Teaching and Learning - Essay Example

? Contents Page Introduction 2 2. Lesson Plan 3 3. Teaching Strategies: Discussion and Reflection 4 4. The Conclusion: Implications 8 5. Work Cited 11 Introduction Teaching and learning is a complex phenomenon. Selection of an effective teaching strategy depends upon contextual factors .As a class is composed of students having different abilities, backgrounds and learning styles, it is always wise to develop such a strategy that caters the individual needs of a variety of learning styles. Such variety of techniques make the learning process effective for all the students and ultimately better learning for each student (Joyce, Calhoun, and Hopkins , 1997). In order to find out better teaching approach, a teacher needs to continuously investigate into the teaching and learning process. A teacher’s role of investigator in classroom makes him/her a life-long learner. Wright (1987) suggests a teacher must adopt this role to explore his teaching approach. Joyce, Calhoun, and Hopkins (1997) also agree with Wright that by adopting the role of investigator makes him/her a reflective practitioner. Taking into account this notion, I developed the lesson plan with an array of teaching strategies. My all students are young students of grade two. Further, I kept my options open to add, subtract, or alter any strategy in my teaching. To make this possible, I always try to reflect back upon each and every activity in my classroom. I not only try to take into account the students’ response during each activity, but also consider how the individuals are responding. Most importantly, I reflect back on my own role during the activities. This process of reflection helps me not only in adapting my strategies in a creative way, but also helps me in knowing about my own strengths and weaknesses. Following is the account of such a detailed reflection. First of all I will present my Lesson plan and then my detailed analysis on the events in classroom Lesson Plan Subject: Medical Emergency Content: Cardiac Arrest Topic: AED Participants: 16 Objective of the Lesson: Students will be able to administer AED (Automated External Defibrillators) to manage an emergency patient of Cardiac Arrest. Teaching Methodology and Strategies: Individual Reading The students will be given an article on signs of Cardiac Arrest and AED intervention. After individual reading of the article they will form groups Group Discussion The participants will discuss the important points they have learnt during the individual reading. Presentation I will give a short presentation on the management of Cardiac Arrest through AED. I will use pictures and videos to illustrate my points. Demonstration Firstly, I will give a show a video demonstrating the use of AED. Students demonstration In pairs, students will demonstrate to administer of Defibrillator Summary: Randomly, students will retell the signs of Cardiac Arrest Each student will share one step involved in administration of AED management. Teaching Strategies: Discussion and Reflection I divided my classroom time in individual, pair, group and class work on one hand. Similarly, I distributed my teaching strategies into lecture/presentation, demonstration, reading, and group discussions. Many scholars have establish that incorporation of more than one strategies optimize learning and minimizes their threats (Reece and Walker 2000). Different strategies have different strengths. Swain, Monk, Johnson (1999) has also suggested the same kind of plan. Similarly, Joyce, Calhoun, and Hopkins (1997) said that a variety of learning experiences increases the learning rate. Thus, I used several different strategies in my classroom. Individual work involves more efforts and thinking, group work develop interpersonal skills, and pair work is more productive and time saving. It raises individual participation. During the lesson I exercised class work, pair work and group work. Further, as my task is to develop AED administration skills and knowledge, I will also reflect how the combination of different methods helped in maximizing the learning process. One signal model cannot suffice learners’ need (Sadker and Sadker, 2000). Furthermore every human differs from other in his/her learning style (Kolb, 1984). Based on Kolb Theory, Honey and Mumford (1982) has discussed that there are four types of learning styles among learners. These are: the reflectors, the activist, the pragmatists and the theorist. Reflectors need some individual time where as activist need some physical work. That’s why I adapted a flexible model of teaching incorporating different methods and techniques for the knowledge and skill development. In the following, firstly, I am presenting my reflection on teaching strategies and students engagement in each strategy. Strategy Activity Reflection Individual Article Reading Each student completed his/her reading of article. They were instructed to make the notes of the key points. I was there to facilitate them. Silent reading along with the notes could help theorists type of learners and the intrapersonal learners (Reece and Walker 2000; (Barrington, 2005). Group Work Discussion All groups discussed two major things in group: the signs of Cardiac Arrest and the intervention of Defibrillator. Majority of the students participated in the discussion actively. However, I observed some individuals were isolated in the groups and some other were dominating the whole group. Barrington( 2005) has shared that some students are interpersonal and some are intrapersonal. First one will like to talk and discuss. But the latter one will hesitate. I thought to introduce some rules for group participation next time so that every one could get a chance. This discussion not only developed the basic knowledge about defibrillation, but also give them a sense of connectivity and self-esteem which is essential for adult learners (Beder, and Darkenwald, 1982) Presentation Whole class Setting In my short presentation I shared seven steps of AED (Automated External Defibrillators) that could be used in emergency handling Ruth (2001). I involved whole class through questions. Particularly, focused those students who were lesser involved in the group discussion. Majority of students participated on their own. This activity also gave me the feedback on the effectiveness of the previous two activities. Demonstration Video I showed them a short video, elaboration each of the seven steps of the AED.I asked students to make mental notes of each step. As there are students with visual learning style(Reece and Walker 2000)., Through this activity, I hoped to cater the needs of visual and auditory learners. Further , I personally observed that clips and vides create interest among audience. t Students Demonstrations Pair work Students prepared demonstrations of AED . they were instructed to prepare all seven steps. However, they can be called at any step to demonstrate in front of class. In my opinion, it was the most energetic session. All the students actually liked the session. I was able to point out practical problem while handling the patients. This was my first experience of using a range of activities. Knowles (1984) has developed the model proposing that teaching adults should differ from teaching children. He has also suggested that adult learners approach leaning in a different way (Beder and Darkenwald 1982). They need more involvement and more room to gave their input. They have their experience and background to share ideas. Thus, use of variety of techniques, helped in motivating the students. However, as I discussed earlier, there were a few problems, in group work I reflected upon the better handling of groups in future. Simons (2003) prompted me that learners are taught to work cooperatively; they do not do it without training. I planned to do it during next sessions. Harvard Gardner has already suggested that people are intelligent differently. They receive information in a different preferred way. And it could be a vehicle by which I could meet the need of a variety of learners (Barrington, 2005). These intelligences are: Kinesthetic, visual, auditory, special, logical, linguist, interpersonal and intrapersonal. This session also helped me in my skills and understanding of addressing Multiple Intelligence while teaching a specific content. Conclusion: Implications for Future Practice This study provides me an opportunity to envision, plan, practice, analyze, and improve upon my teaching practice. I tried to investigate my teaching and my students learning closely and more objectively. Cross-comparison of my own teaching practices and my students learning revealed me several links It exposed me the interrelation of objectives and outcomes, planning and practice, tasks and roles, nature of activities and students’ involvement, and teacher’s domination and students’ motivation. All these affect not only each other but also one and another. Following are some points of understanding that I learnt from this study: A specific content can be taught in a number of ways. Students have their own backgrounds and experiences , and I should give them to participate. If I lock my students’ roles while teaching adults, there would be lack of their interest and involvement. Models and theories of learning helped me analyzing my teaching practice and revealed me my students learning needs Diversity in my students’ learning style demands diversity in my teaching style. Each model or theory usually concentrates on some specific dimension so I may ‘adapt’ many of them but must not adopt any of them. These are the principles I obtained from this study. The phrase ‘don’t adopt but adapt’ sums up my understanding of teaching and its implications for future. It again reinforces me my role as an investigator and reflector. During the process of reflection, I personally experience that my every reflection on my taught lesson makes my next lesson a better one. During this process I also tried to keep myself studying different theories and practices of professional work. This provided me foundations while evaluating my lessons and while planning for next lessons. I must not say that I have developed rather I have started this life-long journey. Each part of this exercise helped me in my professional skills . It has provided me certain criterion against which I can evaluate my teaching and my students’ learning. Moreover, I learnt that students are not good or bad they are different. They have their own perceptions that affect their learning. If I address these differences I can optimize their learning. As far as the methodology is concern I now understand that no single method can be designated as the best method. Best method emerges from the content a teacher is going to teach, the student he/she is going to deal, and his/her personal abilities to deal with both the content and the student Being a teacher generally and being a teacher of adult learners specifically I have two questions to investigate immediately: 1. how can I train my students to work in cooperative environment with high motivation, maximum participation and optimum production? 2. What are other ways of utilization of the diversity of my students in teaching learning practice? In fact, both these questions are a target for me to achieve. Thus the path for future practices is clear: Investigation, planning, teaching investigating, and improving. Work Cited Barrington , E. (2005) Teaching to student diversity in higher education: how Multiple Intelligence Theory can help, Teaching in Higher Education. Vol 9 ( Issue 4) pp 421 - 434 Beder, H. W., and Darkenwald, G. G. (1982) "Differences between Teaching Adults and Pre-Adults: Some Propositions and Findings." ADULT EDUCATION . Vol 32, (no. 2) pp. 142-155. Honey, P ., and Mumford, A. (1982) The Manual of Learning Styles. Peter Honey, Maidenhead, UK. Joyce, Bruce. Calhoun, Emily, and Hopkin, David.(1997) Models of learning—tools for teaching: 2nd Edition. Open University Press Kolb, D (1984) Experiential Learning: Experience as the source of learning and development. Prentice Hall, NJ. Reece, I and Walker, S. (2000) Teaching, Training and Learning; a practical guide. 4th Ed. Business Education Publishers. Sadker, M. P., and Sadker, D. M. (1988) Teachers, Schools, Society: 5th Edition. McGraw Hill Higher Education, USA Simmons, J (2003) Responders are taught, not born: Journal of Adolescent & Adult Literacy; May2003, Vol. 46 Issue 8, p684-694. Taba,H. (1967)Teachers’ Hand book for Elementary Social Studies. In: Joyce, Bruce. Calhoun, Emily, and Hopkin, David.(1997) Models of learning—tools for teaching: 2nd Edition. Open University Press, Buckinkham Wright, Tony. (1987) Roles of Teachers and Learners. Oxford University press. India Zook, Ruth (2001) Developing A Crisis Response Team, Journal for Nurses in Staff Development.Vol. 17 ( Issue 3) pp. 125-130 Read More