Essay Influential Teacher

In the act of learning, people obtain content knowledge, acquire skills, and develop work habits—and practice the application of all three to “real world” situations.

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This chapter includes several examples of assessment lists; the first three are lists for assessing student-made graphs.Finally, as students work with performance assessment, the quality of their work improves, reducing the time teachers must spend assessing and grading student work.Performance tasks should be interesting to the student and well connected to the important content, process skills, and work habits of the curriculum.This process is further simplified as teachers and schools begin to collect and maintain lists of generic tasks and assessments that teachers can adapt for individual lessons.Teachers find assessment lists a more efficient way of providing feedback to students than traditional methods, thus saving time in the long run.Higher-order thinking or process skills can come from the various disciplines, such as writing or proofreading from language arts or math computation and problem-solving skills.Other process skills cut across subject area lines or may be identified as areas of need based on standardized testing (e.g., analogies, categorizing information, drawing inferences, etc.).They are both an integral part of the learning and an opportunity to assess the quality of student performance.When the goal of teaching and learning is knowing and using, the performance-based classroom emerges.Teachers find that many activities they are already doing can be shaped into performance-learning tasks.Two initial concerns of teachers moving toward performance-based classrooms include the amount of time needed for performance tasks and the subjectivity traditionally associated with teacher assessment and assigning “grades.” The initial move to any new method involves an investment in time.

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