Possible Instruction And Collaboration Strategies

This section will help you to evidence Learning Outcome 1: Understand the concept of a

There are many factors that influence students’ participation in learning. Some examples of these factors include the learning atmosphere of the school, teaching strategies and the student’s capabilities (Groundwater-Smith, et al., 2015b; Nixon & Gould, 2005). In order for students to complete different tasks during lessons, it is important that teachers present clear and concise instructions. According to Porter (2014a), by providing clear instructions and high quality examples, teachers may help to increase a student’s academic performance. In addition, by removing classroom

When the teacher shares and explain the learning objective with the pupils they will be giving the pupils a clear understanding of what they are to learn, they can check the childs understanding by asking questions, the support learning practitioner will also need to be aware of the learning objective.

It is extremely important that the Learner / group clearly articulate what the problem / situation is to the class. It is essential that the

Students have their own best way in effectively learning the lesson. With the diversity of students, the problem is each student has a preferred learning style. It becomes undeniably one of the reasons that make it difficult to achieve the best expected outcome out of teachers’ effort. However, teachers try to incorporate various teaching techniques to make every learning opportunity become productive, meaningful, and relevant for the learners.

Without direct instruction, students cannot learn on their own. They need to be taught how to do certain things to be able to be productive in life. They need to learn how to follow direction to be able to get to the correct answer with understanding.

The study conducted in 2013 by Dogherty, Harrison, Graham, Vandyk, & Keeping-Burke aims were to describe the Canadian health system's knowledge of the facilitation process in implementing evidence based practice (EBP) among experience nurses. They identified factors that positively and negatively impacted the facilitation process by bringing together 20 nurses across Canada that possessed various backgrounds and years of experience. Their mission was to explore what was successful and not successful in implementing evidence into practice. The selected nurses underwent reflective exercise under the direction of two international researchers with notable experience in facilitation and knowledge translation. Based upon the analysis of the data

Students will respond to the lesson in different ways and often there are “teachable moments” that were not included in the original lesson. The effective teacher can incorporate various instructional strategies to fit the moment and the individual student’s needs at that moment.

learn, planning backwards from there to create learning targets, lessons and assessment items, using the

For example, placing learning objective on the board at the beginning of class tells students exactly what they are expected to master. Students then use metacognitive strategies to determine whether they have sufficient mastery. In addition, teachers can utilize formative assessments drawn directly from the learning objective and adjust instruction to ensure all students have mastered the objective. The learning objective has a parallel in the Great Commission (Matthew 28: 16-20, New International Version). Jesus understands that his disciples need a clear purpose for how to continue their ministry in his absence. Likewise, students need a clear understanding of how to study when the teacher isn’t

A reflective essay on the skills acquired from collaborative learning and how they may be applied in practice.

Learners are no exception. When feasible, allow the learner more control. Provide the learner ways in which they may choose to complete assignments, learning new or complex tasks, etc. Obtaining control of one’s own outcome proves a very resourceful motivational technique.

At the same time in order for the learning to be effective it needs to engage with the goals of the individual learner in terms of personal development or career development.

In order to teach successfully teachers must learn about first learn about their students. Teachers must assess the student’s capabilities and interests. Some students are visual learners, while others learn from hands on activities, or verbal communication. Not all students can learn through memorization, rather they learn through interest and relation to the topic. “To realize what an experience, or empirical situation, means, we have to call to mind the sort of situation that presents itself outside of school" (Democracy and Education). The curriculum should encompass material that is most useful for a student to learn. It seems that in the majority of schools, students are not given the flexibility to guide their own learning, but rather follow rigid instructions that destroy the student’s imagination.

To guide the student to excel in their classroom work, a criteria and goal-setting exercise was carried out to enable the student meet expectations through instructions and the learning process. The student was asked to participate in standardized