New Educational Trends: Changing Pedagogy into Practicum
In today’s competitive world eagerness to continually improve the educational experience of learners has been growing steadily. We are now more aware of how teaching practices help shape the student learning experiences and advance motivation and achievement.
When teachers work well together they tend to also work well with students. So, it has become important to encourage teachers to share more of their expertise and experience and in ways that go beyond the mere exchange of information. The time has come that now we have to transform pedagogical approaches to workable practices.
Changing Classrooms into learning workshops:
High-quality instruction is often defined as the use of a variety of classroom teaching practices, allowing for both teacher-directed and self-regulated learning. For educational policy and teacher education, the results support calls for a good balance among the three dimensions of classroom teaching practices: (a) enhanced activities including challenging tasks and content, (b) student-oriented, supportive practices and (c) teacher-directed practices that provide structure and clarity. Now just as the high level of workable experiences are expected in learning a course of studies, therefore it is better to convert our classrooms into workshops where young minds try their hands and minds on practical experiences more than relying on classroom instruction. Thus, the construction of instructional quality as diversity of practices must go side by side.
Collaborating Co-Teaching Practices:
Co-teaching is an effective teaching-learning practice in which two or more professionals engage themselves providing well planned and systematic evidence based instructional experiences to a group of learners. In our schools we with the help of a team of efficient teachers organize several teaching-learning sessions and it has been seen that the instructional outcome of each session is far greater in degree than the general individualized classroom teaching. We, for experimentation, take up several curriculum based themes or topics to be done engaging teachers and students. This definitely works and we get appropriate results and responses.
Student Support System:
Successful learning, besides many other things, requires different levels of support depending upon the needs of each individual learner. Student support services provide not only individual feedback to learning community, they provide the learners access to counseling support where and when required. Schools can start individual student support system that can work regularly and help children when they are in academic or non academic crisis. Student Support within the school curriculum can be divided into the following areas –
|Literacy Target Group:||For children whose literacy acquisition skills are poor and need Language support.|
|Numeracy Target Group||For children whose numeracy acquisition skills are poor and need special remedial benefit from extra Maths Support.|
|Individual Needs Group||For students who need special care because of their educational needs as they can’t carry on their unmodified curriculum.|
|Gifted and Talented Group||For students who perform exceptionally well and need enhanced learning programmes and curricula to do superbly.|
Joint Home Learning Agreement:
Teaching-learning is a joint undertaking between teachers and learners. Learning of a child is not confined to the school campus and it derives value from the home environment. Home learning is a shared responsibility between the student, teacher and family. In our schools we regularly remain in touch with parents and family members of our students so that a joint agreement is reached. There is proved evidence that after establishing healthy home-learning environment, children learn independently getting support from all quarters. Joint Home Learning environment provides a child confidence and support to enhance learning skills and also provides the child and parents timely feedback to counter learning challenges.
Calibrating Collaborative Team Teaching:
Can having more than one teacher in the classroom help students learn better? In our schools we regularly transform our classrooms into massive learning platforms where teachers join in to support children’s learning at several levels. Collaborative team teaching often occurs in an inclusive classroom. In a co-taught class, general education and special education teachers work together to plan lessons, teach and monitor student progress and manage the classes.
Being in a co-taught classroom has many benefits. Students can spend more time with the teachers and get more individual attention. And with more than one teacher, it’s easier to teach students in smaller groups or on a one-on-one basis.
Moreover, students have the opportunity to learn from two teachers who may have different teaching styles, ideas, perspectives and experience. In Collaborative team teaching, the curriculum is divided into several chunks and each team member takes up different tasks aiming to address the learners’ difficulties, choices and requirements.
Replacing Over Testing with Learning Measurement:
In recent years our education system has undergone many changes in terms of teaching and learning measurement. CBSE and many state board schools are now adopting standardized teaching learning assessment. Junking the CCE pattern the new scheme of evaluation aims to bring uniformity in educational evaluation. The new scheme gives 90% weightage to pen and paper tests now, including 80 marks to the half yearly or annual examination. 10 marks are set aside for periodic assessment in each term.
A word of caution is that all schools or boards must be aware of the fact that evaluation system should inculcate healthy learning spirit not cut throat competition for marks, percentage and grades.
As July has begun and our schools are again buzzing with activity, our teachers are again gearing up for the new lessons. Let us hope that they will bring new pedagogy into practice in a more lively and vivid manner. Let our children experience the most enjoyable and meaningful learning for today, tomorrow and always.
Ashok Singh Guleria teacher of 21 years standing is a post- graduate in English Literature. He writes on pedagogical issues and children’s behavioural concerns. He has worked as Head of Department of English, curriculum planner and Academic coordinator cum Teachers’ Trainer at the Akal Academy Group of Schools run by the Kalghidhar Education Trust, Baru Sahib, at Kajri in Uttar Pradesh. Currently he works as Principal at Akal Academy, Gomti.
He strives to develop and facilitate the building of a robust and sustainable teaching-learning fraternity embodied with a strong sense of work culture. He can be reached at firstname.lastname@example.org