The Characteristics Of Effective Instruction

1.1 An Explanation of each of the areas of learning and how these are interdependent.

Similarly in times when I would be having struggles to understand something being taught I would find it in my own power to go get clarification from any teacher dealing in that particular field of study. Thereafter, I would help others struggling with the same predicament so as to broaden my understanding at the same time share knowledge upon the same topic.

In the past, I have been somewhat successful with differentiating instruction. I can’t say I have been 100% successful.

CSU Channel Island’s mission statement is an advocate for being student-centered and being integrated through emphasizing experiential and service learning. Our school is student-centered by prioritizing students as their main focus in fulfilling student’s needs, interests, and academic objectives. CSU Cal State Channel Islands “serves” students by giving students flexibility to learn, and forming the learning experience to be personalized. The form how student-center works are by fulfilling student’s needs such as providing a personalized learning educational environment for the student. Many students learn in various forms: visual, auditory, or tactile. Therefore, CI tries their foremost of implying all three throughout the semester. Professors either make students read, guide students step by step the problem-solving, make students listen and learn from professor’s lectures, or accomplish assignments that may require students to utilize critical thinking. The main purpose of student-center is giving students with the highest quality of service and educational opportunities. Basically comforting students’

Students in the class are social and very active in class. Students learn how to be respectful, attentive, and demonstrate good behavior in the classroom. The teacher will create a suitable learning environment so that each student can grasp the concepts. There will also be small groups formed for better learning and support opportunities.

The second observation experience at High Point Elementary was similar to my first in the sense that it was very informative and rewarding. Ms. Fish’s class was observed to be student-centered with some structure and guidance resembling a teacher-centered environment. The class was student-centered most the time because it was essential for student learning at the first-grade level. The first graders I have observed are in the environment being student-centered because it is focused more on them rather than the teacher, which aided their learning due to their short attention spans.

I will create a student centered by creating an environment that operates in collaboration, project-based learning, and conversation between student and teacher. Additionally, I want to supply a great deal of resources in my classroom that are easily accessible to the students. This will empower students to take charge of their learning and start to self-advocate for personal needs. Finally, I want to fully immerse my personality into my classroom. I am a laid back, passionate, hardworking, generous, and humorous individual. These characteristic will be displayed in my warm and nurturing attitude toward my students and my ability to create high expectations for each of them. It is my hope that by personally expressing myself to my student that they will also allow their individual characteristics to be fully present in the classroom. This will create a safe and proactive learning environment within my

Student-centered classrooms have a lot in common with democratic and inclusive classrooms. In both, students take responsibility of their own learning. They work well with their classmates and are invested in gaining new knowledge. The role of the teacher is also similar. Teachers guide students by providing examples and modeling new concepts. They positively play off of individual differences and place emphasis on what strengths each student adds to the class. The content they cover is relevant to the real-word and challenges the students.

In the practice of teaching, it is the responsibility of a teacher not only to teach students subject matter, but to teach students in order to enable them to grow and develop as a person. While it is essential for students to have an understanding of academic material, it is also equally as important that when students finish their education they have skills to use in

The biggest difference between student-centered education and traditional education is that with student-centered education a variety of teaching methods are used (Blumberg, 2008). People all learn in different ways and at different levels and using just one standard teaching method does not always work for everyone. Learner-centered education is beneficial to both the teacher and the student in that it provides the perfect environment for hands on learning. It allows for the instructor to tie the material to real work examples and situations while allowing the learner to relate the learning to their own experiences.

A student centered approach is one where students are directly involved in the discovery of their own knowledge and learning. Through collaboration and cooperation with others, students engage in learning that is authentic, holistic and thought-provoking. During this process, students are empowered to use their prior knowledge to construct new learning. Curriculum and assessment are centered on meaningful performance in real world perspective. Teachers are not the leader, the children are. Teachers act as a partner in learning, creating organized and cohesive experiences to assist students in making the real world connections. The main culture of curriculum that best relates to developing a classroom that is student centered is that of Constructivism.

As a teacher, one’s role and responsibility should be towards the learners’ ability to learn and for learning to be as tailored made for the individual learner.

Explicit instruction is important in connecting to prior knowledge and skills when beginning a learning sequence (Australian Curriculum and Reporting Authority, 2016). It helps to lay the foundational areas of reading and literacy as a whole in the early years of schooling. Effective reading instruction builds on what children already know, how students learn and on what degree of support they need to become successful in reading/learn and apply new information (Archer, 2011, p.18). Here the idea of scaffolding is evident where “the support provided by the teacher (or another student)…bridge(s) the gap between their current abilities and the intended goal” (Rupley, Blair and Nichols, 2009, p.129). It is important for students who are learning something new, to have the opportunity to have it explained, the opportunity to apply that information guided by their teachers and the opportunity to apply it independently (Archer, 2011). Through an explicit approach the responsibility for learning shifts from teacher to student as they gain confidence and competence with reading. Reading is not an automatic process and must be taught, “explicitly, systematically, early and well” (National Inquiry into the Teaching of Literacy, 2005, as cited in Hempenstall, 2016,p.5). Building on this, it is not enough for explicit instruction to be effective; it must also be efficient so that students can meet outcomes as soon as possible and are given the opportunity to apply it. This highlights

There are various instructional approaches but one that is widely employed by many teachers is the direct instruction approach. This is the classic teaching style that many people remember during K-12 grade school. The teacher would stand in front of the class lecturing while writing on the black board. That is why direct instruction is also known as “Chalk and Talk” (Evans, 2006). Direct instruction is not out of date and is still appropriate in many situations today. The following will discuss direct instruction and a few scenarios in which this teaching approach is appropriate.

There are several ways that student-centered learning can be described, and they all lead back to the same basic idea, the student. First, student-centered learning can be defined as a discipline that involves the interaction of a team of students that experience creative learning to be used in the real world (Thornburg, 1995). Thornburg (1995) also mention that students are essential to the classroom, just like a team member is essential to a game. He says that teachers are part of the definition of student-centered learning, but they are not the main attraction. The students are the focus, and the teacher is the one who can assist among small groups of students. Eaton