Student accountability in educational systems and outcomes

Education

Student Accountability

After reviewing the case involving Joe, I think that the best recommendation that should be used for Joe is to let him participate with his class in this set of lessons and miss half of his tutoring sessions for a week. Even though this might mean that the other students in the tutoring session might be interrupted this time could always be used for these students to review concepts that they have already learned. The goal of this case is to work towards making Joe more accountable for his classroom work. There are several strategies that have been identified that can help Joe with this issue.

The strategies that I used to make this decision included: providing content instruction, creating supportive settings and modeling desired outcomes. Providing content instruction comprises teaching students the content from which the classwork is drawn. This translates to a teacher offering exact teaching in the area of study, not just instructions for doing an assignment. Students have to understand what they are supposed to learn, how they should go about doing it, how they are to articulate what they have understood, and how the value of their learning will be measured. In this case the teacher provided this lesson in segments. In the first lesson the teacher explained the lesson as a whole including what was to be learned and how they were going to go about doing it.

Creating supportive settings comprises organizing the classroom, the lesson, and the teaching that has been given. Students learn content when it is given to them in a logical manner, joined to their current comprehensions, and maintained with learning actions that genuinely tie students with the material. Students' engagement with material by way of class work should help them construct supple understanding of the content. Checking student work in progress allows the teacher to get an idea of student achievement or trouble and provides the student with an occasion to get help as required. In this case the teacher would walk through the room in order to check students' progress and help them when needed when they were doing part of the assignment on their own.

Modeling desired results comprises showing and giving a structure for the finished task. Demonstrations might comprise doing model problems or offering a model finished at the stage of performance anticipated. The structures supplied may be in the shape of grading criterion, rubrics, or exhibited assignment actions. Cognitive modeling is supportive in supplying learning and problem solving strategies to students. It comprises the teacher going through the processes while carrying out a task. Providing a model showing what to do and how to do it has been successful. This is predominantly useful for assignments that have multiple parts or for coursework that involve new content or a new intensity of complexity. A model may be one done by the teacher or one done by another student. It is important to include both affirmative, what to do and pessimistic, what not to do illustrations, so that both ends of the spectrum can be seen. In this case the teacher walks through many of the segments of the assignment in order to model for the students the structure and providing them with examples in order to help them with their brainstorming.