This-essay is a7310083.htm which is available at the web-site www.essayz.com. See more notes at the bottom. Previous-Essay <== This-Essay ==> Following-Essay By-Months By-Years By-Words Webs of Like-&-Un-Like ESSAYS <==> Like-&-UN-Like This-One ========================================================== %INSTRUCTIONAL EFFECTIVENESS 731008 Instructional effectiveness depends upon each member of the educational team being motivated to be helpful to others. The clever use of old and new techniques to accomplish traditional purposes more efficiently---may help maintain standards of technical training, but at the same time generate emotional responses which will cause students to undermine education through their decisions and actions which reduce honesty and so reduce helpful dialogue within occasions of authentic meeting. The carry- over value of training in techniques is less comprehensive than is the carry-over value of genuine education which respects the integrity of real students---and encourages them to take initiative and make value judgments in fail- safe contexts. Instructional effectiveness depends upon each member of the educational team being free to choose to try new ways---to reach realistic goals appropriate to their own developmental stages. Instructional effectiveness is reduced by the efforts of some to maintain full control--- and to impose standards which inhibit mutual evaluation and the asking of new questions regarding the educational venture. Traditional grading practices often inhibit honest group discussion and maximize the use of purchased educational resources---because the grading practices cause students to set priorities which fragment their education and reduce motivation toward self evaluation. Because students are not free to make their own declarations of competence---the unexamined assumptions of traditional education rarely are challenged in the states of consciousness of professional educators. An essential step to transcending the above blocks to instructional effectiveness---will be the encouragement of professors willing to try new ways, in a fail safe context---which will validate helpful new ways and acknowledge the reality of initiatives which failed to be helpful to real students. The radically new ways which need to be tried can not and need not be implemented by all. The only way to basically improve instructional effectiveness is through the incarnation of new assumptions in voluntary educational initiatives which encourage greater student-student interaction and greater student initiative in making use of available educational resources. The use of clever techniques will not solve the real problems which block instructional effectiveness and efficiency. (c) 1999 by Paul A. Smith in GO: essayz.com "Search for Integrity and Honesty" (On Being Yourself, Whole and Healthy) ==========================================================
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