Rubrics are evaluation guides that provide feedback on several different learning objectives, recognizing where a student falls into the spectrum of proficiency for each objective. Teachers should model the use of rubrics early in the class and explain to the students the importance of the holistic grading. When the students get used to the concept, they can use the rubrics to evaluate their own progress. Through the use of rubrics the teacher can receive information that reveals gaps between students’ perceived performance and actual performance (Alpert,
Good teachers put in practice critical thinking at every stage of the learning process of application. The key is that the teachers who foster critical thinking foster reflectiveness in learners by asking questions that stimulate thinking essential to the construction of knowledge. According to Beyer(1995) Critical thinking means making clear, reasoned judgments. While in the process of critical thinking, your thought should be reasoned and well thought out and judged. In the same stand of critical thinking experiential Learning as a consolidating process to critical thinking is an undeniably important learning strategy which has currently evoked the assumption that people learn more
The CAPS strives towards a classroom environment where learners are able to work as individuals as well as part of a team. Constructivism states that learners should participate in cooperative learning so that they can be able to learn from their More Knowledgeable Other (2016:61). The CAPS promotes the use of different communication methods in the classroom in order to teach efficiently. In addition, teachers should make use of visual, symbolic and language skills simultaneously. Constructivism promotes the use of technology in the classroom in order to support teaching (2016:98).
It also encourages the cognitive apprentice approach where reflective practices of learner (learner-self interaction) and the interaction between the learner and the facilitator are crucial, similar to my personal lens. The function of context is another aspect of my personal lens aligns with the established theory where contextual learning is the key. Using authentic contextual experiences that are decided by learners drive the learning experiences in my kind of classroom. Finally, with regards to the role of facilitators, both views support that educators should provide guidance from reliance to gradually move to independent
In accordance with Piaget’s theory, the learner interacts with objects and events available in the physical and social environment and therefore comprehends the objects or events using the process of assimilation, accommodation and equilibration. The learners, therefore, construct their own conceptualizations and use them to generate solutions to problems. This theory also suggests that humans create and construct knowledge as they try to bring meaning to their experiences. In the differentiated classroom, teachers should facilitate the learning process by organizing learning activities and using variety of aid material according to the level of students’ cognitive structure to enable them to construct knowledge through their
Teachers can reflect on each student’s level of achievement, as well as on specific inclinations of the group, to customize their teaching plans., after receiving this information. Assessment is used as a research to find out as much as they can about what their students know, and what confusions, and prejudgment, or gaps they might have. Continuing assessment provides day-to-day feedback about the learning and teaching process. Assessment can reinforce the efficacy of teaching and learning. It also encourages the understanding of teaching as a productive process that evolves over time with feedback and input from students.
Introduction Enhancing learning for students involves more than just being able to apply general learning and teaching principles or guidelines. In Educational Studies 1: Classroom Learning and Student Development, we have been learned about how students learn. Most importantly, it involves inquiry-based activities which familiarize us with the roles of teachers in promoting learning and catering for student diversity and individual differences. Throughout the past lessons, one of the most influential, inspiring theories is the theories of motivation to understand and improve educational processes, which means helping our students see the true value of what they are doing and giving them reasonable expectation of success in achieving it.
Diagnostic assessment establishes a baseline for standards within the course, allows student to determine their preparedness for their current learning activities and also permit teachers to adjust their introductory activities so that majority of the learners are able to participate at a meaningful level. Formative assessment intends to improve the teaching and learning process through the feedback it gathers. Summative assessment is used primarily for progression and certification purposes. Integrative assessment describes specific types of task with specific outcomes and reward mechanism. The primary purpose of this assessment is to provide feedback (judgement) on the learner’s ability to be self-regulated.
It also implies to be caring and understandable and above all enhance learning. An effective teacher should be able to provide effective teaching and learning process. Dealing with the tasks about “differentiated instruction”, “motivation”, “disciplines”, and “thinking skills” has broaden my mind better about what they are. During my reading for the assignment, I have been able to understand each theory which is link to the point mentioned above. Moreover, I have learned how to apply it during my teaching in classroom so as to increase positive response from my students.
It occurs as a part of everyday teaching and learning and uses information from ongoing assessment to shape classroom teaching and learning. Assessment as learning puts the students in active role as learners, using assessment information to self-assess, regulate and monitor their learning progress. Assessment is important for several reasons: 1. Assessment result provide qualitative information that helps faculty determine how they might improve courses and/or programs through changes in curriculum, teaching methodologies, course materials or other areas. When integrated into the planning cycle for curriculum development and review, assessment results can provide powerful rationale for securing support for curricular and other changes.