Education
Research/evidence-based strategy descriptions (2) with at least one research article per strategy containing the data indicating the strategy’s, method’s, material’s effectiveness in improving student learning. Due Week 7
Find two strategies that you might use when you are teaching in the classroom. Find a supporting article for each strategy to demonstrate its research base. Describe the strategy in detail and identify any materials the teacher would need. Next, attach the research article. Use APA style and APA reference citations (6th ed). You will be doing this as a paper with attached articles to be placed into a Drop Box for grading, but you must also email the paper and articles to the rest of the class. You email the entire class by going to “Course Messages” and use the “Select All” feature to mass mail your paper to all students. This email system is primitive, though. You can only attach 1 document to an email. Consequently, if you have a paper and 2 articles to send, it will require you to send 3 messages.
If I may state the learning target of this assignment in KCAS terminology which every teacher in Kentucky is coming to know and love now, it would be this:
“I can provide the research-based evidence and professional standards that support what I am teaching in the classroom and why I am teaching it the way I do.”
The big picture goal of this assignment is this: No Child Left Behind (NCLB) requires that teachers only use methods and materials in the classroom that are backed-up by solid research. Whatever you teach in the way of content, or model in the way of classroom management, needs to be backed up by research. So, you need to know how to locate this kind of information to document why you teach and run your classroom the way you do. After all, that’s why a Board of Education hires you—to teach according to all federal, state and board policies—not as you may fantasize as the best ways or by “flying by the seat of your pants.”
You are free to search any number of resources around the world, but for those of you who want some guidance to get started, I’d like to point you toward the website for the U.S. Department of Education and the research/evidence-based practices that they have compiled for your benefit. They offer a great deal of support to teachers in implementing the principles of NCLB.
The main website address to start at is: http://www2.ed.gov/nclb/landing.jhtml
And then click on the “What Works Clearinghouse” link to start surfing.
Just as an example of what you can find there, here’s a link to a specific article that you could download and save to a discussion board, hard drive, etc as support for how you teach reading.
The title of the research report is: “ Improving Reading Comprehension in Kindergarten Through 3rd Grade”
http://ies.ed.gov/ncee/wwc/pdf/practice_guides/readingcomp_pg_092810.pdf
This one report supports several common teaching practices you can see in use in K-3 classrooms all over the country.
After you find the articles that are helpful to you as a teacher of any K-12 content area or classroom management techniques, you can also show how those practices support your professional standards according to the Council for Exceptional Children. Just to repeat how to get to those CEC standards, go to:
You will be able to advocate with confidence for the standards you employ and the research that supports your practices, methods and materials.
For this assignment, you don’t have to use all the items under each standard; it will be fine just to indicate if a practice supports Standard 1, Standard 7, etc. Also, you won’t be writing a thesis for this assignment. In just a page, or two you could describe, for example, why you are using direct instruction in phonics; why it’s important; what your research says; how you teach it; and how it upholds the standards of your profession. Think of this assignment as you producing written evidence that demonstrates that you know how to locate research/evidence-based practices that also meet the professional standards by which you are expected to abide. It should be the type of evidence that could stand up in court that shows you are aware of the law and your professional standards, and that you have a couple of examples that demonstrate this kind of integrity.
Just give me a couple of examples of you showing that you know how to do this, and you’ll be fine. And don’t worry if you’re not teaching yet, and have no idea what grade-level, or subject or type of kids you’ll have. This is just an exercise that provides some evidence that, on this date, you know how to support the law by identifying research and professional standards that underlie your teaching practices.
ANSWER
Evidence-Based Learning Strategy
Learning strategies are typically the methodology used to present information to the intended students; different categories of students require various learning strategies suitable for their understanding and learning process. One of the most appropriate strategies is the class discussion strategy; students’ knowledge and understanding can easily be assessed through class discussions. There are several types of class discussions; one is the silent discussions, which are mostly preferred for online meetings. Various platforms like Mentimeter, Padlet, and Backchannel chat are common platforms preferred for silent panels. Color-coded conversations are the second type most suitable for shy and less courageous students, preferably practiced using shared documents. Color-coded conversations are practiced by setting up a shared document with a table suiting all the students, asking the students to choose unique colors, and finally asking them to give their points in their respective boxes and move to the next box to ensure conversation continuation. Virtual questions are done through Google Classrooms; students can respond to each other through comments. The teacher is also capable of engaging the students by asking questions hence ensuring conversation continuation. Socratic Seminar variations whereby students play all the roles; talking, answering, and leading. This discussion type requires practice to ensure students are at par with the learning technique. Socratic seminar variation is done either face-to-face or virtual.
Google Form Groupings as a form of class discussion involves grouping students using Google forms allowing them to answer one or two questions based on the classroom learning. Students are then allowed to engage in a virtual setting since they are familiar with the topic under discussion. Other class discussion approaches include human bar graphs, collaborative note catchers, question stems plus sentence frames, gallery walks, panel discussions, team packs, and fishbowl discussions. Class discussion strategy stands out as one of the best learning strategies and ensures easy learning and understanding; most institutions and teachers always opt for this subject strategy. Studies have shown that classroom discussion has various significances to the learners; the first is that it enhances students’ speaking skills since they can interact and discuss in their different discussion groups. The students get to prepare before attending the classes; this ensures a collaborative and engaging learning session. The instructor can also get his/her feedback since he/she can tell whether the students understand the lessons by engaging them through questions. The classroom discussion also enhances students’ engagement and interests; students can get the various approaches and understanding of the teachings by answering and asking multiple questions (Carrasco & Irribarra 2018).
Experimental learning is the second strategy; it enhances students’ engagement and allows them to control the learning and make more choices. Experimental learning strategy is done through three main approaches; a team of teachers filming instructional videos; teachers opt to integrate more visual note-taking to enhance students’ understanding and remembrance of whatever is taught in class. The filmed videos enhance teachers’ remediation of students; the students can also concentrate and recall all that they have been taught in the classroom. The second type is the adoption of design-thinking strategies to help students engage in critical thinking when subjected to solving complex challenges; this approach requires effective teacher training due to its complex nature. The connection of service-learning to school-based lessons is the third approach; it enhances retention and builds social-emotional skills among students. Research has shown that this approach improves student behavior and character. Experimental learning has been proven to influence emotions and feelings, thereby influencing knowledge and skills; it ensures high retention powers amongst students since it goes beyond classroom studies.
Researchers have proven that experimental learning strategy might be the future of learning; one reason behind that study is that it provides a safe learning environment since most of its techniques apply real-life scenarios with several potential challenges to the learners after school life. The second reason is its capability to bridge the gap between theoretical and practical learning; the learners can acquire primary experience of applying whatever is taught in class. The third reason is its ability to produce demonstrative mindset changes, classes like swimming lessons cannot be learned theoretically hence the essence of experimental learning. The fourth reason is its ability to enhance engagement levels between students and teachers, the participation in problem-solving by students ensures high levels of results. Other reasons for its effectiveness include delivery of distinct returns on investment, provision of precise outcomes, enhancement of individualistic learning, and finally its ability to accelerate learning (Smith 2016).
In conclusion, both classroom and experimental learning strategies have gained more preference due to their ability to engage students in a friendlier and relaxed way, thereby enhancing their understanding and learning process. Students with difficulties expressing themselves are given opportunities and platforms to gain confidence and express themselves either by asking questions or answering questions. Studies have proven the subject strategies to be useful and worth adopting to enhance student learning even outside classrooms; most teachers and institutions have opted and adopted the subject strategies to improve their competitiveness.
References
Carrasco, D., & Irribarra, D. T. (2018). The role of classroom discussion. In Teaching tolerance in a globalized world (pp. 87-101). Springer, Cham.
Smith, A. (2016). Experiential learning. Edward Elgar Publishing Limited.
