Teaching strategies and student learning

Explain the role that parents can play in improving student learning, and outline how you would engage and interact with parents in your role as a teacher. 2 Hattie ascribes large “effect sizes” on student achievement to teacher clarity, establishing clear learning intentions and success criteria, and involving students in establishing the learning intentions and success criteria. Using Hattie’s research as a starting point, discuss how these teaching strategies would be implemented in a practical classroom/out-of-classroom situation. 3 Research by Hattie, Marzano, and others indicate the importance of feedback, not only for student learning, but also for teachers in their continuation/adjustment of instruction, and in their interventions in student learning. Discuss the nature and process of effective feedback. 4 Hattie (2009), Lavery (2008), and others illustrate the importance of metacognitive strategies for learning. Using their research as a foundation, discuss how you would help your students employ metacognitive strategies for learning. 5 Hattie (2015) identifies a continuum in learning – from surface knowledge, to deep learning, to transfer. Hattie also indicates that some teaching strategies are more appropriate to a particular level of learning, and other strategies to other levels. Indicate the characteristics and importance of each level of learning, and the strategies that might be most effective at each level. 6 In Make it Stick: The Science of Successful Learning, Brown, Roediger, and McDaniel (2014) write that practice is an important tool for learning. Using their research as a foundation, write an essay on the types and processes of practice which are most effective for student learning. Section 3.4, Central Dilemmas in Canadian Education “The tensions between uniformity and diversity concern whether the school system will be standard in its operation across communities, regions, and even provinces, or whether schools will vary across settings because the Canadian population is so diverse.” The complexity, scope and scale of Canadian education in the provinces means no single solution will, most likely, be able to encapsulate the entirety of the situation satisfactorily. Even if one answer were able to address the entirety of the concerns, it would still be confronted with the multitude of viewpoints with different processes and desired outcomes. The best solution manifests in the process and its success can be measured when applied in practice. There are strong arguments to be made for centralisation – curriculum and testing can be standardised; which should ensure equal opportunity across a geopolitical region. It is most likely to be successful if implemented inclusively, by hearing professional input from teachers, involving community discussion and addressing needs, and flexibly making changes quickly when failings of the system arise. Concerns arise when administrators become a central power or the decision making bureaucracy is too far removed from the boots on the ground of teachers, community members, parents and students. It should be noted that equal is not equitable. On the flip side a decentralised system will immediately bring to mind concerns about consistency of curriculum and pedagogy. Some schools could be equipped and geared toward ivy league admissions but inaccessible for some families. Some schools may not teach the educational basics leaving students stranded. The benefits are also apparent; decentralisation does allow for the diversification of curriculums to meet students needs. Curriculum can be tailor-made to connect with the values of their communities. This should make school-going more interesting and relevant for students, and easier for families to support educational goals. In a decentralised system holidays can revolve around local cultural celebrations. They can be recognised days off for families to gather. These are important options that can become available when an education system is decentralised.