All the same principles of brain-friendly teaching students teaching school and other adults as much as they apply to K-12 students. However, for many years, the problem is not to observe the principles had been extended in some secondary schools than others. Too often, it has been focused on just lectures and even the use of unqualified instructors in various applications University. Fortunately, a growing number of colleges and universities are now beginning to focus very strongly on the quality of teaching. This article is designed to help you focus.
Questions about the quality of
Consider the differences between the “yes” response or “no” answer for each question for the professor who teaches in a college or university
1. Is my workshops has defined student achievement goals? 2. Does the course offer their learning and talent options for students? 3. Do I use formative assessment?
Question # 1 “Yes” means I can define clear expectations to students in advance, even give the gift clearly posted or rubrics. “No” means that students can start playing extravagant and negative guessing game – – Who will be on the final exam? Maybe teaching should be reimbursed the latter!
Question # 2 “Yes” provides students with the gift of being able to use their special abilities and backgrounds. “No” often means that everyone is expected to learn the same way at the same rate, the pretense that human brains and backgrounds are all alike!
Question # 3 “Yes” means teaching, help students learn (basic job responsibility of teachers). “No” can represent I-lectures-you-not-approach, an approach in which a speaker could be replaced with audio or video tape recording!
Are the above points seem too dull or strong? Consider two events that this author actually experienced in college
EVENT # 1, I took part in French courses as a freshman without any K-12 background in French. I was also a visual learner, one who found visual content very helpful to my learning curve. The instructor had just returned to the US from France, spoke English hesitant rely solely on our consumption of text written in French for oral translations in class (mainly auditory learning). He was not interested in the different backgrounds of the students, some with two or more years of French in high school and some without French background at all. I was lost and quickly transferred to the Spanish course where the teacher explore our backgrounds, provide many methods to learn (magazines with pictures, movies, class Role Playing, etc.), and constantly checked on individual performance in order to give individual assistance . I learned to love Spanish because teachers used brain-friendly technology.
EVENT # 2, I participated in a computer programming course we learned to program in FORTRAN. The performance goal was to create a program that worked. At the end of the course, we were sent to a central computer center that most of us had never visited before to test (pass or fail) system. Each person who had never been to the center “failed” because we were unable to enter the program in the computer card system. Of course, we had never been taught how to enter data cards or even been told that we would have to do it. Undisclosed performance goal was used to determine final grades!
Information on the use of quality basic strategies to avoid setbacks such as those described above are described in other articles on the web resource site. Certainly many college teachers use quality methods contribute to much study. The problem for colleges is to help all secondary school teachers to do it. So let’s look at the final proposal.
A Final Recommendation
Every college or university that has no center or system to improve the quality of teaching should create such a center or system as a matter of basic responsibility to its customers. Such a center or system should
1. Use the research and the participation of teachers and define the essential teaching quality focused on brain-friendly teaching and continuous improvement in education.
2. Promote the use and evaluation of the use of these standards with the help of both teachers and students.
3. Bring the department courses and sharing programs to help professors and teachers and trainers to implement and continuously improve teaching standards. Again, the web information websites can be useful here.
It is important that the system applies to all teaching departments and courses. Special attention should be given to preparing students to understand and assist in the process. Finally, of course, to use teaching quality standards should be a big part of learning in all teacher training programs.