Classroom teachers almost always use the Group Presentations as a primary instructional delivery method. However, more differentiated instructional approach has been sought recently as our society experiences major changes. Therefore, I am pleased to find an additional instructional methods were introduced in detail in this textbook: Self-Paced Learning and Small-Group Formats. Both of them are becoming extremely popular elsewhere than K-12 such as colleges and universities.
In considering never-ending budget problems in public education while we are having more students, adopting some form of Self-Paced Learning (Independent Studying) and Distance Learning seems like a matter of time because they offer a cost effective delivery system. Small-Group format is probably the most luxurious method of learning that we all would like to have as a learner, but it is a cost ineffective method. In K-12, Special Education is probably the one using this delivery method. If we consider the future of our students, it is desirable that we teachers also consider the future needs and become knowledgeable with new formats, so that we are able to prepare our students to shift smoothly for different types of learning method, especially with self-disciplined independent study habit.
There are five basics of feedback: knowledge-of-result (KR), knowledge-of-correct-response (KCR), answer-until-correct (AUG), elaborated feedback, and response-sensitive. Constructive feedback is vital part of learning process. I often wrote a short feedback to the errors that the students made on the quiz. However, teachers told me that students were not reading it. I found that my son’s English teacher jotted down a lot of feedback to my son’s compositions. However, I do not think my son was utilizing it. First, I think he did not read and learn them all. To him, the assignment was over. He was not motivated to go back to read it all. Second, even though he tried to learn it, now he cannot have additional feedback to evaluate his new understanding.
As the authors described, timing of feedback is vital. To busy K-12 teachers, dispensing feedbacks in timely manner should be challenging and discouraging in the current setting. I observed that they would like to have right or wrong feedback (KR) immediately, but they often do not go beyond that. “Students do not read…” We hear this comment (lament?) everywhere. They do not read instructions, textbooks, and books in general. (Maybe this is a much more serious problem than a mastering a multiplication table…) Does it mean that students are not reading at all? Their response style is immediate, brief, trial and error, quick… They are in self-explanatory virtual world. So, when they need to read, they do it very quickly. They skim through to find necessary information to take a next move quickly. When a popular new game’s setting changed button A and B, they criticize the game because it does not work for them to play effectively. (It seems Button A should be always for “jump” and should not be switched to Button B.) I think even this much of information gives me a hint of idea what preference they have.
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