Online assignment need of research
- 1. Online Assignment Submitted by Thomas Joseph Social Science Option Submitted to: Ms. Sally Paul Social Science teacher
- 2. Need of Research in the Teaching - Learning process Introduction Behind the classroom door the key factor in the success of a lesson is the creative ability of the teachers — their ability to combine theory and practical classroom experience. Critical to this process is the teacher's knowledge of the subject content, and his/her ability to implement new strategies, to develop effective performance tasks, to design appropriate assessment tools, and to address the different student learning styles. Little of this can be accomplished if teachers are not knowledgeable of new research, and determined to implement it. Effective teaching therefore involves the practical application of new research/theory in a classroom environment. The new Challenges of Education System The rapid changes and increased complexity of today’s world present new challenges and put new demands on our education system. There has been generally a growing awareness of the necessity to change and improve the preparation of students for productive functioning in the continually changing and highly demanding environment. In confronting this challenge it is necessary to consider the complexity of the education system itself and the multitude of problems that must be addressed. The goal of education is viewed as the transmission of knowledge by the teachers to the students. As educators seek ways to meet the demands put upon the education system in today’s world of rapid changes and ever increasing complexity, it is important to understand the need for research in the teaching and learning process. Educational Goals In broad terms, Educational Goals are statements that describe the competencies, skills, and attributes that students should possess upon completion of a course or program. They often operate within the interacting domains of knowledge, skills and attitudes. The Teaching and Learning Process Individual students may be better suited to learning in a particular way, using distinctive modes for thinking, relating and creating. The notion of students having particular learning styles has implications for teaching strategies. Because preferred modes of input and output vary from one individual to another, it is critical that teachers use a range of teaching strategies to effectively meet the needs of individual learners. Sound health instruction should incorporate a variety of teaching methods intended to complement the learning styles of children.
- 3. A teacher should be aware that in front of him/her there are, broadly speaking, two types of students: a. Having surface approach b. Having Deep approach Surface approach. These students only want to complete the tasks of the course and memorize the information necessary for the assessments. They often fail to distinguish principles and tend to limit their knowledge to some basic elements. They try to organise time and effort to obtain the highest possible grades. Deep approach. These students are motivated to learn and will spontaneously do exercises and interact with the content. They usually relate new ideas to previous knowledge. They also relate concepts to everyday experience and evidence to conclusions. In the end, they will have a good understanding of the logic of the arguments that, teacher formulate in class. A lecturer is to motivate students to understand the content of the course at a deeper level. For this the teacher must be skilled in teaching. a. Good Teaching Good teachers become aware of their own teaching processes and of the effect of these processes on student learning. Good teachers often engage in institutional teaching development activities and purposefully evaluate their own teaching to make improvements. b. Scholarly Teaching Scholarly teachers are informed not only by the latest developments in the field, but also by research about instructional design and methods of assessing student learning and teaching in their field.. Principles of Effective Teaching and Learning 1. Teachers' knowledge of the subject matter is essential to the implementation of important teaching tasks. 2. Active involvement of the learner enhances learning. 3. Interaction between teachers and students is the most important factor in student motivation and involvement. 4. Students benefit from taking responsibility for their learning. 5. There are many roads to learning - Providing a variety of learning activities for a class enables individual students to choose the activity which is the most effective for them at the moment.
- 4. 6. Expect more and you will achieve more - if an educator conveys his belief in their ability to succeed learning is enhanced. 7. Learning is enhanced in an atmosphere of cooperation between students. 8. Material must be meaningful. Material which is seen by the learner as relevant to his or her own problems and experiences will be more readily learned. 9. Both teaching and learning are enhanced by descriptive feedback that he or she is progressing towards the goals. 10. Critical feedback is only useful if the learner has alternatives to pursue. 11. Time plus energy equals learning. -time to talk with teachers -time for interaction between students -time to study 12. Experience usually improves teaching . Experience is associated with increasing teacher effectiveness for some teachers, probably for those teachers who obtain feedback about their teaching and who are flexible enough to modify their methods in response to the feedback. Conclusion Today every government around the world is asking how it can improve the quality of its teaching force and what contribution research can make to that improvement. High quality teaching is now widely acknowledged to be the most important school-level factor influencing student achievement. This in turn has focused attention on the importance of teacher education, from initial training and induction for beginning teachers, to on-going professional development to help update teachers’ knowledge, deepen their understanding and advance their skills as expert practitioners. We today understand that, learning and teaching are correlated, and that in most cases a good teacher makes a good learner. Reference Armstrong, T. (1994). Multiple Intelligences in the Classroom. Alexandria, VA: ASCD. Lewin, L., Shoemaker, B.J. (1998). Great Performances. Creating Classroom-Based Assessment Tasks. Alexandria, VA: ASCD. Jensen, E. (1998). Teaching with the Brain in Mind. Alexandria, VA: ASCD.
- 5. Marzano, R.J., Pickering, D.J., Pollock, J.E. (2001). Classroom Instruction That Works. Research-Based Strategies for Increasing Student Achievement. Alexandria, VA: ASCD. http://www.eui.eu/ProgrammesAndFellowships/AcademicCareersObservatory/CareerTips/Teach ingLearning.aspx Defining Educational Goals: http://educationalgoals.tlc.sfu.ca/define-educational-goals/ Research on teaching and learning process: https://cll.mcmaster.ca/resources/pdf/redo_guidebook.pdf