Essay Influential Teacher

Essay Influential Teacher-79
” These two ways of looking at literacy do not compete; the challenge is to find the right balance between them (Figure 2).The subject area content can come from already defined curriculums or can be enhanced by the adoption of a set of themes or topics by the department, grade-level team, school, or school system.Time management, individual responsibility, honesty, persistence, and intrapersonal skills, such as appreciation of diversity and working cooperatively with others, are examples of work habits necessary for an individual to be successful in life.

” These two ways of looking at literacy do not compete; the challenge is to find the right balance between them (Figure 2).The subject area content can come from already defined curriculums or can be enhanced by the adoption of a set of themes or topics by the department, grade-level team, school, or school system.Time management, individual responsibility, honesty, persistence, and intrapersonal skills, such as appreciation of diversity and working cooperatively with others, are examples of work habits necessary for an individual to be successful in life.

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On the first column of lines, the teacher indicates the points each element is worth.

Some elements receive more points in order to focus students' attention on skills in need of improvement.

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.

Performance-based learning and assessment represent a set of strategies for the acquisition and application of knowledge, skills, and work habits through the performance of tasks that are meaningful and engaging to students.

(These lists and other illustrative materials are shown as “Exhibits” at the end of the chapters and are numbered consecutively.) The upper-level format (Exhibit 1) is used in middle and high school.

It lists the important elements and provides three columns of lines.

The development of performance-assessment tasks is no exception.

With a little practice, however, teachers find that they can easily and quickly develop performance tasks and assessment lists.

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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