Purposes and Structures of Planning for Effective Learning - Report Example

It has been suggested that for effective teaching and learning, since learning ‘is a consequence of experience,’ education and teaching should be focused on development and creation of ‘appropriately nourishing experiences so that learning comes about naturally and inevitably’ and the focus by schools should be shifted less on ‘talking about learning and teaching to more about doing.’ It should portray what is done in the classroom rather than theory and practice and should develop an effective teacher model through the identification of the classroom activities of an effective teacher.

As such, there are ten research supported procedures and purpose of the focus of quality teaching and learning; focus on student achievement, pedagogical practices that create caring, inclusive, and cohesive learning, quality teaching is responsive to student learning processes, multiple tasks and contexts support learning cycles, learning opportunities are effective and sufficient, effective links between school and the cultural context of the school, curriculum goals objectives aligned, teachers and students engage constructively in goal-oriented assessment, pedagogy scaffolds feedback on students’ task engagement, pedagogy promotes learning orientations, student self-regulation, metacognitive strategies and thoughtful student discourse (Bayne, 2009).

‘Does teaching draw on both extremes and should the effective teacher be expected to follow one, or both of these models and in the process perhaps fall short of either goal? In an attempt to reach on a personal conclusion, one needs to endeavor to draw a path between the two philosophical approaches so as to find a suitable road map that provides further direction in the quest for that ‘good teacher’ epitaph. The creation of an effective learning environment will be aided through the interaction of key factors that provide a good teaching foundation such as teacher knowledge, enthusiasm, and responsibility for learning, assessment of activities that encourage learning through experience, effective feedback that establishes the learning process in the classroom, classroom activities that encourage learning, effective interaction between the teacher and the students, creating an environment that respects, encourages and stimulates learning through experience (Borko, 2007).