Introduction
It is good to understand that, different students respond differently to the teaching technique used by their teachers. Most of the time, teachers do not take their time to analyze the background of knowledge of their students in order to identify the teaching techniques that can work best for them. Students come from different family background and have different learning rates that have to be considered for them to succeed. In this paper, I will give two teaching strategies that I intend to introduce to my classmates in order to ensure that all students are able to utilize their capabilities. My two teaching strategies are; cooperative learning and differentiated learning. I belief these strategies will assist all students (without discrimination) in their studies
Cooperative learning
Cooperative learning is a teaching approach where students study in groups or small teams made up of students with different levels of propensity. They use different learning activities in order to proceed with their understanding of a precise subject. Each member is responsible for helping team members to learn as he/she learns from the others. Team members normally work on specific assignment until they are satisfied that all members are acquainted with it and are able to complete it. The aim of cooperative learning is to help students gain from others; it helps students to realize that they share a common interest with others (Orlich, et al, 2009).
From research, it is clear that, cooperative learning not only boosts student retention in schools but it also supports their academic achievement. It helps students to get better on their oral communication, promotes their self-esteem and social skills. When it is done well, cooperative learning is an immeasurably well thought-out teaching approach that capitalizes on the reality that, any children become skilled better in the midst of interaction with their peers (Orlich, et al, 2009). It arises when instructional methods allow students to work and learn in small, heterogeneous-ability groups. When this happens, cooperative learning is able to lead students into the social power of learning.
I will encourage my class to form cooperative learning groups, where the task will be plainly and definitively planned. The goals of the task will be methodically explained and if the project is multifaceted, it will be divided into pieces and each individual will be assigned a separate piece. As noted earlier, the groups will be heterogeneous and thus the complex task calls on the effectiveness and abilities of everyone on the group. In this way, the learning experience becomes interactive and exciting. To be in a cooperative group, each member must be held responsible to learn the allocated material and help other group members learn.
Differentiated instruction
Differentiated instruction is a learning strategy where the teacher allows students to learn depending on their differences. It is good to realize that students of the same age aren’t all alike when it comes to learning. They also come from different family background which might interfere with their learning. They have many things in common but they also have important differences. In a differentiated classroom, commonalities are acknowledged and built upon, and student differences become important elements in teaching and learning as well (Orlich, et al, 2009). The teacher assumes that different learners have differing needs. Therefore, the teacher proactively plans a diversity of ways to get at and eloquent learning.
Some teachers hold the perspective that, differentiated instruction means giving some students more work to do than others. However, this is not true because a teacher who understands the need for teaching and learning looks for every opportunity to know her students better through individual conversations, group discussions , student’s work, and observation. What the student learns becomes a means for crafting lessons in ways that help each student make the most of his potential and talents. Evaluations are no longer predominately things that happen at the end of a unit to determine who have understood. They normally take place as a unit begins to establish the particular needs of individuals in relation to the unit’s goals.
Differentiated instruction helps students to learn and comprehend concepts according to their abilities. The step taken by the teacher to understand what works best for the students not only motivates them to work harder but it also raises they self-esteem. Many are the times when teachers continually neglect the poor performing students with the perspective they can never improve.
Sources that can be used in planning a stronger student learning
- Measures that indicate each students’ learning style
- Your own views of the needs of your students, which may be due in part to the views of previous teachers and cumulative records
- Inventories that measure student’ personal values, goals, and attitudes.
- Pretest of student knowledge background
- Measure of student learning rate
- Key concepts, generalizations, and skills that are germane to the subject area (s)
- Students’ portfolio
- The school district’s curriculum guide, which lists knowledge and skills students are expected to attain
- Knowledge about personal family problems your students face
- Knowledge about the social climate (human dynamics) of your classroom and school
- Community goals and competency expectations for students
- Knowledge about students’ ethnicity
Conclusion
Students attend learning institutions in order to expand their knowledge base. It would be inappropriate to ignore these student’s needs and understanding capacity. Cooperative learning and differentiated instruction are some of the learning techniques that ensure that all students are treated equally and that they are given room to maximize their potential and proof their abilities.
Reference list
Orlich, D. C., et al (2009). Teaching Strategies: A Guide to Effective Instruction. Cengage Learning