instructional practices in the classroom
I recall attending professional development classes as a new teacher and felt overwhelmed by the number of new tactics I was learning. I wished I could go back to school and try every one of them! Following that amazing day, I began to consider the various strategies. I used to think to myself, “There’s a tonne of fantastic stuff here. But I’m not sure it’s worth the effort to put them all into action at the same time.”
Teachers are continuously on the lookout for innovative ways to teach. It is critical to remain focused on the goal and intention of one’s actions rather than on the number of such actions. What’s more important than “constantly trying new things” is understanding why we do what we do in the first place.
WHAT DOES RESEARCH SAY?
John Hattie is an educational researcher who wrote Viable Learning for Teachers: Maximizing the Impact on Learning. His research aims to help teachers see and understand learning better through the eyes of students.
Hattie spent over 15 years studying the factors that influence achievement in K-12 education. Hattie’s findings showed that several classroom practices were highly effective in improving student outcomes. Here are five examples of these practices.
1. Clarity for Teachers
Students should understand the aim of a project or unit if the teacher explains it to them. She also has to identify learning objectives and establish clear criteria for determining whether or not students have achieved success. Students will love being able to see the end product in the form of models and illustrations.
2. Discussion in the classroom
When possible, teachers should be ready to support whole-class conversations by occupying the podium. This enables pupils to share their knowledge. Teachers can also make use of this chance to formatively evaluate (through observation) the students’ understanding of new concepts and information.
3. Obtaining feedback
How can learners be certain that they are progressing if they are not receiving continuous, constant feedback? Of course, they will not do so. Teachers must provide verbal or written feedback to the entire class on areas of improvement and need, as well as specific input to individual students. Furthermore, teachers should be able to provide feedback to students so that they may tailor the learning process and materials to meet their needs.
4. Formative evaluations
If teachers want to provide students with accurate and useful feedback, they must assess where students are concerning the learning goals and results of each unit on a regular and consistent basis. Professor Hattie recommends that teachers devote as much time to formative and summative evaluations as they do to summative examinations and tests.
5. Metacognitive Strategies.
Planning, organizing, and managing their work allow students to drive their learning while also reflecting on their own experiences. When students have the opportunity to take responsibility for their information and reasoning, they are more likely to succeed.
space and time to do so. Research shows that metacognition is possible to be taught.
COLLABORATION WITH COLLEAGUES
Great teachers are eager learners. Talk to a few colleagues and discuss the best practices for teaching in your classroom. Each one should be discussed in the context of your learning environment. Who are your students? What do they need?