The students taking the test really benefitting from it. For example, " It helps educators become aware of children’s strengths and areas of their learning and development in which they may require further support and nurturing" (McLachlan). McLachlan is trying to explain with assessments given to the students it gives the teacher the opportunity to see each child 's strengths and each child 's weaknesses. Assessments tell the teacher what the teacher needs to work on again and what they do not need to work on. This is valuable for both the teacher and child because both are setting goals and developing the brain by the student is gaining more knowledge and getting tested to see how well they contained the material.
John Dewey’s principle. John Dewey’s principle of teaching states that the core of the educational process is the youngster. He too considered that students learn best when they have to work out problems that are meaningful to them. He got the idea of a mentally active, hands-on learning. He also believed that kids learn effectively through personal conflicts in which they must inspect, gather thoughts, procedure data and put thoughts into practical usage.
In the Educational Leadership article entitle “The Boss of My Brain”, authors Donna Wilson and Marcus Conyers examines the explicit instruction in metacognition. Researchers stated that “explicit instruction in metacognition puts students in charge of their learning.” It was also stated that “meta-cognition supports learning by enabling us to actively think about which cognitive strategies can help achieve learning, how we should apply those strategies, how we can review our progress, and whether we need to adjust our thinking.” I believe this a unique teaching tool for teachers to implement with their students. With the use of metacognition, students whether they are struggling learners or gifted can learn how to use a variety of cognitive strategies to help improve their learning.
Gardner’s theory of Multiple Intelligences. Gardner’s theory of Multiple Intelligences suggests that individuals have different types of intelligences. Multiple Intelligence teaching methods recognize eight types of intelligence: visual-spatial, linguistic, logical-mathematical, bodily-kinesthetic, interpersonal, intrapersonal, musical, and most recently naturalist. Gardner (1993) stressed that schools should not only focus on linguistic and logical intelligences but also on the diversity of student’s strengths. In this way, the students’ intelligences can be met and challenged.
Group achievement tests are mostly administered in the classroom setting, whereas individual achievement tests are utilized one-on-one in clinical or school settings. Group achievement tests might also be considered as educational achievement tests, since these instruments are apparently employed in academic settings. On the other hand, individual achievement tests may be an important measurement tool in the diagnosis of learning disability. Not only do these tests render documentation of impaired scholastic performance in crucial areas as reading, writing, and numerical ability, some achievement tests can aid in identifying certain skill deficits relative to learning disabilities. In an ideal manner, individual achievement tests should be used in conjunction with other measurement tools, especially intelligence
Classroom Observation Reflection Abrar Hilal University of Oklahoma Tuesday, February 12 Classroom Observation Reflection Special Education Classroom Report The special education classroom that I observed, included the main teacher, two teacher assistants, and ten students with Developmental Delays. The main teacher uses technology to aid the students to learn easy and faster. A smart board is present in the classroom, but the teacher doesn 't use it often as she prefers to use her own handouts and her specially created activities. I think this is effective as she can modify activities better and so that the students benefit from that personalized touch. The class was very big and has many chairs, and tables no one uses it.
Students who are allowed to explore, empathize, question, hypothesize, conceptualize, experiment, and evaluate throughout their own learning become productive community members" (Hummell 5). Allowing children to learn to think critically helps them to solve problems and have a logical argument about something they believe is true. Applying critical thinking into schools gives a child a chance to make a difference. Also, Elizabeth McKinstry agrees with Hummell in challenging the next generation to think for themselves. McKinstry writes about how Common Core education helps children become more interactive in the world and teaches them how to apply the knowledge they have learned in life.
Drawing on how conventions and prospects regarding what establishes the right way to talk (or even write) might influence the educational experiences of children from conventionally marginalized groups across a range of educational contexts in US society, this work primarily reformed how many research experts viewed the role of language in education, discourse in learning, and culture in communication. For the meantime, Sacks, Schegloff, and Jefferson (1974) were inspecting the organization of turn-taking in conversation, while Sinclair and Coultard (1975) were examining how teachers and students interacted with a focus on the very common initiation-response-evaluation (IRE) sequence present in most classroom
Through this tradition also, it can boost the student’s interest to come to the school and enjoyable when they are in the classroom. Besides that, conduct the classroom meetings also important to make children feel welcome. This procedure can be lead by teachers as a facilitator and guidance for the students in conducting the meeting. Teacher can be a leader to start the meeting. When having this meeting, the problems and conflict of the classroom can be discussed and solved.
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. additional assessments determine needs for re-teaching which makes the content of the lesson and its objective to stimulate the minds of the learners. Step 6: Closure, reinforcement to major points learned and help organize the students learning and cue’s them to know they have arrived at an important part of the lesson.