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.
Here, the teacher guides, by correcting the mistakes with feedbacks. This is the coaching stage. Then the teacher will assign group or individual work. Here, the students analyze and assess the understanding level, reflect on the learning progress and compare their answers with other students. Therefore this is the reflection stage.
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.
A good way to provide this quality of education is to make sure the use of co-operative learning is integrated within the teacher’s lesson plans/ method of teaching. But what is co-operative learning, how will it be implemented in my classroom, and how will it help me to teach in ways that are consistent with the aims of the national curriculum statement in grades
(Moss & Brookhart, 2012) define learning targets as a guide learning where the author describe the class use “language that students understand, the lesson-sized chunk of information, skills, and reasoning processes that students will come to know deeply.” In addition to that (Moss & Brookhart, 2012) also mentioned that “teachers share the target with their students by telling, showing, and—most important—engaging students in a performance of understanding, an activity that simultaneously shows students what the target is, develops their understanding of the concepts and skills that make up the target, and produces evidence of their progress toward the target. Together, teachers and students use that evidence to make decisions about further learning” (p.2).Based on the above statement, it shows that student are given chance to explore real world problem and challenges by teachers conducting problem based learning in the lesson. Therefore, the lesson will be active and student stay engages in the lesson as well as could increase their motivation to obtain a deeper knowledge of the subjects they're
Introduction of the Topic One of the most important purposes of an educational environment is to promote social interaction among users located in the same physical space (Kaufmann, 2003). In the future, children must enter a workforce in which they will be judged on their performance. They will be evaluated not only on their outcomes, but also on their collaborative, negotiating, planning, and organizational skills (Bell, 2010). Educational researchers and practitioners have long been advocating equipping students with collaborative learning skills, which are key skills for the workforce of the 21st century. In collaborative classrooms, groups of learners and their teachers routinely work in more complex configurations than lecture-based
Case Study Taking this as the central idea, we designed class lessons that asked students to use their intuitional knowledge and comprehension about percentages and proportions to relevant problems. Real and conceivable settings were developed that we hoped would connect with students’ familiarity and motivate them to involve in problem-solving behaviours. Most significantly, we hoped that classroom dialogue (of both students and teachers) would demonstrate and support self-regulating
This has led to us to believe that the best way to learn is by having students construct their own knowledge instead of having someone construct it for them. As teachers we need to think different ways on how can we deliver our daily teaching in such a way that it empowers students through ownership of knowledge and allows for constructivist learning. I’ve noticed that in their age, cooperative learning is appropriate. Students can benefit from working with peers. Cooperative learning helps students develop the skills they will need later for education success.
Teachers as facilitators should help to develop a learning environment that is relevant and reflective of their students various social, cultural and linguistic experiences. They now act as guides, mediators, consultants, instructors and advocates for students in order to help them to effectively connect their cultural as well as community based knowledge to classroom learning experiences. As early growing years in a child’s life are most crucial, it is very important to be guided by a mentor who understands and guides
Scaffolding is mean to give necessary support to enable learner to complete the task and develop understandings that they would not able to manage by their own. The term of scaffolding shows that the quality of cognitive support which adult(specially teacher) provided during child’s learning. And how it help to stimulate children’s internalisation of mental functions. The point of view here is that teacher through their sequencing of teaching activities and through the quality of their assistance and support, it is able to challenge and extend what children are able to do. It is after children participating the activities, the learning will occur and children able to internalise the new understanding.