Damian Cooper’s book “Redefining Fair” is dedicated to providing insight, resources, and support to teachers when considering differentiation within the classroom. His central argument is that the greatest obstacle to differentiation within a classroom is outdated beliefs of fairness. Cooper’s work is directed toward breaking down such obstacles through the various sources, advice, and viewpoints. It is possible to be a teacher who successfully implements differentiation within the classroom in all areas that benefit the students maximum education and potential. From the beginning of chapter one Cooper defended and argued his thesis effectively.
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
“One obvious purpose of effective questioning is to minimize teachers’ and students’ errors by focusing on a particular fact, issue, skill, belief, or whatever” ( Wragg & Brown, 2001, p.27). Hence, questioning effectively can make students become more curious and actively participate in learning process (Fusco, 2015). There are some tactics that teachers need to use in order to question
(Ritualo, 2000). This work would serve educators, particularly in assessing students, Supervisors and Curriculum Planners to find understanding the outcome of assessment (traditional and authentic) on science appreciative and learning conclusions of scholars. Classroom assessment practices are based on teacher beliefs, training, knowledge and skills in educational assessment. Understanding teachers’ classroom assessment practices remains pivotal for informed educational decisions that can be made about students’ learning outcomes. The results of this study may provide valuable insights for understanding teachers’ classroom assessment practices and needs for teachers in and other parts of the world.
Differentiation, with respect to instruction, means tailoring it to meet individual needs of the students. Teachers can differentiate content, process, products, or the learning environment, the use of ongoing assessment and flexible grouping makes this a successful approach to instruction. Teachers differentiate the four classroom elements based on student readiness, interest, or learning profile. (Tomlinson 2000). Differentiated instruction can be known as an organizing framework in teaching and learning which calls for a major restructuring in the classroom and syllabus, if done in the proper way, its benefits will transgress the costs.
Self-actualization represents a concept derived from Humanistic psychological theory and, specifically, from the theory created by Abraham Maslow. Self-actualization characterizes individual’s growth performance toward fulfilment of the highest needs (Olson, 2013).From Maslow 's viewpoint; the drive to learn is intrinsic. The purpose of learning is to bring about self-actualization, and the goals of educators should include this process. Need is a source of motivation. Abraham Maslow defined need as a physiological or psychological deficiency that a person feels the urge to satisfy and his premise is that only an unsatisfied need can influence behavior; a
Research in educational domain is likewise exploiting this advancement by highlighting all aspects of individuals which are worth the investigation and consideration for an effective learning to occur. This prompted researchers to pedagogically extend an operational definition for self-regulated learning. Learners are much more valued in the contemporary educational system in so far as their roles as the builders of knowledge are more gratified. SR is congruent with constructivism and learner-centered education. Self-regulated learning is in parallel with constructivist view of learning and teaching in that it puts learner at the epicenter of learning and construction of knowledge and, hence, it merits more heed in contemporary education.
The student is actively engaged and committed to the act of learning. In contrast, Sheppard further develops her argument by explaining Dewey’s stance on the procedural view termed Child-Centered Engagement. In his view, Dewy believes that the conditions under which learning takes place will foster habits of mind for the learner. At this point, Sheppard examines the polarization of the Oakeshott and Dewey’s positions. First, the liberal concept involves what is educationally worthwhile and essential while the child-centered position is determined by” how the worthwhile is best achieved” (p.119).
Teachers look for ways of making learning a pleasant experience. They adopt different strategies to cater to the needs of their students and one of these many strategies is cooperative learning. Johnson and Johnson (2016) give us a very comprehensive description of the nature of a cooperative task. Accordingly, constructive controversy theory posits that conflict among ideas, theories, or conclusions leads to uncertainty about the correctness of one’s views, which leads to epistemic curiosity and the active search for additional information and perspectives, which, in turn, leads to reconceptualized and refined conclusions. This process results in constructive outcomes when it occurs in a cooperative context, when students are skilled in
The problem or research question. The children have different learning styles, and these are ultimately responsible for the various forms of action of students to the process of mutual learning The importance of considering learning styles as a starting point in the design, implementation and monitoring of the teaching-learning process in the context of educational psychology and teaching itself is generally itself, which mainly concerns the work especially military school teacher Tcrn. Lauro Guerrero. Research on cognitive styles has had great importance for the methodologies applied by providing evidence to suggest that accommodate teaching methods favorite student styles, can bring greater satisfaction of these and also improved academics.