Introduction
In our education institutions, there are a number of challenges that must be addressed to enhance learning. This is also a necessity for curriculum implementation and improving students’ performance. As such, this paper will discuss the system of standardized testing, various learning strategies, instructional resources, and quality instructional methodologies that can be used in our institutions to improve the learning process.
Standardized Testing
Standardized testing is a system of administering tests and the scores are set in a standard manner (Elford, 2002). One advantage of a standardized test is that this test promotes fairness. It eliminates disparities in education institutions by allowing students to compete on the same standards (Elford, 2002). Secondly, the use of computers in checking the scores eliminates chances of biasness and no human error is experienced. A standardized test system is also cheap and easy to implement (Elford, 2002). This system has been designed to save time and reduce costs.
One of the disadvantages of the standardized test system is that this system encourages creativity among learners and teachers. This system is not flexible and methods of learning are very rigid. Secondly, this system does not promote extensive learning (Elford, 2002). In this system, teachers are forced to teach on the test because of the pressure to attain high scores. This system also puts pressure on students. Students have to bear the pressure and perform to maintain the good reputation of a school. Students are usually under the pressure to perform (Elford, 2002).
This system affects the curriculum as well as student’s performance. The content of the standardized test is a poor basis for shaping the curriculum content (Fairtest, Inc, 2001). Using the standardized test system affects students from low-income families.
The method of “teaching to test” has emerged because of a standardized test (Fairtest, Inc, 2001). This affects student performance. In the multiple-choice tests, teaching is focused on the content that is will be tested. This method of teaching is aimed at improving the skills of taking tests. It does not improve academic performance for students. Acquiring high scores in tests does not mean that an individual has improved academic performance (Fairtest, Inc, 2001).
Students are forced to memorize ideas and skills to pass exams. This test controls the curriculum and instructions. Schools use specific teaching methods to encourage attaining high scores. Schools are forced to adjust their curriculum to match the needs of the standardized test (Fairtest, Inc, 2001). The curriculum is affected directly because teachers are forced to teach what is covered on the test.
I do not support the system of standardized testing. This system does not encourage creativity and cognitive development (Fairtest, Inc, 2001). Secondly, the system has failed to meet the purpose of education since it advocates for the concept of “study to pass.” A standardized test system does not encourage research as teachers only teach to pass tests. The system has emphasized results rather than acquiring knowledge.
Instructional Resource in the Learning Activities
The most reliable instructional materials that can be used for learning in class are media resources. Media resources are useful and reliable. In a class situation, there are several types of media resources, which teachers can utilize. However, before deciding which media resource to use, the teacher should consider some factors to promote fairness and accommodate all the learners. As such, the teacher should consider the size of the class and the needs of the students.
By considering the size of the class, the teacher will decide which media resource is good for a big or a small class. For a big class, the teacher can use projectors. For a small class, the teacher can use a chalkboard. The teacher should also consider the needs of his learners. Teachers should use a media resource that can be relevant to students with special needs. If there are blind students in a particular class, the teacher should use audio media.
During our learning activities, visual media and audio media resources will be used. Audio media is a method of conveying information through the use of sound (Goad, 2010). In a classroom, the most likely audio media used are audiotapes and compact disks (Goad, 2010). The teacher will record his notes in audio form. Audiotapes and compact disks are easy to use. Many students would prefer to use them. It is convenient because learners can listen from personal computers and other electronic gadgets (Goad, 2010). Students can study at home or they can even decide to listen in groups.
Using these forms of media resources is effective because of the following reasons. First, audio media is cheap. Compact disks and audiotapes are cheap in the market. In case the class has many students, the teacher can purchase several copies. This is very convenient for the students. Secondly, audiotapes are readily available and easy to use (Goad, 2010). The teacher will not have problems looking for the audiotapes or compact disks because they are available in the electronic shops. In addition, students do not need special orientation on how to use such gadgets since they are easy to use.
For those students who prefer listening instead of reading, this method is very convenient. In fact, you can listen as many times as possible. In case students do not get the concept immediately, they can always playback to get the main ideas. For aural learners, this method will be very effective in the learning process. The teacher can decide to motivate his student in this method. As such, the teacher can record a song after every session and the student will have entertainment after every learning session. This will make the audio media resource be interesting.
Another media resource that can be used for learning is visual media. Visual media includes slides, computer-generated PowerPoint and other presentation, which can be projected onto the wall (Goad, 2010). Non-projected resources include chalkboards, videocassettes, and DVDs (Goad, 2010). The teacher should use a method that will make learning effective and most suitable to the learners. In our learning activity, I would prefer to use visual resources such as PowerPoint presentations rather than using a chalkboard.
The use of a chalkboard requires a lot of time to prepare and the student must copy the notes (Goad, 2010). Using PowerPoint presentations can be interesting because the teacher can incorporate pictures to make it more appealing to the students. When using projectors, students have an opportunity to ask questions and hence understand better.
The use of audio and visual resources meets the objectives of the learning activity, these learning resources make the learning process be interesting and learners will be able to understand the ideas presented to them by teachers (Goad, 2010). The most important concept of teaching is making students understand and enjoy every learning process. Audio resources are more reliable because students can playback to have a better understanding. On the other hand, use of visual media as a learning resource can make the learning process more interesting and enhance understanding.
Needs of a Diverse Classroom
The best instructional strategies for teachers are those that meet the learning objectives (Hopper, 2009). It is effective to use instruction strategies that appeal to all students. This is because students learn well depending on how they are taught. For teachers whose classes have diverse students, it is very important to employ strategies that would ensure effective learning regardless different backgrounds.
Foremost, teachers need to plan the course with multicultural classroom in mind. Such planning should consider the syllabus, the course assignment, class examples, and stories (Hopper, 2009). Any example that the teacher will give during class session must not be biased. It should be very accommodative to all cultures. Secondly, the teacher should intervene effectively in a multicultural classroom to manage sensitive debates or discussion (Hopper, 2009). A good teacher should be very sensitive when dealing with a diverse classroom. As such, the teacher should be tactful when dealing with any topic, which could affect some students. In cases where students have a hot topic, the teacher should intervene to avoid crisis because of the diverse opinions.
Lastly, the teacher should make the classroom to be open while ensuring that all students have equal access to class materials (Hopper, 2009). This will make students to feel safe and acknowledged. Indeed, students will be able to express their opinions freely. By using these instructional strategies, the teacher will create equilibrium, avoid unnecessary chaos in the class, and the students will feel appreciated despite of their backgrounds (Hopper, 2009). In my classroom, I would encourage openness and equal materials access. This is a good strategy because it ensures equality and promotes fairness at all times.
Delivering the Unit in the Classroom
I believe that the Student-focused method is best suited for teaching students with different needs, interests, and abilities (Obnonn, 2008). This is because learners get to choose their own learning methods. Student–focused learning is a method of learning that focuses on specific needs of the students, abilities, interests and learning styles used by the teacher (Obnonn, 2008). However, this method does not focus on the needs of others involved in the education process such as teachers and administrators.
Additionally, the learning process provides students the opportunity to give their ideas in relation to the subject being taught in the classroom. Students are actively involved in the learning process (Obnonn, 2008). Students being at the centre of learning can choose methods that enhance understanding concepts in an easy way without putting so much pressure on the students. This method encourages active participation. To cater for their specific needs, students can also use different learning styles including practical and experiments. The ability to use different activities makes learning a process of discovering new knowledge. It makes learning a means of achieving positive goals. This method gives students the freedom to monitor their own progress. In fact, the students are in control of the learning process.
In addition to this, the student-centered method of learning allows the teacher to incorporate several educational practices to meet the needs of all students (Obnonn, 2008). Because this method provides students and teachers an opportunity to communicate freely, teacher-students relationship is strengthened (Obnonn, 2008). The teacher and the students are able to exchange ideas and relate well. It enhances learning process. When implementing this method, the following factors should be considered.
First, the implementers should identify what students are curious about and what they would like to know more about. Secondly, the social needs of the students should be identified such as individual self-esteem and peer support (Obnonn, 2008). Finally, the mode of assessment should be favorable to the students. The students should decide how they would like to express the outcome of their learning. This enhances feedback.
I prefer Student–centered learning model to the Whole Class Instruction and Lecture models of teaching. The Whole Class Instruction method of teaching assumes that all students have the same abilities and interests (Obnonn, 2008). It is focused on the teacher but not on the students. It mostly uses standardized test as a method of assessment. This method looks at students in a class as a homogeneous group. In addition, Whole Class Instruction approach does not give students the chance to choose their own learning styles (Obnonn, 2008). This leads to the lack of motivation in learning and makes learning boring.
On the other hand, Lecture method does not provide learners opportunity to give feedback. Students are passive and hence they forget the message quickly (Obnonn, 2008). Lecture method assumes that all students have same learning and understanding abilities. I do not encourage this method of learning because it only emphasizes “learning by listening” (Obnonn, 2008). As such, non–aural learners cannot fit in this system.
In conclusion, the learning and instructional strategies mentioned here meet objectives of learning. However, there is a need to consider using other testing methods. This is because the use of standardized test in our school affects the curriculum implementation. I believe there is a need to adjust or modify our current educational curriculum to meet the needs of the students and to improve the learning process for social change.
Reference List
Elford, G. (2002). Beyond standardized test: better information for schools accountability and management. New Jersey: Scarecrow Press.
Fairtest, Inc. (2001). How standardized test damages education. Web.
Goad, T. (2010). The first-time trainer: a step by step for supervisors and managers. New York: AMACOM Div American Mgmt Assn.
Hopper, C. (2009). Practicing college: Learning strategies. Stamford: Cengage Learning.
Obnonn, B. (2008). Instructional methods. Web.