Classroom assessments help educators identify students strengths and weakness, monitor student learning and progress as well as plan and conduct instruction. Many question rather to use the more formal standardized testing or authentic learning strategies including the Multiple Intelligence (MI) theory. Classroom assessments can do more than measure learning. How educators access and communicate the results send a clear message to students about what is worth learning, how we expect them to perform as well as how it should be learned. Linking instruction and assessment is critical to effective learning.
Elementary Lesson Modifications I can modify my elementary lesson by incorporating constructivism principles. Throughout the whole lesson I can guide the students to aid their comprehension and understanding instead of constantly correcting them or giving them the correct answers. Scaffolding is another strategy I can incorporate into my lesson. By using it, I can correct errors and help students develop higher level thinking skills. This strategy is very effective in helping teachers guide the students to help them understand the new information and can be applied to whole group, small group and individual students.
In this program, teachers learned the specific concepts about children’s process of mathematical thinking and were engaged in various ways of instruction based on the understanding of the concepts. Teachers showed higher achievement in their learning at the end and the change in their instruction led to their students’ achievement. This finding suggests that teachers’ professional learning becomes effective when they can learn content knowledge and specific skills that facilitate application of the knowledge. Give opportunities to teachers to engage in self-directed, initiative, active learning How teachers are engaged in professional development also matters. When teachers are self-directed and self-initiated, and thereby engage themselves in active learning (Garet et al., 2001; Li & Protacio, 2010; Penuel et al., 2007; Wilson & Berne, 1999), they can maximize the effectiveness of professional learning.
These performance tests will be beneficial for problem solving tasks, manipulation of objects, construction activities, and identifying patterns and relationships. Performance tasks can be evaluated in real-learning situations or learning centers through teacher observation using a rubric with performance indicators. This way, the teacher can describe the mathematical processes that the student is capable of doing, rather that simply assigning an arbitrary letter grade, which only compares a student with his or her peers. Achievement tests have their place in the evaluation process. While the process is nearly as important as the product, as educators, we want students to be solving problems appropriately.
I want to know when children are exploring concepts by playing games with rules are teachers still involving students in quality education? Are they still receiving quality instruction as they interact with other adults, peers and more capable students other than the teacher whilst playing the games? Do these interactions enhance mathematical learning or does it inhibit a learners growth towards understanding. Currently in Queensland, Australia the early years teachers are working with ... ... middle of paper ... ...ary part of mathematical learning and play because physical actions with concrete materials support exploration and growth towards abstract understandings. Bragg, L. (2007) Students’ conflicting attitudes towards games as a vehicle for learning mathematics: a methodological dilemma, Mathematics Education Research Journal, Vol 19, No 1, pp 29-44, MERGA, Melbourne.
Furthermore, children are provided with opportunities to discover and develop their skills and knowledge through real life experiences, which create opportunities for authentic learning in multiple learning areas such science, mathematics and literacy (MacNaughton, 2010). This then creates a cross-curricula environment not a prescribed environment with specific subjects. For an integrated curriculum to be successful and thorough, teachers need to be able to identify the learning that is going on as it will be happening on different levels as with intentional teaching, the teacher is predicting the children to extend their skill sin a certain way through a certain activity therefore resulting in a specific outcome. As well as Te Whāriki, being underpinned by sociocultural theories is underpinned by the ecological theory of Urie Bronfenbrenner. His Ecology model is a good example of social systems integrating and influences children to make sense of their world.
Research Behind the Teaching Strategy According to Kroesbergen & Van Luit (2003) “self-instruction and direct instruction seem to be adequate methods for students with special needs. Direct instruction is most effective for learning basic math facts, and self-instruction approaches are an effective way of learning problem-solving skills.” Technology is an important tool to use in education. Technology is beneficial to motivate student to practice skills. The computer cannot take the place of the educator for instruction. (Weis, 2014)
The focus is on the personal ways of understanding and the actual process, rather than the answers. Constructivist Mathematics instruction encourages “reflective thinking, higher-order learning skills, testing viability of ideas and seeking alternative views”. The learner also understands how this knowledge of particular mathematical concepts and rules are applicable to real life problems and situations. (ict site) Student-centred learning is vital for students to construct their understandings and commit them to memory in ways most appropriate for them. Activities that include engaging, participatory experiences, discussion, multiple tools and modes of representations and interactive demonstrations are successful in fostering learning and enthusiasm.
Kindergarten teachers rate these motivational and social emotional skills as more essential to schools success than being able to hold a pencil or read. They would like for children to be ready for learning which incorporates being able to cooperate, follow directions, demonstrate self-control and “pay attention”. This theory is one several strengths that this article portrays. Not only does it depict the issue in social emotional development but it also provid... ... middle of paper ... ...by their peers. In preschool, the relationships children develop with one another can have an enduring impact on academic achievement, because they can provide more positive feelings about school and enthusiasm to participate in classroom activities, which can lead to superior levels of achievement.
In fact the calculator enables the student to use more of their intellect because the machine allows the student to free itself from performing arduous tasks which allows the student to focus on how he or she obtained the answer (Lambdin et al, 2001). Another impediment to using ca... ... middle of paper ... ...ad to be done so the results would be precise. This one experiment involving a tool of mathematics integrated science and math. This is just one way that the calculators can be used to benefit elementary students. If the calculator is used properly in the classroom, it can be a great tool that benefits students and teachers.