How to improve teaching? Can poor teachers learn to be good ones? Yes, as Ray says in this post
But if it’s unrealistic to expect that we’ll ever discover a pedagogical silver bullet that makes a great teacher, it may be possible, guided by insights from social psychology, to find individual interventions that do have outsize effects on student learning at relatively modest cost.
Improving teaching is just part of the solution to improved learning. Developing autonomous and self-directing and organizing learners, even at a young age, requires more than those traditional learning approaches. It takes time, efforts and patience to grow and develop people, and test scores are only indication of the “growth” index, or the performance level, but not always that of an enriched learning experience. It’s the enjoyable, social and knowledge-rich learning experience that would add value to young learners, so they could develop their cognitive abilities throughout their early stages of development.
There are also too many assumptions and myths – by relating good or excellent teachers, and teaching to good learning. That’s not always the case, as each student is different, in terms of their learning style, maturity in cognitive and social abilities and different levels of motivation. Trying to teach students with a one-size suits all way of “best practice” would likely lead people to believe that lecture, tests, and examination is the most economical and efficient way of teaching, at a “massive” scale.
What have the students learnt? Are these based on rote learning? What level of learning have these students achieved? What sort of learning is it based on? Surface learning (rote learning, basic content understanding etc.), or strategic learning (to have good study habits, to get good score in tests, assignment, and/or examinations), or deep learning (able to transfer skills and knowledge to different situations, problem solving, creative solutions finding, creative and critical thinking, innovative approaches in learning – with self-paced, self organised and directed learning through PLE/PLN (with or without the guidance by the teachers), peer-to-peer instruction and learning, small group collaborative learning etc.)
Photo: from Google
Photo: Robotic teacher from news post.