Description:
This week we read about student-centered instruction in
Chapter 8: Student-Centered and Constructivist Approaches to Instruction
(Slavin, 2015). The text looked at various methods and discussed ways to
implement them in your classroom as well as the pitfalls of the method. This
led to our group discussion where we discussed the challenges of using
student-centered instruction in the classroom for the teacher and the students.
We also offered suggestions on how to overcome these challenges.
Analysis:
Student learning is based on Constructivist Theory.
Constructivist believe that students should be encouraged to use active methods
(experiments, real-world problem solving, group discussions, etc..) to generate
more understanding and to then reflect on, talk about, and share their
understanding of what they are doing (Slavin, 2015, pg. 188). This is a great
way to help students become more responsible for their own learning and to
prepare them for adulthood where everything is not spoon-fed to them, nor is it
back and white. They are going to have to puzzle out a solution to a multitude
of issues as they grow and into adulthood.
As discussed last week, classroom management is a key
component to the success of this teaching/learning method. While the learning
is student-centered and the teacher is taking a backseat, they are the
facilitators and responsible for keeping the students on task and engaged. One
method discussed and that I found particularly fascinating was the STAD method.
In this method, students are grouped with varying abilities and gender. They
work together to teach each other the material and when the group is
individually tested over their mastery, they can earn points for their team
(Slavin, 2015, pg. 198-199). Last week we discussed buy-in and “if students
want to know something, they will be motivated to exert the effort necessary to
learn it” (Slavin, 215, pg. 216). This is completely true. Students want to
know why they are learning something and feel that this is an important reason.
In younger grades, competitions can be a great “reason why”. They have not
reached the level that they understand that the reason is a life skill and they
need the information for future success.
A balance must be reached by the teacher in which he/she
creates an environment that forces the students to problem solve and think on
their own without making them so frustrated that they shut down and cannot
learn. This can be accomplished by grouping students by mixed ability,
providing those weaker in the subject area to be supported by those that are
stronger (Slavin, 2015, pg. 198).
Reflection:
Student led learning is a terrific way to encourage students
to take ownership of their own learning. It is a great way to prepare them to
be independent problem solvers. By presenting students with a solvable
situations/problems. There are potential problems that can arise. Classroom
management has to be taught and consistent. Students have to be taught
expectations and held accountable for failing to meet those expectations.
When I was a first year teacher, I worked for a school that
required me to have small group reading groups every day. At the time, it was
my worst nightmare, but it made me work through independent group work issues
quickly. While I was meeting with a group, I had five other groups working
independently around the room. The first year was terrible! I struggled so much
and it made me so mad at myself for not being successful. I spent every weekend
researching and coming up with ideas. I would try ideas, some would work, and
some would not. One thing I was aware of; it was my issue, not my students. It
wasn’t until year two that things began to run better. I believe the biggest
part of that is I began with expectations day one. We practiced those way
before we actually began working independently. Even while working with my
group, I was constantly watching the other groups and redirecting immediately.
After practice and a few weeks, things began to run smoothly.
I believe that even younger students can be held to high
expectations. We as teachers should also hold ourselves to those same high
expectations. It is okay not to be perfect at something, but it does your
students a disservice when we never look in for the problem and we are always
working out. We learn our entire lives and just because we have the label
“Teacher”, it doesn’t mean that we have nothing new to learn.
Slavin, R. E. (2015). Educational Psychology: Theory and Practice (12th ed.). Boston, MA: Pearson
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