One example is that psychomotor skills of performance-based task among the students in their classes. A good lesson allows a valid and reliable criterion reference of performance. A lesson log is a printed set of guidelines that distinguishes performance or products of different quality. According to Adorinda R. Monje-Sarmiento (2008), Evaluation is a primary part of the education process. The teacher should lead every experience in terms of the needs and interests of the students as seen in life situations.
For example, I will choose the course materials based on my students' background and expectation. During the lectures, I will encourage students to ask questions and involve them in discussions in class and conduct short-answer quizzes. This approach presents many challenges, especially for classes with large enrollments. However, because of the significant benefit it may bring to students, I intend to try my best to conduct my teaching activities in that
This model focuses on asking and answering questions to learn about the subject being presented. Inquiry training allows students to ask questions about a subject and through experimentation, answer those questions. Through experimentation, carefully guided by the teacher, students learn strategies that can be used, like concept attainment, in later learning in life and in the classroom (Mohr, 2010). Inquiry training model has five phases. The first phase is the students’ introduction with the puzzling situation or problem.
School based assessment implementation could be present through the different manner such as, hand on education materials, involve students in preparing a presentation or assignment that requires them to relate to the outside world. In addition, teachers need to explain the objective of the course to the students. It helps the students to understand the requirement of the course and enable them to connect the academic studies in a new approach. Teaching using technologies also improves learning among the students. For example, presentation software like PowerPoint that enable to embed photographs, diagrams, videos and sound file to augment text and verbal lecture content.
This study demonstrates a way of organizing the data, both quantitatively and qualitatively, to aid in forming conclusions about the ability of the service experience to enhance the learning of student participants. Additionally, the students are given “voice” through this research as their commentary unfolds to help others share in and learn from their experience. Such assessment is valuable to the faculty and administration when considering continuation of implementing service learning at the MIHC. The purpose of this study was to describe students’ experiences, attitudes, and learning outcomes associated with the implementation of this service-learning rotation related to three fundamental questions: Did the service-learning experience increase student awareness of the needs of elderly populations? Did the student possess professional growth as a result of the service-learning experience?
With this research, it is hoped that the type of motivation of the students and how motivation impacts student in second language learning could be found out. The analysis on the findings which were obtained from questionnaires and interview done by the subjects to strengthened the research. The result of the findings was the main focus of the next chapter. SURVEY QUESTIONAIRE SHEET Subject
It is a process of gathering and interpreting evidence to make judgments about student learning. It can be used to practice, plan curriculum, and to reflect on teachers teaching method. It also help us to provide information to parents, children and also administrators. Different ways of assessment are being used to allow the teacher to decide which instructional strategies are essential and which need to be changed. Formative, summative, traditional, alternate are ways of assessment.
This is a student centered method which is used to deliver conceptual knowledge rather than rote memorization. In this method teacher or instructor asks a probing question about any issue or concept he wants to teach. This question acts as a stimulant for students to think. Asking questions help students to analyze and evaluate the situation/ problem/question which are two higher levels of thinking (according to bloom’s taxonomy). In open ended discussion students share their ideas and thoughts about the problem, here conflict in the ideas may arise but each student have his own logic to support the answer?
Quizzes can be used to test materials that you have previously taught, but they are also useful in learning new information Teacher should ask the students to answer true or false to each of the questions in pairs or groups. They will share their existing knowledge and common sense to give answers. It is not important whether students get the right answer or not, but by predicting, students will become more interested in finding out the right answer. The right answers can be given by the teacher, through a reading, listening, or video. At this point, extra information can be provided.
PART C The Teacher’s Role, Student’s Role, Content Organisation, Delivery and Assessment in Learner-Centred Teaching Learner-centred teaching focuses on the process of student learning. It is based on the constructivist learning theory that emphasizes the student’s critical role in constructing knowledge through gathering and synthesizing new information and prior experiences. Furthermore, learner-centred teaching focuses on skills and practices that could be integrating in the general skills of inquiry, communication, critical thinking, problems solving and so on. This is to enable students to develop learner autonomy and independence by putting responsibility for the learning path in the hands of students. As a result, students are developed