It also helps to measure the teachers teaching as both are actively involved in the process. Assessment can be summative or formative. Formative assessment starts from gauging the prior knowledge of the learner to the mid plenary and the differentiated task done by the students. Group and pair discussions, Self and peer marking done by the students, a detailed analysis of the students work or a simple answer given by the learner during the lesson. Taking learner feedback helps teachers to identify individual or group needs of learning.
A good way to know you have fully grasped the concept of new information is to continuously practice what was taught. Teachers could emphasize to students how this could help them during class and later on in life. (readingrocket.org) Strategy 3 Teach students to use visual images and other memory strategies: A teacher could make use of using different cues like word substitution to help aid in students memory. The use of word substitution is used normally for information that is hard to remember. These type of word are words that are said and can easily be visualized when heard.
The evaluation was divided into two broad categories Scholastic that looked at the areas which were subject specific and Co-Scholastic that included activities that were co-curricular like life skills, attitudes and values. The Scholastic evaluations was divided into Summative assessment to help analyse how much the students have learned after teaching through various medium like multiple choice questions, long and short answers , match the following , fill in the blanks and understanding diagrams in science . and Formative assessment to evaluate the students everyday learning situations during teaching to help identify gaps to help provide feedback to teachers to take remedial action which was done through various tools like observation, document analysis ,peer reviews ,self-assessment ,tests and the various techniques used were like projects ,assignments , activities , making of posters ,charts ,collages ,group discussions and seminars whereas the life skills looked at enhancing the thinking, social and emotional skills . The summative assessment are to assess skills like teamwork ,leadership skills , memory and understanding along with
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.
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.
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.
In stage 2 “Discuss it”, the teacher discusses and describes the many strategies used to write different types of writing. During this stage, the teacher can then provide helpful ways to help the students remember the strategies, such as short songs or rhymes, mnemonics, and even acronyms. Stage 3, “Model it”, is when the teacher or proficient peer models the strategy as well as the types of self instruction he or she uses while writing.This allows the student to personalize the strategies taught to what works best for them. During stage 4, students memorize the strategies discussed in stage 2 and 3. To do so, they memorizes each step of the strategy along with one or more of the self instructions modeled in stage 3.
Here are some steps I follow to incorporate evidence-based practice which addresses the goals and objectives of my students. Firstly, before I choose the relevant strategy to conduct the lesson, I create individualized goals for each student. Next, I identify evidence-based teaching strategies to address the objectives. Once the most relevant and effective strategy has been identified, I start my teaching and explanations including step by step directions. During this process, I monitor the success of students individually to see whether any student needs further assistance in the certain area.
The provision of a variety of persuasive texts will enable them to build an awareness of the common features of this genre by “Talking about the purpose, Identifying the possible intended audience, Drawing attention to the text organisation and Highlighting the type of language used.”I Will then continue to encourage the children to analyse different versions of a text with the multi-text model in mind. “Children are required to rank these samples by effectiveness. Then use the information gained from discussion to devise rules and frameworks for writing that form.” Proceeding to teach the conventions and strategies of the genre through modelled writing, in which “the teacher composing texts in front of the class, thinking aloud about what is being done and explaining decisions” (Evans 1991). Informing children on what content to include/omit, what language to use etc creating a purpose for the task. Having successfully done so I will then utilise ‘Shared writing’, consulting the children for ideas “Children volunteer parts of the story and the teacher writes it down on a flipchart or whiteboard, thus modelling the writing conventions.” Followed by Guided writing, in which the children would work in small groups or pairs, using their framework to plan their writing.Where appropriate, I may have the opportunity to conduct mini lessons, helping them to
1 I will always try to involve students in the assessment process. “Involving students in the assessment process is a key way of helping them to manage and ‘take ownership’ of their learning, by thinking about what they have achieved and planning ahead.” (Educational Scotland). Students have to know what their strengths and weaknesses are, in order to undertake appropriate action to reach their goals. Explaining what is going to be covered during the course and what are the expectations to gain the qualification will help them to feel responsible for their own learning. On the first lesson I will involve them just by asking what they know about the subject.