美国康奈尔代写:有效教学

2017-08-06 00:39

可以对有效教学。它使学生自信和刺激之间的差异，和被剥夺的学生谁是不确定的，在学习目标的基本原理。克拉克（2006）在课堂上明确地传达了学习结果。根据我自己的经验和观察，这会使学习变得更加相关，尤其是当学习意图放在先前和未来学习的背景下时。它也有助于阐明哪些领域的学科知识需要在什么时候进行教学，以及如何对这些信息或技能进行教学。克拉克还建议教师与孩子合作，以确定成功的标准。这些工具用于向学生和教师提供反馈，说明学习目标在多大程度上得到满足。形成性评价的运用丰富了教学、规划和课程开发的过程。它不仅能为班级提供短期目标，而且能通知谈判课程，鼓励孩子通过反思自己的进步和动机成为积极的学习者。必须强调的是，并非所有的评估都必须是定量的，也不需要记录，教师自己的反思过程是评估的关键部分。终结性评价的目的是说明学生有了学习的目标或达到一定标准的成就。在形成性评价的基本定义是证据的收集和使用有关的明确的目标和一节课的学习成果。这种类型的评估可以由老师使用和解释，以确定学生所取得的成绩、知识上的任何差距，并决定需要什么步骤使学生能够发挥他们的潜力和单元成果。我已经观察到形成性评估被用来通知教师学生的进步，使他们能够适应他们的计划和教学，以满足他们孩子的需要。形成性评价的目的是对学生学习和有效教学法产生积极影响。越来越多的证据表明形成性评估提高了进步和成就水平。
美国康奈尔代写:有效教学
can make towards effective teaching. It makes the difference between self-assured and stimulated pupils, and disenfranchised pupils who are uncertain of the rationale behind the learning objective. The case for clearly communicating the learning outcome to the class is picked up on by Clarke (2006). In my own experience and observation, this results in making learning relevant especially when the learning intention is placed in the context of previous and future learning. It also helps to illuminate which areas of subject knowledge are required to teach at which time and how this information or teaching of skills is to be structured. Clarke also recommends that the teacher works with children to identify success criteria. These are used to supply feedback to both pupils and the teacher regarding the extent to which the learning objective has been met. Consequently, the use of formative assessment enriches the process of teaching, planning and curriculum development. It can inform not only the short term goals for the class, but also the negotiated curriculum, as children are encouraged to become active learners by reflecting on their own progress and motivation. It must be stressed that not all assessment needs to be quantitative, nor does it need to be recorded .The teachers' own reflective process is a vital part of assessment. The purpose of summative assessment is to illustrate that pupils have met their learning goals or reached a certain standard of accomplishment.Formative assessment in basic definition is the collection and use of evidence about the learning in relation to the explicit objectives and outcomes of a lesson. This type of assessment can then be used and interpreted by the teacher to identify what the pupil has achieved, any gaps in knowledge and to decide what steps are needed to enable the pupil to reach their potential and unit outcome. I have observed formative assessment being used to inform teachers of pupil progress and to enable them to adapt their planning and teaching to their children's needs. The aim of formative assessment is to impact positively on pupil learning and effective pedagogy. There is a growing amount of evidence suggesting that formative assessment raises both progress and attainment levels

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