The exposure of students to innate development to material has a natural cause of growth in achievement in the long-run even where the instructions intervention fail to occur. The assessments are done before and after instructions measure expected growth. A checklist will be crucial in pre-assessment. Teacher checks off the present strengths among students thus identify areas to improve. The online system is another technique that teachers use to certain whether the answers (Barton, 2002). Comments on incorrect answer assist students’ future learning standards.
2. Importance Of Questioning
The teacher asks questions to find out what the learners already know, identify knowledge gaps and scaffold understanding. The process helps pupils to bridge the gap between what they know and learning goals. In conflict management class a teacher may ask, ‘Can you think of another way to solve that problem?’ The pupil will actively participate in learning and the teacher improve teaching outcome. The Ask-Pause-Call method of questioning is an involvement skill that employs new experiences (Barton, 2002). An inner tool improves psychomotor, social and cognitive needs.
3. Rubrics
The holistic rubric is one-dimensional criteria used to assess achievement of learners based on the set level of achievement. The assessment is used in term papers, essays, and presentations.
The analytic rubric is written in form of a table where teachers assess achievement based on multiple qualities or skills of the objective (Brookhart & Association for Supervision and Curriculum Development, 2017). There are different weights and value assigned to different criteria. The grading rubric is used in course assignment such as grammar writing.
The analytic rubric is an important criterion for instructions and best fits formative assessment.
4. Teaching Language
Language is central to learning and teaching. The teacher cannot communicate or make sense of a subject in absence of understanding. The skills are crucial in understanding study material, communication with student and student-student interaction.
Encouraging learners to read different texts will help in building robust academic language. The summary frame is another language teaching strategy important in the classroom. The learners read texts before completing a sentence frame or summarization.
5. Academic Language Toolkits
Academic language toolkits are crucial in learning. Compare and contrasting help the learners identify similarity and differentiating features. Similarly, classifying language function group ideas and objects according to characteristics. These strategies engage learners and are high-yield instructional strategies.
6. Factors To Consider When Selecting Technology
Students’ achievement goals is a fundamental factor when selecting classroom technology. The interactive whiteboards, cameras and software and website increase literacy skills.
The technology must bring equitable access to current and emerging digital resource. The connectivity of the infrastructure must fit in the learning space.
The technology must be sustainable; easy to use, integrate minimal training. It must stand the test of time.
Advantages of technology include allowing the teacher to have more experiments pedagogy and instant feedback. It helps in ensuring that students participate fully in class work.
Disadvantages of technology include causing distractions in learning, both for users and the people around. Technology creates disconnections between the learners. Interaction of students is minimal leading to eroded social interactions.
7. The ELA Standards
The ELA standards and strategies focus on student’s need to read progressive and complex nonfiction texts as they grow up and transition to other grades. The new standards for mathematics have narrowed and deepened content to allow students acquire better mastery of mathematics concepts
8. Instructional Modification
Teachers encounter scenario where the leaners may have special needs. Modifying instruction will be necessary to accommodate such students. Supporting auditory presentation with visuals is one way to instructional modifications.
9. Effective Groups for Learning
The instructor needs to articulate the goal for the group work. It should include the social skill and academic objectives students must develop. It is essential to determine the conformation of groups that will play a role in meeting goals. Instructions before the group work include assigning students specific roles. Encourage interaction to identify areas to improve group work in future.
10. Praise and Feedback
Effective praise glorifies the student and the very specific reason for the reward. It is meaningful as students get to know why they are correct. The ineffective praise is a reward for mere participation. It considers neither performance nor outcomes.
After analyzing formative assessments, the teacher provides the information to student inform of feedback. The teacher delivers the message in a manner that fit the particular student.
Praise is a powerful motivator. It changes the behavior among students. It is also an indication that the teacher approves and informs the learner about the progress and confirmation of expectations (Walvoord, Bardy & Denton, 2007).
11. Types of Feedback
Appreciation is one type of feedback that allows the teacher to thank students for their work and validate time spent in learning new concepts. A simple comment ‘ Thank you’ makes the student feel respected. Additionally, providing the link to resources allows extension of learning beyond the content of the course. The students acquire new information, perspectives, and ideas
I like asking questions to engage the learner. The conversation about the class work helps the students reflect and bring comprehension to another level.
References
Barton, P. E. (2002). Staying on course in education reform. Princeton, NJ: Statistics & Research Division, Policy Information Center, Educational Testing Service.
Burns, E. (1998). Test accommodations for students with disabilities. Springfield, Ill: C.C. Thomas Publishers.
Brookhart, S. M., & Association for Supervision and Curriculum Development, (2017). Rubrics for formative assessment and grading.
Walvoord, B. E., Bardy, B., & Denton, J. (2007). Closing the feedback loop in classroom-based assessment. Assessing student achievement in general education, 64-70.
Harry Tuttle (October 2007) Education with technology. Improve students learning through teacher’s decisions and technology
