Best Practices in Education
Group Members:
Elisa G. Jael
Jade Riezl C. Flores
Shaquela D. Sollano
In education, teaching techniques and classroom
procedures that regularly produce excellent outcomes are
referred to as best practices. These methods are
supported by data and frequently have their roots in
learning, motivation, and student engagement theories.
Enhancing teaching and learning outcomes, fostering
inclusive classroom environments, and attending to the
varied needs of students are the main objectives of putting
best practices into practice.
Theoretical Structures Supporting Optimal Procedures
The educational theories that inform instructional
strategies are the first step towards comprehending the
principles of best practices:
Constructivism (Vygotsky, 1978; Piaget, 1952): This theory
promotes inquiry-based learning and active learning by
emphasizing that students acquire information via active
engagement with concepts.
Social Learning Theory (Bandura, 1977): Students
learn through social interaction, modeling, and
observation in collaborative learning environments,
which are supported by Bandura's theory.
The goal of differentiated instruction (Tomlinson, 2001)
is to fulfill each student's unique learning needs by
adapting teaching strategies to the needs of the
heterogeneous classroom.
Top Pedagogical Techniques for Instruction
Numerous research projects have produced a number of
best practices in education that have been acknowledged for
their ability to support student success:
Engaged Education
Personalized Education
Learning via Inquiry
Engaged Education
It is commonly known that active learning strategies, such
debates, group projects, and problem-solving exercises, can
effectively include students in the educational process. In
STEM fields, active learning improves student performance
and lowers failure rates, according to research by Freeman et
al. (2014).
Think-pair-share, case studies, and peer instruction are
important techniques that let students engage with one another
and consider the material.
Personalized Education
Adapting classes to meet the various requirements
of students according to their readiness, interests, and
learning styles is known as differentiated education.
Differentiated instruction greatly increases student
engagement and academic accomplishment, especially
for students with special needs or learning disabilities,
as Tomlinson (2001) showed.
Crucial tactics encompass curricular compacting,
flexible grouping, and tiered assignments.
Learning via Inquiry
Students are encouraged to research answers,
pose questions, and apply their knowledge in practical
settings through inquiry-based learning. According to
Hmelo-Silver et al. (2007), inquiry-based learning
improves students' capacity for critical thought and
problem-solving.
Research projects, experiential learning, and project-
based learning (PBL) are a few examples.
Integration of Technology as a Best
Practice
The way that learning takes place in classrooms has
changed as a result of technology's role in education.
According to research, technology can improve the
teaching and learning process when applied properly.
Combined Education
Traditional in-person training is combined with
online elements to create blended learning.
Research by Garrison and Vaughan (2008) shown
how this approach encourages adaptability and
facilitates customized learning. Studies also
indicate that it accommodates a diversity of
learning preferences and paces, boosting
accessibility and inclusion.
Classrooms that are flipped
It has been demonstrated that the flipped
classroom paradigm, in which students complete
hands-on assignments and study material at
home, enhances comprehension and application
of knowledge. Flipped classrooms encourage
active learning and provide students greater
choice over their learning speed, according to
Bishop and Verleger's (2013) research.
Classroom Environment and Management
The key elements of best practices in education
are fostering a happy learning environment and
managing the classroom effectively:
Examples:
Supports and Interventions for Positive Behavior
(PBIS)
Culturally Aware Education
Supports and Interventions for Positive Behavior
(PBIS)
Proactive methods to encourage student behavior,
lessen disruptions, and foster a healthy school environment
are the main goals of PBIS. According to Bradshaw et al.
(2010), schools that implemented PBIS reported increases
in academic success and a decrease in discipline referrals.
Culturally Aware Education
Gay (2002) promoted culturally responsive
education, which takes into account the cultural origins
of the pupils and integrates them into the curriculum.
Studies indicate that when children feel their culture is
respected and acknowledged in the classroom, they do
better academically.
Feedback and Assessment as Best Practices
The process of teaching and learning revolves
around assessment. Assessments that follow best
practices are ongoing, educational, and productive.
Examples are:
Formative Evaluation
Self- and Peer Evaluation
Formative Evaluation
Regular, low-stakes evaluations that give
teachers and students instant feedback are known
as formative assessments. Formative
assessments greatly enhance learning outcomes
when feedback is utilized to inform instruction, as
shown by Black and Wiliam (1998).
Self- and Peer Evaluation
Students' critical thinking and reflective
abilities are enhanced when they are encouraged
to participate in peer and self-evaluation.
According to Nicol and Macfarlane-Dick (2006),
these methods enhance student ownership of the
learning process and encourage self-regulation.
Teacher Professional Development
Research repeatedly demonstrates that for educators to
stay current on best practices, continual professional
development is essential:
Examples:
Collaborative Professional Development: Professional
learning communities (PLCs) support cooperative
problem-solving and ongoing development, as
highlighted by Stoll et al. (2006).
Technology Integration Training
The Technological Pedagogical subject
Knowledge (TPACK) framework developed by
Koehler and Mishra (2009) emphasizes the
significance of professional development that
combines pedagogy, technology, and subject
knowledge for successful teaching.
Difficulties in Putting Best Practices Into Action
Even with the advantages of best practices in education,
a number of issues still exist, such as:
Resource Limitations: Obtaining the resources
required for best practices like technology integration
and tailored instruction can be difficult for many schools,
particularly those in underprivileged areas.
Opposition to Change
Teachers may be reluctant to use new techniques,
especially if they don't receive enough assistance
or training.
Needs for Professional Development
Ongoing education is crucial, but it's not always
given the proper funding or attention.
In summary
Examining linked literature on best practices in education
shows that student outcomes are improved by evidence-based
tactics, such as technology integration, culturally sensitive
teaching, and active learning. However, systemic issues
including teacher preparation, resource allocation, and school
culture must be addressed for implementation to be successful.
Future studies should concentrate on how these practices
affect students in a variety of educational contexts over the
long run, including varied student demographics and school
environments.
References
Bandura, A. (1977). Social learning theory. Prentice-Hall.
Bishop, J. L., & Verleger, M. A. (2013). The flipped classroom: A survey of the
research. ASEE National Conference Proceedings, 30(9), 1-18.
Black, P., & Wiliam, D. (1998). Assessment and classroom learning. Assessment
in Education: Principles, Policy & Practice, 5(1), 7-74.
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Bradshaw, C. P., Mitchell, M. M., & Leaf, P. J. (2010). Examining the effects of
schoolwide positive behavioral interventions and supports on student outcomes.
Journal of Positive Behavior Interventions, 12(3), 133-148.
https://doi.org/10.1177/1098300709334798
Darling-Hammond, L., Hyler, M. E., & Gardner, M. (2017). Effective teacher
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development-report
Freeman, S., Eddy, S. L., McDonough, M., Smith, M. K., Okoroafor, N., Jordt, H., &
Wenderoth, M. P. (2014). Active learning increases student performance in science,
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Garrison, D. R., & Vaughan, N. D. (2008). Blended learning in higher education:
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Tomlinson, C. A. (2001). How to differentiate instruction in mixed-ability classrooms
(2nd ed.). Association for Supervision and Curriculum Development.
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological
processes. Harvard University Press.
ADAPTABILITY TO CHANGE IS
ITSELF A HALLMARK OF
SUCESSFUL EDUCATION!
- PETER HILTON
