Formative assessment, or assessment for learning, enhances student learning and achievement and helps teachers improve instruction (Wiliam, 2005). Assessing students during class allows teachers to immediately identify misunderstandings and direct students towards reaching desired learning targets (Wiliam, 2005). There are many modes of formative assessment, both formal and informal, including observations, rich questioning, oral presentations, team projects, assignments, peer reviews and self-assessments (McMillan, 2011; Wiliam, 2005). We will discuss two important formative assessment tools specifically and how they enhance learning. Self-assessment To achieve success students need to grasp of what they are doing, how well they are doing it and, what they need to do to improve (Chappuis and Stiggins, 2002).
The learning objectives here all reinforce number order by using various learning methods. So that the students will learn about grouping, my instructional objectives include manipulating objects, students explaining their reasoning to the teacher, and completing a worksheet which has pictures of groupings and solving adding/subtracting problems using the pictures on the worksheet. Varied teaching methods will be used to meet all of the instructional goals, so that more students will be
The chief characteristic of a thinking curriculum is the dual agenda of content and process for all students. Characteristics that derive from this agenda include in-depth learning; involving students in real-world, relevant tasks; engaging students in holistic tasks from kindergarten through high school; and utilizing students' prior knowledge. Effective communication and collaboration are essential to becoming a successful learner. It is primarily through dialogue and examining different perspectives that students become knowledgeable, strategic, self-determined, and empathetic. Moreover, involving students in real-world tasks and linking new information to prior knowledge requires effective communication and collaboration among teachers, students, and others.
1.2 The difference between FORMATIVE and SUMMATIVE assessment is there are different strategies FORMATIVE assessment can be on-going; as a pupil learning takes place you can use different ways to measure. Using open ended questions, e.g. ask the pupil to explain how they are going to… Using observation we can see how a pupil is coping with what we are asking them to achieve, how they go about dealing with the task set, you can do this formally through direct observation or on a day to day basis in the classroom. Listening to a child explain how they are going to tackle the task set is a good way of understanding their methods. Listening to the answers given to questions asked is a good way to find out what they understand about a given task.
We use a quickscan, and VAK test which helps to determine the learner style, (Visual, Auditory and Kinaesthetic). From the results we can evaluate the correct level and course for the learner to be on and also if additional support is needed throughout the course. Support must be in place before during and after initial assessment. For me I have a LSA in the workshop with me to assist with the learners who may require it. Within the teaching role of my subject it is important I provide a safe learning environment for all students, ensuring that they all engage and participate actively in practical and theory lessons alike.
Aural/Auditory Learners: Spoken/Heard instructions facilitate learning for his type of individual. Lecture sessions, discussion groups, emails and recordings are devices that helps people with this learning preference to explore and discuss concepts with others and understand what works best for them in learning environments. Read/Write Learners: Learners who choose this preference learn best when they receive and return information as words. Communication may be penned or typed. The mechanisms of choice are PowerPoint, the Internet, dictionaries, text signs and written responses.
Unit one in this class first involved the class picking values we thought were important to make a caring learning environment. As we shared our reasons for picking the values on a discussion board, the class was involved in cooperative learning. In other words, we helped others evaluate their own values by providing input and suggestions. In this way, I believe this section in particular of Unit one and the discussion boards in general addressed our continuing professional development: TPE 13. Another aspect of Unit one was identifying and categorizing our intelligences.
By understanding the dynamic of these relationships, a teacher understands the development and learning of students and seeks opportunities to positively support not only their intellectual development, but also social and personal as well. Children are children. For the most part, their developmental patterns can be predicted. Understanding the different stages of development can give teachers insight to not only academic performance, but also behaviors. This paper will focus on the learning theory of adolescents, primarily middle school students.
Learning Activities Page heading The following learning activities are designed to further develop your mastery of the learning objectives identified within this learning plan. Completing the following activities will further enrich your experience with the concepts and theories presented in this course. Start Course Content Learning Plan 1 _____1. Spend some time looking over your textbook and become familiar with the content. Reflect on your own communication skills as you explore the different topics in your textbook.
In this case, a guide to learning style known as VARK will be used to identify individual learning style. This enables teachers understand the different learning strategies, thus this tool empowers teachers to teach effectively (Marcy, 2001). VARK is a questionnaire form that guides the users on the learning preferences of various learners with respect to their abilities (Marcy, 2001). Summary of Learning Style The results of the VARK questionnaire revealed that I have a relatively strong read/write and kinesthetic