Building positive expectations for students to explore ARCS Models

Essay , 2022 , 8 Pages

Pedagogy - School Pedagogics

This essay will explore building positive expectations for students to explore ARCS models within an international school setting. Focusing on the International Baccalaureate programme and allowing students in the Secondary school to flourish and achieve their goals and targets set for themselves through promoting collaborative projects where students can voice their opinions, share ideas and learn through peer teaching. Actively engaged students are likely to progress and achieve their academic excellence within an international school setting, emphasising the importance of being open-minded and a risk-taker.

Abstract

The following essay will explore building positive expectations for students to explore ARCS models within an international school setting. Focusing on the International Baccalaureate programme and allowing students in the Secondary school to flourish and achieve their goals and targets set for themselves through promoting collaborative projects where students can voice their opinions, share ideas and learn through peer teaching. Actively engaged students are likely to progress and achieve their academic excellence within an international school setting emphasising the importance of being open-minded and a risk-taker.

Keywords: ARCS Models, Building positive expectations, Collaboration, Secondary School.

Introduction

Creating a positive learning environment is important to promote engagement with activities and to stimulate students to obtain their targets set and reach their full potential educationally. Students appreciate all the assistance and guidance given to support their endeavours in an educational setting.

Focussing on ARCS Model - Attention

Focusing on attention and answering the question of "how can I maintain their attention" according to Gagne et al. (1992) is to keep the students excited about their learning and to allow them to focus and concentrate on what is important (p. 118). Educators can focus on the various Approaches to Teaching and Learning (ATL) skills, where students who follow the inquiry-based learning environment as outlined by IBO (2018) are utilising research thinking skills through communicating effectively with their teachers and peers. A child will always maintain focus and attention when he or she is stimulated educationally. The teacher should differentiate accordingly in their lesson planning, by adding additional exercises for the student to work through. Most students work at different paces in the classroom, considering their educational needs are important.

By creating a safe and stimulating environment they can execute their Approaches to Teaching and Learning (ATL) skills. Students understand that at any time they have the opportunity to use the tools available to them to expand their knowledge and understanding of a particular topic or subject in the classroom. An excellent way to have a child maintain attention is to implement technology as suggested by Stauffer (2022), with an emphasis on 21st-century skills, which enables them to think creatively and employ their critical thinking skills, which fits jointly into the various ATL skills (IBO, n.d.).

Focussing on ARCS Model - Relevance

Focussing on goal orientation and answering the question posed "How do I best meet my learners' needs?''(Gagne et al., 1997, p. 118). Each student learns at a different pace and through differentiation techniques, students can be on track with their learning as outlined by Weselby (2021). It is important to have an understanding of which strategies to use to support the student. Their educational needs are important, and setting work that is appropriate for them to complete may be challenging for other students in the classroom, especially those listed on the English as Additional Language (EAL) registry. Weselby (2021) confirms that: "Just as everyone has a unique fingerprint, every student has an individual learning style. Chances are, not all of your students grasp a subject in the same way or share the same level of ability. So how can you better deliver your lessons to reach everyone in the class?" (para. 1, p. 1). There are different ways to differentiate students in the classroom one strategy the author uses frequently is to give additional time to conclude projects and worksheets, and prepare a seating plan to promote cooperative learning. Weselby (2021) suggests the following strategies to implement and consider when differentiating in the classroom:

- “Design lessons based on students' learning styles.
- Group students by shared interest, topic, or ability for assignments.
- Assess students’ learning using formative assessment.
- Manage the classroom to create a safe and supportive environment.
- Continually assess and adjust lesson content to meet students’ needs” (p. 1).

It has been established that the learning environment is important and hence the reason why the educator should have a positive attitude and approach to motivating and encouraging students to be on target.

Focussing on ARCS Model - Confidence

The learning requirements for promoting confidence in a student, one has to understand their emotional and mental state of mind. From a psychological point of view, teachers have to be careful in the approaches they take when guiding and supporting a student to promote confidence within a student. Using the correct strategies is important To answer the question: "How can I assist in building a positive expectation of success?" (Gagne et al., 1997, p. 118). A student will only be motivated if they have the correct attitude and levels of encouragement. To get students on board to reinforce their confidence the teacher has to be a great listener, understanding their educational needs and challenges that they might have towards your classroom, their immediate environment and their overall perspective when concluding their assignments, work and tasks assigned. Teachers have to bear in mind that to promote engagement, students should feel valued, appreciated and respected.

Creating a positive atmosphere is imperative and communicating effectively within the school and creating links with their home environments is important. Hammer (2018) encourages teachers to praise regularly and acknowledge their accomplishments, create realistic expectations, always embrace a growth mindset, always increase a sense of ownership, and don't ever compare one student with another. When teachers compare one student with another it will have a negative impact on their attitude in your classroom.

Focussing on ARCS Model - Satisfaction

Using natural consequences and answering the question posed "how can I provide opportunities for students to use their newly acquired knowledge and skills?" (Gagne et al., 1997, p. 118). Students enjoy being challenged educationally and setting boundaries is important for all students to adhere to and respect. Using positive language and creating a good concrete learning environment for them to flourish will automatically allow opportunities for them to display their newly acquired knowledge and skills. Putting those into practice is important. For example, a student understands that not concluding homework will have a natural consequence on them, probably with the detention being offered after school, and allowing them that opportunity then to conclude their project, work, assignment etc. Washington Education Department (n.d.) confirms that: "Natural consequences are those things that happen in response to your child's behaviour without parental involvement. These are imposed by nature, society, or another person" (para. 1). Utilising the various ATL skills could be used positively to promote effective communication between the educator and child or concerned student. Allowing each to explain and share their opinions can help guide and assist the student to reach their goals. Being a good attentive listener, without judging that child, can have a positive effect in the long run. Understanding their individual educational needs can have a positive impact on their learning environment overall.

Conclusion

Being positive, with a good mindset and displaying characteristics of being approachable, and open-minded will help implement positive strategies to guide and support your student. It is important to encourage students to reach their full potential by exploring the different ARCS models available to educators to promote international-mindedness and high levels of collaboration and cooperative learning.

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• Course: Masters in Education (Advanced Teaching for Elementary, Middle and Secondary)
• Author: Dr. Mario Maxwell Müller (Author)
• Publication Year: 2022
• Pages: 8
• Catalog Number: V1292414
• ISBN (PDF): 9783346760999
• Language: English, Middle (1100-1500)
• Tags: ARCS Models, Building positive expectations, Collaboration, Secondary School.