Collaborative lesson planning is where teachers plan their lessons in a joint effort as peer-to-peer professional development. To do this a closed-circuit system can be set up in an unobtrusive way. The student’s acknowledgement would be required for privacy concerns. Later, in a group setting teachers critique the video with the emphasis on how to better instructional techniques. The teacher is kept anonymous to keep away from judging the flaws of an individual. Key areas to look at are classroom management, teacher-student interaction, and actual result was versus the intended. These are utilized by the group for future courses.
Active learning is where student must think, create, or solve a problem; skills critical to vocational training. This model also practices sharing skills and knowledge, which also has great value for future employment. Using “Think – Pair – Share”, the instructor presents a problem which utilizes concepts for the unit and allows the students some time to digest and develop their own ideas. Students are paired up to discuss their responses for a set amount of time governed by the complexity of the problem. When the time is up, the instructor gathers the class and calls on groups to share their responses.
Motivating students is critical to successful teaching. This article divides learners by goal orientation: mastery or performance; developing mastery of a skill or concept or ability to demonstrate proficiency. For continuous learning mastery should be the focus. The two strategies in a vocational setting would be to demonstrate how the subject matter has value to them by looking at where the skill or concept is used “on the job”—easily done for practical skills, but equally important where mathematical concepts must be grasped. Then, breaking the content into manageable portions where there is a reasonable and safe expectation to succeed.
In an industry which relies heavily on apprenticeship jobsite instruction is critical. The article makes use of the Experiential Learning Cycle. This model can be applied to coaching an apprentice carpenter performing a new task without interfering with production. The lead carpenter presents their experience similar tasks. They then facilitate reflection by probing with open-ended questions to test apprentice’s comprehension. Follow-up questions are asked to stimulate further thought on how to respond to challenges that their task. Finally, I would allow the apprentice to apply the new knowledge while monitoring their work.
The responsive classroom allows freedom to learn through interactions and making choices, similar to self-directed learning. The responsive classroom approach has some strategies that are useful in a postsecondary setting. Budgeting time at the starting the class for personable interaction between instructor and student sets the tone for the rest of the class. Involving the class in deciding classroom etiquette gives learners a sense of ownership. Allowing the students to experiment with different ways of approaching and addressing practical applications allows them to discovery their own systems to problem solve. Using positive reinforcement inspires connection and risk-taking in their communications.