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Concrete Experience
The main problem was that students were passive and indifferent during lessons. They did not master the required material and were behind schedule.
Reflection
This example shows that the degree to which information or skills are presented so that students can quickly learn them. Quality of instruction is primarily a product of the quality of the curriculum and of the lesson’s presentation itself. The degree to which the teacher makes sure that students are ready to learn a new lesson (that is, that they have the necessary skills and knowledge to learn it) but have not already learned the lesson. In other words, the level of instruction is appropriate when a lesson is neither too difficult nor too easy for students.
Generalization
Low motivation and poor academic achievements are typical problems for many classes and schools. Learning-oriented behaviour should be home-based reinforcement based on the provision of daily or weekly reports to parents on student behaviour. Another is group contingencies, in which the entire class or groups within the class are rewarded on the basis of the behaviour of the entire group. Forms of cooperative learning that have consistently increased student achievement have provided rewards to groups based on the learning of their members. Low motivation depends upon a subject and its complexity. If the topic is too difficult for most students, they will show poor academic achievements and low tests scores.
Action
In my experience, I tried to change teaching methods and introduce games into teaching, but it did not help. I used new methods of teaching and presenting material: while the teacher was working with one group, students in the other groups were working in their pairs on a series of cognitively engaging activities, including reading to one another, making predictions about how narrative stories would come out, summarizing stories to one another, writing responses to stories, and practising spelling, decoding, and vocabulary.
Because students took responsibility for checking each others’ work and managing the flow of materials, the teacher could spend most of the class time presenting lessons to small groups of students drawn from the various teams who were working at the same point in the sequence. The teacher might call up a decimals group, present a lesson on decimals, and then send the students back to their teams to work on.
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