Approaches to teaching vary in effectiveness and those implemented now do not seem to work effectively. There is a flaw of perceiving all students as equally prepared and having the same knowledge levels. The authors of the chapters argue differentiation is the key to effective teaching (Robinson & Meyer, 2012). For instance, they detail a specific approach called “Doing History” which is claimed to be very effective. It illustrates the problems of the modern curriculum where schools cannot fully support the use of it because the traditional textbook approach was too widespread and inflexible.
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Yet, what learners need is being engaged and stimulated to use critical thinking by using elements other than traditional books. The reduced effectiveness of traditional approaches and the challenges posed by updated and highly digitalized environments calls upon educators to invent new ways to make each person craving for knowledge.
In addition, the authors underline the importance of individual approach as each student has unique talents and base level knowledge. Indeed, in big classes teachers cannot focus on every learner which debilitates them from identifying and addressing problems in particular students. To tackle that problem, the authors name and describe a variety of interventions such as learning centers, small-groups or individual teaching, choice boards, or other initiatives (Robinson & Meyer, 2012).
With a tailored approach to execution, these methods could help tackle the modern issues of education and contribute to developing of potential in every student not negating his or her uniqueness. Thus, different-level educators should consider implementing these measures in schools to improve the performance of children, forging a new, smarter generation. Addressing the issue of education comprehensively and strategically seems to be the new challenge to which teachers of the future are approaching.
Robinson, K., & Meyer A. (2012). Doing history the universal design for learning way. In Universal design for learning in the classroom: Practical applications (pp. 90-150). New York, NY: Guilford Press.