Students become self-reflected learners; they take responsibility for their own learning. The key to assessment as learning enables students to develop the capacity to monitor their own work in progress which the teachers support through encouragement and monitoring. ( Dear Hammond, L. (2012) Based on curriculum expectations and the achievement charts, the students are taught to use rubrics, samples and models as a good practice. In addition, formative assessment is a procedure utilized by instructors and students amid guideline that gives unequivocal input to alter progressing educating and figuring out how to enhance students ' accomplishment of planned instructional outcomes. Formative evaluation is a technique for persistently assessing students ' scholastic needs and advancement inside the classroom and goes before nearby benchmark appraisals and state-commanded summative assessments.
Lessons are designed according to students learning difficulties. Students’ prior knowledge is assessed through the pre-tests and interviews as assessment tools to inform the content of the lessons. According to Hodge (2010), the key component of an effective lesson is when the teacher understands and knows about the topic. As Variation Theory using learning study is collaborative in its nature, teachers gain more knowledge on the topic as they discuss and meet to share their past experiences about teaching the topic before proceeding to the
Information processing models from the 1970s included executive control system that regulates basic cognitive processes. Also, Vygotsky, (1896-1934) and Piaget (1896-1980) also added self-regulation and self-reflection in their cognitive development theory. Self-regulation and self-reflection are in fact metacognition. After the work of Flavell, many researches have been conducted and a lot of new findings came up. One of the recent definitions of metacognition is that it is the students’ awareness of themselves as learners (Weimer, 2012).
In learner-centred learning, students "construct knowledge through gathering and synthesizing information and integrating it with the general skills of inquiry, communication, critical thinking, problem solving and so on" (Perumal, 2015). How do learners learn in learner-centred teaching? The term 'learner-centred' depicts that learners are the active agents who determine how learning occurs. They "influence the content, activities, materials, and pace of learning" (Froyd & Simpson, 2000) and thus take responsibility of their own learning. The teacher, who takes the role of facilitator and coach, plays the key role of creating the necessary environment for the students so that they can learn independently.
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.
Taking learner feedback helps teachers to identify individual or group needs of learning. It helps the teacher to apprehend the prior knowledge of the learners and accordingly she determines the next steps. It informs parents and children about the targets and next steps for further progress. Assessment information helps school leaders to plan professional development needs of the teachers to support them. It also helps Board members to decide and plan the resources needed for making further progress.
In other words, the study intends to show how and to what extent the current teacher recruitment polices and procedures contributed to improvement of teaching and learning quality at school level. In a nutshell, the specific objectives of the study are: • To explore current teacher recruitment practices and whether or not they respond to the need for qualified
Their roles is to plan, coordinate, schedule, and evaluate curriculum and instructional outcomes within a secure, positive, and enriched inclusive classroom environment. Their main responsibility is to provide instructional schedule and long range plan information. On the other hand, special education teachers have to design their lessons plans to fit each of the individual’s needs. Their main role is to provide instruction and support which facilitate the participation of students with disabilities in special education classrooms, but also in regular education classrooms. Their principal responsibility is to serve as case managers and be responsible for the development, implementation, and evaluation of their students.
Learning is more commonly conceptualized as a process that students actively construct their own knowledge and skills instead of characterizing it as a simple acquisition process based on teacher transmission (Barr and Tagg, 1995; DeCorte, 1996; Nicol, 1997). Students interact with subject content, discuss it with others, in order to internalize meaning and make connections with what is already known. Terms like ‘student-centered learning’ is one reflection of this new way of thinking. The core assumptions are active engagement in learning and learner responsibility for the management of learning in this new way of thinking (Lea et al., 2003). As seen learning is a process that students are to be engaged and take responsibility in stages of
I think there are many reasons the teachers should understand the Development Appropriate Practices prior to implementing creative activities to young children in the classroom. A teacher’s role in the Developmentally Appropriate classroom is to create an environment that promotes learning. Also, they are a facilitator and enabler. According to Kostelnik (1992), "...developmentally appropriate classrooms are active ones in which both teachers and students learn from one another." From that view, the teacher must understand the three core components of DAP and what Development Appropriate Practice means so she/he can apply it in the classroom.