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.
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
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 teacher’s questioning strategy can help students obtain understanding and see connections as they work toward solutions to problems. (Inspire, 2011) “One of the most striking aspects of teaching is that the teacher’s speech consists of questions” (Manouchehri & Lapp, 2003, p.563). Each question the teacher asks should be strategic toward the goal of student learning. The teacher must determine beforehand what student response is desired and structure the questioning accordingly. Questioning can also aid the educator by assessing the students’ comprehension and understanding, thereby allowing the modification of instruction if necessary (Chappell & Thompson, 1999).
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.
Introduction Constructivist Learning theory suggests that learning is achieved through the active engagement of the learner through the senses. A learner constructs his or her own knowledge through the application of background knowledge and both new and past experience. Constructivist approaches to learning are aligned with what research suggests are the most effective practices for promoting student learning and engagement; they are learner rather than teacher centered and they promote self directed learning practices among students by engaging them in dialog and problem solving strategies that are relevant to real world experiences. Three examples of constructivist teaching methods include peer teaching and learning, focus on problem solving, and a collaborative learning environment that includes opportunities for group and partner work and discussion. In my research, I’ve found that these teaching methods and strategies not only actively engage students but positively impact student achievement and outcomes.
Collaborative assessments allow students to get involved in the assessment process. Students who are included in this process are better able to take on a dynamic role in their own learning. When students have a clear grasp of their own strengths, weaknesses and abilities they are better able to set, monitor and meet learning objectives. Self and peer assessments are two examples of formative assessments that permit students to become engaged in their own learning. They make effective use of self-centered teaching; one of Mosston and Ashworth’s eleven teaching styles.
“Every phase of instruction must be accompanied by a means of checking for understanding” (Fisher & Frey, 2008, p. 37). I have realized that assessing students’ understanding of the concept on which the lesson is based is a critical step in determining the flow of the lesson. A quick recap in the form of questions and answers works well for me to not only correct misconceptions but also improve learning as it helps the students connect the day’s lesson with previous learning. In my experience, all assessment may not count towards a grade but there should be feedback for learners as well as us facilitators to know where they stand with respect to achieving the lesson objectives. “Students achieve more when they have a clear picture of the expectations”
Along those lines, humans learn by association, and the better we can associate pieces of information to past experiences, the greater... ... middle of paper ... ...ng students through new information with the objective to help students connect new experiences to prior ones, and, thus, construct new knowledge. My instruction will focus on holistic concepts, encourage students to articulate values, and bridge concepts that allow individuals to reach unique worldviews that align with reality. When students leave my classroom, they will have the motivation to engage in life-long learning that allows them to participate in a global society. Works Cited Kafai, Y. B., & Resnick, M.
They like to learn in an interactive way, where they can visualise materials during the lesson, and enjoy a kinaesthetic approach to learning. Inclusive learning addresses different aspects in teaching which are helpful in ESOL learning and teaching environment. They are described as attitudes, approaches and techniques to evaluate student’s performance and promote effective learning environment. To achieve aims and objectives of the learning process, initial and formative assessments are conducted through group work. Quizzes, questionnaires, worksheets and handouts are given to students to practice them in the class according to the topics.