After analyzing the teaching video, describe three different strategies the teacher used to facilitate student learning?
The trainer used numerous teaching strategies to facilitate pupil learning and ensure that it went on in an efficacious manner. One unique strategy of knowledge acquisition that was utilized is obliging learning. Throughout this cooperative type of learning, college students work collectively in groups of small sizes and help one another in the process of learning (Slavin, 2017). The following coaching method, as confirmed in the video, was innovation knowledge. On this coaching approach, college students have interaction in getting knowledge by themselves through endured encouragement from their teachers (Slavin, 2017).
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Further, in discovery mastering, the educator attempts to get college students to find out principles on their own (Slavin, 2017). Ultimately, they saw to it that the students got to learn through peer interaction. The teacher emphasized his intent to expedite learning and not to disrupt the mastering procedure both by using self and peer interaction. Through interactive peer gaining of knowledge, students who are of the same age interact with each other as a result of imparting discoveries and comprehensions challenges by self. Through these interactions, students can talk through problems and are influenced in the duration of mastering (Slavin, 2017).
Imagine you are teaching a lesson on a topic of your choice. Describe the lesson and articulate what types of teaching/learning strategies you would use to scaffold learning and to facilitate learning for your students in your classroom?
If I were to pick a lesson of my choice, I would choose a lesson that is concerned with the use of the expressions of “tender-que.” This lesson would be suitable for Spanish students who are in eighth-grade in their middle school. It would also suit high school freshmen who are in the ninth grade level of their studies. My lesson might open with an evaluation video of the conjugation of the verb tener. Afterward, I would then train students to work with a classmate to complete an interactive video with the use of the conjugated verb of tener in everyday sentences. This method might use peer interplay knowledge and cooperative studying. In a while, I might meet lower back up with students and introduce the new idea of “tender-que-infinitive verb.” Subsequently, I might have students to create their sentences to exercise the use of the brand new skill.
Consequently, I might allow six students to come back to the board to share their sentences as a category we'd evaluate the solution and make necessary corrections. I'd also emphasize the facilitation of the learning method and inspiration of the college students to discover and solve any problems. One precise way I'd promote better learning could be to split my students into groups that are made of four students each. I would make certain the corporations are varied in a potentially stronger performer and lower performers to assist in the process of knowledge attainment. I might use the same idea of “tener+que+infinitive verb” and ask college students to apply several other verbs to create a quick story collectively incorporating other verbs to update “tener.” This possibility supports cooperative gaining knowledge of techniques as well as top-down processing a part of constructive mastering. I'd make certain to monitor the learning and encourage college students in the process.
Now consider the biblical approach to education to inform your thoughts on this topic. Consider the passage of Scripture and/or fruit of the spirit to support your approach to implementing these teaching and learning strategies.
The basis for Christian living is the fruit of the Holy Spirit. “But, the Holy Spirit produces this fruit in our lives; love, peace, joy, patience, goodness, kindness, gentleness, faithfulness and self-control. There is no guideline towards these items! (Gal. 5:22-23, New Living Translation). This equal basis for Christian dwelling can efficaciously be implemented to schooling. Specifically, during cooperative studying all through instruction, there are many occasions when the trainer or student can use the fruit of the Spirit. In cooperative knowledge attainment, the scholar works collectively in groups of small sizes to assist each other learn (Slavin 2017). In this specific part of the lesson, the scholar must illustrate patience, self-control, and kindness. These attributes will assist in having a smoother experience of learning. The educators are responsible for prompting students, encouraging college students, and helping the in the grasping of the knowledge (Slavin, 2017). The educators should work harder to keep away from giving college students the solutions. Gentleness, endurance, and kindness ought to be displayed in cooperative knowledge attainment through the trainer. That is a perfect time for the educators to expose a spirit of gentleness as students discover new matters. It's imperative that a significant amount of patience is exhibited as it facilitates to inspire students and construct esteem. A teacher needs to exhibit kindness for the duration of the whole cooperative studying truly because proper modeling behavior undoubtedly affects students. In each lesson and every day the trainer should reveal love as it's far the finest commandment and fruit of the Spirit.
References
Slavin, R. (2017). Learning Theories: An Educational Perspective . New York, NY: Pearson Education
