It is extremely important for educators to choose and evaluate materials to that will encourage student learning. The overall goal when choosing resources is that they support the learning outcomes of the curriculum. Student experiences and learning outcomes are shaped by the resources the teacher chooses to use the their classroom. It is important for educators to evaluate all learning resources prior to use to ensure they meet the criteria that will allow all students regardless of their culture of linguistic differences to be successful in their learning endeavors.
Also, teachers need to establish predictable classroom routines and procedures. Students can put their focus on content and activities when they know what to expect and are familiar with classroom routines. Teachers model routines and procedures by creating opening and ending procedures, procedures for distributing materials, positing agendas and schedules. It is important to keep in mind that ELs bring creative, capable minds which can process higher-order thinking and learning although those minds need strategic support, explicit instruction, and positive reinforcement to further promote learning. In the ELL classroom, several effective methods will promote and foster English acquisition, include modeling, rate of speech and wait time, use of nonlinguistic cues, giving instructions, and encouraging development of L1.
Who do they remind you of in your school or classroom? Contemplating on the idea of differentiated classroom, it can be seen that it involves the collaborative attempt of both the teacher and students to create a classroom environment that embraces diversity and differences. With these differences, it helps create the realization towards finding new ways to improve the level of appreciation and learning of content. With these, it helps the educator determine the patterns or methods of instruction that can best apply and supplement the needs of students in the classroom. From this perspective, I do believe that this serves as an important foundation for shaping a differentiated classroom.
Learning how to learn involves reflecting on evidence of learning. It is a part of the cycle of continuous assessment. This is where students and teachers set learning goals, share learning intentions, evaluate their learning through dialogue and self assessment and peer assessment. Through this learners become aware of what they learn, and how they learn. Relevant (QSA, ACARA,) documents highlight the importance of educational systems lifelong learning this is where students grow not only in knowledge but to become independent of the teacher.
According to Friend and Bursuck (2009), the two major kinds of curriculum-based assessments are probes of basic skills and probes of content-area knowledge and strategies. I like to implement more curriculum-based assessment in my classroom instead of standardized assessment because it is an approach that associates instruction with assessment. Curriculum based assessments are defined as brief tasks that ask students to show their understanding of an identified skill or content (Friend, M., & Bursuck, W. D., 2009). These types of assessments allows me to discover the students with special needs that are struggling in my classroom. Curriculum-based assessments provides important and valuable data that teachers can utilize to meet the needs of their students with special needs.
‘Assessment is one of the most powerful educational tools for promoting effective learning. But it must be used in the right way’ (Assessment Reform Group 1999:2). Critically evaluating effective practices of assessment through its principles and approaches will enable us to explore what impacts it has on children’s learning. Beginning by exploring what assessment for learning is and what are the aims to achieve. Before continuing to explore different forms of assessment for learning evaluating the effectiveness and assessing the impact they have on children’s learning within the classroom.
One important aspect to make students’ learning valuable is to focus the planning in setting objectives in terms of desired outcomes (knowledge skills, attitudes, values) that we want our students to develop. By developing clear objectives, students feel that there is a reason for learning. Also, it is important to provide feedback, because it helps students improve their goals’ achievement and solidify their understanding. Teachers need to communicate objectives, in this way students will be able to know what they are doing in class and what they are supposed to learn. Some recommendations for setting objectives in the classroom are: Set learning objectives that are specific but not restrictive: it is important to know the specific standards, benchmarks and supporting learning that students at school are required to learn.
The development of learning skills is needed to succeed in school. Independent learning is frequently related with other approaches to learning such as student-centered learning. The gradual release of responsibility strategy is a successful way for moving classroom instruction from teacher-centered to student-centered collaboration and independent practice. While students have full responsibility for outcome, teachers provide feedback, evaluate, and determine level of understanding. Teacher must reflect how well students evaluate, assess, and modify plans to complete tasks and meet goals; accepts responsibility for own behaviour; follow classroom instructions without supervision.
Thus, effective formative assessment must help students answer the following questions: 1. Where am I trying to go? Students need clearly articulated, concise learning targets to be able to answer this first question. Learning is easier when learners understand what goal they are trying to achieve, the purpose of achieving the goal, and the specific attributes of success. Teachers should continually help students clarify the intended learning as the lessons unfold—not just at the beginning of a unit of
The proposal will also present ways in which technology facilitates ongoing efforts to assess student learning. Technology also provides pros and cons to learning and this will be discussed to make the final decision if teachers should only use technology to assess student learning. There are two types of assessments that teachers can use to gather pertinent information about students, these are formative and summative assessments. Each assessment has a detailed objective for accomplishing tasks, objectives and goals. Formative assessments provide ways for the teacher to integrate a distinct process of learning that will achieve a preferred outcome.