Linking instruction and assessment is critical to effective learning. Educators should provide students with various options for learning that include: different ways to learning (style and time), di... ... middle of paper ... ...re provided with ample opportunities to demonstrate their abilities. MI theory is used as formal and informal assessment in the classroom to allow students to be grasp and understand concepts. The use of multiple types of assessments in the classroom yield richer and more qualitative information about a child's achievement. If the ultimate goal is student learning, then there is a place for both standardized testing and authentic assessment using the MI theory in today's classroom.
By successfully using this design model, and educator can ensure the best results for his or her students and remain confident in knowing that the education being taught is relevant and meaningful to the scholastic background of his or her students. The following text will describe the ADDIE system, beginning with analysis. When an educator analyzes what he or she will be creating, it is important to ask questions such as “what do you want the students to learn by the end of the unit?” This is a way the educator can structure the curriculum for the students and incorporate into the teaching. When developing a curriculum the question “what problem is instruction the solution?” should be asked (Gagne, 2005). This question is often disregarded.
I understand why an effective teacher must be a resourceful curriculum planner. I also realize the importance of being supportive to my students, other teachers, and my school. I want to have a positive influence in all aspects of the teaching profession. The goal of educa... ... middle of paper ... ...’t have all the answers. An effective teacher must be knowledgeable and able to find and use resources in planning lessons to meet the curriculum.
Effective teachers must be competent in their subject area and have extensive knowledge of pedagogical matters. Mastery of content is of the utmost importance, in order, for teachers to effectively articulate the objectives of the various lessons. Teachers should possess a breadth of knowledge relating to how students best ascertain new information. In addition, teachers must be cognizant of all the resources available to them which will enhance the learning experiences of their students. Teachers should strive to create an environment that fosters positive student learning outcomes.
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.
Teaching and learning a second or foreign language is much like teaching in the general education classroom. ESL classrooms need structure, nurturing, and sufficient instructional strategies. With such diversity among adolescent ELs, it is important for teachers to learn as much as possible about their students’ background, prior knowledge, and experiences, and to have knowledge of strategies that directly address the needs of their students. Instructors need to build relationships of trust with their students and their families. Also, teachers need to establish predictable classroom routines and procedures.
Therefore, I want my students to grasp this concept and always be willing to learn. I support the behaviorist’s view that the environment shapes and influences people. This theory goes into consideration with Rousseau’s theory that children mature through stages, when developing an environment suitable for the grade level a person is teaching. The curriculum should be focused on the student’s needs and how they learn best. There are a variety of methods of teaching that I will use that I believe are important.
Formative Assessment will gauge student progress and is vital for achieving learning targets. Summative Assessment will determine how well students have mastered instruction. 4.Clear Outcomes A clear outcome is fundamental for quality assessment. The desired outcomes or learning goals provide the foundation for improving knowledge. A teacher and students need to have a clear understanding of learning goals, how to achieve them and how to tell when they have done so.
Gardner's theory of multiple intelligences must be considered when planning lessons for students with different aptitudes. In addition, it is important to keep an open mind about the many different methods available for teaching any given subject in a manner that is best suited to students with different intelligences. The merit of essentialism is evident in its name. Essentialism aims to teach essential skills and subjects. There are unarguably certain subjects which are necessary as a core and foundation to all other learning.
I should establish goals, purpose, and interactive instruction when working with students. I should be able to clarify confusion and provide differentiated tasks for students in my future teaching practices. As a teacher, I would offer models of behaviour; for instance, presenting students that creating an anchor chart helps to remember the course materials. Teachers should respond flexibly to students’ response and encourage students to self-monitor. I believe that it is essential to adapt independent learning skills in my future classroom since independent learning help students to improve their academic performances, increase motivation, confidence, and self-assessment