Two star and a wish - 200
When using appreciating and evaluating it is important for pupils to give appropriate good quality feedback. Using two stars and a wish tool is a way of delivering feedback that provides two things that the pupils did well (stars) and one thing that they pupils could improve on to make their performance even better. This feedback should relate directly to the success criteria provided by the teacher for the skill (Glasson, 2009). Feedback is an essential part of evaluating performance, the sooner a performer receives feedback the more practice time they have to correct the skill and not develop bad habits. This tool gives pupils a structured way to deliver feedback that would not raise any tension or change the classroom climate (Webb & Jones, 2009).
In the gymnastics class pupils were to give each other feedback after each performance. Pupils were given a two stars and a wish feedback form (see appendix A) that would help them structure their feedback for their partners. At the end of the lesson pupils would also fill in the feedback form with two positives about the performance and two negatives. They would then give the performer the form and they could take the feedback home with them and reflect on their performance.
Pedagogical choices - 1000
Teaching styles
Mosston’s teaching spectrum is a continuum that ranges from the teacher centered teaching style of command to the pupil centered divergent teaching style (Mosston & Ashworth, 2002). The teacher centered teaching style is a reproductive teaching style where the teacher decided the activities, timings and practices. Mosston has stated that more learning tasks place when choice and decision making moves from the teacher centered teaching styl...
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...y to watch their partner’s performance and provided them feedback that could help them improve. Pupils had the responsibility of helping their partner learn the skills and provide constructive feedback.
Social interaction skills referred to the communication, listening to one another and providing feedback, resolving conflict, taking turns to speak or perform and express enjoyment in the success of your team (Dyson & Grineski, 2013).
In relation to the gymnastic lessons pupil’s communication was improved by the peer observation task. Pupils had to communicate feedback to each other to help their partner improve. The performer had to be able to receive the feedback and the observer had to be able to put their feedback across in a structured way. Pupils also learned how to take turns observing and performing the skill, developing their knowledge and their ability.
In conclusion I feel that using effective assessment methods throughout any course allows tutors to give feedback at the right time to allow the correct progress for the learners to achieve. I have experienced feedback many times as coach and more recently as a teacher and feel it has only helped me to improve and to keep wanting to improve so I can inspire others to achieve.
In the article, Caution–Praise Can Be Dangerous, Dweck’s objective was to explain that praising students has a huge impact on performance and their way of thinking. Dweck studied fifth grade students and the effects of different messages said to them after a task. There were three responses: praise for intelligence, praise for effort, and praised for performance (with no explanation on why the students were successful). She described that having an understanding of how praising works could lead teachers to set their students on the right path. In Carol’s opinion the Self Esteem Movement did not produce beneficial results, but rather limited students’ achievement.
In the workplace feedback is given among employees or from leaders to employees. A performance review is an example of how employers can provide constructive feedback to their employees to help them identify their strengths and weaknesses to assist them to improve and develop the necessary skills to be successful within the organization. For information on how to provide better feedback, please visit: http://www.dummies.com/how-to/content/giving-constructive-feedback.html
...sequent Parliament will be bound by the manner and form. In Attorney-General for New South Wales v Trethowan it was held that since the Colonial Laws Validity Act 1865 specifdied certain manner and form the later Parliament was bound by this. Similarly in Harris v Minister of the Interior court held that the South African Parliament had been created and given its powers by the 1909 Act and later Acts which tried make changes without following the correct procedure was invalid. The modern attitude of courts is changing as could be seen in R. (on the application of Jackson) v Attorney-General concerning the Hunting Act 2004, where Lord Hope of Craighead said Parliamentary sovereignty is no longer, if it ever was, absolute, instead its qualified.” Its enforcement by the courts is the ultimate controlling factor on which our constitution is based.”
One of the main reasons this research was conducted was to understand how multitasking on your computer during class affects the student and his/her peers around them. This research is very topical, considering that technology is becoming extremely prevalent in our everyday tasks. The results of this study provided that multitasking does have consequences on the student and their peers (Sana. F., Weston, T., & Cepeda, N. J., 2013). To begin with, the study proved that learning and understanding declined when multitasking was introduced (Sana, et. al., 2013). Another thing Sana, Weston, and Cepeda (2013) found was that comprehending the material presented during lecture was also disrupted when students were sitting near another student who was multitasking.
An incremental analysis (sell – or – process – further) for Loh Gear Bikes Company.
1. What is the difference between a. and a. Each participant at the meeting presented their arguments in “you” statements. Throughout the meeting, each participant was defensive in his or her reactions, while focusing on the other person. In addition, it was evident that neither party was effectively listening to one another. 2.
I feel that this is necessary when explaining the activities, because it would then relate back to the session plan that was meant to be followed. If this was to be accomplished next time the activities are completed, then I believe the session would flow better and be improved upon. Other than that our collaborative teamwork skills were maintained throughout the entire session. Therefore the students not only enjoyed the activities but learnt something new about self-growth and self- awareness and their own mental health
For a majority of people, their earliest childhood memory is nothing more than a fragment of something that happened when they were three to four years old. This fragment in some way, shape, or form must have been important in some way if it was the one memory remembered out of the countless number hidden away in the deep trenches of the mind. My mind seems to have chosen the fragment of a memory from when I was about three or four, yet, I cannot absolutely guarantee if this is correct. I may have been a year or two older or perhaps even a year younger. In fact, I have a number of memories from my adolescence that according to my parents and those who were close to me at the time I remembered incorrectly. These memories felt so authentic and substantial it was difficult for me to recognize that they were not necessarily true. Despite this, I have come to realize that I do have one memory that I know is true, that is backed up by film, eyewitness accounts, and record keeping. This memory, as fragmented as it might be is a story fit for the ages. It portrays images of hard work, of glory, of cunning adaptability and of victory.
Be an Active Listener. Allowing your mentor to take the lead at times while listening them as this will build your social skill by assessing the context of the
Through the peer assessment, the students become more actively engaged and self-directed in the learning processes. At the same, the student may faces challenges when assessing others’ work which is counter to our personal values. For me, I will assess it in accordance with the instructor’s guideline which I need to be aware of it. Whenever I identify a student’s a peer assignment, I have to provide the reasons for my feedback why it is needed to be improved. I will let the student know that I believe he or she can succeed or improve over time and make it clear that my comments relate to a particular task or performance, not to the student as a
Cooperative learning and feedback are also key strategies within this instructional unit. Students will use rubrics, a form of feedback, to observe each other’s performance. Students will then discuss the rubric with the peer observed in order to praise correct techniques demonstrated. Likewise, the use of this peer observation will allow students to have an insight the techniques they are displaying that are improper and offer advice on how to correct these errors.
The reward system is a beneficial behavioral modification teaching method, which promotes more positive behaviors in the classroom (Charles & Barr, 2014). Many teachers generally use the reward method of praise within their classrooms for a variety of reasons. The first advantage of using praise within the classroom is because it encourages students do repeat positive behaviors in the classroom. Many children are simply looking for attention and enjoy it, which makes it a great technique to use in the classroom (Charles & Barr, 2014). Another advantage for this reward type is that due to the encouragement, the students are able to perform at a better rate; students excel academically. A final advantage to using praise is that it is easily implemented into the classroom and requires little to no preparation. This makes the reward method a great addition for teachers as well as students because students get instant feedback without
Feedback is one form of assessment that teachers think will take long, however, if given orally to the students it allows them to correct what they are misunderstanding or doing wrong. Most teachers feel that feedback is meant to be written down but it is not necessary to do so. Oral feedback as well as written feedback can be very effective and beneficial for a student if done correctly. According to Leahy et al (2005), “To be effective, feedback needs to cause thinking. Grades don 't do that. Scores don 't do that. And comments like “Good job” don 't do that either. What does cause thinking is a comment that addresses what the student needs to do to improve…” (p. 22). I felt that this quote was very fitting to what I did in the classroom while walking around and checking up on the students. Instead of saying “good job” or “looks good,” I found myself watching bits and pieces of several
Assessing student understanding is important but as a teacher you need to provide feedbacks to the students. During my lesson, I allowed the student to ask questions and tried to answer each individual’s answer right away. Since my students are not able to read or write I had to provide feedbacks by verbally.