MAED 314A: Using Research to Analyse, Inform, and Assess Changes in Instruction

The article grabs my attention in wanting to find out how research and theory based practices can be used to improve actual class instruction. As I read on, I realize that it is Robinson’s own ‘self-analysis’ of her teaching methods. Robinson is admirable in being proactive in becoming the teacher she visions for herself to be and in how she desires to improve herself to benefit her students. I also appreciate how she studies hers teaching methods by honest examination of herself as in videotaping herself in class. Despite that she finds out the ‘devastating reality’ that she is the type of ‘lecture-driven’ teacher, she now has the opportunity to improve her instructional practice. It definitely takes a lot of courage to self analyze and to find faults. But it is through the self-examination that enables Robinson to devise an action plan to improve her teaching methods. I will definitely keep it in mind the importance of self-assessment in my future teaching career after reading her personal experience. In addition, a study by Kazemi and Stipek find that in order to have active learning environment, it is essential to orient “students toward learning rather than toward performance”. Generally, one’s understanding level is assessed by performance in examination and the percentage grades. I think it is not easy to keep students in focusing on learning first as they ultimately want to achieve the actual performance.
Robin’s research changes her instructional method from lecture based to focus more on students learning and teaching on group activities. I wonder if all topics of Mathematics can be taught in such approach and if this type of participatory learning would work in younger grades. I wish that I can find out more about some of Robinson’s actual lesson plans that are effective in involving the students to be active in learning.