The conventional models of teaching and learning have focussed on the teachers' as opposed to the learners' efforts. It's only until recently that the efforts of learners have come to the forefront. Specifically, recent research on student learning has established that what students do during the learning process is of utmost importance. These research findings have led to the rise of student-centered or learner-centered pedagogy. This form of instruction has significantly influenced the modern conceptualization of teaching and learning leading to the emergence of the concept of teaching for learning. Student or learner-centered pedagogy is based on the narrative that a student's actions during the learning process play a more crucial role in determining the learning outcomes compared to his or her teacher's actions. Therefore, educators should pay more attention to active and student-centered approaches to learning. This is because these approaches are likely to engage the students more. It is also essential for educators to communicate the benefits, objectives, and expectations of these approaches to the students. This clarity helps the students to feel prepared or and supported in the learning process. Communication is especially vital for students that have been primarily exposed to traditional teaching models which are teacher-centered. Ultimately, teaching for learning not only focusses on the interests of students, but it also molds their ability to think critically, inquire, acquire as well as share knowledge. This paper offers narratives that best demonstrate an understanding of various elements of teaching for learning.
Element 1: Knowledge of Learners and Learning
To better understand this element, I attended a very productive and influential district workshop whose focus was working with autistic students. The need for the workshop was based on the argument that it is crucial for an educator to understand the reason behind the application of every teaching strategy. This is vital in developing individualized programs for all autistic learners. Therefore, the workshop’s topics were developed while balancing theory and implementation of the theory in a classroom setting. For instance, it exposed participants to modification of learning approaches to cater to the various student abilities across the autism spectrum. The workshop was thus aimed at helping teachers to develop as well as expand the range of strategies that they can apply in a classroom. The variety of topics covered included understanding Autism; implementation of structured teaching throughout the day; self-regulation in a bid to support learning; the use of visual aids in problem-solving; and modification of the curriculum to cater for visual learners. The workshop also covered positive behavior interventions; implementation of a social coaching curriculum; cognitive learning strategies; and lastly, structured teaching. These topics were vital in enhancing my professional development.
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The district workshop was essential to the school library because various resources were shared. These helped to boost the range of autism-related materials available in the library. Likewise, the workshop exposed me to like-minded individuals whose resolve to enhance the learning experience of different kinds of learners was unwavering. Consequently, the workshop will influence key decisions moving forward since most of these decisions will be based on the knowledge gained from it. The workshop allowed me to understand and appreciate the real-life application of my knowledge. This will have a tremendous impact on my future practice. For instance, by focussing on the implementation of theory and the needs of my learners, my students will be exposed to an engaging learning experience. Ultimately, this experience will change and improve my practice by making me a more responsive and effective educator.
Element 2: Effective and Knowledgeable Teacher
To foster an inquiry-based approach to learning, I mainstreamed case studies in the day-to-day learning experience of learners. Case studies include scenarios or stories which are created for use as tools for facilitating discussion and analysis. Often, case studies are in the form of a narrative and are based on actual events hence giving them a sense of reality. Also, case studies may bear elements of simulations. Nevertheless, students are often observers as opposed to participants in the case studies. Incorporation of case studies was envisaged to deepen the learning experience of my students, which is a crucial pointer of my professional development. Case studies were useful in that they helped students to apply their skills and understanding of the learned facts, practically, and in real-world situations. They were especially important in complex situations whose solutions were uncertain. Consequently, the case studies acted as initiators of class discussions which significantly enriched the students' learning experience.
The case studies engaged students in thoughtful discussions as well as research; encouraged in-depth thinking; facilitated creative problem-solving; and allowed the students to come up with realistic solutions to various complex problems. They also ensured that students effectively applied the skills that they had acquired previously. Lastly, the case studies allowed the students to learn from each other. By mainstreaming case studies, I was able to bridge the gap between the traditional lecture method which is teacher-centered, and the more effective problem-based learning. In the future, case studies will allow me to offer direct guidance. They will also facilitate better learning for the students since the parameters and hints given act as guidelines for the students. By making my students effective learners, case studies will, without a doubt, improve my practice immensely.
Element 3: Instructional Partner
Collaboration is an essential component of teaching for learning. Thus, in this element, I integrated collegial collaboration in my day-to-day teaching efforts. This entailed trading chosen classes for an hour or longer with a colleague. In this case, I encouraged my students to work with a different tutor while I taught a different class. Subsequently, my colleague and I co-taught our respective lessons. Thus, we planned and executed cross-curricular learning experiences for our collective students. This approach was necessary because it taught and modeled for students, practically, how teams can achieve effectiveness. It also gave them an example of how learning can be improved through teamwork. The approach was useful and allowed my colleague and I to assess and score it by obtaining feedback from our respective students. Using this experience, I was able to confirm the power of integrating collaboration in learning. Given the positive feedback received from the students, I plan to incorporate collegial collaboration in my future practice. This is with the aim of diversifying the learning experiences of the targeted students as well as making me a better instructor.
Element 4: Integration of twenty-first Century Skills and Learning Standards
The 21st Century student is expected to master specific knowledge, skills, and expertise so as to succeed in both work and life. Notable skills in this regard include life and career skills; learning and innovations skills; and lastly information, media and technology skills. For students to acquire these skills, several systems have to be put in place. These include 21st century standards and assessments; conducive learning environments; curriculum and instruction; and professional development. These systems have to be aligned towards producing 21st-century outcomes that are vital for students today. In this element, I used various strategies in planning and implementing instruction for AASL Standards for the 21st-century learners as well as state student curriculum standards. This was done collaboratively with other teachers.
To integrate 21st Century skills, we implemented a balance of assessments. These included high-quality standardized testing coupled with classroom summative and formative assessments. Likewise, technology-enhanced assessments were also employed with the aim of ensuring a comprehensive measure of the students’ mastery of the 21st-century skills. In the process, we emphasized the need for continuous feedback on student performance by making it part of day-to-day learning. We also developed portfolios of the student work that demonstrated mastery of the 21st-century skills to both educators and future employers. Likewise, a portfolio of possible measures for assessing the effectiveness of the education system in facilitating a high level of student competency in the various skills of concern was developed. To integrate the learning standards, the team focussed on not only the 21st Century skills but also on expertise and content knowledge. Likewise, we concentrated on building understanding among and across various academic subjects, and the interdisciplinary themes that underscore 21st Century skills. Emphasize was placed on fostering deep understanding and exposing students to resolving meaningful and real-world problems. Lastly, the team advocated for multiple measures of mastery amongst the learners.
