Various strategies such as job-embedded learning and the four corners approach promote the integration of knowledge and sharing of ideas within group settings. Job-embedded learning facilitates professional development by providing appropriate approaches that help ROTC instructors to differentiate learning instructions in a manner that ensures learners derive optimal benefits.
Unlike traditional approaches which face various challenges such as inadequate time to attend workshops and difficulties regarding the implementation of various concepts, job-embedded learning allows participants to learn while undertaking their daily tasks (Gregory, 2003).
This promotes easier integration of new concepts as participants reflect on experiences and share ideas within group settings. In addition, the approach facilitates effective time utilization. Instructors can adopt various job-embedded learning strategies to achieve optimal results in their endeavors. Some of the main approaches that fit an ROTC instructor include the teacher inquiry and study approach, and coaching.
The teacher inquiry and study approach focuses on minimizing the separation between theoretical and practical aspects of learning (Croft, 2010). This approach encourages instructors to reflect on their classroom practices and adopt strategies that promote the realization of students’ expectations. Inquiry enables teachers to tackle various dilemmas that tend to occur during learning exercises.
The coaching approach seeks to establish an instructor-student relationship that helps to refine and expand skills and knowledge. To achieve the expected results, coaching should support teachers’ quest to improve their knowledge and teaching skills, and encourage them to participate in reflecting about the gains that students derive from learning experiences.
Every form of coaching, whether cognitive, content-focused or peer coaching should include three main stages. These are the pre-visit conference that is organized by the inviting teacher, a classroom visit and a post-visit session.
The four corners teaching strategy encourages students to play participatory roles in cases of group activities. This strategy enhances a variety of aspects whose interplay is essential in realizing a fruitful learning experience. These aspects include communication, critical thinking and decision-making approaches (Gregory, 2003). The four corners strategy allows instructors to tackle issues concerning clarity and students’ comprehension levels.
Since this strategy promotes practicality and relevance, students become highly motivated and their retention levels improve. Class discussions employing this strategy organize students into classroom corners matching their stance on a particular issue. The teacher may require students to give personal opinions or discuss an issue as a corner group and provide a collective response. Alternatively, groups with opposing views may be required to support their stance.
In this regard, the teacher can easily identify groups that possess substantial information regarding the topic of discussion. Therefore, the teacher can take corrective measure concerning certain groups (Gregory, 2003). In a professional setting, the four corners approach can help in promoting staff interaction while discussing organizational issues. Furthermore, this approach will promote a sense of importance among employees as everyone has a chance to share his or her view concerning a certain issue.
This has the overall effect of enhancing the relationship between an organization’s staff and its leadership. For example, during organizational change, it is essential to ensure that everyone participates in the change process. The Four corners approach provides the opportunity for various parties with different stands to share the reasons behind their viewpoints. The aspect of free interaction between the staff and an organization’s leadership is crucial as it promotes employee loyalty and motivation.
References
Croft, A. (2010). Job-Embedded Professional Development: The National Comprehensive Center for Teacher Quality. Retrieved from www.tqsource.org/publications/JEPD%20Issue%20Brief.pdf
Gregory, G. (2003). Differentiated instructional strategies in practice: training, implementation, and supervision. Thousand Oaks, Calif.: Corwin Press.