2.1 Evaluate how to involve the learner in the assessment process When learners communicate with others about their learning, they learn about what they have learned, what they need to learn, and what kind of support may be available to them. Research shows that when learners are involved in the assessment process and learn to articulate what they have learned and what they still need to work on, achievement improves (Black and Wiliam, 1998; Sternberg, 1996. When communicating their learning using a variety of work samples, they go beyond what grades, numbers and scores alone can show. They are able to examine the depth, the detail, and the range of their own learning to figure out their strengths and what they need to work on next” (Gregory, Cameron, Davies, 2010) This is all part of learning to self-monitor and is recognised as an essential skill for self-directed, independent, lifelong learners. Elbow (1986) Progress is based on actual performance rather than on how well learners perform in comparison to others (Lytle and Wolfe 1989; Sticht 1990).
The final step was focused on finding the best way to assess the professor’s students on their fulfillment of course objectives. Session two and three involved reviewing the deliverables of both students and the professor. Powers helped her improve her PowerPoint presentations by having her define her content, with which he used to create visual depictions (e.g. diagrams and charts) to reinforce learning. In session three, the professor concluded that four assignments were crucial to assessing student learning: in-class participation, an individual midterm, group presentation, and an individual reflection assignment.
But don’t stop building your skills when our course is over! In the ACTION STEPS column, plan additional steps you can take to continue to improve your skills! TERMINAL COURSE OBJECTIVES | SELF-ASSESSMENT | ACTION STEPS | 1. Given a student paper on an assigned topic, revise the paper to eliminate grammatical errors including the areas of sentence structure, subject-verb agreement, pronoun use, spelling, mechanics, and usage. | | | 2.
This will help you on how you will have to plan your speech and deliver it. 3. What is the difference between hearing and listening? What are some strategies you could employ to improve your listening skills? What does it mean to listen critically?
To be able to adapt to change depends on your interpersonal communication skills, among these are self concept (self awareness) development, perception, active listening and non verbal communication. This report will identify the strengths and weaknesses I need to improve upon, and show my experience in applying effective interpersonal skills and behaviours. These will be exhibited in a videotaped interaction between two best friends – Dyadic primacy. The report will show how barriers can be formed due to the lack of information on cultural background. It will also consider, from an individual’s perspective, how this effects the personal interaction.
Below are the five steps of SQ3R study strategy: Survey: Before reading the chapter, review everything in the chapter, such as the title, headings, subheadings, and charts. Students must make note of the main ideas that are presented to recall prior knowledge that they might have about the topic and have what they will read easy to access. Question: Students must question while surveying the chapter. Students turn each heading into a question before reading. Students must ask themselves, “What did my instructor say about this chapter or subject when it was assigned?” and “What do I already know about this subject?” Reading in order to find the answer gives students a purpose for reading.
This will reduce the animosity with peers and students. It will be important to improve my listening skills. This will essentially improve my feedback to individuals communicating with while receiving acceptance from them due to taking the time to understand their view. A key way to improve these skills is asking questions that stir the speaker to explain their points
For instance, I would only get motivated and motivation from my classmates when we are having speaking test or other communication-related test. During this period, our affective filter will be low especially for me because we need to get more input from the teacher regarding the information about the test. I will feel more comfortable talking to my other classmates because we need to do preparation. However, it only last for a few days. After that frame of time, my affective filter will go up again when I try to start the communication because there’s a lot of things going through my mind about what they will think about me.
Heather stated that I do allow those I am more unfamiliar with to complete their thoughts prior to responding to what they had to say. However I am more likely to cut the speaker off the more familiar I am with them. When asked if I suspend judgment until I have heard the entire story, She answered with a resounding NO. When asked if I ask questions for clarity, she said that I almost always ask appropriate questions at the appropriate time and give the speaker the sense that I am listening and genuinely care. When asked if I exhibit positive body language, she said yes.
Connecting Experience Reflection Paper Guidelines for Writing Your Reflection Essay The following prompts are designed to help you think about your connecting experience in the larger context of your BDP work, your major, and your educational and professional goals. Please reflect on and write about each of the following sets of questions. Your essay should cover each of these three main sections, and the questions beneath each section should help you think more deeply about your experience in these terms. Be as specific as possible, and give examples to illustrate what you have learned from the experience. I.