Situation Analysis The primary objective of educational institutions is students’ learning, and learning requires using such processes as planning, application of knowledge, monitoring, regulation and reflection (Azevedo, 2009). Aristotle pointed out that the mind uses a different power above and beyond seeing and hearing, thus, laid the foundations for thinking about metacognition (Sandi-Ureña, 2008). Metacognitive skills appear to be highly independent. By means of thorough task orientation, a metacognitively skilled student is likely to focus on relevant information given in the task assignment, necessary for building an adequate task representation. A detailed action plan can be designed.
They should be actively involved in its implementation and its importance in lifelong learning. Generally, students judge their own work against a given criteria, provide information on how they can improve on that work in future and then grade their work. When the word “formative” is used in conjunction with assessment or evaluation, it connotes an improvement process while the word “summative” is used to describe a decision making process. 2.6 Distinctions between Self-assessment and Self-evaluation Assessment and Evaluation are necessary and complementary in education. Educators use assessment and evaluation to help their students build lifelong learning skills.
The versatility of skills and knowledge expected of the career counsellor in processing with client their career choices requires specialised training and the coaches who possesses personality characteristics that makes this journey more pleasant and motivating. The second key pointer, is the need for continuing education to acquire and maintain a reasonable level of awareness of the modern and on-going scientific and professional facts and news in the fields of activity. Counsellors maintain their competence in the skills they use, where they are open to new procedures, and remain informed regarding best practices for working with diverse populations since our society now is multi-cultural. (ACA, 2014) The career counsellor must be skilful
Preparing for evaluation should be an integral part of planning each lesson or unit as well as general planning at the beginning of the school year or course. Instruction and evaluation should be considered together in order to ensure that instruction provides itself to evaluation and that the results of evaluation can direct ongoing instructional planning. Moreover, if evaluation is not planned along with instruction, the time required for assessment activities will most likely not be available. As pointed earlier, clearly an important focus of classroom assessment and evaluation is student achievement. Teachers need to know what and how much students have learned in order to monitor the effectiveness of instruction, to plan ongoing instruction, and for accountability
Curriculum Development. Curriculum development should be viewed as a process by which meeting learners’ needs leads to improvement of learners’ learning. Therefore, curriculum developers should gather as much information as possible toward the learners’ needs. Those who are affected by the curriculum should be involved in the process of planning and then in the process of implantation and evaluation (Lunenborg and Ornstein, 2012) Reyes and Dizon (2015) and Bilbao, Lucido, Iringan, and Javier (2011) claimed that there are three types of curriculum: 1) The intended curriculum – content specified by the state/ province course or at a particular grade level,district or school, which must be addressed in a particular 2) The implemented curriculum-content
TPACK can be redefined as; the pedagogical dimensions that use the new technologies in constructive methods to deliver subject content in a manner that offers the learners a new understanding of the world around them. Basically the combination of these three factors technology, pedagogy and content knowledge have formed and shaped the TPACK model to be considered as the most important element in the learning process, the TPACK in the learning process can lead to success or failure process or outcomes, it depends on both the student and the teacher, everyone has his own role for it to be successful, the students have to improve their skills in the ICT as a receiver, their social communications and his critical thinking to be able to deal with the pedagogy dimension can be used inside the classroom, and regarding the teacher has to develop his skills in the ICT as well but as a sender, has to have a deep understanding for the pedagogy dimensions and to have a strong back ground about the taught subject therefore TPACK does not mean that the teacher has to deal with each element of (T, P, and C) separately but it means in simple words that the teacher has to create the pot where he needs to place these elements together for the complex interaction amongst them to take place which can be considered later as the integration between the technology and the
It occurs as a part of everyday teaching and learning and uses information from ongoing assessment to shape classroom teaching and learning. Assessment as learning puts the students in active role as learners, using assessment information to self-assess, regulate and monitor their learning progress. Assessment is important for several reasons: 1. Assessment result provide qualitative information that helps faculty determine how they might improve courses and/or programs through changes in curriculum, teaching methodologies, course materials or other areas. When integrated into the planning cycle for curriculum development and review, assessment results can provide powerful rationale for securing support for curricular and other changes.
CHAPTER ONE INTRODUCTION 1.1 Background to the Study Effective teaching is important to learning and teachers at whatever level will go an extra mile in preparing instructional activities and gathering instructional materials that are appropriate for a particular instruction. The products of teaching such as knowledge, attitude and skills acquisition are much dependent on the teacher’s effective teaching. Effectiveness of a teacher and students learning can be enhanced through the appropriate strategy adopted in a learning situation. The primary objective of teaching is to enhance meaningful learning. Ausubel (1968) defined meaningful learning as being thorough, well assimilated into cognitive structure and one that can be retrieved easily
student is with given precise instructions, it becomes necessary to align instruction with standards. Standards ensure better accountability yielding teachers and schools responsible for what goes on in the classrooms. (Professional Learning Board [PBL], 2013) In the aspect of curriculum and instructional quality, countries make various decisions concerning the overall amount of time devoted to instruction and which subjects are required. These choices mirrors national and/or regional priorities and perspectives about what knowledge, skills and values students should be taught and at what age. The aim of countries is no longer just about providing a basic education for all, but to provide an education that will make it possible for everyone
It is therefore crucial that student teachers are given quality practice areas. So as to learn from field experience it is necessary to look back at it and reconstruct it through interaction between the individual, objects and other persons. In this way, the experience can prepare the individual in the long run. Systematic reflection in dialogues with neers, mentors and supervisors prepares student teachers for the real and complex classroom and provides future teachers with tools for developing confidence to act professionally in unique situations. Thus, I much more refer to MSTESOL programs of US rather than any non-US