Impact of Educational Leadership Episode 199

Hosted by: I. D. III for Isaiah Drone III

Dr. Theresa Poussaint| Buddy Thornton | Felicha Stanley

Are We Teaching What Needs To Be Taught

The disparity between teachers' and students' perceptions of students' ability to keep up with course demands has academic consequences that may further inhibit student
success. Research indicates that overconfident students may need to gain more metacognitive skills, which could be exacerbated by a lack of timely or frequent feedback regarding their academic progress. While setting long-term goals is important, because of the identified gaps in student understanding, the students should work to set short-term goals and monitor their own progress. Leveraging teachers' ability to provide ongoing support is a good solution, as it allows teachers to take on a leadership role and share professional knowledge with peers. It will also help support and sustain the school improvement process over time. However, these goals are only possible to meet with the necessity and value of integrating focused instruction on developing students' ability to monitor their comprehension, assess their progress, and apply other metacognitive skills.