Schools and teachers assess students in numerous methods, for a diversity of reasons – ranging from extensive classifications of judging, sorting and ranking, to more subtle explanations, determining students’ needs and level of understanding. Educators have distinguished a very strong difference concerning summative assessment and formative assessment; however the distinction is believed to be modified between how data is generated and how assessments are used. This paper will focus on formative assessments, and the difference between formal formative and informal formative assessments. Proceeding to the observation on how assessments can be used in the classroom effectively, the aspects of assessments and procedures to follow. Concluding
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
Classroom administration is the procedure by which educators and schools make and keep up suitable conduct of understudies in classroom settings. At the point when classroom-administration systems are executed successfully, instructors minimize the practices that obstruct learning for both individual understudies and gatherings of understudies, while expanding the practices that encourage or improve learning. Classroom administration is truly hard and numerous scholars discuss it and each is not quite the same as the other where every scholar has his/her own thoughts and considerations. Some of them are specified beneath. In Redl and Wattenberg 's theories, they incorporate gathering flow, poise, the delight torment guideline, and comprehension
The learners need to be considered which is of the greatest value for teaching and learning an explicit curriculum or an implicit curriculum. Implicit, or hidden, curriculum also refers to lessons that students take from teachers' attitudes and the school environment. This learning can be either conscious or unconscious. For instance, the location of a teacher's desk at the front of a classroom underscores his authority and positions him as the center of the class's attention. A school's rigid class schedule may make students perceive learning as an inflexible and authoritative process.
Classroom administration is the procedure by which educators and schools make and keep up suitable conduct of understudies in classroom settings. At the point when classroom-administration systems are executed successfully, instructors minimize the practices that obstruct learning for both individual understudies and gatherings of understudies, while expanding the practices that encourage or improve learning. Classroom administration is truly hard and numerous scholars discuss it and each is not quite the same as the other where every scholar has his/her own thoughts and considerations. Some of them are specified beneath. In Redl and Wattenberg 's speculations, they incorporate gathering flow, poise, the delight torment guideline, and comprehension reality.
Meaning and message are the special tools for instruction, and the language is the main goal of the lesson and the focus of activity. On the other hand, language is also a tool for obtaining the objective of the lesson (Solhi & Büyükyazı, 2011). Interaction occurs between teachers and their students in order to acquire insights into class-based learning. The second language classroom is a dynamic and complex series of interrelated contexts, in which interaction is regarded as being essential to teaching and learning (Walsh, 2006). According to Qian, Tian &Wang (2009), classroom communication is a problematic means.
Abstract: TPACK is a framework for the learning process in which educators combine Technological, Pedagogical and Content Knowledge to deliver the learning experience. Therefore, TPACK can be defined as a complex interaction between the technology, pedagogy and content. TPACK expresses the overlap between these factors in a two-dimensional space, placing TPACK at the centre. Educators can place their teaching episode within this space and ask, if I place my delivery at this point is it the best point in the TPACK space? Secondly educators may ask how can the best point within the space be determined?
There are different societies that differed distinctly from each other and many of these differences persist till today. As cultural diversity is a challenge in teaching learning process, it is not an easy task for a teacher to educate an increasingly diverse student population in school. It becomes the responsibility of the teacher to meet the needs of students from the culturally diverse societies. Teachers need to behave in such a way to overcome these difficulties that they face because of the persistence of cultural diversity. In this paper discussion is made upon the role played by the teacher in culturally diverse society.
Overview and Justification of Learning Resource The learning resource as required for the Day 2 instructional module was identified in Assignment 1. These supporting resources serve as an important means for the transfer of knowledge and skill to the learner and they include: (a) Supporting resources such as projector, classroom facility; and (b) Instructional material such as facilitator’s guide, participant’s guide, ISO standards, audit checklist and templates and presentation slides. The entire list of learning resources needed to support the instructional module is described in Appendix 2: Representation of Learning Resource and it includes the justification of the resources needed with reference to the Gagne’s (1985) nine events of
Alsup 2006; tkinson 2004; Cohen 2008; Day and Kington 2008; Trent 2011). Teacher education that produces technical rationalists who teach beyond their personality and experiences has shifted towards the notion that teachers are a source of their work and learn from their experiences (Carter and Doyle 1996). Such thinking views the concept of teacher identity as a salient element in educational studies. As Sachs (2005) points out, teacher identity offers a framework for teachers to build their