Factors for Effective Learning - Essay Example

Factors for effective learning Name Professor Course Institution Date Explanation The reviewer studied the work carefully when in the review process, as he/she has taken his time to identify the number of words, which were less than 500 words. Further, the reviewer also recognized the conciseness and clarity of the paper concerning the specificity to the scope of the research. This contributes to the maintenance of the topic provided initially, since it contains all the required fields. The review stated that the topic was given, straight to the project, about the factors required to improve teaching and learning in schools. In the purpose of the paper, the reviewer also made it clear that the abstract contained made it clear about the reason for writing the paper. The peer reviewer indicates that the paper enables a reader to discern readily the purpose for carrying the whole project. He or she regards that the state Purpose of the paper would be suitable in guiding towards achievement of the projects’ aim. The reviewer agrees that the determined factors from the available literature will help towards improving the productivity of the teachers. Consequently, the initially stated purpose of the paper remains as the main option for the abstract. In the design segment, the reviewer agrees with the stated methodology for achieving the stated objectives. However, the reviewer regards that the abstract did not stated a concise way of conducting the case study. He/she deems it suitable for the addition of how to collect and analyse data about the given research. This argument by the reviewer was taken kindly and the required corrections were made to the abstract. The reviewer also agrees with the suitability of the stated originality of the abstract. He/she views the originality as a suitable framework for discerning the factors required for effective learning in schools. The stated originality/value of the abstract remains unchanged because of the suiting review made. The reviewer favours the stated keywords as suitable for finding the paper in a public database. He/she asserts that the used keywords link closely to the paper, making it easier for any reader to access the paper. However, I did not understand what the reviewer meant by this sentence: “it might be easier to find the paper once it is published if the writer adds some words to the title to this keywords list”. The use of the preposition, to, as marked in italics makes it difficult to mend what the reviewer intended. When considering it as a typo, then it would either mean that there should be addition of words from the keywords list to the title or from the title to the keywords list. The reviewer provides a positive commentary to the given “article classification” of the research. He/she states that the article can be a literature review or a case study because of the nature. Justification and summary Justification The issues presented by the project are of significance for the contemporary world, considering the trends that associated with teaching and learning. Parents, teachers and school committee always require a strategy that can make the students be successful in their learning process. The article asserts that the incorporation of collaborative inquiry and self-evaluation would contribute to the improved results by both teachers and their students. The need to achieve effective collaborative inquiry and self-evaluation requires the commitment of the school committee towards incorporating the stated factors in the paper. The project identified some of the factors, which may help towards incorporation of the two processes: exposing fault lines, evidence-informed collaborative inquiry, collegial conversation and quality control. The incorporation of evidence informed collaborative inquiry is important towards improvement of the teachers and their students’ performance. The process involves accessing the various interests of the students to help in decision-making. The identified interests help in making analysis and interpretation to determine the general needs of the students in the ongoing learning process. The process helps in making interpretation of the perceptual data associated with the student’s performance in the various school activities (Sinnema et al, 2011). Further, the process also helps in obtaining data about the classroom level of any student, consequently facilitating the self-evaluation process. The evidence informed collaborative inquiry regarding the level of the students would involve organizing for pre-tests and assessments to help in sorting the students according to their performance. The sorted criteria help in applying the relevant interventions when aiming to improve a given student’s performance in class. Exposing the fault lines is a suitable approach towards achievement of success in the part of the school. The school committee should create awareness among the teachers about the importance of exposing any type of conflict existing between them. The exposure helps in prior determination of the best strategies to eliminate the challenges. Exposing the fault lines help in harmonizing the two process, collaborative inquiry and self-evaluation, because of the require unity towards reversing the challenges. Further, healing the fault line also help towards removing any type of enmity that may be existing between the teachers. The earlier the healing the higher the expectations for unity required to achieve the established aims. Collegial conversation is another suitable strategy for ensuring teachers’ evaluation and their subsequent growth in performance. This strategy makes it possible for both the teachers and the students to put their inquiry to help gearing their performance towards their intellectual engagement. The schools should always offer chances for the students and their teachers to cooperate with each other for the betterment of their performance. The chance allows the students to put inquiries about the proper solutions for the hardships they are undergoing during their learning process. The presented challenges help the school committee to establish the most effective methods for reversing the existing situations. The same case applies to the teachers when they are facing difficulties in their tuition schedules (Nelson et al, 2010). The school committee should always ensure that the teachers have amicable time to allow them prepare for their teaching schedule. This process enhances the suitability of the self-evaluation process since it involves the assessment of the individuals to obtain a general observation. The process also helps in improving teacher-to-student interaction and the consequent achievement of success. Quality control helps in improving the school’s (teaching and student fraternity) through reviewing the quality of the subjects involved. Quality control involves the identification of the defects existing in the performance of the teachers and their suitable area of interests. The identification of the teacher’s inabilities involves discovering whether the teacher are meeting a given set of criteria required to meet the needs of the students. This process ensures that there is quality performance from the teachers leading to the improved student’s learning process. Quality control ensures that the teachers restrict themselves towards the scope of work leading to consequent maximization of the two subjects. This means that the school committee have to define given standards to facilitate the measurement of the teacher’s performance. Quality control improves the suitability of both collaborative inquiry and self-evaluation because it involves establishing the effective standards for maximization of a school’s productivity. Summary Sinnema et al support the need for evidence informed collaborative inquiry towards the improvement of the school’s performance. The authors assert that the involvement of both the practitioners and researchers would be useful towards accessing the most suitable strategy for achieving a sustained environment (Sinnema et al, 2011). The assessment of the most suitable strategy would involve carrying out an evidence informed collaborative inquiry. The process involves establishing collaborative professional learning to enable for the assessment of the teachers’ challenges. Nelson et al state that after the professional learning, the teachers gain the ability of integrating new understandings of their students, while also developing a greater capacity to learn in and from data generated in their daily practices (Nelson et al, 2010). This is enough evidence that the school committees require incorporation of evidence informed collaborative approach towards cultivating a better practice among the teachers. Neil and Johnston also argue that improved teacher-student performance requires the integration of quality control. They state that failure of self-evaluation in most of the schools channels back to the absence of quality control. The authors state that quality control process, as part of self-evaluation helps towards auditing the emerging trends in the school, about teaching and learning (Neil et al, 2010). Rowley asserts that the process involves the school committee collecting and analysing systematic information about the on-going teaching and learning in the school’s framework (Rowley, 2006). The collected information helps towards achievement of success, because the committee can use it in making a valuable judgement. A case study performed by Neil and Johnston elicit many recommendation for the improvement of the given school’s performance. This means that the schools need to have orientation about the process of quality control to discover their areas of success and failure. Bell et al argues that the failure of most schools occur because of the absence of recognizing the needs of the students and the teachers. This arises from the inability to expose fault lines and to accommodate collegial conversation among the school fraternity. Exposing fault lines enable the schools to identify the needs of the students and their teachers in the learning process (Bell et al, 2009). Exposing fault lines involves the use of diagnostic tools during the collaborative learning. The diagnostic tools help in discovering the needed strategies to support the students and the teachers in the learning process. References Bell, T., Urhahne, D., Schanze, S. and Ploetzner, R. (2009) Collaborative Inquiry Learning: Models, tools, and challenges. International Journal of Science Education. 32(3), 349- 377. doi: http://dx.doi.org/10.1080/09500690802582241 Nelson, T. H., Deuel, A. Slavit, D. and Kennedy, A. (2010) Leading deep conversations in collaborative inquiry groups. The Clearing House. 83, 175-179. doi:10.1080/00098650903505498 Neil, P. and Johnson, J. (n.d.) An approach to analysing professional discourse in a school self-evaluation project. Research in Education. 73, 73-86. Sinnema, C., Sewell, A. and Milligan, A. (2011) Evidence-informed collaborative inquiry for improving teaching and learning. Asia-Pacific Journal of Teacher Education. 39(3), 247-261 . Rowley, J. (2012). Six steps to successful academic conferene presentations. Marketing Review, 12, 437-450. Retrieved from Ebsco databases. Read More