Adding to this, the pronunciation of their words has to be clear, loud, and slow insuring their pupils understand what they have to do without any problems whatsoever. For example, when we are in class, the teacher has to conduct her lesson in a manner which we all can understand; this is done in a clear, loud and slow way. When using verbal communication, teachers use a variety of questions to their pupil to get them involved in the lesson and to find out more about them. For example, a teacher every so often gives out homework assignments, when the homework is due; the teacher asks the pupil “have you done your homework?” The student will then answer. Another example of this is, when a teacher is conducting a lesson the teacher will test a pupil by asking him/her a question about the work.
1.2 Summarise the difference between formative and summative assessment. Formative and summative assessments will allow her to determine whether her methods are effective in conveying the knowledge that she wants to impart to the students. Formative Assessment: Formative assessment is a teaching tool used on a daily basis to determine how much students have learned and how much they still have to learn. This can be determined through assignments and homework, quizzes and class discussions. They are given more frequently but carry lesser grading weight, because they are only used to determine which areas in the teacher’s instructions are not understood by the students and how much a teacher still have to teach them.
[ (Betebenner, 2009) ] | Measures a skill that is taught in class and based on a curriculum. Each skill has an objective the student must learn and understand. [ (Betebenner, 2009) ] | | Characteristics | Skills are tested less than four times and vary in difficulty. It is made to see who is in at grade level. [ (Hambleton, 2013) ] | The skill has a least four assessments to know which students have mastered the skill.
This transcript is set a classroom context, and shows some students in the class talking and responding to the teacher’s questions at the start of a History lesson. We see use of both standard and non standard language, and lots of features of spoken language. At the start of the transcript the teacher emphasises the words ‘right everyone, settle down’; this is a discourse marker and is used by the teacher to signal to the class that the lesson is about to start and so to listen. He then pauses before repeating the words ‘settle down’. I think this is where he is talking to different parts of the room to a make sure he has authority over all of the students and to reiterate that he is ready for the lesson to begin.
Adults have a very sharp sense of understanding what is their benefit in learning and loss in not learning. ANDRAGOGY PEDAGOGY THE LEARNER • The learner is self-directed and responsible for his/her own learning. • Self-evaluation is the characteristic of this approach. • The learner is dependent on the teacher/instructor for all the learning. • The teacher/instructor assumes full responsibility for what is taught and how it is learned.
I observed him in class because I wanted to see how he interacted with the teacher, his peers and the text that was presented. From the first observation I gleaned several things about Mateo as a student, his literacy behaviors and the educational implications created by receiving the majority of his instruction in an L2. The first thing I observed was that Mateo seems pretty reluctant to use English or speak at all
A child can put so much effort into studying for a test and then end up getting a terrible grade. This grading system has also simplified teachers' work in the classroom. A set key of answers defines the student's success. Teachers give a test and only base the student's grade off of the answer key they have in front of them. But do we ever think about the amount of effort the student may have put into
Passing the quiz is an indication that your child understood what was read. AR gives the student and the teacher immediate feedback on the quiz, which the teacher then uses to help the student set goals and direct ongoing reading practice. To determine the student’s reading-level a short ten minute computer based reading assessment that adjusts the levels of difficulty to student responses is administered. The test establishes a Zone of Proximal Development (ZPD) reading range for the student. Students are then encouraged, or required by some teachers, to select books within their ZPD that also matches their age and interest level.
The participants in this study will include fifteen principals and thirty teachers from schools that have exemplary served these student’s needs by using effective strategies, thus improving test scores and academic performance. This study will focus on male and female elementary students (PK-5), and a brief explanation of the challenges that middle school student’s faced in the past. Data will be analyzed using a mixed method approach of analyses. My topic area is English Language Learners. English language learners, or ELLs are those students who are not yet proficient in English and who require instructional support in order to fully access academic content in their classes.
Describe and analyse a situation where the teacher’s understanding of Word Classes informed the teaching and learning. During literacy hour the children were introduced and reminded of word classes, their learning objective for the lesson being: ‘I can choose appropriate sound adjectives’. The lesson began with a quick reminder of the word classes already covered. These included verbs, nouns and adjectives. As part of a group discussion, the children were asked to answer a number of closed questions such as ‘Can anybody tell me what a noun is?’, ‘Can anybody give me an example of this?’.