How May the Teacher Encourage More Learner Involvement in the Lesson - Report Example

How May the Teacher Encourage More Learner Involvement in the Lesson? Name Institution Introduction A society has the fundamental right to an educational system which is the solely and the ultimate source of development and advancement within a given community. Therefore, it has been acknowledged the world over that teaching practices seem to reflect towards the education of a given population. Thus, this has since been viewed as an impacting factor in regard to socioeconomic outcomes of citizens within a given country or territory. Since educational achievements are a Nation’s main driving force; most Nations around the world have embarked on the improvements of the educational sectors. However, it has been noted that students have failed in different subjects as a result of lack of interest and inadequate commitment to the learning process. This could arguably be blamed on the implementation of poor teaching strategies by the educators. This paper shall conduct a comprehensive research on different strategies and tools that can be employed by teachers in a bid to enhance interest and ultimately, success in subjects that are at times viewed as difficult by students. To this end, a detailed analysis of learning styles, strategies and tools shall ensue so as to understand how different students learn and construct their thought processes. With such knowledge, an articulated response shall be provided as to how teachers can build student’s interest in various subjects. Learning: A Brief Overview MacKeracher (2004, p.74) asserts that learning refers to the content of thought or to what we learned, learning styles explicitly refer to how we have learned it". Learning styles are achieved by combining a number of learning strategies to come up with particular learning styles. Many learners can implement several strategies of learning but often prefer to rely on the strategy they know best. It is widely agreed by educators all over the world that students who actively engage in the learning process are likely to achieve greater success. This assertion is backed by numerous education literature which reveals that once students are engaged in a particular learning process that suits them, they feel empowered and their propensity for higher personal achievements significantly rises. The significance of learning styles springs from the fact that "each student has personally preferred strategies for processing information and for learning" (MacKeracher, 2004, p.79). It is these strategies that determine the manner in which the learner goes about the learning task. Learning Enhancement Tools and Strategies Educators play a vital role in determining how best a student grasps the concepts of any given subject. However, a deeper understanding on the learning styles that best suit each student is always an added advantage to the educator. Such attributions are due to the fact that harnessing such knowledge can help the educator in enhancing the level of interest a student exhibits in a subject. The article by Stigler and Stevenson (1991) aims at explaining why there is poor performance by American students in mathematics while their Asian counterparts seem to excel. The data obtained from the studies highlights the poor performances of American children in mathematics as compared to their Asian counterparts. While the obvious answer would the probable difference in the intelligence levels of the children of these two different ethnicities, Stigler and Stevenson assert that there is no overall difference in intelligence and as such, the cause for the staggering differences in mathematical achievements must be as a result of other factors. A. Student Based teaching A closer look at the article reveals the existence of differences in how mathematics is taught in the different cultures. The first major difference observed was that in Japan and China, the role of the teacher was that of a knowledgeable guide who constantly relied on students as sources of information. This is in contrast to the American practice where the teacher was the prime information dispenser. The article illustrates that as a result of the Asian teacher’s role as a guide, children are the most active in the learning process. The article also reveals how Asian teachers utilize carefully crafted examples to guide their children to discover and eventually remember important mathematical concepts. Stigler and Stevenson (1991) observe that Asian teachers focus on interpreting and relating a real-world problem to a mathematical one. As such, a lesson may begin by giving and solving a more realistic problem affecting the current situation in the world; thus, giving conceptual ideas in mathematical expressions at the end. The American teachers on the other hand begin by introducing abstract mathematical concepts and solving them before giving their real world implications. This two difference approaches have significant implications since young children are more likely to understand mathematical representations from meaningful experiences (real-world) than the other way round. In their article, Stigler and Stevenson note that while both Asian and American teachers utilize objects to act as concrete representations of mathematical concepts, there is a greater consistency in the Asian classrooms. While this is attributed to the differing resource ability between the groups (with the American classrooms having more financial resources), the Asian teachers affirm that the use of different materials to represent situations only leads to disorientation to children. Another factor is that American teachers do away with the use of concrete objects much sooner than their Asian counterparts. From these comparisons in teaching strategies, it can evidently be stated that encouraging students to participate in class leads to better results than spoon feeding them with information about the topic. Not only does this strategy help students become more interactive in class, it also facilitate their ability to research and get more insightful knowledge regarding the given topic. As Emtech (2003) reiterates, using complex concepts and terminologies have over the years contributed to the general lack of interest in various subjects by students. As such, use of practical (real life) examples while introducing new concepts or subjects may go a long way in maintaining and enhancing the level of interest exhibited by students towards a given subject (Tileston, 2007). This goes to show that implementing a student centered strategy of teaching is among the key tools that can be used by teachers to improve and maintain interest in any given subject. B. Learning styles: Human beings differ in a variety of ways thus; possess variations in their levels of intelligence and mannerisms. In this regard, they are grouped into three: Learners who are slow, fast and those who prefer written material to verbal or visual presentations (Oxford, 2004). With this I mind, it is important that we discuss other methods that are used by people to learn and the different types of intelligence that we possess. Visual learners are people who learn best by using their eyes. They prefer visual displays such as charts, illustrated textbooks, videos and hand outs (Jones, 2003). They prefer sitting in front of the class where there is minimal obstructions to their view. This type of learners tends to relate and perceive things in a pictorial manner. They are mostly lifelong learners because they hardly forget what they have learnt because they use everything they see as a memory bank. As such, role playing may be a good strategy to encourage them to participate in class. The other type of learners is called auditory learners. These types of people acquire most of their knowledge through verbal lectures, exchanging ideas and listening to what others have to say (Courter et al, 1995). They often benefit the most from reading aloud or listening to recorded audio or visual lectures. Written information to them therefore has very little meaning because it takes longer for them to process. In all classifications of learners they are the most disadvantaged. This is because as they progress upwards in their schools the application of their preferred method of learning becomes minimal and if not addressed, they end up facing difficulties and perform poorly in their endeavors. The third type of learners is the tactile/kinesthetic learners. As the name suggest, they learn best through a hands on approach. They benefit the most from exploring their surroundings, practical learning and touching. They often have a hard time settling down or even sitting through a class as they are constantly distracted by their insatiable need to explore and experiment. In subjects where they have to settle down, they prefer writing down notes so as to understand the lessons. Simply because a person has a dominant learning style, necessarily does not mean that they are doomed or limited to their specific learning styles. Their weaknesses can be greatly improved through training (Funderstanding, 2001). This can be done by helping them enhance their cognitive skills are which the building blocks to all learning styles. Without these skills a person cannot effectively use or take advantage of other learning styles and this may consequently lead to failure in performance and even intellectual degradation. It is therefore the duty of supervisors to ensure that all students despite their weaknesses learn how to make good of their weaknesses. For example, if a student is a visual learner he can be trained on how best to utilize their learning skills and incorporate them during other lessons which require a different method. C. Small Group Instruction This refers to instructions given to a group of students mainly comprising of two to five students who discuss and find solutions to problems independently from the other group in the class. The main aim of such organization of students is to aid the teacher focus the student’s literary skills in class and the student’s ability to take notes according to his/her understanding. Therefore, small groups encourage students and boost their levels of comprehension within the group. Students fair well through reciprocal teaching in their groups as they are able to construct meaningful texts in their studies. In his assertion, Israel (2005) believes that reading in small groups gives advantage to slow learners by assisting them catch up with others, while at the same time assists developed readers gain more knowledge on issues that are somehow unknown to them. i) Strengths of Small Group Instructions According to Orlich et al. (2009), educators consider actors that affect the strengths and weaknesses of every student, which enables them form groups with reference to these factors. Educators prefer this method in their grouping, hence selecting students into groups depending on how the students demonstrate their needs in terms of academics and learning styles. Therefore, educators bear great responsibility in how they teach students and their provision of instructions aimed at giving the needed challenges to all students located within several groups. It is therefore, imperative for educators to incorporate small groups while teaching as this gives the needed support; hence allowing expansion of knowledge and understanding. The use of small groups is also important in the management of time for educators. Small groups are flexible, thus, a teacher is able to meet a specific group for interaction purposes. Killen (2007), asserts that this is done through time set by the educator to interact with the group, which only varies with the type of assignment assigned to the group and according to the groups’ needs. This enables educators to spend minimal time with a group mainly consisting of fast learners as opposed to slow learners. D. Learning Centers This method is considered as individualized in terms of learning. Such centers mainly consist of activities that are specifically tailored for individuals as well as small groups. According to (Israel, 2005, p. 109), such centers exist to enable smooth interaction of course contents by students, which enables them understand fully the concepts after the educator has taught in class. i) Strengths of Learning Centers This strategy has a positive outcome, and as stated by Hall, Strangman and Meyer (2003), it aids the educator to spend more time with students; while assisting them practice more on issues discussed by the educator in class. Despite this advantage, teachers complain of sufficiency of time in covering the course contents within a given curriculum in the normal time of the year. In spite of this, teachers have used learning centers to curb this through the creation of additional time, thus, revise past contents with the students, which helps them understand concepts that had not been understood. Another advantage that accompanies learning centers is the opportunity to make learning interesting and exciting. According to King-Sears (2007), this provides students with numerous activities, thus improving their proficiency in certain areas taught in class. This is advantageous as the normal time for class presents challenges to the educator, and in order to control this, the teacher may ask students to try on various activities on a certain subject to gauge their understanding. Therefore, Killen (2006) asserts that learning centers enable educators provide explanations to students in a more elaborate manner for the student to get assisted. Educators face trying and difficult times while trying to assist students; hence each student possessing certain levels of comprehension. Tileston (2007) state that learning centers enable educators to come up with a set of instructional components in regard to varied degrees of learning exhibited by students. In respect to this, learning centers assist students with low comprehension abilities increase their proficiency in a certain area and skills acquired through lessons learnt previously. In addition, students learn to apply acquired knowledge and skills in learning a leaning setting as well as real-life situations. Conclusion This paper is set to discuss the various strategies that can be implemented by educators in a bid to increase the level of interest exhibited by students in various subjects. To this end, various strategies and tools that can be used to achieve this have been described and explained. In addition, a demonstration of how some of the tools can indeed help teachers provide a positive outlook towards various subjects has also been offered. From this study, it is clear that learning centers and small-groups mainly provide instructions to students in a more defined and elaborate manner. Scaffolding can also be used for learning purposes in the context of small group and learning centers; which increases students’ proficiency across the wide divide of the curriculum. From the discussions presented herein it is evident that teaching strategies present uneventful challenges towards students but more specifically to educators. For a positive outcome of the two outcomes; ample time and effort of both the educator and the student is needed. Nevertheless, the two strategies have been considered as effective as through them, change and improvement have been observed in terms of students’ performance. It is therefore worthwhile for educators to bear with the challenges posed since the payoffs are great. References Courter, S. et al. (1995). Strategies for Effective Teaching: A Handbook for Teaching Assistants. Retrieved 01 June, 2011 from: http://www.engr.wisc.edu/services/elc/strategies.pdf Emtech. (2003). Learning Theories. Retrieved 01 June 2011 from: http://www.emtech.net/learning_theories.htm Funderstanding. (2001). About Learning – Multiple Intelligence. Retrieved 01 June 2011 from: http://www.funderstanding.com/content/multiple-intelligences Hall, T., Strangman, N., & Meyer, A. (2003). Differentiated instruction and implications for UDL implementation. Retrieved 01 June 2011 from: http://aim.cast.org/learn/historyarchive/backgroundpapers/differentiated... Israel, S. (2005). Metacognition in literacy learning: theory, assessment, instruction, and professional development. California: Routledge. Jones, T. (2003). Methods of Teaching and Learning. Retrieved 01 June 2011from: http://www.tla.ed.ac.uk/resources/course-org/Chapter8.pdf Killen, R. (2006). Effective teaching strategies. Australia: Cengage Learning. Killen, R. (2007). Teaching Strategies for Outcomes-based Education. USA: Juta and Company Ltd. King-Sears, M. (2007). Designing and Delivering Learning Center Instruction. Intervention in School and Clinic, 42(3): 137-147. MacKeracher, D. (2004). Making Sense of Adult Learning. Toronto: University of Toronto Press. Orlich, D. et al. (2009). Teaching Strategies: A Guide to Effective Instruction. New York: Cengage Learning. Oxford, R. (1996). Language Learning Strategies around the World: Cross-Cultural Perspectives. Manoa: University of Hawaii. Oxford, R. (2004). Teaching and Researching: Language Learning Strategies. New York: Longman. Stigler, J., & Stevenson, W. (1991). How Asian Teachers Polish Each Lesson to Perfection. USA: American Educator. Tileston, D., 2007. Teaching strategies for active learning: five essentials for your teaching plan. New York: Corwin Press. Read More