WEEK 3: EVIDENCE-BASED TEACHING STRATEGIES

 WEEK 3: EVIDENCE-BASED TEACHING STRATEGIES

    Before I realized it, the third week of the class had already begun. During this week, I had the opportunity to review what I had previously studied in class and discover new techniques for learning. In this week's lectures, we were introduced to evidence-based teaching, along with the top six strategies: graphic organizers, manipulatives, reciprocal teaching, interactive teaching, assessment for learning, and cooperative learning. In our tutorial session, we implemented a new cooperative learning strategy to explore these six strategies - the jigsaw method. 

    The most remarkable part of the lecture was when Dr Lina instructed the students to shared their answers to her customized questions. It enabled us to learn more about the thoughts and motivations of the students, which can further promote teacher-student relationships. It is crucial because a positive relationship between instructors and students fosters a welcoming and enthusiastic atmosphere for learning (Pereira, 2018). For example, in my group, the question was “How to perceive others’ opinions?”. Through their responses, I realized that although my classmates appeared cheerful, they were feeling insecure because they were elective students and assumed their performance might be inferior to the core module students. However, the truth is that I truly admire their performance, and even Dr Lina gave them encouragement. The research also shows that when learning environments offer extensive encouragement, students acquire knowledge, perform better, as well as gain abilities and self-assurance (Walton & Brady, 2020).

    In this session, the usage of manipulatives was demonstrated. In order to help students develop a deeper grasp of subjects through meaningful exploration, manipulatives are important tools for hands-on learning (Cockett et al., 2015). This approach engages students' senses and makes learning more enjoyable. Additionally, it aligns with self-determination theory, which focuses on human motivation and personality development (Ryan & Deci, 2000). For instance, the encouraging environment Dr. Lina fosters helps us feel more competent and autonomous, ultimately increasing our desire to learn.

    Among the six strategies mentioned earlier, the graphic organizer stands out as the most useful teaching strategy. According to Mann (2014), students who use organizers are better at summarizing literature passages in writing or plannings essay on particular subjects. This reminds me of the time when I was designing a lesson plan for Dr Sharimila’s module. She required us to use graphic organizers to condense sub-topics from a broader subject, as we needed to create 3 to 5 lessons per week. Therefore, I can affirm that employing this technique significantly aided me in streamlining my work and simplifying the task at hand.

    During the tutorial session, Dr. Lina used the jigsaw approach to help us gain insight into the concepts of the strategies. The jigsaw approach encourages self-directed learning, enhances concept retrieval, communication skills, peer tutoring, and retention, making it an effective method for cooperative learning (Sabbah, 2016). Concerning this strategy, every group member was mandated to pick one from the top six strategies, and those students who opt for the same strategy would then coalesce into a fresh group. After discussions, the students returned to their original groups and shared the information they had gathered. To wrap up, the discussion outcomes from each group will be shared by one or more chosen representatives to the class. It is an excellent method for acquiring knowledge, but it may not be suitable for everyone. Personally, I am not someone who can adjust quickly or communicate with others, so it may not be the right fit for me. Yet, I was happy with the outcome since it allowed me to assimilate into a new social circle and establish connections with new acquaintances, Patrick and Melanie.

    My feelings about the jigsaw strategy can be related to the theory of Cognitive Dissonance (Festinger, 1957). This theory is about how individuals handle discrepancies between their beliefs and actions. Furthermore, as Maital (2009) suggests, the human mind tends to resist conflicting thoughts and works diligently and swiftly to resolve such conflicts. Nevertheless, if there were more time to familiarize with each other instead of directly starting the task, I might be more open to this strategy.

    To sum it up, I have gained valuable knowledge on the evidence-based teaching strategies. In my future classes, I will employ these strategies based on the specific classroom situation, taking into account the students' level of knowledge and the size of the class. Finally, I have come to appreciate the importance of fostering positive teacher-student relationships, and I am committed to this endeavor.

References

Cockett, A., Kilgour, P. W., Cockett, A., & Kilgour, P. (2015). Mathematical manipulatives:

Creating an environment for understanding , efficiency , engagement , and enjoyment. Teach Collection of Christian Education, 1(1).

Festinger, L. (1957). A theory of cognitive dissonance / Leon Festinger. In A theory of cognitive

dissonance.

Maital, S. (2009, October 15). How to move out of your comfort zone: The role of Cognitive Dissonance. https://timnovate.com/2009/10/15/how-to-move-out-of-your-comfort-zone-the-role-of-cognitive-dissonance/

Mann, M. L. (2014, May 8). The effectiveness of graphic organizers on the comprehension of social ...                                         https://core.ac.uk/download/pdf/232720025.pdf

Pereira, C. S. (2018). Improving the positive relationship between teachers and students in school. https://www.academia.edu/36726488/Improving_the_Positive_Relationship_between_Teachers_and_Students_in_School_pdf

 Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic

motivation, social development, and well-being. American Psychologist, 55(1). https://doi.org/10.1037/0003-066X.55.1.68

Sabbah, S.S. (2016). The effect of Jigsaw strategy on ESL’s students reading achievement. Arab

World English Journal, 7(1), 445-458.

Teachings in Education. (2021, March 19). Positive learning classroom environment [Video].

YouTube. https://www.youtube.com/watch?v=KrS5xeizx2w&ab_channel=TeachingsinEducation

Walton, G. M., & Brady, S. T. (2020). The social-belonging intervention. Handbook of Wise

    Interventions: How Social Psychology Can Help People Change., 2020.