of low-level learners. It is also recommended that teachers use examples and stories in their instructions (Giuliodori, Lujan, & DiCarlo, 2008). The second important resource that could be used for the learning of low level learners is e-learning. Technology can play a significant role in enhancing the intellectual capabilities and performance of low-level learners. The Internet can be used for the learning of low-level learners in various ways including case studies, games, videos, and various other online activities. Teachers can access various online resources to determine specific activities and material that could be used for the learning of low-level learners. With the help of the Internet, the learners could find various challenging tasks and problems. The online libraries could also help low-level learners find appropriate reading materials. Teachers can also access online libraries to access resources to find learning material for low level learners (Berk, 2005). The interactive learning strategies must be utilized for teaching low level learners. The use of these strategies is useful in helping students achieve goals and improve performance. However, it is also important to ensure that low level learners are not isolated in their learning. The low level learners must be provided with opportunities to learn with high performing students. This will allow them to acquire necessary skills and qualities. The teachers and instructors of low level learners must take the responsibility of helping such students. The assistance of peers is also important in ensuring the superior performance of low level learners. References Berk, R. a. (2005). Survey of 12 Strategies to Measure Teaching Effectiveness. Strategies, 17(1), 48–62. Retrieved from http://www.physics.emory.edu/~weeks/journal/berk-ijtlhe05.pdf Casquero, O., Ovelar, R., Romo, J., & Benito, M. (2013). Reviewing the differences in size, composition and structure between the personal networks of high- and low-performing students. British Journal of Educational Technology, n/a–n/a. doi:10.1111/bjet.12110 Eisenberg, N., Vidmar, M., Spinrad, T. L., Eggum, N. D., Edwards, A., Gaertner, B., & Kupfer, A. (2010). Mothers’ teaching strategies and children's effortful control: a longitudinal study. Developmental psychology, 46(5), 1294–1308. Giuliodori, M. J., Lujan, H. L., & DiCarlo, S. E. (2008). Collaborative group testing benefits high- and low-performing students. Advances in physiology education, 32(4), 274–278. doi:10.1152/advan.00101.2007 Magna, a. (2011). Teaching with Technology : Tools and Strategies to Improve Student Learning Teaching with Technology. Strategies, (January). Retrieved from http://www.facultyfocus.com/free-reports/teaching-with-technology-tools-and-strategies-to-improve-student-learning/ Miller, T. M., & Geraci, L. (2011). Unskilled but aware: reinterpreting overconfidence in low-performing students. Journal of experimental psychology. Learning, memory, and cognition, 37(2), 502–506. doi:10.1037/a0021802 Schroeder, C. M., Scott, T. P., Tolson, H., Huang, T.-Y., & Lee, Y.-H. (2007). A meta-analysis of national research: Effects of teaching strategies on student achievement in science in the United States. Journal of Research in Science Teaching, 44(10), 1436–1460. doi:10.1002/tea.20212 Stoica, I., Morris, R., Liben-Nowell, D., Karger, D. R., Kaashoek, M. F., Dabek, F., & Balakrishnan, H. (2003). Chord: a scalable peer-to-peer lookup protocol for Internet applications. IEEE/ACM Transactions on Networking, 11(1). doi:10.1109/TNET.2002.808407 Read More