Creating Conditions for Learning - Essay Example

Creating Conditions for Learning While reading the text assigned for Module 6 it became apparent that behavioral problems function as great detractors of students’ progress academically. As such, it is prudent for the instructor to keep the students engaged academically if their intention is to increase academic achievement while simultaneously decreasing behavioral problems. Outlined are four key areas designed to help in the maintenance of students’ engagement and involvement within the classroom context; monitoring, checking for understanding, clarity, and transition (6.01). Below, I discuss my views on these areas by using personal experiences to assess whether they are integral for maintaining the lesson’s momentum, which in turn translates into academic achievement. I believe that learning can only occur when all parties (students and instructors) are able to create an interactive conducive environment. Earlier on, I learnt that instructors bear the responsibility of creating such an environment. For example, simply preparing a lesson plan by the book, does not guarantee learning, as more than one factor might dissuade students from learning. Disruptive behaviors from students rank high on the list of learning detractors. Therefore, instructors must always be weary of students prone to behavioral problems, in order to mitigate them before such behaviors hinder the learning process. At the core of the different problem solving approaches I use, is the intent to equip the students with behavioral skills, which will assist them in mitigating disruptive behaviors. In my opinion, helping students avoid disruptive behaviors is not merely enough to maintain lesson momentum. More often than not, I have come to the realization that instructors are to blame for losing the lesson’s momentum. The text clearly states that instructional activities comprise of both strategies and formats. The former refers to the different ways of grouping students whereas the latter refers to the different methods used by instructors to engage their students (6.04). Therefore, instructors with personal inadequacies, which hinder them from executing either of the instructional activities risk affecting students’ engagement, and in turn their academic achievement. I agree that instructors might stand to benefit from comparing themselves against the areas listed in the module’s text, if they hope to improve their instructional strategies. Clarity, as explained by the module encompasses an instructor’s use of concise procedural directions, which help students understand the “what and how” of approaching the concepts being taught in the classroom. Initially, I had always thought that lesson plans served an administrative function whereby instructors simply made them in compliance with administrative policies. I have to admit that reading this module has helped to change this misconception. Lesson plans provide clarity for all parties involved in the learning process. For example, a lesson plan outlines the lesson’s objectives, and indicates in a procedural manner the time allotted for each concept. Since the lesson’s objective set the framework for the lesson, it is imperative that they are visible. Some of the factors associated with poor clarity in the text include non-systematic presentation of information, vagueness, lack of communicating the lesson’s objectives, assuming everyone understands taught concepts, failure to provide practice opportunities and feedback (6.05-6.06). In addition, clarity can only exist within a specific context. Instructors who assume that students possess a pre-existing mental framework, which enables them to comprehend an implied context, are more likely to lose students’ engagement as the lesson progresses (6.10). It is incumbent upon the instructor to set the context before introducing new information. Contrastingly, checking for understanding encompasses an instructor’s ability to assess the students’ level of comprehension by detecting errors and correcting them before students overlearn them. From psychologists’ standpoint, alteration of learnt concepts proves a much harder task especially if the concepts have been reinforced by factors such as time or repetition. Outlined in the module’s text are group and individual checks for understanding, which are designed to help the instructor get immediate feedback on students’ comprehension level (6.11-6.13). From experience, I think that individual checks enable instructors to better check students’ understanding. Fear and embarrassment might make students who are unable to comprehend a taught concept shy away from admitting their mental inadequacies. Monitoring is slightly different from checking for understanding, as it encompasses the use of active and passive monitoring strategies aimed at keeping the students preoccupied with the tasks provided in a classroom setting (6.16). As stated in the text, an instructor’s physical proximity increases on-task behavior (6.17). In addition, it is also prudent for instructors to pay attention to all the students regardless of their numbers. I have always struggled to understand this concept, as I believed this put a strain on the instructor. Micro-managing students was the strategy I employed when monitoring students. Before long, I realized that this strategy became difficult especially when I had to deal with many students at the same time. Fortunately, the text provides a solution for my predicament whereby it states that it is possible for an instructor to engage students situated in different parts of the classroom at the same time by using physical proximity and verbal instruction (6.18). The area of transition focuses on the time spent when switching from one task to another. More often than not, students lose focus during transitions, which makes it much harder for instructors to maintain the lesson’s momentum. By structuring transitions, instructors are able to engage the students at a point when little to no activity is underway. This entails organizing materials prior to commencing the lesson, notifying the students before the next activity is scheduled to start, and avoiding instructing students during the transition periods (6.20). In sum, I learnt a great deal from this module. I learnt that behavioral problems play a crucial role in hindering student engagement; however, other factors especially an instructor’s personal inadequacies cannot be disregarded. In addition, I learnt not to take for granted things such as lesson plans, which not only serve an administrative function but help with organization of the lesson by outline clear objectives. Finally, from the module’s text, I learnt the importance of consistent checking for understanding, monitoring and implementing adequate transition cues. Work Cited Read More