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.
These adjustments help to ensure students achieve, targeted standards-based learning goals within a set time frame. Although formative assessment strategies appear in a variety of formats, there are some distinct ways to distinguish them from summative assessments. We do not hold students accountable in "grade book fashion" for skills and concepts they have just been introduced to or are learning. The formative assessment will help our teachers determine next steps during the learning process as the instruction approaches the summative assessment of student
Once I figure out a strategy I apply the doing piece, trying and tweaking my approach until I have found an optimized route. Being aware of my learning style is important because not every child will learn the same. As a teacher, I need to be able to teach to everyone. When I placed my learning style scores into the grid, I
Teaching methods differ in terms of approach which as observed relate more to procedures which influence inner coherence, produce specific educational effects. The traditional approach embodies two, namely: (a) the didactic method, also called the directive or autocratic style, which is based on logo-centrism and an instructor-centred approach. Its focus is the teacher, who explains the logical and practical aspects of the issue or topic; secondly, (b) the dialectic method. In this approach, students are involved in the learning process and are expected to ask questions; thirdly, (c) The heuristic or research method. This method makes students the protagonists of their learning process, since they must find, guided by the instructor, and through research and experimentation, the solutions to the problems.
One most important tip is for teachers should educate themselves and learn as much as they can about intellectual disabilities. There are some techniques and strategies that teachers can also use to support children educationally. First teachers must recognize that they can make a difference in student’ lives by finding out what their strengths and interests are, focus on them, and create opportunities for success. Teachers must also be concrete as possible by demonstrating what they mean rather than giving directions verbally and tasks that are longer in steps should be broken down into smaller steps and provide assistance when necessary. As it relates to student skills, teachers should teach life skills such as social skills and occupational awareness and exploration by involving students in group or club activities.
It is important to perform multiple assessments for students and track their improvement for concepts they are struggling with to see whether changes in how the information is being relayed need to be made or whether the student needs additional instruction outside of the regular class meeting time. The data collected in the response to intervention process is extremely important because rather than saying this student improved or this student still needs work on certain concepts, it can show you exactly which students are struggling and to what degree, and then it will help teachers within their intervention plan to assess whether the percentage of understanding for the student goes up or down throughout the assessment period. Having hard numbers to relate back to especially over a longer period of time is more effective in helping the teachers modify or adjust the plan to help the students show growth in their
In this study, the instruction followed the criterial tasks of the K-12 Curriculum. The teacher was a facilitator guiding the learners to arrive at the meaning of a difficult word. While the teacher acted as a facilitator, the learners were involved in an activity of identifying the meaning of a difficult word using speed drawing and kinesics. Lastly, the learning strategies used in this study is akin to that of the K-12 Curriculum which is performance-based. Speed drawing and kinesics as strategies in improving vocabulary retention are characterized by direct participation of learners.
The behaviors that students present- good or bad the teacher will either give the reward or punished. This Theory is to learn in different type of ways that using operant and classical conditioning. That uses stimuli and responses that are basically like test to get you used to different
During the cognitive objective, at the end of the lesson the students would verbally tell me the cues from the lesson. During the affective objective, the students would keep themselves and their peers’ safety in mind. These objectives were aligned with the learning tasks to actively engage my students. I monitored my students’ performance by providing positive, negative, individual, class, general, specific, congruent, and incongruent feedback. I extended tasks by increasing or decreasing distance and changing the implement to something smaller, bigger, lighter, or heavier.
This goes beyond providing a wide range of manipulatives for students to choose from (which is beneficial) but tasks teachers with identifying what types of manipulatives lend themselves well to specific concepts, or the idea that tasks and tools go hand in hand. In the future this knowledge will inform my decisions about how to best approach new concepts and what I can do to help set my students up for success. As a teacher, having a variety of manipulatives at your disposal gives you the ability to give individual students the type of support they need to understand ideas and achieve goals; what works for one student might not work for another but having multiple options for them to choose from and connect with makes math concepts much more