But a single score in traditional tests may reveal students’ different understanding of the subject matter and may show that they have employed different strategic processes. Sole dependence on tests consisting of response-choice items may lead to instruction that emphasizes recall of facts and the application of memorized routines or procedures. Cowie and Moreland (2015) in his book stated that for students to become discerning, classroom assessment needs to ensure students experience and exercise individual and decision making. It must be applied to their everyday life and used for a long life learning. However, if assessment requires synthesis of information, divergent thinking and evaluation, instruction is more likely to include activities that promote these skills.
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.
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.
Additionally, the tasks need to be constructive and interlinked and provide a challenge to the students while also acting as a motivation factor. The adopting of effective teaching to match the personal strengths of the students ensures that a student’s learning outcome is achieved Holistic assessment should be encouraged to understand what the learner has captured on a learning
Such support can come in many forms such as ‘helping learners do needs assessments, locating learning resources, choosing instructional methods, and evaluating strategies’ Merriam p107. The second category refers to self-directed learning as a process of learning. Attempts are made to understand the process of self-direction with a view of adopting them to formal learning. They are three main models, linear, interactive, and instructional models Knowles and Tough model are linear. Knowles developed learning contract meant to encourage and support learner’s self-direction.
In the future the personalized learning will change because the students will begin to customize their schedules, they would have more opportunities for searching a job. In our opinion a personalized learning is recognizing that no every student has the same educational interest or goals. In future the teachers will give individual learning abilities to determine how each students can be instructed, and then when they gave that information then they can help the student with videos, papers, etc. if you have a personalize learning you would have more opportunity to learn more things, because you have all the attention of the teacher and he or she can help you especially in your goals that you have in your education and also the teacher creates a classroom culture of respect and guidance in learning content. As long as technology has continue to stay in the classroom and the technology is being improving, the concept of personalized learning has gained a lot of traction among the teachers, the colleges and the students.
The more times that a teacher can help a student one-on-one is more times that a student can pass a test or improve their grades on their homework and tests. Not only does this give room for improvement, but it also limits room for error. In conclusion, I believe that the typical grading system is more effective than the non-typical grading system. The new grading system sets students up for failure by forcing them to focus on only one end of semester assignment which is only showing what they know at that time. But how are they expected to excel even on that assignment, if they do not receive the attention and help necessary from their teachers.
STUDY SKILLS Study skills or study strategies are approaches applied to learning. They are generally critical to success in school/university, considered essential for acquiring good grades, and useful for learning throughout one’s life. “You will never know what you can really do until and unless you free yourself from the way you have always done it.” A person should study and continue studying so that he can learn new-new skills. Some students think that their IQ level is less than the other students. And it’s often taken for granted that academic success is the result of ‘being clever’ and that is something you are blessed with or not at birth.
I learned in this activity how crucial time management skills will be to my ability to complete this course successfully. The analysis from the questionnaire (Table 2) as well as keeping a record of what activities I focus on for a couple of days, opened my eyes to a few areas of improvement. From the patterns observed I could see that most of my time was taken up by work and commitments as well as procrastination. Not being able to juggle theses successful led to irritation and was unproductive. Research suggests that managing ones emotions, being self-aware and self-motivate can be factors for success for a student (Allan, 2009).