This whole chapter was about different instruction organizations that teachers can use in their classroom. However, there is a quote that I think is way more important than any of the strategies that were mentioned; “teachers must also become ‘students of their students.’” If teachers get to know their students, really know them, then any instructional model can be adjusted to fit any student. While reading the three different ways that this book mentioned to organize instruction, I realized that not one will work completely, but if students thrive with bits and pieces of all of them, then that should be what the educator should focus on. It is up to the teacher to know what works and what does not work for all of his or her students. I want to be one of those teachers that does whatever it takes to help my students succeed. That means I will have to branch out of the molds that this book mentions and pick and choose only the pieces that make sense for them.
There are ideas and strategies that were mentioned that I would love to implement in my classroom. The main one has to do with assessment. The WHERE instructional design suggests letting students assess their own work using rubrics and student samples. I fully agree with this idea. If students are assessing their own products, they can see how they are doing on their own. This also allows students to be accountable for their own work and not rely on someone else to tell them how they did. Students should be able to know how well they did without waiting for the teacher to give them a grade. With students assessing themselves, this will happen.
No comments:
Post a Comment