There a three main stages to assessment the start of a course when Initial and diagnostic assessments should take place these methods are used to identify the learners suitability learning levels and learning needs for their chosen course. The second stage would be the middle of the course where I would want to use continuous assessment methods such as peer assessment and self assessment too ensure that the learners are making the correct progress, all of these methods have formative assessment roles that allow the learner to improve whilst learning. Finally there would be a final assessment this could be a written exam end of module test or performi... ... middle of paper ... ...roughout the session. “Good teachers are not born, nor are they made by tutors. They make themselves.
This is one advantage that McGraw Hill has, Treasures contain Leveled readers (various versions of the identical text that are simpler or more difficult) which permit educators to meet children’s individual needs knowing that each child excels differently, Treasures contained different levels of the same text so that each children reading level is acknowledge. The liberty to modify lessons to address students' capabilities and individual needs is a benefit of the McGraw Hill Basal Series. The guided reading books are grounded on the similar comprehension and phonic skills as the focal story. There are letter cards and a resource for word sorts to support phonic skills. This series really tries to connect all the sides of literacy in its place of educating in separation.
Planning for continuity requires to know previously what students have already done, thus during teaching practice one, planning for continuity was achieved after some time getting information about the students and, some meetings with the mentor, in which pupils' previous knowledge and abilities were discussed. Experiences that children have about different educational transitions and in their family lives affect children and their capacity to adjust and to learn. There are two main transitions that must be bridged in order to promote continuity, these are: firstly, from kindergarten to primary school, and secondly, the transition from primary school to secondary school. Continuity is usually promoted by developing a curriculum that states the general objectives and that is planned for curriculum coherence according to the knowledge of how each individual student learns. However, in the context of Spanish language subject in the school, where students are set in ability groups, and they start learning Spanish just after the transition from primary to secondary school, continuity can be achieved easily by just using differentiated plans that a... ... middle of paper ... ...ence possitively in progression.
My methodology of teaching reading would be the Holistic approach. This approach includes whole language and look & say. I like that the emphasis is placed on teaching reading, writing, listening, and oral language. Emphasizing these skills gets students to maximize their comprehension of text, identify relevant and non-relevant information, and tolerate less than word-by-word comprehension. In the classroom I would place more emphasis on learning than on teaching so by taking the whole language approach, the assessment is continuous and takes many forms: I would collect daily performance samples or work; observe and record children’s behavior; audio and videotape them in different situations; and have them build a portfolio filled with information about each student.
Teachers also need to be aware that there has to be progress, and that certain students learn differently. When using emerging literacy into my model I need to find out what the student’s background knowledge is on reading, print, and what they want to read about. This helps them stay engaged and constantly gives them opportunity to grow and challenge themselves at their appropriate literacy level. Both reading readiness, and emergent literacy go hand in hand and provide a wide array of scaffolding within the scaffolding and building of the interactive reading model.
The Steps Teaching Vocabulary The steps teaching vocabulary according to Celce cited in (Hartati, 2014:21), namely: a. giving the context, namely the teacher gives the meaning of the word with one or several techniques. b. Repetition the meaning of words by asking questions about the wordswithout context until they are able to reciting them pretty well. c. The use of the word in the context of a situation a variety. For example the teacher gave the same response in a variety of situations in which the meaning of the response is a variety too. d. Giving an example sentence or model.
It is used to know the students feedback after demonstration conducted. Richters (2009:7) add that the aim of post reading activities is to monitor the learners’ retention comprehension of the text. In this research, the activities in post-reading are: 1. Reviewing the material that has been discussed. 2.
This enables students to assess their own work and that of their peers and provides opportunities to discuss and reflect on their achievements, for example, peer ratings, creative writing, sharing portfolios in pairs or an oral presentation. (Collaborative learning in action) QCAR framework provides a significant amount of support for teachers’ .Teaching sequences and learning overviews illustrate how to structure learning experiences to incorporate opportunities for peer assessment and self-assessment. (The national strategies) How appropriate is this strategy for different classroom assessment contexts? Peer and self assessment can be seen as formative and Berg, Sadler. Formative assessment is effective in virtually all educational settings: content areas, knowledge and skill types, and levels of education.
It should assess attributes/knowledge that the learner should be developing and have sufficient predictive ability to establish how well the learner will progress. Fairness - allows for all students to do equally well, regardless of gender or backgrounds. Producing reliable and valid assessment sets an even field for all learners on a course. A host of methods are available for assessment, as Rowntree suggests that we may run into problems if we only use one method of assessment. Rowntree (1987).
They have to help students identify the information they have read. A strategy to get this information is to ask who or what and what is relevant within the passage. The students are taught, to sum up, a passage in less than ten words, so that their meaning conveys the most important idea(s), but not unnecessary details. The wrap up teaches students how to come up with questions and review the important information they have read. The second strategy is cooperative learning.