PROCEDURES USED IN FORMATIVE ASSESSMENT Formative assessment includes a variety of procedures such as observation, feedback, and journaling. However, there are some general principles that constitute effective formative assessment. Key requirements for successful formative assessment include the use of quality assessment tools and the subsequent use of the information derived from these assessments to improve instruction. The defining characteristic of formative assessment is its interactive or cyclical nature (Sadler, 1988). At the classroom level, for example, teachers collect information about a student's learning, make corresponding adjustments in their instruction, and continue to collect information.
Give them a slip of paper and have them write down as many numbers as they can remember, once finished have the student write either if they are male or female Data/Table Analysis (Calculations, Graphs, and Interpretation) Conclusion In conclusion the group that memorized pie the best was the group that learned using a pattern, and overall males memorized pie better than females. Our hypothesis was wrong about gender but was correct about the method of memorization. Evaluation
She then uses the "Three Period Lesson" to teach both the name and the shape of the numerals 1 to 3. The First Period: 11. Teacher takes '1', places it in front of the child, traces the shape of the numeral in the direction it is written with two fingers and says, "This is 1." 12. Teacher then asks the child to feel and trace the numerals with her fingers and the teacher will say ‘This is 1.” Teacher encourages the child to repeat after her by saying.
Assessment Artifact Name Institution Assessment Artifact Assessments form an essential means for teachers to gain insight on learning the progress of students. Assessments determine how students grasp concepts in class, which indicates the ability to make correct decisions. To evaluate learners’ performance, teachers make use of formal and informal assessments. This paper analyzes types of formal and informal assessments that an educator may use to appraise students understanding of concepts. Formal assessments refer to the systematic and pre-planned methods used in determining how students understand class teachings (Brady & McColl, 2010).
It also allows them to increase the higher order of thinking within the lesson and bring it up to a level of understanding to where each child is challenged based on their own method of learning. Although the first competency of rigorous learning and planning the lessons are encouraged, another competency of this component is professional development. Professional development helps teachers with every aspect of their work environment. We incorporate professional development in our organization by attending all of our staff meetings, monthly grade level meetings, and in-district workshops. The professional development meetings inform the teachers of how to incorporate rigorous learning into their lessons and also explains what the district expects to see from the staff.
For the remainder of this essay, steps for teaching these principles as well as examples will be explored, on the basis of teaching ten first graders, who can already rationally count to ten, learn to count rationally to fifteen. Students will be paired for the activities in an attempt to have less advanced students learning from more advanced students. Each pair of students will be given a cup full of 15 rocks from my classroom rock collection and a stack of laminated number cards, containing the numbers 1-15, to work with. The authors of Helping Children Learn Mathematics define one to one correspondence as such: “Each object to be counted must be assigned one and only one number name,” (Reys, et al., 2012, p. 141). To help the students learn this principle I would draw fifteen circles on the board in a straight line and talk to the students about what I am doing as I wrote the numbers 1-15, one under each circle.
What makes an effective primary classroom? Discuss and debate with reference to research and wide reading, including journals, books and other media During this essay I will look at several areas of schooling, all of which have an impact on making the classroom a productive place for children to learn. Getting the right balance of all factors in the classroom is vital in maintaining and progressing a child’s intelligence. I will specifically focus on the ways in which teaching methods can make the classroom a successful place to be. In particular how they keep the classroom under control but also make it a fun place to learn.
Planning influences what student will learn, because planning can transform the available time and curriculum materials into activities, assignments and tasks for students so time is the essence of planning. (Woolfolk, Margetts, 2010). To promote effective learning and teaching, implementation of quality plan is significant. Planning should include all the essential ingredients of effective teaching to model the commitment to learning. Effective teaching should acknowledge the impact of factors such as attitudes, perception, expectations, abilities, gender, socio-cultural background and maturity on every learning experience.
No matter how well designed the material, or instrument of delivery is, teachers must consider many relevant factors during implementation, and presentation of material; material and delivery must accommodate a persons learning style. Moreover, teachers must educate their students on learning styles and preferences, this will provide the student knowledge, which will enhance their learning and educational experience. Research continues to document, and show that students will enjoy learning, and will learn more when the material and teachers accommodate their learning styles and preferences. Much research has been conducted and published on how people receive and process information. Research has endeavored to ascertain and define how people learn in different environments, such as the classroom, and the work setting.
Select a minimum of ten examples of spoken language used by the learners and the contexts in which they were used (eg. The topic the learner was talking about, a teacher question to which the learner was responding). 4. Comment briefly on what each sample shows about the learner’s progress in spoken English