The questionnaire will afford the study with basic data to build on. The information collected from the questionnaire will be used in identifying the acknowledgment of (6+1 Traits) in school in the first place. There will be interviews with school principal and some teachers/students who have applied the traits in the their classrooms to discuss the evaluation standards used to measure students' progress in writing. It will also discuss the rubrics used in the evaluating method of students’ writing works. On the other hand, interviews will pay administration’s attention to Personnel Development Programs including teacher training on (6+1 Traits).
This shapes and argument because it provides an experiment with children with learning disabilities and without and provides data on how they interact with each other. This source can be used to pull data from and also to explain how to help the teachers better cope with the children and make it an ideal learning environment for all children. Barrett, Courtenay A., et al. " Training School Psychologists to Identify Specific Learning Disabilities:
To have a clear distinction between summative and formative assessment, below is the table of comparison of formative and summative assessment. (Table 2.1) Source: https://www.youtube.com/watch?v=mjmM1iN-m-E Formative assessment Summative assessment Purpose To improve instruction and provide student feedback To measure student competency When administered Ongoing throughout unit End of unit or course How students use results To self-monitor understanding To gauge their progress toward course or grade-level goals and benchmarks. How teachers use results To check for understanding For grades, promotion. Table 2.1: Comparison of formative and summative assessment
Development is seen as progressive changes in the child’s apparent behavior as shaped by the environment over time . According to B. F. Skinner, the behaviorist teacher’s occupation is to plan, carry out, and evaluate instruction and to supply appropriate reinforcement for learning and behavior, producing the accurate response from the child . Teacher-directed learning and activities requiring little relational interface between the adult and child, such as rote activities and workbooks, are commonly used by
It helps the teacher to apprehend the prior knowledge of the learners and accordingly she determines the next steps. It informs parents and children about the targets and next steps for further progress. Assessment information helps school leaders to plan professional development needs of the teachers to support them. It also helps Board members to decide and plan the resources needed for making further progress. Assessment for learning enables a mutual learning between teachers and students.
How do learners learn in learner-centred teaching? The term 'learner-centred' depicts that learners are the active agents who determine how learning occurs. They "influence the content, activities, materials, and pace of learning" (Froyd & Simpson, 2000) and thus take responsibility of their own learning. The teacher, who takes the role of facilitator and coach, plays the key role of creating the necessary environment for the students so that they can learn independently.
To better understand the student-teacher relationship and its impact on educational functioning, it is useful to understand Attachment Theory and its influence on the parent-child relationship. Attachment is a theoretical framework researchers are using to better understand how children develop positive working relationships with their teachers. Attachment theory, as first described by Bowlby (1962), is a dyadic relationship between the child and his caregiver that impacts how the child learns to navigate his environment, establish interpersonal relations, and develop a sense of personal worth. Effective interactions will allow the child to develop a sense of security in the context of relationships and fosters an exploration of the child’s
Formative assessment refers to a wide variety of methods that teachers use to conduct in-process evaluations of student comprehension, learning needs, and academic progress during a lesson, unit, or course. Brown (2004) defines formative assessment as “evaluating students in the process of “forming” their competencies and skills with the goal of helping them to continue that growth process”. Cowie and Bell, (1999) adopt a narrower definition of formative assessment by using the definition “the process used by teachers and students to recognize and respond to student learning in order to enhance that learning, during the learning”. This definition requires formative assessment to take place during learning. That is, focusing the unplanned an
This tells them how they will be assessed throughout the class. Step 4: Instruction, giving students input by summarizing definition 's and demonstrating basic learning skills. Also, demonstrating the application of concepts and skills with a demonstration; it 's better for the students if the teacher demonstrates. Step 5: Checking for understanding, this step is a guiding practice to have learner’s do exercises effectively and monitoring informal or observational assessment as previously demonstrating in step 3 and 4.
Interactions between an adult and child during the early years are vital for their development and learning, as they are still grasping day-to-day skills and understanding new life concepts. Children learn and develop their language and literacy skills through interactions with others; they begin by absorbing, listening and then imitating and practising (Buckely 2003) Learning environments that promote language and literacy development are environments which expose and encourage children to interact with various forms of print. Behaviourists such as Skinner (1953) argue that language acquisition and development are learned through observation of behaviours in their social environment; these behaviours are then practiced through imitation by the child. Children learn through imitating what they see others do or how they behaviour, play is the most important learning tool for children to construct meaning of these behaviours.