This tells them how they will be assessed throughout the class. Step 4: Instruction, giving students input by summarizing definition 's and demonstrating basic learning skills. Also, demonstrating the application of concepts and skills with a demonstration; it 's better for the students if the teacher demonstrates. Step 5: Checking for understanding, this step is a guiding practice to have learner’s do exercises effectively and monitoring informal or observational assessment as previously demonstrating in step 3 and 4. additional assessments determine needs for re-teaching which makes the content of the lesson and its objective to stimulate the minds of the learners. Step 6: Closure, reinforcement to major points learned and help organize the students learning and cue’s them to know they have arrived at an important part of the lesson.
Formative assessments are on-going and provide great opportunities for teachers to gauge their instruction as well as student to reflect upon their learning. Formative Table 1. Comparison of the Phases of SCIS and BSCS Learning Cycle Model SCIS Learning Cycle Model BSCS 5E Learning Cycle Model Exploration Invention (Term Introduction) Discovery (Concept Application) Engagement (New Phase) Exploration Explaination Elaboration Evaluation (New Phase) assessments also provide great chance for students to apply feedback from the teacher and their peers to evaluate and make improvements to their work. Whereas, summative assessments are designed to unveil student learning
The first step that must be taken is adjusting the teachers learning and/or instructing skills. The teachers should be required to attend a class where they have the opportunity to learn the material better, thus allowing them a more beneficial way to interpret their skills to the students, so that the students can better retain the material. The teachers should learn what material is most important to teach, in order to help the student be better prepared for life, considering that most of their poverty-stricken students will not be able to attend college. If teachers focus their attention on the learning experiences of students, and make changes based on what they know about teaching that promotes learning, students will understand more of what they are learning, retain what they learn longer, and learn more than just the content (Weimer, 2011, Para. 5).
It is important to teach students about the classroom rules, schools rules, daily routines, learn to practice new skills in the classroom and out of the classroom, and now their school schedule and outside of school schedule. You want to be patient with them and be consistent and have a trusting relationship with them because, if they are suffering depression, anger issues, then they think think that the teacher is gonna failed them. It is best to have a teacher tutor them for whatever is their weakness that needs to be worked on for the children. They want to help them as the best that they possibly can to help them pass, but we want them to know that we care about who you are and we just want to help you to learn something before you move on to the next grade and for the future. All children need stability to have
Stations or centers might be teacher-led if new knowledge is to be given or student-led if mastery is to be obtained on the information given by the teacher. Project-based is another strategy and one of the best ways to differentiate instruction due to the students’ needs and styles are addressed. Projects internalize help and support among students beside some academic skills. Tiered Activities, on the other hand, are based on the learning tasks designed at different levels of complexity according to students’ readiness levels, i.e. to be gradually given to the students ,whenever the student finishes one stage, they transfer to the other one until the task is done, or at times keeping the learning outcomes same the learning tasks can be designed according to students’ learning preferences viz.
Therefore, talking with the student(s) will open the door to a self-monitoring system he/she might understand. It will take a lot of effort and patience to help students with learning disabilities to learn how to set goals, and self-monitor themselves but it will allow the student to become more involved with his/her progress and setting goals. For instance, a chart could be designed to show daily tasks for the week, due dates and final grades. A student folder is set up for the student: The student(s) review and completes the chart each day and returns the chart to their student folder. At the end of the week the student could take the chart results home to share with the parent/guardians.
This goes beyond providing a wide range of manipulatives for students to choose from (which is beneficial) but tasks teachers with identifying what types of manipulatives lend themselves well to specific concepts, or the idea that tasks and tools go hand in hand. In the future this knowledge will inform my decisions about how to best approach new concepts and what I can do to help set my students up for success. As a teacher, having a variety of manipulatives at your disposal gives you the ability to give individual students the type of support they need to understand ideas and achieve goals; what works for one student might not work for another but having multiple options for them to choose from and connect with makes math concepts much more
Assessment also gives teachers useful information about how to improve their teaching methods. In classroom assessment, since teachers themselves develop, administer and analyze the questions, they are more likely to apply the results of the assessment to their own teaching. Therefore, it provides feedback on the effectiveness of instruction and gives students a measure of their progress. The purpose of classroom assessment is to give students the opportunity to show what they have learned rather than catching them out or to show what they have not learned. Through using appropriate classroom assessment strategies and techniques, teachers can increase their students' motivation and show them how well they have learned the
The content: knowledge skills and attitude we want children to learn; differentiating content requires that students are pretested so the teacher can identify the students who do not require direct instruction. The process: varying learning activities / strategies to provide appropriate methods for students to explore the concepts; important to give students alternative paths to manipulate the ideas embedded within the concept (different grouping methods, graphic organizers, maps, diagrams, or charts) (Thwaites 2017) in class power point presentation. The product :varying the complexity of the product that students create to demonstrate mastery of the concepts; students below grade level may have different performance expectations than students
Asking probing questions is an excellent way to scaffold students’ learning and help them to develop more analytical thinking skills. A teacher might ask a student such questions as “Why do you think that is so?” or “How can you connect those?” Over time, students should begin internalizing these kinds of probes and improve monitoring their own work (Horowitz & al., 2005). For instance, good tutoring involves scaffolding. Also, scaffolding is increasingly used when technology is involved in learning (Prinsen & al., 2009). Work on giving just the right amount of assistance.
Educators worried that Common Core assessment in the classroom would take away from instructional time for students. Teachers also wondered if in early education, children would be tested like older children through pencil/paper or computer-driven assessment. Another point brought out by teachers was if results of Common Core assessment would be used for high-stakes including accountability systems for teachers and programs. Lastly, there was the question of whether or not decisions about students, mainly retention in grade, may be based solely on the results of Common Core assessments. To answer these questions, Common Core researchers reminded teachers that assessment is an ongoing process and in order to improve teaching and learning, teachers must continually engage in assessment for the purpose of improving teaching and learning.
If a student is not making adequate progress, they try other interventions or ways of implementing instruction to help students to progress. Outstanding educators are flexible and can think quickly, they are able to adjust lessons to meet the needs and address the learning styles of their students as necessary. An outstanding teacher is firm but fair when disciplining students. These educators are always aware of what is going on in their classrooms and monitor situations as needed to quickly and effectively keep things from getting out of control. Outstanding educators get to know their students, and show them respect and kindness.