Effective Teaching and Learning Practices

This paper outlines ways through which teaching and learning can be made more successful and enjoyable. It also discusses support strategies that could be implemented with students who lack additional support to make their learning effective.

Running Head: EFFECTIVE TEACHING AND LEARNING PRACTICES 1
Effective Teaching and Learning Practices
Student
Institution

EFFECTIVE TEACHING AND LEARNING PRACTICES 2
Introduction
Teaching and learning require a suitable environment for it to take place effectively
(Burk, 2014). Knowledge is perceived to be the process through which learners acquire skills.
There are various factors which have to be present for learners to learn effectively. This paper
outlines ways through which teaching and learning can be made more successful and enjoyable.
Part A – CHCEDS026
Task 1
Application of the given principles of practice to the given scenario
Learning requires a supportive and productive environment. Students most likely achieve
the expected outcomes when they feel connected to their education (Barr, 2016). In this scenario,
it is advisable to vary the style of learning to favor all learners. All students cannot do better in
group discussions. The instructor needs to allow the students to explore different ways of
learning which can make their understanding useful.
Secondly, for learning to take place adequately, the environment must promote self-
motivation, interdependence, and independence among the learners. Independent learners
improve their performance efficiently (Mulyono, 2017). The fourth-year students need to
establish the expected goals for the numeracy task. It will help them see if their set strategies are
productive in achieving the expected learning outcomes.
The interest, perspective, and background of learners should reflect in their learning
program. It is essential to help students feel connected in what they are learning (Paolini, 2015).

EFFECTIVE TEACHING AND LEARNING PRACTICES 3
The instructor can help them to realize how the concept they are gaining is applicable in their
real-life situations. In this scenario, the teacher should help the learners see how the idea of
digital scales can improve their living standards.
Challenging learners during the teaching and learning process is essential. It improves
their levels of understanding and application of different skills in different life dynamics. The
instructor in this scenario should realize that every class contains a wide range of students
(Wieman, 2014). The task he or she gave to the learners can be easy to some learners while at the
same time be complicated for others.
Assessment is an integral part of teaching and learning. The teacher could have given the
learners a task first to help them know how to handle overweight objects. The exercise will help
the instructor to see if there could be any other way to teach the concept of digital scales (Amua-
Sekyi, 2016).
The learning process is beyond the classroom. It strongly connects with the community.
It should be related to the interests and needs of each student (Ito, et al., 2013). In this scenario, it
could have been better if the teacher could have brought in some activities that could have made
the learners feel connected to their work, for example, the involvement of videotapes and
outdoor activities that elaborate how to measure weights and its importance.
Task 2
Difference between learning styles and principles of practice
Students learn differently. A learning method is a way, in which a student grasps,
processes, comprehends and retains data that they read (Tabrizi, Alizadeh, & Koshavar, 2013).

EFFECTIVE TEACHING AND LEARNING PRACTICES 4
One of the methods that a learner may employ is linguistic learning. A semantic is a learner who
can learn through necessary language skills such as speaking, writing and listening. For example,
a learner can read about a particular ability, listen to an audio that explains the talent and make
short notes about the craft. Secondly, visual learning is another learning style (Hatami, 2013). In
this case, the learner learns more with the aid of visual learning models such as pictures, graphs
or diagrams
On the contrary, practice principles are the factors which have to be kept constant for
learning to take place effectively. They are necessary conditions which help the learner to
achieve the desired goals effectively. These practices include drawing high expectations for
every learner. Practice principles promote learners intellectual engagement and personal
awareness.

EFFECTIVE TEACHING AND LEARNING PRACTICES 5
Part B - CHCEDS027
Approaches to flexible learning that are in use in the schools I visited.

EFFECTIVE TEACHING AND LEARNING PRACTICES 6
Example 1 Example 2 Example 3
Location in the
school
Southern Australia Eastern Australia Lake Eyre Basin
Describe the
approach
A school in this region
uses learner-learner
engagement. In this
learners engage with
each other during
learning. Group
discussions are the
primary learning
activities here.
The school I visited uses
learner-teacher
engagement. It involves
the commitment of the
teacher with the students
when handling an
absolute concept.
Learner experience is the
approach of a school in this
location. It involves the
production of lessons that can
help learners understand better.

EFFECTIVE TEACHING AND LEARNING PRACTICES 7
What do you believe
are the benefits of
this approach?
This approach is
beneficial to the
learners since each
student has different
perception towards
different lessons. When
the learners share their
impressions, each ends
up with new attitudes
towards the concept.
This approach promotes
academic success
(Warner, 2015).
Students that have a
strong bond with their
teachers usually perfume
better. Through this
approach, instructors can
build high expectations
for their learners.
Problems have more than one
solution. This approach gives
learners chances to employ
creativity in their studies (Seth,
2015). It can be useful in real life
situations. It also equips the
learner with the knowledge that
mistakes make a student better
over time.
How did the children
respond to this
approach?
The response to this
approach was fantastic.
The learners embraced
it with a lot of joy
The students reasonably
encompassed the
approach
The students well accepted this
approach.
Task 2: Is it a content or technical problem?

EFFECTIVE TEACHING AND LEARNING PRACTICES 8
Problem
Is it a ‘content’
or ‘technical’
problem?
How would you
respond to this
situation?
The students are progressively working on their
PowerPoint presentations. Sarah has approached you,
and she is not able to log into the computer
Technical
Forgotten
password
Blair has added a few images to his project from Clip
Art but is not able to locate a specific image he has seen
on the Internet. Blair is not able to connect to the
Internet.
Content
Internet
connections error
You have created a note about recycling for the students
to take home to their parents. You need to email the
record to the classroom teacher for approval. The email
won't send and has bounced back into your inbox.
Content
problem
mistyped the
email

EFFECTIVE TEACHING AND LEARNING PRACTICES 9
Neve has completed a graph for her presentation and is
ready to print it. However, she is having difficulty
printing the chart.
Technical
Printer settings
error
The classroom teacher has talked to you about a new
app he would like to use with the students to record
rainfall. You have attempted to access and download
the app several times, but the system is not allowing
you to install it.
Content
Incomplete email
address
3. Issues that disabled students may encounter in a mainstream classroom
Below are some of the challenges students with disabilities face in an inclusive classroom
(Mpofu & Shumba, 2012).
I. Lack of required support from the subject teachers
II. Teachers may set higher expectations for them
III. Unavailability of an inclusive curriculum that caters to their needs
IV. An unfavourable class environment that provides to their needs
V. Lastly, they face difficulties with heterogeneous groupings that fail to feed to their issues.

EFFECTIVE TEACHING AND LEARNING PRACTICES 10
VI. 4. Support strategies that could be implemented with students who lack additional
support to make their learning effective
Each activity we do requires proper approach regardless of whether it is a classroom activity
or an outdoor activity. Below is a list of strategies that can help in improving learning if
implemented with students who are in need of additional support.
a) Small group work
I. Introduction of cooperative learning among the learners
II. Advocating for collaborative education among the students
a) Large class discussion
I. Reciprocal peer teaching to help the learners in the groups improve
II. Contextual considerations when selecting learning activities
a) Individual work
I. Encouraging learners to be intentional with their lesson plans
II. Helping the Learners to set higher and consistent expectations
a) Outdoor sport activity
I. Educating the students to drink plenty of water
II. Choosing an action that is developmentally appropriate for the students
Conclusion

EFFECTIVE TEACHING AND LEARNING PRACTICES 11
The rapport between the instructor and the learners is very crucial. It sets a contest for the
types of principles that are significant for learning to take place effectively. Students do better
when they understand that their teacher has them in his or her heart. Students as well need time
and opportunities to exploit what they know as well learn new concepts. Proper strategies are a
significant requirement towards making learning productive. There is a need for appropriate
plans that will include every student in a classroom regardless of their disabilities. It is, therefore,
the task of the instructor to set such a community that will ease and make learning productive
and secure.
References
Amua-Sekyi, D. E. (2016). Assessment, Student Learning, and Classroom Practice: A Review.
Journal of Education and Practice, 1-6.
Barr, J. J. (2016). Developing a Positive Classroom Climate. The IDEA Center, 1-9.
Burk, C. (2014). Foundations of effective teaching. Teaching and Learning, Online.
Hatami, S. (2013). Learning styles. ETL Journal, 488-490.
Ito, M., Gutierrez, K., Livingstone, S., Penuel, B., Rhodes, J., Salen, K., . . . Watkins, S. C.
(2013). Connected Learning: An Agenda for Research and Design. Digital Media and
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Mpofu, J., & Shumba, A. (2012). Challenges Faced by Students with Special Educational Needs
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EFFECTIVE TEACHING AND LEARNING PRACTICES 12
Seth, G. (2015). The Benefits of Experiential Learning. Experiential learning, Online.
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