(Ritualo, 2000). This work would serve educators, particularly in assessing students, Supervisors and Curriculum Planners to find understanding the outcome of assessment (traditional and authentic) on science appreciative and learning conclusions of scholars. Classroom assessment practices are based on teacher beliefs, training, knowledge and skills in educational assessment. Understanding teachers’ classroom assessment practices remains pivotal for informed educational decisions that can be made about students’ learning outcomes. The results of this study may provide valuable insights for understanding teachers’ classroom assessment practices and needs for teachers in and other parts of the world.
Differentiation, with respect to instruction, means tailoring it to meet individual needs of the students. Teachers can differentiate content, process, products, or the learning environment, the use of ongoing assessment and flexible grouping makes this a successful approach to instruction. Teachers differentiate the four classroom elements based on student readiness, interest, or learning profile. (Tomlinson 2000). Differentiated instruction can be known as an organizing framework in teaching and learning which calls for a major restructuring in the classroom and syllabus, if done in the proper way, its benefits will transgress the costs.
Also, formative assessments give our students evidence of their current progress to actively manage and adjust their own learning. This also provides our students the ability to track their educational goals. In addition, formative assessments give us the ability to provide constant feedback to our students. This allows our students to be part of the learning environment and to develop self-assessment strategies that will help with the understanding of their own thought process. Remarkably, Black and Wiliam (1998) conducted an extensive research study involving over 250 studies to ascertain whether or not formative assessment could be shown to raise levels of attainment in the classroom.
Schools should be designed purely with the intention building on student’s academic and recreational needs. I am beginning to understand the idea of how teachers work togerther in these environments bringing forward their subject strengths. Teachers can then bring forward a considerable amount of knowledge or skill in a particular subject and therefore be the primary educator in this area of inquiry. This strength-based teaching enhances the range of pedagogies including delivering, applying, creating, communicating and decision-making (Osborne,
The importance of learning has increased in the context of social changes and environmental development. The social learning has been defined as learning that occurs through the reciprocal interaction with the environment and others. It is said to be a metaphor that provides a way in order to understand the complexities of the factors that influence directly and indirectly to the education. Every adult is contributing towards the contextual factor and become a part of complex ecology with the system of interdependent social relationships of self-sustaining. The adults are learning in the ways at the workplace through educational trajectories and the complex intertwining of the social institutions like labour market, workplace, and community.
The role of the teacher is to provide a meaningful learning environment that is individualized for the learner (Subban, 2006). According to Ibrahim (2017) “The theoretical framework for personalized learning includes a constructivist perspective, with the teacher functioning as the MKO and assisting the students through the ZPD by keeping in mind the students’ academic background and learning styles”. Finally, social interactions inside or outside their environment with “more knowledgeable others” (MKOs) help the students in their Personal Learning environments. ii. Knowledge
Students will be prompted to handle the phenomena at hand on conceptual level and at the same time promote to make links between the practical and theoretical understandings. That means, there is close correlation between the role of 21st century skills with the aim at practical work that highlights on the collaborative learning throughout the activity during the lesson. Students will work together to discover the information about the topic and construct their own understanding rather than passively received the information directly. Plus, studies had found that students can gain more knowledge through discovery activity as they trained themselves to solve problems, interpret data and discuss the theory. However, there is much debate about the conductance of practical work within the teaching and learning of science in schools.
By providing a hierarchy of levels, this taxonomy can assist teachers in designing performance tasks, making questions for discussing with learners, and providing feedback on student work. This resource is divided into different levels each with Keywords that exemplify the level and questions that focus on that same critical thinking level. Questions for Critical Thinking can be used in the classroom to develop all levels of thinking within the cognitive domain. The results will be improved attention to detail, increased comprehension and prolonged problem solving skills. One way to challenge learners in the classroom is through the use of Bloom’s Taxonomy.
I must remind students that during this lesson, they will get a chance to share their thoughts about the Supreme Court case, but must be respectful to others opinions. There are no ELL’s in this class. There are no gifted students in this class. There are no IEP’s. Two students have 504 plans.
My Applied Learning Experience engaged me in real world classroom situations that required me to put into action the knowledge and skills developed through academic coursework. In addition, these experiences helped me connect academic learning to the real world, facilitating the ability to obtain and enhance the knowledge and skills required to be a teacher. Furthermore, this practice experience gave me opportunity to incorporate and apply teaching strategies taught in the university classroom to a real world classroom setting. Last of all, my ALE provided insight into the complexities of teaching children of low economic