The CAPS strives towards a classroom environment where learners are able to work as individuals as well as part of a team. Constructivism states that learners should participate in cooperative learning so that they can be able to learn from their More Knowledgeable Other (2016:61). The CAPS promotes the use of different communication methods in the classroom in order to teach efficiently. In addition, teachers should make use of visual, symbolic and language skills simultaneously. Constructivism promotes the use of technology in the classroom in order to support teaching (2016:98).
It also raises learners’ awareness about their current abilities and achievements. The authors further add that FA can be a diagnostic tool for students, which helps them to recognize their weaknesses, solve their problems, and make realistic decisions. Additionally, assessment lets students know how they are making progress and gives teachers feedback on their teaching. According to Young and Kim (2010), “using assessment and other data to improve instruction is a powerful proposition” (p. 28). McMillan (2007) also believes FA provides students with ongoing corrective feedback, improves learning, and encourages student involvement.
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
Reflective teaching Reflective teaching has been one of the essential tends in education since it helps teachers and leaners in problem solving and decision-making processes and it foster critical-thinking abilities. Study and learning of students comes from the different approaches, strategies and even methods and principles. Learning is said to be the change in the behavior of a student or a learner. Reflective practice is not just understanding of what is to be understood, reflection involves thinking about and critical analyzing our action’s and experiences. It help us in improving or learning and understanding.
It teaches students to manage their time in flexible ways to match individually needs and gives students increasing responsibilities for the learning process. Furthermore, it also teaches students to master learning objectives and encourage compatible interdisciplinary investigation. In this learning process, students are taught to solve problems, answer questions and formulate questions of their own through cooperative, collaborative and supportive learning environment. Moreover, in this learning environment, students are able to work on problems and projects under conditions that assure both positive interdependence and individual
Assessment for Learning Align assessment with the constructive, student-centred learning models. For instance, self and peer assessment. Formative assessments must connect the teacher–student communication in learning and providing instruction. There is a requirement of timely and understandable feedback in order to better lead the students in future learning. (Carless 2005).
The most important part of the assessment is the interpretation and the use of the information that is gleaned for its intended purpose assessment is embedded in the learning process, it is tightly interconnected with curriculum and instruction. As teachers and students work towards the achievement of curriculum outcomes, assessments plays a consent role in informing instruction, guiding the student’s next steps, and checking progress and achievement. Teachers use many different process and strategies for classroom assessment, and adapt them to suit the assessment purpose and needs of individual students. Research shows that students learn best when assessment are based on clear learning goals. It differs according to students learning
The importance of accommodating students’ perception. Struyven, Dochy and Janssens (2002) state that accommodating student’s perception is really useful in order to know student’s ideas, beliefs, images, opinions, feelings about something which is related to teaching and learning context. It shows that student’s perception is important because it contains about student’s beliefs and opinions which means that it can help to create a better quality in teaching and learning context. Besides, Kanwisher (2000) also adds that perception is someone’s feeling towards particular object. It means that knowing students’ perception is really meaningful in order to know what things that they love or what things need to be improved.
Recognition Network- for you to recognize something example, person, sound you rely on the recognition of your brain, It helps you identify patterns coming to learning it helps with the process on what should be learned. Affective Networks-can influence one's motivation for and engagement particular goal medium, cultural backgrounds and e.t.c. Universal Design in the classroom - How to use your knowledge about these three networks in your classroom. Three aspects of teaching cycle: • Setting learning goals • Taking action by providing learning activities • Assess student progress to monitor and evaluate student growth. Assisstive Technologies-Need to receive specific technologies some students may need technologies in order for them to understand how to use this technologies in order for students to achieve their
It’s not a productive skill which makes the students to produce language in words but it’s the skill which gives the students for good input so they can get the information from what they read (Ediger 1999). The task has to be negotiated by the learners with the help of the teacher, whose job is to facilitate learning opportunities in class. The task probably needs the cooperation of learners. “Task is an