Learning Oriented Assessment What is Learning Oriented Assessment (LOA)? The term Learning Oriented Assessment is one of several which have been used in recent years with a similar purpose in mind: to carve out a place for a form of assessment with different priorities and values from those of traditional assessment, with its focus on reliability and validity. Like the classroom-based assessment movement in the US, or the Assessment Reform Group’s promotion of formative assessment or Assessment for Learning in the UK, LOA proposes a form of assessment whose primary purpose is to promote learning. Cambridge English Language Assessment approaches LOA from an assessment specialist perspective, taking a systemic view where assessment operates on multiple levels and takes many forms. Our conception of LOA reflects an intention to change the traditional relationship of assessment to learning. Cambridge English Empower takes learning-oriented approach Find out more about Cambridge English Empower Find out more about LOA
Reciprocal Teaching Before Reciprocal Teaching can be used successfully by your students, they need to have been taught and had time to practice the four strategies that are used in reciprocal teaching (summarizing, questioning, predicting, clarifying). One way to get students prepared to use reciprocal teaching: (from Donna Dyer of the North West Regional Education Service Agency in North Carolina) Put students in groups of four. Distribute one note card to each member of the group identifying each person's unique role: Summarizer Questioner Clarifier Predictor Have students read a few paragraphs of the assigned text selection. Encourage them to use note-taking strategies such as selective underlining or sticky-notes to help them better prepare for their role in the discussion. For more information, see the article Reciprocal Teaching for the Primary Grades: "We Can Do It, Too!". Download blank templates
Reciprocal Teaching for the Primary Grades: "We Can Do It, Too!" In 1978, Durkin (1978-1979) made what continues to be an alarming observation: less than 1% of classroom reading instruction was dedicated to comprehension instruction. When comprehension instruction occurred, the focus was on asking students questions about the text-assessing comprehension, not providing instruction. More recently, Pressley, Whar ton-McDonald, Mistretta-Hampston, and Echevarria (1998) examined reading instruction in 10 fourth- and fifth-grade classrooms. They too found little comprehension instruction and an emphasis on assessing comprehension. Taylor, Peterson, Pearson, and Rodriguez (2002) had similar findings when they observed literacy instruction in 88 classrooms. The lack of documented comprehension instruction, especially in the primary grades, has contributed to a student population in which 69% of fourth graders read below the National Assessment of Educational Progress' (NAEP) proficient reading level (NAEP, 2005). Comprehension strategy instruction
Reciprocal Teaching Strategies for Reading ComprehensionReciprocal Teaching[Palincsar et al, 1984, 1986] What Is Reciprocal Teaching?The creation of Palinscar and Brown, Reciprocal Teaching is in some ways a compilation of four comprehension strategies: summarizing questioning clarifying predicting Please understand that some think the choice of "reciprocal" in the name of this strategy is slightly misleading. It conjures up the image of a student in front of the class, or of students taking turns telling each other important ideas in the text. How Does It Work? How Might I Implement Reciprocal Teaching in my Classroom? One approach to teaching reciprocal teaching might be to have students work from a four-column chart, with each column headed by the different comprehension activity involved. You might also consider implementing reciprocal teaching the way Donna Dyer of the North West Regional Education Service Agency in North Carolina recommends. Put students in groups of four. © 1998-present by Raymond C.
Learning styles – the emperor with no clothes | Adaptive Learning in ELT All aboard … The point of adaptive learning is that it can personalize learning. When we talk about personalization, mention of learning styles is rarely far away. Jose Ferreira of Knewton (but now ex-CEO Knewton) made his case for learning styles in a blog post that generated a superb and, for Ferreira, embarrassing discussion in the comments that were subsequently deleted by Knewton. FluentU (which I reviewed here) clearly approves of learning styles, or at least sees them as a useful way to market their product, even though it is unclear how their product caters to different styles. Busuu claims to be ‘personalised to fit your style of learning’. Learning styles are thriving in ELT coursebooks, too. Move it! Open Mind Elementary (A2) 2nd edition by Rogers, M., Taylor-Knowles, J. & Taylor-Knowles, S. Methodology books offer more tips for ways that teachers can cater to different learning styles. How about language teaching qualifications and frameworks? But, unfortunately, … Dembo, M.
Tanulj Másképp Műhely » Csapatépítő játékok Mit játsszunk a táborokban és osztálykiránduláson? Mit játsszunk az udvaron? Mit játszhatunk osztályfőnöki órán? A pozitív érzelmi hangolásnak, az összetartozás érzésének, az ÉRZELMEKNEK hatalmas szerepe van mind szubjektív jóllétünk, mind hatékony munkavégzésünk vagy tanulásunk szempontjából. Iskolán kívüli szabadidős közösségek, táborok és iskolai közegben működő osztályok, csoportok, arra nyitott pedagógusok számára ajánljuk ezeket az együttműködésre ösztönző játékokat. Céges csapatépítő tréningekre is alkalmasak felnőttek számára! Cél: mozgás, pozitív érzelmi hangolás, humor, vidám légkör megteremtése Névtanuló játék A közösségépítés első lépcsőfoka az ismerkedés, a nevek megtanulása. Játszani jó! TIPP: A játékot játszhatjuk nevek helyett szimbólumokkal, kedvenc állatokkal, színekkel is – akár ön-és társismeret fejlesztése céljából. Csapkodós Szintén alkalmas névtanulásra, de jégtörő, hangulatteremtő játéknak is remek. Kacsintós gyilkos játék Csábítós játék Párokba állunk, és körbe. Pizza
The Teacher Curse No One Wants to Talk About Knowledge is a curse. Knowing things isn't bad itself, but it causes unhealthy assumptions -- such as forgetting how hard it was to learn those things in the first place. It's called the Curse of Knowledge. In this post, we'll identify how the Curse of Knowledge affects educators. Then we'll outline seven ways to alleviate the curse. The ultimate goal is to improve instruction. The Curse of Knowledge The Curse of Knowledge has been variously described in articles by Chip and Dan Heath, Carmen Nobel, and Steven Pinker, and also in books such as The Sense of Style and Made to Stick. All of the resources describe the same phenomena -- that a strong base of content knowledge makes us blind to the lengthy process of acquiring it. We do not remember what it is like to not know what we are trying to teach. As a result, we end up assuming that our lesson's content is easy, clear, and straightforward. Lifting the Curse Here are seven ways to make learning easier for your students. 1. 2. 3. 4. 5. 6.
INGYENES VIDEÓSOROZAT - Élményesszencia ingyenes videósorozat 54 Flipped Classroom Tools For Teachers And Students - 54 Flipped Classroom Tools For Teachers And Students by TeachThought Staff The flipped classroom has continued to enjoy momentum years after its introduction, speaking to its flexible nature, and to the need for a real change in thinking in how we think of time and space in education. Technology has been, more than anything else, the catalyst for the flipped movement. Further, teachers have taken advantage of not just video channels but a collective video literacy to realize the potential of flipping the classroom. Below is a list 54 flipped classrooms tools for teachers and students–both equally important because in a flipped classroom, both teachers and students are consistently interacting with technology, often independently and asynchronously. 54 Flipped Classroom Tools For Teachers And Students
How to Cope With Frustrated Child in Elementary School | Ways to Respond It’s common for grade-schoolers to push their parents’ buttons sometimes. But there may be times when your child has strong reactions that seem to come out of nowhere. You might think he’s simply testing limits (or your patience). Instead, his reactions may be outbursts of frustration related to his learning and attention issues. Knowing what’s behind his behavior can help you keep your cool. It can also help you respond in a way that lowers the tension level between you and gives him another way to cope. Here are some examples of behaviors you may see, and helpful ways you could respond. Learn more about signs of frustration in grade-schoolers and helping your child cope with frustration.
Game | 180 Days Challenge Congratulations! You finished the year. Now that it’s June, how did you do? How many kids did you help succeed? In theory, giving you an answer to that question should be as easy as tallying up your score and checking the numbers. And yet, the task of building a healthy school climate or supporting the needs of your own child does not come with an exhaustive set of do’s and don’ts. The good news, however, is that a growing consensus has emerged from fields as diverse as neuroscience or developmental psychology, to suggest that we know more than we think we do about what powerful learning environments actually look like – and require. In the 180 Days Challenge, the scenarios you were given were designed to make you choose between several legitimate options and to decide which of those developmental needs you would prioritize. That’s not a score as much as it is a barometer for where you believe the greatest attention in schools should be placed. Thanks for playing!
How People Learn: An Evidence-Based Approach Proposals to "professionalize teaching" are popular today, but agreement about what this should entail is elusive. At Deans for Impact, an organization composed of leaders of programs that prepare new teachers, we believe that part of what distinguishes members of a profession is general agreement on a body of domain-specific knowledge that is relevant to practice. We recently released "The Science of Learning," a report that summarizes the cognitive science related to how students learn. The principles in this post are drawn from that report. Teachers will always need to use their knowledge of students and content to make professional judgments about classroom practice. 6 Scientific Principles Every Teacher Should Know Unfortunately, our education system is rife with misconceptions and confusion about learning. 1. This means that teachers should make sure that students have -- or should provide students with -- the background knowledge needed for understanding new content. 2. 3. 4. 5.