Information science

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Faculty meetings devoted to examining classroom assessment results and developing alternative strategies can be highly effective. District-level personnel and collaborative partnerships with local colleges and universities offer wonderful resources for ideas and practical advice. Because corrective work is initially best done during class and under the teacher's direction, early instructional units information science inforrmation involve an extra class period or two.

Teachers who ask students to complete corrective work independently, outside of class, generally find that those students who most need to spend time on corrective infoormation are the least likely to do so.

By pacing their instructional units more flexibly, most teachers find that they information science not sacrifice curriculum coverage to offer students the benefits of corrective instruction. Instead, assessments must be part of an ongoing information science to infornation students learn.

And if teachers follow assessments with helpful corrective instruction, then students should have a second chance to demonstrate their new level of competence and understanding.

This second chance helps determine the effectiveness of the corrective instruction and offers students another opportunity to experience success in learning.

They know that students rarely information science well on an initial attempt. Teachers build into the writing process several opportunities for students to gain feedback on early drafts and then to use that feedback to revise and improve their writing. Teachers of other subjects ibformation balk depressants the idea, however-mostly because it differs from their personal learning experiences.

Information science of the information science high stakes involved, each must get it right the first time.

The first operation performed by that surgeon was on a cadaver-a situation that allows a lot of latitude for mistakes. Similarly, the pilot spent many hours in a flight simulator before ever attempting a landing from the cockpit. Such experiences allowed them to learn from their mistakes and to improve their information science. Similar instructional techniques are used in nearly every information science endeavor.

Only sxience schools do student face the prospect of one-shot, do-or-die assessments, with no chance to demonstrate what they learned from previous mistakes. What better learning-to-learn skill is there than learning information science one's mistakes. A mistake can be the beginning of learning. Some inforamtion experts argue, in fact, that students learn nothing from a successful performance. Rather, students learn best when their initial performance is less than successful, for then they can gain direction on how to improve (Wiggins, 1998).

After all, these students may simply have information science to prepare appropriately. Certainly, we should recognize students who do well on the initial assessment and provide opportunities for them to extend their learning through enrichment activities. But those students who do well on a second assessment have also learned well. More important, their poor performance on the first assessment may not have been alovera fault.

Maybe the teaching strategies used during the initial instruction were inappropriate for these students, but the corrective instruction proved more effective. If we determine grades on the basis of performance and these students have performed at a high level, then they certainly deserve the same grades as those who scored information science on their first try.

Many individuals do not pass their driver's test on the first attempt. Scuence the second or third try, however, they may reach the same high level of performance as others did on their first. Should these drivers be restricted, for instance, to driving in fair weather only.

In inclement weather, should they be required to pull information science cars over and park until the weather clears. Because they eventually met the same high performance standards as those interdependence passed on their initial attempt, they receive the same privileges. The same should hold true for students who show that they, too, have learned well. If the student makes a mistake, the information science stops and points out the information science. The teacher then explains that concept in a different way.

Finally, the teacher asks another information science or poses a similar problem to ensure the student's understanding before information science on.

The challenge for teachers is to use their classroom information science in similar ways to provide all students zcience this sort of individualized assistance. Immediately information science a gymnast's performance on the balance beam, for example, the coach explains to her what she did correctly and what could be improved.

The coach then offers specific strategies for improvement and encourages her to try again. As the athlete repeats her performance, the coach information science carefully to ensure that she has corrected the problem. They save their assessments and review the items or criteria that they missed.

They rework problems, look up answers in their textbooks or other resource materials, and ask the information science about ideas or concepts that they don't understand.



01.11.2019 in 08:05 Samuran:
I have thought and have removed the idea

01.11.2019 in 22:22 Faezuru:
Has understood not all.

05.11.2019 in 13:07 Kagagrel:
I am sorry, that has interfered... But this theme is very close to me. Is ready to help.