Reflection Paper 1 About the explicit curriculum Vs implicit curriculum In order to clarify about preferring of explicit curriculum or implicit curriculum, the learners must be understood how both curriculums works as a field of education. Teachers designing their curriculum must consider how the environment of the classroom will impact students. A student will learn from what is taught in a class and from how that class is taught. That student will also take lessons from how her/his class and school are organized. These are the concepts of explicit and implicit curriculum, and they help educators think about the different ways students learn so they can design more effective methods of teaching.
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.
34) stated “the constructive alignment based on constructivism in learning and alignment in teaching where aims, objectives and assessment and teaching and learning activities align constructively” (p. 34). The most essential thing is whatever evaluation assignment we utilize it ought to be obviously adjusted to the learning result and showing and learning exercises Assessing the learner’s performances is a crucial tool in the teaching and learning process and must reliable with the objectives and what is taught and learnt such as assessments tasks, learning objectives, and instructional strategies. This paper will be a discussion based on, what is the most appropriate methods of assessment should be use to measure and evaluate student learning? “The research on formative assessment and feedback is reinterpreted to show how these processes can help students take control of their own learning, i.e. become self-regulated learners.
Assessment Strategies for Differentiated Learning 1. Differentiated Learning Differentiated learning is a technique that used in some classrooms that caters to the individual needs of each student. Teachers use several types of activities and methods in order to teach their classroom. Differentiated instruction gives students options on how to take in information, and ideas. Additionally, it can help them to show the teacher what they have learned in other ways instead of just taking a test.
It hampers development of ideas and impedes growth. "The quality of relationship among teachers is strongly related to implementation" (p. 77). It is also important that there be "teacher participation in decisions concerning project operations and modifications" (Berman & McLaughlin, 1980, p . 9). This means that teachers have to be involved and their ideas heard to ensure ownership of the project, "the staff were more likely to invest the considerable energy needed to make the project work.
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.
In a learning environment, teachers want to help students engage with what they are doing to promote deeper understanding" (Kohn, 1997c). The student-directed learning theory implies that the teacher should share the
One assumes that students will be different after a unit of work has been taught. The question arises as to the degree of difference. Hence, measurement assessment, and evaluation are important to determine the degree of difference. Within this context, classroom instruction enables students to achieve intended learning outcomes. In so doing, the teacher becomes a predictor.
This sign supplements that theory well because to succeed in schooling, you must do all of those things in order to apply yourself the right way. This theory connects with PST numbers 1b, 2a, and 2b. These PSTs include are indicators for how the children are doing on their work inside of the classroom and making sure there is reinforcement within the classroom to help motivate the child. The last principle in the behavioral learning theory is “learning results from the effects of stimuli on responses” (Fetsco and McClure, BLT #3). When planning a lesson, the teacher must “provide the stimuli needed to produce the desired learning” (Fetsco and McClure, BLT #3).
They will be harsh to force you to become disciplined in life to be able to use that skill in future instances. Grit is becoming a popular skill that teachers want to teach their students. It will help to accomplish any goal in life, no matter how to tough it is. Learning self-confidence is key to doing anything in the future. If you lack the ability of confidence, you will be to scared to try something you have wanted to do because of the fear of failure.