Teachers should always look for ways to improve the classroom learning environment. In educational research, a number of studies have been
conducted to analyze how instructors could improve teaching and in turn, deepen
student learning. Researchers have found that there are many ways towards instructional
effectiveness. Timpson (2009) cites that scholars like
psychiatrist William Glasser suggest conduction of feedback sessions which he referred to as "classroom
meetings". He supported the idea by the argument that this practice will promote
open, honest, and responsible communication that will support effective
instruction for the improvement of student learning.
Timpson (2009) also suggests another healthy
practice that he himself also uses in his classes, i.e. the regular conduction
of a midsemester student feedback session to identify problems that they are
facing so that they can be rectified before the end of the semester. Here, both
positive as well as negative feedback should be taken flexibly for the
improvement of the teaching system.
A new research published in the Journal of College Science
Teaching by Soh,
Roth-Johnson, Levis-Fitzgerald, & Rowat (2015) studied how interactive taste
tests could impact student learning. The findings of the study indicated that
students achieved higher levels of cognition at the time of the taste tests, but
there was no increase in exam or homework grades (Soh et al., 2015). This supports the theory and
findings of Keller (1987) that the process of eating
can trigger multiple senses through which instructors can enhance student
learning.
Due to the development of technology, emphasis on the use of
computers and other personal gadgets in education is increasing (Thompson, 2010). He also highlights that
these technologies can prove to be important especially in the science classes
where complex structures can be explained easily by the teachers via 2D and 3D
projections.
Evans (2006) suggests that teachers
reflect on their teaching methodology on a daily and get feedback from their students.
He mentions two questions that must be asked from the students after the
lesson. The questions are: What were the strengths and weaknesses of this
lesson? And what would you change about the lesson? Here Evans (2006) notes that the students should
feel at ease while responding and should be encouraged to give any feedback
they have, honestly.
References
Evans, C. (2006, September).
Becoming a reflective technology teacher: the more I reflected, the better I
was able to meet the students’ needs. The Technology Teacher, 66(1),
28+.
Keller,
J. M. (1987). Development and use of the ARCS model of instructional design. Journal
of Instructional Development, 10(3), 2–10.
Soh,
M., Roth-Johnson, E. A., Levis-Fitzgerald, M., & Rowat, A. C. (2015).
Interactive taste tests enhance student learning. Journal of College Science
Teaching, 45(1), 44.
Thompson,
A. D. (2010). Exciting digital possibilities for teacher educators. Journal
of Digital Learning in Teacher Education, 26(3), 83.
Timpson,
W. M. (2009). Improve Your Teaching and Your Students’ Learning. Academe,
95(1), 34–35,3.
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