Reflection Paper Chapter 5 (Research – Based Teaching and Learning in the 21st Century) By: Aldren Teodosio


REFLECTION PAPER
PRINCIPLES OF TEACHING 2


Chapter 5
Research – Based Teaching and Learning in the 21st Century




CHAPTER SUMMARY

Research-based Teaching - means that the learners, teachers and the curriculum apply research- based approach in the learning- teaching process with an open outcome.

The Nine Categories of Instructional Strategies

1.    Setting Objectives and Providing Feedback
§  Provide students with a direction for learning and information about how well they are performing relative to a particular learning objective so they can improve their performance.
2.    Reinforcing Effort and Providing Recognition
§  Enhance students’ understanding of the relationship between effort and achievement by addressing students’ attitudes and beliefs about learning.
3.    Cooperative Learning
§  Provide students with opportunities to interact with one another in ways that enable their learning.
4.    Cues, Questions, and Advance Organizers
§  Enhance students’ ability to retrieve, use and organize what they already know about the topic.
5.    Non- linguistic Representations
§  Enhance student’s ability to represent and elaborate on knowledge using mental images.
6.    Summarizing and Note Taking
§  Enhance student’s ability to synthesize information and organize it in a way that captures the main idea and supporting details.
7.    Assigning Homework and Providing Practice
§  Enhance student’s ability to reach the expected level of proficiency for a skill or process.
8.    Identifying Similarities and Differences
§  Enhance students’ understanding of and ability to use knowledge by engaging them in mental processes that involve identifying ways in which items are alike and objectives.



9.    Generating and Testing Hypotheses
§  Enhance students’ understanding of and ability to use knowledge by engaging them in mental processes that involve making and testing hypotheses.


 REFLECTION

            This chapter defined research – based teaching and learning in the 21st century where it was said that, the learners, teachers and the curriculum apply research- based approach in the learning – teaching process with an open outcomes. There were nine categories of instructional strategies when research based teaching and learning is taking place inside the classroom. Here are the nine categories; setting objectives and providing feedback, reinforcing effort and providing recognition, cooperative learning, cues, questions, and advance organizers, non – linguistic representations, summarizing and note taking, assigning homework and providing practice, identifying similarities and differences and lastly generating and testing hypotheses. Furthermore, each strategy was provided with definition and was entailed with corresponding examples that give hints and additional information and understanding to students.

The discussion is too long yet, I learned too much most especially in the nine categories of instructional strategies. Those nine strategies were really helpful to employ the research – based learning and teaching inside the learning environment. Also, I learned that I had to provide my students with direction for learning and information about how well they are performing relative to particular learning. Next, as a teacher I should reinforce effort and provide recognition to my students because it will serve as a part of motivation and help them to continue and improve what they have started. Furthermore, I had to impose cooperative learning so that students would have an opportunity to interact and get along with their classmates all throughout the discussion. Besides, I have learned also the importance of cues, questions and advance organizers, where it should be utilized in an appropriate situation because, it will certainly enhance the students’ ability to use and organize what they have learned from the broad topic that was presented to them. I was also acquainted with what are non – linguistic representations, where I learned that by means of using those representations students are able to elongate certain topic or knowledge by the use of mental images. These non-linguistic representations further help the students to have organized sets of ideas and make themselves be able to know how to shorten long passages.  Additionally, I also ingested the importance of summarizing and note taking to both students and the learners because I learned that it will enhance the learners’ ability to shorten information and distinguish the main ideas and supporting details. I had learned further about the essence of homework and the proper way of employing it the students, and generating hypotheses.

            We are now in the 21st century, thus the education evolves and the way of teaching also upgrades. So as a future teacher I would flow with the trend of the new curriculum where it is anchored in the 21st century way of teaching.. I can also develop and instill to their minds the different means of making a research just a piece of cake and also they would learn how to break the complexity of an idea by using the strategies that I will be imparting to them by acquainting them the non – linguistic representations where using these representations the students will learn how to make the ideas organized be in good length. Moreover, I will also practice the giving of recognition and providing reinforcement for it will motivate my students to study more and have more involvement during the discussion. I have to focus also on instilling cooperative learning inside the classroom not just because there will be more interaction and building of good values but also, students will be more familiar with their classmates, in short they will have the time to get to know with each other. Thus, utilizing those strategies will help me to make the instruction easier and make my students easily acquired the skills that they need to become a 21st learner. Furthermore, accompanying those strategies in my discussion, I would have the chance to have a conducive and potent learning environment, where students actively practice the complex and critical way of learning.





Aldren D. Teodosio BSEd II - English

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