The student who has an awareness of how he or she learns is better able to set goals, develop a variety of learning strategies, and control and evaluate his or her own learning process. The strategies are essential for the process of learning because they help students to adapt their learning to particular features of the task on which they are working. Schools have appointed holistic teachers to give more attention to students to manage and control their learning. This will help them to learn new aspects in their learning at school but also to help them with the tools to manage their learning later in life. Thus, the key role for teachers is to help children build confidence, and develop a variety of learning strategies and motivate them to
This means that learning outcomes are clear, learning experiences are designed to assist student achievement of those outcomes, and carefully designed assessment tasks allow students to demonstrate achievement of those outcomes. Assessment is a process that focuses on student learning, a process that involves reviewing and reflecting on practice as academics have always done, but in a more planned and careful way (Ewell, 2000). According to Cox and Godfrey (1997) the process of utilizing assessment and evaluation within the context of education relates to the principles of good teaching and classroom management. Assessment and evaluation are necessary aspects of the teaching process because educational objectives are often very broad in their scope and, as such, are often vague. The teacher must therefore interpret these broad objectives and establish specific and tangible
Students should have a good understanding of the assessment marking criteria. The design of these marking criteria involves the discussion of learning outcomes. The implementation of self-assessment involves a lot of effort, reflection and planning on behalf of the tutor. Students should be made to perceive self-assessment as a natural process in their learning. They should be actively involved in its implementation and its importance in lifelong learning.
According to Dewey (Aedo, 2002), the key idea is that interaction and continuity are two core characteristics of effective teaching and learning gained through experiences. The characteristic of interaction highlights the importance of the dialogue and communication underlying learning; the continuity characteristic emphasizes that the individual learner must be viewed as the key design element in the whole process. In other words, instruction must be designed so that individual learner can effectively build on what he or she knows, and have sufficient resources and assistance to learn. Under the Principle of Interaction, factors that affect student experience include those that are internal to the student, and those that are “objective” parts of the environment. The students’ perceptions of, and reactions to, the objective factors are influenced by their attitudes,
One of the biggest strengths of Progressivism in education is that children are more interested in learning since the emphasis is on learning by doing, problem-solving and critical thinking through hands-on projects, expeditionary learning and experiential learning. Progressivism, therefore, would be successful to educate children for social responsibility and
A. Iantosca, 2018, Philosophy). Dewey believed that children learned through experiences and can have a better understanding from them. According to his philosophy, curriculum should be child-centred and experiences should be based on children’s interests and needs (Iantosca, 2018, History, slid 15). Moreover, progressives including Dewey believed children can be more active in the society if they understand the link between them and the community. This is why progressivism approach in education was connected to forming American democracy (Encyclopedia of Education, 2002).
Self motivation beliefs These beliefs centre the student and allow for the completion of the forethought phase. Self-efficiency which in this case is students’ belief about their ability to learn a task (Zimmerman 2002) , is a key element in these beliefs. "Self-efficacy is extremely important for self-regulated learning because it affects the extent to which learners engage and persist at challenging tasks. Higher levels of self-efficacy are related positively to school achievement and self-esteem.” (Schraw et al, 2006) Outcome expectations can be regulated by the teacher for example, if a student can see how a certain task is relatable to how she will use it in the future she is more likely to want to acquire the proposed knowledge. Performance The performance phase is generally seen as two separate disciplines.
Introduction Enhancing learning for students involves more than just being able to apply general learning and teaching principles or guidelines. In Educational Studies 1: Classroom Learning and Student Development, we have been learned about how students learn. Most importantly, it involves inquiry-based activities which familiarize us with the roles of teachers in promoting learning and catering for student diversity and individual differences. Throughout the past lessons, one of the most influential, inspiring theories is the theories of motivation to understand and improve educational processes, which means helping our students see the true value of what they are doing and giving them reasonable expectation of success in achieving it.
Therefore, when these skills are stimulated in the classroom, students would be prepared for the world beyond the school doors. This would help students to socialize with others, co-operate in problem solving, share responsibility, respect for property and appreciate diversity. According to Piaget, developing an understanding of the world around you is a lifetime process that begins at birth (Hearron, P.F. & Hildebrand, V., 2010). The theory explains the tools and processes used by children as they develop into an individual who can reason and think using hypotheses, hence the importance of cognitive development.