Instructional practices. The process of teaching pupils , especially at elementary schools, is very important and is constantly changing. Frankly speaking, teaching at an elementary school is considered to be one of the most difficult. At that age knowledge base on the differential effects of various approaches to early education. But there is no one answer, how to use instructional practices on the early stage. Thats because of huge amount of factors, that should be taken into consideration while teaching and communicating with children. The article is a deep analyze of the factors and teaching techniques, that were used during a long period of time.
The author emphasizes main ideas of several teaching methods, and proposed her personnel view of instructional models for elementary education. Education and industry researchers have demonstrated that instructional improvement depends on just such simple, data-driven formats–teams identifying and addressing areas of difficulty and then developing, critiquing, testing and upgrading efforts in light of results. Although some may argue, instructional methods and teaching methods mean the same thing. Direct and indirect instructions are two main categories that many educators find useful for classifying teaching methods, but it is, as you will see, a bit more complicated than placing all instruction into two categories. Any instructional method a teacher uses has advantages, disadvantages, and requires some preliminary preparation. Often, a particular teaching method will naturally flow into another, all within the same lesson, and excellent teachers have developed the skills to make the process seamless to the students. Which instructional method is “right” for a particular lesson depends on many things, and among them are the age and developmental level of the students, what the students already know, and what they need to know to succeed with the lesson, the subject-matter content, the objective of the lesson, the available people, time, space and material resources, and the physical setting. Another, more difficult problem is to select an instructional method that best fits one’s particular teaching style and the lesson-situation. There is no one “right” method for teaching a particular lesson, but there are some criteria that pertain to each that can help a teacher make the best decision possible.
The purpose of this study was to determine the effectiveness of various teaching methods used for teaching students at secondary level, i search about perceptions of best and effective teaching methods and the reason for that. I searched that most of the students rated lecture method as the best teaching method. Becuse of the teacher provides all knowledge related to topic, time saving, students ...
They say that the first and the last question in any method should be the same: How did the children do on this task? and In light of the results, what am I going to do? Strategies differ in the number of steps between the first question and the last question, and by the level of specificity of the questions. Scientists are interested in whether and how instruction varies among teachers with different qualifications and among students of different backgrounds. They say that some children are consistently more likely to receive lower quality instruction than others. The author agrees with them and points on the fact that certain instructional strategies are particularly beneficial for some children. Some children are better served by certain instructional practices, therefore, variation in instructional strategies may indicate appropriate, rather than lower quality, instruction. Teachers perceptions of student ability are associated with the instructional strategies they use in interesting ways.
In the classroom, teachers who teach higher ability students tend to use recommended teaching strategies less often than do teachers who teach lower-ability students. With homework assignments, however, teachers of higher ability classes are often more likely than teachers of lower ability classes to use recommended practices. It is useful to examine both whether teachers of disadvantaged students choose different instructional practices and whether teachers whose experience, education, and professional preparation vary also make different decisions regarding instruction. A good teacher is constantly improving its teaching technique. They must be able to analyze data in a series of simple steps, and organize them in a user-friendly format. Teachers also need to understand the “technology of teaching.
Behavior management is all about classroom management, and knowing the correct ways in which to discipline a child. Here the term, Pedagogy comes into reference. It means the “art” of being a teacher, knowing the correct strategies and being up to date with how to keep the student engaged and active in the classroom. The term, at a general level, means the art of instruction. ...
They can speak a common language to discuss data and its relationship to instruction. Teachers should carefully introduce new instructional practices and take into account their effect on student learning. It is especially important to continuously assess new teaching practices. Teachers practices should be examined in four areas of instruction. First of all it is the roles that teachers and students play in learning activities. The role of a teacher should always be many sided. He should be a observer and a leader, at some moments he should to help , in other cases should not interfered.
The next area is the materials and technology used in the classroom. And as it was pointed in the article, there is no one answer on the question. Each lesson needs certain technology. Then the kinds of learning tasks that students do both in the classroom and at home should be examined. It is necessary to say that the tasks should be logically interact. And the last point is how teachers assess and evaluate student learning. I think that instructional is the best practices which generalizing principles, guidelines, and suggestions for good and effective teaching that are supported by research.
Simply using instructional technology does not guarantee successful student learning or better educational outcomes. Instead, a teacher must consider how instructional technology relates to teaching and learning. Using instructional technology requires systematic and thorough planning prior to implementation . Once implemented, a teacher should evaluate the effectiveness of using the technology by systematically assessing its effectiveness during and/or at the end of the instruction. Teachers can bring technology into the classroom most effectively by using some process. One of them, for example, is a usage of a plan.
Great leaders create results, inspire others and attain goals through their shared qualities such as vision, passion, decisiveness, commitment, influence, character and cooperation. Similarly, to foster academic success, all educational stakeholders ought to have a shared vision of what the can result to be and communicate this vision among themselves. To begin with, the principal plays a ...
Planning involves determining how to best incorporate technology into instruction by determining its optimal uses and effect on teaching and learning. Studies show that frustration and inefficient teaching are often the result of poor planning. Teachers also need a way to step back from their teaching and analyze their instruction in an unbiased manner. This requires that they understand the “technology of teaching,” which refers to the technical knowledge and skills that distinguish teaching as a profession. They may also need to review their feedback on student work to determine if it was helpful to students, which means it was corrective in nature, timely and criterion-referenced as “no-stakes” tests. These assessments should be for one purpose only: improving instructional practice. Knowing that the intent of the assessments is to help improve teaching, teachers will be more inclined to vigorously analyze test results, critically review their own instructional practice, eagerly adjust their instruction.
The author of the articles interested in motivational outcomes as a function of preschool instructional practices. As to my point of view, children are always ready to learn. Often they shock us with the ability to remember some facts and materials, to calculate, or to make conclusions. Sometimes it is difficult to understand their inner world, because it is quite different from ours. Having read the article I am sure that a good teacher should not use only instructional practices , while working with children. Though this technique must be used as one of the main at the first stage of teaching. Because at one side we should take into account childrens wishes, fantasy and freedom of thoughts. But at the other side, we should teach them to use information and tom work with it. And for these purposes instructional methods are the best.
Teaching practice is the practical aspect of teacher training and it is an assortment of factual and dramatic characteristics. During the teaching practice student teachers find an opportunity to use the acquired knowledge, especially in the areas of psychology, teaching methods, teaching principles and teaching techniques. During teaching practice student teachers are like apprentices to acquire ...
In the conclusion it is necessary to say that research suggests that there is an important role for play or active “meaning making” by the child in the classroom. But this must occur within an environment offering the teacher a clear instructional role. The complexity of instructional practices in early childhood is because of necessity to combine direct instruction with high nurturance is needed. Practitioners, researchers, and policy makers must envision new approaches to instruction integrating proven success with new research on early learning.
Susan L Golbeck. Instructional Models for Early Childhood Education ERIC Digest, 2002.