PED12

WEEK 1

Objective

As the term suggests, field studies are learning experiences outside of the classroom. Field studies allow
students to gather their own (primary) data, provide opportunities to extend classroom learning through
direct observation and experience, and allow for scientific research through field experiments. Field
study trips can range from short walks in the schoolyard or nearby neighborhood to vehicle excursions
over some distance for several hours to a full day. Whatever the destination, the purpose of the field
study trip should be to address specific outcomes in the curriculum. Field studies should be designed as
learning experiences that are integral parts of a unit or theme being studied in the classroom. From the
pedagogical perspective, field study trips should be viewed as any effective learning experience that
includes Activating, Acquiring, and Applying Strategies. Thus, students should be involved as active
participants in learning rather than as passive spectators on a trip. An effective field study requires
careful planning for meaningful learning experiences before, during, and after the field study trip.

Preparation:

Teachers must plan the educational rationale and objectives as well as the logistics of the field study trip
well in advance. As stated, the field study should complement the learning in the classroom and should
be undertaken to address specific outcomes. Teachers should prepare questions to be answered and/or
develop specific guidelines on what students should observe or what information should be gathered
during the field study. Specific expectations and active student participation will result in effective
learning while on the field study trip. Logistics involve scheduling; administrative and parent
consultation and permission; organizing the means of transportation; planning the route; preparing
materials and equipment; contacting landowners or arranging guides if applicable; planning safety and
emergency procedures; and addressing matters related to student expectations during the field study
trip. Teachers should ensure that all school division policies and procedures relating to field excursions
are followed.

During the Field Study:

The field study trip should focus on the activities prepared in advance, and students may need
prompting to begin making observations or to gather information. Working with a partner or in small
groups gives students opportunities for interactive learning. Scheduling should allow adequate time for
expected tasks as well as for dealing with questions students may have during the field work.
Photographing students in action in the field may provide additional motivation. More importantly,
photos are relevant components of field work as they provide a visual record that can be included in
follow-up discussions and reporting in the classroom.

Follow-up:

Since field studies are planned as parts of units or themes studied in the classroom, immediate follow-
up is critical for maximizing the learning experience. Observations made and information collected
should be discussed, processed, and incorporated into the broader learning experience. Student
experiences should be discussed, and connections made to prior knowledge or related experiences.
Field studies may provide opportunities for extending learning and shaping future investigations that
students undertake as part of the inquiry process. Teaching and learning is a process that includes many
variables. These variables interact as learners work toward their goals and incorporate new knowledge,
behaviors, and skills that add to their range of learning experiences.

Over the past century, various perspectives on learning have emerged, among them —cognitive
(learning as a mental operation); and constructivist (knowledge as a constructed element resulting from
the learning process). Rather than considering these theories separately, it is best to think of them
together as a range of possibilities that can be integrated into the learning experience. During the
integration process, it is also important to consider a number of other factors — cognitive style, learning
style, the multiple natures of our intelligences, and learning as it relates to those who have special needs
and are from diverse cultural backgrounds.

4.2 Objective

Field Study is the first in a series of sequential studies in the Bachelor of Elementary Education and the
Bachelor of Secondary Education Programs (BEED and BSED) offered by the Teacher Education
institutions. Field study is lined the professional education subject is the prerogative of the Teacher to
match with an appropriate subject such as child and adolescent Development Principles of Teaching or
Facilitating learning. The focus of Field Study 1 is observation of the learner, school structure and the
community. Since this is the first time the student teachers have been exposed to the school
environment, they are expected to take note of the school and classroom facilities and the
organizational set, up of the school! The PSTs shall observe the behavior of the learners in the actual
learning environment! Based on their observations of learners PSTs shall develop their understanding on
feasible approaches to facilitate learning considering the various phases of growth and development. To
assist their transition the students will be paired with a -buddy. Included in FS 1 is the enhancement of
the students/ communication skills with his/her buddy since they are expected to be adequate in the
language, they will be using during their hands on teaching in the remaining field studies.

Teachers are the backbone of the education industry. For educators looking to step up their
responsibilities and branch out, there are many paths available to take on leadership roles. These
opportunities will help them develop their leadership skills and strengthen their school’s community.

Administrators

One way to become a teacher leader is to look into school administration jobs, which create the
opportunity to implement changes, motivate students and faculty and strengthen a school from within.
By pursuing an MA in Educational Leadership, which is required for most administration roles, a teacher
can become an assistant principal or take on principal training to oversee an entire school. Returning to
the classroom and earning a master’s degree will help develop strong leadership skills through
mentoring and practical experience.

Facilitators

A facilitator is another important role teachers looking to step up to leadership may want to consider.
Facilitators serve as team leaders for different grade level teams, working closely with teachers and their
students to gather and analyze data about teacher practices and student performance to promote the
best student learning outcomes throughout our professional learning communities, we are constantly
evaluating and aligning our teaching to our learning to better student achievement.”

Mentors

Students need mentors and mentoring them is an essential part of becoming a teacher leader. This
includes advising students about colleges and curriculums or helping them with problems ranging from
the mundane to the deeply personal. Teacher leaders also mentor their fellow teachers. Read more
about the impact of mentorship in developing new school leaders.

Clubs and Organization Chairs

Social and educational clubs are important in schools. They often need leaders and organizers to make
them successful. This is a role based on educational leadership that the teacher leader admirably fills,
whether it involves chairing the National Honor Society or heading a team for improvement.

Coaches

Similarly, sports are vital in schools. They emphasize the importance of team spirit and collaboration.
Many teachers double as coaches for their school's sports teams. This fosters a sense of camaraderie
with the students as well. Being active through sports and engaging with like-minded peers can
significantly improve a student’s performance, in addition to providing necessary experience for college
transcriptions and applications.

Curriculum Creators

A good school and a successful student body both depend on strong curriculum development. In this
instance, a teacher leader helps other teachers come up with new strategies and interesting course
material to better engage students. If the current curriculum lacks something essential, such as more
math classes or a better history syllabus, the teacher leader spots the gap and seeks to fill it.

Specialty Instructors

Teacher leaders work across the board in varying roles. If students in a chemistry class draft poorly
structured reports, then a teacher leader in English will step in and help the chemistry teacher advise
the students on how to become better writers. Again, helping both students and teachers is essential
and a key role for teacher leaders.

Community Builders

If a teacher leader learns about a new technique or resource, even if it's not in one’s discipline, the
individual will immediately share it. In this way, every teacher constantly improves. The idea of paying it
forward creates a much more successful learning environment; it creates a community. The community
building course within Queens’ online MA in Educational Leadership curriculum pushes the idea of
turning the school environment into a helpful community of educators.

Learners
A true teacher leader never stops learning. He or she attends lectures, seminars, and classes to become
a better teacher and a better leader. Sometimes that even involves going back to school.

Professional standards for teaching assistants

Professional standards for teaching assistants were published in 2016 by a group made up of unions and
educational experts. The standards help clarify the roles of teaching assistants and bring them into line
with their teacher and headteacher colleagues, both of whom already have their own sets of standards.
They are organized under four themes:

1) Personal and professional conduct

Teaching assistants should uphold public trust in the education profession by:

Having proper and professional regard for the ethos, policies, and practices of the school in which they
work as professional members of staff.

Demonstrating positive attitudes, values, and behaviors to develop and sustain effective relationships
with the school community.

Having regard for the need to safeguard pupils’ well-being by following relevant statutory guidance
along with school policies and practice.

Upholding values consistent with those required from teachers by respecting individual differences and
cultural diversity.

Committing to improve their own practice through self-evaluation and awareness.

2) Knowledge and understanding

Teaching assistants are expected to:

Share responsibility for ensuring that their own knowledge and understanding is relevant and up to date
by reflecting on their own practice, liaising with school leaders, and identifying relevant professional
development to improve personal effectiveness.

Take opportunities to acquire the appropriate skills, qualifications, and/or experience required for the
teaching assistant role, with support from the school/employer.

Demonstrate expertise and skills in understanding the needs of all pupils (including specialist expertise
as appropriate) and know how to contribute effectively to the adaptation and delivery of support to
meet individual needs.
Demonstrate a level of subject and curriculum knowledge relevant to their role and apply this effectively
in supporting teachers and pupils.

Understand their roles and responsibilities within the classroom and whole school context recognizing
that these may extend beyond a direct support role.

3) Teaching and learning

Teaching assistants are expected to:

Demonstrate an informed and efficient approach to teaching and learning by adopting relevant
strategies to support the work of the teacher and increase achievement of all pupils including, where
appropriate, those with special educational needs and disabilities.

Promote, support, and facilitate inclusion by encouraging participation of all pupils in learning and
extracurricular activities.

Use effective behavior management strategies consistently in line with the school’s policy and
procedures.

Contribute to effective assessment and planning by supporting the monitoring, recording, and reporting
of pupil performance and progress as appropriate to the level of the role.

Communicate effectively and sensitively with pupils to adapt to their needs and support their learning.

Maintain a stimulating and safe learning environment by organizing and managing physical teaching
space and resources.

4) Working with others

Teaching assistants are expected to:

• Recognize and respect the role and contribution of other professionals, parents, and careers by liaising
effectively and working in partnership with them.

• With the class teacher, keep other professionals accurately informed of performance and progress or
concerns they may have about the pupils they work with.

• Understand their responsibility to share knowledge to inform planning and decision making.

• Understand their role to be able to work collaboratively with classroom teachers and other colleagues,
including specialist advisory teachers.
• Communicate their knowledge and understanding of pupils to other school staff and education,
health, and social care professionals, so that informed decision making can take place on intervention
and provision.

Objective 3

Objective What Makes a Good Teacher Great?

· Great teachers eat apples.

· Great teachers are “chill.”

· Great teachers think like kids but act like adults.

· Great teachers love to teach and learn.

· Great teachers connect learning to real life.

· Great teachers understand that students have a life outside of school.

· Great teachers help students if they notice a struggle.

· Great teachers sing.

WEEK 2
Action research is all about activity and action. The result of an action research cycle is a decision about
which actions you will start, stop, and continue within your practice to achieve a particular goal. Action
researchers use past evidence and experimental data to help them make this decision.

The stages of the action research cycle in a teaching context are presented in the diagram above. An
educator begins the process by identifying the issue to be addressed within the classroom or school.
This issue might be highlighted through conversations with others, through the educator’s own
observations of practice, or through reading or learning about specific strategies or pedagogical tools
during other CPD opportunities. The educator works through the stages of the research cycle:

Identifying an action to take to address the issue, considering:

Which element(s) of teaching practice will change?

How will the success of the action be measured?

Testing the action over time in their classroom or school, including:

Collecting data on any changes resulting from the action (e.g., through test scores, interviews, or
observations)

Evaluating whether the action has improved teaching practice, based on the data collected

Deciding whether the action should be continued and whether it could be adopted by others

But it doesn’t stop there! As a result of this first cycle, there are likely to be follow-up questions or
adaptations that could be made to your action that will inform future cycles of action research.

How does action research improve my teaching?

A challenge for both teachers and facilitators is how to embed new ideas and practices in everyday
classroom teaching. A participant may come away from a course inspired, motivated, and more
knowledgeable; however, the real challenges lie ahead of them as they consider implementing changes
to their practice.

For CPD to have a significant impact in the classroom, educators may need to:

Assimilate new knowledge and ideas

Adjust their attitudes or beliefs

Experiment with new practices

Reflect upon and evaluate the suitability of changes

Share new ideas with other educators and convince them to adopt new ideas

Action Research as Professional Development…and Teacher Evaluation

The primary reason that I make the connection between action research and professional development
is the ability as an educator to focus growth specifically on things that you alone (or, as part of a
collaborative team) identify as being an area of your professional practice that you would like to see
improve. As I've mentioned, the focus is on your school, your classroom, your students, and their
improved achievement; the process (or, rather, the focus of the process) is customizable to meet your
specific needs. One-size-fits-all professional development does not accomplish this. In addition, once
you have results from your action research inquiry, you could act immediately. This, in and of itself,
results in professional development that is much more meaningful for educators. If we rely on the
dissemination of 'proven' research-based solutions, we typically must wait for the accumulation of
evidence to demonstrate the effectiveness of a particular solution— which, again, may likely be subject
to generalizability and transferability weaknesses. When you systematically investigate your own
instruction, etc., you collect data on your students and on your teaching; you know immediately what
works and what might not work.

To extend this notion a bit, if we accept the idea that action research can serve as a sound basis for
professional development, then it would make sense that it could be part of a system of annual teacher
evaluation (Mertler, 2013). Educators would begin the school year by developing specific professional
development goals for themselves for the year that they would pursue through a systematic action
research approach. However, we must hold them accountable for what they discover through this
process. If we allow — and, I might add, encourage — educators to develop their own professional
development goals, and to systematically collect data and investigate their own practice, and if we hold
them accountable for the degree of their successes (or at least for what they learn as a result of
reflection on the engagement in such a process), we add the critical piece of truly examining teaching
effectiveness and its impact on student learning. While arguably there is worth in utilizing standardized
test data and value-added data to demonstrate teaching effectiveness, many of us would agree that
there are just too many confounding variables that cloud our ability to cleanly and clearly interpret
those results. Incorporating action research into teacher evaluation would add to teachers' sense of
empowerment, and to ownership over their own teacher evaluation processes.

Collaboration and Educator Empowerment

Up to this point in our discussion, my focus has really been on individual teachers engaging in action
research. However, I am a true believer in collaboration within an action research context. Two concepts
that lend themselves nicely to this idea are collaborative action research and professional learning
communities (Mertler, 2013). Collaborative action research is characterized by four key elements:

A shared mission, vision, and goals.

A collaborative culture.

Collective inquiry into best practices and current reality.

An action orientation (or, learning by doing);

A commitment to continuous improvement; and

An orientation focused on results, not on intentions. (DuFour, DuFour, & Eaker, 2008, pp. 15-17)

As you can see, engaging in this collaborative approach to professional development through action
research would require a shift in mindset. Working together in teams and abandoning the 'egg-crate'
mentality that still permeates some schools, especially as an approach to professional development,
might be a difficult transition for some educators. However, as the saying goes, 'there is strength in
numbers,' and this approach just might result in substantial and collective improvements in student
performance.

WEEK 3

ACTION RESEARCH

In schools, action research refers to a wide variety of evaluative, investigative, and analytical research
methods designed to diagnose problems or weaknesses—whether organizational, academic, or
instructional—and help educators develop practical solutions to address them quickly and efficiently.
Action research may also be applied to programs or educational techniques that are not necessarily
experiencing any problems, but that educators simply want to learn more about and improve. The
general goal is to create a simple, practical, repeatable process of iterative learning, evaluation, and
improvement that leads to increasingly better results for schools, teachers, or programs.

Action research may also be called a cycle of action or cycle of inquiry, since it typically follows a
predefined process that is repeated over time. A simple illustrative example:

Identify a problem to be studied

Collect data on the problem

Organize, analyze, and interpret the data

Develop a plan to address the problem

Implement the plan

Evaluate the results of the actions taken

Identify a new problem

Repeat the process

Action research seeks to bring together action and reflection, theory, and practice, in participation with
others, in pursuit of practical solutions to issues of pressing concern to people. Action research is an
invitation to looking, listening, and acting with others in multiple ways. It is a research orientation that
may include quantitative and/or qualitative methods.

The action research paradigm is distinctive in three fundamental ways.

· First, it integrates first-person research on oneself, second-person research within a group, and
integrates those with third-person research for larger collectivities.

· Second, it interweaves research and action, treating the researchers also as co-actors, sometimes
inviting them to share in the design of the research, often doing research and offering feedback in the
very midst of action.
· Third, the aim of action research is not only (and not mainly) to describe empirical regularities in
third-person data but rather to help individuals, teams, and wider institutions identify values worthy of
pursuit and to feedback data that makes such pursuit more effective.

Feedback through action research processes may generate not only incremental “single-loop” action
corrections, but also “double-loop,” transformative changes in actors’ strategies and actions, as well as
“triple-loop” realignments among actors’ purposes, strategies, actions, and outcomes. In this entry,
contemporary exemplars are presented to help illustrate the integration of the subjective,
intersubjective, and objective voices. Notes on the historical provenance of action research highlight
that the spirit of action research has existed since Aristotle. Today’s practices interweave Kurt Lewin-
inspired Northern Hemisphere action research with that of Paolo Freire-inspired Southern Hemisphere
emancipatory action research. Glimpsing the global sustainability crisis, this entry situates action
research as an increasingly popular way for conducting action-oriented transformations research. Action
Research in Theory

Action research-based inquiry in educational contexts and classrooms involves distinct participants –
students, teachers, and other educational stakeholders within the system. All these participants are
engaged in activities to benefit the students, and subsequently society. Action research contributes to
these activities and potentially enhances the participants’ roles in the education system. Participants’
roles are enhanced based on two underlying principles:

communities, schools, and classrooms are sites of socially mediated actions, and action research
provides a greater understanding of self and new knowledge of how to negotiate these socially
mediated environments.

communities, schools, and classrooms are part of social systems in which humans interact with many
cultural tools, and action research provides a basis to construct and analyze these interactions.

Theorizing Action Research for the Classroom

All research, at its core, is for the purpose of generating new knowledge and contributing to the
knowledge base of educational research. Action researchers in the classroom want to explore methods
of improving their pedagogy and practice. The starting place of their inquiry stems from their pedagogy
and practice, so by nature the knowledge created from their inquiry is often contextually specific to their
classroom, school, or community. Therefore, we should examine the theoretical underpinnings of action
research for the classroom. It is important to connect action research conceptually to experience; for
example, Levin and Greenwood (2001, p. 105) make these connections:
Action research is context bound and addresses real life problems.

Action research is inquiry where participants and researchers cogenerate knowledge through
collaborative communicative processes in which all participants’ contributions are taken seriously.

The meanings constructed in the inquiry process led to social action or these reflections and action lead
to the construction of new meanings.

The credibility/validity of action research knowledge is measured according to whether the actions that
arise from it solve problems (workability) and increase participants’ control over their own situation.

Educators who engage in action research will generate new knowledge and beliefs based on their
experiences in the classroom. Let us emphasize that these are all important to you and your work, as
both an educator and researcher. It is these experiences, beliefs, and theories that are often discounted
when more official forms of knowledge (e.g., textbooks, curriculum standards, districts standards) are
prioritized. These beliefs and theories based on experiences should be valued and explored further, and
this is one of the primary purposes of action research in the classroom. These beliefs and theories
should be valued because they were meaningful aspects of knowledge constructed from teachers’
experiences. Developing meaning and knowledge in this way forms the basis of constructivist ideology,
just as teachers often try to get their students to construct their own meanings and understandings
when experiencing new ideas.

Action Research as a Process for Professional Learning and Leadership

Five Characteristics of Action Research as a Methodology for Educators

· action research rejects positivist notions of rationality, objectivity, and truth and instead has an
openness to competing possibilities for effective pedagogical practice in educational contexts.

· action research employs educators’ reflective and interpretive categories and uses the language of
educators as a basis for educators to explore and develop their own pedagogical theorizing.

· action research allows educators’ unrealized self-understandings to be discerned by analyzing their

own practices and understandings.
· action research connects reflection to action, enabling educators to overcome barriers to
pedagogical change through awareness of social and systemic factors influencing their educational
context.

· action research involves deep consideration of theory and practice and to demonstrate this critically
self-reflective action, researchers develop and organize knowledge in which truth is evidenced through
its relation to practice.

Why an Educator would Engage in Action Research

· the development of an educator’s pedagogy is not about developing a set of “surefire” technical
competencies; it is concerned with finding the most effective practices for the students in their
educational context.

· one way for educators to be consistently informed on pedagogy and increase their skills is through
actively being involved in a culture of inquiry that dually relies on the latest educational research and
their own classroom to spark new inquiry.

· by doing action research, educators are engaged in the process of hypothesizing, theorizing, and
developing self-knowledge related specifically to their practice.

· when educators engage in action research, they develop agency and gain control of knowledge, and
address questions for themselves, instead of being subservient to the knowledge enacted on their
educational context.

· when educators are engaged in research, educators are naturally engaged in educational theorizing
because they are reflecting on practice systematically and critically, to close the distance between
educational theory practice, which many educators feel (Hopkins, 2003).
Action research is a dynamic process anchored on reflection>Action Cycle of Observing, Reflecting,
Acting, Evaluating and Modifying
Source: McNiff and Whitehead, 2006

Action research is a cyclical, recursive process of observe>> reflect>act>evaluate>>modify> move in new

direction is known as action-reflection (McNiff & Whitehead, 2006. In 2011, McNiff defined action
research as a form of inquiry that enables practitioners to investigate and evaluate their work. Before
that, Corey in 1953 viewed action research as a recursive or repeated process, proceeding through
spiraling cycle of planning, actions, reflections, and change.

WEEK 4

Objective 1

Matching Problematic Learning Situation with Probable Actions as Solution

Identifying a problem is a tricky task. Action research begins with identifying a problem. Oftentimes, it is
one of the difficult things to begin with.
Study the wordle. Each word represents an issue or a problem which was reported by teachers in the
field. Which of the word do you recognize as a problem?

4.2 Objective 2

Classroom challenges are one of the adequate problems faced by teachers and a good teacher has the
courage to overcome all these challenges bravely.

Some of the common classroom challenges faced by teachers include lack of teamwork, minimal
personal time, working towards long term goals, arguments, and student excuses, etc.

Addressing these common classroom challenges can not only help to improve teacher retention rate but
also enhance success rates of student and the ultimate quality of education.

1. Lack of Time for Planning

Unlike in the past when teachers can’t just finish off their syllabus and typically evaluate the students.
The situation is more challenging today. They will have to handle multiple roles in the classroom.

Updating the subject to new demands, correcting materials, content presentations, managing field trips
as well as bringing in new creative approaches to meet the present educational trends are a few among
them.

Teachers are finding it really challenging to handle multiple roles as they lack enough time for planning.

Preparing, planning, and executing tasks expected out of them add a lot of pressure and the lack of time
doubles it.

2. Lot of Paperwork

In addition to preparing quality teaching content, it is common for school management to hand them
with many additional roles including psycho-educator, social worker, counsellor, and a lot more.

Building reliable statistics and preparing and updating student growth indicators are one of the
important classrooms challenges they must handle in addition to teaching notes. Such excessive paper
works take a lot of time out of their regular schedules. This can seriously impact the quality of work they
deliver.

It is seriously challenging for them to handle all of this without giving space for criticism. It can take a toll
over their health, and many are finding it difficult even to have a proper work-life balance.

3. Performance Pressure from School Administrators

Everyone is being challenged always to give out their best because a better person is knocking on your
role. This causes a lot of pressure from school administrators to perform well every time without leaving
any point of blame.

A teacher is now accountable for the win percentage of the class, the lines of the student growth
indicators, and even the disciplinary factors of the class they handle. Being accountable for several roles
other than quality teaching is sure to put on a lot of performance pressure on teachers.

4. Balancing Diverse Learning Needs

Let it be any school, the type of students in a classroom will be different and they will have diverse
learning needs.

Satisfying all of them in the same way while approaching a particular curriculum will be a serious
challenge
Nowadays, teachers are trying differential teaching strategies to satisfy a slow learner and quick learner.

So, they will be forced to bring in a lot of creativity and diverse strategies which in turn require
additional preparation time. However, once you learn to come out of it, it will, of course, be an
empowering experience for your career and for the benefit of the classroom, as well.

5. Handle too many masters

They are of course in the middle of many ‘masters’ like parents, students and school managers.
Satisfying all of them in the same meter can be a serious challenge for them.

A management that is not supportive, a class of students who lack teamwork and parents who are
complaining without understanding can make the job tough for them.

Also, there can be arguments or even fights between these ‘masters’ and taking a stand to solve the
situation can be a bit worrying for them at least a few of the times. They will have to make choices
between fairness and survival at times.

6. Get Burn out Easily

It can be fun and relaxed to take up teaching as a profession as you can be in the company of kids and
youth which keeps you young.

At the same time, a lot of factors like we discussed can cause them to burn out easily.

Feeling overworked, unsupported, underpaid, lack of personal time, the difficulty of work-life balance
and not getting proper rest all can result in burnout.

Overworking can even affect the most energetic teacher, and this can impact the way they handle class
too causing more serious problems.

7. Lack of proper funding

There needs to have proper funding from the management and parent funds to successfully work out
many teaching strategies and related stuff during an academic year.

Teachers have seen raising concerns about the lack of funding which can seriously impact the way they
want to take the class forward.

And we have heard cases of teacher ending up paying from the pocket in order to ensure flawlessness of
their strategies.
8. Limitations of standardized Testing

Not every student in a class learns a subject in the same way and similar is the case with the way you
evaluate them.

Teachers would be eager to come up with creative ways of assessing their students and these
approaches may be initiated after studying their learning styles. However, if the management insists on
standardized testing methods, it will be a tough job for teachers.

This forces them to shift their approach of teaching and limits the scope of creative ideas to uplift the
progress of the students.

9. Lack of Parental Support

Even when it is the role of teacher to provide students with quality education, the process is only
complete with the cooperation and understanding of parents and school management.

Parents should be the ideal working partners of teachers to provide the best learning experience for
students.

If parents are stepping away from their responsibility, it can be tough for teachers to handle at least a
few of the students.

That is one reason why today teachers are taking initiatives to set up a meeting with parents and
communicating them through apps so that they can have an eye on the progress of their child.

10. Changing Educational Trends

This is one of the worst classroom challenges faced by teachers as educational trends have been
changing every year. Schools will be eager to adopt new technologies and tools to update new trends.

However, they may not take the same effort to give proper training to teachers on how to use these
new tools. Teachers will have to figure out how effectively they can utilize the new tools.

This can result in inconsistency in their teaching styles and more often leading to frustration and low job
satisfaction.

11. Limitations of Disciplining Students

Not all students in a class may be well mannered or respectful. There can be some cases of serious
disrespect towards teachers and the rules safeguarding students can be a headache for teachers.

Teachers have to look into the lawsuits and double-check it before you respond as things can turn
against you in unexpected ways.

However, if they are forced to teach the same set of students even amidst an unfriendly classroom
condition, it can kill their love for teaching.

12) Lack of Self-Time

The whole day long teachers do multi-tasking for an effective teaching-learning process. And often
teachers are forced to neglect their own bodies. They won’t go for refreshments in between. There are
even hectic days, where they even skip lunch.

13) Teachers Working too many roles at the same time

More than a teacher, he/she should take up the role of a social worker, counselor, psycho educator, or
more at times. They are expected to shoulder different roles throughout the day.

Most of the teachers feel that they are compelled to adopt these roles themselves though they are not
trained for these

He/she willingly take up these roles only because they care for their students more than themselves.

14) Teachers being made responsible for more than they should

Most of the time, teachers don’t feel that the responsibility is equally shared between them, parents,
and students. Unfortunately, they will have to bear a lot of responsibilities on their shoulders.

15) Applying a prescribed curriculum to all types of students

It is a known fact that each student is different. But problems arise when a specific curriculum is
prescribed for all students. The pace of understanding a concept differs from child to child.

Situation turns crucial when teachers are expected to apply a fixed curriculum to students with varying
needs. Teachers also don’t get enough time to tailor content appealingly as per the needs of students
16) Inspiring Students to be More Self-Directed

Teachers face a hard time in getting students to be more self-directed.

They are looking for ways to reduce the pressure of students by evoking interest and curiosity in young
minds.

They cross-check whether lessons are taught in a convincing way, homework is delivered systematically
and is accessible anywhere, etc.

17) Differentiating and Personalizing Teaching

What works for one student does not work for the other. Teachers are clear about this and are looking
for newer ways to analyze and evaluate different skill levels.

Media- enhanced exams, newer question types, etc are some of the changes that teachers are looking
for.

Diversifying teaching methods, but keeping it simple is the right solution, but it is hard to execute.

18) Getting Students to do Work Outside the Class

Learning does not take place in a classroom alone. It should be extended beyond classrooms. What
students are learning from schools is just a fraction of their academics.

Teachers have added pressure of having students to put in the extra effort of making the learning
process outside the class.

19) Textbook Exposure to learning

Teachers are informed to follow the textbooks and teach by keeping a vision on final exams that the
students must go through.

This led to a situation where teachers teach, and students learn only what is prescribed in the textbook.

Resorting to this, limited knowledge space is going to be hard in the long run.

The limited exposure in learning makes a huge gap between what is required from students and what
knowledge they possess to tackle concerns.

20) Redundant Teaching Techniques

In ancient times ( Gurukula system), teaching was something for the well-being of the learner. There
were no exams, no results, nothing.

But now, things have turned upside down, teaching has been institutionalized for the sake of exams and
results.

Though teachers desperately want to teach, each chapter with all the passion and commitment they
have, they don’t get enough time to make it into effect.

Perhaps, they are forced to complete the portions on time.

No matter how fast they teach or how many of their students have completely understood the topic.

This often makes classes boring, which indirectly affects the career of the teacher.

21) Stagnant Tech Devices

This is an emerging gap (technical gap) in the system of education. Though in this present pandemic
situation, virtual classrooms have become a window of hope to the educational system, it has also been
difficult for teachers when it comes to using it in their real lives.

Distance-your-classroom-but-not-learning.

More than half the population of teachers is not tech-savvy, and so they will struggle with implementing
in classrooms. Studies have shown that even veteran teachers feel uncomfortable and less confident
with smart classrooms.

Perhaps, in most of the schools, smart classrooms were locked up for lame reasons and were only used
during inspection days.

Classroom Challenges: Final Thought

Dealing with a silent class is yet another classroom challenges as a teacher can move forward
confidently only if they get a good response

With changing educational trends and the limitations of teachers in student-centered classrooms, their
existence is getting tougher and tougher every day.

However, a timely involvement from the school management and the cooperation from students and
parents can help teachers to give their best out.

A good flexible teaching platform can help them to better contribute to the education quality and the
overall success rates of students.
Teachers also must make serious efforts to tackle all these classroom challenges and contribute their
best to the teaching world.

WEEK 5

Learning environment, traditionally called the classroom, is a space in a school that supports student
learning. It is a self-contained area where teacher teaches, and children learn. In the classroom are
chairs or tables for students and a table for the teacher. This is the traditional face-to-face classroom.
Most often the students should face the teacher as the chairs are arranged that way. But as teaching
deliveries changed to enhance learning, modification in the seating arrangement evolved and more
opportunity for the learners to move about for cooperative learning was addressed.

A conducive learning environment should have the following characteristics:

· Flexibility – there is opportunity to have small groups, movable walls.

· Openness – learning corners/areas which could be shared.

· Access to resources – Audio-visual materials are ready and open for use.

· Physical classroom – space is clean and safe.

· Psychological atmosphere – it is friendly and accommodating

The classroom climate nurtures the intellectual, physical, social, and emotional development of the
students.

Components of an effective learning environment

Developing a total learning environment for students in a particular course or program is probably the
most creative part of teaching. While there is a tendency to focus on either physical institutional
learning environments (such as classrooms, lecture theatres and labs), or on the technologies used to
create online personal learning environments (PLEs), learning environments are broader than just these
physical components. They will also include:

• the characteristics of the learners.

• the goals for teaching and learning.

• the activities that will best support learning.

• the assessment strategies that will best measure and drive learning

• the culture that infuses the learning environment.

Figure A.2.2 A learning environment from a teacher’s perspective

Figure A.2.2 illustrates one possible learning environment from the perspective of a teacher or
instructor. A teacher may have little or no control over some components, such as learner characteristics
or resources, but may have full control over other components such as choice of content and how
learners will be supported. Within each of the main components there are a set of sub-components that
will need to be considered. In fact, it is in the sub-components (content structure, practical activities,
feedback, use of technology, assessment methods, and so on) where the real decisions need to be
made.

A few components in Figure A.2.2 and the set is not meant to be comprehensive. For instance, it could
have included other components, such as developing ethical behavior, institutional factors, or external
accreditation, each of which might also affect the learning environment in which a teacher or instructor
must work. Creating a model of a learning environment then is a heuristic device that aims to provide a
comprehensive view of the whole teaching context for a particular course or program, by a particular
instructor or teacher with a particular view of learning. Once again, the choice of components and their
perceived importance will be driven to some extent by personal epistemologies and beliefs about
knowledge, learning and teaching methods.

Lastly, it is suggested a learning environment from the perspective of a teacher, as the teacher has the
main responsibility for creating an appropriate learning environment, but it is also important to consider
learning environments from the learners’ perspectives. Indeed, adult, or mature learners can create
their own, personal, relatively autonomous learning environments.

The significant point is that it is important to identify those components that need to be considered in
teaching a course or program, and that there are other components besides content or curriculum.
Each of the key components of the learning environment I have chosen as an example are discussed
briefly in the following sections, with a focus on the components of a learning environment that are
particularly relevant for a digital age.

Face-to-face Learning Environment On-line Learning Environment

4.2 Objective 2

Traditional (Face-to-Face) teaching (also known as in-person, F2F) focuses on several elements, including
lectures, capstones, team projects, labs, studios, and so forth. Teaching is conducted synchronously in a
physical learning environment (utilizing appropriate safety measures), meaning that “traditionally,” the
students are in the same place simultaneously. The traditional classroom has the significant advantage
of face-to-face interaction between the student and educator and the students themselves. Students
derive motivation from the teacher as well as from the other students.

Learning Environment

In a traditional lecture-style class, information is sometimes fed to the student and then passed back to
the instructor through written proctored assessments. Students have found that the face-to-face
classroom can be an active learning environment at Iowa State University using effective lecturing
practices.

The learning space is also physical (utilizing appropriate safety measures). Both student and instructor
can see, hear, and pick up on physical cues and body language.

Reading Requirements

Students typically have regular reading assignments from the textbook and other resources provided or
referred to by the instructor to supplement material covered in-person.

Course Pace

Class meetings occur at a specific time in one physical location (utilizing appropriate safety measures)
according to a set schedule. When in class, the instructor typically sets the pace.

Discussions

When a discussion takes place in the physical learning environment, the instructor often leads and
facilitates the conversation’s focus to conclude within a limited amount of time. Since time is limited,
responses typically must be formulated quickly. Speaking live in a learning space has the benefit of visual
cues of fellow students and the instructor.

Exams and Quizzes (Assessments)

Delivery of exams, quizzes, and critiques are typically in the physical learning space during regularly
scheduled class time. The monitoring of students takes place during the exam period, limiting the length
of the meeting period. A review of the assessment typically takes place during a class meeting.

Assignments

Submission of homework assignments, research papers, labs, studio work, etc. to the instructor may
occur in-person and in hard copy form in the traditional in-person classroom. Submitting assignments
may also take place online, given the dramatic increase in the number of face-to-face courses that utilize
online technologies in specific face-to-face courses. A review of the graded assignment often takes place
within the physical learning space.
Group work

Since students are in the same place simultaneously, an in-person course (utilizing appropriate safety
measures) lends itself nicely to group work, labs, studios, and team-based learning. The use of class time
can provide for this collaboration, and progress may be continued among the students after the class is
over through scheduled meetings (online or offline).

Face-to-face learning is an instructional method where course content and learning material are taught
in person to a group of students. This allows for a live interaction between a learner and an instructor. It
is the most traditional type of learning instruction. Learners benefit from a greater level of interaction
with their fellow students as well. In face-to-face learning, students are held accountable for their
progress at the class’s specific meeting date and time. Face-to-face learning ensures a better
understanding and recollection of lesson content and gives class members a chance to bond with one
another.

Face-to-face learning is essentially a teacher-centered method of education and tends to vary widely
among cultures. Many modern education systems have largely shifted away from traditional face-to-
face forms of educational instruction, in favor of individual students’ needs.
WEEK 7

Safe and Conducive On-line or Virtual Learning Environment.

Education has dramatically shifted in recent years. Schools aligned physical spaces to flexible spaces that
integrate technology to support the 21st century learning opportunities. The modern learning
environment incorporates the three elements:

· Connected devices such as notebooks, tablets, smart phones

· Audio visual tools including projectors and touch screen displays

· Purposeful furniture such as standing desks, collaborative workstations and connected seating that
allow students to learn in different ways at different times

The on-line learning environment requires a constant access to connectivity which allows learning to
take place anytime, anyplace, and anywhere. On-line or virtual learning can be delivered synchronously
or asynchronously, so the teacher’s role is a moderator between the technology and the students.

Unlike face-to-face or on-line or virtual learning does not happen in one contained physical space, but
learners are in different imaginary spaces made possible by technology such as computer network.
Virtual classrooms refer to digital learning environment that allows teachers and students to connect
online in real time.

Safety reminders to remember:

1. Encourage parents and carers involvement. Keep parents/carers informed of how you and the
children will be using the on-line platform.

· Assist them on how to set up appropriate home learning spaces, if students will be learning from
home.

· Provide contact time and classroom schedule

· Provide procedure to follow and consequences if they failed

· Share information about protection from cyberbullying and image abuse

2. Make lesson plans as interactive as possible to keep attention of students. Be flexible with class
length and topics

· Make assignments as guided as possible. Teachers may need to source research sites to ensure on-
line safety.

· Provide students with resources. Share with your students’ websites and videos so as not to take
them to inappropriate materials such as ads from YouTube and other sites.

3. Encourage public chatting. Avoid texting students one-on-one, instead send a group text or group
chat. When using technology like zoom, google meet, MOOCS allow public chatting or group instead of
chatting privately so that you can be part of their conversation.

4. Use of password, log in and log out.

· All students should have individual password. This should not be disclosed.

· No one should log in as another person.

· All users should log off when they have finished working.

These are more reminders to follow in the use of the digital platform for virtual or on-line learning
environment but for the meantime let us have a few. As technology advances, so do policies and
guidelines. Every child deserves to learn in a conducive learning environment that poses no threat to
their health and safety ... and enhances learning outcomes and academic performance. The
overwhelming student population makes it almost impossible for Government alone to meet these
needs without the support.
Challenge

Students in most public schools end up getting a sub-standard education as they learn under arduous
conditions. These include deteriorating buildings, overcrowded classrooms with poor ventilation and
lighting, inadequate furniture, equipment etc. The impact of a highly effective learning environment on
learning outcomes and academic performance cannot be overemphasized. All students deserve to be in
physically and psychologically secure environments where learning can be maximized.

Solution

To improve the quality of education for underserved students, plan to carry out various renovations and
upgrades. This includes the provision of adequate furniture, ceilings, painting, modern pieces of
equipment etc. We will install lighting to improve poor illumination and ceiling fans in the densely
populated schools. This will enrich the learning experience of thousands of students in these schools.

Long-Term Impact

Quality education is the right of every child. Sadly, the less privileged get sub-standard schools. Students
simply cannot maximize learning in a chaotic environment. Providing well equipped and conducive
learning environment for the less privileged will significantly increase student success. This will broaden
their knowledge base helping them contribute to national development. The growth and future of the
nation are highly dependent on the quality of the present school education system.

Creating a classroom that is organized and that is characterized by mutual respect makes it a lot easier
to teach effectively, and one of the most important things teachers can do to promote learning is to
create classroom environments where students feel safe. If you’re using interactive approaches such as
small groups and cooperative learning, it’s especially important to create a classroom where students
feel safe asking questions and contributing to discussions.

Students need to feel safe to learn. They need to feel secure to want to participate. There are several
things’ teachers can do to set up classrooms that feel safe and well-organized. Here are some tips:

· First, be sure the classroom is clean, orderly, and inviting. Look at your classroom and ask yourself if
it is a place that is distracting, or a place that encourages students to do their best. If there are papers on
the floor or things falling out of desks, it is distracting.

· Arrange your classroom so that you have all the resources you need – all the books, calculators, and
materials – right where you can find them, within easy reach, so that you never have to stop teaching or
turn your back on your students.

· Make it easy to supervise your students.

a. Place mirrors next to the dry erase board and the chalk board so that even when you may have to
turn your back to write on the board, you can keep an eye on students.

b. Ask students to write on the board for you. It encourages students to be directly involved, it helps
them develop a basic skill –writing so that others can read what they write, and most importantly, it will
save you work and allows you to keep your face to the students. Keeping your face to the students is
important for good classroom control, especially when you’re using active teaching methods that invite
student participation. Involved students are not going to be quiet and being able to monitor their
behavior helps keep things orderly. In the long run, engaging students in learning will make all your
teaching more effective.

· Organize the physical space of your classroom for movement and interaction. Make it easy for
students to pull their desks together to do small group work. Set it up so that it is easy for you to walk
around. Your movement around the classroom helps make your teaching more engaging. It also helps
with classroom control.

· Make it safe for students to participate and ask questions. No matter what a student says, make it a
habit to respond with respect. Model respect for your students and teach them to show respect for one
another.
It is also important to think about the environment of the school, beyond the classroom. When you
stand in the hallway or cafeteria, what do you see? What do you hear? Some schools feel like prisons,
where students may not even be allowed to talk, and students may seem overly compliant. Other
schools can be totally out of control. Both extremes are likely to take something away from the learning
experience. Work together with other teachers and administrators to encourage positive interaction
among students. If you want students to be interactive and engaged in your class, what happens at
school after they leave your class also matters.

Some schools have given a lot of attention to what happens in all areas of the building, working hard to
make sure students are always well supervised by adults. They may take additional measures to cut
down on fights by improving traffic flow through the hallways by staggering the times classes dismiss or
removing obstacles such as trash cans.

Be conscious of the environment in your school and classroom. When you create a climate of safety and
respect, learning will follow

WEEK 9

These are the steps in creating your Classroom/ Remote Learning Management Plan

Steps in Designing Classroom Management Plan

4.1 Objective 1

A classroom management plan is a plan that a teacher design that sets the expectations for every
student. The purpose of a classroom management plan is to make the students accountable for their
actions. Effective classroom management increases students’ success enhances students’ academic skills
and competencies and promotes social and emotional development.
The teaching-learning process may be implemented in various modalities. Teachers must bear in mind
that alternatives and other options may be considered in designing the classroom/remote management
plan.

A good learning environment produces highly engaged students who learn more, do more and work
more. Teachers likewise become more creative and productive in their work

Key Elements for Effective Classroom Management

1. Classroom Design- this refers to seating arrangement, bulletin boards, display, storage area,
equipment, supplies and others

2. Rules- these are the expectations set at the beginning of the class to foster love, care, respect, and
sense of community in the class.

3. Discipline- Classroom rules must be defining the consequences of every action/misdemeanor in

class. This will ensure fairness and consistency in dealing with the students. This also includes the
rewards given for good behavior.

4. Scheduling- this includes time allotment given for each period and activity in class. This will make
the students to stay on time and on task.

5. Organization-this refers to the systematic arrangement of files and records and keeping them
organized always and ready for use.

6. Instructional techniques-these are ways by which you implement your learning content. Tailoring
your techniques to the subject, grade levels, and nature of the learner is important

7. Communication- Consistent open lines of communication to all stakeholders of the school

community will lead to better-student teacher relationship.

To implement these elements effectively, a classroom management plan must be designed. Each
teacher has its own unique style of management to meet class needs, although the same elements are
found consistently. For a classroom management plan to be successful, the students must have a
complete understanding of each of the guidelines. At the same time, teachers must follow their plan to
ensure that the learning environment is safe, friendly, secured, and non-threatening whether in the
classroom or in remote learning.
Teaching can be tough job, especially if you have ongoing behavior issues with young learners. If you’re
a new teacher, switching grade levels, or realizing that your current classroom management plan isn’t
cutting it, you may feel overwhelmed. Sure, it’s fun to browse Pinterest, teacher blogs, and educational
websites to get ideas, but filtering and assembling those ideas into a classroom management plan is a lot
of work.

This classroom management plan is a step-by-step guide and includes proven strategies and tips for
elementary school teachers, and it covers four key components for establishing a successful, well-
managed classroom:

Classroom Management Plan

Classroom Rules and Procedures

Classroom rules and procedures may seem interchangeable, but they are actually two different
components of your management plan. You’ll want as few rules as possible, and procedures in place
that leave your students no room to fail your expectations. We give you tips on both in this section.
Read more…
Classroom Management Strategies Using Rewards and Consequences

There are several different reward and consequence systems out there, and multiple arguments for
which is best. No system is right or wrong – the best system motivates your particular students. We
focus on positive behavior reinforcement, and you can use any of these suggestions in conjunction with
school-wide frameworks such as Positive Behavioral Interventions and Supports (PBIS). Read more…

Effective Classroom Management Throughout the Year

When your students are at home, in another part of the school, or moving to the next grade level, they
won’t have your rules and procedures to tell them how to act. We’ll provide you with social skills
activities to strengthen your students’ ability to think critically about their behavior. Read more…

WEEK 10

Writing My Learning/Lesson Plans

Lesson Plan/Learning Plan- refers to the blueprint of the daily teaching and learning activities. It is a
step-by-step guide which help s teacher in maintaining the quality of instruction. Lesson plans consist of
essential components such as learning outcomes, learning content, resources, and procedures. An
effective lesson plan has a great impact on the teaching-learning process. It is a must that teachers plan
their lesson effectively to ensure a successful instructional experience. There are three types of lesson
plans: detailed, semi detailed, and brief. Some schools design their own lesson plan template which
includes their vision, mission, goals, and core values.

The Department of Education has provided templates for Detailed Lesson Plan (DLP) and Daily
Lesson Log (DLL). This was done to institutionalize instructional planning which is vital to the teaching-
learning process. Guidelines were formulated to assist teachers in planning, organizing, managing their
lessons to meet the needs of the diverse learners.

Teachers must also keep in mind that in stating the learning outcomes, the three domains must
be considered (Cognitive, Affective and Psychomotor). Outcomes must be stated in terms that are
specific, measurable, attainably, realistic, and time-bound (SMART). The Cognitive domain includes
remembering, understanding, applying, analyzing, evaluating, and creating.

When writing lesson plans, the learning outcomes, activities, and assessment must be constructively
aligned. The instructional strategies used must help in the attainment of the learning outcomes. The
modes of assessment must determine if the outcomes were attained at the end of the lesson.

The Department of Education has issued Department Order 42. S, 2016, Policies Guidelines on Daily
Lesson Preparation for the K to 12 Basic Education Program.
Delivering My Instruction

Instructional Delivery refers to the interaction among the students, the teacher, and the content
for students to learn the knowledge/skills/dispositions that they will need for further learning and for
collaborating with others in a diverse society and a rapidly changing world. The process of instructional
delivery involves applying a repertoire of instructional strategies to communicate and interact with
students around academic content and to support student engagement.

The process of Instructional delivery involves applying a repertoire of instructional strategies to

communicate and interact with students around academic content and to support student engagement.

The mode of delivery is an important consideration when designing learning activities that will support
students to develop the skills, knowledge, and understandings required to achieve the intended learning
outcomes (ILOs), which will be assessed. The delivery of instruction must also be responsive and
relevant to the needs of the times.

These are the various Learning Delivery Modalities from the Department of Education

Distance Learning- refers to learning delivery modality where learning takes place between the teacher
and the learners who are geographically remote from each other during instruction.

Modular Distance- Learning is in the form of individualized instruction that allows learners to use self-
learning modules (SLMs) in print or digital format/electronic copy, whichever is applicable in the context
of the learner and other learning resources like Learner’s Materials, textbooks, activity sheets, study
guides, and other study materials.
Online Distance Learning- It features the teacher facilitating learning and engaging learners’ active
participation using various technologies accessed through the internet while they are geographically
remote from each other during instruction.

Home Schooling- It is an alternative delivery mode (ADM) that aims to provide learners with equal
access to quality basic education through the home-based environment to be facilitated by qualified
parents, guardians or tutors who have undergone relevant training.

Blended Learning- refers to a learning modality that allows for a combination of face-to-face and online
distance learning (ODL), face-to-face, and modular distance learning (MDL), face-to-face, and TV/Radio-
based Instruction (RBI), and face-to-face learning, and a combination with two or more types of distance
learning.

Traditional Face-to-Face Learning- refers to learning modality where the students and the teacher are
both physically present in the classroom and there are opportunities for active engagement, immediate
feedback, socio-emotional development of learners.

Alternative Delivery Mode (ADM)- Alternative Delivery Mode (ADM) are tried and tested alternative
modalities of education delivery within the confines of the formal system that allow schools to deliver
quality education to marginalized students and those at risk of dropping out to help them overcome
personal, social, and economic constraints in their schooling

WEEK 11
 Technology is a bridge that connects the theories and the teachers and students facing learning
problems. It makes the teaching and learning easier. Educational Technology is also like a profession in
teaching that applies different tools, educational technologies and processes or procedures to make an
effective learning to the students. Educational Technology is also a field study that uses educational
methods to reach the learning process. Educational methods here can be explained using Dale’s Cone of
Experience. There are eight levels in the cone of experience and the first from the bottom-to-top would
be Direct, Purposeful Experiences. This is where students learn by doing the activities directly.

The Contrive Experiences where teacher uses representative models to make the students’ perception
in learning be realistic.

Dramatized Experiences where students learn at the same time teachers teaches through dramatization
which is a highly effective way of making the students understand the lesson easily.

Demonstrations where teachers show the students how things are done.

Educational Trips where students visit different places for them to learn new things.

Film, Audio and TV. It is a passive way of learning because students will just watch a film about their
lesson for the day.

Visual Symbols where students are represented by graphs, charts, tables, etc.

Verbal Symbols where written words are highly used in teaching the students.

Selecting resources and Instructional Materials

The resource of instructional materials:

· Has accurate and meaningful content

· Aligns to the learning objectives/outcomes of the lesson

· Elicits student interest and engagement

· Is inclusive and free from cultural bias

· Is developmentally appropriate

· Fosters critical thinking/aesthetic appreciation

· Allows collaboration among learners

· Flexible for group or self-study

· Time and cost-efficient.

The Proper use of Instructional Materials (IM)

Prepare yourself

· Be clear on your lesson’s learning outcomes

· Have a plan on how you will use the IM

· Formulate the questions you will ask

· Determine how you will assess learning

Prepare your students

· Capture the students’ interest and attention

· Communicate the intended learning outcomes

· Provide scaffolding questions to guide them

· Communicate how their learning will be assessed

Present the material

· Ensure that you have the steps well-planned out

· Ensure that everyone has good visual and/or auditory access to the IM

· Be ready to answer the students’ questions

Follow-up

· Encourage students to interact in sharing their experience with the IM, their feedback, and insights

· Assess the attainment of the learning outcomes

4.2 Objective 2

An app, (a short way of saying application) is a kind of software, laptop, smartphone, and tablets. There
are thousands of apps, each with specific function. which can be installed in various gadgets- a desktop
There is no escape from technology. Any child born since the millennium has had the internet as their
constant companion. As technology has become mainstream it has been assimilated into the learning
environment. Many schools use computers and tablets in the classroom and give homework that
requires the use of education apps. The use of technology in K-12 education is gaining popularity but is
the infusion of app-based learning helping students?

The Advantages of Education App

Motivation and Engagement

There is no denying that children love to use educational apps. They are stimulating and fun. While
teachers may have difficulty getting children to pay attention to a classroom lesson, they rarely have
difficulty motivating a student to use a computer. While students are not always interested in a lecture,
they may find they are curious about a particular subject due to an app. Using education apps is a way to
promote interest in topics that students might otherwise disregard.

Preparation For the Future

In almost any profession, you are going to need to use computers. Using education apps prepares
children to use technology. Many of the skills necessary to use apps are the same abilities they will need
to perform everyday tasks and certain job functions. Furthermore, children who do not have computers
at home have the chance to develop their technology skills at school.

Individualized Learning

It is no secret that children learn in different ways. Some are more visual learners, while others may rely
on auditory cues or other senses. An app can appeal to many different types of students. Additionally,
children can go at their own pace rather than have to follow the teacher's rate of instruction. Having the
opportunity to learn without a teacher's direct influence encourages students to value independent
study.

Special Education Barriers to Learning Can Be Removed

Technology may give children with disabilities a way to learn that they cannot receive in a traditional
classroom environment. For example, there are apps that focus on helping dyslexic children to read and
autistic children to develop social skills. Making progress individually, without public scrutiny, is
important for students who are used to being judged.

Help Student Academic Performance

Although there is limited research in this area, there is evidence that the use of educational apps does
help children learn. For example, education researcher Maya Lopuch found that elementary and middle
school students who used various iPad apps as part of their learning curriculum improved their
performance on a national assessment of Common Core domains. Students raised their performance
nine percentage points, from the 51st to the 60th percentile after using iPads for just three months.
University of Southern California professor Michelle Riconscente found that fifth graders' test scores
improved just over 15 percent, compared with a control group, after playing a fractions game app for 20
minutes each day over a five-day period. Finally, Houghton Mifflin conducted a study measuring the
effectiveness of using an app to help learn algebra in middle schoolers. They found that 20 percent more
students scored 'Proficient' or 'Advanced' in understanding algebra using the app rather than a
textbook. It should be noted that all these studies were funded by companies that have a financial
interest in the apps' success. There is sure to be much more research conducted as the popularity of
app-based learning grows.

Assist Teachers

Anything that supports a teacher also helps students. In addition to assisting teachers with grading and
organization, technology helps a teacher educate their students. Apps can act as built-in lessons and aid
a teacher in tracking a student's progress. Furthermore, the right app can enhance a teacher's lesson by
offering another approach to a subject.

Save the Trees

The number of trees necessary for school worksheets and books could fill a forest. Using education
technology cuts down on the need for paper, writing utensils and other school supplies. There is validity
to the argument that computers use large amounts of energy and improper disposal of computers can
harm the environment, but the use of education apps helps protect trees.

How Google Apps for Education Can Be Used In Your Classroom

Like Apple and Microsoft, Google also wants a place in your classroom.

Google Apps for Education is a free suite of cloud-based tools created by Google to use in your
classroom. You probably knew that part, and likely have a vague awareness of what’s available (Google
Drive, Google Form, etc.) But Sylvia Duckworth has gone a step further, giving you an extended
metaphor (a train), a graphic (with color), and a brief description of each “stop” of the Google Apps for
Education train.

1. Google Drive

Get on board if you want a place to store all your digital files and access them from any device in the
world.

2. Google Docs

Get on board if you want to collaborate on document and editing, then share with the world.

3. Google Slides

Get on board if you want to create great slideshows that you can collaborate on and share.

4. Google Forms

Get on board if you want to collect data assess & monitor student progress.

5. Google Sheets

Get on board if you want to manipulate data and keep track of it.
6. Google Drawings

Get on board if you want to create great visuals for your projects.

7. Google Hangouts

Get on board if you want to bring the world into your class

8. Google Plus

Get on board if you want to connect with other educators around the world.

9. Google Chrome

Get on board if you want to add functionality to your browser with apps and extensions

Best Educational Apps

Reading Eggs

Reading Eggs is the multi-award-winning learning app that helps children learn to read. They will learn
how to read using interactive reading games, guided reading lessons, fun activities and over 2,000 digital
story books.

Reading Eggs App

The lessons are presented in levels outlining your child’s learning path to keep kids engaged. You can
take advantage of their special 30-day FREE trial offer and see how your child's reading can improve in
just weeks. Reading Eggs is a complete learn to read system for children aged 2-13 and covers the five
essential components of reading: phonics, phonemic awareness, vocabulary, fluency, and
comprehension. Parents can see instant results in their dashboard and receive detailed progress reports,
which shows exactly where their child is improving and where extra attention is needed. That makes it
one of the best educational apps for academics on a budget.
Speech Blubs

Speech Blubs is a Speech Therapy application, created in cooperation with Speech and Language
Pathologists, that uses voice controlled and video technology to develop speech articulation for young
children with or without speech difficulties. The app has thousands of activities that aid over the practice
of speech sounds in a fun and engaging way.

Google Classroom

Google Classroom is part of the G Suite for Education (formerly known as Google Apps for Education)
package that includes Gmail, Google Drive, Google Calendar, and other apps. It’s targeted to teachers
and students in both K-12 and higher education markets.

One of the biggest benefits of Google Classroom is it’s simple to use and encourages collaboration
between students and teachers. Teachers can create a class and list educational apps, such as
assignments in a few clicks. They can add students by name or send them a code to join. Students then
can see what assignments are due, participate in discussion forums or message the teacher (either in
private or via group chat).

Docs, Sheets and Slides: A suite of applications for word processing, spreadsheets, and presentations.

Calendar: A calendar that can be used to enter events with the potential to be shared with others.

Gmail: Allows students to send messages to other students and teachers.

Drive: Allows students and teachers to store and organize assignments, documents, or class curriculum
securely and access them from any device.

Forms: Allows teachers to create forms, quizzes, and surveys to collect and analyze responses with the
help of machine learning.

Google Meet: Allows students or teachers to join virtual classrooms and meetings from anywhere.

Google Sites: A web page software that allows the user to build a site to display and share information.
Google Classroom integrates with many student information systems, along with websites such as
Discovery Education, Curiosity.com and the American Museum of Natural History.

Google Classroom accounts for teachers and students are free, but schools must register for the Google
for Education platform first. Google Classroom is also available as a mobile app for iPhone and Android
devices.

iCan™ is an educational app designed for children with special learning differences. iCan™ app contains
an endless ad-free library of educational videos and games that promotes children's socio-emotional,
self-care, cognitive, and academic skills. iCan™ provides hours of fun whilst ensuring a variety of needs-
based areas of learning are covered. Each topic area has 8 games available which allows for practice in a
variety of ways; Matching, Sequencing, Tracing, Tapping, Memory building, Scratch a Sketch and
Coloring