Creating Engaging Learning Materials

The problem

The problem persists because:- Allegiance to traditional approaches to education and

traditional methods of teaching which have filtered down through the education system from educators of the past and have now been adopted by current teachers.

It has benefitted from long established customs focused on rote learning and memorization as historically; traditional techniques were simple oral recitation of content material.

The main purpose of traditional education was to transmit skills, facts and standards deemed necessary to contribute to society. Teachers were the instruments by which knowledge was communicated and the standard behavior were enforced.

The needThe urgent need for

the creation and production of engaging learning materials has been identified in teachers’ conferences, recorded in institutional comparison sessions, and lamented in structured and unstructured settings.

Lucid attention-grabbing learning materials help to raise the level of students’ engagement in the classroom, motivate them in their assignments, and promote enthusiasm for learning.

The Reasons:•Capture attention

•Sustain interest

•Improve performance

Poor quality teaching aids, uncreative learning materials, and the worse scenario, an absence of learning materials all together, constitute a negative aspect of the learning environment.

Data Gathered through observation

over a period

Learning materials placed into five groups.

National and civic dutiesMathematics

LanguageSocial StudiesScience

Rated materials as Engaging Attractive Dull

Findings

Recorded frequency of visits to materials by students in out of session

Students seem to find the Nation al and Civic duties materials to be dull. They did not receive frequent visits.

Students found the materials under language attractive but not engaging

Materials under Social Studies, Science and Mathematics were visited regularly, read aloud and produced sensory reactions. These were found to be engaging since they were colorful, instructional and interesting.

Engage Principal Stakeholders1. Parents - anxious for the academic success of their children.

2. Teachers - eagerly pursuing their professional development, and

3. The administration - whose evaluation depends on the achievements of the school.

Parental Involvement

Building Connections

Parents will be encouraged to make regular classroom visits and during parents’ day to observe the materials that are utilized by students. Artistic parents can be co-opted to share their creative inputs. Modified assessment will be put in place to measure and evaluate students’ performance to determine whether students’ performance has improved as a result of the change. Teachers will use anecdotal data to determine student engagement and observe the level of interest in the teaching materials. Accountability and considerations for budgeting will be added responsibilities of the financial committee.

Professional Development SessionsIn staff development sessions I furnished teachers with research evidence on the usefulness and necessity of employing teaching aids in every lesson.

I shared guidelines and demonstrated how teachers can utilize materials, abundant in the environment, to produce low cost teaching aids. Citing comparative studies on this issue and drawing attention to best practices in other learning institutions I showed how the production of creative learning aids improve educational quality.

Staff development session

School’s Finance Committee

The allocation of funds has a critical role second only to the power of ideas and the influence of vision. Many good ideas are lost in budget squabbles I advanced the argument that engaging learning aid is more a function of the application of our creative powers than availability of financial resources. Requested a small increase in the percentage allocation for materials for the construction of teaching aids

No cost; Low cost Learning Materials

RecommendationsIncrease in the budgetary allocation for teaching materials.Teachers should view the production of creative learning aids as personally beneficial and satisfying rather than additional work and new burdens. All classrooms must have an acceptable percentage of engaging teaching/learning materials for all subject areas.Teachers should continue to use the materials in the environment to create teaching aids.Materials should be shared and teachers should continuously collaborate to share new and innovative ideas. Every member in the school’s organization must work towards enhancing the learning environment to make it conducive to learning. There is urgent need for a new building structure.

RationaleAn understanding of what motivates teachers Knowledge of the staff understanding prevailing mind-sets and what needs to be overcome for change to take root.Awareness of the excuses often tendered as obstacles preventing the adoption of new ideas. Countering these factors, provide valid alternatives, show that the new demands are not burdensome but mentally exhilaratingThe support of parents is indispensable for success. The relation between home and school and community and school cannot be minimized. Approaching those who control the school’s budget to allay fears

ImplicationsAdjustments Change

The implications that this solution will have for special educators, general educators, administrators, students, families, and the community

The change to be incurred will require the administrator to adopt, outline, and ensure the policy is followed.

It will be incumbent upon the administrator to also provide adequate space for storage and preservation of materials.

Teachers will desist from mere chalk and talk and lesson plans will have to be accompanied by teaching aids.

There will be extended time needed for producing materials and sharing ideas. Materials produced will be incorporated in lesson, used as reinforcements as well as shared among classes and levels for maximum effect.