The LP is task oriented, logical and very much process oriented. The LP prefers learning experiences that are straightforward and detailed and learns well by the task rather than being told. LP’s will typically need a good deal of justification if the training requires much in the way of change. The LP may resist training if it requires them to expand their boundaries into uncomfortable areas without specific training and processes being put into place to assimilate it. The learning key for the LP is to give specific, clear instructions, clear expectations and support.
On the other hand, it’s much more objective and accurate to give scores based on the achievements of the student. In fact, this is a more commonly used way of assessing students. It’s because this takes less time and reflects the students’ performance better. Also, colleges and companies prefer a person who works really hard and gets a successful result to a person who does his best but fail in achieving his goal. Thus, grading based on the achievement is better to reflect students’ capacity that companies need.
It can leave the participant feeling bad with seemingly no way forward. Verbalising and exploring a learners thoughts can assist them gain a positive perspective of their own work and ability and will also help identify problem areas, therefore providing both the teacher and the learner with the ability to develop e.g. asking a learner where they think they did well and where they think they could improve. Some situations in which constructive feedback is required can include; ongoing performance discussions, providing specific performance pointers, following up on teaching discussions, providing correct guidance, providing a learner with consequences of their behaviour. Clues at when constructive feedback is needed can be when a learner asks for your opinion on how they are doing, this can be a 'cry for help' from a learner.
3. Assessment and accountability Foster professional growth, personal development and accountability through support of students in practice. Demonstrate a breadth of understanding of assessment strategies and the ability to contribute to the total assessment process as part of the teaching team. Provide constructive feedback to students and assist them in identifying future learning needs and actions. Manage failing students so that they may either enhance their performance and capabilities for safe and effective practice or be able to understand their failure and their implications of this for their future.
In this sense, academic success and performance will benefit and promote the students, the teachers/educators, and also the educational system. Learning is defined as the acquisition of knowledge through practice and experiences. Just as students differ, so does the way they learn. Some students learn by action or doing, some learn by observing, some learn by studying, while some learn by practice. Honey and Mumford identified these as ‘activists’, ‘reflectors’, ‘theorists’ and ‘pragmatists’.
By explaining to students what the learning objectives are provides an aim. Assessment for learning allows students to see how they are progressing. A good assessment will show students where they are at and what further learning they need to achieve. Another characteristic of assessment for learning is self assessment. It means that students can take responsibility for some of their own progression.
While it is essential to undertake a personal self assessment to help get over any hurdles which may have been encountered in such situations, often overcoming these obstacles will require external advice and general guidance which will help you achieve the goals in your practice which you are aiming for. It is therefore highly beneficial for you and the pupils you are assisting that you try and set aside time with the teacher you are operating with to undertake any evaluation and discussion about your practice if they have noted anything in particular in a pupil's response which may have been reflected as negative and how to achieve action preventing
How do they do it? Most of the time they don't really understand the material in the class, but somehow manage to pass with good grades. There are many downsides to what Bruno describes as being “cheated in the long run." He mentioned that although the students have remembered all the facts they don't really achieve any additional intelligence. He brought up a good point that a lot of people wouldn't have thought of in terms of a student’s education.
Grades are being used for this because grades can be used to get a rough preview of the person in question. Grades show the applicant’s ability to listen accurately, communicate clearly, follow instructions, and to return a product, answer or skill on request. It is the student’s willingness and ability to apply themselves to the task at hand that demonstrates their future value to employers in the marketplace. Prospective bosses see good grades in school as an indication of the student’s ability to provide desired results, which makes them highly marketable and in demand. Without grades, how else would we assess and measure a student’s abilities in a practical way that can be used for this?
It focuses on using the Bottom up technique as discussed earlier which has proven its effectiveness over and over already. It connects the students background knowledge with the current information and this is the bases of understanding and learning. However schema theory is not perfect as it relies heavily on the students background knowledge and this can be problematic if the teacher does not understand the socio-cultural background of the students. "Thus, rather than attempting to neutralise texts, it would seem more suitable to prepare students by "helping them build background knowledge on the topic prior to reading, through appropriate prereading activities" Carrell