A class of individuals...prac session 4

Today,on competition of their group based-activities, students were assigned to individually construct and present either a speech or a information report about what they had learnt from the session.  The students had gone from being able to draw upon support from their peers to being assigned independent self-directed study, with many students feeling overwhelmed with the task as it was seemingly beyond their ability. 

I was told to spend this time assisting a young boy to write his speech. After spending two hours with this student, we had written a complete speech - and one that he was really proud of. I left that lesson feeling so uplifted, I could really see the difference I had made in those two hours...but what would have happened if I was not there? Who would have been able to sit with this boy and provide him so much assistance? What would he have been doing, instead of doing his work?

As identified by Marsh, ( 2010, p. 254)  independent learning proves a challenge when individual needs have to be taken into consideration. It is identified that the predominant mode of instruction that occurs in classrooms involves the total class or small groups, and only occasionally are students given the opportunity to undertake independent learning. The reasons for this include

• Teachers would need to prepare a range of activities to suit the range of learning needs.
• There would be problems in finding the space and resources to support the range of individual activities
• There would be supervisory problems
• There would be misbehaviour and discipline problems. ( Marsh, p. 254)

 My classroom generally tries to combat this issue by relying heavily on the use of student contracts, which are designed to encourage self-directed learning, give students a choice when they will undertake a particular activity, and permit individual pacing.( Atherton, 2001) Within the classroom however, the students are directed to undertake contract based activities within small groups. This seems to allow for individual needs to be addressed, while also ensuring that a student is able to receive help from other group members.

Example of a learning contract

Currently, within my classroom, each group works with the same learning contract. Perhaps, the teacher could construct a few different learning contracts, with activities that are of differing levels of ability. This would promote a 'differentiated classroom,' where teachers provide specific ways of teaching each individual, without assuming that one students map for learning is identical to anyone else' s'. ( Marsh, p. 254) As identified by the Professional Teaching Standards, it is required of the teacher to recognise the diverse needs of students, and to tailor a program that can optimise the student's talents.  (NSWIT, 2006)

Today, I have witnessed the benefits of working in small groups, as opposed to individual learning. It not only avoids the teacher having to design a different program for every student within the class, it also provides the opportunity for students to learn and be motivated by one another.

For further information on using learning contracts to accomodate a variety of learners, see:
http://www.youtube.com/watch?v=BIXtjXuryKo&feature=related

Referenes

Atherton J S (2011) Teaching and Learning; Learning Contracts. Online: UK. retrieved 14 September 2011 from http://www.learningandteaching.info/teaching/learning_contracts.htm

Marsh, C ( 2010 )  Communicating effectively. In Becoming a teacher. ( p. 181-195) Sydney: Pearson

NSWIT (NSW Institute of Teachers). (2006). Professional Teaching Standards. URL: www.nswteachers.nsw.edu.au/Main-Professional-Teaching-Standards.html (14/09/11)