Self-Regulated Learning

According to Tracy Huber (2008, 1) “A teacher’s most essential job is to help students gain and retain knowledge —to take true ownership of what they have learned.” Through this quote we can interpret that learners need support such as concrete manipulatives to perform the necessary task in order to grasp the concepts. However concrete manipulatives have an important part to play in a learners schooling life especially towards maths. In my essay below I will explain the conceptual and procedural knowledge, the history of manipulatives, my understanding of concrete manipulatives, ways in which manipulatives can support students, how manipulatives help students gain conceptual knowledge and how a grade 3 teacher can teach Cuisenaire rods in equivalent

When teaching number sense there should be multiple posters and visuals around the classroom accessible for students at all times. Positive energy and constructive criticism so that students are not afraid to learn, whole class participation and group activities where all are involved, are more ways of developing better understandings. Teachers should have knowledge of what is being taught, of the teaching strategies, such as questioning, grouping, planning, assessing, and general factors that may impact the learning. Lastly, teachers need pedagogical content knowledge of the ways of representing and formulating the subject so that is it comprehensible to others, knowledge of what makes a specific topic easy or difficult to learn, and the preconceptions that students of different ages and backgrounds bring with them (State of Victoria, department of Education and Early Childhood development,

That meant the instructor should select learning tasks that are worth learning and develop this content in ways that help students to appreciate their significance and application potential to analyze the students and identify learning styles, such as active or reflective students. These learning styles can be categorized with the relevance portion of Keller's ARCS model because they assist in matching a student's motives. The first subcategory in relevance strategies is goal orientation. Relevance strategies highlight how the students' previous experiences and skills can be used to help them understand, learn new concepts, and link to students' needs, interests, and motives. This strategy can help teach the concept of writing academic summaries, which are essential to incorporating sources in argument essays.

In the most general sense, it usually means encouraging students to use active techniques (experiments, real-world problem solving) to create more knowledge and then to reflect on and talk about what they are doing and how their understanding is changing. The teacher makes sure she understands the students' preexisting conceptions, and guides the activity to address them and then build on them. Dialogic teaching Dialogic teaching harnesses the power of talk to stimulate and extend students’ thinking, and advance their learning and understanding (Alexander 2010). The term ‘dialogic teaching’ is now in regular use but like all such terms means different things to different people. As developed by Robin Alexander since the early 2000s, dialogic teaching harnesses the power of talk to stimulate and extend students’ thinking and advance their learning and understanding.

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

By providing a hierarchy of levels, this taxonomy can assist teachers in designing performance tasks, making questions for discussing with learners, and providing feedback on student work. This resource is divided into different levels each with Keywords that exemplify the level and questions that focus on that same critical thinking level. Questions for Critical Thinking can be used in the classroom to develop all levels of thinking within the cognitive domain. The results will be improved attention to detail, increased comprehension and prolonged problem solving skills. One way to challenge learners in the classroom is through the use of Bloom’s Taxonomy.

Formative assessment refers to a wide variety of methods that teachers use to conduct in-process evaluations of student comprehension, learning needs, and academic progress during a lesson, unit, or course. Brown (2004) defines formative assessment as “evaluating students in the process of “forming” their competencies and skills with the goal of helping them to continue that growth process”. Cowie and Bell, (1999) adopt a narrower definition of formative assessment by using the definition “the process used by teachers and students to recognize and respond to student learning in order to enhance that learning, during the learning”. This definition requires formative assessment to take place during learning. That is, focusing the unplanned an

This essay is going to discuss the inquiry based approach to learning, and why it is a useful learning tool that promotes discovery, critical thinking and engaging in investigative techniques that allow learners to find solutions, sum up opinions give constructive feedback and gain insight into why an event happened. I will reflect on my participation from this, and what I learned that has compelled me to study towards becoming a social worker. Inquiry based learning [IBL] is a fact-finding process through which by curiosity displayed by a learner or a group it entices them to search for answers about the topic. Additionally, in a classroom environment, the teacher may ask an open-ended question that fascinates the class to want to look for

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

At first the students were provided with a standardized test, then the revision of the test was carried out by both the teacher and students interactively and finally a post test was piloted to identify where the learners take advantage from the mediation. The conclusion indicated that dynamic assessment procedure was considerably influential in exploring learning