Transparency in the Classroom and Transparent Teaching
Much of the research on transparent teaching has found that there are several key practices that generally enhance student engagement and learning:
1. Providing an explanation of the value of an activity or assignment.
2. Providing rationale and intended learning outcomes so that students can become more aware and in control of their learning
3. Debriefing “graded tests and assignments”
4. Gauging “students’ understanding during class via peer work on questions that require students to apply concepts” (Winkelmes 2013, pg. 3)
The first, and perhaps most important, aspect of transparent teaching is explaining the rationale, the justification, for any assignment or task, and describing what the learning goals of the task are. With this, being clear and explicit when delivering any sort explanation or instruction is essential to every transparent teaching practice, because as a teacher, I should be open with students about the process of our lesson and unit planning so that they understand where I am coming from (Anderson, A., Hunt, A., Powell, R. & Dollar, C. 2013; Kulesz 2007). If both the teacher and students have discussed and understand the components of a unit or assignment and the teacher has made their intentions clear, then there is now also a sense of responsibility and accountability placed on the student to be engaged and involved in a class (Lang 2007). Along with explaining the rationale behind an assignment, it is also necessary that teachers then later explain how the assignments have been graded and what criteria was used in this assessment (Winkelmes 2013).
This information and research on transparent teaching practices predominantly focuses on a teacher's actions and decisions in the classroom. Students' reactions are often secondary, and are used to enhance research findings. While much of my inquiry would be centered on my own teaching methods and style, I did want to also address the student response because involving student ideas and feedback was very important to me. From this, I wanted to also research transparent, open teaching styles that equally focused on student-centered teaching practices, and that incorporated opportunities for student independence and choice.
1. Providing an explanation of the value of an activity or assignment.
2. Providing rationale and intended learning outcomes so that students can become more aware and in control of their learning
3. Debriefing “graded tests and assignments”
4. Gauging “students’ understanding during class via peer work on questions that require students to apply concepts” (Winkelmes 2013, pg. 3)
The first, and perhaps most important, aspect of transparent teaching is explaining the rationale, the justification, for any assignment or task, and describing what the learning goals of the task are. With this, being clear and explicit when delivering any sort explanation or instruction is essential to every transparent teaching practice, because as a teacher, I should be open with students about the process of our lesson and unit planning so that they understand where I am coming from (Anderson, A., Hunt, A., Powell, R. & Dollar, C. 2013; Kulesz 2007). If both the teacher and students have discussed and understand the components of a unit or assignment and the teacher has made their intentions clear, then there is now also a sense of responsibility and accountability placed on the student to be engaged and involved in a class (Lang 2007). Along with explaining the rationale behind an assignment, it is also necessary that teachers then later explain how the assignments have been graded and what criteria was used in this assessment (Winkelmes 2013).
This information and research on transparent teaching practices predominantly focuses on a teacher's actions and decisions in the classroom. Students' reactions are often secondary, and are used to enhance research findings. While much of my inquiry would be centered on my own teaching methods and style, I did want to also address the student response because involving student ideas and feedback was very important to me. From this, I wanted to also research transparent, open teaching styles that equally focused on student-centered teaching practices, and that incorporated opportunities for student independence and choice.
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